Holistic Nursing Education: Teaching in a Holistic Way.

Faculty perspectives about holistic nursing education (HNE) were investigated in this descriptive study. All nurse faculty teaching in a religious-affiliated university were invited to complete a researcher-developed survey; surveys were analyzed to identify themes related to respondents' definitions of HNE. Themes included teaching holistic nursing, seeing with holistic eyes, and using holistic pedagogy.

Evidence-Based Teaching Practice in Nursing Education: Faculty Perspectives and Practices.

Purpose: This national online study was conducted to describe nursing faculty perspectives and practices about evidence-based teaching practice (EBTP).

Background: Professional standards for nurse educator practice stress the importance of EBTP; however, the use of evidence by faculty in curriculum design, evaluation and educational measurement, and program development has not been reported.

Method: Nurse administrators of accredited nursing programs in the United States (N = 1,586) were emailed information about the study, including the research consent form and anonymous survey link, and invited to forward information to nursing faculty.

Educating leaders in nursing: faculty perspectives.

Recent changes in health care legislation have presented an unprecedented opportunity for nurses to engage as full partners in transforming health care (Institute of Medicine, 2010). According to diverse opinion leaders from insurance, corporate, health services, government, and higher education, nurses should have more influence than they do now on health policy, planning, and management (Robert Wood Johnson Foundation, 2010). More than ever before, nursing needs leaders, and nursing faculty are in a pivotal position to educate leaders in nursing.

The Three Cs Model: the context, content, and conduct of nursing education.

The Three Cs Model integrates the National League for Nursing Accrediting Commission's accreditation standards. The three major concepts of this model -- Context, Content, and Conduct -- relate to one or more of the accreditation standards. This model has been used to integrate three levels of programs in one nursing department and facilitate the self-study process for ongoing accreditation of each program.

Core competencies of nurse educators: inspiring excellence in nurse educator practice.

The National League for Nursing Core Competencies of Nurse Educators with Task Statements provide a comprehensive framework for preparing new nurse educators, implementing the nurse educator role, evaluating nurse educator practice, and advancing faculty scholarship and lifelong professional development. This article describes how one nursing department uses the core competencies with current faculty and in a graduate program that prepares nurse educators.

The Hallmarks Survey: for those who care enough to teach the very best.

The Hallmarks Survey is based on the 85 indicators recommended by the National League for Nursing (NLN) for the Hallmarks of Excellence in Nursing Education. With permission from the NLN, graduate students in nursing education developed this survey as a holistic and systematic tool for nurse faculty to use for assessment of program components. Analysis of data from 53 faculty respondents yielded areas of strength and areas for development for each hallmark category.

Ethics education in advanced practice nursing: respect for human dignity.

Ethics education is an essential component of academic programs that prepare nurses for advanced practice; the concept of respect for human dignity is integral to this education. Sixty-three graduate students enrolled in their first course of a nurse practitioner program completed a researcher-developed Ethics Questionnaire that was designed to elicit their baseline ethics-related knowledge, including their understanding of the concept "respect for human dignity". Qualitative analysis of data yielded findings that validate the importance of using the American Nurses Association Code of Ethics for Nurses with Interpretive Statements as an essential foundation for ethics content and as a framework for understanding the meaning of human dignity in advanced practice nursing.

Educating NPs to educate patients: cholesterol screening in pediatric primary care.

Introduction: This study described practices, knowledge, and attitudes of primary care nurse practitioners (NPs) in Minnesota regarding cholesterol screening in children and adolescents.

Methods: A survey including 22 questions pertaining to cholesterol screening, adapted from a telephone survey used by Arneson, Luepker, Pirie, and Sinaiko (1992), was mailed to pediatric and family NPs. Eighty-three of 221 surveys (38%) were completed, returned, and used for data analysis.