Journal Logo

Video Gallery

Collaborative Improvement Model: A Quality Improvement Approach to Curriculum Revision

Video Author: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE
Published on: 05.17.2022
Associated with: Nurse Educator. 47(3):192-194, May/June 2022

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.

All Videos
Most Viewed
Most Emailed



Creator: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE
Duration: 3:55
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.
Play Video |
Creator: Yordy, Morgan A. DNP, RN-BC, ACNS-BC, FCNS; Kartovicky, Leah MEd, CRC, NCC; Pope, W. Stuart DNP, DMin, RN
Duration: 3:00
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.
Play Video |
Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC
Duration: 8:31
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.
Play Video |
Creator: Hand, Mikel W. EdD, RN, OCN, NE-BC, NEA-BC; Evans, Jennifer DNP, RN; Swenty, Constance DNP, RN, CWON; White, Ann PhD, RN, NE-BC; Chen, Chen DrPH
Duration: 1:13
Student resiliency, success, and retention are top priorities for nursing programs. A cross-sectional descriptive study of 199 nursing students from organizations that comprise the Community Patient Safety Coalition Nursing Research Consortium revealed that students had low resiliency (P < .0001) and low physical and mental health (P < .0001) compared with the general population. Student resilience was positively correlated to self-perception of physical and mental health. Learn more about this interesting study in the video and article.
Play Video |
Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN
Duration: 6:01

In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

Play Video |
Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN
Duration: 4:46
Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.
Play Video |
Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL
Duration: 4:49
For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.
Play Video |
Creator: Secginli, Selda PhD; Nahcivan, Nursen O. PhD; Bahar, Zuhal PhD; Fernandez, Ritin PhD; Lapkin, Samuel PhD
Duration: 4:54
This study examined factors related to nursing students' (n=227) intention to report medication errors (MEs) and the use of the Turkish version of the Theory of Planned Behavior Medication Safety Questionnaire (TPB-MSQ-T). Attitudes and perceived behavioral control were significant predictors of intention to report MEs but subjective norms did not predict it. The TPB-MSQ-T can be used for identifying the main determinants of intention to report MEs. Watch the video and learn more about the research in this article.
Play Video |
Creator: Varagona, Lynn PhD, RN; Myers, Rachel PhD, RN; Wilson, Astrid PhD, RN
Duration: 4:25
Many nurses do not have empathic communication skills. This study compared the efficacy of 2 interventions to increase nursing students' use of empathic communication. The study was a randomized controlled trial comparing weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. The group that received emails only showed a significant increase above the control group. Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.
Play Video |
Creator: Street, Nancy White ScD, PPCNP-BC; Bermudez, Laura MAA; Lawton, Alexis BA; Barry, Donna MS, ANP-BC; Mandel, Leslie PhD, MA, MSM
Duration: 7:23
Global partnerships amplify nursing leadership capacity in low-resource countries. The authors examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master of nursing degree. Longitudinal qualitative data collection included interviews and observations among 28 participants. Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. You will enjoy this video – read the full article too.
Play Video |
Creator: Pirani, Sarah
Duration: 3:25
Learn with the Aging Patients provides students with an opportunity to create their patients from adolescents to end of life, using a reverse case study method. Students are given the diagnoses and age brackets of their patients, along with a framework and guiding questions 1 week before class. Each hour in class their patients age approximately 10 to 20 years. With each new age bracket, their patient develops a new condition. Dr. Pirani describes this innovative teaching strategy in this video and Teaching Tip.
Play Video |
Creator: Hudson, Tamika DNP, APRN, FNP-C; Steed, Julia PhD, RN, FNP-BC; Parker, Shaunna MSN, WHNP-BC; Johnson, Rolanda PhD, MSN, RN; Norman, Linda DSN, RN, FAAN
Duration: 3:47
The lack of a diverse nursing workforce and inclusive nursing student pipeline can impact existing health disparities in the U.S. Developing collaborative relationships with historically Black colleges and universities (HBCUs) for recruitment is a mutually beneficial strategy. Undergraduate interns from 3 HBCUs attended a 6-week summer nursing immersion program at a graduate school of nursing on the campus of a predominately White institution. The program managed by Black nurse faculty provides a recruitment strategy.
Play Video |
Creator: Bittner, Nancy Phoenix PhD, CNS, RN; Campbell, Elizabeth MSN, RN; Gunning, Thomas MSN, RN
Duration: 03:01
The dedicated education unit (DEU) is an innovative approach to clinical education, which uses clinical nurses with expert practice consistently in a competency-based experience. Participants (243 students with 179 non-DEU and 64 DEU students) completed the Nursing Executive Center's Critical Thinking Diagnostic Assessment tool before and after their clinical experience. There were significant increases in total pretest and posttest score means (p < .05) for the DEU (intervention) group. Results support the efficacy of the DEU model in developing critical thinking.
Play Video |
Creator: Ward, Nicole PhD, RN, APRN, WHNP-BC; McCance, Colton DNP, APRN, FNP-C; Riley, Elizabeth DNP, RNC-NIC, CNE
Duration: 5:42
Prelicensure nursing students often lack knowledge about obstetrics nursing and may not receive clinical instruction in all areas of the specialty (such as prenatal visits, intrapartum delivery, and postpartum assessments). Additionally, clinical sites may be limited. Faculty developed a 3-part simulation experience for students. Each experience occurred on a separate day and was developed with scaffolded learning. Learn about the simulation in this video and article.
Play Video |
Creator: Liwosz, Thomas MA; Abbott, Miriam Ruth Bowers MA; Nininger, Jami DNP, RN; Williamson, Kathleen PhD, RN
Duration: 1:23
In an effort to address persistent barriers to technological adaptation by nursing faculty, help desk data were reviewed to identify trends and implications. The help desk reports identified areas in which faculty frequently sought assistance. The trends identified within the records provide a foundation for efforts to support faculty development.
Play Video |
Creator: Christian, LaDonna PhD, RN; Cater, Gloria PhD, RN; Dieujuste, Colette PhD, RN
Duration: 6:21
The Dotson Bridge and Mentoring Program is an innovative mentoring program for African American, Latino, Asian, and Native American (ALANA) nursing students. The outcomes of the Dotson program included improving the course pass rates from 50% to 92%, improving the first-time NCLEX pass rate from 74% to 94% and decreasing the attrition rate from 23% to 1%. Learn about the Dotson Bridge and Mentoring Program in the authors’ article and in this video.
Play Video |
Creator: Hughes, Kimberly DNP, RNC, CNS; Carder, Emily DNP, WHNP-BC
Duration: 4:49
In this video the authors describe an innovative service-learning project done virtually. The school of nursing has a practice partnership with the Nurse Family Partnership to provide their clients with presentations on health promotion. Historically students presented to a live audience. However, virtual sessions offer more flexibility. The virtual health promotion sessions were presented in real time using Facebook Live. A platform called StreamYard was also used. This combination allowed the presentations to include show slides, pictures, diagrams, and videos. Learn more from their article.
Play Video |
Creator: Freed, Patricia E. EdD, RN; Frost, Erica MSN, RN, CNE, CCRN-K; Simmons, Krista MSN, RN, CNE, CNL
Duration: 4:42
Nursing faculty address sensitive topics such as gender, sexuality, and race. These issues are essential considerations for students to care for diverse populations. In this video and article, faculty explain how to set up a communication lab in a virtual format for discussion of sensitive topics. This lab builds professional nursing attitudes, values, and communication skills that need to be practiced by students.
