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SBAR: Not Just for Patient Handoffs

Video Author: O'Shea, Eileen R. DNP, APRN, PCNS-BC, CHPPN; Roney, Linda Nancy EdD, RN-BC, CPEN, CNE, EGAN
Published on: 01.12.2021
Associated with: January/February 2021, Volume 46, Issue 1;

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.

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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.
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.
Creator: Thomas, Christine M. PhD, RN, CHSE; Yocom, Danielle DNP, RN, FNP-BC; Kaulback, Michelle EdD, RN, FNP-BC; Meehan, Carolyn D. PhD, RN
Duration: 4:18
In this video and article, Dr. Thomas explain how the faculty established a process for using simulation for the evaluation of program outcomes. Faculty evaluated students’ performance in simulation as a means to examine their achievement of program outcomes. The project informed curricular decisions, helped faculty to standardize scenarios, and outlined a process of establishing validity and reliability that could be implemented in the future for student evaluation.
Creator: Keener, Tina Antill PhD, MBA, MSN, RN, CPNP; Hall, Katherine MSN, RN, ONC; Wang, Kesheng PhD, MA, BS; Hulsey, Tara PhD, RN, CNE, FAAN; Piamjariyakul, Ubolrat PhD, RN
Duration: 4:08
The COVID-19 pandemic and subsequent social distancing guidelines have greatly impacted the quality of life (QoL) of nursing faculty and students. Dr. Keener presents the findings of 2 critical studies done by her team that examined the effects of the pandemic and subsequent changes in nursing education on faculty and students’ QoL. Resilience was the strongest variable to predict QoL for faculty. Resilience, having online experience, and being prepared for online learning were associated with each QoL domain for students. Get a summary of the research in this video. Read the study on faculty now. The study on Students will be in the May/June 2021 issue of Nurse Educator.
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).
Creator: Worman, Dawn DNP, RN-BC, NE-BC; Rock, Mary JD, MSN, RN
Duration: 3:49
In response to the need for nurses to understand components of readmission reduction, these authors developed an innovative 2-part readmission root-cause analysis assignment. In this video and article, they describe this assignment and how they use it in their care coordination course.
Creator: Mackos, Amy; Tornwall, Joni
Duration: 3:23

As more nursing courses are taught online, nurse educators need to adopt creative approaches to online formative assessment strategies. Low-stakes assessments of student comprehension allow teaching approaches to be adjusted quickly in asynchronous virtual environments. A classroom assessment technique commonly known as “themuddiest point” has proven to be useful in gathering feedback from students about concepts they are struggling with and improve comprehension prior to high-stakes examinations. Learn how to use muddiest points assessment in a large online course in this video and teaching tips article.

