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AIM The purpose of this article is to provide an overview of the Maryland Action Coalition academic progression activities. BACKGROUND Maryland is predicted to be one of four states that will experience a shortage of 10,000 or more registered nurses in 2025. The Maryland Action Coalition has committed to the Institute of Medicine’s Future of Nursing recommendation that 80 percent of nurses be educated at the baccalaureate (or higher) level. METHOD Various approaches to seamless academic progression are described. The Maryland articulation model was revised to reflect new academic models. RESULTS More BS and BSN degrees have been awarded, and more employers have advertised a preference for RNs who have completed a baccalaureate degree. CONCLUSION Maryland is developing a solid foundation to ensure that the state has a well-educated nursing workforce to meet the complex health needs of all residents. [ABSTRACT FROM AUTHOR]

AIM The Ohio Action Coalition was formed to address the key recommendations of the Institute of Medicine’s Future of Nursing report. BACKGROUND The Future of Nursing Campaign for Action is a national initiative to guide implementation of the recommendations in the Future of Nursing report. METHOD Through statewide meetings, leaders from nursing education and practice adopted a statewide competency model. Regional teams provided detailed regional gap analyses using the Ohio Nurse Competency Model and address the Institute of Medicine’s foundational pillar that nurses should achieve higher levels of education. RESULTS Communication among baccalaureate and community colleges and nursing practice has increased statewide as a result of this collaborative project. The teams are committed to exploring ways to standardize and develop adaptable seamless academic progression models for implementation across communities. CONCLUSION Ultimately, the goal is to positively impact the academic preparation of the Ohio nursing workforce. [ABSTRACT FROM AUTHOR]

AIM The purpose of this article is to inform nurse educators of an innovative and transformative approach to advancing nursing education through the creation of the Minnesota Alliance for Nursing Education (MANE). BACKGROUND MANE was formed to answer national appeals to transformnursing education and demands by health care organizations for a more highly educated nursing workforce. METHOD An action plan was developed with the Minnesota Action Coalition to create a dual admission community college and university eight-semester baccalaureate curriculum that students could complete seamlessly in four years. RESULTS Admissions to the program have been robust, matriculation rates to upper division course work have exceeded initial goals, and diversity of students is increasing. CONCLUSION Measures to date show that MANE is a viable and successful program that is surpassing its initial goals. [ABSTRACT FROM AUTHOR]

AIM The Institute of Medicine (IOM) challenged nursing education programs to increase the proportion of nurses with a baccalaureate degree in nursing to 80 percent by 2020. BACKGROUND All 18 state-funded prelicensure nursing programs in New Mexico joined forces to create the New Mexico Nursing Education Consortium (NMNEC). METHOD NMNEC is a model of collaboration with a statewide common curriculum that provides seamless transferability for students between schools while offering the BSN on community college campuses. RESULT SOver three years, university partnerships with community colleges increased prelicensure BSN seats by 77 percent. CONCLUSION This article describes the NMNEC model, challenges and opportunities associated with implementation, current program outcomes, and factors that have contributed to NMNEC’s success. Also discussed are future steps for sustainability and growth as NMNEC continues in its commitment to meeting the IOM challenge. [ABSTRACT FROM AUTHOR]

AIM The purpose of the study was to describe the Connecticut Nursing Collaborative-Action Coalition’s work in identifying and addressing gaps between nursing education and practice based on the Institute of Medicine’s Future of Nursing report. BACKGROUND Massachusetts Nurse of the Future (NOF) Competencies highlight the knowledge, skills, and attitudes/behaviors required for professional nurses. Integrating these concepts into the educational system will prepare the nursing workforce to respond to current/future health care needs and population health issues. METHOD Education and practice partners in four regions conducted a gap analysis of the education to practice transition for new graduate nurses using NOF as a framework for assessment. RESULTS Gaps in competencies were similar across regions. However, each organization uniquely addressed curricular gaps to best prepare nurses of the future. CONCLUSION Curriculum improvements will provide students the advantage of being prepared for the rapid changes happening in health care. [ABSTRACT FROM AUTHOR]

Background: Strengthening attention-regulation efficiency of nurse graduates is important to the quality and safety of nursing practice in increasingly complex and cognitively distracting workplaces. Neuroscientific evidence suggests that regular practice of focused meditation can enhance attentional skills. This study explored meditation as an educational strategy for enhancing nursing students' attentional efficiency. Method: A randomized-control trial with 52 prelicensure nursing students examined differences between those who meditated and those who did not on measurements of alerting, orienting, and executive attention. Stress and mindfulness were also explored. Results: Meditation demonstrated moderate strength for enhancing executive attention, F = 4.26 (1, 49), n² = .080, p = .044. Additional outcomes specific to the meditation group were reduced stress and increased mindfulness, F = 7.16 (2, 47), n² = .234, p = .002. Conclusion: Results support the consideration of meditation training as a strategy for enhancing nursing students' attentional efficiency and other selfregulatory skills necessary for safe nursing practice. [ABSTRACT FROM AUTHOR]

