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Implementing Successful Clinical Nursing Preceptorships

Video Author: Chicca, Jennifer MS, RN; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF
Published on: 05.18.2020

In preceptorships, experienced staff nurses (preceptors) help students learn in clinical settings. This educational approach promotes one-to-one instruction with staff experts. Current evidence about preceptorships focuses primarily on preceptor roles, preparations, perceptions, and/or challenges when working with nursing students. There is a lack of clarity about specific ways to fulfill educator roles during preceptored experiences. This video and article provide tips for preparing and maintaining clinical nursing preceptorship experiences that help ensure successful student learning.

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Creator: Chicca, Jennifer MS, RN; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF
Duration: 2:49
In preceptorships, experienced staff nurses (preceptors) help students learn in clinical settings. This educational approach promotes one-to-one instruction with staff experts. Current evidence about preceptorships focuses primarily on preceptor roles, preparations, perceptions, and/or challenges when working with nursing students. There is a lack of clarity about specific ways to fulfill educator roles during preceptored experiences. This video and article provide tips for preparing and maintaining clinical nursing preceptorship experiences that help ensure successful student learning.
Creator: Walker, Danielle PhD, RN, CNE; Altmiller, Gerry EdD, APRN, ACNS-BC, FAAN; Hromadik, Lora PhD, RN; Barkell, Nina MSN, RN, ACNS-BC; Barker, Nancy EdD, RN; Boyd, Teri EdD, MNSc, RN; Compton, Michelle MSN, RN; Cook, Pamela MSN, RN; Curia, Marianne PhD, MSN, R
Duration: 4:39
While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education. Dr. Walker describes their study of prelicensure nursing student perceptions of just culture in academia. The Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs. The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. There was a significant total score decline as students progressed from the beginning to the middle and end of the program. The results are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
Creator: Phillips, Tiffany A. DNP, RN, NP-C; Munn, Allison C. PhD, RN; George, Tracy P. DNP, RN, APRN-BC, CNE
Duration: 6:44
The authors developed a no-cost telehealth simulation and examined its impact on students in their first nurse practitioner (NP) clinical course. Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). The students' general understanding of telehealth was significantly greater after the OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.
Creator: Rodger, Kathleen MN, RN, BSN, CMSN(C)
Duration: 2:02
Distance mentoring in nursing education is an emerging form of communication, possible because of new technologies. Watch this video (and read the article) to see how the author is using telepresence mobile robot technology to mentor clinical teachers at clinical sites located throughout Saskatchewan, Canada.
Creator: Hampton, Debra PhD, RN, CENP, NEA-BC, FACHE; Welsh, Darlene PhD, RN; Wiggins, Amanda T. PhD
Duration: 2:53
Minimal information exists about the educational environment best suited for Generation Z students. In this study, lecture with audience response clickers was the most preferred/most engaging method for helping Generation Z nursing students learn, whereas assigned reading was the least preferred method. Students preferred a traditional classroom model instead of a flipped classroom. Acquiring skills was the dimension of engagement rated the highest by this group of students.
Creator: Fleming, Louise PhD, RN; Lorenzen, Rachael MSN, RN; Stanek, Joan MSN, RN, ANP-BC; Williams, Megan EdD, RN, FNP-BC; Mendel, Hilary MSN, RN
Duration: 4:52
For precepted clinical immersion experiences, students are often assigned a hospital unit that does not allow them to work with their preferred patient population or learn about the care continuum. Five clinical immersion experiences were developed using an innovative model focused on specific patient populations across the care continuum. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus. Learn more about this innovation in the video and article.
Creator: Gary, Jodie C. PhD, RN
Duration: 4:29
Nursing students are expected to collaborate with other professionals in clinical practice. This video and article present an innovative strategy, inspired by popular culture media, offering nurse educators an easy, entertaining, and interactive way of teaching TeamSTEPPS content. This approach is adaptable to engage a variety of students and course designs.
Creator: Hooper-Arana, Erica D. DNP, RN; Li, Judy N. DrPH, MBA; Borges, Wanda J. PhD, RN; Bodenheimer, Thomas MD
Duration: 3:22
To address the need for RNs to assume a role in chronic care management, a School of Nursing and Health Professions piloted a clinical option in which second-degree master of science in nursing students are prepared to function as health coaches on primary care teams at a local community health center. Reshifting the focus of nursing education to integrate primary care nursing, it is important to embed nursing students into primary care practices where they can learn about the longitudinal care of patients with chronic conditions.
Creator: McLain, Rhonda M. PhD, RN; Moore, Randy DNP, RN; Hites, Lisle PhD
Duration: 5:03
Many of our military transitioning to civilian life are expertly trained medics, corpsmen, and health care specialists. An innovative model was developed for waiving the requirements for specific nursing courses for veteran-students. Using a skills self-assessment tool and a validation process, veteran-students are able to demonstrate their knowledge, training, and experience. As part of the program, 32 veteran-students have validated out of 65 courses for 115 credit hours. All students have successfully progressed through the BSN program.
Creator: Nguyen-Truong, Connie Kim Yen PhD, RN; Graves, Janessa M. PhD, MPH; Enslow, Electra MA, AHIP; Williams-Gilbert, Wendy PhD, RN
Duration: 5:50
Open educational resources (OERs) increase access to high-quality academic learning materials and promote affordable education in nursing. Faculty, university librarians, and community leaders worked together to identify OERs for a population health course. The author explains the project in this video and be sure to read the article to learn more.
Creator: Beroz, Sabrina DNP, RN, CHSE-A; Schneidereith, Tonya PhD, ARNP, CNE, CHSE-A; Farina, Crystel L. MSN, RN, CNE, CHSE; Daniels, Amy PhD, RN, CHSE; Dawson, Lauren MSN, RN; Watties-Daniels, Denyce DNP, RN; Sullivan, Nancy DNP, RN
Duration: 3:52
Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. A 3-day train-the-trainer program prepared nurse educators across schools of nursing to use theory, standards, and guidelines when conducting simulation-based experiences. This curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.
