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This research studied the effects of using human patient simulation (HPS) on knowledge and perceived self-competence in prelicensure students in a two-year nursing program. MED-SURG BKAT scores and a self-competence visual analog scale from two cohorts (one without HPS and one with HPS over two years) were compared. A significant difference was found in self-competence scores for the HPS cohort compared to the non-HPS cohort. Knowledge scores did not differ significantly. Limitations of this study include a relatively small sample size and using one school of nursing. [ABSTRACT FROM AUTHOR]

Exam scores, final grade averages, and course evaluations were compared for traditional lecture and flipped classroom models in two undergraduate nursing courses. Half of the exam score averages were higher for the flipped model. Although most course evaluations indicated an insignificant preference for the traditional lecture model, students perceived several advantages of the flipped model, including enhanced instructor-student interactions, improved preparation, and increased learning. Perceived disadvantages were minor and usually included technical problems and preparation time. [ABSTRACT FROM AUTHOR]

A retrospective, longitudinal pilot analysis was conducted on nursing student evaluation data collected from sequential high-fidelity simulation experiences in an associate degree nursing program. The Sweeney-Clark Simulation Performance Rubric was used to measure students' performance. The overall mean of each of the measured categories increased significantly with each simulation experience. The odds of scores increasing with each subsequent simulation experience ranged from 6.99 to 41.38. Performance improved through sequential simulation experiences. Findings support feasibility and import of providing evidence to support the use of high-fidelity simulation in relation to learning over time. [ABSTRACT FROM AUTHOR]

The article discusses the burden of student loans on nursing school graduates based on the National Student Nurses' Association Annual New Graduate Survey for 2013. Reexamination of data involved assessment of financing choices in the different nursing programs and types of institutions as well as employment outcomes. Legislation prompted by U.S. President Barrack Obama for loan refinancing is reported to have failed while students are paying higher rates for higher tuition.

In a statewide study of nurse educators from nationally accredited ADN programs, 42 of 109 baccalaureate outcomes were reported met in their programs. Those outcomes clustered in 3 areas: information management and application of technology, professionalism and professional values, and generalist nursing practice. The 67 outcomes that were not met were in the categories o f liberal education, organizational and systems leadership, evidence-based practice, healthcare policy, finance and regulatory environments, interprofessional collaboration, and population health. This research provides important evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum. [ABSTRACT FROM AUTHOR]

One method of gaining knowledge, skills, and experience with different cultures for nurses and nursing students is through an international immersion program of training in language, culture, and community nursing. This article presents a qualitative and quantitative research study of the influence of a 2-week service-learning medical experience of a nursing student group who traveled abroad to Belize, Central America. [ABSTRACT FROM AUTHOR]

The article reports on reliability and validity testing for the use of the Creighton Competency Evaluation Instrument (CCEI) in the National Council of States Boards of Nursing National Simulation Study (NCSBN NSS). Topics include the CCEI as an evaluation instrument for simulation and traditional clinical experiences in nursing education programs, the use of a standardized questionnaire for faculty evaluations of the CCEI, and the use of the CCEI for the measurement of nursing students' performance and clinical competency.

Although nursing education pathways have expanded access to the profession, fragmentation accompanying these entry points has created uncertainty among students about the desired end point, questionable efficiency and effectiveness of reaching career goals, and unclear merging mechanisms to enable seamless, linear progression. In response to these challenges and in anticipation of greater demands on nurses due to health reform, the Institute of Medicine (IOM) examined the capacity of the nursing workforce and proposed a transformative blueprint for change that relies on an education system to promote seamless academic progression. Despite support for this recommendation, little research exists regarding the best way to achieve the IOM's vision. This study examined the most promising practices in design and implementation of alternative pathways for academic progression in nursing. Four case studies are presented that explore the challenges of designing alternative pathways and identify performance measures to assist with developing such programs. [ABSTRACT FROM AUTHOR]

Copyright of Rev Rene is the property of Rev Rene and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Eletrônica de Enfermagem is the property of Revista Eletronica de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Taiwan is currently considering revising the minimum educational requirements for becoming a licensed registered nurse (RN). This article analyzes this issue from an international perspective within the framework of Taiwan's experience. Suggestions regarding possible approaches are given. [ABSTRACT FROM AUTHOR]

