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Class enrollment sizes for online learning in higher education, a topic of persistent interest in the academic literature, impact student learning, pedagogical strategies, school finances, and faculty workload. Yet in the research literature, class size is addressed with insufficient specificity to provide enrollment direction. Seeking guidelines for determining online class sizes, the authors conducted a qualitative research synthesis from 43 recent higher education journals, yielding 58 evidence-based articles. It is clear that no one size fits all. Findings reflect that large classes (= 40 students) are effective for foundational and factual knowledge acquisition requiring less individualized faculty-student interaction. Small classes (= 15 students) are indicated for courses intending to develop higher order thinking, mastery of complex knowledge, and student skill development. Pedagogical intent should dictate class size. Using well-established learning theories, the authors describe current understandings of online enrollments and propose an analytical framework for pedagogically driven, numerically specific class sizes. Highlights: (1) There is academic interest in online course sizes in higher education; (2) Research indicates "no one size fits all" online classes; (3) Class sizes should be based on learning level and identified pedagogical intent; (4) Large classes are appropriate for foundation-level learning; and (5) Small classes are appropriate for learning requiring higher order thinking.

Author(s): Mayri Sagady Leslie [sup.1] , Jeongyoung Park [sup.1] , Linda A. Briggs [sup.1] , Majeda M. El-Banna [sup.1] , Jessica Greene [sup.2] Author Affiliations: (1) grid.253615.6, 0000 0004 1936 [...], Objective Given evidence that anemia in the first year of life is associated with long-term cognitive, motor, and behavioral deficits, reducing infant anemia is important. The primary objective of this research is to examine whether anemia in low income pregnant women in the United States is associated with anemia in the women's infants. Methods This cohort study linked Centers for Disease Control and Prevention surveillance data on pregnant women with incomes below 185% of the federal poverty level from 2010 and 2011 with data on 6-11 month olds from 2011, resulting in a sample of 21,246 uniquely matched mother-infant pairs. We examined bivariate and multivariate relationship between anemia severity in pregnant women and in their infants. Results Seventeen percent of women had anemia (13.1% mild and 3.9% moderate to severe) and 20.1% infants had anemia (16.4% mild and 3.7% moderate to severe). For both women and infants, blacks had substantially higher anemia rates than whites. In bivariate analysis and multivariate analyses maternal anemia showed a dose-response relationship to infant anemia. In predicted probabilities from the multivariate models, 27.2% of infants born to pregnant women with moderate to severe anemia had anemia, compared to 23.3% for infants whose mothers had mild anemia, and 18.3% for infants whose mothers did not have anemia. Conclusion This study provides strong evidence of a relationship between maternal and infant anemia in the United States among people with low incomes. Efforts to reduce anemia during pregnancy may be an important strategy for minimizing childhood anemia.

Background: A current trend to address the increasing numbers of new graduate nurse practitioners (NPs) and the expanding scope of practice of NPs is the emergence of employer-based postgraduate NP residency/fellowship programs. Purpose: The purpose of this study was to conduct a comprehensive examination of postgraduate NP residency/fellowship programs in the United States, to gain an understanding of the facilitators, barriers, benefits, and funding of these programs, from the perspective of the program directors. Methods: This exploratory study used a quantitative design to conduct an online survey, developed by the researchers, of program directors of postgraduate NP residency/fellowship programs. Descriptive statistics were generated for continuous variables: the mean, SD, and minimum, and maximum values, and for categorical variables, frequency and percentage were reported. Results: More than 90% of program directors indicated that NP recruitment and retention were benefits to organizations implementing NP residency/fellowship programs. Decision makers in organizations support postgraduate NP residency/fellowship programs and few barriers exist to implement programs. More than 84% indicated that physician and administrative support were facilitators to program implementation. Less than 50% of program directors identified barriers to implementation. Less than half of programs received funding sources for program implementation. Implications for practice: This study provides data and insight into the emerging industry of postgraduate NP residency/training programs and informs regulators, educators, and employers about how to maximize the facilitators, reduce and decrease barriers, identify sources of funding, and appreciate the benefits of implementing programs. [ABSTRACT FROM AUTHOR]

Background: Nurse practitioner (NP) residency/fellowship programs are an emerging industry across the country. Purpose: This study aimed to conduct an in-depth exploration about postgraduate NP residency/fellowship programs in the United States and to gain an understanding of program characteristics, educational content, and implementation methods to assist NPs to transition to practice. Methods: This exploratory study used a quantitative design to conduct an online survey of program directors of NP residency/fellowship programs to collect data about program characteristics to assist graduates to transition to practice. Descriptive statistics were calculated for continuous variables, whereas frequency and percentage were calculated for categorical variables. Results: Nurse practitioner residency/fellowship programs lack consistency in standards for educational content and delivery methods. Only 26% of the programs were accredited, and the programs were not consistently based on nationally recognized competencies. Ninety percent of the programs relied on didactic and clinical supervision delivery methods. More than 90% of the residents/fellows cared for adults older than 65 years of age and managed chronic diseases. Family Nurse Practitioner was the most commonly cited population track offered (73%). Nurse practitioner residency/fellowship programs are sparsely offered in the most rural states with underserved populations. Implications for practice: This study provides data and insight into the emerging industry of postgraduate NP residency/training programs for educators and employers. In addition, it informs regulators and decision makers about the quality and consistency of programs and the impact of programs on the care delivered by new graduate NPs. [ABSTRACT FROM AUTHOR]

To serve as leaders in health care, Doctor of Nursing Practice (DNP) graduates must implement an innovative DNP project that is relevant to practice organizations during a pandemic. This article discusses pivotal strategies to overcome barriers by implementing types of DNP projects that align with practice organizational goals and demonstrate practice outcomes to stakeholders. To serve as leaders in health care, Doctor of Nursing Practice (DNP) graduates must implement an innovative DNP project that is relevant to practice organizations during a pandemic. This article discusses pivotal strategies to overcome barriers by implementing types of DNP projects that align with practice organizational goals and demonstrate practice outcomes to stakeholders. [[J Contin Educ Nurs. 2021;52(2):61–63.] [ABSTRACT FROM AUTHOR]