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Background: Effective strategies for developing scholarly writing skills in postsecondary nursing students are needed. Generative artificial intelligence (GAI) tools, such as ChatGPT, for automated writing evaluation (AWE) hold promise for mitigating challenges associated with scholarly writing instruction in nursing education. This article explores the suitability of ChatGPT for AWE in writing instruction. Method: ChatGPT feedback on 42 nursing student texts from the Michigan Corpus of Upper-Level Student Papers was assessed. Assessment criteria were derived from recent AWE research. Results: ChatGPT demonstrated utility as an AWE tool. Its scoring performance demonstrated stricter grading than human raters, related feedback to macro-level writing features, and supported multiple submissions and learner autonomy. Conclusion: Despite concerns surrounding GAI in academia, educators can accelerate the feedback process without increasing their workload, and students can receive individualized feedback by incorporating AWE provided by ChatGPT into the writing process. [J Nurs Educ. 2023;62(12):721–727.] [ABSTRACT FROM AUTHOR]

Purpose: To identify trends in female pediatric ophthalmologist authorship and representation at the American Academy of Ophthalmology (AAO) Annual Meeting from 2018 to 2022. Methods: Participant data from 2018 to 2022 were collected from the AAO website, organized by conference activity (papers, posters, instruction courses, videos, symposia, subspecialty day, and awards), and analyzed by sex using an online tool. Chi-squared and odds ratio analyses were performed to determine trends in authorship sex and associations between the sex of paper and poster authors in each category. Results: Of 923 pediatric ophthalmology presentations from 2018 to 2022, 46.2% (426 of 923) of presenters and 46.6% (281 of 603) of unique individual participants were women. Overall, 48% (174 of 362) of first and senior authors of papers and posters were women. No significant difference or association between female first and senior authors was observed (52% vs 44%, P =.14; odds ratio 1.59, P =.13). There was no significant change in the proportion of total female presenters from 2018 to 2019 (−3.09%, P =.53), 2019 to 2020 (0.76%, P =.88), 2020 to 2021 (9.09%, P =.09), 2021 to 2022 (−5.68%, P =.30), or 2018 to 2022 (1.08%, P =.84). Conclusions: Since 2018, female representation at the AAO Annual Meeting has remained consistent and nears 50%. The lack of a significant difference between the proportion of female first and senior authors suggests that junior female pediatric ophthalmologists are climbing the ranks and more broadly engaging in mentorship roles. Considering the increasing proportion of female pediatric ophthalmologists, the absence of corollary, statistically significant increases in female participation may be of concern. [J Pediatr Ophthalmol Strabismus. 2024;61(1):6–13.] [ABSTRACT FROM AUTHOR]

Writing is valued as an essential skill in nursing education. However, the evaluation of written scholarly work is challenging. Limited nursing literature addressing issues or strategies associated with evaluation exists. The purpose of this study was to describe and evaluate differences that exist in the evaluation of a standardized written paper. The study included a sample of 47 graduate nursing students enrolled in a nursing education course. Participants were asked to grade a mock paper as part of a course assignment; their work was retained for data analysis. Wide variability in scoring and comments on the paper were noted; significantly lower scores were assigned by participants who had experience teaching in academic settings. The majority of written comments made by participants were related to grammar and American Psychological Association formatting or citation problems. Further research is needed to better understand paper evaluation practices of nursing faculty. [ABSTRACT FROM AUTHOR]

Patient-reported outcome measures are helping clinicians to use evidence-based medicine in decision making. The use of computer-based questionnaires to gather such data may offer advantages over traditional paper-based methods. These advantages include consistent presentation, prompts for missed questions, reliable scoring, and simple and accurate transfer of information into databases without manual data entry. The authors enrolled 308 patients over a 16-month period from 3 orthopedic clinics: spine, upper extremity, and trauma. Patients were randomized to complete either electronic or paper validated outcome forms during their first visit, and they completed the opposite modality at their second visit, which was approximately 7 weeks later. For patients with upper-extremity injuries, the Penn Shoulder Score (PSS) was used. For patients with lower-extremity injuries, the Foot Function Index (FFI) was used. For patients with lumbar spine symptoms, the Oswestry Disability Index (ODI) was used. All patients also were asked to complete the 36-Item Short Form Health Survey (SF-36) Health Status Survey, version 1. The authors assessed patient satisfaction with each survey modality and determined potential advantages and disadvantages for each. No statistically significant differences were found between the paper and electronic versions for patient-reported outcome data. However, patients strongly preferred the electronic surveys. Additionally, the paper forms had significantly more missed questions for the FFI (P<.0001), ODI (P<.0001), and PSS (P=.008), and patents were significantly less likely to complete these forms (P<.0001). Future research should focus on limiting the burden on responders, individualizing forms and questions as much as possible, and offering alternative environments for completion (home or mobile platforms). [ABSTRACT FROM AUTHOR]