Purpose: This study was aimed to analyze the sexual health curriculum for the nursing baccalaureate and associate's degrees in Korea. The curriculum proper based on Posner's theory presented the analysis of purpose, content, organization, and underlying assumption. Methods: This study was conducted with sexual health education guidelines, nursing practice standards, 181 curriculums, and teaching materials. Data were collected through literature, online homepage from 181 nursing school, and textbooks from July to September, 2013. Data were analyzed using percentage and mean with SPSS 12.0. Results: The purposes were mostly included in the low grade cognitive learning domain. The contents included 20 key elements among 22, so the scope was not inclusive. There was an unbalance between content's depth and scope, because total mean credit of sexual health nursing education was only 19.81 hours. The spiral structure of organization showed continuity, sequence, and integration with international standards. The interdisciplinary integration and transcultural value were advantages of the curriculum. Conclusion: This study provided a view on understanding sexual health nursing curriculum and implication for advanced education. The proclaiming of the standard and concept mapping of sexual health curriculum may contribute to the curriculum development for the advanced nursing. [ABSTRACT FROM AUTHOR]

This quantitative study identified sociodemographic and situational conditions that affected 336 nursing students' engagement in academic dishonesty, their attitudes regarding various forms of academic dishonesty, and the prevalence of academic dishonesty in which they engaged and witnessed. More than half of the participants reported cheating in the classroom and in the clinical settings. A positive relationship was found between the frequency of cheating in classroom and clinical settings. Results revealed differences in frequency of engagement in and attitudes toward academic dishonesty by gender, semester in the program, and ethnicity. Relationships were also found among peer behavior, personal beliefs and values, and frequency of engaging in academic dishonesty. [ABSTRACT FROM AUTHOR]

AIM The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. BACKGROUND OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. METHOD The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. RESULTS Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSION The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts. [ABSTRACT FROM AUTHOR]

AIM This article reports findings from a National League for Nursing-funded research study that examined factors in the psychosocial work environment of academic program directors. BACKGROUND Vacant nursing academic leadership positions continue to rise and remain unfilled for extensive time periods. No recent study has looked at this issue from a national perspective. METHOD An exploratory, descriptive, correlational design with a convenience sample of academic administrators was obtained from NLNAC-accredited programs. The Copenhagen Psychosocial Questionnaire II was the primary instrument used in the study. RESULTS academic administrators (N = 242; response rate: 41.2 percent) validated concerns of increasing position turnover; 59 percent indicated that they were in their current positions for less than five years. Statistically significant correlations were found between job satisfaction, work/family life, role concerns, social support, and recognition. CONCLUSION Proactive interventions are needed to ensure manageable workloads for those in these essential positions. [ABSTRACT FROM AUTHOR]

AIM To examine health promotion behaviors and barriers to health promotion in traditional and nontraditional nursing students in an associate degree nursing program in the northeastern United States. BACKGROUND Nursing students are exposed to concepts of health promotion in the nursing curriculum, but do not necessarily apply them to their own lives. Examining the variables affecting the health behaviors of nursing students may provide the information required to motivate lifestyle changes in this population. METHOD A cross-sectional descriptive design was used to examine the relationship between study variables. RESULTS Nontraditional nursing students participate in health promoting behaviors less often than traditional nursing students and experience more barriers to health promotion. CONCLUSION Implementation of health promotion programs targeting nontraditional students may lead to improved health among these individuals, which may result in increased success in nursing programs. [ABSTRACT FROM AUTHOR]

Background: Fostering self-directed learning skills in nursing students may provide a foundation for improving the specialty knowledge of these nurses. Purpose: This study examines the current status of nursing student self-directed learning behavior and explores how different background factors impact self-directed learning. Methods: This research design used a cross-sectional survey and convenience sampling. A total of 550 questionnaires were distributed to participants in enrolled in nursing programs at a 2-year nursing program at an institute of technology in northern Taiwan and a 4-year nursing program at an institute of technology in southern Taiwan. A convenience sampling was used to collect data, with 537 valid questionnaires used in data analysis. Results: Results indicated that the self-directed learning and self-management of nursing students between 20-21 years old was significantly higher than those of students between 18-19 years old. Self-directed learning, desire of learning and self-control in 2-year nursing students were significantly higher than in 4-year and extension education department nursing student participants. Two-year nursing students had the highest self-management scores, followed by extension education department participants and 4-year nursing students. Finally, participants who associated highly with the nursing profession earned the highest self-directed total score, followed by those participants who associated generally and those who associated mildly. Conclusions / Implications for Practice: The results recommend that teachers at nursing institutes help students develop self-directed learning. Results also recommend teachers increase their students' association with the nursing specialty through understanding the impact of different background factors on self-directed learning. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paulista de Enfermagem is the property of Universidade Federal de Sao Paulo, Escola Paulista de Enfermagem and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Major nursing organizations, federal agencies, and researchers are recommending that all nurses be educated to at least the baccalaureate level. Methods: This article reports the results of a qualitative study of the experiences of students enrolled in a direct associate's degree to baccalaureate degree nursing program. Based on multiple small group interviews conducted during an 18-month period, a multistep interpretive analytic process was used that ultimately described themes within a holistic view of the phenomenon. Findings: The results showed an overarching theme of transformative change over time, centered within the "place" of the university. Conclusion: The study suggested that there are differences beyond additional coursework that describe a transformative process in associate's degree to baccalaureate degree education. An atmosphere, or "space created," for reflection on learning is significant to consider in the development of education programs. [ABSTRACT FROM AUTHOR]

