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ABSTRACT 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 [...]

ABSTRACT In fall 2007, the Evaluation of Learning Advisory Council of the National League for Nursing conducted a survey on the assessment and evaluation strategies and grading practices used by [...]

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.)

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.)

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: 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.)

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: 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.)

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.)

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

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.)

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: 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.)

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.)

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 © 2023 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 © 2023 National League for Nursing.)

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.)

Competing Interests: The author declares no conflict of interest.

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.)

Abstract: Despite the increasing demand for nurses in geriatrics, interest lags in working with older adults. The Carolina Opinions on the Care of Older Adults instrument assesses attitudes toward older adults, with one subscale assessing intention to work with older adults. The instrument was used in a pretest/posttest study with prelicensure students enrolled in a gerontological nursing course. Posttest scores showed an improvement in attitudes toward older adults. The geriatric career choice subscale showed no pretest/posttest changes. The Carolina Opinions on the Care of Older Adults instrument is a suitable measure to assess changes in attitudes and intention to work with older adults., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2022 National League for Nursing.)

Competing Interests: The authors have declared no conflict of interest.

Abstract: Teaching dermatologic conditions can be challenging in lecture-style format. A class activity was implemented in a prelicensure nursing course to enhance learning of dermatologic conditions while emphasizing the nursing process, evidence-based treatments, transmission-based precautions, and teamwork. Students worked in teams to identify moulage-based dermatologic conditions and follow the nursing process to develop a plan of care. Students presented their findings to faculty and peers. Positive student feedback on the activity included enhanced teamwork, application of the nursing process, visual emphasis on content, and understanding of holistic care. This activity is an innovative alternative to traditional lecture format., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: The purpose of this study was to analyze RN to BSN students' perceptions of their abilities to meet program outcomes through their clinical experiences with a clinical teaching associate and after assuming responsibility for planning and directing clinical learning activities. A mixed-methods approach was used. Most students (87 percent) reported achievement of program outcome measures. Students demonstrated real-world learning and application through clinical experiences and successfully met program outcomes., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: Adaptive quizzing as a course requirement is presumed to proactively engage students to learn effectively while also promoting the mastery of course content. This study evaluates the strength of correlation between adaptive quizzing as a pre-exam course requirement and course exam success. Results showed a positive correlation between the number of adaptive quizzes completed and mastery level attained on course exam scores in the adaptive quizzing program., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2022 National League for Nursing.)

Abstract: This study aimed to examine the acceptance and predictors of remote education through Internet-based learning among undergraduate nursing students in Jordan. An online survey was used with a sample of 344 students to assess satisfaction with remote education. Responses indicated that undergraduate nursing students were unsatisfied with remote education for several reasons. Many students (n = 188, 55 percent) strongly agreed that problems and obstacles were encountered when they studied subjects electronically. The acceptance of remote education was predicted by educational level (p = .01), device used (p = .001), and Internet reliability p = .001)., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2022 National League for Nursing.)

Abstract: This article describes an innovative interdisciplinary project that partnered nursing and engineering technology students. The students constructed patient transfer and mobility technology that addressed crucial operational, safety, and usability metrics. The final constructed prototype was presented to an international audience during a two-week study abroad. The project was designed to explore the development of effective interdisciplinary teamwork, recognition of discipline-specific expertise, and a greater understanding of the global health care environment. Qualitative content analysis design was used to determine the impact on leadership development, effective team synergy, and the global health care experience., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: Escape the Pharmacy is a fast-moving collaborative challenge for students in nursing and other health professions programs requiring coursework in pharmacology. Teams of students compete to solve a series of puzzles that reinforce knowledge of safe analgesic administration. Information regarding maximum dosing and adverse effects of opioids, nonsteroidal anti-inflammatories, and acetaminophen is included, as well as content on types of pain receptors. Recognition of opioid toxicity and symptoms of oversedation are all part of the challenge of escaping the pharmacy., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2020 National League for Nursing.)

Abstract: Global mobility, technological developments, and evolved organizational design have expanded the scope of workplace teams beyond traditional arrangements, giving rise to global virtual teams. As universities across the world encourage mobility, there are unprecedented opportunities to create discipline-specific international networks, increase cross-cultural understanding, and create rich interactions in research. Team structure, trust formation, and communication processes are known to positively influence global virtual team performance. They are discussed to illustrate the value of a structured model of work in an international research-focused collaboration of nursing academics from the United States, the United Kingdom, and Australia., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2020 National League for Nursing.)

