Student Perception of Diversity, Equity, and Inclusion Curricular Threads on Nursing Practice.

Background: Compassionate, inclusive, and equitable nursing care begins with integrating concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into curricula.

Problem: Little is known about RN to BSN students' perception of applying these concepts in practice. The purpose of this pilot project was to assess RN to BSN students' perceptions of DEI-SDOH curricular threads in their nursing practice.

Current State of International Clinical Experiences in US Prelicensure Nursing Programs.

Aim: The study purpose was to describe current international clinical experience (ICE) practices in RN prelicensure programs in the United States.

Background: There is interest in ICE to fulfill the goal of preparing global citizens; however, lack of evidence on developing, implementing, and evaluating best practices for ICE limits the enactment of this approach.

Method: An electronic survey was completed by 900 deans and/or directors of diploma, associate, bachelor's, accelerated bachelor's, and master's-entry RN prelicensure programs.

Improving Pharmacology Standardized Test and Final Examination Scores Through Team-Based Learning.

Background: Team-based learning (TBL) is a collaborative teaching and learning strategy emphasizing student engagement and application of knowledge.

Purpose: The purpose of the study was to compare the differences in scores on pharmacology course final and standardized criterion-referenced examinations between students taught in a traditional lecture-based approach and those taught under the TBL approach.

Methods: Using a before-and-after design, 338 prelicensure students were taught pharmacology using either a traditional lecture-based approach or a TBL approach.

Flipping around the classroom: Accelerated Bachelor of Science in Nursing students' satisfaction and achievement.

Background: The flipped classroom approach is based on shared responsibility for learning by students and teachers, and empowers students to take an active role in the learning process. While utilization of this approach has resulted in higher exam scores compared to traditional approaches in prior studies, the flipped classroom has not included learners in Accelerated Bachelor of Science in Nursing (ABSN) programs.

Objective: To examine differences on exam scores and satisfaction of teaching between a 3-week flipped and traditional classroom approach.

Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

Bringing technology to the bedside: using smartphones to improve interprofessional communication.

The purpose of this project was to evaluate the impact of using Smartphones at the bedside on the quality of interprofessional communication and measure the response time between nurses and physicians compared with the usual paging device. Smartphones were provided to nurses and physicians on a 26-bed medical unit during a 2-month study period. Data were collected using Nurse-Physician Communication Questionnaires and Time and Motion data collection tools.