Aim. The purpose of this study was to explore the development of critical thinking for students who received instruction using high-fidelity patient simulation (HFPS) versus low-fidelity simulation (instructor-written case studies). Background. Simulated patient care environments have become increasingly more sophisticated in nursing labs, with HFPS fast becoming the standard for laboratory teaching/learning. Method. A convenience sample of first-semester associate degree nursing students participated in this quasi-experimental study. One group of / students received weekly HFPS patient simulations and the other group received weekly case studies. Both groups took a pre- and posttest using the Health Studies Reasoning Test. Results. Both groups showed an increase in critical thinking skills; however, there was no statistically significant difference between the HFPS and case study groups. Conclusion. Results suggest that high- and low-fidelity simulations are both associated with increases in critical thinking scores. [ABSTRACT FROM AUTHOR]

Aim. This research explores the use of clinical simulations as a platform for stimulating critical thinking in nursing students. Background. This study takes place in an associate degree nursing program with a clinical group of nursing students. Method. Utilizing a faculty partnership approach, information was presented to the clinical group. Students were divided into small groups to create simulation scenarios. Results. Students were able to appreciate complexity of care and research differential diagnoses as they applied to care and management of changes in client condition scenarios. Conclusions. Use of a small-group teaching method to develop, implement, and critique clinical simulation scenarios facilitated critical thinking and clinical judgment of nursing students. [ABSTRACT FROM AUTHOR]

Aim. The main purpose is to introduce a tool for evaluating the extent of culturally specific care provided for a diverse clientele, the frequency of cultural assessments, and the development of culturally sensitive and professionally appropriate attitudes, values, and beliefs. Background. Legal, ethical, and accreditation mandates demand theoretically based, valid, comprehensive tools to assess aspects of culturally specific care; yet no relevant ones existed. Method. The Cultural Competence Clinical Evaluation Tool (CCCET) was administered at the end of a second semester medical-surgical nursing course (n = 161). Results. The Content Validity Index (CVI) was 0.91. The reliability coefficients provided evidence for internal consistency. Conclusion. Student and teacher ratings were relatively close, suggesting that respondents took the task of CCCET completion seriously and honestly, that cultural competence was a visible theme throughout the course, and that students and instructors worked closely together in the clinical practicum setting to achieve learning objectives (including cultural competence). [ABSTRACT FROM AUTHOR]

Aim. This preceptorship course case study employed an evidence-based reflective teaching practice perspective based on a nursing process framework to develop, implement, and evaluate assignment efficacy directly related to course objectives. Background. Journaling and article analysis had been used to assess development of role socialization, critical thinking, and self-reflective practice. These activities were found to be ineffective; new assignments were needed to address essential issues and allow for evaluation of assignment efficacy. Method. Based upon contextual constructivism, four assignments were developed focused on learning goals, nursing skills, assumptions/biases, and role socialization. Assignment efficacy was evaluated via anonymous exploratory surveys. Results. Student reports identified that assignments met learning outcomes. Methods for improvement in instructional practice were identified and revisions made. Conclusion. Participation in evidence-based reflective teaching practice can enhance reflective practice in students through appropriate assignment development, advancing the discipline of nursing education. [ABSTRACT FROM AUTHOR]

