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Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats. Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course. Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC. Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501–506.] [ABSTRACT FROM AUTHOR]

This article reports on a small mixed-methods research project undertaken with trainee nursing associates (TNAs) in the south of England. Aim: The aim was to gain insight into the motivation behind undertaking the nursing associate (NA) programme, how the NA role is perceived by service users and the wider healthcare team, and the future career pathways of NAs. Methods: Online questionnaires (n=14) and online focus groups (n=6). Findings: The results suggested undertaking the NA programme increased the TNAs' confidence and ability to use evidence to support their practice; that the role of the NA is not well understood. Some TNAs perceived the NA role as a distinct professional role, whereas others saw it as a way into registered nurse training. Conclusion: Role confusion still exists. Research is needed to capture how professional identities in new health and social care professional groups become established. [ABSTRACT FROM AUTHOR]

Aim: To explore the experiences of university employees on the development and implementation of the nursing associate programme. Background: As part of wider policy initiatives to address workforce shortages, provide progression for healthcare assistants and offer alternative routes into nursing, England recently introduced the nursing associate level of practice. Little research has yet considered university perspectives on this new programme. Methods: An exploratory qualitative study reported following COREQ criteria. Twenty‐seven university staff working with trainee nursing associates in five universities across England were recruited. Data, collected via semi‐structured interviews from June to September 2021, were analysed through a combined framework and thematic analysis. Results: Three themes developed: 'Centrality of partnerships' considered partnerships between employers and universities and changing power dynamics. 'Adapting for support' included responding to new requirements and changing pedagogical approaches. 'Negotiating identity' highlighted the university's role in advocacy and helping trainees develop a student identity. Conclusions: Nursing associate training in England has changed the dynamics between universities and healthcare employers, shifting learners' identity more to 'employee' rather than 'student'. Universities have adapted to support trainees in meeting academic and professional standards whilst also meeting employer expectations. While challenges remain, the ability of nurse educators to make adjustments, alongside their commitment to quality educational delivery, is helping establish this new training programme and thereby meet government policy initiatives. Implications for nursing policy: The international movement of apprenticeship models in universities has the potential to change the status of the learner in nursing educational contexts. National policies that encourage this model should ensure that the implications and challenges this change of status brings to learners, employers and education institutions are fully considered prior to their implementation. [ABSTRACT FROM AUTHOR]

Aim: The aim of this study was to understand the factors that contribute to the development of the nursing associate professional identity. Design: A 3‐year longitudinal qualitative study of trainee nursing associates. Methods: Trainee nursing associates in England were interviewed remotely annually in February 2020, March 2021 and March 2022. They also provided diary entries. Data were anonymised, transcribed and analysed thematically. Results: Nursing associate professional identity was developed through: increased knowledge, skills and responsibility; and self‐perceptions of identity alongside responses to the role by colleagues. Tensions arose when the scope of practice expected by organisations differed from that expected by the nursing associates. Frustrations occurred when nursing associates were perceived as substitutes for Registered Nurses in the context of nursing workforce shortages. Conclusion: Nursing associates in this study clearly valued their new knowledge, skills and responsibility, enabling them to provide enhanced patient care. Increased clarity of role boundaries is necessary in enhancing the professional identity of nursing associates and reducing inter‐professional tensions arising from role ambiguity within health and social care organisations. Implications for the Profession: National guidance and employers should provide clarity on the boundaries of the nursing associate role which will strengthen their professional identity and mitigate role ambiguity within health and social care organisations. Reporting Method: The Consolidated Criteria for Reporting Qualitative Research has been used to guide reporting. Patient of Public Contribution: A patient and public involvement group was consulted during the initial study design stage. Impact: This study aimed to understand the factors which contribute to the development of a nursing associate professional identity.Nursing associate professional identity is developed through increased knowledge, skills and responsibility, and the perceptions of identity by participants themselves and their colleagues.The findings should inform the implementation of initiatives to clarify nursing associate role boundaries and the development of similar roles internationally. [ABSTRACT FROM AUTHOR]

Background. The National Education Progression in Nursing's current goal is for one million incumbent nurses and 90% of new ADN nurses to achieve a BSN or higher by 2025 in the United States. To meet this goal, programs nationwide are exploring options to increase BSN graduates. One method is the concurrent enrollment ADN-BSN pathway. This review examines how nurse educators develop and implement concurrent enrollment ADN-BSN programs in the US and calls to expand access to this important approach to academic progression in nursing. Method. A PRISMA search strategy was used to identify articles that detailed the development and implementation of dual-admission nursing programs. Ten relevant works were analyzed in this review. Results. Dual enrollment programs vary in program type and implementation methods nationwide and offer an innovative, cost-effective, and time-efficient approach to obtaining the BSN. Conclusion. While employing dual or concurrent enrollment partnerships between community colleges and universities is a complex endeavor, these programs are a powerful and cost-effective way to increase the number of BSN nurses in the workforce and should be considered for expansion as we promote academic progression for all nurses. [ABSTRACT FROM AUTHOR]

