Re-imagining of an undergraduate, second-degree entry, accelerated nursing program's curriculum utilizing a postmodern, learner-centred lens and a concept-based framework.

Introduction: It is necessary to re-imagine nursing curriculums utilizing a postmodern approach, as outdated teacher-centred methods of nursing education with emphasis on memorization versus critical thinking no longer meet the needs of the contemporary learner and the current challenges of the healthcare environment. There is an explicit need to redesign nursing curriculums that are future-oriented, adaptive and flexible and serve the learners' best interests.

Background: Distilled from a decade of teaching experience in an undergraduate, second-degree entry, accelerated nursing program, this paper describes the construction of a learner-centred, postmodern, concept-based nursing curriculum that aims to foster learners' inquiry skills, critical thinking, problem-solving, and experiential learning-all which develop learners' autonomy, self-direction, and lifelong learning.

Preceptors' experiences of one to one preceptorship model for students undertaking an accelerated undergraduate nursing program: An interpretive descriptive qualitative study.

Aim: The aim of this research is to describe and interpret the experiences of preceptors' in supporting nursing students in a one-to-one model across all semesters of the nursing program.

Background: The one-to-one preceptorship model is widely used in Canada during the consolidation phase of a Bachelor of Science in Nursing program. The launch of an innovative two-year second-degree entry accelerated nursing program in partnership with several leading academically based health care delivery institutions in Ontario created a one-to-one preceptorship model that is offered within each semester of a two year nursing program.

Understanding How Nursing Students Experience Becoming Relational Practitioners: A Narrative Inquiry.

Background: Teaching nursing students to become relational practitioners requires theoretical approaches and strategies that engender personal and aesthetic knowing. These qualities closely parallel those that define relational practice. The use of creative self-expression in supporting the development of student capacity for relational practice offers a viable approach.

Self-compassion in undergraduate nursing: an integrative review.

Objective To explore self-compassion and its role in supporting well-being, compassionate care, and the academic experience in undergraduate nursing students. Method Whittemore and Knafl's (2005) integrative review methodology was used to search articles published between 2007 and 2020, which resulted in 36 articles meeting the inclusion criteria: compassion for self and others, strategies to support self-compassion; and self-compassion and student learning. Result Findings indicate that self-compassion may promote compassionate care, personal well-being, resilience, and emotional intelligence while supporting indicators of academic success.

Practice readiness of new nursing graduates: A concept analysis.

Practice readiness is not well defined in the literature and its conceptualization fluctuates from one practice setting to the next. The lack of common perception of what it means to be "practice ready" across sectors (academia, practice, regulatory) creates difficulty in identifying the boundaries of the concept and promotes varying expectations. This paper reports a concept analysis on practice readiness using Rodgers' evolutionary method of concept analysis.

Moving From Field Text to Research Text in Narrative Inquiry: A Study Exemplar.

Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry.