About this Issue: September October 2017
In our complex health care system, nurses and other providers should understand health policy and be willing to collaboratively advocate for policy that benefits patients, families, and communities. Eaton and her team developed an innovative method, an interprofessional team-based health advocacy summit, to prepare nursing and other health professions students for their role in health policy. This is an open access article: download for free, share with faculty colleagues, and use with your own students. Have you questioned if the sequence of simulation and clinical practice made a difference in learning and development of clinical competency? Authors report the outcomes of 2 different sequences of blocks of simulated and clinical practicum learning experiences using a randomized crossover design. Competency was measured at 3 points in time. Here is the answer: There were no significant differences in competency. Using alternative models of clinical and simulation learning may help address issues with finding clinical sites and other barriers to the delivery of clinical education. Another study in this issue examined the relationships between clinical judgment development, simulation performance, and clinical performance. Multiple studies document online unprofessionalism among nursing students. Learn how you can enhance your students' cyberprofessionalism: read about and consider using a peer delivered educational intervention. Trying to integrate more content on veterans' health in your curriculum? Authors provide specific examples from their curriculum: get ideas for your own programs. Other articles describe a seamless LPN to BSN program, using Q methodology for program evaluation, interprofessional education using a team-based learning model, a course based strategy for DNP scholarly projects, and many other strategies that you can use for your own teaching and in your nursing programs.
Marilyn H. Oermann, Editor-in-Chief