Professionalism and safety in patient care are concepts nurses are expected to exhibit in practice. High fidelity simulation was explored to assist in teaching students the behaviors needed to succeed in nursing. Nursing leaders identified areas in which graduates struggle, including critical thinking, skills acquisition, time management, role responsibilities, delegation, and effective communication. The project's purpose was to analyze students' perceptions regarding professional nursing values, identify gaps in knowledge concerning professional behavior, and determine perception change of professional values. A pretest post-test simulation intervention was chosen. Improvement in communication and autonomy was noted with statistically significant findings. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to explore whether grit is a predictor of success in associate degree nursing (ADN) programs. BACKGROUND A question that challenges admission decision-making in nursing programs is “Who will succeed?” This question is particularly relevant in ADN programs, which often have higher attrition rates than baccalaureate programs. METHOD This longitudinal, mixed-methods study was conducted with 451 ADN students across nine programs, including interviews with seven unsuccessful students and nine successful students. RESULTS Short Grit Scale scores were not found to be statistically significant as a predictor of academic success; however, themes that emerged from the interviews do align with the theory of grit. CONCLUSION Further research is needed to explore whether recognizing the level of grit in students during admission processes would help identify students who are likely to succeed. [ABSTRACT FROM AUTHOR]

Background: Without formal collaboration with community colleges, a summer dual enrollment program was designed for associate degree in nursing (ADN) students to complete asynchronous online baccalaureate nursing (BSN) courses. The program aimed to reduce the time for BSN degree completion and increase the proportion and diversity of BSN nurses. Method: Students enrolled in BSN courses during their ADN program completed up to seven courses during three summers, with seamless matriculation into the BSN program. A longitudinal study explored the demographics and experiences of students from 32 ADN programs. Results: There was greater diversity of dual-enrolled students compared with the RN workforce in the state. Students were satisfied with the program and were able to apply their BSN knowledge when completing their prelicensure courses; however, some found students faced challenges in financing their education. Conclusion: The study and subsequent program growth demonstrated the feasibility of using this approach to engage ADN students earlier in their educational journey. [J Nurs Educ. 2023;62(11):606–613.] [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to investigate programs throughout the United States for seamless academic progression from associate degree nursing (ADN) to baccalaureate degree nursing programs (BSN). BACKGROUND Seamless academic progression has been shown to have a positive effect on increasing the proportion of BSN nurses. Goals to increase the number of BSN-prepared nurses have not been met. METHOD A qualitative descriptive study was conducted to assess how nurse administrators of ADN programs move toward seamless academic progression for students. RESULTS Three themes that described the current state of seamless progression emerged from the data: a) ongoing communication between program leaders, students, and stakeholders; b) development of pathways that enable seamless academic progression; and c) stakeholder influence on academic progression. CONCLUSION Administrators who participated in this study shared that their progression programs were in the early developmental stages. [ABSTRACT FROM AUTHOR]

Introduction: Despite the important gains of using case studies to engage and enhance student learning, research documenting student satisfaction of using online case studies is limited, especially a comparison between Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs. Comparisons in perception of enhanced learning using online case-based studies were explored between students enrolled in ADN and BSN programs during medical-surgical courses as case-based learning can be used to support clinical decision making when clinical placements are lacking. Methods: A survey was administered during medical-surgical classes for 110 BSN students and 79 ADN students. Questions were asked about enhanced learning, individual case satisfaction, and overall satisfaction using online case studies. Using descriptive statistics and t -test analyses, results showed that ADN student's perceptions of the exercises were more positive, useful, and more applicable to education. However, no difference in enhanced learning was observed between the ADN and BSN groups. Conclusion: Regardless of BSN or ADN student status, all nursing students expect their education to relate to both theory and practice in the clinical setting. Online case studies enhance and emphasize critical thinking to adapt to constantly changing, complex situations congruent with the American Association of Colleges of Nursing (AACN) Essentials Domain 1: knowledge for nursing practice and Domain 2: person-centered care. [ABSTRACT FROM AUTHOR]

Registered nursing associates have obtained a nursing associate foundation degree that has been endorsed by the Nursing and Midwifery Council (NMC) through an approved educational institution. This usually involves 2 years of higher-level study, enabling the registered nursing associate to undertake more complex and significant tasks than a healthcare assistant would, but without the scope of a registered nurse. It is not the intention to replace the registered nurse with a registered nursing associate. The role is used and regulated in England, with the aim of addressing a skills gap between healthcare assistants/support workers and registered nurses – it can also provide a progression route into graduate-level nursing. This article, the first in a series, provides an overview of the registered nursing associate role. [ABSTRACT FROM AUTHOR]

