Integrating the 4Ps in masters-level nursing education.

Background: The curriculum for our generalist masters in nursing program required a heavy credit load of science courses shared with the nurse practitioner programs. The bundle of required courses far exceeded the masters in nursing program completion outcomes, increasing tuition costs and prolonging the program of study for students who were not seeking advanced practice credentials.

Purpose: The purpose of this project was to streamline the curriculum and better align course content with MS program expected learning outcomes, student learning needs, and recent accreditation requirements.

Nursing Students' Cue Recognition in Educational Simulation: A Scoping Review.

Background: New nurses often struggle with recognizing cues and applying clinical judgment. Nurse educators develop educational simulation scenarios to support students in developing clinical judgment, which includes the foundational step of recognizing cues.

Purpose: A scoping review on undergraduate nursing students' cue recognition during simulation was conducted to systematically map the existing research and identify knowledge gaps.

Honors students in the health professions: An academic-practice partnership for developing interprofessional competencies through simulation.

Abundant literature supports the value of interprofessional education (IPE) in health profession programs, but few studies focus on undergraduate honors students. The goals of this academic-practice partnership quality improvement project were to increase awareness of IPE, provide experiential opportunities to learn the principles of interprofessional practice, assess perceptions of readiness for practice, and to explore motivations and learning expectations of undergraduate nursing and pre-medical honors students. Average scores on the Readiness for Interprofessional Learning Scale (RIPLS) increased in several areas after the IPE simulation experiences, with small to medium effect sizes (Cohen's d) on individual items and two subscales (Teamwork & Collaboration and Positive Professional Identity).

A National, Qualitative Study of the Motivators and Outcomes of Nurse Educator Certification.

Aim: This qualitative study sought to describe motivators and outcomes of academic nurse education certification.

Background: Several studies have explored perceptions of the value of nurse educator certification (CNE). However, there is a gap in understanding motivators and outcomes of certification as a nurse educator.

From Competence to Continuing Competency.

In 2011, a task force sponsored by an organization that has Accreditation Board for Specialty Nurse Certification-accredited programs published a definition of continuing competence. Eight years later, the organization sponsored the work of another task force to revisit that definition, with the 2018-2019 task force broadening its focus beyond the U.S.

Measuring the Value of Academic Nurse Educator Certification: Perceptions of Administrators and Educators.

Background: Certification is one option for validating the professional competence of academic nurse educators. The relative value associated with such certification has not yet been established.

Method: Psychometric analysis of a new Perceived Value of Certification Tool for Academic Nurse Educators (PVCT-ANE) was conducted.

Health care provider use of motivational interviewing to address vaccine hesitancy in college students.

Background: Vaccine-preventable diseases significantly influence the health and academic success of college students. Despite the known negative impact of these diseases, vaccination rates routinely fall short of national goals and recommendations. Although vaccination decisions are complex, a recommendation from a health care provider is one of the key motivators for individuals receiving a vaccine.

Using Generalizability Theory to Inform Optimal Design for a Nursing Performance Assessment.

The promotion of competency of nurses and other health-care professionals is a goal shared by many stakeholders. In nursing, observation-based assessments are often better suited than paper-and-pencil tests for assessing many clinical abilities. Unfortunately, few instruments for simulation-based assessment of competency have been published that have undergone stringent reliability and validity evaluation.

Designing Simulation Scenarios to Support Performance Assessment Validity.

This article advances and demonstrates a validation process to guide the development of health care simulation scenarios for assessing performance competency. The development and evaluation of each scenario used in a simulation-based competency assessment must be based on multiple sources of evidence that support the validity of the assessment for its intended use. Procedures are proposed to optimize the validity of simulation-based assessments by linking the scenario directly to the instrument and using a systematic approach for gathering and processing input from experts in the field.

Designing authentic assessment: strategies for nurse educators.

Increased emphasis on health care safety requires renewed attention to teaching and learning processes for future health care professionals. When presented with problems situated in a clinical context, learners have rich opportunities to demonstrate integration of concepts. Authentic assessment is an approach to evaluation of learning through which students can demonstrate acquired knowledge, skills, and attitudes in the context of real-world or realistic nursing practice activities.

Computer-based or human patient simulation-based case analysis: which works better for teaching diagnostic reasoning skills?

Aim: The purpose of this study was to determine whether a difference exists in learner performance and the type and frequency of diagnostic reasoning skills used, based on the method of case presentation.

Background: Faculty can select from a variety of methods for presenting cases when teaching diagnostic reasoning, but little evidence exists with regard to how students use these skills while interacting with the cases.

Method: A total of 54 nursing students participated in two case analyses using human patient and computer-based simulations.

Constructing the foundations for compassionate care: how service-learning affects nursing students' attitudes towards the poor.

When nurses possess negative attitudes toward people with low socio-economic status it can negatively influence patient care. This study examines whether providing care in a service-learning environment positively affects nursing students' world views and empathy toward the poor. Using a pre-post design, the Attitudes about Poverty and Poor People Scale and the Just World Scale were administered to both a control group and nursing students engaged in a clinical rotation at a low-income housing facility or homeless shelter in spring and fall 2010.

Integrating your experience and opportunities to prepare for nurse educator certification.

Certification is accepted as a universal affirmation of expertise. Nurse educators validate and demonstrate expertise in nursing education by earning the Certified Nurse Educator credential offered through the National League for Nursing's Academic Nurse Educator Certification Program. Educators can prepare to achieve success in certification by reviewing eligibility requirements, creating an individual preparation plan, and using integrated, evidence-based learning strategies.

Peer coaching to support writing development.

Learning to write well is a difficult but worthwhile effort, as nurses often need to communicate effectively through writing. A range of interventions has been used to promote effective writing by nursing students, but little outcome evidence, beyond student and faculty satisfaction, has been reported. A peer coaching assignment in a senior-level RN-to-BSN nursing complex care theory course required students to complete a scaffolded review of a peer's draft paper and provide constructive feedback to the peer.

Measuring competence: collaboration for safety.

Few options are available to nursing regulatory boards for the evaluation of nursing competency in registered nurses who are reported for practice breakdown. To address this deficiency, the authors conducted funded research through collaboration between their respective institutions: a state nursing regulatory board, a community college nursing program, and a state university nursing program. Through this collaboration, a competency evaluation process that used high-fidelity simulation was developed and was called the nursing performance profile (NPP).

Preparing clinical preceptors to support nursing students in evidence-based practice.

Staff nurse preceptors contribute importantly to student learning and to academic program outcomes; however, academic-clinical partnerships can offer focused learning opportunities for preceptors as well. This study addressed different interest levels in evidence-based practice across clinical settings by testing the effectiveness of a workshop designed to increase preceptor knowledge and endorsement of evidence-based practice. Nurse preceptor participants (N = 160) recruited from seven hospitals during 2009 to 2011 had an average age of 43.

The clinical nurse educator as leader.

The National League for Nursing recognizes leadership as an important aspect of the educator role. The purpose of this article is to describe leadership in the context of clinical nursing education and how clinical nurse educators enact leadership. The article identifies particular nursing practice skills and strengths that clinicians bring to nursing education that enhance leadership knowledge, skills, and abilities.