Colleges offering 2-year diplomas to high-school graduates were among the forefront leaders in online learning however studies illustrating appropriate course construction for such student populations are scarce. Pharmacy Math (MATH16532) is a core course for students enrolled in the Practical Nursing (PN) and Pharmacy Technician (PT) programs at Sheridan Institute. PT and PN students enrolled in MATH16532 during their first term were surveyed to determine student attitudes and skills gained from participating in an online course. Students were then followed up during their second term studies to determine transferability of skills gained. Initially, students did not exhibit a positive attitude towards the online version of Math16532. Participation in the online version of MATH16532 however allowed students to enhance their written ability and critical appraisal skills, gain time management skills, and become independent learners. PT and PN students preferred an orientation session at the beginning of the course and a well organized, easy-to-navigate course. Even though considered as predominantly digital native students, both student groups remained anxious throughout the course regarding the online delivery and preferred a hybrid mode of delivery. Despite the initial resistance to an online math course, students indicated that they would retake the course again in an online format towards the end of the course and there appeared to be a trend to enrol in another online course. Several recommendations regarding the design and construct of online courses in a 2-year college program are provided to facilitate acceptance of online learning for students enrolled in such programs. [Copyright &y& Elsevier]

A survey study was conducted to investigate the admission and accommodation policies of nursing programs for students with disabilities. Surveys were sent to 130 Board of Registered Nursing-approved nursing programs throughout California. Sixty-five (50%) of the surveys were returned and completed. Of the major findings of the study, learning disabilities were the most common type of disability reported. Testing time accommodations and a quiet environment were the most frequently requested and received accommodations. Seventy-two percent of nursing programs reported they have encountered students with disabilities who do not self-disclose or ask for accommodations. Most accommodations requested and received by students were classroom related. Few students with physical disabilities were reported as enrolled in nursing programs, possibly suggesting that prospective students with physical disabilities may not meet the physical requirements for nursing programs. Other reasons for underenrollment of students with disabilities should be explored, as well as reasons for nondisclosure. [ABSTRACT FROM AUTHOR]

An abstract of the article "Dual Degree Partnership in Nursing: An Innovative Undergraduate Educational Model" by Susan B. Bastable and Marianne Markowitz is presented.

In response to the underrepresentation of AIaska Native/American Indian nurses, nursing programs have implemented recruitment and retention efforts to support undergraduate Alaska Native/American Indian nursing students. The objective of this project was to provide graduates from the Recruitment and Retention of Alaska Natives into Nursing (RRANN) program the opportunity to identify program elements important to achieving academic success, levels of satisfaction, and make recommendations for future program direction. Findings suggest RRANN graduates viewed the program as vital to academic success. Recommendations include utilizing former graduates in recruitment and retention efforts, as mentors, and extending the program to benefit graduate students. [ABSTRACT FROM AUTHOR]

Gao L.-L., Chan S.W.-C. & Cheng B.-S. (2012) The past, present and future of nursing Education in the People's Republic of China: a discussion paper. Journal of Advanced Nursing 68(6), 1429-1438. Abstract Aim. This article presents a discussion of nursing education development in the People's Republic of China in its historical, economic and sociopolitical contexts. Background. China has a population of 1·3 billion with about 2·18 million nurses. With the recent surging economic and social development in China, nursing education has undergone transformation changes in the past two decades. Data sources. Online bibliographical databases from 1990 to 2010 were searched including CINAHL, MEDLINE, Wan Fang Data and Chinese National Knowledge Infrastructure. Search terms included nursing education, China and development. Methods. Thematic analysis and narrative synthesis were used to identify and report themes from literature. Results. Database searches yielded 1674 papers, and 34 met the inclusion criteria for review. The standard of nursing education varies greatly in different parts of China, because of its huge size and population, with pre-registration programmes offered at the secondary, associate degree and baccalaureate level. Multi-level nursing education is one of the major barriers for professional development. There is a need to upgrade the pre-registration education to at least associate degree level. There is also a need to enhance graduate nursing education at master and doctoral level to prepare advanced practice nurses, nurse scientists and nursing faculty. Conclusion. The challenges for nursing education development in China are echoed and encountered in many parts of the world. The experience in China and the lessons learned would be relevant to developing countries. Nursing in China must continue to develop in parallel to international trends. Promoting communication and maintaining international links are important for the global development of nursing practice. [ABSTRACT FROM AUTHOR]