Play Video |
Creator: Fitzwater, Julie PhD, RN, CNRN, CNE; McNeill, Jeanette DrPH, RN, MSN, CNE, ANEF; Monsivais, Diane PhD, RN, CNE, ANEF; Nunez, Franchesca PhD, RN, CDS
Duration: 02:51
Nurse clinicians transitioning to the educator role require competency development. The purpose of this review was to examine the use of simulation to facilitate transition to the nurse educator role. Using Meleis' Transitions Theory, the outcomes of reviewed reports demonstrated properties of transitions, facilitators of transitions, and indicators of successful transitions to the nurse educator role. Simulation learning has the potential to support the nurse educator in role transition and development. Learn from the expert in this video!
Play Video |
Creator: Mannino, Jennifer Emilie PhD, RN; Watters, Pamela PhD; Cotter, Elizabeth PhD, RN-BC; Armstrong, Normadeane PhD, RN, ANP-BC; Moore, Geraldine A. EdD, RN-BC, AE-C; Bongiorno, Anne Watson PhD, APRN-BC, CNE; Kelley, Randy DNP, RN, CCRN
Duration: 04:45
Nurses are concerned for their safety and conflicted about their career, because their duty to care for patients during the pandemic involved competing ethical obligations, including their own personal safety. This study explored the impact of COVID-19 on new nurses and nursing students (N = 472) in terms of safety and interest in nursing specifically related to self-efficacy, geographic region case density, and frontline experience in health care. Concerns about personal safety and the safety of others were apparent. Over time, this may lead to a decrease in willingness to enter or remain in the nursing profession.
Play Video |



Creator: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE
Duration: 3:55
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.
Play Video |
Creator: Yordy, Morgan A. DNP, RN-BC, ACNS-BC, FCNS; Kartovicky, Leah MEd, CRC, NCC; Pope, W. Stuart DNP, DMin, RN
Duration: 3:00
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.
Play Video |
Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC
Duration: 8:31
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.
Play Video |
Creator: Hand, Mikel W. EdD, RN, OCN, NE-BC, NEA-BC; Evans, Jennifer DNP, RN; Swenty, Constance DNP, RN, CWON; White, Ann PhD, RN, NE-BC; Chen, Chen DrPH
Duration: 1:13
Student resiliency, success, and retention are top priorities for nursing programs. A cross-sectional descriptive study of 199 nursing students from organizations that comprise the Community Patient Safety Coalition Nursing Research Consortium revealed that students had low resiliency (P < .0001) and low physical and mental health (P < .0001) compared with the general population. Student resilience was positively correlated to self-perception of physical and mental health. Learn more about this interesting study in the video and article.
Play Video |
Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN
Duration: 6:01

In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

Play Video |
Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN
Duration: 4:46
Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.
Play Video |
Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL
Duration: 4:49
For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.
Play Video |
Creator: Secginli, Selda PhD; Nahcivan, Nursen O. PhD; Bahar, Zuhal PhD; Fernandez, Ritin PhD; Lapkin, Samuel PhD
Duration: 4:54
This study examined factors related to nursing students' (n=227) intention to report medication errors (MEs) and the use of the Turkish version of the Theory of Planned Behavior Medication Safety Questionnaire (TPB-MSQ-T). Attitudes and perceived behavioral control were significant predictors of intention to report MEs but subjective norms did not predict it. The TPB-MSQ-T can be used for identifying the main determinants of intention to report MEs. Watch the video and learn more about the research in this article.
Play Video |
Creator: Varagona, Lynn PhD, RN; Myers, Rachel PhD, RN; Wilson, Astrid PhD, RN
Duration: 4:25
Many nurses do not have empathic communication skills. This study compared the efficacy of 2 interventions to increase nursing students' use of empathic communication. The study was a randomized controlled trial comparing weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. The group that received emails only showed a significant increase above the control group. Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.