Creator: Kimzey, Michelle PhD, RN; Mastel-Smith, Beth PhD, RN; Seale, Ashlie MSN, RN-BC
Duration: 3:35
More people are living with dementia, and dementia education is important to prepare nursing students to care for this population. The purpose of this study was to determine the effects of a virtual dementia experience on nursing students' attitudes and empathy for people with dementia, dementia knowledge, and self-confidence for dementia care. Dementia-specific education had a significant influence on students' attitudes, knowledge, self-confidence, and empathy. After you watch the video, read about this study.
Creator: Fisher, MaryDee DNP, RN, CPN; Robb, Meigan PhD, RN; Wolf, Debra M. PhD, RN; Slade, Julie DNP, RN
Duration: 4:36
Discussion forum are used to facilitate student interactions, gain new knowledge, and engage students in the course, among other outcomes. Most faculty teaching online use a rubric to assess student participation in these forums. This video and article describe how nursing faculty created a standardized rubric to be used across all of their online nursing programs (RN-BSN, MSN, and DNP) to objectively assess learning in discussion forum, postings.
Creator: Morris, Melissa MSN, RN, CPN, CHSE; Fernandez, Ana DNP, RN, CNE
Duration: 2:36
Documentation in health care serves to provide an accurate record of the patient’s status and needs at a point in time. We examined if using an educational EMR (EEMR) impacted the quantity of student documentation. One group of students learned with the EEMR and another group with a paper chart. Use of the EEMR improved students’ nursing notes, VS, I & O, and MAR documentation, but the quantity of documentation by students in both cohorts was low. If you are thinking about an EEMR, or using one, be sure to watch the video and read the article.
Creator: Lancaster, Rachelle J. PhD, RN; Mott, Jason PhD, RN; Hendryx, Jennifer MS
Duration: 2:59
The Quality Matters™ (QM) rubric is useful when assessing online courses for quality and structure. The authors integrated a QM assignment for nurse educator graduate students in their assessment course. In this unique learning experience, students enter an active online course offered in the school of nursing and provide the instructors with a real-time assessment of course methods, demonstration of learning outcomes, and written feedback for course improvement. This activity benefits the graduate students evaluating courses as well faculty whose course is being assessed. Read the article and watch the video to learn about this teaching strategy and how you can use it in your own school.
Creator: Poorman, Susan G. PhD, RN, CNS-BC, ANEF; Mastorovich, Melissa L. DNP, RN, BC
Duration: 4:22
In this video the authors summarize their study on the meaning of grades to nursing students at all educational levels. Nursing students (n=46) from 14 schools described a time that stood out to them when they were graded, reflected on their story, and discussed what this experience meant to them. The main theme was “needing an A.” This was discussed by students at every level of nursing education. Students not only needed to get an A, but also needed to get an A in every course they took, causing stress and disappointment when they were unable to achieve these grades. This is an important article for all nurse educators to read.
Creator: Jami Nininger, MSN, RN, Assistant Dean of Online Education; and Miriam RB Abbott, Assistant Professor, Mount Carmel College of Nursing, Columbus, Ohio
Duration: 1:49
Engagement is essential for online learner success. Formative assessments provide ideal engagement tools that permit learners to evaluate their understanding. Learn about these tools in the video and follow up by reading the authors’ Teaching Tips for formative assessment.
Creator: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Duration: 1:41
Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.
Creator: Bilinski, Hope PhD, RN; Peternelj-Taylor, Cindy MSc, RN, DF-IAFN
Duration: 6:13
The College of Nursing and University of Saskatchewan (Canada) developed an assessment tool that examined commitments to interprofessional education (IPE). Their work resulted in the development of a pathway that led to a comprehensive assessment of these commitments and provided rich discussions about IPE. The resulting IPE Framework is an effective visual representation of their commitments to IPE at multiple levels. The authors share this visual with readers. This is a good video to watch and be sure to read the full article.
Creator: Sun, Grace H. DNP, RN, APRN, FNP-BC; Cherry, Barbara DNSc, RN, MBA, NEA-BC
Duration: 3:43
Since the implementation of the DNP degree, there has been inconsistency about the DNP scholarly project. Many issues related to the DNP project can be addressed using a logic model approach and incorporating current best practices. This video and article explain how a logic model can be used for the development or improvement of DNP project processes, incorporating best practices and evaluation methods to ensure quality and rigor.



Creator: Chicca, Jennifer MS, RN; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF
Duration: 2:49
In preceptorships, experienced staff nurses (preceptors) help students learn in clinical settings. This educational approach promotes one-to-one instruction with staff experts. Current evidence about preceptorships focuses primarily on preceptor roles, preparations, perceptions, and/or challenges when working with nursing students. There is a lack of clarity about specific ways to fulfill educator roles during preceptored experiences. This video and article provide tips for preparing and maintaining clinical nursing preceptorship experiences that help ensure successful student learning.
Creator: Walker, Danielle PhD, RN, CNE; Altmiller, Gerry EdD, APRN, ACNS-BC, FAAN; Hromadik, Lora PhD, RN; Barkell, Nina MSN, RN, ACNS-BC; Barker, Nancy EdD, RN; Boyd, Teri EdD, MNSc, RN; Compton, Michelle MSN, RN; Cook, Pamela MSN, RN; Curia, Marianne PhD, MSN, R
Duration: 4:39
While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education. Dr. Walker describes their study of prelicensure nursing student perceptions of just culture in academia. The Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs. The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. There was a significant total score decline as students progressed from the beginning to the middle and end of the program. The results are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
Creator: Phillips, Tiffany A. DNP, RN, NP-C; Munn, Allison C. PhD, RN; George, Tracy P. DNP, RN, APRN-BC, CNE
Duration: 6:44
The authors developed a no-cost telehealth simulation and examined its impact on students in their first nurse practitioner (NP) clinical course. Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). The students' general understanding of telehealth was significantly greater after the OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.
Creator: Rodger, Kathleen MN, RN, BSN, CMSN(C)
Duration: 2:02
Distance mentoring in nursing education is an emerging form of communication, possible because of new technologies. Watch this video (and read the article) to see how the author is using telepresence mobile robot technology to mentor clinical teachers at clinical sites located throughout Saskatchewan, Canada.
Creator: Hampton, Debra PhD, RN, CENP, NEA-BC, FACHE; Welsh, Darlene PhD, RN; Wiggins, Amanda T. PhD
Duration: 2:53
Minimal information exists about the educational environment best suited for Generation Z students. In this study, lecture with audience response clickers was the most preferred/most engaging method for helping Generation Z nursing students learn, whereas assigned reading was the least preferred method. Students preferred a traditional classroom model instead of a flipped classroom. Acquiring skills was the dimension of engagement rated the highest by this group of students.