AIM This study examined US prelicensure nursing program use of clinical judgmentmodels and teaching strategies to promote students' clinical judgment. BACKGROUND Growing interest in teaching clinical judgment associated with upcoming changes in NCLEX-RN testing warrants exploration of how models and teaching strategies are currently used. METHOD A cross-sectional survey with multiple-choice and open-ended response items was used to examine programs' use of clinical judgment educational models. RESULTS Of 234 participants (9 percent response rate), 27 percent reported using a model; 51 percent intended and 20 percent did not intend to start using a model. Tanner's clinical judgment model was the most used, followed by the clinical reasoning cycle. Models were used to inform design of teaching/learning strategies and facilitate clinical teaching and evaluation. CONCLUSION Clinical judgment model use may increase as programs prepare for changes in NCLEX-RN. Research is needed to understand how model use contributes to measurable differences in clinical judgment skill. [ABSTRACT FROM AUTHOR]

Background: The nursing associate role was first deployed in England in 2019 to fill a perceived skills gap in the nursing workforce between healthcare assistants and registered nurses and to offer an alternative route into registered nursing. Initially, trainee nursing associates were predominantly based in hospital settings; however, more recently, there has been an increase in trainees based in primary care settings. Early research has focussed on experiences of the role across a range of settings, particularly secondary care; therefore, little is known about the experiences and unique support needs of trainees based in primary care. Aim: To explore the experiences and career development opportunities for trainee nursing associates based in primary care. Methods: This study used a qualitative exploratory design. Semi-structured interviews were undertaken with 11 trainee nursing associates based in primary care from across England. Data were collected between October and November 2021, transcribed and analysed thematically. Findings: Four key themes relating to primary care trainee experiences of training and development were identified. Firstly, nursing associate training provided a 'valuable opportunity for career progression'. Trainees were frustrated by the 'emphasis on secondary care' in both academic content and placement portfolio requirements. They also experienced 'inconsistency in support' from their managers and assessors and noted a number of 'constraints to their learning opportunities', including the opportunity to progress to become registered nurses. Conclusion: This study raises important issues for trainee nursing associates, which may influence the recruitment and retention of the nursing associate workforce in primary care. Educators should consider adjustments to how the curriculum is delivered, including primary care skills and relevant assessments. Employers need to recognise the resource requirements for the programme, in relation to time and support, to avoid undue stress for trainees. Protected learning time should enable trainees to meet the required proficiencies. [ABSTRACT FROM AUTHOR]

Objective: to analyze nursing technicians' training in patient safety. Method: a convergent parallel mixed-methods study, where qualitative and quantitative elements were concomitantly implemented and equally prioritized, carried out in three technical colleges linked to a federal public institution in the Brazilian Northeast region. In the qualitative phase, semi-structured interviews were conducted with 24 professors and thematic analysis was applied. In the quantitative study, of the survey type, an instrument was used to screen terms about patient safety with 84 students. The results were combined during the general data interpretation, which was based on the Patient Safety Curricular Guide. Results: two thematic categories emerged: The professors' understanding about the theme of patient safety in nursing technicians' training; and Application and projection of the teaching of patient safety in nursing technicians' training. In the quantitative study, among the 46 screening terms, their identification in the theoretical-practical context predominated in Courses A and C, totaling 36 (78.3%) and 25 (54.3%), respectively. Theoretical teaching stood out in Course B, with 26 terms (56.5%). Conclusion: professional training of Nursing Technician students has a technical focus and does not fully contemplate patient safety issues in the teaching-learning process and, thus, constitutes a challenge for training institutions and professors alike. [ABSTRACT FROM AUTHOR]

The article critiques the potential substitution of regulated diabetes care professionals with Physician Associates and Nursing Associates, arguing for their roles to be supplementary rather than replacing existing team members to maintain high-quality care.

