Publications by authors named "Michelle Kaulback"
Background: The emergence of the COVID-19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face-to-face learning environment that includes hands-on experiential learning.
Methods: Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students' experiences of the transition to remote learning during the Spring 2020 semester.
Background: Faculty in a prelicensure baccalaureate nursing program were interested in establishing a process for use of simulation for the evaluation of program outcomes.
Problem: Several infrastructure barriers existed for the implementation of simulation for a fair, valid, and reliable student evaluation.
Approach: Faculty chose to evaluate student performance in simulation to examine student achievement of program outcomes.
Background: While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education.
Purpose: The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia.
Methods: Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs.
Background: Lifelong learning is an important part of professionalism as nurses need to maintain competency and current knowledge for practice.
Purpose: The purpose of this study was to examine the relationship between baccalaureate nursing students' self-directed learning (SDL) abilities and lifelong learning orientation.
Methods: A quantitative, correlational research design was used.