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Student exit surveys are a unique means of extracting data for program evaluation. An exploratory study of 5 years of data (n = 440) from a 115-question Master of Science in Nursing student online exit survey examined whether race, sex, age, and prior work experience as a registered nurse predicted academic success. Findings indicated a statistically positive relationship between self-reported outcomes and prior registered nurse work experience. There were significant findings related to the effect of race and years of nursing experience on students’ self-reported learning outcomes. Ongoing evaluation can bring successful course redesign and curriculum transformation to students.

Speaking up about patient safety concerns is critical when bedside nurses encounter unsafe situations. Training programs that encourage nurses' speaking up behavior have been introduced, but there is limited evidence regarding whether such training leads to behavior change or improves patient safety.The aim of this review was to identify the effectiveness of speak-up training programs for clinical nurses, focusing on program content and outcomes.A scoping review was conducted using the Joanna Briggs Institute methodology and reported according to the Cochrane and Preferred Reporting Items for Systematic Review and Meta-Analyses Extension for Scoping Reviews guidelines.This study used bibliographic databases of PubMed, Embase, PsycINFO, Scopus, ProQuest Dissertations and Theses Global for the English language, and NDSL, KCI, RISS, KISS, and DBpia for the Korean language. The literature search used a combination of keywords and subject headings related to speak-up training programs for nurses or any type of nurse training program with an assertiveness component. Training outcomes were evaluated according to the 4-level Kirkpatrick model.A total of 4808 references were retrieved, of which 21 articles were selected. These 21 studies were conducted in different parts of the world and published from 1981 to 2020. Speak-up training primarily increased some degree of nurses' levels of assertiveness and speak-up behavior, and also led to secondary outcomes such as job stress, work motivation, and communication conflicts. Most studies (n = 19) applied traditional training formats which consisted of multi-session lectures and practice, whereas three studies applied new methodologies such as high-fidelity simulations and online learning. According to the Kirkpatrick model, five studies assessed reactions to speak-up training (level 1), all studies evaluated learning as a result of training (level 2), two studies measured the effect of speak-up training on nurses' behavior (level 3), and one study evaluated nurses' results (level 4) while no studies evaluated patient-level outcomes.Speak-up training for nurses can improve their levels of assertiveness or speak-up behaviors. Despite inconsistent or mixed findings, speak-up training has the potential to improve nurses' psychological well-being, leading to positive organizational performance. New training methods are directed at specialized education for clinical situations. Future speak-up training should consist of training programs based on real clinical situations in which team members participate together to comprehensively evaluate the effect of training on behavioral changes of health professionals as well as patient safety.

The aim of this randomized controlled trial was to develop a web-based acute pain management education program for nurses and to evaluate its effectiveness. The developed program consisted of a total duration of 400 min with eight modules and 29 topics in pain management. Fifty nurses from the post-anesthesia care unit in two university-affiliated hospitals in Seoul, Korea were randomly assigned to either the experimental group (n = 25) or the control group (n = 25) and a total of 46 nurses, 23 for each group, completed the pre and post-tests. The pre and post-tests were performed to evaluate the changes of the nurses’ knowledge, attitude, and self-efficacy regarding acute pain management. The experimental group showed a significant increase in knowledge and in self-efficacy about pain management compared to the control group (u = 389.0, p = .006; u = 360.0, p = .030, respectively). The results support the effective use of these web-based modules as part of a continuing education program on pain management for nurses working in an acute care setting. The findings of this study can be the basis for the development of evidence-based guidelines and training tailored to the Korean culture and similar settings.

Problem It has been reported that some adolescents and young women who started taking human papillomavirus (HPV) vaccination are not completing all three doses. The aim of this study was to systematically review intervention studies on HPV vaccination completion. Eligibility Criteria Intervention studies with a comparison group that assessed HPV vaccination completion rate as the primary outcome variable in adolescents and adults younger than 26 years of age, and published in English from 2006 to 2016, were eligible for review. Sample Five studies from a literature search of CINAHL, EMBASE, PsycARTICLES, PubMed, SCOPUS, and Web of Science databases were included in this review. Results The overall quality of the reviewed studies was moderate, and the studies have mainly been conducted in a high-income country. Intervention strategies were DVD-based education on HPV and reminders that were delivered via either electronic or non-electronic methods. Some studies used fixed type of electronic reminders. Others chose preference-based electronic reminders, allowing participants to select one or two delivery options from e-mail, text message, automated telephone message, or Facebook message. Non-electronic reminders were letters sent by standard mail. Conclusions The rates of HPV vaccination completeness increased with the interventions. However, the completeness rate of HPV vaccination remained unsatisfactory and lower than its initiation rate. Implications Educational and reminder interventions for HPV vaccination could contribute to HPV vaccination completion. However, this review highlights the need for more high-quality studies to identify the best way to promote vaccination completion.

Health professionals cite a number of barriers to precepting nurse practitioner (NP) students, including lack of time and training. The primary aim of this study was to evaluate training of health professionals who teach NP students in a clinical teaching model, the One-Minute Preceptor (OMP). The OMP is a clinical teaching tool that has the potential to increase feedback to NP learners, improving their perceived clinical experience and learning opportunities. The secondary aim was to evaluate the impact of this training on perceived barriers to clinical teaching. The training included a 2-hour workshop on clinical teaching models within a community setting, with an emphasis on the OMP. The intervention was offered twice and included 57 participants from 4 different health professions. Data were collected before and after the intervention using an online survey. There were no differences between professions in outcomes, including barriers to teaching; however, an increase was found in providing positive and corrective feedback as well as overall teaching activities.

Even though health informatics (HI) education is an essential component of the undergraduate nursing curriculum, it remains controversial with no clear consensus on which knowledge and skills should be integrated in a baccalaureate nursing program. The purpose of this review article is to integrate literature on HI education in the nursing curriculum by examining previous and current literature on this topic, synthesizing the findings, and recommending guidelines and future directions for nurse educators. The computerized databases of CINAHL, MEDLINE, ERIC, Academic Search Premier, and Google Scholar were used to generate relevant literature. Nineteen studies published between 2000 and 2010 on HI education were included in this review, and from the critical and synthesis of those reports emerged four overarching themes: (a) lack of consensus on HI education; (b) impact on patient care outcomes; (c) faculty development through organizational collaboration; and (d) global disparities in HI education. Implications for nursing education and patient outcomes in clinical practice are also discussed. Further studies are warranted to promote the understanding and awareness of HI education in undergraduate nursing curriculum.

Learner participation and engagement has proven effective and essential across educational settings. Clickers, also known as classroom response systems (CRS), are widely used across disciplines, and their effectiveness has been demonstrated in higher education. However, few studies have been conducted on clicker use in nursing education. The purpose of this article is to examine the literature on how clickers can best be used to promote learner engagement among undergraduate nursing students and to better classroom education. This literature review addresses three key characteristics of clicker use in nursing, medical, pharmacy, and paramedic education found in fifteen empirical studies: interactivity and participation; satisfaction and learning outcomes; and formative assessment and contingent teaching. Nurse educators must take advantage of the latest technology such as clickers to provide more effective and efficient education.