AIM The aim of this research study was to investigate the perceptions of climate change and sustainability of faculty teaching in associate and baccalaureate degree nursing programs in South Carolina and their attitudes toward inclusion of relevant content into the nursing curriculum. BACKGROUND Climate change is a topic that receives limited discussion in most nursing education curricula. METHOD This cross-sectional, descriptive study gathered data from 21 schools of nursing via an online survey consisting of demographic questions, the New Ecological Paradigm Scale, and the Sustainability Attitudes in Nursing Survey 2 and two questions regarding the current inclusion of content. RESULTS Eighty-one percent of respondents did not include health implications of climate change in their teaching content; 67% did not include health implications of sustainability. CONCLUSION Results provide preliminary evidence of gaps and areas of need for curricular content related to climate change and sustainability. [ABSTRACT FROM AUTHOR]

Why you should read this article: • To understand some of the benefits that the nursing associate role can bring to community and primary care nursing teams • To be aware of the challenges involved in training and embedding nursing associates in community and primary care settings • To recognise the need for clarity on the boundaries and expectations of the nursing associate role in community and primary care settings Nursing associates have been part of the health and social care workforce in England since 2017 and are starting to contribute to managing workforce challenges. However, little is known about the nursing associate role in community and primary care settings. This article provides an overview of what is known about the nursing associate role in community and primary care settings and introduces some emerging findings from recent research. The article identifies some of the benefits that nursing associates can bring to community and primary care nursing teams and some of the challenges involved in training and embedding nursing associates in these sectors of the health and social care workforce. [ABSTRACT FROM AUTHOR]

The article focuses on the evolving role of registered nursing associates (RNAs) and their responsibilities in various healthcare settings, providing a route into graduate-level nursing while enabling registered nurses to focus on more complex clinical duties. Topics include the challenges RNAs face in caring for deteriorating patients, their contribution to preventing "failure to rescue" incidents, and their role in the Chain of Prevention model.

Background: There is variation in nursing education quality, measured as first-time NCLEX (National Council Licensure Examination)-RN pass rates (FTPR), both across and within the United States. Current research examines program-level characteristics associated with performance. Method: This study examines state-level policies and their relationship to FTPR (both associate and baccalaureate nursing degrees) to identify policies that enhance nursing program quality. Ordinary least squares regression analyses were conducted for state and program levels, and tests for interactions of variables were conducted between the two levels. Results: Accredited for-profit programs were associated with a 24% higher FTPR than nonaccredited for-profit programs. In addition, for-profit programs in more business-friendly states were associated with an 11.8% lower FTPR. Conclusion: National standards for licensure pass rates, a mandate that all programs be accredited, and better enforcement could help improve the quality of RN programs nationwide. States with pro-business policies should be aware of the effect of their policies on the proliferation of for-profit schools. [ABSTRACT FROM AUTHOR]

As the COVID-19 crisis escalated in early 2020, schools of nursing and nursing programs in the United States and around the world shut down. Nurse faculty were forced transition to online teaching in a short time. Descriptive phenomenology was used to explore the experiences of associate degree nurse faculty who transitioned to online teaching during the early months of the COVID-19 pandemic. Inductive thematic analysis was performed on the interview data from 41 faculty teaching at associate degree nursing programs in the U.S. The findings of the study are presented under 6 main themes: stressful/overwhelming, feeling emotionally and physically exhausted, support, new knowledge and growth under pressure, new opportunities for nursing education, and leadership in times of crisis. To prevent the worsening of the nurse faculty shortage and help educate nurses for the future, nurse educators must be supported and recognized for their work during this period and beyond. [ABSTRACT FROM AUTHOR]

The article provides guidance on applying for a job as a registered nursing associate (RNA) within evolving healthcare settings. It emphasizes the importance of thorough research about potential employers, tailoring personal statements, and using specific, measurable examples in the application process to demonstrate relevant skills and experience.

Background: Teamwork training has been identified as an intervention to promote collaboration, improve communication, and reduce conflict. While teamwork training has been implemented in the clinical setting, most schools of nursing are lacking in standardized teamwork training programs. Local Problem: A lack of teamwork, poor communication, and deficient conflict resolution skills among faculty and staff was impacting the ability to form supportive relationships in the interest of working collaboratively. Methods: This quality improvement (QI) project examined perceptions of teamwork at 3 points over 18 months. Intervention: Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS) was adapted for the academic setting and used for the intervention. Results: Results indicated significant improvement in Team Structure, Leadership, and Communication. Situation Monitoring and Mutual Support were identified for continued development. Conclusion: Results suggest that a QI intervention using TeamSTEPPS improved teamwork, communication, collaboration, and conflict resolution in one academic setting. [ABSTRACT FROM AUTHOR]

The article discusses the importance of career planning for registered nursing associate (RNA) in the United Kingdom to ensure that aspiring RNAs will have an informed decisions about their professional career path. Also cited are the steps in career planning like self-assessment to identify one's strengths, weaknesses, opportunities and threats (SWOT), and the inclusion of the RNAs in the Nursing and Midwifery Council (NMC) register.