Nursing faculty perceptions of teaching undergraduate nursing students documentation skills using either paper-based or electronic health record systems were explored in this study. Twenty-five nursing faculty in a large urban public school of nursing were interviewed using a 13-item survey questionnaire. Responses were analyzed using the constant comparative method, and four major themes arose: teaching strategies; learning from experts; road from novice to expert; and legal, ethical, and institutional issues. Results demonstrate how faculty overcome myriad obstacles encountered while teaching clinical documentation processes. Self-efficacy theory, with its emphasis on knowledge, skills, and social context, describes how faculty are modeling behaviors necessary to succeed during this transition from paper to electronic documentation. The school of nursing is integrating the findings from this research to further informatics integration across the curricula, and ongoing research is planned to investigate issues of self-efficacy and student and clinical staff perceptions of teaching-learning clinical documentation. [ABSTRACT FROM AUTHOR]

Purpose: To review and analyze abstracts presented at American Association for Pediatric Ophthalmology and Strabismus (AAPOS) annual meetings, and to identify publication rates and potential predictive factors for better outcomes. Methods: All abstracts accepted for presentation at AAPOS annual meetings from 2013 to 2017 were examined. A comprehensive literature search via PubMed and Scopus was conducted to identify whether the abstracts had been published as full text. A multivariate analysis was achieved to assess the factors related to successful publication, and a Kaplan-Meier analysis was performed to evaluate the publication time course of abstracts. Results: Of 819 analyzed abstracts, 437 (53%) were published in peer-reviewed journals with a median impact factor of 2.7. The overall mean time to publication was 3 ± 2.2 years. The multivariate analysis revealed that abstracts were more likely to be published if they were accepted at an AAPOS annual meeting as an oral paper (P <.001), if they were prospective (P >.001) and multicenter (P =.013) studies, and if they had strabismus, retina, and vitreous disorders and diagnosis as main topics (P =.022). The Kaplan-Meier analyses revealed significant differences in the publication time distribution for multicenter versus single-center abstracts and paper versus poster and e-poster (P <.05). Conclusions: More than half of the abstracts accepted for presentation at the AAPOS annual meetings were published in peer-reviewed journals within 3 years from submission to the meeting. The factors associated with a higher publication rate were the prospective study design, multicentricity, and presentation at the meeting as an oral paper. [J Pediatr Ophthalmol Strabismus. 2022;59(2):87–93.] [ABSTRACT FROM AUTHOR]

Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices. [Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies. Inconsistent grading practices among educators, students' unrealistic expectations of grades, and a trend toward grade inflation may be contributing to both educators' and students' concerns. A teaching scholarship project that led to a research study explored nurse educators' beliefs, values, and practices related to the grading of written academic work. The purpose of this article is to share the findings and the resulting grading guidelines that were developed to support nurse educators' endeavors to enact equitable grading practices. [J Nurs Educ. 2013;52(9):492-499.] [ABSTRACT FROM AUTHOR]

The article focuses on electronic health record (EHR), and discusses a study conducted on the importance of paper documentation for new nurses. In the study, a patient was presented to the emergency department with shortness of breath, and the nursing students were told that the EHR was not available. The faculty told the students that all care provided to the patient would be documented using paper. The study found that handwritten orders improved patient safety.

