Search

The need to evaluate program outcomes is a task facing many nurse faculty. This three-part capstone paper is used to evaluate the baccalaureate program outcomes of critical thinking, written communication, and therapeutic interventions. First, students interview clients from other cultures, religions, or sexual orientations. Second, students analyze the interview data and compare their findings with the literature. Third, students reflect on their own cultural beliefs and values and discuss their influence on future nursing practice. The development of a grading rubric, levels of achievement, outcomes, program revisions, and student comments are discussed.

Aim: The aim of the study was to examine sensory and motor essential abilities required by nursing boards and assess their inclusion in prelicensure nursing program admissions., Background: The nursing workforce should mirror diverse patient populations for better concordance; however, essential abilities restrictions hinder admissions for students with disabilities., Method: Requirements for licensure were collected from state boards of nursing and compared with essential abilities admissions requirements from 58 prelicensure programs., Results: No state boards mandated sensory or motor abilities for licensure. Thirty-one (53%) programs had restrictive essential abilities criteria. Some criteria conflicted with safety standards or the Americans with Disabilities Act., Conclusion: Disparity of essential abilities requirements was observed. Restrictive essential abilities criteria may create barriers to admission of students with disabilities, thus limiting the diversity and capacity of the nursing workforce., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Abstract: A whole-food, plant-based (WFPB) eating pattern has shown benefits in preventing and reversing chronic disease, yet nursing curricula rarely include content on nutrition as a primary modality for disease management. We implemented several undergraduate and graduate nursing and interprofessional teaching strategies to increase student knowledge of a WFPB diet and help nurses improve patient outcomes through assimilation. Students requested additional emphasis on WFPB diets and chronic illness in the curriculum., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Abstract: During the COVID-19 pandemic, telehealth utilization grew astronomically, encouraging more institutions of higher education to become innovative and proactive in preparing health care providers to deliver high-quality telehealth care. Telehealth can be creatively implemented throughout health care curricula given the appropriate guidance and tools. This article speaks to the development of student telehealth projects as part of the work of a national taskforce funded by the Health Resources and Services Administration and charged with the development of a telehealth toolkit. Proposed telehealth projects allow students to take the lead in their innovative learning and allow faculty to facilitate project-based evidence-based pedagogy., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Abstract: As the demand for nurse practitioners increases to meet health care needs, pathways to facilitate the transition into specialty advanced practice nursing education must be developed. The STudent Advisor/Mentorship Program for Pediatrics (STAMPPed) program was an innovative strategy established to support graduate nursing students with little to no pediatric clinical experience who demonstrated an interest in becoming pediatric nurse practitioners. The program provided structured guidance and support from experienced pediatric nursing faculty through monthly group meetings and the formulation of one-to-one student-faculty mentoring dyads. Mentees found the program to be helpful and foster supportive relationships., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Emphasis by the American Nurses Association and the American Association of Colleges of Nursing regarding the importance of cultural competence in nursing education led to the development of a strategy to address personal bias in graduate nursing students. With the updated Essentials and a change to competency-based education, a need to address culturally congruent practices while increasing awareness of professional organization recommendations exists. Since Domain 2 of the Essentials highlights that culturally competent care is essential to person-centered care, a strategy that enhances knowledge by expanding the definition of culture beyond ethnicity and race was developed., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Abstract: Limited pediatric primary care clinical placement sites and preceptors have made it difficult for family nurse practitioner (FNP) students to meet pediatric preventive clinical competencies. The purpose of this project was to evaluate a faculty-led clinical model to meet pediatric preventive care competencies through a pediatric mobile clinic. A pre-post evaluation design was used to evaluate student perceptions of their achievement of competencies. Students demonstrated improvement in all seven competencies. A faculty-led clinical model through a pediatric mobile clinic may be an effective way to improve pediatric clinical competencies for FNP students., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Aim: The aim of this study was to create a theoretical framework that describes how mentoring relationships in academic nursing unfold from the perspectives of nurse faculty mentors., Background: Mentoring is a strategy that can promote the satisfaction and retention of nurse faculty. Although research has focused on the experiences of protégés in mentoring relationships, little is known about mentoring from the perspectives of nurse faculty mentors., Method: Constructivist grounded theory was used to interview 24 experienced nurse faculty about their mentoring experiences., Results: The theoretical framework Growing Together: Mentors' Perspectives on Mentoring included four phases (getting together, getting going, going together, going beyond) and three strands (relationship with protégé, work of mentoring, emotional impact of mentoring)., Conclusion: Participants experienced a variety of benefits from mentoring while also experiencing a variety of challenges. Findings suggest that more resources are needed for experienced faculty who mentor novice nurse faculty., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Aim: The aim of this study was to develop an instrument to measure competencies of gerontological nursing faculty., Background: There is no accepted instrument to assess competencies of gerontological nursing faculty., Method: To develop the Gerontological Nursing Competency Questionnaire (GNCQ), we used a modified Delphi technique focused on consensus building