Creator: Fleming, Louise PhD, RN; Lorenzen, Rachael MSN, RN; Stanek, Joan MSN, RN, ANP-BC; Williams, Megan EdD, RN, FNP-BC; Mendel, Hilary MSN, RN
Duration: 4:52
For precepted clinical immersion experiences, students are often assigned a hospital unit that does not allow them to work with their preferred patient population or learn about the care continuum. Five clinical immersion experiences were developed using an innovative model focused on specific patient populations across the care continuum. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus. Learn more about this innovation in the video and article.
Creator: Gary, Jodie C. PhD, RN
Duration: 4:29
Nursing students are expected to collaborate with other professionals in clinical practice. This video and article present an innovative strategy, inspired by popular culture media, offering nurse educators an easy, entertaining, and interactive way of teaching TeamSTEPPS content. This approach is adaptable to engage a variety of students and course designs.
Creator: Hooper-Arana, Erica D. DNP, RN; Li, Judy N. DrPH, MBA; Borges, Wanda J. PhD, RN; Bodenheimer, Thomas MD
Duration: 3:22
To address the need for RNs to assume a role in chronic care management, a School of Nursing and Health Professions piloted a clinical option in which second-degree master of science in nursing students are prepared to function as health coaches on primary care teams at a local community health center. Reshifting the focus of nursing education to integrate primary care nursing, it is important to embed nursing students into primary care practices where they can learn about the longitudinal care of patients with chronic conditions.
Creator: Beroz, Sabrina DNP, RN, CHSE-A; Schneidereith, Tonya PhD, ARNP, CNE, CHSE-A; Farina, Crystel L. MSN, RN, CNE, CHSE; Daniels, Amy PhD, RN, CHSE; Dawson, Lauren MSN, RN; Watties-Daniels, Denyce DNP, RN; Sullivan, Nancy DNP, RN
Duration: 3:52
Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. A 3-day train-the-trainer program prepared nurse educators across schools of nursing to use theory, standards, and guidelines when conducting simulation-based experiences. This curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.
Creator: Kimzey, Michelle PhD, RN; Mastel-Smith, Beth PhD, RN; Seale, Ashlie MSN, RN-BC
Duration: 3:35
More people are living with dementia, and dementia education is important to prepare nursing students to care for this population. The purpose of this study was to determine the effects of a virtual dementia experience on nursing students' attitudes and empathy for people with dementia, dementia knowledge, and self-confidence for dementia care. Dementia-specific education had a significant influence on students' attitudes, knowledge, self-confidence, and empathy. After you watch the video, read about this study.
Creator: Fisher, MaryDee DNP, RN, CPN; Robb, Meigan PhD, RN; Wolf, Debra M. PhD, RN; Slade, Julie DNP, RN
Duration: 4:36
Discussion forum are used to facilitate student interactions, gain new knowledge, and engage students in the course, among other outcomes. Most faculty teaching online use a rubric to assess student participation in these forums. This video and article describe how nursing faculty created a standardized rubric to be used across all of their online nursing programs (RN-BSN, MSN, and DNP) to objectively assess learning in discussion forum, postings.
Creator: Lancaster, Rachelle J. PhD, RN; Mott, Jason PhD, RN; Hendryx, Jennifer MS
Duration: 2:59
The Quality Matters™ (QM) rubric is useful when assessing online courses for quality and structure. The authors integrated a QM assignment for nurse educator graduate students in their assessment course. In this unique learning experience, students enter an active online course offered in the school of nursing and provide the instructors with a real-time assessment of course methods, demonstration of learning outcomes, and written feedback for course improvement. This activity benefits the graduate students evaluating courses as well faculty whose course is being assessed. Read the article and watch the video to learn about this teaching strategy and how you can use it in your own school.
Creator: Poorman, Susan G. PhD, RN, CNS-BC, ANEF; Mastorovich, Melissa L. DNP, RN, BC
Duration: 4:22
In this video the authors summarize their study on the meaning of grades to nursing students at all educational levels. Nursing students (n=46) from 14 schools described a time that stood out to them when they were graded, reflected on their story, and discussed what this experience meant to them. The main theme was “needing an A.” This was discussed by students at every level of nursing education. Students not only needed to get an A, but also needed to get an A in every course they took, causing stress and disappointment when they were unable to achieve these grades. This is an important article for all nurse educators to read.
Creator: Jami Nininger, MSN, RN, Assistant Dean of Online Education; and Miriam RB Abbott, Assistant Professor, Mount Carmel College of Nursing, Columbus, Ohio
Duration: 1:49
Engagement is essential for online learner success. Formative assessments provide ideal engagement tools that permit learners to evaluate their understanding. Learn about these tools in the video and follow up by reading the authors’ Teaching Tips for formative assessment.
Creator: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Duration: 1:41
Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.
Creator: Bilinski, Hope PhD, RN; Peternelj-Taylor, Cindy MSc, RN, DF-IAFN
Duration: 6:13
The College of Nursing and University of Saskatchewan (Canada) developed an assessment tool that examined commitments to interprofessional education (IPE). Their work resulted in the development of a pathway that led to a comprehensive assessment of these commitments and provided rich discussions about IPE. The resulting IPE Framework is an effective visual representation of their commitments to IPE at multiple levels. The authors share this visual with readers. This is a good video to watch and be sure to read the full article.
Creator: Sun, Grace H. DNP, RN, APRN, FNP-BC; Cherry, Barbara DNSc, RN, MBA, NEA-BC
Duration: 3:43
Since the implementation of the DNP degree, there has been inconsistency about the DNP scholarly project. Many issues related to the DNP project can be addressed using a logic model approach and incorporating current best practices. This video and article explain how a logic model can be used for the development or improvement of DNP project processes, incorporating best practices and evaluation methods to ensure quality and rigor.