Background: Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. Method: Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. Results: Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. Conclusion: Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [ABSTRACT FROM AUTHOR]

Background: Traditional competency evaluations and manual tracking created a problem within one organization. Subjective competency assessments and inconsistent recordkeeping resulted in increased organizational costs. These factors increased the workload of nursing professional development (NPD) practitioners, leading to job dissatisfaction and turnover. Method: The project lead evaluated how implementing a digital competency management system (CMS) affected nurse training costs and assessed NPD practitioners' satisfaction after the digital CMS conversion. Results: A cost analysis compared training costs before and after implementation of a digital CMS. A pre- and postsurvey compared NPD practitioners' satisfaction before and after digital implementation. A digital CMS provided a centralized repository and educational platform, which saved $500,000 in training costs and increased NPD practitioners' job satisfaction by decreasing workload and creating meaningful mechanisms to accurately assess staff knowledge and skills. Conclusion: The NPD practitioners showed tangible outcome measures and return on investment by combining adult learning and technology. [J Contin Educ Nurs. 2024;55(5):239–245.] [ABSTRACT FROM AUTHOR]

Background: The U.S. Boards of Nursing (BONs) collect annual report data from their nursing programs as part of their approval process. This paper highlights the 2020 and 2021 annual report data on the effect of coronavirus disease 2019 (COVID-19) on all nursing programs in 17 BONs in 2020 and 19 in 2021. Method: Nursing programs answered 16 questions on the effect of COVID-19 on their programs. Because BONs require annual report data, all programs in the participating states answered the questions, which included 798 programs in 2020 and 929 in 2021. Results: Major disruptions in nursing education occurred during the pandemic. Clinical experiences and didactic classes were greatly affected, though alternative strategies were used. Student and faculty attrition rates were particularly high in 2021. Conclusion: The authors call for a national forum where nurse leaders analyze what happened and make recommendations for future crisis events. [J Nurs Educ. 2024;63(5):312–319.] [ABSTRACT FROM AUTHOR]

Learning to write well is a difficult but worthwhile effort, as nurses often need to communicate effectively through writing. A range of interventions has been used to promote effective writing by nursing students, but little outcome evidence, beyond student and faculty satisfaction, has been reported. A peer coaching assignment in a senior-level RN-to-BSN nursing complex care theory course required students to complete a scaffolded review of a peer's draft paper and provide constructive feedback to the peer. A masked and a nonmasked faculty rater (with interrater reliability of 0.99) scored the drafts and final papers. The mean scores of the participants' papers improved dramatically (M[sub change] = 14.24, SD[sub change] = 15.26, t [28] = 5.03, p = 0 .000, 95% CI[sub diff] [8.44, 20.05]), after peer feedback. Students' responses to the intervention included identification of learning outcomes and the benefits and challenges of providing and receiving peer feedback. [ABSTRACT FROM AUTHOR]

Nursing students need the necessary resources to successfully complete a professional paper writing assignment. The purpose of this article is to describe resource support and evaluation strategies used in a professional paper writing assignment in a baccalaureate nursing program. The impetus for the study is to address the need for nursing faculty to move students toward writing proficiency while improving their information management skills. Students need resources to successfully complete professional papers due to the need for mining relevant professional sources, assistance with editing, and refinement of paper gained through peer feedback. Methods include evaluation of the interdisciplinary resource collaboration with campus librarians (information literacy), campus writing center tutorial oversight, and peer reviewer support and feedback. Student evaluation of the teaching strategy found the resources helpful for completion of the writing assignment and the collaborative learning with campus colleagues and writing experts beneficial. [ABSTRACT FROM AUTHOR]

Nursing students need the necessary resources to successfully complete a professional paper writing assignment. The purpose of this article is to describe resource support and evaluation strategies used in a professional paper writing assignment in a baccalaureate nursing program. The impetus for the study is to address the need for nursing faculty to move students toward writing proficiency while improving their information management skills. Students need resources to successfully complete professional papers due to the need for mining relevant professional sources, assistance with editing, and refinement of paper gained through peer feedback. Methods include evaluation of the interdisciplinary resource collaboration with campus librarians (information literacy), campus writing center tutorial oversight, and peer reviewer support and feedback. Student evaluation of the teaching strategy found the resources helpful for completion of the writing assignment and the collaborative learning with campus colleagues and writing experts beneficial. [ABSTRACT FROM AUTHOR]

