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Integration of Informatics Content in Baccalaureate and Graduate Nursing Education: An Updated Status Report

Video Author: Bove, Lisa Anne DNP, RN-BC
Published on: 07.28.2020
Associated with: July/August 2020, Volume 45, Issue 4;

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.

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Creator: Webber, Elaine DNP, RN, PPCNP-BC, IBCLC; Vaughn-Deneen, Tanya DNP, RN, CNM, FNP-BC; Anthony, Maureen PhD, RN
Duration: 13:30
Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. In our new approach, 3 generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. After watching the video, learn about details of this approach in the article.
Creator: Cole, Kelly A. MSN, RN, CNE
Duration: 3:01
Are you looking for an innovative way of helping students learn about infection control and connect different infection control concepts together? In this video, the author shares a game she created as part of a module on high-touch items and hand hygiene. Read more about this in her Teaching Tips.
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.
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.
Creator: Church, Cory D. PhD, RN-BC; White, Meagan PhD, RNC; Cosme, Sheri DNP, RN-BC
Duration: 11:19
Faculty members can equip nursing students with various resources to help them with their transition from student to nurse. The authors’ article and this video provide faculty with strategies for leading effective conversations with students about the transition-to-practice work environments.
Creator: Mulready-Shick, JoAnn EdD, RN, CNE, ANEF
Duration: 3:17
Dr. Mulready-Shick answers the call to promote greater global engagement in nursing education. In her article, she describes how to internationalize the nursing curriculum, courses, and teaching approaches. She explains the process faculty can use and provides examples. Start out with this video and then be sure to read the article!
Creator: Stuckey, Lanette PhD, RN, CNE®, CMSRN, CNE®cl; Wright, Ariel MSN, MS, RN, CNE
Duration: 2:24
In response to the COVID-19 pandemic, nurse educators found themselves having to move their courses online quickly. One online activity that can be used is student-developed and -created medication commercials. This activity allows students to be creative and interactive through creating medication commercials. Students can record themselves through various media, including TikTok, Snapchat, or other video recording software. Learn about this creative activity in the video and the authors’ teaching tip.
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: Webber, Elaine DNP, RN, PPCNP-BC, IBCLC; Vaughn-Deneen, Tanya DNP, RN, CNM, FNP-BC; Anthony, Maureen PhD, RN
Duration: 13:30
Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. In our new approach, 3 generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. After watching the video, learn about details of this approach in the article.
Creator: Cole, Kelly A. MSN, RN, CNE
Duration: 3:01
Are you looking for an innovative way of helping students learn about infection control and connect different infection control concepts together? In this video, the author shares a game she created as part of a module on high-touch items and hand hygiene. Read more about this in her Teaching Tips.
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.
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.
Creator: Church, Cory D. PhD, RN-BC; White, Meagan PhD, RNC; Cosme, Sheri DNP, RN-BC
Duration: 11:19
Faculty members can equip nursing students with various resources to help them with their transition from student to nurse. The authors’ article and this video provide faculty with strategies for leading effective conversations with students about the transition-to-practice work environments.
Creator: Mulready-Shick, JoAnn EdD, RN, CNE, ANEF
Duration: 3:17
Dr. Mulready-Shick answers the call to promote greater global engagement in nursing education. In her article, she describes how to internationalize the nursing curriculum, courses, and teaching approaches. She explains the process faculty can use and provides examples. Start out with this video and then be sure to read the article!
Creator: Stuckey, Lanette PhD, RN, CNE®, CMSRN, CNE®cl; Wright, Ariel MSN, MS, RN, CNE
Duration: 2:24
In response to the COVID-19 pandemic, nurse educators found themselves having to move their courses online quickly. One online activity that can be used is student-developed and -created medication commercials. This activity allows students to be creative and interactive through creating medication commercials. Students can record themselves through various media, including TikTok, Snapchat, or other video recording software. Learn about this creative activity in the video and the authors’ teaching tip.
