Peer Emotion in Collaborative Simulation Among Nursing Students.

Background: The emotional experiences of nursing students are linked to learning outcomes. Peer learning is a key component of nursing education and simulation. However, little is known about the emotions of students in the context of peer learning.

Peer Collaborative Clinical Decision Making in Nursing Simulation: A Theoretical Framework.

Background: Collaboration and decision making among nursing students are essential competencies in nursing education. However, how students collaborate and make decisions in simulation is a complex phenomenon and not well understood. This study aimed to develop a framework that describes peer collaborative clinical decision making (PCCDM) among nursing students in simulation.

Hybrid Concept Analysis: Peer Collaborative Clinical Decision-Making in Nursing Simulation.

Background: Nursing students collaborate and make clinical decisions in simulation scenarios. However, the literature does not clearly define the concept of peer collaborative clinical decision-making (PCCDM). This hybrid concept analysis explored and established the definition of PCCDM among nursing students in simulation.

Mentoring-as-Partnership: The Meaning of Mentoring Among Novice Nurse Faculty.

Background: Mentoring is recommended as a strategy to improve satisfaction and retention of novice nurse faculty to help address the current faculty shortage. However, the meaning of academic mentoring varies among faculty, which can detract from the development of effective mentoring relationships in academia. This article details the meaning of mentoring as characterized by novice nurse faculty.

Relationships Between Remote Learning Modalities and Nursing Students' Perceptions of Their Sleep Quality During the COVID-19 Pandemic.

Background: The relationship between learning modalities and nursing students' sleep quality during the coronavirus disease (COVID-19) pandemic is unknown.

Purpose: This study examined the relationships between remote learning and the sleep quality of nursing students during the COVID-19 pandemic.

Methods: Using a cross-sectional descriptive design, 890 nursing students were surveyed online to identify sleeping habits and learning modalities.

Exploring Mentoring Relationships Among Novice Nurse Faculty: A Grounded Theory.

Aim: The aim of this study was to develop a theoretical framework that describes the mentoring process from the perspectives of novice nurse faculty.

Background: Additional nurse faculty are needed to help combat the nurse faculty shortage, but many who enter the faculty role come from professional and educational backgrounds that may not equate to success with the tripartite faculty role. Mentoring is promoted as an intervention for career development.

Exploring mentoring and nurse faculty: An integrative review.

Background: Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs.

Purpose: The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty.

A Comparison Study of the Effect of Type of Grading on Clinical Simulation Performance.

The purpose of this study was to determine whether student performance in a simulation varied according to which grading method was used: pass/fail versus numerical grading with calculation into a course grade. Results showed that student performances were not significantly different when the pass/fail graded group was compared to the numerically graded group, even though students knew which grading schema would be used in their evaluation. The study challenges the opinion that students perform better when they know that they will be numerically graded in simulation.

Student Perceptions of Clinical Instructor Characteristics Affecting Clinical Experiences.

Aim: The purpose of this study was to explore and describe students' perceptions of clinical instructor characteristics that affect their clinical experiences.

Background: Clinical instructors can have a profound impact on student clinical experiences, yet little is known about what clinical instructor characteristics promote and hinder quality clinical experiences from the student perspective.

Method: A multisite prospective, descriptive exploratory design was used.

Nursing and medical students teaming up: Results of an interprofessional project.

Health professions programmes are increasing the number of interprofessional events in their curricula. Many of these programmes are grounded in case study or simulation events in order to prepare students for eventual practice. We designed an interprofessional education collaborative practice (IPECP) that provides direct interprofessional practice experience while students are still in their health profession programmes.

Team Communication Influence on Procedure Performance: Findings From Interprofessional Simulations with Nursing and Medical Students.

Interprofessional team performance is believed to be dependent on the development of effective team communication skills. Yet, little evidence exists in undergraduate nursing programs on whether team communication skills affect team performance. A secondary analysis of a larger study on interprofessional student teams in simulations was conducted to determine if there is a relationship between team communication and team procedure performance.

Comparison of Differing Clinical Schedules for Nursing Students.

Maximizing student clinical schedules involves a range of nurse educator activities including scheduling, placement, and learning activity construction. The purpose of this study was to compare opportunities for students to develop their psychomotor skills on the clinical unit and perceptions of clinical experiences across 6-hour day, 6-hour evening, and 12-hour day schedules in an acute care setting. The main finding was that 12-hour schedules provided an overall significantly higher rate of skill opportunities than either of the other 6-hour schedules.

Team-Based Learning for Nursing and Medical Students: Focus Group Results From an Interprofessional Education Project.

Past research indicates that inadequacies in health care delivery create substantial preventable quality issues that can be addressed through improving relationships among clinicians to decrease the negative effects on patient outcomes. The purpose of this article is to describe the implementation of an interprofessional education project with senior nursing and third-year medical students working in teams in a clinical setting. Results include data from focus groups conducted at the conclusion of the project.

Psychometric Testing of a Simulation Rubric for Measuring Interprofessional Communication.

Aim: The aim of this study was to establish psychometric testing of the Indiana University Simulation Integration Rubric (IUSIR), a tool for measuring interprofessional communication in simulations.

Background: Educators engage in a wide variety of activities to promote interprofessional education, with many of these activities involving simulation. As interprofessional education evolves, tools are needed to measure the effectiveness of interventions.

Best practices in academic mentoring: a model for excellence.

Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature.

Comparison of communication outcomes in traditional versus simulation strategies in nursing and medical students.

The Institute of Medicine has called for more interprofessional collaboration between physicians and nurses. The purpose of this research was to compare the outcomes in affective and communication domains using a traditional (roundtable) model versus simulation in nursing and medical students. A prospective, descriptive survey design was used to collect data on 41 senior bachelor of science in nursing students, and 19 second-year medical students.

Teaching advanced cardiac life support protocols: the effectiveness of static versus high-fidelity simulation.

The purpose of this study was to compare the effectiveness of static simulation to high-fidelity simulation when teaching advanced cardiac life support guidelines. Using a quasi-experimental design, 49 BSN students were randomly assigned to 2 groups of either static or high-fidelity simulation. There were no significant differences between the static and high-fidelity simulation groups on the written examination.

Using service-learning to develop health promotion and research skills in nursing students.

Health promotion skills are a key component of most nursing education programs. While many curricula center around a singular health promotion project contained in one course, this nursing program saw the opportunity to use service-learning as a vehicle for developing a range of both health promotion and research skills. This report details a service-learning research program involving second and third year nursing students.

Student and community outcomes in service-learning: part 2--community outcomes.

This article is the second of a two-part series reporting outcomes from a service-learning program implemented in a bachelor of science in nursing program. Part 1 (on pages 512-515) described students' perceptions of outcomes realized from the program, and Part 2 describes the community outcomes. The purposes of the program were to provide students with history-taking, blood pressure, and heart rate assessment skills, and beginning counseling skills, as well as to provide the university community with blood pressure screening and counseling in a convenient and accessible location.

Student and community outcomes in service-learning: part 1--student perceptions.

Service-learning has a long and distinguished history of providing valuable experiences to students across all academic levels. Professional disciplines are well situated to provide students with opportunities related to service-learning while also providing needed health care services to communities. This article and Part 2 on pages 516-518 of this issue describe a service-learning initiative implemented in a bachelor of science in nursing program.