Play Video |
Creator: Hudson, Tamika DNP, APRN, FNP-C; Steed, Julia PhD, RN, FNP-BC; Parker, Shaunna MSN, WHNP-BC; Johnson, Rolanda PhD, MSN, RN; Norman, Linda DSN, RN, FAAN
Duration: 3:47
The lack of a diverse nursing workforce and inclusive nursing student pipeline can impact existing health disparities in the U.S. Developing collaborative relationships with historically Black colleges and universities (HBCUs) for recruitment is a mutually beneficial strategy. Undergraduate interns from 3 HBCUs attended a 6-week summer nursing immersion program at a graduate school of nursing on the campus of a predominately White institution. The program managed by Black nurse faculty provides a recruitment strategy.
Play Video |
Creator: Bittner, Nancy Phoenix PhD, CNS, RN; Campbell, Elizabeth MSN, RN; Gunning, Thomas MSN, RN
Duration: 03:01
The dedicated education unit (DEU) is an innovative approach to clinical education, which uses clinical nurses with expert practice consistently in a competency-based experience. Participants (243 students with 179 non-DEU and 64 DEU students) completed the Nursing Executive Center's Critical Thinking Diagnostic Assessment tool before and after their clinical experience. There were significant increases in total pretest and posttest score means (p < .05) for the DEU (intervention) group. Results support the efficacy of the DEU model in developing critical thinking.
Play Video |
Creator: Ward, Nicole PhD, RN, APRN, WHNP-BC; McCance, Colton DNP, APRN, FNP-C; Riley, Elizabeth DNP, RNC-NIC, CNE
Duration: 5:42
Prelicensure nursing students often lack knowledge about obstetrics nursing and may not receive clinical instruction in all areas of the specialty (such as prenatal visits, intrapartum delivery, and postpartum assessments). Additionally, clinical sites may be limited. Faculty developed a 3-part simulation experience for students. Each experience occurred on a separate day and was developed with scaffolded learning. Learn about the simulation in this video and article.
Play Video |
Creator: Hughes, Kimberly DNP, RNC, CNS; Carder, Emily DNP, WHNP-BC
Duration: 4:49
In this video the authors describe an innovative service-learning project done virtually. The school of nursing has a practice partnership with the Nurse Family Partnership to provide their clients with presentations on health promotion. Historically students presented to a live audience. However, virtual sessions offer more flexibility. The virtual health promotion sessions were presented in real time using Facebook Live. A platform called StreamYard was also used. This combination allowed the presentations to include show slides, pictures, diagrams, and videos. Learn more from their article.
Play Video |
Creator: Fitzwater, Julie PhD, RN, CNRN, CNE; McNeill, Jeanette DrPH, RN, MSN, CNE, ANEF; Monsivais, Diane PhD, RN, CNE, ANEF; Nunez, Franchesca PhD, RN, CDS
Duration: 02:51
Nurse clinicians transitioning to the educator role require competency development. The purpose of this review was to examine the use of simulation to facilitate transition to the nurse educator role. Using Meleis' Transitions Theory, the outcomes of reviewed reports demonstrated properties of transitions, facilitators of transitions, and indicators of successful transitions to the nurse educator role. Simulation learning has the potential to support the nurse educator in role transition and development. Learn from the expert in this video!
Play Video |
Creator: Mannino, Jennifer Emilie PhD, RN; Watters, Pamela PhD; Cotter, Elizabeth PhD, RN-BC; Armstrong, Normadeane PhD, RN, ANP-BC; Moore, Geraldine A. EdD, RN-BC, AE-C; Bongiorno, Anne Watson PhD, APRN-BC, CNE; Kelley, Randy DNP, RN, CCRN
Duration: 04:45
Nurses are concerned for their safety and conflicted about their career, because their duty to care for patients during the pandemic involved competing ethical obligations, including their own personal safety. This study explored the impact of COVID-19 on new nurses and nursing students (N = 472) in terms of safety and interest in nursing specifically related to self-efficacy, geographic region case density, and frontline experience in health care. Concerns about personal safety and the safety of others were apparent. Over time, this may lead to a decrease in willingness to enter or remain in the nursing profession.