Background: Preparing nursing students for practice is supported by developing a global perspective of health care delivery models. However, many schools of nursing and students lack the resources for study abroad. Method: Using a virtual stay-in place model, 42 international students applied an evidenced-based approach to study statistics, research, transitions in care, and elder care models that supported collaboration among peers from Austria, Switzerland, Chile, the United Kingdom, and the United States. Students explored social, economic, and reimbursement factors not encountered in the typical classroom. Results: Student beliefs and perspectives changed after completing a program with global peers. Survey results and themes in reflection papers indicated increased ability to conceptualize content in new ways, including holistic elder care, cultural practices and reimbursement options, and effects on future practice. Conclusion: Virtual international learning experiences are an effective education innovation that allows student to connect and learn from one another using a stay-in place model. [J Nurs Educ. 2023;62(11):647–649.] [ABSTRACT FROM AUTHOR]

Explores the experience of implementing journal writing as an expectation of second-year baccalaureate nursing students in a clinical practicum in the U.S. Role of faculty in facilitating the experience; Provision of medium within which students explored in depth significant events that occurred in their practicum; Inclusion of application of theoretical frameworks.

Purpose: Research on the concept of expressed emotion (EE) has expanded in recent years but its role in dementia still requires elucidation. Understanding the role of EE in the dementia context could help in the development of appropriate interventions. Method: The current review synthesized relevant literature to investigate the prevalence and correlates of EE status in families of people with dementia. A comprehensive search of four databases from inception to 2022 produced 2,683 papers; 18 studies met inclusion criteria. Results: The use of EE criteria differed not only across cultural contexts, but even within the same cultural context. Overall, the prevalence of EE in families with dementia compared with other psychiatric conditions was not high. Conclusion: Specific changes in EE over time remain to be explored, and findings emphasize the need to carefully discriminate High EE status based on the cultural background of family members with dementia. [Journal of Gerontological Nursing, 50(2), 17–25.] [ABSTRACT FROM AUTHOR]

Background: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program. Method: This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction. Results: Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies. Conclusion: A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [J Nurs Educ. 2023;62(4):241–248.] [ABSTRACT FROM AUTHOR]

Background: It is important for instructors to give equivalent grades for comparable student performances on an assignment. Students complain of differential grading, especially when multiple instructors grade a course assignment. Method: This descriptive comparative study examined clinical instructor-assigned grades for reflective thinking and writing components. Grades for 480 critical reflective papers by 80 undergraduate nursing students were assessed for differences between clinical group instructors and part-time versus full-time instructors. Results: Despite evidence of comparable student performance on the assignment across both groups, grades differed among the 10 instructors on both components. Grades differed between part-time and full-time faculty on reflective thinking but not writing, with part-time faculty grading reflective thinking higher than full-time faculty. Conclusion: Differential grading was identified between clinical instructors and type of faculty. The merit of multiple instructors grading a single course assignment warrants reconsideration. Enhanced grading training is recommended for part-time instructors who are expected to grade written assignments. [J Nurs Educ. 2023;62(2):101–104.] [ABSTRACT FROM AUTHOR]

The article provides information about one-minute paper, a solution to formative evaluation aimed at a current cohort of nursing students. According to the author, learner evaluation of a large group of students in a lecture setting seldom caters a benefit for those enrolled at the time. The intent of the one-minute paper is to evaluate students' reactions to and discernment of the instructional material presented or discussed. Accordingly, this teaching tool can be employed to assist nurse educators assess students' discernment in classroom, laboratory, and clinical settings.

The article discusses the topics in the white paper entitled, "Legal Issues in the Care of Pressure Ulcers Patients: Key Concepts for Healthcare Providers," by the International Expert Wound Care Advisory Panel. It references the online article "International Wound Care Experts and Medline Issue White Paper on Legal Issues in the Care of Pressure Ulcer Patients." The key topics in the white paper include assessing the legal implications of the policies and procedures of health care facilities.