The article highlights the experiences of Amarillo College Associate Degree Nursing (ADN) Program in Texas with the identification and implementation of curriculum improvement strategies which eventually resulted in sustained improvements in National Council Licensure Examination (NCLEX-RN) pass rates. Topics discussed include their clinical instruction model, analysis of their curriculum to determine factors contributing to a decline in pass rates, and examination of student demographics.

Background: Online learning formats are prevalent in current higher education. Given the changing student demographics and the drive for creativity in educating a technology-savvy student, it is imperative to incorporate innovative and alternative learning modalities to engage these students. Method: This pilot study was designed as a quality improvement program evaluation comparing the effects of an online learning module with traditional classroom delivery of transcultural nursing content using a posttest two-group survey design in associate degree nursing students. The student's perceived knowledge and confidence were investigated after receiving the lecture for both the online and in-class groups. Results: Data analysis revealed the online cohort perceived themselves as more knowledgeable concerning the ways that cultural factors influence nursing care, but not more confident in providing culturally competent care. Conclusion: Due to the student's perceived knowledge gain, this pilot study supports the use of online learning modules as being more effective than the traditional classroom delivery of transcultural nursing content. [ABSTRACT FROM AUTHOR]

AIMThe purpose of the study was to examine how the lesbian, gay, bisexual, and transgender community (LGBT) population is represented and portrayed in mainstream obstetrical nursing courses, curricula, textbook, and syllabi. BACKGROUND Researchers have indicated that LGBT patients are often dissatisfied with their health care experiences because of the limited training received by nursing professionals. METHODThis study employed a qualitative, intrinsic case study researchmethod. Qualitative data were collected via document reviews and unstructured interviews with open-ended questions. The data were analyzed by theme analysis and constant comparison. RESULTS Data analysis indicated that nurse faculty are not knowledgeable about LGBT obstetrical health issues and how to incorporate LGBT issues into the curriculum. CONCLUSION There is a critical need for faculty development on how to infuse information on LGBT content in obstetrics curricula. [ABSTRACT FROM AUTHOR]

Background: The Dual Degree Partnership in Nursing (DDPN) is a unique articulation model created in 2005 between two nursing programs that provides a seamless pathway for students to earn both an associate's degree and a bachelor's degree in nursing while benefiting from the strengths of each program. Method: Archival data has been systematically collected for a decade on admission, progression, retention, satisfaction, graduation, and NCLEX-RN pass rates to measure the reliability, validity, and integrity of this DDPN model for nursing education. Results: The findings demonstrate consistent performance and positive outcomes on all factors measured, which have been benchmarked against available state and national results. Conclusion: This innovative approach to academic progression in nursing is replicable and serves as a prototype to educate more nurses at the baccalaureate level, which directly contributes to the Institute of Medicine's goal of 80% of RNs having a minimum of a bachelor's degree by 2020. [ABSTRACT FROM AUTHOR]

Background: Nursing students require academic and clinical training in preparation for the increased demand for culturally competent care. One group that is in need of culturally knowledgeable health care providers is lesbian, gay, bisexual, and transgender (LGBT) individuals. The purpose of this study was to examine how LGBT health care content is integrated into North Carolina schools of nursing curricula and to examine the existence of specific LGBT policies. Method: A survey was mailed to 70 deans and directors of RN programs in North Carolina. Results: Over 90% of the schools indicated that LGBT health care issues were taught in the curricula. The majority of the content was taught as an "other" course (37%). More than two thirds of the schools devoted less than 5 hours teaching LGBT content. Conclusion: LGBT health care content is being taught, yet the presence of specific LGBT practice policies is basically nonexistent. [ABSTRACT FROM AUTHOR]

Background: Despite the adjunct instructor's central role in the clinical training of nursing students, little research exists on the perspective of the clinical experts assuming this role. This qualitative study aimed to better understand how novice clinical adjunct faculty described their lived experiences in their significant role transition. Method: The sample consisted of nine novice adjunct clinical nursing faculty who provided direct clinical supervision of prelicensure students in the United States (i.e., Texas). The interview narratives were collected using an in-depth semi-structured approach. Conventional content analysis was used. Results: Four key themes emerged from the data: Unpreparedness; Facilitators and Barriers in the Transition; New Learning Needs and Processes; and Salient Recommendations to Pass On. Conclusion: Nursing programs that use adjunct faculty to sustain clinical education must support their vital contribution and fresh perspective. Targeted, organized, and consistent efforts will optimally integrate this group into the academe. [ABSTRACT FROM AUTHOR]