among experts from the National Hartford Center for Gerontological Nursing Excellence. The 25-item GNCQ measures confidence in knowledge, confidence in teaching, and interest in further training in gerontological nursing. The instrument was piloted in a large nursing department at a university in southern California., Results: Low faculty competencies in knowledge and teaching and low interest in further training were observed., Conclusion: The GNCQ demonstrated initial content validity and an ability to identify key areas of deficiency in knowledge and teaching among nursing faculty. It may be used for improvement initiatives in gerontological nursing programs., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Abstract: As the COVID-19 pandemic prevented planned international travel opportunities for students and faculty, faculty at three universities from three professions created a four-day innovative, online learning experience. Each session included presentations from each country, small-group discussions, and evaluation. The topics appealed to students regardless of profession or nationality. Daily evaluations showed attendees valued the experience. The benefits of international and interprofessional learning were evident; students gained better understanding of other professions and health care systems through sessions that expanded their thinking. International appreciation and learning can be prioritized without physical travel., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Aim: The aim of this concept analysis was to develop a comprehensive definition of nursing student success., Background: Nursing student success has traditionally been viewed as timely program completion and passing the licensure exam on the first attempt. Little consideration has been given to holistic indicators of success that are inclusive of student well-being and mastery of self-care skills., Method: Nursing student success was examined using Walker and Avant's eight-step process of concept analysis., Results: This concept analysis defined nursing student success in a holistic manner characterized by the achievement of performance standards, acquisition of nursing knowledge, skills, and competencies, and attainment of educational goals while experiencing a state of personal thriving., Conclusion: This concept analysis highlights the need for academic programs and accrediting bodies to embrace holistic perspectives of nursing student success that are inclusive of student well-being and mastery of self-care skills., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Aim: This study aimed to identify if a correlation exists among trait emotional intelligence (EI), leadership styles, and conflict management styles used by nurse education administrators., Background: Nursing is fraught with incivility, bullying, and increasing physical aggression. Conflict surrounds nurses at every level. EI and leadership styles in nursing have been addressed. Few studies were found that addressed conflict management by nurse education administrators., Method: A quantitative nonexperimental correlational design using discriminant analysis was used in this study., Results: Trait EI factors of emotionality and sociability correlated with conflict management styles. Leadership styles and conflict management styles were situational; management styles of integrating and compromising were underused in conflict situations., Conclusion: Nurse education administrators are in a position to become disruptive innovators in changing the nursing culture. The increased use of conflict management styles of integrating and compromising can help address incivility and bullying., Competing Interests: The author has declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Aim: This scoping review examined development strategies for preparing reviewers to critically appraise the content of manuscripts submitted to peer-reviewed journals., Background: The journal peer review process is the crux of building the science of nursing education to inform teaching and learning., Method: Using the Joanna Briggs Institute procedure for scoping reviews, five databases were searched for articles published in English in peer-reviewed health sciences journals between 2012 and 2022 that included strategies for developing journal peer reviewers., Results: Of the 44 articles included in the review, a majority were commentaries (52%) published by medicine (61%), followed by nursing (9%) and multidisciplinary journals (9%). Reviewer development strategies aligned with three themes: pedagogical approaches, resources, and personal practices., Conclusion: Although multiple disciplines addressed peer reviewer development, a comprehensive and effective approach was not reported in the reviewed literature. The findings can inform a multilevel reviewer development program led by academic nurse educators., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Aim: The study's aim was to evaluate the integration and application of quality and safety competencies and concepts of fair and just culture in prelicensure nursing education., Background: Health care organizations support a safety culture by encouraging error reporting without fear of punishment and by conducting investigations to determine causes to improve quality and learn from mistakes. In prelicensure nursing education, the response to errors is often punitive and threatens dismissal., Method: Members of the National Student Nurses' Association were recruited to participate in an electronic assessment through the organization's mailing system., Results: Students representing all prelicensure program types (BSN, ADN, diploma, accelerated) and 46 states ( N = 268) completed the survey., Conclusion: Nurse educators were found to have a positive impact on student quality and safety competency. Improvement is possible in developing and supporting just culture within nursing programs to bridge the gap between academia and practice., Competing Interests: The author has declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Abstract: Development of cultural competence is essential for nurses to meet the needs of patients, families, and communities. Immersion experiences abroad have been shown to facilitate the development of cultural competence in nursing students; not all students are able to participate in these experiences. Virtual exchange is an alternative type of immersion experience that requires no travel and few resources. The purpose of this study was to examine the effects of a virtual exchange between bachelor of science in nursing students in the United States and the Sultanate of Oman on the development of cultural competence., Competing Interests: The authors have no conflicts of interest to disclose., (Copyright © 2023 National League for Nursing.)