Play Video |
Creator: Rosales, Marc DNP, RN, CCRN, CNE; Chabalowski, Brittny DNP, APRN, AGACNP-BC
Duration: 1:51
In many clinical settings, there is limited space for postconferences. In this video and article, Dr. Rosales presents an innovative online postconference for prelicensure students. After clinical practice, students create a 5- to 7-minute video giving an SBAR report on 1 of their patients. Students post their video in the learning management system, made just for their clinical team. After posting their video, students and their clinical instructors watch the videos while creating a handwritten report using an SBAR template as if they were the incoming nurse.
Play Video |
Creator: Clark, Cynthia M. PhD, RN, ANEF, FAAN; Landis, Tullamora T. PhD, RN; Barbosa-Leiker, Celestina PhD
Duration: 07:30
This national study examined nursing faculty and administrators' perceptions of civility and incivility in nursing education, ways to address the problem, and psychometric properties of the Workplace Incivility/Civility Survey (WICS). Respondents included 1074 faculty and administrators who identified types and frequency of incivility, severity and contributors to the problem, reasons for avoiding incivility, and strategies to improve civility. Eight themes of uncivil behaviors were garnered. The WICS was shown to be a psychometrically sound instrument to measure civility and incivility. Watch the video and then learn more about the study in the article.
Play Video |
Creator: Foronda, Cynthia PhD, RN, CNE, CHSE, ANEF, FAAN
Duration: 06:54
Based on the Theory of Cultural Humility, Debriefing for Cultural Humility is a novel method created to help learners critically reflect on past events with the lens of better recognizing and understanding diversity and cultural humility. This debriefing method is undergirded by the (1) antecedents, (2) attributes, and (3) outcomes of cultural humility as posited in early work by the author (Cynthia Foronda) from a concept analysis of cultural humility followed by the subsequent theory.
Play Video |
Creator: Foronda, Cynthia PhD, RN, CNE, CHSE, ANEF, FAAN
Duration: 6:54
Based on the Theory of Cultural Humility, Debriefing for Cultural Humility is a novel method created to help learners critically reflect on past events with the lens of better recognizing and understanding diversity and cultural humility. This debriefing method is undergirded by the (1) antecedents, (2) attributes, and (3) outcomes of cultural humility as posited in early work by the author (Cynthia Foronda) from a concept analysis of cultural humility followed by the subsequent theory.
Play Video |
Creator: Smith, Susan M. MSN, RN, NPD-BC, FNP; Buckner, Martha PhD, RN; Jessee, Mary Ann PhD, RN; Robbins, Veronica BSN, RN; Horst, Tessa MSN, RN, NPD-BC, CDCES, CPN; Ivory, Catherine H. PhD, RN-BC, RNC-OB, FAAN
Duration: 6:14
The COVID-19 pandemic disrupted nursing education and required modification of instructional methods and clinical experiences. This study examined the impact on 340 new graduate nurses (NGNs) at an academic medical center. More than half (67.5%, n = 295) of NGNs reported changes to clinical experiences, ranging from 0 to 240 hours transitioned to virtual (n = 187; median, 51; interquartile range, 24-80). NGNs fear missing important details or doing something wrong in providing patient care. They identified the need for preceptor support, guidance, teaching, and continued practice of skills.
Play Video |
Creator: Viveiros, Jennifer PhD, RN, CNE; Medeiros, Kiley MS, RN
Duration: 5:10
Using case studies in a synchronous online class  is an active learning strategy designed to engage students in applying knowledge in patient care. Word clouds provide real-time opportunities to uncover students' clinical reasoning and encourage their participation.  Learn more about this teaching strategy in this video. Be sure to read the teaching tip and look at the students’ word cloud at http://links.lww.com/NE/A832
Play Video |
Creator: Chunta, Kristy PhD, RN, ACNS, BC; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF; Chicca, Jennifer MS, RN, CNE, CNEcl
Duration: 4:19
In this video and article, Dr. Chunta shares strategies for teaching Generation Z students in online learning environments. She describes ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of nursing students.