Background: High attrition in associate degree nursing (ADN) programs contributes to the nursing shortage and causes hardship for students, families, faculty, colleges, and taxpayers. The purpose of this integrative literature review is to identify admission criteria related to ADN program success to inform evidence-based admission policies and reduce attrition. Method: Integrative review methodology, suggested by Whittemore and Knafl, was used. A systematic search of existing professional literature was conducted using five databases and key word searches. The final sample included 26 documents that were analyzed and synthesized with the matrix method. Results: Five categories of admission criteria and factors related to success in ADN programs were revealed from the analysis of findings: academic aptitude, demographic factors, psychological hardiness, specialty skills and experience, and socioeconomic support. Conclusion: ADN programs with a goal of decreasing attrition may want to implement admission selection guidelines that consider applicant criteria and attributes across all five dimensions. [ABSTRACT FROM AUTHOR]

Background and Purpose: Research revealed nursing faculty members' perceived workload measures do not adequately capture the complexity of their workload. Using a human factors approach to address the multiple complex dimensions from the subjective perception of the worker, the Nurse Faculty Workload Assessment (NFWA) was developed. Methods: Survey data from 565 faculty members were used to establish the instrument's psychometric properties. Results: NWFA Sections 1, 2, and 3 demonstrated reliability and internal consistency. Findings supported interrelationships between activity complexity, performance circumstances, and individual characteristics described in human factors workload literature. Conclusions: The NFWA provides a tool for administrators to evaluate faculty perception of workload expectations. Further study is needed to refine the NFWA and to compare the perception of faculty regarding workload using various workload formula calculations in various nursing programs. [ABSTRACT FROM AUTHOR]

There is a call for instructional transformation in nursing education to include an innovative approach. This study aimed to investigate the effects of the flipped classroom method on student achievement and engagement in an associate degree nursing course. This study investigated associate degree nursing studies students' achievement and cognitive engagement under traditional learning (n = 141) and flipped learning (n = 130). This study was conducted in two first-year cohorts enrolled in their nursing fundamental course, before and during the COVID-19 pandemic respectively at a Hong Kong community college. A mixed methods approach was used with quantitative (examination scores) and qualitative (semi-structured focus group interview) measures applied. There was a significant increase in final exam scores for the flipped classroom, all p < 0.01, with a medium-to-large (d = 0.60) effect size. Students commented flipped classroom method promoted their cognitive engagement and the benefits that contributed to such a positive student achievement included more peer interaction and more opportunity to apply their knowledge. This study contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education. [ABSTRACT FROM AUTHOR]

Background: This study is the result of findings from a previous dissertation conducted by this author on Student Nurses’ Unethical Behavior, Boundaries, and Social Media. The use of social media can be detrimental to the nurse–patient relationship if used in an unethical manner. Method: A mixed method, using a quantitative approach based on research questions that explored differences in student nurses’ unethical behavior by age (millennial vs nonmillennial) and clinical cohort, the relationship of unethical behavior to the utilization of social media, and analysis on year of birth and unethical behavior. A qualitative approach was used based on a guided faculty interview and common themes of student nurses’ unethical behavior. Participants and Research Context: In total, 55 Associate Degree nursing students participated in the study; the research was conducted at Central Texas College. There were eight faculty-guided interviews. Ethical considerations: The main research instrument was an anonymous survey. All participants were assured of their right to an informed consent. All participants were informed of the right to withdraw from the study at any time. Findings: Findings indicate a significant correlation between student nurses’ unethical behavior and use of social media (p = 0.036) and a significant difference between student unethical conduct by generation (millennials vs nonmillennials (p = 0.033)) and by clinical cohort (p = 0.045). Further findings from the follow-up study on year of birth and student unethical behavior reveal a correlation coefficient of 0.384 with a significance level of 0.003. Discussion: Surprisingly, the study found that second-semester students had less unethical behavior than first-, third-, and fourth-semester students. The follow-up study found that this is because second-semester students were the oldest cohort. Conclusion: Implications for positive social change for nursing students include improved ethics education that may motivate ethical conduct throughout students’ careers nationally and globally for better understanding and promotion of ethics and behavior. [ABSTRACT FROM AUTHOR]

The article reports that the first-ever nursing associates have qualified from their programmes and became part of their own section of the Nursing and Midwifery Council register. The nursing associate role was made to address a skills gap between band 3 healthcare support workers and band 5 nurses in England. Candidates have been offered a route to become nurses through nursing associate training if they prefer to continue training. It is said that England faces shortage of registered nurses.

