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Demonstration of competency is an essential component of nursing orientation in the practice environment. Standardization of the assessment with a validated instrument supports high-quality care and patient safety. This study engaged six nurse experts to establish content validation for a newly developed competency-based assessment framed by the domains of the national standard for nursing education. Two rounds of rigorous review resulted in a scale content validity index universal agreement calculation of .891, indicating that all items were evaluated as relevant for inclusion in this comprehensive measure of registered nurse clinical competency in the medical-surgical specialty. [ABSTRACT FROM AUTHOR]

Background: Nursing education is moving toward competency-based education and assessment. Nurse educators will need to adopt strategies to develop and measure competence. Purpose: The purpose of this study was to determine if screen-based virtual patient simulation is an effective strategy to assist learners in developing competencies and subcompetencies required in nursing practice. Methods: Thirteen questions (6 assessment and clinical reasoning focused, 4 clinical judgment focused, 3 attitude and socialization to nursing focused), aligned with the competencies of the American Association of Colleges of Nursing Essentials, were developed for a pre-/posttest design to evaluate student competency development. Results: Senior nursing students (n = 52) participated; 1-tailed paired t test identified 12 of 13 items as statistically significant. Posttest scores were greater than pretest scores. Conclusions: The change in mean scores from pre- to posttest suggests screen-based virtual patient simulation scenarios improve learners' competence in addressing the patient's physical and psychological comfort and decreased caregiver biases. [ABSTRACT FROM AUTHOR]

AIM The study's aim was to evaluate the integration and application of quality and safety competencies and concepts of fair and just culture in prelicensure nursing education. BACKGROUND Health care organizations support a safety culture by encouraging error reporting without fear of punishment and by conducting investigations to determine causes to improve quality and learn from mistakes. In prelicensure nursing education, the response to errors is often punitive and threatens dismissal. METHOD Members of the National Student Nurses' Association were recruited to participate in an electronic assessment through the organization's mailing system. RESULTS Students representing all prelicensure program types (BSN, ADN, diploma, accelerated) and 46 states (N = 268) completed the survey. CONCLUSION Nurse educators were found to have a positive impact on student quality and safety competency. Improvement is possible in developing and supporting just culture within nursing programs to bridge the gap between academia and practice. [ABSTRACT FROM AUTHOR]

Background: Engaging in scholarship is a critical component of being an effective nurse educator and can have a significant impact on the nursing profession as a whole. Problem: Nurse educators are expected to teach and simultaneously engage in scholarship. Barriers include heavy workloads and lack of resources including faculty mentors. Evidence supports that organized work groups support success. Approach: Members of the Quality and Safety Education for Nurses (QSEN) Academic Task force were queried about scholarly activity as a result of engagement with fellow task force members. Outcomes: Scholarly outcomes included numerous peer-reviewed publications, teaching tips, presentations, and grants. Conclusion: Participating in national work groups can serve as a platform for fostering a community of scholars to make meaningful contributions to the profession. [ABSTRACT FROM AUTHOR]

Background: Transgender individuals experience considerable prejudice and bias, creating barriers to health care. Purpose: The purpose of this study was to determine the effect of a virtual patient simulation scenario of caring for a transgender adult on nursing students' attitudes and beliefs about transgender people. Methods: A validated 29-item instrument developed to assess an individual's view of transgender identity was administered in a pre-/posttest nonequivalent-groups design to junior- and senior-level nursing students. Results: Statistically significant differences were found between the control and treatment groups for the subscale human value. Conclusions: Findings support experiential learning in nursing as an effective tool in teaching cultural competence and sensitivity when caring for transgender patients. Attitudes and beliefs of senior nursing students and junior nursing students toward transgender individuals differed, with senior students being more receptive. [ABSTRACT FROM AUTHOR]

RESEARCHABSTRACT This study explored the phenomenon of incivility in nursing education from the perspective of undergraduate nursing students and compared it to perspectives of educators as found in the literature. [...]

Supplemental digital content is available in the text. Background: Clinical performance evaluation is a high-stakes assessment that requires a valid and reliable instrument. There appear to be no identified clinical evaluation instruments developed for nurse practitioner (NP) students that have undergone content validation. Purpose: This study describes the process to develop, validate, and pilot a clinical evaluation instrument for NP students framed in the Quality and Safety Education of Nurses Competencies for advanced practice. Methods: Six expert nurse educators were recruited for the purpose of rating items for relevance for inclusion in the Quality and Safety Framed Clinical Evaluation Instrument for NP Students using the content validity index. The instrument was pilot tested in a primary care clinical course. Results: Two rounds of review yielded a 34-item content validated instrument. Conclusions: Evidence suggests that the Quality and Safety Framed Clinical Evaluation for NP Students is a valid and reliable instrument to evaluate the clinical performance of NP students. [ABSTRACT FROM AUTHOR]