This analysis compares LibGuides in Nursing from 50 different US institutions, spread across 30 states and balanced in terms of regions. It has equal shares of US News & World Report top-rated and unrated schools of Nursing and includes associate degree in nursing, bachelor of science in nursing, and graduate programs. Data on LibGuides authorship and ranking of the most common instant messaging services, databases, point-of-care resources, books, journals, nursing-related websites, and instructional videos recommended within these LibGuides are presented. Though larger, nationally rated university nursing schools with graduate programs that share libraries with medical schools tend to feature more research resources on average, the organization and visual appeal of LibGuides seems more likely dependent on the personal design preferences of its librarian authors rather than institutional type, size, or ranking status. Evidence-based nursing, however, has become one of the most commonly emphasized themes in virtually all LibGuides from whatever program. [ABSTRACT FROM AUTHOR]

Guided by the cultural competence and confidence (CCC) model, the Transcultural Self-Efficacy Tool (TSET) was used to evaluate the influence of cultural competence education on the transcultural self-efficacy (TSE) perceptions of undergraduate nursing students following an integrated approach to cultural competence education. Results continue to support that TSE is influenced by formalized education and other learning experiences. As hypothesized, compared with novice students, advanced students’ scores were higher for all subscales in both cross-sectional (n = 147) and longitudinal (n = 36) study designs. Results from analysis of variance and covariance demonstrated that none of the demographic variables predicted change; semester was the sole predictor, lending additional support that (a) the educational interventions throughout the four semesters influenced TSE changes and (b) all students regardless of background benefit (and require) formalized cultural competence education. Implications for nurse educators conclude the article. [ABSTRACT FROM PUBLISHER]

The article presents information on a study regarding the use of mobile wireless technology in nursing education. Data collected from March 2012 through May 2012 from senior students enrolled in an Associate Degree Program in Nursing (ADN) program. Total 10 students participated in the pilot study with majority of traditional students attending their first postsecondary educational program. Most students found the wireless headset technology (WHT) easy to use because of their previous experience with headsets on their personal cell phones.

ADN students are a large yet distinct subgroup of nursing students who require research and understanding. The purpose of this study was to describe the thoughts, feelings, and experiences of American associate degree nursing (ADN) students who participated in a short study abroad course in a low-income country. A qualitative, narrative method was used. Three categories emerged from the analysis. Participants revealed thoughts of “constant comparisons”, feelings of an “emotional journey”, and they experienced “learning”. Participants did not demonstrate perspective transformation as defined by Mezirow as participants signified no intent for social action. Several potential blocks to perspective transformation were identified: egocentrism/emotional disconnect, perceived powerlessness/being overwhelmed, and a vacation mindset. The findings provide insight into the student experience of studying abroad. Transformative learning is not a guaranteed result. Nurse educators must consider strategies to foster transformation including discussing global systemic oppressors, international relations, coping, connecting, and social action. [ABSTRACT FROM AUTHOR]

In light of declining NCLEX-RN® first-write pass rates and the National League for Nursing call to transform nursing education, faculty at an associate degree nursing program in the southeastern United States began the process of intensive critique of its curriculum and program outcomes. Based on in-depth analysis and assessment of program outcomes, a conceptual framework was created to guide curriculum revision, development, and implementation processes. The framework serves as a guide for ongoing and systematic curriculum review and revision based upon evaluation findings. The basis of the conceptual framework was the result of an extensive literature review and an incorporation of the faculty-created philosophy. [ABSTRACT FROM AUTHOR]

Our study explored the effects of deliberate practice on the retention of cardiopulmonary resuscitation (CPR) psychomotor skills among nursing students. The practice sessions were short, six minutes a session one time a month. Differences in performance between students who had deliberate practice and a control group, with no practice beyond the initial training, were compared every three months for one year. The intervention group performed better than the control over the 12 months. There is a need in nursing education for deliberate practice of relevant and high-use skills for students to improve their performance and gradually develop their expertise. [ABSTRACT FROM AUTHOR]

Colleges and universities throughout the United States use a wide variety of admissions criteria, including admissions examinations, when deciding who to admit into their program. This research used a nationally administered nursing school entrance examination, the TEAS", to investigate the effects of multiple attempts, test version, and the number of days between repeated attempts on an examinee's total score. Overall, the results indicated that scores earned on repeated attempts at the TEAS were significantly greater than those on the previous attempts regardless of whether the same or parallel version of the examination was completed. In addition, the study found that the number of days between attempts did not greatly influence the score earned on the repeated attempt. [ABSTRACT FROM AUTHOR]