The article discusses a project to establish a new code of conduct in an associate degree of nursing (ADN) program to address incivility as of 2016. Topics covered include the increase in uncivil student behavior experienced by the nursing program, the undesirable behaviors covered by incivility in nursing education (INE) such as tardiness, bullying and cheating, and the organizational impact of the new code of conduct.

A personal narrative is presented which explores the author's experience of working with nursing students, healthcare professionals and volunteers in performing community service in Guatemala.

Eliminating health disparities includes increasing practitioners who more closely mirror the diversity of populations served. Institutional trends over a ten-year academic period (2005-2014) at a public, urban college were examined with respect to the racial/ethnic composition of Dental Hygiene and Nursing associate degree program graduates and compared to national professional and 2010 New York City and United States census findings. Overall, racial and ethnic minority groups at the institution examined were better represented when compared to national professional statistics, but the racial/ethnic composition of graduates was not representative of the local New York City population. Academic institutions should increase recruitment and retention of students of disparate ethnic/racial backgrounds to Dental Hygiene and Nursing programs to better reflect the populations served. [ABSTRACT FROM AUTHOR]

Background. This article discusses problems associated with incivility in nursing education and a proposed implementation strategy designed to decrease uncivil acts of student behavior. Problem description. Like most colleges across the nation, this nursing program was experiencing an increase in acts of student incivility . Operational definitions. Incivility, also called bullying, may include behaviors such as name calling, side conversations, and condescending language. Method. The sample consisted of 94 third-semester nursing students and 6 faculty members. The Incivility in Nursing Education survey was used as a tool to measure student and faculty perceptions. Data analysis. Data from pre- and postimplementation surveys demonstrated scientific evidence of both faculty and student perception and a significant decrease in acts of uncivil behavior in the nursing program. Limitations. Because the study was limited to one nursing program and included only third-semester nursing students, the results of the study may not be transferable to all nursing programs. Conclusions. The study revealed a reduction in perceived uncivil acts of behavior in the nursing program by faculty and students. [ABSTRACT FROM AUTHOR]

Problem: As a member of the Silent Generation, the author, through her lived experiences, reflects upon the successes and challenges facing nursing education in the mid‐20th to 21st centuries. Method: The author looks “back to the future” and reviews current issues that surround four key nursing education milestones. Findings: From the early entry‐level baccalaureate programs in the 1950s to the current growth of the Doctor of Nursing Practice as entry into advanced practice, milestones in nursing education are linked to the cultural changes and healthcare system demands that took place at the time and their influence on nursing education and the profession. Conclusion: Looking to the future, the author speaks of the implications from the forecasted changes in the healthcare system that will demand interdisciplinary education and practice and the continued need for nursing research to increase the body of scientific knowledge in practice, education, and technology. Keating [ABSTRACT FROM AUTHOR]

A deliberate emphasis on breakthrough thinking led to a radically new, evidence-based model for baccalaureate generalist nursing education known as the Baccalaureate Big 5. This semistructured brainstorming process then led to wider application in other settings, creating new nursing education and practice opportunities state wide and nationally. How this was accomplished and how it can be duplicated by others is the intent of this publication. [ABSTRACT FROM AUTHOR]

Background: Mentoring has been identified as a key education program support structure to facilitate student success. Method: A cross-sectional study was conducted to investigate how associate degree nursing program students experience mentoring and persistence. Mentoring perceptions were evaluated using the College Student Mentoring Scale. Associate degree nursing students throughout the state of Michigan were recruited for an online survey. Results: Sample characteristics (N = 283) resembled those compiled by the National League for Nursing. The study found that men met with a mentor more frequently and perceived greater psychological, emotional, and academic support than women. Part-time students and students who had never failed a nursing course also reported they met more frequently with a mentor than fulltime students and those who had failed a nursing course. Conclusion: The findings contribute to an evidence base to support the further development and evaluation of mentoring programs for nursing students. [ABSTRACT FROM AUTHOR]

