Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment.

The current nursing profession is challenged with a decreasing supply of competent clinical teachers due to several factors consequently impacting the quality of nursing education. To meet this demand, academic nursing programs are resorting to hiring expert nurses who may have little or no teaching experience. They need support during their transition from practice to teaching.

Nursing education and research rounds: evaluation of a webinar-based education strategy to engage nurses and support practice.

Nursing Education and Research Rounds (NEARR), a webinar-based series of continuing education presentations focused on nursing research, was developed to engage nurses in discussion about evidence-based practice. Evaluation of NEARR indicated a large majority of participants considered the information provided useful in their practice and planned to attend future NEARR sessions. Nursing professional development specialists can use this approach to support evidence-based practice.

Uncovering nurse educators' beliefs and values about grading academic papers: guidelines for best practices.

Fair and consistent assessment, specifically grading, is crucial to teaching and learning scholarship and is a professional responsibility of nurse educators. Yet, many would agree that assessment is one of the most challenging aspects of their role. Despite differing beliefs, values, and meanings attributed to grading and grades, teachers' grading practices should be guided by principles and supported by policies.

Nurse Educator Pathway Project: a competency-based intersectoral curriculum.

In this paper, we begin by providing an overview of the Educator Pathway Project (EPP), an education infrastructure that was developed in response to emerging critical nursing workplace issues, and the related demand for enhanced workplace education. We then describe the EPP competency-based curriculum designed to prepare nurses as preceptors, mentors, and educators to lead learning with diverse learner groups. This competency-based curriculum was developed through a collaboration of nurse leaders across practice, academic, and union sectors and drew from a widely embraced curriculum development model (Iwasiw, Goldenberg, & Andrusyzyn, 2005).

Legacy Mentors: translating the wisdom of our senior nurses.

'Legacy Mentors' are nurses aged 55 or older with a wealth of knowledge and passion to share with other nurses. Finding ways to capture their wisdom, disseminate their expertise, and potentially retain them longer is critical. As part of an innovative Educator Pathway project in two health authorities in British Columbia, Canada, nurses with up to 40 years of experience proposed to share their wisdom and translate their expertise for the next generation of nurses.

The use of selective admissions tools to predict students' success in an advanced standing baccalaureate nursing program.

The judicious selection of nursing school applicants is important, and universities are increasingly incorporating non-academic criteria into their admission processes. We undertook a retrospective, correlational study of the predictive utility of an admissions process for nursing students' "in-program" success. The sample consisted of all 249 students admitted to a Canadian accelerated baccalaureate nursing program over a four-year study period.

A collaborative model to introduce quality and safety content into the undergraduate nursing leadership curriculum.

Today's nursing students need an understanding of quality and safety (Q/S) concepts as well as the nurse's role in all phases of Q/S activities. Nursing students' Q/S learning experiences are typically anecdotal. This article describes a practice-academic partnership that raised students' awareness of Q/S within the practice environment.

Effects on parents of an intervention to resolve infant behavioral sleep problems.

Purpose: Because behavioral sleep problems affect a large proportion of infants and can result in health issues for children and their parents, the study evaluated the effects of a sleep intervention for infants from 6 to 12 months old.

Method: For this quasi-experimental one group pre-test and post-test design, 39 eligible families were recruited through a newborn hotline. Seventy parents with healthy 6 to 12-month old infants completed the intervention.