Creator: Stuckey, Lanette, MSN, RN, CNE, CMSRN; Wright, Ariel, MSN, RN
Duration: 2:30
In a medical-surgical course, we created a scenario-recorded activity to provide an innovative way for students to develop their cultural competence. The assignment objectives are aligned with the student learning outcomes and QSEN competencies. The student is given a specific cultural scenario upon arriving to the simulation lab; the student then acts out how to handle the situation as a culturally competent nurse while being videotaped. Video debriefing occurs with the student and nurse educator, which allows reflection on the performance. After the debriefing, the student completes a reflective activity. This activity provides a safe environment for students to practice and expand their cultural communication skills.
Creator: Hatzenbuhler, Nicole J., MSN, RN; Klein, Julie E., PhD, RN, CNE
Duration: 2:06
This qualitative study explored the perceptions of newly graduated RNs about how their educational experiences as prelicensure students prepared them to enter the nursing workforce. Interviews with 10 RNs revealed that nursing programs did not adequately prepare them for their multifaceted roles and responsibilities. Nursing faculty should implement practice-oriented educational experiences to facilitate students to assume professional roles and responsibilities when they enter the nursing workforce. The authors describe their study in this video (be sure to read the full article).
Creator: Geist, Melissa J., EdD, APRN-BC, CNE
Duration: 6:05
Nurses are uniquely positioned to be bedside innovators to improve patient care delivery. A faculty team from nursing and chemical engineering developed a course that brought together students from each discipline for a cross-disciplinary, team-based clinical immersion. During each clinical immersion, the student teams rotated through various hospital units where they identified problems and worked together in the university's makerspace (iMaker Space) to design and build prototypes to improve health outcomes. Read the article and then watch the video to learn more about this innovative clinical course.
Creator: A Capstone Simulation for Leadership Development: Bridging Theory to Practice
Duration: 4:32
New graduate nurses are expected to be practice-ready upon graduation. However, transitioning from the role of student to one of leadership in the professional nurse's role is a complex experience. Learn about the Mock Hospital, a comprehensive capstone simulation that immerses senior nursing students into the leadership role of the professional nurse. This is a must-watch video and be sure to read the article.
Creator: Marilyn Oermann
Duration: 20:20
This is the first video in our writing for publication series. The purpose of the manuscript and intended readers guide your selection of a journal for submission. Learn about directories of nursing and other journals and sending a query email.
Creator: Marilyn Oermann
Duration: 15:58
This is the 2nd video in our writing for publication series. Learn about the journal’s Information for Authors and why important, formats for writing different types of manuscripts (research reports, reviews, quality improvement, and educational topics), and reporting guidelines. References and tables/figures also are discussed.
Creator: Marilyn Oermann
Duration: 32:35
This is the final video in our writing for publication series. In this video you will get some additional tips on writing your manuscript and will learn about peer review and responding to reviewers’ comments. Other topics include authorship criteria, copyright, open access, and avoiding “predatory journals.”
Creator: Brenna Quinn, PhD, RN, NCSN, CNE
Duration: 1:17
Pharmacology is often a challenging course for nursing students. Nurse educators may find study guide posters as a valuable activity to help students learn about medications and as a teaching method that is easy to implement. Students develop posters to display sample medication names, indications for use, mechanism of action, side effects, and patient teaching points/nursing considerations. They include at least 1 poem, 1 acronym, and 1 drawing to convey the drug information. Learn more about this teaching strategy by watching the video and reading the teaching tip.
Creator: Nancy Sullivan, DNP, RN
Duration: 5:08
The use of the multiple patient simulation (MPS) has grown in nursing education as a strategy to help close the education-practice gap and better prepare students for the reality of hospital practice. Watch this video to learn how the faculty implemented a MPS experience for students. Also read the article where they explain the design/timing, type and number of patient cases, scheduling, faculty resources, and setting. This MPS experience was originally developed for a group of 125 nursing students but can be modified for larger or smaller groups, and can be used with new graduate orientation to the work setting.
Creator: Michelle Kaulback, EdD, MSN, FNP-BC
Duration: 1:57
To prepare students for a discussion of cardiac conditions, the instructor reviews content through the Headbands Game. Students are divided into teams of 4 prior to the class. PowerPoint slides were created with a variety of cardiac medication classifications, heart valves, heart chambers, and cardiac electrical pathways. One word pertaining to the cardiac content is placed on each slide, automatically timed to advance after 15 seconds. One student from each team sits in front of the screen facing their teammates. Teammates describe the word using clues. Interested in learning more about the Headbands Game and seeing students play it? Watch this video now.
Creator: Martha Kay Lawrence, PhD, RN
Duration: 2:50
Peer teaching provides students with opportunities to experience the educator role and increase their self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the simulation laboratory. Learn more about this innovative peer teaching strategy: watch the video and then read the full article.
Creator: Diane Toto, RN, MSN
Duration: 4:21
Students lack experience in making connections between signs and symptoms and the patient’s acuity level. Many students fail to notice when a patient is deteriorating. The Levels of Sickness Teaching Strategy helps students recognize clinical deterioration in a timely manner by understanding the meaning of a wide range of signs and symptoms. This teaching strategy, referred to as the Sick tool, can be used in the classroom, simulation, and clinical settings. Learn about this strategy by watching this video and reading the article.
Creator: Wendy Manetti, PhD, RN, CRNP
Duration: 3:48
Assessing clinical judgment for safe nursing practice is a challenge. The author used the Lasater Clinical Judgment Rubric (LCJR) to evaluate clinical judgment of junior and senior nursing students in the clinical setting. Juniors demonstrated an accomplished level on the total scale and all 4 subscales, whereas seniors had exemplary clinical judgment on the total scale and 3 of 4 subscales. Learn more about this study from the author’s video and article.
Creator: Sharon L. Colley, PhD, MSN, RN, CNE
Duration: 3:33
Recognizing the value that introverts bring to a nursing program is essential. In this video and article, Dr Colley emphasizes the importance of nurse educators preparing all students for leadership roles in the profession and to do so in a way that is equitable. We need a balanced cadre of effective leaders from across the temperament continuum who can address the complex challenges facing nursing and health care in general. Nurse educators are integral to preparation of resilient and diverse leaders in nursing.
Creator: Mary Tedesco-Schneck, PhD, RN, CPNP
Duration: 4:35
Nursing faculty need to provide students with problem-solving skills during their formative academic years, and feminist pedagogy supported by classroom participation may foster these skills. Through the lens of feminist pedagogy, factors that influence classroom participation of nursing students were identified using the College and University Classroom Environment Inventory. Watch this video to learn about the study and implications for teaching, and be sure to read the article.