Background: The current nursing faculty shortage is projected to continue. This article addresses recruitment and retention by contributing to the public stories of successful nursing faculty. Method: Narrative inquiry was used to examine how the ways of knowing of three associate degree nurse educators evolved over time in the community college setting. Results: The educators' early stories portrayed an internal tension that was in sharp contrast to the capability and self-confidence of an expert nurse. Stories revealed their struggle to balance empathy and care (connected knowing) with logic and objectivity (separate knowing) when handling challenging student situations. Over time, the educators developed ways of integrating connected and separate knowing, becoming constructivist knowers. Conclusion: The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing. The findings validate the importance of providing meaningful support for novice educators. Private spaces to promote reflection and active dialoging with a trusted mentor will assist new faculty as they work through their integration of caring verses objective knowing. [[J Nurs Educ. 2020;59(10):545–550.] [ABSTRACT FROM AUTHOR]

As educators and administrators, we are challenged to find processes that support faculty entering educational roles whether in part-time, full-time, or tenured positions. This article focuses on guiding elements that bring about transition from the new or novice nurse instructor to the faculty role. Supporting elements for transition include mentoring, pedagogical instruction, and continued knowledge acquisition. Without formal role preparation, many nurse faculty experience conflict and ongoing deficits in the knowledge that is needed to be successful in an academic setting. [ABSTRACT FROM AUTHOR]

Faculty recognized a need to further study professional values development in registered nurses during a baccalaureate degree completion program. Study participants were surveyed at the beginning and conclusion of their program using the Nurses Professional Values Scale – Revised (NPVS-R) with several additional open-ended questions. The results supported that associate degree–prepared nurses returning to school possess a level of professional values similar to nurses with a baccalaureate degree. • This study examined professional values development in registered nurses. • A cross-sectional, convenience sample was surveyed using a validated instrument. • Results showed significant changes in individual professional values over time. • The degree of the values' transformation requires further research. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to understand the methods faculty use to teach and evaluate psychomotor skill performance in associate and baccalaureate nursing programs, resources available to students tomaster these skills, and policies and procedures related to summative evaluation of psychomotor skills. BACKGROUND Despite the importance of psychomotor skills competency in registered nursing programs, published methods for teaching and evaluating competency vary. The literature does not support a particular strategy for teaching or evaluation. METHOD In this primarily quantitative descriptive study, participants completed a 28-item questionnaire developed by the authors based on a review of the literature and personal teaching experience. RESULTS All respondents indicated that their institutions conducted summative assessment of psychomotor skills; however, the methods for teaching and evaluation varied widely. CONCLUSION Well-designed control studies and consensus guidelines from professional nursing education organizations would assist faculty in implementing consistent, effective, evidence-based strategies. [ABSTRACT FROM AUTHOR]

Background: Nurse educators must be equipped to teach diverse students using culturally sensitive and inclusive nursing education (CSINE). The purpose of this study was to explore associate degree nurse educators' perceptions on implementing CSINE. Method: This was a descriptive exploratory study. Associate degree nurse educators in a midwestern state completed an open-ended question survey that included dichotomous response questions to help participants self-reflect and respond. Follow-up interviews added further depth to the findings. Results: Four major categories emerged that helped answer the research questions: personalize approaches, consider resources, promote cultural diversity broadly, and use active teaching methods and strategies. In addition, participants provided descriptive comments about beginning benefits and outcomes of CSINE and gaining needed education regarding CSINE. Conclusion: Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. Participants indicated that learning about CSINE was an ongoing and necessary process for nurse educators. Categories emerging from the data provide guidance for educators in developing and sharing CSINE educational resources to promote positive outcomes for students and their patients. [[J Nurs Educ. 2020;59(3):126–132.] [ABSTRACT FROM AUTHOR]

AIM The aim was to establish a correlation between burnout and lack of empowerment in associate degree nursing faculty and their creativity in the classroom. METHOD A descriptive, quantitative research study was completed. An email with a survey link was sent to members of the National Organization for Associate Degree Nursing asking for anonymous, voluntary participation and inviting members to forward to additional faculty; 217 participants completed the survey in its entirety. Pearson correlation and multiple linear regression tests were completed on the data. RESULTS Statistically significant (personal burnout, p = .004; work burnout, p = .003; student burnout, p = .000) relationships were found between burnout and creativity. No relationship was established between lack of empowerment and creativity. CONCLUSION Nursing faculty who perceived feelings of burnout were less motivated or engaged in their workplace, including interactions with students, which was directly correlated to a decrease in perceived feelings of creativity. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study was to strengthen geriatric content in an associate degree nursing 1st semester freshman fundamentals course and evaluate changes in the scores related to students' knowledge and attitudes toward older adults. A quasi-experimental within-subject pretest–posttest design was utilized. The Facts on Aging Quiz and Multifactorial Attitude Survey were used to assess knowledge and attitudes of 22 nursing students at the beginning and end of the semester. Although there was no significant statistical increase in knowledge, there was an overall increase in knowledge. Three of the 20 statements showed a statistically significant increase in attitude. The results of this study may be helpful for education and practice in providing appropriate education to associate degree nursing students in the care of older adults. • Overall increase in knowledge scores from pretest to posttest • Ten participants' knowledge scores increased from pretest to posttest • Statistically significant increase in attitude on three statements • Frequencies and percentages were similar and positive for the majority of attitude questions on the pretest and posttests [ABSTRACT FROM AUTHOR]