Play Video |
Creator: O'Shea, Eileen R. DNP, APRN, PCNS-BC, CHPPN; Roney, Linda Nancy EdD, RN-BC, CPEN, CNE, EGAN
Duration: 3:22
There may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in simulation for some interval of time, and then another faculty member may teach those same students in the clinical setting. There is potential for missed communication or handoff between these faculty. Learn how to use SBAR between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum. Watch the educators in action in this video and read the full teaching tips.
Play Video |
Creator: Jones, Lisa PhD, RN, CCRN; New, Keri DNP, RN
Duration: 3:21
In this video and article, Dr. Jones describes how the school of nursing prepared faculty to write high quality test items and to analyze test results. As part of their faculty development program, they established an Item Review Committee, consisting of faculty responsible for writing examination questions. Their process of item review led to a significant improvement in the quality of their examination items and testing process.
Play Video |
Creator: Kaulback, Michelle K. EdD, RN, FNP-BC
Duration: 3:27
This study examined the relationship between baccalaureate nursing students' self-directed learning abilities and lifelong learning orientation. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning–Health Professions Students (JeffSLL-HPS). There were significant, positive correlations between SDLI scores and the JeffSLL-HPS. Nursing faculty should implement teaching strategies that foster SDL abilities to increase lifelong learning orientation in nursing students. The author presents the study in this video (be sure to read the article too).
Play Video |
Creator: Nichols, Lynn Stover PhD, RN, BC, SANE; Bordelon, Curry J. DNP, MBA, NNP-BC, CPNP-AC, CNE; Eagerton, Greg DNP, RN, NEA-BC
Duration: 3:00
Without strong leadership skills, nurses may struggle to navigate the role transition from student to professional nurse. Leadership fables offer situations that require leadership skills and actively involve students in process. Fables provide a brief, meaningful leadership story and culminate with lessons learned and takeaways for future reference. The authors explain how they use leadership fables in their course. Watch this video and read the article to learn how you use fables in your teaching.
Play Video |
Creator: Bove, Lisa Anne DNP, RN-BC
Duration: 6:06
Many schools still struggle to effectively prepare nursing students with competencies in informatics and health care technology. Dr. Bove discusses her study, which provides an update of the 2013 status report on the integration of informatics in nursing education. While there was some improvement in the number of informatics courses in the programs reviewed, faculty need support to overcome barriers to teaching informatics. Learn more about this study in this video and article.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Yordy, B. Morgan, DNP, RN; Pope, W. Stuart, DNP, RN; Wang, Chih-Hsuan,
Duration: 2:56
Animal-assisted activities (AAAs) show promise in providing emotional and social benefits to older adults and may be used as a tool to promote therapeutic communication between students and cognitively impaired older adults. Nursing students participated in a program incorporating AAAs to enhance social engagement of cognitively impaired older adults in a community respite program and enhance their comfort when caring for this population. Learn more about this innovative community health clinical experience in the video and by reading the article.
Play Video |
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.
Play Video |
Creator: Jaime Hannans, RN, PHD, CNE
Duration: 1:42
Dr Hannans developed an innovative approach to clinical post conferences, offering them online using VoiceThread after the clinical practicum. This innovation provides time for student reflection, while retaining the value of facial cues, tone, and peer-peer connections occurring during traditional face-to-face conference. Make time to watch this video and read the article.
Play Video |
Creator: Jennifer Brussow, Karin Roberts, Sheryl Sommer, Matthew Scaruto, and Christine Mills
Duration: 3:27
Many nursing programs have adopted or are transitioning to a concept-based curriculum (CBC). The authors conducted a national study to develop a list of concepts and exemplars for a CBC. They share their findings and present a leveled approach to positioning exemplars within the curriculum. The authors discuss the findings in this video. Their article is Open Access so read and share with your faculty and colleagues.