Creator: Jeannie B. Weston
Duration: 5:12
Clinicians need to be prepared to teach nursing students. The author describes her study to determine whether an online program, the Clinical Instructor Program (CIP), improved self efficacy for clinicians in the role of clinical instructor. In addition, understanding of the clinical instructor role, knowledge of instructional content, and understanding of instructional strategies were evaluated before and after CIP participation. A primary finding of the study was that overall self-efficacy significantly improved. Watch the video and also read the article: in the article the author describes the program she developed to prepare clinicians for clinical teaching.
Creator: Michael S. Grady, BSN, RN, Alice Younce, DNP, RN, Joseph Farmer, MSN, RN, Alison Rudd, EdD, RN, and Ellen Buckner, PhD, RN, CNE
Duration: 4:03
Inability to communicate with a nonhearing patient can affect the patient’s quality of care and be frustrating to the patient and nurse. Faculty developed a simulation for nursing students to learn to communicate with the Deaf. Nursing students interacted directly with Deaf participants and learned techniques of communicating with them. The video demonstrates these techniques: every nursing student should watch this video. Read the article to learn more about this simulation and details for running it in your school of nursing.
Creator: Jackie H. Jones, EdD, RN and Linda A. Treiber, PhD, RN
Duration: 3:49
Any error made in health care can cause the health care provider to become a second victim. The role that nursing education can play in preventing nurses from becoming second victims has not been well explored. The authors conducted a study on the perceptions of recent BSN graduates about their preparation for medication administration, medication errors, and their personal experience with error making and second victimhood. Watch this video and read the article on this interesting study with implications for your curriculum.
Creator: Pamela F. Ashcraft, PhD
Duration: 4:05
Personal self-care should be an expectation of the professional nursing role. Dr. Ashcraft and faculty integrated curricular interventions to promote students’ self-care behaviors. She discusses her study in this video. Although few statistically significant changes were found, findings indicate that changes were beginning to occur and self-care behaviors were not declining: the curricular interventions are having a positive impact on self-care behaviors in nursing students. Read the full article too to learn more about the curriculum strategies used in this nursing program to promote students’ self care.
Creator: Marianne Cockroft, PhD, RN and Sonda Oppewal, PhD, RN, APHN-BC
Duration: 3:38
As nurses provide more services in clients’ homes, nurse educators face challenges in preparing students for transitioning to the home setting. This video and article describe an innovative home visit simulation designed to prepare prelicensure nursing students for making home visits. Students apply nursing knowledge and critical thinking as they demonstrate skills related to assessment, communication, safety, and health education when caring for clients in their homes. Concepts from medical-surgical, pediatrics, maternity, psychiatric mental health, and public health nursing courses are integrated into the simulation.
Creator: Karen Hande, DNP, Anna Richmond, DNP, and Cynthia Brame, PhD
Duration: 4:34
How should schools of nursing transition clinicians to nursing faculty? Learn how this school did it through a Junior Faculty Teaching Fellowship. In the video and article, the authors describe an innovative, collaborative program for supporting transition and development of critical skills for novice faculty. They share the format they used in the Fellowship for nursing faculty. Here is your chance to learn about the Junior Faculty Teaching Fellowship and the value of this experience to new nursing faculty.
Creator: Krista A. White, PhD, RN, CCRN-K, CNE and Ella T. Heitzler, PhD, WHNP, FNP, RNC-OB
Duration: 5:46
Are you concerned about grade inflation in your nursing program? If you are, be sure to watch this video and read the article. The authors conducted a retrospective, comparative study on the effects of increasing objectivity of evaluation methods on grade inflation in a graduate nursing research course. Multiple-choice testing and increased precision in grading rubrics were added to the course. Outcome measures of student grade distributions for the course were measured pre/post course revision. Statistically significant reductions in grade distributions were observed after evaluation methods in the course were revised (U = 4575.0, P < .001).
Creator: Lorraine Rusch, PhD
Cindy Slone, PhD
Duration: 3:28
Learn about the dedicated education unit (DEU) model of clinical nursing education from these experts. Although nursing programs have used the DEU model for years, the literature provides minimal direction to assist faculty in transitioning from traditional clinical teaching to the DEU model. The authors explain in the video and article how to teach in a DEU. They discuss resources faculty can develop to help all involved understand teaching roles and desired learning outcomes in the DEU model.
Creator: Shea Polancich, Linda Moneyham, Glenda Smith, and David James
Duration: 6:10
Effectively teaching clinical data management and analysis in a doctor of nursing (DNP) program requires attention to developing skills that foster improvement at the bedside. The authors describe their new DNP course on clinical data management and analysis. View the video and then read the article, which also reports opportunities to improve translation and application of the content in the course to the scholarly practice project.
Creator: Penny Sauer
Duration: 2:38
This video and the accompanying article report findings from a study on peer incivility among nursing students and the impact of incivility on students’ physical and mental health and their stress. Students who experienced high levels of peer incivility had lower mental health scores, lower physical health scores, and higher stress levels. Dr. Sauer describes the study in this video and provides more details about it in the article including strategies for nursing faculty.
Creator: Jill Ellen Vihos, Loreen Pollard, Moira Bazin, Denaine Lozza, Penny MacDonald, Nadine Moniz, and Dorothy Spies
Duration: 3:37
If you use debriefing with simulation, learn how these authors used debriefing at the end of a laboratory skills class. The authors examined the cognitive, affective, and social learning outcomes of debriefing sessions. Survey questionnaires were administered to 378 prelicensure nursing students after their nursing skills laboratory class that included a debriefing session. Most students either agreed or strongly agreed that debriefing facilitated the discussion about their lab experience and reflection on learning.
Creator: Majeda M. El-Banna, PhD, RN
Duration: 4:57
Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to nursing. In this video and article, Dr El-Banna described her study that examined the relationships among students’ self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. Among other findings, some demographic characteristics influenced the type of motivation and learning strategies students preferred but did not influence their current academic performance.
