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Preparing nursing students to respond to disasters: Faculty perspectives
This mixed methods study explored emergency preparedness and disaster response in the concept-based learning curriculum adopted by the Alabama Community College System (ACCS) in 2016. The concept-based curriculum employs active learning in lieu of the traditional lecture-style teaching methods.
This study addressed the problem that educators may be unfamiliar with this content and are unsure how to present this material to students. The purpose of this study was to gain insight on teaching methodologies, to better prepare nursing students on this content.
Kolb’s 1984 Experiential Learning Theory was the framework that parallels closely with this curriculum. Kolb emphasizes four stages that are essential for experiential learning to be successful: concrete experience, reflective observation, abstract conceptualization and active experimentation.
The online survey included 76 nurse educators from the ACCS. Survey questions were based on the variables of teaching methodologies, nurse preparedness, attitudes and barriers. The results concluded that collaboration is the preferred method of teaching. Continuing education opportunities on this content are also needed.
The semi-structured interviews included five nurse directors in the ACCS. The interviews indicated simulation was the preferred method of directors to prepare students in this content. Continuing education was a need expressed.
This study revealed that nurse educators and directors want more education on this content. A future follow-up study would be beneficial to include educators and students to measure learning outcomes....
The effects of a hardiness educational intervention on hardiness and perceived stress of baccalaureate nursing students
Despite the known benefits of hardiness education, no published research has been found on the effects of hardiness education with nursing students. Thus, the purposes of this study were first to determine if an increase ...
Experiencing narrative pedagogy: Conversations with nurse educators
The increasingly complex nature of health care requires nursing graduates, upon completion of their formal education, to be fully capable of providing safe and competent patient care. Accrediting bodies for schools of nursing have challenged nursing education to develop and implement innovative, research-based pedagogies that engage students in learning. Narrative Pedagogy is an innovative approach to teaching and learning developed by Nancy Diekelmann after many years of researching nursing education using Heideggerian hermeneutic phenomenology.
As a new paradigm for teachers and students gathering in learning, Narrative Pedagogy is understood to be both a strategy and a philosophy of teaching. Narrative Pedagogy as a strategy provides an approach using the interpretation of clinical stories to better understand the experience of the patient, the nurse, and the family. Narrative Pedagogy as a philosophy of teaching offers Diekelmann's Concernful Practices as a way of comportment for teachers and students as they gather in learning and teachers as they incline toward teaching narratively.
This hermeneutic phenomenological study examined the experience of Nurse Educators with Narrative Pedagogy. Findings include overarching Pattern: Narrative Pedagogy as Bridge. Two themes are: 1) Students and teachers gathering in learning, and 2) Inclining toward teaching with Narrative Pedagogy. Positive teaching experiences and positive learning experiences with Narrative Pedagogy will advance the science of nursing education by adding to the body of knowledge of alternative pedagogies....
Nursing students' self-efficacy to care for older adults in acute care settings in Ghana: A mixed method study
Self-efficacy has been reported to serve as a motivator for goal achievement and to impact care quality and career development choices. Understanding nursing students’ self-efficacy to care for older adults can provide ...
Examining the effects of a rater training program on interrater reliability with the Lasater Clinical Judgment Rubric
There is high demand for competent graduate nurses as they begin working in healthcare. However, the transition from classroom to professional practice can be difficult. Students and newly licensed entry-level practitioners ...
Bachelor of Science in nursing student perceptions of caring online
Nursing education is increasingly offered in online settings. In order to continue to convey and sustain caring as a core value in nursing, it has become necessary to better understand what caring means to students in the ...
Incorporating social determinants of health in associate degree nursing education
The purpose of this study is to integrate assessment of SDH using a Patient Centered Assessment Method (PCAM) during patient care transitions into associate degree nursing education. It will evaluate student learning, ...
Examining nursing faculty credentials and NCLEX-RN pass rates in pre-licensure nursing programs
The healthcare industry has registered nurses from various academic and clinical backgrounds. With nurses accounting for a significant number of healthcare professionals, there is a continued need for nursing students to ...
Perceptions of undergraduate nursing students on racism and racial disparities in maternal health
The United States has persistent racial inequities in maternal health, with African American women experiencing the highest maternal mortality and morbidity (Centers for Disease Control and Prevention, 2020). Structural ...
Expanding boards: A study of the experience of former National Student Nurses' Association Board of Directors members from 2010-2020
This qualitative study was designed to examine how student nurses experience and understand their role as National Student Nurses' Association (NSNA) Board of Directors members and how that experience shapes their career ...