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: 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: 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: 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: Hampton, Michelle DeCoux, PhD, RN
Duration: 3:17
Nursing students are often underprepared for the rigors of graduate writing. Dr. Michelle Hampton used a prospective, repeated-measures design to evaluate 5 years of faculty-implemented writing development strategies in a DNP program. Faculty adopted 12 strategies that addressed skill building in content, construction, format, plagiarism, and citation use. The most frequently used strategies were rubrics, plagiarism detection software, multistep assignments, and examples of well-written papers, all strategies that increased in use over the 5-year study. If you teach in a DNP program, do not miss watching this video and reading the 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: 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: Polly Mazanec, PhD
Duration: 6:02
Patients facing serious, life-limiting illnesses and their families benefit from receiving palliative care. Prelicensure nursing students can be educated to provide this primary care to patients. Dr. Mazanec describes the development and implementation of the ELNEC (End-of-Life Nursing Education Consortium) curriculum, an innovative online curriculum that prepares students with essential primary palliative nursing knowledge and skills. After watching this video, be sure to read the article, which provides resources you can use in your own nursing program.
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: 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: Janice Hawkins, PhD, RN
Duration: 04:28
Increasing the number of BSN-prepared nurses at the bedside is directly linked to improved health care outcomes. However, employers are challenged to find enough BSN graduates to meet workforce demands. In this video (and article), Dr. Hawkins presents an educational model to increase enrollment, retention, and graduation rates of RN students in a BSN program (RN-BSN) in a resource limited rural community. This exemplar may equip nurse educators with strategies to adopt in their own communities.
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.
Creator: Tracy P. George, DNP, RN, APRN-BC, CNE, Dorie Lynn Weaver, MSN, RN, APRN-BC, and Sarah H. Kershner, PhD, CHES
Duration: 1:52
In the authors’ prelicensure nursing program, junior students enrolled in the first adult health course were recruited to be standardized patients (SPs) and peer teachers for the first-semester junior students in health assessment. The students who were SPs were able to count the experience as clinical practice hours. The simulated experiences were implemented in examination rooms that resembled a realistic clinical environment. Students obtained a history and performed a focused physical assessment on the SP, who assessed their clinical competence. Learn more about this innovative teaching strategy in this video and 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: 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: Ann L. Eckhardt, PhD, RN, and Wendy C. Kooken, PhD, RN
Duration: 3:23
Most academic-clinical partnerships are formal agreements between schools of nursing at research-intensive universities and large teaching hospitals. In this video and article learn about a less formal version of an academic-clinical partnership between a school of nursing in a small, private liberal arts university and 2 regional clinical agencies. Students, faculty, and staff contributed to evidence-based practice projects. The authors explain how all schools of nursing can develop right-size academic-clinical partnerships that benefit everyone involved.
Creator: Timothy Bristol
Duration: 4:09
Developing valid and reliable test items is a critical skill for nursing faculty. This research analyzed the test item writing practices of 674 nursing faculty. Findings revealed variability in practices and a gap in implementation of evidence-based standards when developing and evaluating teacher-made examinations. Dr Bristol describes this important study in this video and accompanying article.
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: 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: Kimberly A. Forst, DNP, RN
Duration: 3:50
Student nurse athletes may experience difficulties achieving academic success in their nursing program. Dr. Forst identified facilitators, barriers, and motivators of student nurse athletes that can affect to their academic success. Athletes ranked time management and prioritization as critical skills for success in the nursing program. Her study also reinforced the importance of academic support services for student nurse athletes. Learn more about this interesting study in the video and article.
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: 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: Drs. Susan Lown and Lee Ann Hawkings
Duration: 3:29
Improving NCLEX-RN pass rates remains a priority for nursing programs. Many programs collect learning style inventory data, yet few studies have looked at relationships between learning style and NCLEX-RN pass rates. In this video and article, Dr. Lown discusses learning style preferences (visual, auditory, tactile, individual, group) and relationships to NCLEX-RN pass/fail rates for 532 prelicensure students. She found a significant correlation between preference for group learning and failure on the NCLEX (χ = 5.99, p = .05).
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: Elisabeth Fiske, PhD, RN
Duration: 4:02
Despite program completion, not all graduates are successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Learn how the author added contemplative practices such as meditation and guided imagery to an NCLEX-RN preparatory course. Students’ self-efficacy scores increased from the beginning to the end of the course, and they reported that these activities were beneficial. After watching the video, be sure to read the full article.
