Exploring the Charge Nurse Role Transition: A Qualitative Study of the Novice's Perspective.

The novice charge nurse role transition is not well understood. This article reports on a qualitative descriptive study of the novice charge nurse role transition. Rubin and Rubin's responsive interviewing was used.

Pediatric Hematology/Oncology Nurse Spirituality, Stress, Coping, Spiritual Well-being, and Intent to Leave: A Mixed-method Study.

Intense emotional demands of oncology nursing create a stressful work environment and increase the likelihood of leaving. The study aims to explore, describe, and understand how pediatric hematology/oncology nurses caring for chronically ill or dying patients use their spirituality to cope with job stress, maintain spiritual well-being (SWB), and continue to work in this specialty. A concurrent mixed-method research design consisted of a web-based survey and interview.

Description and comparison of exam wrapper learning strategy use in baccalaureate and associate degree nursing students: A descriptive study.

Background: Exam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students.

Objectives: To describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing students.

Use of Exam Wrapper Metacognitive Strategy to Promote Student Self-assessment of Learning: An Integrative Review.

Background: Metacognitive knowledge and regulation are critical to nursing students who must apply knowledge to rapidly changing and complex conditions. Exam wrappers assist learners to consider past study habits with the goal of improving future exam preparation. However, little is known about use of exam wrappers in nursing education.

Nursing Student Perceptions of Academic and Clinical Integrity.

Aim: This study aimed to explore how nursing students define and describe academic and clinical integrity and to identify social and psychological influences on student decisions to act with integrity.

Backgroud: Nursing students are exhibiting a decline in academic and clinical integrity. Academic dishonesty often correlates to clinical dishonesty, subsequently impacting patient care quality and safety.

Effects of Guided Reflection on Diabetes Self-Care: A Randomized Controlled Trial.

The purpose of this study was to evaluate the effects of guided reflection on self-care behaviors, confidence scores, and diabetes knowledge among adults with diabetes. A randomized controlled trial with a pre/posttest design was used to generate data from a convenience sample of 62 adults with diabetes recruited from a single site. After viewing a 30-minute video on how to manage diabetes, participants were randomized to a control group (CG) (usual care) or an intervention group (IG).

Promoting resilience among nursing students in clinical education.

Resilience is the ability to overcome adversity and grow stronger from the experience. Increased resilience has been shown to positively impact nurses in practice. With this knowledge, recommendations to incorporate resilience training into nursing education have been made.

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature.

The effect of guided reflection on heart failure self-care maintenance and management: A mixed methods study.

Objective: Evaluate the effect of structured, guided reflection on patient descriptions of self-care maintenance and management.

Background: Inadequate HF self-care behaviors are linked to hospitalizations. Symptom monitoring and recognition are precursors to adequate HF self-care.

Content Validation and Utility of a Critical Reflective Inquiry Assessment Tool.

A Critical Reflective Inquiry (CRI) Assessment Tool was developed based on the CRI Model to assess reflection in nursing practice. Experienced clinicians evaluated the CRI Assessment for clarity and relevance to the CRI Model and nursing practice utility. Content validity index was calculated for each item in the scale and then averaged across all items.

Exploring outcomes and evaluation in narrative pedagogy: An integrative review.

Objectives: To identify narrative pedagogy learning outcomes and evaluation methods used for pre-licensure nursing students. Recommend areas for expanding narrative pedagogy research.

Design: An integrative review using a modified version of Cooper's 1998 framework, as described by Whittemore and Knafl (2005).

The Lasater Clinical Judgment Rubric as a Framework to Enhance Clinical Judgment in Novice and Experienced Nurses.

Clinical judgment has been identified as a critical component of professional nursing practice and enables nurses to deliver safe patient care with optimal outcomes. Nurses, particularly those transitioning into clinical practice, may require assistance to enhance their clinical judgment skills. This article presents the Lasater Clinical Judgment Rubric, which has primarily been used in the academic setting, as a framework for nursing professional development specialists to enhance the clinical judgment skills of novice and experienced nurses.

Accelerated Master's Programs in Nursing for Non-Nurses: An Integrative Review of Students' and Faculty's Perceptions.