AIM The focus of this research study was the evaluation of the effectiveness of using high-fidelity simulations to replace 50 percent of traditional clinical experiences in obstetrics, pediatrics, critical care, and mental health nursing. BACKGROUND Increasing student admissions to nursing programs require additional clinical learning opportunities to accommodate extra students. METHOD Three schools with associate degree nursing programs partnered to identify, implement, and evaluate a creative solution to this dilemma. The resulting quasi-experimental study investigated if substituting half of the conventional clinical experiences with simulations was as effective as traditional clinical activities in obstetrics, pediatrics, mental health, and critical care. One hour of simulation counted for two hours of clinical time. RESULTS Findings indicated combining simulations with conventional clinical experiences resulted in significantly higher scores on the pre-graduation exit exam than traditional clinical experiences alone. CONCLUSIONS Findings have implications for articulation and basic students in associate degree nursing programs. [ABSTRACT FROM AUTHOR]

Objective: This study aims to provide demographic data on the 5.4% of U.S. RNs who are Latino in order to assist nursing educators in planning more effective engagement with the growing U.S. Latino population. Methods: Detailed data from the U.S. Census for the years 1980 to 2010 were used to identify the total U.S. population and the total number of RNs in four standard U.S. Census racial and ethnic groups: non-Latino white (NLW), Latino, African American, and Asian/Pacific Islander. Results: The number of RNs in each racial or ethnic group per 100,000 persons of that same group is reported for all four groups. Spanish-language ability and nativity were derived only for the NLW and Latino groups. Data are reported for the United States as a whole and for the five states with the largest Latino populations: California, Florida, Illinois, New York, and Texas. Of the four racial and ethnic groups, Latinos had the fewest number of RNs per 100,000 population in the period from 1980 to 2010. Compared with NLW RNs, Latino RNs were more likely to speak Spanish and to have been born abroad. State-by-state variations from the national patterns are provided. Conclusions: While major nursing organizations have expressed a desire to increase the diversity of the nursing workforce, the data show that Latinos lag far behind all other racial and ethnic groups in representation among RNs. Nursing education programs and institutions need to improve their efforts to increase the number of Latino nurses relative to the Latino population. [ABSTRACT FROM AUTHOR]

Background: Policy initiatives and an increasing amount of the literature within higher education both call for students to become more involved in creating their own learning. However, there is a lack of studies in undergraduate nursing education that actively involve students in developing such learning material with descriptions of the students' roles in these interactive processes. Method: Explorative qualitative study, using data from focus group interviews, field notes and student notes. The data has been subjected to qualitative content analysis. Results: Active student involvement through an iterative process identified five different learning needs that are especially important to the students: clarification of learning expectations, help to recognize the bigger picture, stimulation of interaction, creation of structure, and receiving context- specific content. Conclusion: The iterative process involvement of students during the development of new technological learning material will enhance the identification of important learning needs for students. The use of student and teacher knowledge through an adapted co-design process is the most optimal level of that involvement. [ABSTRACT FROM AUTHOR]

With rural health care worker shortages projected to only worsen in the coming decades, many rural communities are attempting to institute local training and education in hopes of retaining a stable local direct care workforce. This study uses qualitative methods to explore how local health care training, education, and employment are perceived by rural residents in one isolated community where most of the local jobs have transitioned from manufacturing and natural resource extraction to health care and education. Based on 60 in-depth, semi-structured interviews and 40 hours of participant observation primarily as a volunteer in a long-term care facility, I find that perceptions about the opportunities in health care that remain in "Independence Creek, Washington" are complex and divergent. The majority of participants speak positively of the local trainings for nursing assistants and the innovative on-site two-year nursing program and argue that these opportunities, seen as either a stepping stone for college-bound young adults or a pathway to decent employment for place-bound individuals, are much needed. Perceptions of pay for nurses are also favorable. Perceptions of pay for nursing assistants are more mixed. Respondents consider it better than other service work, but also not a livable wage. Job security is perceived as a big plus, as respondents describe the ability to "get a job anywhere" as a nurse or nursing assistant. However, job stability (having regular hours and work place stability) are not described as strong qualities of working in rural health care. Despite issues with some negative perceptions of rural health care work, this study demonstrates a continuing need for more local training as we work towards higher quality working conditions and compensation. [ABSTRACT FROM AUTHOR]

Background: Despite numerous calls to diversify the nursing workforce, little progress has been made in increasing the numbers of African American graduates from pre-licensure nursing programs, thus widening the diversity gap in the number of African Americans who enter the RN workforce. Method: An integrative literature review was conducted to determine whether, from the students' perspective, the institutional climate and culture influenced their academic success. Results: Themes of Alienation and Isolation, Persistent Determination, and Difficulty Seeking Help emerged as having an influence on students' academic success. Conclusion: On the basis of this review, professional development programs on topics such as implicit bias, microaggressions, and other unintentional and unconscious behaviors are recommended. [ABSTRACT FROM AUTHOR]