Creator: Cynthia D. Rubenstein & Carolyn F. Schubert
Duration: 5:31
In this video and article, the authors explain how the faculty integrated iPads into their prelicensure nursing program. They also conducted a study to evaluate the actual use of iPads in the classroom, skills and simulation laboratories, and clinical settings and examined the satisfaction of students and faculty with the iPad platform. The authors provide guidance for iPad implementation in a nursing program.
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: 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: Lynn B. Clutter, PhD, APRN-CNS, CNE
Duration: 5:56
Stress, in the form of test anxiety, inhibits exam performance. Salivary cortisol, a biomarker of stress, was obtained before 3 exams and 1 nursing didactic class from a sample of baccalaureate nursing students in a midwestern US university. Significant differences were found between cortisol sampling events and by junior or senior status. These findings suggest that diverse examinations and program level yield differences in stress for 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: 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: Mary Benbenek
Duration: 3:01
Determining when advanced practice registered nurse students are safe and competent for beginning-level practice is challenging. In this video Dr. Benbenek describes the development and testing of a capstone objective structured clinical examination designed to evaluate the practice readiness of students enrolled in the family, adult-gerontology, women's health nurse practitioner, and nurse-midwifery tracks. This is a must-read article.
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.
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: Allison Lewinski, MPH, BSN, RN
Duration: 1:13
Let’s DU Lunch is a pilot program launched to explore the impact of a low-cost, student-faculty lunch program to increase mentoring and facilitate cross-program relationships. This program gave students the opportunity to go to lunch with a faculty member of their choice. A total of 71 students and 25 faculty participated. Learn more about Let’s DU Lunch and how you can implement a similar program in your school: watch the video and be sure to read the article.
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: 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: Voncella McCleary-Jones, Phd, RN-BC, CNE
Duration: 1:05
Health literacy should be included in prelicensure nursing curricula to prepare the next generation of nurses to care for patients with limited health literacy. Dr. McCleary-Jones has conducted a systematic review of the current literature related to health literacy in nursing education and identifies implications for nursing programs.
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: Desiree Hensel
Duration: 2:45
This study compared the drinking patterns of 123 female nursing students with those of 185 female students of other majors enrolled beyond the freshman year at a large public university. High-risk drinking patterns did not vary significantly between the 2 groups, suggesting that students' drinking patterns reflected the norms of their institution. Prevention strategies geared at campus culture and that target students still enrolled in prerequisites may be needed to reduce alcohol abuse in nursing students.
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:
Duration: 3:00
The number of people living in poverty is growing, and it is important for nursing students to understand issues of social justice. Undergraduate nursing students completed the Attitude Toward Poverty-Short Form to determine if an experiential activity changed their attitudes from a behavioral to a structural perspective of poverty. Participants in the experimental group demonstrated a more structural perspective of poverty than did those in the control group. The author identifies implications for teaching nursing students.
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: Drew Curtis, PhD
Duration: 3:08
This study examined nursing students’ beliefs about indicators of deception and their attitudes toward patient deception. Nursing students (n=58) from various nursing programs completed a Detection of Deception Questionnaire and Attitudes Toward Patient Deception Scale. Nursing students have a number of inaccurate beliefs about deception and possess negative attitudes toward patients who lie. Implications for nursing education are discussed by the author.
Creator: Sherry L. Farra, RN, PhD, CNE
Sherrill J. Smith, RN, PhD, CNL, CNE
Duration: 4:34
Increasing numbers and severity of disasters across the globe require nurses be prepared to provide leadership in disaster situations. To address this need, the authors developed a combination of didactic and simulation exercises to provide a daylong experience for students, emphasizing application of nursing leadership skills in disasters.
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.
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: 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: 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: Sharon Kumm, MN, MS, CNE, CCRN
Duration: 1:50
We need to remove barriers that prevent nurses from progressing seamlessly from ADN to BSN programs. This statewide study fostered a better understanding of the baccalaureate outcomes by ADN educators, and identified which of the AACN Essentials outcomes were fully met, partially met, and not met in ADN programs. The research provides evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum. Read their article in the September/October 2014 issue of Nurse Educator (39:5).
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.