A quiz is presented to assess the knowledge gained from an article on the study of grit as a predictor of success in associate degree nursing programs.

The announcement that Health Education England (HEE) is to invest £2 million in the learning disability workforce was heralded as a major boost for the sector. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to determine factors influencing nurses' perceptions of the baccalaureate degree in nursing as the minimum requirement for professional practice. BACKGROUND The associate degree nursing program was created in response to a nursing shortage in the early 1950. In 1965, the American Nurses Association recommended that the BSN be the minimum to practice professionally as a nurse. METHOD A quantitative method with a descriptive design was used. An online, Likert-type survey collected data from 61 nurses in southern Michigan and northern Indiana. Two open-ended questions were included to gain perceptions in nurses' own words. RESULTS Higher education was noted as positive for nurses, but not necessary for becoming an expert nurse. The most common factors influencing advancing education were time and money, followed by career advancement. CONCLUSION The study supports the idea that if nurses are able, they will continue their education. [ABSTRACT FROM AUTHOR]

Abstract With the rapidly growing number of patients facing serious, life-limiting illnesses, there is an increasing demand for palliative care. This manuscript focuses on the development and implementation of an innovative online nursing curriculum that prepares nursing students with the essential primary palliative nursing skills they need by graduation. [ABSTRACT FROM AUTHOR]

What do nursing programs teach students about lifting, turning, transferring, repositioning, and mobilizing patients? Despite evidence supporting the use of safe patient handling and mobility practices, the authors' findings suggest that most curricula need updating in this area. Purpose: Despite the evidence supporting safe patient handling and mobility (SPHM) practices, anecdotal evidence suggests that such practices are not universally taught in academic nursing programs. The primary goal of this cross-sectional descriptive study was to understand what nursing programs teach students about lifting, turning, transferring, repositioning, and mobilizing patients. Methods: Faculty from baccalaureate and associate's degree nursing programs in the United States were invited via e-mail to complete a 64-item survey questionnaire, which was accessible through an online link. Participants were also invited to send documents related to SPHM course content to the research team. Results: Faculty from 228 baccalaureate and associate's degree nursing programs completed the questionnaire. Most curricula included outdated manual techniques, taught reliance on body mechanics to reduce the risk of musculoskeletal injuries, and made use of nonergonomic aids such as draw sheets. Elements of SPHM in the curricula were less common, and nearly half of the respondents didn't know whether their affiliated clinical facilities had an SPHM program. Conclusions: The survey results suggest many possibilities for improvement—such as partnering with faculty in physical and occupational therapy departments, clinical partnering, and working with equipment vendors—to better incorporate evidence-based SPHM principles and practices into nursing curricula. [ABSTRACT FROM AUTHOR]

AIM This project developed a comprehensive set of bachelor of science in nursing (BSN) completion messaging materials that associate degree in nursing (ADN) faculty can use to advise and encourage students to complete the BSN. BACKGROUND The Future of Nursing report calls for increasing the proportion of baccalaureate-prepared nurses to 80 percent by 2020. Faculty who teach in ADN programs have opportunities to advise students in advancing their nursing education yet often lack information to guide these conversations. METHOD After development of BSN completion messaging materials, the products were evaluated by faculty from two Kansas ADN programs. RESULTS ADN faculty positively evaluated the format and content of the messaging materials. They appreciated having a variety of customizable resources to share with students in group and individual sessions. CONCLUSION Next steps include disseminating the messaging materials to ADN programs and practice-based nursing leaders to guide education conversations about academic progression of ADN-prepared nurses. [ABSTRACT FROM AUTHOR]

The article focuses on the findings of a report which shows increased number of nurses employed in Great Britain, yet there remains demand for extra nursing staff to meet existing workloads. The need for Tissue Viability Services to effectively and safely manage a range of healthcare settings is mentioned. The design of the Trainee Nursing Associate (TNA) to support Registered Nurses deliver hands-on care for patients is cited.