The purpose of this study was to address the need for effective educational interventions to promote students' clinical decision making (CDM) within clinical practice environments. Researchers used a quasi-experimental, non- equivalent groups, posttest-only design to assess differences in CDM ability between intervention group students who participated in analogy-guided learning activities and control group students who participated in traditional activities. For the intervention, analogy-guided learning activities were incorporated into weekly group discussions, reflective journal writing, and questioning with clinical faculty. The researcher-designed Assessment of Clinical Decision Making Rubric was used to assess indicators of CDM ability in all students'reflective journal entries. Results indicated that the intervention group demonstrated significantly higher levels of CDM ability in their journals compared with the control group (£Ssm = 0.52). Recommendations provide nurse educators with strategies to maximize students' development of CDM ability, better preparing students for the demands they face when they enter the profession. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine empowerment, job satisfaction levels, and relationships among 139 associate degree nursing educators. The Conditions of Work Effectiveness II, Psychological Empowerment Scale, and Job Diagnostic Survey were used. Findings indicated that the majority of educators were satisfied with their jobs as nursing faculty and felt empowered in their workplaces. Psychological empowerment demonstrated the strongest positive correlation with job satisfaction. There were no significant differences in empowerment or job satisfaction based on educators' tenure status, educational level, evidence of scholarship, or academic rank. Based on the findings of this study, the authors recommend that deans use resources to provide faculty opportunities to expand their departmental influence and spend more time with students, as well as place faculty in positions that highlight their relevance to the college and nursing program. [ABSTRACT FROM AUTHOR]

The well-documented shortage of nurses and the impact of educational preparation of nurses on patient care outcomes provide a compelling argument for the need to increase the number of registered nurses and to advance their educational preparation. This article describes the application of human capital theory in a creative venture between a health system and a school of nursing that has demonstrated success in addressing these issues. A tuition advancement program was developed to support interested personnel inattaining the associate degree in nursing and to support current RNs in attaining the baccalaureate degree. The venture included support for graduate preparation of nurses interested in becoming faculty. [ABSTRACT FROM AUTHOR]

In 1999, a community college in Florida initiated a study abroad program that included a transcultural nursing Web-based course and a 2-week clinical component in Ecuador. The investigator collected data from 36 participants using Zorn's International Education Survey to measure 4 dimensions of impact of the international experience. Results revealed that impact on the professional role dimension was most significant, followed by the international perspective dimension, the personal development dimension, and the intellectual development dimension. Conclusions were that nursing international experiences do influence nurses' future professional and personal development. [ABSTRACT FROM AUTHOR]

This article focuses on the development and pilot-testing of 10 reflective journal prompts designed to stimulate reflection on emotional intelligence competencies. Goleman's framework of emotional intelligence domains and 18 competencies was used to guide development of the prompts and analysis of student (N = 16) responses. A review of the literature related to emotional intelligence competencies and nursing education and practice is presented, and assumptions derived from the literature and guiding the project are summarized. Journal prompts are presented, and examples of student responses illustrating reflection on competencies are provided. The findings suggest that these progressive journal prompts are useful tools for introducing and stimulating reflection on emotional intelligence competencies in nursing students. Recommendations for use in a variety of nursing courses are discussed. [ABSTRACT FROM AUTHOR]

Abstract: Simulation has the capacity to alleviate many of the problems facing associate degree nursing education today. As the use of simulation increases, nurse educators must examine the ethical aspects of simulated clinical experience. The purpose of this article was to explore the ethical issues surrounding simulation in associate degree nursing education. Current literature supports simulation as an adjunct to traditional teaching methods. Ethical theories and principles are explored as they apply to simulation. [ABSTRACT FROM AUTHOR]

The aims of this review are to study the accuracy of commercial examinations for predicting NCLEX-RN® success to determine whether there are significant differences in scores for graduates who pass the NCLEX-RN on their first attempt compared with those who do not and to discuss the implications of the findings in relation to progression policies. The most widely reported relationships between standardized test scores and NCLEX-RN success are associated with the Health Education Systems, Inc. (HESI) Exit Examination. In studies conducted over 4 consecutive years with a total of 17,432 students, HESI was found to be 96.4% to 98.3% accurate in predicting NCLEX-RN success for the highest scoring students. When HESI Exit Examination scores are used in logistic regression models, they are useful only in predicting NCLEX-RN success, not failure. These findings are consistent with reports regarding other computerized examinations. There is mixed evidence that these progression policies result in increased NCLEX-RN pass rates. [ABSTRACT FROM AUTHOR]