Background: In 2004, nurse leaders in California recognized the imminent need to increase the number and educational preparation of the state's nursing workforce. The California Collaborative Model for Nursing Education (CCMNE), a key strategy to meet this goal, was introduced in 2008. Method: The CCMNE set a new statewide standard for associate degree in nursing (ADN)-to-baccalaureate degree in nursing (BSN) progression by defining seamless academic progression parameters. The CCMNE's five core components are dual enrollment, integrated curriculum, shared faculty, BSN within 1 year of ADN conferral, and permanence and sustainability. Flexibility in operationalizing the core components accelerated the development of effective approaches systematically shared across the state to support CCMNE development and implementation. Results: Nearly 7% of the current California ADN student population is dually enrolled in a BSN program through 19 university-based CCMNE partnerships with 59 community colleges. Conclusion: The CCMNE provides ADN students early access to BSN education, which is promising for increasing the percentage of baccalaureate-educated nurses in the workforce. [ABSTRACT FROM AUTHOR]

Background: The shared curriculum model is one of four successful models of academic progression identified through a consensus-building process facilitated by The Future of Nursing: Campaign for Action, with support from the Robert Wood Johnson Foundation, AARP, and the AARP Foundation. Method: Seamless academic progression from the associate degree in nursing (ADN) to the baccalaureate degree in nursing (BSN) is achieved either by simultaneously revising both ADN and BSN curricula or by making targeted adjustments in ADN or BSN curricula to create a unified academic progression. Systematic vetting and definitive agreement on nursing prerequisites and corequisites, general education courses, nursing major content, and general degree requirements are necessary to ensure coordinated degree progression. A standardized set of expectations for beginning professional practice and for unique baccalaureate nursing knowledge ensures vital nursing content across the ADN-to-BSN continuum. Results: Examples of state and regional ADN-to-BSN progression programs using the shared curriculum model are highlighted. Conclusion: The shared curriculum model is a promising practical and sustainable approach to seamless ADN-to-BSN academic progression. [J Nurs Educ. 2015;54(12):677-682.] [ABSTRACT FROM AUTHOR]

This article explores associate degree nursing students’ experiences with lateral violence and its impact on career choice satisfaction. Lateral violence has been linked to decreased professional identity, increased errors, and poor self-esteem, leading to a negative culture and attrition. A nonexperimental, quantitative, cross-sectional, correlational design was used; 13.4 percent of respondents (n = 32) met the criteria for intermittent bullying. Analysis confirmed a significant negative correlation between experiences of lateral/vertical violence and career choice satisfaction (r = − .140, p < .05) even after controlling for affect and support. Improved efforts are needed to prevent lateral violence. [ABSTRACT FROM AUTHOR]

The use of electronic data management systems is rapidly expanding. Nurses need to be competent in the use of electronic health records (EHRs) and understand their contribution to safe, effective, high quality patient care. Faculty must incorporate learning experiences in the application of EHRs into undergraduate nursing programs in order to adequately prepare students for employment. This article reports the challenges involved in the successful addition of an academic EHR into an existing curriculum. [ABSTRACT FROM AUTHOR]

One of the recommendations of the landmark Future of Nursing: Leading Change, Advancing Health report was to increase the proportion of nurses with a bachelor of science in nursing or higher degree to 80% by 2020. In 2012, the American Organization of Nurse Executives was selected by the Robert Wood Johnson Foundation as the National Program Office for a new initiative-the Academic Progression in Nursing (APIN) program-with the goal of identifying and developing the most promising strategies for creating a more highly educated nursing workforce. This article discusses the findings of APIN's four-year project. [ABSTRACT FROM AUTHOR]

Research illustrates a clear gap between academic and practice facilities concerning new graduate nurses. Nursing programs are charged with training nursing graduates who can provide safe, quality patient care. One way to enhance the quality of patient care and aid with retention of new graduate nurses in health care facilities is through academic-practice partnerships. This article describes the planning, implementation, and evaluation of a partnership between a health care facility and an associate of applied science nursing degree program to aid with registered nurse retention and quality patient care. [ABSTRACT FROM AUTHOR]

The article describes California's journey in creating a higher-educated nursing workforce by enforcing the California Collaborative Model for Nusing Education (CCMNE). Topics discussed include developing consensus to build a higher-educated workforce, an overview of CCMNE, and the impact of state legislation and the Institute of Medicine's (IOM) "The Future of Nursing" report on California's journey. A table showing the core components of the CCMNE is also presented.