Registered nurses with a diploma or an associate's degree are encouraged to return to school to earn a Bachelor of Science in Nursing degree. Until they return to school, many RNs have little need to regularly write, store, and retrieve work-related papers, but they are expected to complete the majority of assignments using a computer when in the student role. Personal information management (PIM) is a system of organizing and managing electronic information that will reduce computer clutter, while enhancing time use, task management, and productivity. This article introduces three PIM strategies for managing school work. Nesting is the creation of a system of folders to form a hierarchy for storing and retrieving electronic documents. Each folder, sub-folder, and document must be given a meaningful unique name. Numbering is used to create different versions of the same paper, while preserving the original document. J Contin Educ Nurs. 201 5;46(12):557-561. [ABSTRACT FROM AUTHOR]

Nurse educators may be asked to provide feedback on writing, encountering the challenge of determining which errors to address, when, and how. This Teaching Tips article, drawing on the author's experience in writing instruction, summarizes a novel framework for error triage: the five canons of classical rhetoric as described by the Roman rhetorician Quintilian. [ABSTRACT FROM AUTHOR]

Background: Health inequities are prevalent in the United States and globally; however, racism as a root cause for health inequities is not explicitly addressed in most nursing or health science curricula. Method: Nursing students enrolled in an undergraduate Bachelor of Science in Nursing research course were immersed in a trip to a Holocaust and Human Rights Museum as a nontraditional experiential approach to building upstanders for health equity. Results: Students used their experiences to inspire research to advocate for health equity for vulnerable populations and disseminated their research at local, national, and international conferences. Conclusion: Nurse educators are responsible for ensuring nursing curricula are current and inclusive to address the health needs of patients and communities and to improve patient and population health outcomes. Embedding an immersive experience and related assignments is one strategy toward dismantling structural racism in health care. [J Nurs Educ. 2022;61(7):417–420.] [ABSTRACT FROM AUTHOR]

The article focuses on returning-to-school adult learners, RN-to-baccalaureate (RN-to-BSN) students bring to the classroom the practice experiences useful for the foci of research papers. Topics include preparing a nursing research appraisal paper calls for refreshing and technical writing skills, writing helps learners think critically about course material, and nursing research course with a primary goal of preparing learners to evaluate research drawing from the cycle of science.

Background: As health care education programs adopt electronic portfolios (eportfolios), a midwestern university baccalaureate nursing program faces challenges in transitioning from a 25-year-old paper-based system to eportfolio. Method: Process improvements and faculty development were implemented through collaboration with the information technology (IT) department and the involvement of students as ambassadors. Pre- and posttransition surveys and portfolio benchmarks were used to evaluate the efficacy of the new eportfolio system. Results: Results of faculty and student surveys revealed improved positive experiences regarding the value, clarity, and ease of use of the eportfolio system. Benchmark deficits decreased from six of eight portfolio criteria in Fall 2017 to none in Fall 2019. Conclusion: Buy-in through faculty and student involvement, along with a user-centered design, are essential for a successful eportfolio transition. Student and faculty engagement would be secured when they are well-informed in the transition process. Buy-in through faculty and student involvement, along with a user-centered design, are essential for a successful eportfolio transition. Student and faculty engagement would be secured when they are well-informed in the transition process. [[J Nurs Educ. 2020;59(12):705–708.] [ABSTRACT FROM AUTHOR]

The article reports on the publication of the issue paper "Nurses' Involvement in Nursing Home Culture Change: Overcoming Barriers, Advancing Opportunities" by the Hartford Institute for Geriatric Nursing at the New York University College of Nursing, Coalition for Geriatric Nursing Organizations and Pioneer Network. The issue paper provides advice on how nurses can develop their professional competencies. Moreover, it discusses cultural change.

Announces that Craig J. Whittington of the Royal College of Psychiatrists Research Unit, and his colleagues were awarded 2004 Paper of the Year by "The Lancet" for their article "Selective Serotonin Reuptake Inhibitors in Childhood Depression: Systematic Review of Published Versus Unpublished Data." Statement from Richard Horton, editor of "The Lancet" about the study.