Abstract: The purpose of this study was to examine the effect of a pediatric clinic simulation with standardized patients on anxiety, self-efficacy, and performance in family nurse practitioner students. A pediatric clinic simulation was developed in which family nurse practitioner students encountered standardized patients presenting for a well-child visit or exhibiting a common chief complaint. Anxiety and self-efficacy were assessed pre/post the simulation intervention, along with faculty-observed student performance. The clinic simulation resulted in increased self-efficacy, lower anxiety, and improved performance (p < .01). High-fidelity simulation of a pediatric clinic was found to foster development of clinical competency, lower student anxiety, and improve self-efficacy., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: This article introduces the Doctor of Nursing Practice (DNP) Project Data Collection Tool developed to guide data collection and outcome analysis to promote student success in the DNP project. The DNP project combines student clinical expertise and an evidence-based intervention to address a complex practice or systems problem. Outcome data are needed to evaluate the project. The DNP Project Data Collection Tool is designed as a teaching strategy and project-specific tool that provides a model for faculty and students to use in DNP project development. Elements of the tool are discussed, and results of a student evaluation are presented., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: The Escape Room, an innovative teaching strategy, can be customized to various nursing scenarios. Student teams complete puzzles and tasks to reach designated goals and objectives within a limited time frame. Escape Rooms were designed as a clinical make-up day for 10 first-year, second-semester associate degree nursing students. Using activity theory to create a constructivist learning environment, scenarios were designed to focus on diabetic ketoacidosis and safety/environmental factors associated with aspiration pneumonia and wound dehiscence. This student sample evaluated the Escape Room experiences as an effective method for content retention and clinical thinking/judgment., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2020 National League for Nursing.)

Abstract: Advanced practice registered nurse (APRN) programs are challenged to provide clinical learning experiences that prepare graduates with the full continuum of expected competencies. Preparing the APRN in academia, in terms of didactic and clinical application for novice entry, is often a vexing balance between board certification preparedness and the actualities of clinical practice. This article presents an innovative strategy to examine the perplexing reflective question often asked by educators: Does the current approach for simulation development prepare our APRN students sufficiently for entry into practice, and is it current to what is occurring in practice?, Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Abstract: As educators and administrators, we are challenged to find processes that support faculty entering educational roles whether in part-time, full-time, or tenured positions. This article focuses on guiding elements that bring about transition from the new or novice nurse instructor to the faculty role. Supporting elements for transition include mentoring, pedagogical instruction, and continued knowledge acquisition. Without formal role preparation, many nurse faculty experience conflict and ongoing deficits in the knowledge that is needed to be successful in an academic setting., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2020 National League for Nursing.)

Abstract: Active teaching strategies utilizing high-impact practices to encourage integration of learned material and creative thinking were incorporated into a "care of the older adult" course in a baccalaureate nursing program. The "Shark Tank" assignment requires small groups of students to develop and present an innovation that improves the quality of life for older adults; the class peer reviews the project using a rubric. The "brown bag" assignment requires students to meet with an older adult in their home to conduct a medication reconciliation and teaching session. Both assignments received positive feedback from students in anonymous course evaluations., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2020 National League for Nursing.)

Competing Interests: The author declares no conflict of interest.

Abstract: Sacred Heart University College of Nursing and Western Connecticut Healthcare Network developed an innovative community/academic partnership program known as iCAN (Interprofessional Community-Academic Navigation). The goal was to navigate services for some of the most vulnerable clients in the community. Challenges are inevitable within any partnership, but the team combated challenges and created a successful collaborative student program. Increased awareness into social determinants of health as well as improved client navigation to community services are among the powerful outcomes of this productive partnership., Competing Interests: The author has declared no conflict of interest., (Copyright © 2019 National League for Nursing.)

Aim: The aim of the study was to better understand the scholarship requirements and support for nursing faculty as they work to advance their scholarship and careers., Background: Nursing faculty are often required to participate in teaching, service, and scholarship. New faculty often struggle with the scholarship component., Method: A nationwide Delphi study was conducted, surveying deans and/or associate deans for research at master's and doctoral degree-granting institutions., Results: Scholarly requirements provided for faculty to enable development of scholarship were well defined: having a dedicated leader; funding support; a culture of scholarship; publications, presentations, and grant writing expectations; formal programs; mentors; and support., Conclusion: This study provided a beginning understanding of important aspects of faculty support for scholarship and career development. More information is needed to determine if the support structures and activities described reach faculty and enhance career development., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2021 National League for Nursing.)

Aim: The purpose of the study was to explore the process by which nursing faculty make reasonable academic accommodations in the classroom setting for students with learning disabilities., Background: Nursing students with identified learning disabilities require academic accommodations. The process of reasonable academic accommodations for nursing students with learning disabilities has not been examined within nursing education literature and clarification is needed., Method: Constructivist grounded theory methods, as described by Charmaz, guided data collection and analysis., Results: Literature supports the categories, themes, and subthemes of the academic accommodations process found in this investigation. However, further research is necessary regarding the academic accommodations process and faculty development to support nursing students with identified learning disabilities., Conclusion: Nursing education needs standards of academic accommodations for students with learning disabilities., Competing Interests: The authors declare no conflict of interest., (Copyright © 2021 National League for Nursing.)

ABSTRACT Aim. This paper serves as the outline for a simulation that nurse educators can use to better prepare graduate students for the clinical setting and ensure the student's essential [...]