Accelerated master's programs in nursing for non-nurses (AMPNNNs) are rapidly increasing in number. They offer accelerated entry into nursing practice for individuals with a baccalaureate degree or higher. An integrative review, based on Whittemore and Knafl (2005) was conducted to identify the characteristics of the students and the perceptions of students, graduates, and faculty who participate in these programs.

Exploring problems encountered among experienced nurses using critical reflective inquiry: implications for nursing professional development.

This study explored problems encountered by nurses using critical reflective inquiry to examine clinical situations and the impact of group discussion on the reflective process. Secondary qualitative analysis of 19 reflective situations, rom a reflection continuing education program, revealed that nurses had problematic pauses in reflection and were stuck in cyclical self-questioning. Peer group discussion prompted deeper reflection.

Reflection as an educational strategy in nursing professional development: an integrative review.

Reflection is a critical component of professional nursing practice and a strategy for learning through practice. This integrative review synthesizes the literature addressing the use of reflection as an educational strategy and reports outcomes from the use of reflective strategies. Reflection education is primarily nested in programs to meet specific clinical goals, structured with group facilitation.

Best practices for creating social presence and caring behaviors online.

Aim: To identify best practices and evidence-based strategies for creating an online learning environment that encompasses caring behaviors and promotes social presence.

Background: Faculty who teach online classes are challenged to create a sense of social presence and caring behaviors in a virtual world in which students feel connected and part of the learning environment.

Method: To extrapolate evidence to support best practices, a review of literature was conducted focused on social presence and caring online.

Revisiting the Delphi technique: implications for nursing professional development.

The Delphi technique is a multistage survey involving rounds of structured questions with a panel of identified experts. The approach is well suited for a range of applications in nursing professional development practice that involve priority setting and consensus building. This article provides an overview of the technique, steps in using the approach, and implications and suggestions for its use in nursing professional development practice.

Revisiting quality of life for elders in long-term care: an integrative review.

Purpose: To review the literature on quality of life (QOL) among elders in long-term care settings, specifically focusing on measurement of QOL, influencing factors, and interventions to improve QOL.

Conclusion: Multiple instruments were used to measure QOL with little overlap and limited ability to compare across studies. Categories of influencing factors included physical function, environment, social support, and mood/spiritual.

Effect of reflective practice education on self-reflection, insight, and reflective thinking among experienced nurses: a pilot study.

A mixed-method study was conducted to determine whether nurses' participation in a reflective practice continuing education program using a structured reflection model makes a difference in nurses' self-reflection, insight, and reflective thinking about clinical practice situations. Findings suggested that use of structured reflection using question cues, written narratives, and peer-facilitated reflection increased nurses' engagement in self-reflection and enhanced reflective thinking in practice. Including reflective practice education in novice orientation and preceptor training may be beneficial.

Stress among caregivers of chronically ill older adults: implications for nursing practice.

Caregiving is a dynamic process involving a series of decisions at different stages of a person's chronic illness trajectory. Research suggests the burdens of caregiving can lead to caregiver stress, the actual or perceived physical or emotional strain experienced by the caregiver. Nurses have a pivotal role in assessing for caregiver stress and providing interventions to assist caregivers.

Exploring reflection as a process embedded in experienced nurses' practice: a qualitative study.

Aim: This article is a report of a study aimed at obtaining an in-depth description of how experienced acute care staff nurses perceive and use reflection in clinical practice.

Background: Reflection is viewed as a critical component of professional practice. The basic assumption is that reflection involves a deliberate process of thinking about a clinical situation which leads to insight and a subsequent change in practice.

Research priorities for nursing professional development: a modified e-Delphi study.

In 2010, the National Nursing Staff Development Organization Research Committee identified the need to delineate research priorities for nursing professional development (NPD). A Delphi study with 13 experts in NPD resulted in the identification of 24 priorities for the next 5 years. These priorities provide the future direction for NPD research and funding.

Reflective narrative: a tool for learning through practice.

Reflection has recently gained increased recognition for its potential to facilitate learning. New insights gained through reflection enable the nurse to respond to clinical situations from a changed perspective. Skill, however, is required in learning to reflect.

Using reflection strategies to link course knowledge to clinical practice: the RN-to-BSN student experience.

Reflection is viewed as an essential element of professional practice. However, there is limited research exploring practice changes as a result of reflection within the context of new knowledge. In addition, literature suggests that nursing students may have difficulty linking course knowledge to their practice; reflection may facilitate this process.