Seamless academic programs are essential to support key national recommendations to increase the number of baccalaureate-prepared nurses (BSN). Associate degree nursing programs graduate approximately 50 percent of the registered nurse workforce. Graduates need a quality RN-BSN in nursing pathway to advance their education. This article discusses a seamless dual admission program in northeast Ohio, a cost-effective partnership between one associate degree nursing program and one BSN program that reduced barriers for students and had positive student outcomes. [ABSTRACT FROM AUTHOR]

Incentivizing nursing students in associate degree programs (ADN) and facilitating transition into RN-to-BSN studies has been a goal of the nursing profession. One partnership has established an "early decision" model for students who want to declare their intent to seek a BSN while earning the ADN. This article discusses how the model creates a relationship between the college, the university, and the student to support the student's transition to the university and academic success. [ABSTRACT FROM AUTHOR]

AIM The purpose of this study was to examine the experience of transition into the full-time faculty role among nurse educators who teach in associate degree nursing (ADN) programs. BACKROUND As the nursing profession responds to both the nursing and faculty shortages, understanding the experience of the transition at the ADN level becomes important. Faculty roles and responsibilities differ among program types. METHOD A qualitative research design was used to explore the transition experience of 14 participants, identified through purposive sampling, who taught in ADN programs in Massachusetts and New Hampshire. RESULTS Themes that emerged include: a) difficulties, b) learning the role, c) embracing the role, d) the need for support, and e) personal experience of confidence and love of teaching. CONCLUSION Findings suggest that role-specific orientation programs with a strong mentoring component are needed to ease the transition into the full-time faculty role at the ADN level of education. [ABSTRACT FROM AUTHOR]

AIM The aim of the study was to evaluate the effect of using concept maps as a teaching and learning strategy on students' critical thinking abilities and examine students' perceptions toward concept maps utilizing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. BACKGROUND Researchers have found that almost two thirds of nurse graduates do not have adequate critical thinking skills for a beginner nurse. Critical thinking skills are required for safe practice and mandated by accrediting organizations. Nursing educators should consider teaching and learning strategies that promote the development of critical thinking skills. METHOD A literature review was conducted using “concept maps, nursing education, and critical thinking” as the combined search terms. Inclusion criteria were studies that measured the effects of concept mapping on critical thinking in nursing students. RESULTS Seventeen articles were identified. CONCLUSION Concept maps may be useful tools to promote critical thinking in nursing education and for applying theory to practice. [ABSTRACT FROM AUTHOR]

AIM The aim of this study was to describe nurse educators' use of multiple-choice questions (MCQs) in testing in registered nurse licensure-qualifying nursing education programs in New York State. METHOD This study was a descriptive correlational analysis of data obtained from surveying 1,559 nurse educators; 297 educators from 61 institutions responded (response rate [RR] = 19 percent), yielding a final cohort of 200. RESULTS MCQs were reported to comprise a mean of 81 percent of questions on a typical test. Baccalaureate program respondents were equally likely to use MCQs as associate degree program respondents (p > .05) but were more likely to report using other methods of assessing student achievement to construct course grades (p < .01).Both groups reported little use of alternate format-type questions. CONCLUSION Respondent educators reported substantial reliance upon the use of MCQs, corroborating the limited data quantifying the prevalence of use of MCQ tests in licensure-qualifying nursing education programs. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to determine the differences in learning style preferences among bachelor degree nursing students at Central South University and associate degree nursing students at the Vocational Health School in China. Methods: This study was a cross-sectional survey using the Chinese version of the VARK questionnaire to assess preferred learning styles: 159 enrolled bachelor degree nursing students and 199 enrolled associate degree nursing students completed the questionnaire with a response rate of 96.8%. Results: The bachelor degree nursing students tend to prefer a multimodal learning style (58.49%), which signifi cantly differed from that of associate degree nursing students (45.77%). The kinaesthetic modality was the predominant unimodal learning style among the bachelor degree and associate degree nursing students (18.20% and 33.67%), and the read-write modality was the least popular modality (2.5% and 4.02%). Conclusion: There are both differences and similarities between the learning style preferences of bachelor degree and associate degree nursing students. Educational background is one of the most critical factors that infl uence the learning style preference of nursing students. This finding may be necessary and benefi cial for carrying out future curricula reform. In addition, further comprehensive research should be conducted to examine the relationships between learning style preferences and academic performance, as well as learning style preferences and teaching methods. [ABSTRACT FROM AUTHOR]