In view of shortages of baccalaureate-trained nurses, the Visiting Nurse Service of New York embarked on an initiative to determine whether associate degree nursing graduates, through an intensive internship program, can perform on par with baccalaureate nursing (BSN) graduates. The associate degree in nursing (ADN) internship resembles the existing internship for BSN graduates but includes supplemental educational components. A quasi-experimental evaluation design was developed to examine the formative and summative outcomes of the initiative. ADN interns were compared with BSN interns on retention in the internship, clinical thinking, assessment skills, productivity, and intention to remain in nursing. Data were collected at pre- and postintervention intervals. Findings reveal few significant differences between the ADN and BSN interns, suggesting that with competitive recruitment, appropriate support, and supplementary training, ADN interns can perform on par with their BSN counterparts. The small number of participants in the internship programs presents a significant limitation to the study findings. [ABSTRACT FROM AUTHOR]

This study explored male students' educational experiences in an associate degree nursing program. A review of the literature identified a gap in the understanding of the experiences of male students in nursing school. Because nursing is a profession strongly influenced by societal stereotypes, gender bias, and the preponderance of female role models, this qualitative study examined the perceptions of men seeking careers in nursing. Interviews with male students probed topics such as the reasons men chose nursing as a career, their positive and negative experiences, and their satisfaction with their nursing education. This research enhanced understanding and promoted nursing knowledge of the unique needs of men in nursing education. [ABSTRACT FROM AUTHOR]

This study explored the benefits, problems, and effectiveness of educational delivery methods utilized in an associate degree nursing program at the University of Alaska Anchorage ( UAA ) over three years. The sample consisted of two groups of students in their final semester (traditional, on-campus students, n = 71; students from sites where course content was delivered through distance-delivery methods, n = 94). Student achievement data were compared to examine effectiveness. A researcher-developed survey was used obtain demographic data and participant perceptions about various items rated on a Likert scale; the questionnaire also asked for narrative statements. The survey instrument was shown to demonstrate adequate reliability (Cronbach's alpha ≥ .68). No statistically significant differences were found between on-campus and distance-delivery participants' mean response related to effectiveness. However, the distance participants evidenced statistically significant higher ratings for benefits and lower ratings for problems (p < .05), indicating that theft perceived more benefits as well as more problems associated with delivery methods than did the on-campus group. Qualitative data corroborated and provided details to explain and clarify the quantitative findings. No significant differences were found between the distance and on-campus participants' scores for any of the eight student achievement assessments examined. Lived experiences led to significantly different perceptions of the benefits and problems associated with educational delivery methods. [ABSTRACT FROM AUTHOR]

In the midst of a national nursing shortage and a demanding health care environment, nursing programs must prepare more nurses by facilitating student success from admission to program completion to licensure. The purpose of this qualitative study is to explore the factors that contribute to student success in associate degree nursing programs and on the NCLEX-RN®. Six seniors and three faculty members were interviewed, and a document analysis was conducted. Emergent themes were categorized as student related, collaborative, and curriculum related. These themes included, but were not limited to, the need for support systems, motivation, health care experience, critical thinking skills, prioritization of roles and responsibilities, diligent study habits, and faculty involvement. Recommendations for practice and research are discussed in this article. [ABSTRACT FROM AUTHOR]

The article re-examines graduation trends by degree to determine if there has been a decrease in the production of new associate degree (ADN) nursing graduates. Topics discussed include the continued growth shown by baccalaureate-degree prepared registered nurses (BSNs), but not ADN graduates, the rapid increase in graduate degrees, and the Integrated Post-secondary Education Data System (IPEDS) data for 2013 and 2014 indicating continued growth in the number of nursing education programs.

A troubling trend noted in California has been an increase in the number of open positions for program directors of associate degree registered nursing (ADRN) programs. Positions remain open for extended periods of time, and the number of qualified applicants for such positions is insufficient. The loss of and ensuing slow replacement of ADRN program directors can put these programs in jeopardy of student admission suspension, or, worse yet, closure by the state nursing board. In this exploratory study, variables of social support and job satisfaction were studied. Variables were found to be limited opportunities for peer interaction, expressed discontent, and retention concerns. A significant positive relationship between job satisfaction and social support was noted. Recommendations for future research are offered. [ABSTRACT FROM AUTHOR]