Journal Logo

Video Gallery

Virtual Service-Learning using Facebook Live

Video Author: Hughes, Kimberly DNP, RNC, CNS; Carder, Emily DNP, WHNP-BC
Published on: 11.12.2021
Associated with: November/December 2021, Volume 46, Issue 6; Nurse Educator. 46(6):E147, November/December 2021

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.

All Videos
Most Viewed
Most Emailed



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: 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: Idzik, Shannon DNP, ANP-BC; Buckley, Kathleen PhD, RN; Bindon, Susan DNP, RN; Gorschboth, Susan DNP, AGPCNP-BC; Hammersla, Margaret PhD, ANP-BC; Windemuth, Brenda DNP, FNP-BC; Bingham, Debra DrPH, RN
Duration: 5:15
A final culminating project that is derived from a practice immersion experience is a critical part of a doctor of nursing practice (DNP) program. Many schools use well-designed quality improvement (QI) projects to meet this requirement, but there is no consensus on which QI methods and tools are the most effective for DNP students to demonstrate before graduation. In this video, the authors describe how they implemented the logic model to guide DNP projects. This led to subsequent changes in the curriculum, faculty preparation, and practice partner responsibilities.
Play Video |
Creator: White, Krista A. PhD, RN, CCRN-K, CNE; Chaplin, Lisa T. DNP, NP-C; Heitzler, Ella T. PhD, WHNP, FNP, RNC-OB
Duration: 4:29
Today’s health care system and complexities of patient care require that clinicians be collaborative problem solvers, function in teams, and use best evidence to guide practice. Thus, there is a compelling need for graduate students to learn statistical concepts, computation, and interpretation to inform practice. Learn how these authors used technology and team-based learning to facilitate graduate nursing students’ comprehension of statistical computations in a synchronous distance environment.
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: Nadine Marchi, DNP, CNE,CHSE; Jo Fava Hochuli, DNP; Jodi Kanter, PhD; Sue Bhati, FNP-BC, PhD; Sandra Davis, PhD, DPM, ACNP-BC, FAANP
Duration: 04:39
In this video you will learn how nursing faculty used Theater of the Oppressed, a community-based educational approach using theater as a tool for social change, to teach nursing students about structural racism. Students were divided into groups and assigned a scenario related to equity and racism. They discussed the scenario and developed it for presentation to the class. Students in the class were given the opportunity to enter the scene and become a spectator to play out their own strategies for improving outcomes. Learn more from the teaching tip.
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: Burt, Leah PhD, APRN, ANP-BC; Kilroy, Sue PhD, RN
Duration: 05:51
Telemedicine facilitates access to care that is both efficacious and highly satisfactory to patients. As primary health care providers, nurse practitioners (NPs) need to be educated to deliver health care within various settings. Multifocal curricular changes were integrated into an NP clinical course. Students engaged in self-directed learning modules and multiple simulation training sessions, and rotated through telemedicine clinical practicums.
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: Chargualaf, Katie A. PhD, RN, CMSRN; Patterson, Barbara PhD, RN, ANEF, FAAN; Elliott, Brenda PhD, RN, CNE
Duration: 7:34
Despite the Joining Forces initiative and recently published veteran care competencies, nursing students and graduates are often unprepared to care for veterans who have unique service-connected illnesses and injuries. The authors evaluated content gaps in prelicensure nursing textbooks with the veteran care competencies knowledge, skills, and attitude (KSA) domains. The skills and attitude domains of veteran care competencies were poorly addressed in nursing textbooks. Overall, the knowledge domain was adequately covered, however, most with limited connection to veterans and veteran care. Competency focused recommendations for expanding and enhancing veteran content, KSAs, and teaching strategies are offered. You will learn a lot from this video and be sure to read about the full study in the article.
Play Video |
Creator: Nadine Marchi, DNP, CNE,CHSE; Jo Fava Hochuli, DNP; Jodi Kanter, PhD; Sue Bhati, FNP-BC, PhD; Sandra Davis, PhD, DPM, ACNP-BC, FAANP
Duration: 4:39
In this video you will learn how nursing faculty used Theater of the Oppressed, a community-based educational approach using theater as a tool for social change, to teach nursing students about structural racism. Students were divided into groups and assigned a scenario related to equity and racism. They discussed the scenario and developed it for presentation to the class. Students in the class were given the opportunity to enter the scene and become a spectator to play out their own strategies for improving outcomes. Learn more from the teaching tip.
Play Video |
Creator: Burt, Leah PhD, APRN, ANP-BC; Kilroy, Sue PhD, RN
Duration: 5:51
Telemedicine facilitates access to care that is both efficacious and highly satisfactory to patients. As primary health care providers, nurse practitioners (NPs) need to be educated to deliver health care within various settings. Multifocal curricular changes were integrated into an NP clinical course. Students engaged in self-directed learning modules and multiple simulation training sessions, and rotated through telemedicine clinical practicums.
Play Video |