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July/August 2022 - Volume 47 - Issue 4

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 2.518
    5-year Impact Factor: 2.520
Schools of nursing and health care systems frequently have policies prohibiting the visibility of body art (tattoos and piercings). An integrative review revealed 3 themes related to body art in nursing practice. The authors provide policy implications for nursing programs. The benefits of reporting near-miss incidents by nursing students are unknown. Faculty analyzed 3 years of near-miss incidents (N=236) submitted through the school's incident reporting system and identified the main types of incidents. These near-miss reports offer lessons to prevent future errors. Rapidly changing care models demand nurses who can deliver population health, primary care, and care coordination. A faculty team built an innovative concept and competency-based accelerated BSN primary care–focused curriculum integrating behavioral health, aesthetic knowing, and technology. Another article describes curriculum and clinical innovations to prepare prelicensure students for primary care.​

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Marilyn H. Oermann, Editor-in-Chief

Aesthetics and Technology Integration in a Community-Based Primary Care Nursing Curriculum

DeGrande, Heather; Acker, Katelijne; Monahan, Laura; More

Nurse Educator. 47(4):208-212, July/August 2022.

Aesthetics and Technology Integration in a Community-Based Primary Care Nursing Curriculum

Curricular and Clinical Innovation Engaging Undergraduate Nursing Students to Build a Resilient Primary Care Workforce

Nichols, Lynn Stover; Pollio, E. Whitney; Patton, Emily; More

Nurse Educator. 47(4):213-218, July/August 2022.

Curricular and Clinical Innovation Engaging Undergraduate Nursing Students to Build a Resilient Primary Care Workforce

Leveraging a Successful Faculty Practice Model to Recruit and Retain Early-Career Nurse Faculty

Moss, Angela; Rousseau, Jennifer; Swartwout, Kathryn; More

Nurse Educator. 47(4):219-224, July/August 2022.

Leveraging a Successful Faculty Practice Model to Recruit and Retain Early-Career Nurse Faculty

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Faculty need to be competent in giving difficult feedback to learners. Students in a nurse educator program participated in a simulation where they were the faculty member meeting with a junior nursing student who had medication administration critical near misses. The faculty member needs to counsel the student and have a difficult conversation about not passing the course. In this video and article​, Ms Lebo describes the simulation and its use in preparing future nurse educators.
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Primary care health settings provide access to services for underserved populations, yet nurses are currently underutilized on the primary care health care team. The author describes the development, implementation, and evaluation of an innovative course that builds the primary care nurse workforce capacity.​ Be sure to watch the author's video and read the article to learn more about this course.
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To stay current with changes in health care and nursing practice, nursing faculty must have competencies in curriculum revisions. Despite these necessary competencies, curriculum redesign is not an easy task. Although there are a plethora of tools, techniques, and processes for embarking on a curriculum revision, few curriculum revisions are situated in quality improvement (QI) methods. This article provides an exemplar of how faculty in 1 prelicensure nursing program used the Collaborative Improvement Model (CIM), a model created using QI methods, to revise their curriculum. Learn how to use the CIM in this video and article​.
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 Animal-assisted therapy (AAT) is based on the human-animal bond theory, which emphasizes the mutually beneficial bond that exists between humans and animals. The increased implementation of AAT in health care settings and the growing understanding of the positive impact of AAT emphasize the need for nurse educators to provide opportunities for students to learn more about AAT.  The authors develop an AAT elective nursing course, which includes simulations as feasible means for students to explore applications of AAT in hospital and home settings. You will love this video and be sure to read the article​.
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 Teach the Teacher is a peer learning activity in which Advanced Practice Nursing students develop essential competencies in communication and disease management. Faculty provides each student a disease pathology within the population focus. Each student develops a 7-minute video presentation to Teach the Teacher about the disease pathology. The presentation must include interactive content such as graphics, short instructional videos, mind maps, and family education. Learn more in this video and article. 

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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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