Background: Bolstered by the Institute of Medicine's employment goal of 80% of baccalaureate (BSN)-prepared RNs by 2020, the number of RN-to-BSN programs has grown dramatically. This rapid growth has led to concerns about lack of standardization and significant variability in requirements related to content and expected competencies. Method:The Differentiated Essential Competencies (DECs) of Graduates of Texas Nursing Programs was reviewed to tease out the concepts, content, and competencies that are BSN-level specific and thereby appropriate for RN-to-BSN programs. Results: The current review was a compilation of differentiated competencies based on education level. In this article, numerous examples are drawn from the DECs and are organized by the major content areas common to RN-to-BSN programs. Conclusion: Faculty should examine the DECs to consider how they may be used to enhance RN-to-BSN programs, to evaluate their congruence with traditional BSN programs, and to ensure that program graduates are educationally prepared for practice in today's complex health care system. [Faculty should examine the DECs to consider how they may be used to enhance RN-to-BSN programs, to evaluate their congruence with traditional BSN programs, and to ensure that program graduates are educationally prepared for practice in today's complex health care system. [J Nurs Educ. 2015;54(11):615--623.] [ABSTRACT FROM AUTHOR]

Background: The aim of this review is to identify factors that impact the academic success of African American nursing students in prelicensure nursing education programs, given the need for RN health care workers to be more reflective of the general U.S. population. Method: A literature review was conducted to integrate the findings of the research related to African American nursing students in entry-level nursing programs to identify perceived barriers and supports to their retention and graduation. Results: The review revealed alienation, isolation, and being different as barriers to success. Academic support, mentoring, and integration and inclusivity were factors that helped promote success. Conclusion: Recommendations for the establishment of diversity and inclusivity plans, structured enrichment and academic support services, mentorship, and activities that fostered student engagement and integration were actions that could contribute to the academic success of African American nursing students. [ABSTRACT FROM AUTHOR]

Background: Health care has changed over the past decade; yet, nursing education has not kept pace with social and scientific advances. The Institute of Medicine report, The Future of Nursing: Leading Change, Advancing Health, called for a more highly educated nursing workforce and an improved nursing education system. Since the release of that report, the Future of Nursing: Campaign for Action, supported by the Robert Wood Johnson Foundation, AARP, and the AARP Foundation, has worked with nursing education leaders to better understand existing and evolving nursing education structures. Method: Through a consensus-building process, four overarching promising practice models, with an emphasis on seamless academic progression, emerged to advance the goals of education transformation. Results: Key nurse educators and other stakeholders refined those models through a series of meetings, collaborative partnerships, and focused projects that were held across the United States. Conclusion: This article summarizes that process and provides a description of the models, challenges, common themes, recommendations, and progress to date. [ABSTRACT FROM AUTHOR]

The healthcare needs of the Omani population are evolving, particularly with regards to changes in disease complexity, advances in technology and the enhanced delivery of healthcare services. Nurses now need to adapt to a fundamental shift in the provision of patient-centred care. In line with lifelong learning goals, registered nurses in Oman at the diploma level should seek to obtain a more advanced qualification, for instance a Bachelor of Science in Nursing, to ensure they possess the requisite skills and knowledge to keep abreast of new developments in healthcare management. Challenges involved in this transition and suggestions to overcome these potential obstacles are discussed in this article in order to inform nursing education stakeholders. Recommendations to ensure the success of bridging programmes are also suggested. [ABSTRACT FROM AUTHOR]

AIM The purpose of this descriptive study was to provide information about passing grades and their corresponding numeric grades for undergraduate nursing programs in New York State. An additional purpose was to report on differences in grading between faculty teaching in associate versus baccalaureate nursing programs, full-time versus adjunct faculty, and tenured versus nontenured faculty. BACKGROUND There is a paucity of research on grade variability in undergraduate nursing programs. METHOD Three hundred eighty-four full-time and 96 adjunct faculty responded to an invitation to complete an online survey. RESULTS Grades are not uniformly awarded across institutions. Passing grades ranged from 70 to 85 percent (C- to B+, respectively), with a mean of 74.79 percent. CONCLUSION Wide variations in grades in different institutions across the country may undermine grade point average as a reliable measure of education, making it difficult to evaluate individual student performance. [ABSTRACT FROM AUTHOR]

