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September/October 2022 - Volume 47 - Issue 5

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 2.518
    5-year Impact Factor: 2.520
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Nurse educators need to ensure that students at all levels of nursing education attain essential competencies for practice. Authors explain entrustable professional activities (EPAs) and provide a guide to implementing EPAs as one approach to competency acquisition. In another article, you will learn how to create and implement phone simulations, which offer unique opportunities for assessment of competencies and for teaching with reduced scheduling and location barriers. Diversity, equity, and inclusion are increasingly recognized as core values for nursing education and practice. An article provides teaching tools and strategies to integrate cultural humility in the nursing curriculum and create a more inclusive learning environment.​

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Marilyn H. Oermann, Editor-in-Chief

Entrustable Professional Activities in Clinical Education: A Practical Approach for Advanced Nursing Education

Corrigan, Catherine; Moran, Katherine; Kesten, Karen; More

Nurse Educator. 47(5):261-266, September/October 2022.

Entrustable Professional Activities in Clinical Education: A Practical Approach for Advanced Nursing Education

The Caring for Our Own Program: A Model for American Indian and Alaska Native Nursing Students to Practice, Manage, and Lead in Indian Country

Larsson, Laura; Johnson, Catherine M.

Nurse Educator. 47(5):272-277, September/October 2022.

The Caring for Our Own Program: A Model for American Indian and Alaska Native Nursing Students to Practice, Manage, and Lead in Indian Country

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Small group instructional diagnosis (SGID) is a formative evaluation assessment process to elicit student feedback on learning experiences and teaching strategies. It also promotes professional development of faculty. This video and article ​describe the use of SGID to gather student feedback in a prelicensure nursing program on an academic-practice partnership. The process is highly adaptable and can be used in any nursing course and program level. 
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Little is known about the use of schools for the pediatric clinical practicum. Out of 108 faculty, 27 (25%) reported using schools for the pediatric practicum. Most nursing students (85.1%) spent 23 total hours or less in schools obtaining anthropometric measurements, reviewing immunizations, and providing health education to children, parents, and teachers. Using schools for the pediatric practicum is thought to be a common practice; our findings suggest otherwise. Nursing faculty need to consider which pediatric clinical settings provide the best experience to prepare future nurses. Learn more about this important study in the video and article​.
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Post-exam reviews are an essential part of the learning process in nursing education. Traditionally, these reviews are faculty-led, occur in a face-to face setting, and include the discussion of questions and rationales for correct answers. However, faculty can also offer virtual post-exam reviews that are student-led and focus on self-reflection of exam content and test performance. This video and article ​discuss planning for virtual post-exam review sessions. Strategies that support student reflection, such as exam wrappers, are provided.​
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 Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. Watch the video and read this article ​to learn how you can implement online asynchronous peer review in your courses.
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 There is limited information on the development of academic policies in nursing programs. Despite nurse educators’ unequivocal and frequent use of policies in their day-to-day interactions to manage students and courses, there are no dedicated resources available in the literature to assist nursing faculty with the development of this skill set. The authors in this video and ar­ticle provide guidance to nursing faculty on writing equitable academic policies for schools of nursing. 

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Thank you to all of the review​ers​ who provided their time and expertise for Nurse Educator this past
year!

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