Exploring the Development of Nursing Clinical Judgment Among Students Using Virtual Reality Simulation.

Background: Virtual reality simulation (VRS) is an emerging pedagogy in nursing education.

Purpose: The purpose of this qualitative exploratory study was 2-fold: to determine nursing students' learning experiences when engaged in VRS, and to explore learners' problem-solving/clinical reasoning approach after participation in a VRS clinical scenario. This article reports student descriptions of clinical reasoning/clinical judgment when considering their VRS experience.

Becoming a nurse faculty leader: Taking risks by being willing to fail.

Background: Higher education is undergoing rapid transformation requiring nurse faculty leaders to engage in risk taking. Consequently, what is known about the experience of taking risks? How do leaders decide what constitutes a risk worth taking? How do leaders who take risks tolerate failure? The purpose of this study was to explicate the leadership practices of risk taking in nurse faculty leaders.

Method: Interpretive phenomenology was used to explore the experience of risk taking among 15 self-identified nurse faculty leaders.

A framework for the design, implementation, and evaluation of interprofessional education.

The growing emphasis on teamwork and care coordination within health care delivery is sparking interest in interprofessional education (IPE) among nursing and health profession faculty. Faculty often lack firsthand IPE experience, which hinders pedagogical reform. This article proposes a theoretically grounded framework for the design, implementation, and evaluation of IPE.

Becoming a nurse faculty leader: doing your homework to minimize risk taking.

Risk taking is an important aspect of academic leadership; yet, how does taking risks shape leadership development, and what are the practices of risk taking in nurse faculty leaders? This interpretative phenomenological study examines the meaning and experience of risk taking among formal and informal nurse faculty leaders. The theme of doing your homework is generated through in-depth hermeneutic analysis of 14 interview texts and 2 focus group narratives. The practice of doing one's homework is captured in weighing costs and benefits, learning the context, and cultivating relationships.

Not left to chance: introducing an undergraduate interprofessional education curriculum.

Teaching diverse health profession students to work in teams, communicate, understand each other's roles and responsibilities, and effectively collaborate is imperative for creating a practice-ready workforce. This short report introduces an innovative undergraduate interprofessional curriculum for students enrolled in the baccalaureate majors of applied exercise science, athletic training, dental hygiene, nursing and pre-occupational therapy. The process of designing this program of study, guided by the method of appreciative inquiry, is highlighted.

Becoming a nurse faculty leader: practices of leading illuminated through advancing reform in nursing education.

Purpose: The purpose of this study was to explore the lived experience of becoming a nurse faculty leader.

Background: In a recent study of 24 nurse faculty leaders across the United States about their experience of becoming a leader, many of the participants hesitated to call themselves leaders.

Methods: This interpretive phenomenological study explored the meaning and significance of nurse faculty leadership.

What does an innovative teaching assignment strategy mean to nursing students?

The concept of innovation in nursing education has been addressed in published literature on faculty-defined and faculty-created teaching strategies and instructional methods. In this project, innovation is defined as "using knowledge to create ways and services that are new (or perceived as new) in order to transform systems" (Pardue, Tagliareni, Valiga, Davison-Price, & Orchowsky, 2005). Studies on nursing student perceptions of innovation are limited, and it is unclear how undergraduate and graduate students conceptualize innovative learning experiences.

Millennials considered: A new generation, new approaches, and implications for nursing education.

A new generation is pursuing degrees in nursing. These students, 18 to 24 years old, aptly called Millennials, are technologically competent and described as optimistic and group oriented. Their propensity for multitasking, reliance on electronics, and need for immediate feedback often perplex and frustrate faculty and challenge customary approaches to teaching and learning.

Blending aesthetics and empirics: teaching health assessment in an art gallery.

An art gallery was used successfully as a clinical laboratory for nursing students studying health assessment. Art galleries provide students with a visually rich and stimulating environment that can support the development of astute visual inspection skills. Working in pairs, students examined artwork incorporating design elements common to both physical assessment and artistic inquiry.

Curriculum considerations for enhancing baccalaureate learning for international students.

Background: International students studying nursing in the United States present unique teaching opportunities and challenges. Student language, culture, and academic expectations are major factors for faculty to consider in delivering international education.

Methods: An RN to BSN program provides baccalaureate completion study for registered nurses residing in Israel.

Illuminating the experience of student precepting: insights and narratives from home care nurses.

Home care nurses precepting students eloquently describe the rewards and frustrations associated with this role. Narratives illustrating the experience give voice to home care nurses. Lessons learned provide planning suggestions and insight for nurses who might be contemplating this role as well as for student and faculty planning.