AIMS This study attempted to identify perceived benefits, motivators, and barriers for registered nurses returning to school for a bachelor of science in nursing (BSN) degree. BACKGROUND Studies link RN education to patient outcomes. The Institute of Medicine recommends that 80 percent of nurses have a BSN by 2020; Magnet status requires an action plan to reach this goal. METHOD A cross-sectional, investigator-developed anonymous survey was emailed to 1,348 staff RNs. RESULTS Perceived benefits included expanded knowledge, job opportunities. Motivators included tuition reimbursement, length of program. Barriers included time commitment, expenses for books/supplies. The average time to complete RN-to-BSN education was 2.63 years. CONCLUSION BSN-in-10 legislation is feasible for RNs to complete. The survey resulted in the provision and dissemination of communication support for RNs returning to school. Further research showed a need to expand awareness among staff. Plans include introducing a blog for nurses returning to school. [ABSTRACT FROM AUTHOR]

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. [J Nurs Educ. 2015;54(3, Suppl.):S47-S51.] [ABSTRACT FROM AUTHOR]

Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. [Traditionally, psychomotor skills training for nursing students involves didactic instruction followed by procedural review and practice with a task trainer, manikin, or classmates. This article describes a novel method of teaching psychomotor skills to associate degree and baccalaureate nursing students, Cooperative Learning Simulation Skills Training (CLSST), in the context of nasogastric tube insertion using a deliberate practice-to-mastery learning model. Student dyads served as operator and student learner. Automatic scoring was recorded in the debriefing log. Student pairs alternated roles until they achieved mastery, after which they were assessed individually. Median checklist scores of 100% were achieved by students in both programs after one practice session and through evaluation. Students and faculty provided positive feedback regarding this educational innovation. CLSST in a deliberate practice-to-mastery learning paradigm offers a novel way to teach psychomotor skills in nursing curricula and decreases the instructor-to-student ratio. [J Nurs Educ. 2015;54(3, Suppl.):S47-S51.] [ABSTRACT FROM AUTHOR]

Community College of Allegheny County (CCAC), Allegheny Campus, is situated on the North Side of Pittsburgh. The neighborhood is 60% African American. At the time of the Health Resources and Services Administration (HRSA) application, approximately one third of the students admitted to the program were African American, less than one third of whom successfully completed it. With the aid of HRSA funding, CCAC developed a model that significantly improved the success rate of disadvantaged students. Through the formation of a viable cohort, the nursing faculty nurtured success among the most at-risk students. The cohort was supported by a social worker, case managers who were nursing faculty, and tutors. Students formed study groups, actively participated in community activities, and developed leadership skills through participation in the Student Nurse Association of Pennsylvania. This article provides the rationale for the Registered Nurse (RN) Achievement Model, describes the components of RN Achievement, and discusses the outcomes of the initiative. [J Nurs Educ. 2015;54(2):65-71.] [ABSTRACT FROM AUTHOR]

Purpose -- The individual characteristics of students can have a strong influence on the success of the adopted innovations in terms of their transferability and sustainability. The purpose of this paper is to compare the motivations and approaches to learning on degrees with differing vocational components. Design/methodology/approach -- Self-Determination Theory (SDT) and approaches to learning framework were used as theoretical background. Questionnaires were used to generate data. The sample was composed by 270 students enroled on differing degrees in term of motivation (accounting and nursing). Findings -- The results reveal differences in the approaches to learning and motivation between nursing and accounting students. Nursing degree seem to attract more internally motivated students, presenting significantly higher scores in terms of deep approach and lower scores on surface approach. Significant relationships where found between motivation and approaches. Research limitations/implications -- Data are obtained from students studying at a specific university in two degrees. Practical implications -- The result suggest that different degrees could attract students with different motivations and approaches to learning. Educators must be aware of which type of students are being attracted to their classrooms, because the inconsistencies between the students' motives and approaches, the way the contents are presented, the pedagogy and the assessment system could result in poorer learning and failure to transfer or sustain innovations. Originality/value -- This paper adds to the very scarce literature linking motivation and approaches. The implications for curriculum design and delivery and specifically for assessment design are of interest for educators. [ABSTRACT FROM AUTHOR]

The article presents a study that examined the perceptions of associate degree nursing graduates in New York about their educational experiences and how these experiences prepared them for leadership and management roles. The study identified the lack of professional identity and the lack of leadership preparation as areas of concern for new nursing graduates. The methodology and limitations of the study are also discussed.

The study aim was to evaluate the effects of concept-based learning by comparing ATI Nursing Education test scores for a traditional curriculum and a concept-based curriculum. The study also examined effects of the concept-based curriculum on critical thinking and motivation. No statistically significant differences were noted in ATI scores for the two groups; students neither agreed nor disagreed that they were engaged in critical thinking but did agree with motivation statements. Faculty were surveyed about their approach to teaching. [ABSTRACT FROM AUTHOR]

Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. Aim: This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. Methods/Design: This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. Results/Findings: The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). Conclusion: The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education. [ABSTRACT FROM AUTHOR]