Mobile technology is a promising educational platform for chronic disease management. Patients with heart failure (HF) have high rates of hospitalization and complications. The goal of the current cross-sectional study was to determine if middle-aged and older adults were using or willing to use technology for HF education and self-management. A convenience sample of 37 patients with HF were recruited from an outpatient HF clinic. Participants were asked to complete a 23-item paper survey. Male participants comprised 59.5% of the sample and 54.1% of the sample reported being age ≥65. Most participants (60%) described using text messaging and FacebookMobile technology is a promising educational platform for chronic disease management. Patients with heart failure (HF) have high rates of hospitalization and complications. The goal of the current cross-sectional study was to determine if middle-aged and older adults were using or willing to use technology for HF education and self-management. A convenience sample of 37 patients with HF were recruited from an outpatient HF clinic. Participants were asked to complete a 23-item paper survey. Male participants comprised 59.5% of the sample and 54.1% of the sample reported being age ≥65. Most participants (60%) described using text messaging and Facebook®, 78.3% reported believing technology could help with HF management, and 70.3% of participants indicated willingness to use technology. Findings indicate that incorporating mobile technology into HF education and self-management is of interest to middle-aged and older adults. These findings have important implications for designing HF patient education programs. [Journal of Gerontological Nursing, 45(11), 30–38.]. [ABSTRACT FROM AUTHOR]

The use of socially assistive robots (SARs) to enable older adults (aged ≥65 years) to live independently for as long as possible has been researched for several years. Of particular interest is the way SARs can combat loneliness. A quantitative cross-sectional study was conducted with 61 older adults in living facilities in Berlin, Germany. Paper-based questionnaires were used to elicit experiences of loneliness and determine the level of acceptance of SARs. Mean score (39.3) of the loneliness scale was in the average range for this population. Mean score (56.1) of acceptance of SARs was on a moderate level. Regression analyses showed that loneliness did not influence the acceptance of SARs by older adults in the sample, which was contrary to findings in the literature. Further studies might generate more accurate data and accelerate the development of robots to make them more attractive for social purposes. [Journal of Gerontological Nursing, 49(4), 21–26.] [ABSTRACT FROM AUTHOR]

Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction. [ABSTRACT FROM AUTHOR]

Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to compare embedded audio feedback (EAF), which faculty provided using the iPad® application iAnnotate® PDF to insert audio comments and written feedback (WF), inserted electronically on student papers in a series of writing assignments. Goals included determining whether EAF provides more useful guidance to students than WF and whether EAF promotes connectedness among students and faculty. An additional goal was to ascertain the efficiency and acceptance of EAF as a grading tool by nursing faculty. The pilot study was a quasi-experimental, cross-over, posttest-only design. The project was completed in an Informatics in Health Care course. Faculty alternated the two feedback methods on four papers written by each student. Results of surveys and focus groups revealed that students and faculty had mixed feelings about this technology. Student preferences were equally divided between EAF and WF, with 35% for each, and 28% were undecided. [J Nurs Educ. 2015; 54(1):41-44.] [ABSTRACT FROM AUTHOR]

Background: Competency in end-of-life (EOL) care is a growing expectation for health professions students. This study assessed the impact of four EOL care scenarios, using high-fidelity simulation, on the perceived learning needs and attitudes of pharmacy and nursing students. Method: On three campuses, pharmacy students (N = 158) were exposed to standard paper EOL case scenarios, while a fourth campus exposed eight graduate nursing and 37 graduate pharmacy students to simulated versions of the same cases. Results: The paper-based groups produced similar pre-post changes on the End of Life Professional Caregiver Survey. Results were pooled and compared with the simulation-only group, revealing significantly higher changes in pre-post scores for the simulation group. Conclusion: Students participating in the simulation group showed some significant differences in attitudes toward EOL care, compared with students in the classroom setting. [ABSTRACT FROM AUTHOR]

Psychotherapy is an important part of managing bipolar depression and its associated impairments. There is considerable evidence that psychotherapies are effective adjuncts to pharmacotherapy in delaying or preventing episodes of bipolar depression. Individuals with bipolar depression may be reticent to consider these treatments. This paper surveys the utility, evidence base, effective treatment components, and controversies surrounding adjunctive psychosocial interventions. [Psychiatr Ann. 2023;53(2):58–62.] [ABSTRACT FROM AUTHOR]