An interpretive descriptive qualitative study was conducted to explore the characteristics and outcomes of mentoring used for implementing nursing practice guidelines. We interviewed six mentees, eight mentors, and four program leaders who were involved in the Registered Nurses' Association of Ontario fellowship program in Ontario, Canada. Inductive content analysis was used and study rigor was verified using triangulation of findings and member checking. Mentors were described as accessible, dedicated, and having expertise; mentees were described as enthusiastic, self-directed, and having mixed levels of expertise. The mentoring process included building relationships, developing learning plans, and using teaching and learning activities guided by learning plans to support development of mentees. Mentoring was described as positively impacting mentoring relationships, mentees, mentors, and organizations. A central feature of this fellowship program was the learning plan used to identify mentees' needs, guide mentoring activities, and monitor measureable outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to determine if there were differences in the perceptions of uncivil behaviors among nursing students and faculty according to pre-licensure nursing program types, and if there were any relationships in reported uncivil behaviors to the variables of age, gender, ethnic/racial background, and parental level of education. The sample was a convenience sample of 159 pre-licensure senior nursing students and 14 nursing faculty from four schools of nursing in the northeastern United States: two Bachelor of Science in Nursing (BSN) programs, one Associate Degree in Nursing (ADN) program, and one hospital-based diploma nursing program. The nursing students and nursing faculty were administered a mixed method, validated survey instrument, the Incivility in Nursing Education (INE) Survey (Clark et al., 2009). The results of the survey identified similarities and differences between the BSN, ADN, and diploma nursing programs for both the perceptions and experiences of uncivil behaviors, however no significant differences were found between the demographic variables and the occurrence of uncivil behaviors. [ABSTRACT FROM AUTHOR]

BACKGROUND: A curriculum evaluation gap was addressed by exploring the final year of the Oregon Consortium of Nursing Education (OCNE) curriculum through student perception of competency and benchmark proficiency. METHOD: Researchers used a mixed-methods design to explore RN to baccalaureate (RNBS) student self-assessment data on perceived benchmark proficiency. Students' written statements were coded into four attainment categories, ranging from not attained to strong. RESULTS: Researchers categorized strong attainment in the competencies of intentional learning, relationship-centered care, and clinical judgment, with moderate attainment in ethics, communication, health care team collaboration, and reflection on self-care. Competencies related to leadership, practicing within a broader health care system, and application of evidence in practice had limited attainment. CONCLUSION: The results support using attainment categories in the measurement of student self-reported competency. The findings could be used to support course and curriculum evaluation, student advising, and coaching, as well as to improve professional development opportunities for students moving through the curriculum. [ABSTRACT FROM AUTHOR]

AIM This article describes the Competency Model (CM) as a promising curriculum framework to foster academic progression from the associate to the baccalaureate degree in nursing. BACKGROUND The CM was identified by the Center to Champion Nursing in America as one of four seamless nursing academic progression models to streamline nursing academic progression. It is built on a foundation of authentic collaboration between education and practice partners to develop and maintain explicit, current, practice-relevant nursing education outcomes. METHOD Salient features and exemplars were collected from a convenience sample of education practice partnerships across the country that have implemented the CM. RESULTS Characteristics, trends, and variations in the CM from different state, regional, and local approaches are described and contrasted. CONCLUSION A comparison of varied approaches in CM design and implementation demonstrates its versatility to support seamless academic progression and fortify education and practice collaboration. [ABSTRACT FROM AUTHOR]

BACKGROUND The Institute of Medicine (IOM) Future of Nursing report, identified eight recommendations for nursing to improve health care for all Americans. AIM The Texas Team for Advancing Health Through Nursing embraced the challenge of implementing the recommendations through two diverse projects. METHOD One group conducted a broad, online survey of leadership, practice, and academia, focusing on the IOM recommendations. The other focused specifically on academic progression through the use of CABNET (Consortium for Advancing Baccalaureate Nursing Education in Texas) articulation agreements. RESULTS The survey revealed a lack of knowledge and understanding of the IOM recommendations, prompting development of an online IOM toolkit. The articulation agreements provide a clear pathway for students to the RN-to-BSN degree students. CONCLUSION The toolkit and articulation agreements provide rich resources for implementation of the IOM recommendations. [ABSTRACT FROM AUTHOR]

AIM The aim of the study was to describe Wyoming’s approach to academic progression and its projected impact. The collaborative process used to develop the shared statewide BSN curriculum is described along with recommendations. BACKGROUND Successful educational models that address the Institute of Medicine’s recommendation that 80 percent of RNs have a baccalaureate degree by 2020 face numerous challenges, especially in rural states. METHOD ReNEW (Revolutionizing Nursing Education in Wyoming) is a creative solution designed to decrease barriers to BSN education and increase motivation through a streamlined shared curriculum building on a strong community college system and the state's one BSN program. CONCLUSION Guiding principles, especially addressing the value of both ADN and BSN education, broad-based coalition development and maintenance, statewide structure, and ongoing funding, were keys to success. [ABSTRACT FROM AUTHOR]