Creator: Michelle Aebersold, PhD
Duration: 2:10
Dr. Aebersold describes the development of a new simulation-based course designed to remediate the clinical skills of prelicensure nursing students and the multidimensional method used to evaluate this new course. Evaluation of the course was guided by Kirkpatrick’s levels of training. The Quint Leveled Clinical Competency Tool was used to evaluate students’ clinical competencies. Success of the course was found in 3 levels of evaluation. If you are using simulation in your nursing program, be sure to watch this video and read the article – then share them with your colleagues.
Creator: Nicole E. Warren, PhD, MPH, CNM
Diana Baptiste, DNP, MSN, RN
Duration: 3:15
The authors describe the diversity-related video they developed and its impact on clinical nurse educators. Their evaluation found that educators' knowledge, perceived skills, and confidence in creating a diversity-friendly learning environment were positively affected. Instructors’ awareness of their own biases did not improve significantly, thus suggesting the need for continued emphasis on self-assessment. The video was considered relevant and was supported by most educators, suggesting that similar videos may be an acceptable strategy for engaging them in diversity-related issues. Watch the video and then be sure to read the article.
Creator: Marianne R. Jeffreys, EdD, RN
June M. Como, EdD, RN
Danna L. Curcio, PhD, RNC, FNP
Marie S. Giordano, PhD, RN
Duration: 3:32
The desire to enhance cross-curriculum connectedness and collaboration across programs was prompted after the authors did a thorough self-examination of the programs offered in their School. They developed a new model for their School that included a new cross-curriculum coordinator role. The video and article introduce the model and framework, which are easily adapted for use across various nursing programs and settings. Don’t miss this video and reading this article.
Creator: Arlene Pericak, DA, RN, FNP-C, FAANP
Duration: 2:40
Assessing student learning during a site visit in an advanced practice nursing course is important for academic success; however, a gap in the literature exists on students’ perspectives of faculty site visits in nurse practitioner education. Watch this video to learn about the authors’ study on students’ perceptions of the most useful aspects of the site visit, suggestions for improving site visits, and changes made in the practicum after the site visit. Then be sure to read the full article.
Creator: Camille Reese and Mona Brown Ketner
Duration: 4:47
Nurse educators from the Northwest Area Health Education Center developed a Nurse Educator Institute to prepare clinicians to serve as clinical instructors in schools of nursing. They developed 4 modules that include key content areas for effective teaching in the clinical setting. Participants have options to practice skills they learn during the program.
Creator: Jamie Hansen, PhD, RN, CNE
Duration: 3:04
How should simulated and clinical experiences be sequenced? Does it make a difference in student performance? Dr. Hansen compared 2 different sequences of blocks of simulated and clinical practicum learning experiences on students’ clinical competency using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and following a final simulated experience. There were no significant differences in students’ competency. This study provides important evidence for faculty when making decisions about simulation and clinical practice. Watch this video and be sure to read the article.
Creator: Melody K. Eaton, PhD, MBA, RN
Duration: 5:23
In a complex health care environment, nurses and other health care professionals should be able to understand and collaboratively advocate for health policy benefitting patients, families, and communities. Dr. Eaton and colleagues used interprofessional team-based learning to improve the political astuteness of health professions students including nursing. In this video, Dr. Eaton talks about this instructional strategy and its effectiveness. Read the full article for free (it is open access): share the article with colleagues, students, and others.
Creator: Marijean Buhse, PhD, Rn, NP-BC and Carol Della Ratta, PhD, RN, CCRN
Duration: 2:10
Interprofessional education (IPE) has gained momentum across health profession schools. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. In this video and article, the authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.
Creator: Alaina Herrington and Tonya Schneidereith
Duration: 3:14
Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of nursing education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum. Learn more about this project by watching the video. Then be sure to read the article.
Creator: Ericka Sanner-Stiehr, PhD, RN
Duration: 3:06
Lateral violence among nurses is a continuing problem in health care, contributing to detrimental individual and organizational consequences. Nurse educators can prepare students to respond effectively to lateral violence before they graduate and enter the workplace, where it is likely to be encountered. Simulation provides an effective platform for delivering this type of student-centered education. The author presents guidelines for educators to integrate lateral violence response training into simulations in prelicensure nursing education. Watch the video and read the article to get details about how to develop a simulation for this purpose.
Creator: Melissa Baginski, MSN
Duration: 2:41
The authors created a medication calculation simulation for their prelicensure students to provide the opportunity for dosage calculation practice with authentic circumstances, foster an enhanced perspective of the importance of accuracy required for calculating dosages, and improve dosage calculation accuracy itself. For authenticity, they prepared each patient in the simulation to appear as lifelike as possible, having personal possessions at the bedside and therapies such as oxygen, IVs, casts, and wound dressings. Watch this video (and read the article) to learn how to prepare this simulation on medication calculation.
Creator: Susan Hendricks, EdD, MSN, RN, and Virginia Wangerin, PhD, RN, CNE
Duration: 3:11
Many nursing educators have considered the implementation of a concept-based curriculum, with active, conceptual teaching and learning strategies. This curriculum model offers a way to respond to the overwhelming content saturation in many nursing programs. However, barriers abound, including faculty concerns about loss of control, changing faculty role and identity, and fear of failure. Learn from these experts how to overcome these barriers and learn about some practical strategies for success in your curriculum change. Watch the video now and read the full article.
Creator: Joan Connors and Palmira Good
Duration: 7:23
The authors describe their teaching methods to help nursing students gain competence and confidence in delivering care that addresses the spiritual dimension of nursing care. These methods include a spiritual simulation, interrupting the simulation at the midway point to introduce Key Phrases and Caring Behaviors©, then restarting the simulation as the students practice implementing the new information into the simulation. Learn from the authors by watch the video and reading the article.
Creator: Aggie Read
Duration: 3:00
Academic advising is an important faculty responsibility in nursing education. Through advising, faculty provide academic guidance and emotional support, which enables nursing students to make a smooth transition through their educational and career experiences. Faculty at Vanderbilt University School of Nursing recently implemented an academic advising structure centered on the Appreciative Advising model. Appreciative Advising emphasizes building rapport through mindful listening, encouragement, and positivity. Learn more about this model in the video and be sure to read the article.
Creator: Angela Clark
Duration: 3:51
The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool requires a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning. Learn how this faculty integrated Apple technology throughout their nursing program: watch the video and be sure to read the article.