Creator: Riley, Elizabeth DNP, RNC-NIC, CNE; Carmack, Jeffrey K. DNP, RN, CHSE
Duration: 5:45
Open educational resources (OERs) provide many benefits in nursing education, such as continuously updated course content and textbook cost savings. This study explored the effectiveness of OER adoption in an online nursing informatics course in an RN-BSN completion program. The study compared course grades and student course satisfaction between an OER-based (n = 70) and textbook-only (n = 73) course. The results showed that courses designed with OER content can improve student performance and maintain course satisfaction. Enjoy this video. Read the article to learn more about the study and OER.
Creator: Sanko, Jill S. PhD, MS, APRN, CHSE-A, FSSH; Gattamorta, Karina PhD, EdS; Young, Judith DNP, RN, CNE; Durham, Carol F. EdD, RN, ANEF, FAAN, FSSH; Sherwood, Gwen PhD, RN, FAAN, ANEF; Dolansky, Mary PhD, RN, FAAN
Duration: 4:20
Systems thinking (ST) has been shown to improve systems and decrease errors. The authors describe their multisite study that examined the impact of Friday Night at the ER (FNER), a table-top simulation designed to teach ST to a variety of prelicensure and postlicensure health care students. The FNER table-top simulation was found to improve ST in a wide variety of health-related majors.
Creator:
Duration: 4:15
It is challenging for nursing students to learn through lecture alone how to use a variety of techniques to communicate effectively with patients. There may be limited opportunities for practicing inclusive communication skills in the clinical setting. In this video and article, Dr. McClure describes learning activities designed using “students as producers.” This approach helped students develop their inclusive communication strategies.
Creator: Patterson, Jodi PhD, RN; Duke, Gloria PhD, RN; Stocks, Eric PhD; Hermanns, Melinda PhD, RN
Duration: 3:27
Empathy can be challenging when caring for individuals with alcohol use disorders (AUDs). This study examined the effectiveness of simulation for enhancing the empathy of nursing students toward patients with AUD. Empathy was measured with the Comprehensive State Empathy Scale and focus groups. There were no differences in scores between pre and posttest. Students gained other learning from the simulation. Learn more about this study in the video and article.
Creator: Gawlik, Kate DNP, RN, APRN-CNP, FAANP; Guo, Jinghong PhD; Tan, Alai PhD; Overcash, Janine PhD, RN, APRN-CNP, FAANP, FAAN
Duration: 6:59
Cultivating healthy lifestyle beliefs (HLBs) can result in positive health outcomes for students during their nursing program. This study examined the effectiveness of short wellness interventions (microlearning) in nursing courses on reducing stress and anxiety and enhancing HLB. The intervention group reported higher HLB, lower anxiety, and lower stress. Student comments were favorable and included enjoying the activities, weight loss success, and mindfulness strategies.
Creator: Williams, Kristiann T. DNP, APRN; Baron, Kristy A. PhD, RN; Gee, Julie P. PhD, RN; Chan, Julian PhD
Duration: 4:33
A treatment gap exists for people in the community with opioid use disorders (OUDs). This study examined the impact of an educational video on the knowledge and attitudes of prelicensure and postlicensure nursing students (n=406) toward people with OUD. The educational video produced a significant improvement in students' knowledge and attitudes. In this video and article, the authors explained why they developed this project and report their outcomes.
Creator: Morse, Brenna L. PhD, RN, NCSN, CNE
Duration: 2:12
On This Day in Pharmacology History is an assignment that allows students to explore individual drugs and build confidence in their knowledge of broader drug classes. Students visit the U.S. FDA drug database and search for a drug by approval date. Then, they select one drug from the list and answer questions about it. This video provides details about the teaching strategy and how you can use it in your courses (also read the Teaching Tip).
Creator: Rogers, Julia DNP, RN, CNS, FNP-BC; Ludwig-Beymer, Patti PhD, RN, CTN-A, NEA-BC, CPPS, FAAN; Baker, Manisa DNP, RN, CCNS, CCRN-K
Duration: 6:50
Nursing faculty orientations vary in length, content, and comprehensiveness, which may influence faculty effectiveness and retention. The authors conducted an integrative review using the Ganong approach. In this video and article, they describe essential elements for nursing faculty orientation. They also provide a nurse faculty orientation checklist you can use in your own schools.
Creator: Serembus, Joanne Farley EdD, RN, CNE; Kemery, Dana C. EdD, RN, CNE, CEN, CPEN
Duration: 3:52
During a worldwide pandemic, faculty needed to pivot quickly to teaching in a remote environment using the internet, learning management systems, and other online technology. Without an understanding for teaching in this environment, the resulting educational experience can become unengaging and tedious for both learners and faculty. The use of Zoom is explored along with other options for supporting interactions within a virtual class. Many tips are provided for teaching with Zoom in both the article and video.
Creator: Hampton, Debra PhD, MSN, FACHE, NEA-BC, CENP; Culp-Roche, Amanda PhD, APRN; Hensley, Angie DNP, APRN; Wilson, Jessica PhD, APRN; Otts, Jo Ann DNP; Thaxton-Wiggins, Amanda PhD; Fruh, Sharon PhD; Moser, Debra K. PhD, FAHA, FAAN
Duration: 2:35
Teaching self-efficacy is an indicator of the belief that one can make a difference in student learning outcomes. The aim of this study was to examine the level of teaching self-efficacy and satisfaction of online nursing faculty. The sample included 100 faculty in multiple schools of nursing who taught at least 1 online course in RN to BSN or graduate nursing programs. Overall, participants had relatively high levels of online teaching self-efficacy and satisfaction.
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.