Publications by authors named "Pamela Ironside"

Background: Amid concerns regarding administrator shortages, a survey conducted by the American Association of Colleges of Nursing indicates that 10% of all vacant faculty positions are those that include administrative responsibilities. This study was designed to determine the frequency, predictors, and potential retention consequences of burnout among midlevel academic nurse leaders, such as assistant deans, associate deans, and others.

Method: The sample consisted of 146 midlevel academic nurse leaders from 29 schools of nursing.

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Researchers investigating phenomena in nursing education are increasingly striving to conduct multisite studies. However, designing and managing multisite studies can be costly and time consuming. One complex and costly challenge of multisite studies can be anticipating and navigating the variations in the institutional review board requirements and expectations of different study sites.

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Background: This study provides a first-time, objective assessment of the evidence-based practice (EBP) knowledge of RNs working in Magnet-designated hospitals.

Method: This multisite, cross-sectional, descriptive, correlational study uses the Evidence-Based Practice Knowledge Assessment in Nursing (EKAN) and Evidence-Based Practice Questionnaire (EBPQ).

Results: EBPQ subscale scores revealed overall positive self-ratings of EBP knowledge/skills, attitudes, and practice/use.

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Doctor of Nursing Practice (DNP) students need to be effective health policy leaders and contribute their expertise to legislative discussions. Nursing faculty have unique opportunities to prepare future DNP health policy leaders through legislative experiential learning opportunities. Yet, the creation of legislative fellowships can seem challenging.

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Aim: This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education.

Background: Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels.

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Aim: This article describes how teachers enable Narrative Pedagogy in their courses by explicating the Concernful Practice Inviting: Waiting and Letting Be.

Background: Narrative Pedagogy, a research-based, phenomenological approach to teaching and learning, extends conventional pedagogies and offers nursing faculty an alternative way of transforming their schools and courses.

Method: Using hermeneutic phenomenology, interview data collected over a 10-year period were analyzed by coding practical examples of teachers' efforts to enact Narrative Pedagogy.

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Clinical education is a time- and resource-intensive aspect of contemporary nursing programs. Despite widespread agreement in the discipline about the centrality of clinical experiences to learning nursing, little is known about if and how current clinical experiences contribute to students' learning and readiness for practice. Before large-scale studies testing specific educational interventionals can be conducted, it is important to understand what currently occurs during clinical experiences.

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Advancing the science of nursing education will require the discipline to conduct research that investigates complex phenomena, such as students' clinical thinking and decision-making skills, using multiple methods. The research methods developed in other disciplines can provide nursing education researchers with new ways to investigate clinical teaching and learning in nursing. The critical decision method (CDM), derived from psychology and human factors engineering, is a technique by which researchers elicit experts' thinking and the cognitive work informing decision making in the context of practice.

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The purpose of this pilot study was to assess the educational research currently conducted in U.S. schools of nursing.

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The urgent need to expand the ability of health professionals to improve the quality and safety of patient care in the USA has been well documented. Yet the current methods of teaching quality and safety to health professionals are inadequate for the task. To the extent that quality and safety are addressed at all, they are taught using pedagogies with a narrow focus on content transmission, didactic sessions that are spatially and temporally distant from clinical work, and quality and safety projects segregated from the provision of actual patient care.

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The proportion of older adults in the population is rapidly increasing, and this trend is expected to continue. Because more than half of all new graduates eligible to enter the nursing workforce are prepared in associate degree (AD) programs, it is critical these new nurses are well prepared to care for older adults. This study examined how the care of older adults is currently taught in AD programs.

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This multisite study examined the impact of multiple-patient simulation experiences on the development of nursing students' patient safety competencies in the final semester of their baccalaureate or associate degree nursing program. It extends the Jeffries Simulation Model by investigating how the student factors of tolerance for ambiguity and self-reported grade point average (GPA), in addition to age, relate to the outcomes of simulation. The study showed that students' safety competencies improved significantly from the first to the second simulation.

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To ensure patient safety, it is crucial that nursing change the paradigm from demonstrating competency to continuing competency.

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Background: Much has been published related to the epistemology of Heideggerian hermeneutic research. We seek to reveal insights from our experience of enacting such research.

Objective: To articulate the lived experience of 'doing' Heideggerian hermeneutic research.

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It is not the case that impact factors are unhelpful and that their use should be abolished. Indeed, ISI is continuing to refine existing and develop new databases to provide important information to researchers, administrators, librarians, and editors. Impact factor data do provide useful information for the review process if used judiciously and with an awareness of what these data do and do not indicate.

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It is not the case that impact factors are unhelpful and that their use should be abolished. Indeed, ISI is continuing to refine existing and develop new databases to provide important information to researchers, administrators, librarians, and editors. Impact factor data do provide useful information for the review process if used judiciously and with an awareness of what these data do and do not indicate.

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It is not the case that impact factors are unhelpful and that their use should be abolished. Indeed, ISI is continuing to refine existing and develop new databases to provide important information to researchers, administrators, librarians, and editors. Impact factor data do provide useful information for the review process if used judiciously and with an awareness of what these data do and do not indicate.

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