July/August 2017 - Volume 42 - Issue 4

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 1.372

Many schools of nursing are using portfolios for student assessment in a course and for program evaluation. Hickey and colleagues describe their use of a portfolio for evaluating students' achievement of end-of-program outcomes, and share rubric development and lessons learned. An understanding of the facilitators and barriers encountered by nurses who had learning or physical disabilities while in nursing school can help guide faculty in identifying effective accommodations. In this issue Neal-Boylan and Miller report on their study of RNs who had disabilities while in nursing school. As students, participants tried to hide their disabilities, were frequently told they could never be nurses, wanted to be treated like other students, and learned to advocate for themselves. The authors provide implications for nurse educators and schools of nursing. How do you develop scenarios for your simulations? Mathew et al describe how they established a Puerto Rican community advisory board to develop content for a virtual simulation case. The goal of the simulation was to improve the cultural competence of prelicensure nursing students in caring for a Puerto Rican patient with diabetes. This project is easily transferable to other nursing programs. There are other articles on simulation in this issue: authors describe a simulation exercise to teach spiritual care including related clinical learning activities, a simulation-integrated nursing curriculum, and a community-oriented nursing simulation day. Are you using grand rounds as a teaching method? You will be able to after you read the article on developing interprofessional grand rounds for students. This issue includes 2 articles on predictors of NCLEX-RN success: one study examined the effects of learning style preferences (visual, auditory, tactile, individual, group) on passing the NCLEX-RN among 532 nursing students. There was a significant correlation between preference for group learning and failure of the NCLEX-RN. The other study examined the relationship between nursing students' intrinsic motivation and performance on the licensure examination (there were no significant correlations). Exactly how do nurse practitioner (NP) students spend their time in clinical practice? If you want to know, be sure to read Fulton et al's study. A good paper to read next is the study on faculty clinical site visits in NP programs. I think you will find these articles not only valuable but also fun to read. Be sure to share the journal with others.


Marilyn Oermann, Editor-in-Chief