Creator: Cynthia L. Foronda, PhD, RN, CNE, ANEF
Duration: 6:29
Augmented reality and virtual simulation technologies in nursing education are burgeoning. Technologies present opportunities to improve teaching efforts, better engage students, and transform nursing education. This video and article present newly emerged products and systems that nurse educators should know about.
Creator: Rhonda McLain, PhD, RN
Duration: 4:38
Diversity in the nursing workforce has a positive impact on the quality of care provided to minority patients. Although the number of students from diverse backgrounds entering nursing programs has increased, the attrition rate of these students remains high. McLain discusses this situation and describes a self-assessment tool that can be used by faculty advisors to determine the individual academic needs of students.
Creator: Christine Latham
Charmaine Lim
Emily Nguyen
Duration: 6:52
This video and article share best practices for addressing concerns of first-generation and minority students as they begin their nursing program. An interactive, peer-developed, 2-day program was implemented to create a sense of community and relieve students’ anxiety. The program focused on students’ needs and provided engagement, networking, and first-hand experience with resources and methods to reduce cultural dissonance. Participation included critiquing modeling of proper clinical attire, meeting with peer mentors, and locating important campus resources. The program, was conducted by minority students under the supervision and guidance of faculty mentors.
Creator: Gerry Altmiller
Duration: 3:38
Quality and Safety Education for Nurses (QSEN) has been prominent in nursing education for 10 years. Since its inception, faculty have used the QSEN competencies as a framework for developing teaching strategies and tools, but there are few findings available to support this practice. In this video and article, Dr. Altmiller describes the process of developing a QSEN-based clinical evaluation instrument for a prelicensure nursing program and establishing content validation for its items.
Creator: Dr. Ragan Johnson
Duration: 3:04
Clinical site visits are important for evaluating graduate nursing students' clinical performance. This study examined the perceptions of preceptors of FNP students about site visits. Preceptors believe faculty should make at least 1 face-to-face site visit to observe a student during the semester. No preference for telephone or mobile technology for conducting site visits was identified. The study provides important considerations when designing guidelines for faculty site visits.
Creator: Jeri L. Bigbee, PhD, RN
Duration: 3:12
A needs assessment was conducted regarding an interprofessional faculty development program. Nursing and medical faculty and administrators (N = 156) were surveyed. The results indicated strong support for the program, particularly related to teaching/learning strategies, leadership, and scholarship. Nursing faculty rated some topical areas significantly higher than did the medical faculty, including innovative classroom teaching, educational technology, interprofessional education, diversity/inclusion, and mentoring graduate students. After watching this video make sure you read the article to learn more about this interprofessonal faculty development program.
Creator: Brenda Leda Quinn
Duration: 2:27
In this video abstract and article, the author describes an innovative, yet low-technology approach, to using edible curriculum aids to engage students in active learning during a lesson related to foundational pharmacological concepts. The specific concept taught through the use of food as a curriculum aid was drug half-life.
Creator: Jennifer J. Coleman, PhD
Duration: 3:24
Are you struggling with how to prepare prelicensure nursing students with the ethical and moral decision-making skills they will need as nurses? This article describes the use of theater as one approach to teaching nursing ethics. Students perform as actors, directors, and discussion leaders in a series of simulated ethical scenarios designed to encourage individual accountability and responsibility for action.
Creator: Mary Ellen Burke, MS, RN, CNM
Raeann G. Leblanc, DNP, CNP-BC, ANP-BC
Elizabeth A. Henneman, PhD, RN, CCNS, FAAN
Duration: 3:38
Communication skills are essential to providing quality care to patients and families and interacting with nurses and other health care professionals. Nurse educators are responsible for preparing students to appropriately engage in the communication process. The authors describe a simple approach for teaching nursing students the basics (ABCDs) of a professional introduction. You can use these guidelines in a simulation or clinical setting. Watch the video and learn more about the ABCDs of professional introductions by reading the article.
Creator: Julia Ward, PhD, RN
Duration: 3:12
Empathy is at the heart of all nurse-patient interactions. Yet empathy often declines during the student’s nursing program. Julia Ward reports on her mixed-methods study to assess whether an educational intervention using standardized actors could prevent the decline of students’ empathy. Watch this video and be sure to read the full article: her educational intervention holds much potential for improving empathy in nursing students.
Creator: Kim Decker, PhD, RN, CNS
Desiree Hensel, PhD, RN, PCNS-BC, CNE
Leslie Fasone, EdS, MS
Duration: 3:52
Watch this video and read the article to learn how the faculty integrated a college bystander intervention service-learning project into an entry-level community clinical course. Two years of data showed that students helped improve campus safety. They also developed as professionals. Approximately one-third of the students described a specific incident in which they intervened in the situation.
Creator: Gerry Altmiller, EdD, APRN, ACNS-BC
Duration: 3:16
Dr. Altmiller explains the importance of feedback in student learning. She shares best practices and strategies for giving constructive feedback to students. Whether you are a novice or an experienced teacher, you will learn from this video and her article.
Creator: Britney Besancon Kepler, BSN
Duration: 2:13
Learn more about how faculty used the Hearing Voices That Are Distressing curriculum with prelicensure students. They also studied the outcomes of the simulation on student attitudes toward and self-efficacy related to caring for patients with auditory hallucinations. In their study, 87 students were instructed to complete 3 tasks while wearing headphones delivering distressing voices. Comparing presimulation and postsimulation results, this study suggests that the simulation significantly improved attitudes toward patients with auditory hallucinations; however, self-efficacy related to caring for these patients remained largely unchanged.
Creator: Jodie Gary, PhD, RN
Duration: 3:03
Learn about reverse engineering and how the faculty used it to introduce RN to BSN students to nursing research and evidence-based practice (EBP). Reverse engineering of a nursing practice guideline offered a method for teaching these students an appreciation of research and supporting nursing practice with best evidence.
Creator: Kelly Vowell Johnson, EdD, RN
Duration: 3:17
Many schools of nursing use adjunct and part time nurse educators to teach clinical courses. Dr. Johnson reports on the outcomes of a faculty development workshop to prepare these educators for evaluating their students in the clinical setting. The instructors valued using a student-oriented learning outline, gained knowledge about assessment, and indicated they would engage in activities to increase their knowledge of assessment. Watch this video and read Dr. Johnson’s article to gain some tips for preparing clinical educators in your nursing program.