Abstract: Institutional racism and systemic bias must be addressed in health care education with embedded cultural sensitivity training. We report the results of remote training on culturally sensitive care to increase knowledge, self-efficacy, and empathy in undergraduate nursing students ( n = 16). The training included four weekly remote sessions (~90 minutes). A pre-post survey indicated knowledge and self-efficacy increased ( p < .01); empathy increased but not significantly, likely because of ceiling effects ( p > .11). Compliance (94%) and satisfaction were excellent. This pilot study demonstrates a flexible, effective training model for nurse educators to implement within or alongside undergraduate nursing curricula., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Competing Interests: The author has declared no conflict of interest.

Aim: The aim of the study was to answer the research question: What is known from the literature about academic grading practices and grade inflation in nursing education?, Background: Nursing students require authentic assessment that supports their professional formation. For teachers and students, integrity is fundamental to professional nursing excellence., Method: Arskey and O'Malley's framework was used to integrate and reinterpret findings from qualitative, quantitative, and mixed-method studies., Results: Twelve studies were reviewed. Contributing factors are described as institutional constraints, external standards, team teaching, lack of faculty confidence, and student incivility. Strategies that may mitigate grade inflation include establishing grading expectations and increasing pedagogical rigor with precise rubrics, valid and reliable examinations, interrater reliability, and faculty development., Conclusion: Academic grading is a complex faculty responsibility grounded in ethical and relational competencies that can support or hinder students' professional formation. Evaluation of strategies to mitigate grade inflation in nursing education is urgently needed., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: Interprofessional education has become a mainstay of undergraduate and graduate nursing curricula. However, with limitations to physical contact brought about by the COVID-19 pandemic, the ability to provide such an experience was challenged. A remote session involving graduate family nurse practitioner, physical therapy, and occupational therapy students was devised using case studies in small groups with a faculty facilitator. Students evaluated the event using the Student Perceptions of Interprofessional Clinical Education-Revised instrument, version 2. This article focuses on the development of the program and use of the instrument with graduate students., Competing Interests: The author has declared no conflict of interest., (Copyright © 2023 National League for Nursing.)

Competing Interests: The author declares no conflict of interest.

Aim: The aim of the study was to examine and describe student perceptions of severity of violations, faculty support, and support for program improvement strategies related to willingness to report peer violations., Background: Peer reporting is important when students witness dishonest behaviors. To foster academic integrity, exploration of the willingness to report is needed., Method: Using McCabe's Academic Integrity Survey-Modified for Nursing Students, 442 baccalaureate students were surveyed., Results: The more students felt faculty supported related policies, the more willing students were to report ( r s = .298, α = .05). The more students understood what was considered a violation, the more willing they were to report ( r s = .485, α = .05). The more students believed program-wide strategies could prevent violations, the more willing they were to report ( r s = .231, α = .05)., Conclusion: Education that helps define academic integrity can contribute to nursing students' willingness to report peer violations. Faculty support of policies and program-wide strategies contribute., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2022 National League for Nursing.)

Aim: The goal of this study was to identify strategies for teaching health advocacy for undergraduate nursing students., Background: Although health advocacy is a core skill of professional nursing practice, there are challenges in the health advocacy approach in nursing education., Method: The databases LILACS, IBECS, BDENF, Medline, Web of Science, CINAHL, and the Cochrane Library were searched, without limit of time and language, for this scoping review; 11 articles were included. Data were analyzed and synthesized in a narrative form., Results: The following teaching strategies emerged: theoretical exposition and supervised clinical internship, technology-enhanced simulation, clinical experience, experiential learning, simulated social experiences, digital story making, and narrative pedagogy. The topic was taught according to several themes: economic disparity, health legislation, LGBTQ+ population, elder health, mental health, health policies, concept of advocacy, and nontechnical skills., Conclusion: Teaching strategies for health advocacy should be based on constructivist education linked to social reality., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2023 National League for Nursing.)