Play Video |
Creator: Karen Poole and Karen McQueen
Duration: 4:56
There has been limited evaluation of preceptorship with nurse practitioner (NP) students. The authors conducted a study to learn about the preceptorship experience from the perspective of NP students. Watch this video and read the article to learn about this study and how you can improve the preceptorship experiences for NP students.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Janet Resop Reilly, DNP, APNP-BC, RN
Duration: 2:14
Understanding different cultures is important in educating nursing students who will become the health care workforce of our future interdependent and globalized societies. International practicum courses help students and nurses understand different cultures. This video and article describe an innovative approach to nursing education and understanding diverse cultures. The team of faculty developed a hybrid course (online course coupled with face-to-face practicum experiences), which enrolled nursing students from opposite hemispheres.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Joyce Victor and Wanda Ruppert
Duration: 6:21
Simulation-based learning experiences are designed to prepare the student for clinical practice; however, there is little documentation of a relationship between simulation performance and performance in the clinical setting. When essential aspects of a clinical situation are replicated in simulation, students should readily understand and manage similar situations in clinical practice. The authors studied the relationships between development of clinical nursing judgment, simulation performance, and clinical performance. In this video and article, learn what they found.
Play Video |
Creator: Kim A. Decker, PhD, RN, CNS
Duration: 2:25
Learn how nursing faculty incorporated concepts of social determinants of health, using various community clinical experiences, throughout their prelicensure nursing program. A primary goal of their new concept-based curriculum is to prepare students for practice in the changing health care environment by integrating community health concepts throughout the curriculum. These concepts are framed within the social determinants of health. Get ideas for your own nursing program from this video and article.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Karen Dunn and Cheryl Riley-Doucet
Duration: 6:42
In this video the authors discuss how they used integrative learning strategies and complexity theory in designing complex simulations for students. The simulation scenarios were role played by the students, which enabled them to verbalize therapeutic communication skills, practice technical skills, and use their knowledge of physical and mental health symptoms to portray a patient with these comorbidities. The student-led simulation scenarios were evaluated to determine if the participants perceived them to be an effective and important simulation learning experience.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Debbie Hampton, FACHE
Duration: 2:15
If you are teaching online, make sure you watch this video and read the full article. This study aimed to determine the level of engagement of registered nurse (RN) to Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing students enrolled in online nursing degree programs and to understand whether there are generational differences in level of student engagement. Significant differences were noted for engagement level between generations of students, but no significant difference was noted in the engagement level of students from RN to BSN, MSN, or DNP programs.
Play Video |
Creator: Trisha Leann Horsley, PhD, RN, CHSE, CNE
Trent Reed, DO, FACEP
Duration: 3:51
Effective teamwork is essential to foster patient safety and promote quality patient care. The authors describe how a nursing and a medical school collaborated to systematically integrate interprofessional education (IPE) simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience. Watch the video and read the article to get new ideas on IPE.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Leslie Neal-Boylan
Duration: 3:55
This article describes barriers and facilitators faced by nursing students with disabilities (SWDs). The goal is to dispel myths and correct misconceptions, promote the utilization of the campus disability office, and make the case that current technical standards may be obsolete. While there is no "one size fits all" approach, there are resources and methods that are available to nurse educators that should be used to end discrimination against SWDs. Watch this video and then read the article. This is an important paper for all nursing faculty to read.
Play Video |
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.
Play Video |
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.
Play Video |
Creator: Amy Miner, MSN, RN
Jennifer Mallow, PhD, FNP-BC
Laurie Ann Theeke, PhD, FNP-BC
Emily Barnes, DNP, FNP-BC
Duration: 3:46
Teaching large numbers of students can be a challenge for both teachers and students. This article presents the impact of using Gagne's 9 events of instruction on student learning and course evaluations over a 3-semester period. Student evaluations indicated enhanced teacher mastery, effectiveness, and enthusiasm.
Play Video |
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.
Play Video |
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.
Play Video |
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.
Play Video |