Creator: Benjamin Smallheer
Duration: 2:45
The reverse case study is different from a traditional unfolding case, in which a single scenario is presented. A reverse case study incorporates students into the development of the scenario and decisions about details of the case. Learn more about this teaching method and how Dr. Smallheer uses it in his teaching.
Creator: Theresa Buxton
Duration: 2:27
The author describes the process used to develop the RN-BSN program with a hybrid and flipped format. The faculty integrated many innovative teaching methods in the new program, and both students and faculty were satisfied with it.
Creator:
Duration: 3:58
In the authors’ school of nursing, students are able to participate in an international cooperative work experience. The authors interviewed alumni about their cooperative work experiences. They learned that these experiences support students’ learning about culture and contribute to their personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.
Creator:
Duration: 3:23
Dr. Lonneman describes 6 teaching strategies for raising nursing students? cultural awareness, a key aspect of cultural competence. In the article he also reports on the effectiveness of an educational intervention he developed using these strategies.
Creator: Joyce Victor-Chmil
Duration: 2:44
Simulation design should be theory based and its effect on outcomes evaluated. This study applied a model of experiential learning to design a simulation experience, examined how this design affected clinical nursing judgment development, and described the relationship between clinical nursing judgment development and student performance when using the experiential learning design. Findings suggest that using an experiential learning simulation design results in more highly developed nursing judgment and competency in simulation performance.
Creator: Nagia S. Ali, Kay Hodson-Carlton, & Omar S. Ali
Duration: 4:29
Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided recommendations on how to integrate telehealth education in nursing curricula.
Creator: Rachel Scherzer, MSN, RN, ACNP-BC
Kathryn Shaffer, EdD, RN, CNE
Kathryn Maceyko, BSN, RN
Jessica Webb, BSN, RN
Duration: 7:41
Nurse educators need new strategies that will engage students in the application of research and evidence-based practice. In this video and article the faculty members describe how they attempted to achieve these goals by forming an extracurricular student-run journal club.
Creator: Kerry Wilbur
Zohra Hasnani-Samnani
Duration: 3:50
Over the past decade, Qatar has invested heavily in both health and educational infrastructure, leading to new education programs for health care providers, including nursing and pharmacy. As these curricula emerge, there is a unique opportunity to develop and incorporate interprofessional health education within this specific cultural context. The authors describe an interprofessional education initiative between the nursing and pharmacy education programs in Qatar.
Creator: Eileen Rice, PhD, RN
Duration: 4:09
This study explored self-efficacy and emotional intelligence (EI) as predictors for successful clinical performance in nursing students. Students (n = 56) from 5 associate degree in nursing schools in 2 Northeastern states participated in the study. There were significant relationships among EI, self-efficacy, and student-rated clinical competence. The findings from this study support the importance of fostering clinical self-efficacy and building EI abilities in nursing students.
Creator: Peggy A. Bush, PhD, RPh,
Duration: 2:38
Safety education in nursing has traditionally focused at the level of individual nurse-patient interactions. Students and novice clinicians lack clinical experience to create context and understand the complexity of the health care system and safety science. Using the QSEN quality and safety competency as a framework, the objective of this education project was to design comprehensive, engaging, learner-centered, online modules that increase knowledge, skills and attitudes about medication safety.
Creator: Suzanne Marnocha, PhD, RN, CCRN
Duration: 4:19
This study investigated the posting of unprofessional content online among nursing students. Surveys of 293 schools of nursing revealed that 77% had encountered at least 1 incident of students posting such content. The greatest concerns were about content that students posted related to educational and professional affiliations and to patient confidentiality.
Creator: Madelyn Danner
Duration: 4:48
This research compared competency achievement of students (n=146) randomly assigned to 1 long clinical day (12 hours) with those in 2 shorter days (7-8 hours each). There were no significant differences in mean clinical competency achievement scores, and students and faculty concurred on the merits of a longer clinical day. Read the full article in the November/December 2014 issue of Nurse Educator (39:6).
Creator: Barbara Hooper, DNP, MSN, RN, NE-BC
Duration: 4:26
Simulations are conducted typically with a small group of students. This article describes the process for implementing 6 high-fidelity simulations with a large group of nursing students.
Creator: Aysel Badir, PhD, RN
Duration: 3:33
Using high-fidelity simulations to facilitate student learning is an uncommon practice in Turkish nursing programs. The aim of this study was to understand students’ perceptions of the use of simulation in nursing. This study revealed that high-fidelity simulation is an ideal method of promoting learning by helping students transfer theory into practice, build confidence and teamwork, and raise professional awareness.
Creator: Carol Della Ratta, RN MS CCRN
Duration: 3:48
Learn about using team-based learning within a flipped classroom. Students used classroom time to solve problems while developing professional competencies.
Creator: Joan Sistrunk Cranford, EdD, RN, and Theresa Bates, MSN, RN
Duration: 3:29
Education for interprofessional collaboration should begin early in the nursing program with a gradual infusion of interprofessional competencies into the curriculum. The faculty developed a program for students in nursing, physical therapy, nutrition, and respiratory care. Learn more about their program and the process they used to develop it.
Creator: Heidi A. Mennenga
Duration: 4:37
The author transitioned her community health nursing course from traditional lecture to team-based learning (TBL). She describes the implementation of TBL over a 2-year period. Read the full article in the March/April 2015 issue of Nurse Educator.
Creator: Deborah M. Price, DNP, RN
Linda Strodtman, PhD, RN
Elizabeth Brough, PhD, RN
Duration: 2:36
Students (N = 134) created a 5-minute narrated digital story using VoiceThread technology. Through the writing and sharing of digital stories, they embraced the personal and complex nature of palliative care.
Creator: Kathryn Whitcomb
Duration: 3:46
A multidimensional approach to improve nursing students’ hand hygiene compliance was used by faculty in the school’s simulation center and clinical area. Their approach showed positive, sustainable improvement in students’ hand hygiene compliance. View the video now and read the article in the November/December 2014 issue of Nurse Educator (Volume 39, Issue 6).
Creator: Suhasini Kotcherlakota, Ph.D.
Duration: 2:39
The authors developed a learning repository website for sharing exemplar teaching strategies and collaborating among faculty. They demonstrate their website in this video. Read the >article for free.