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Evaluation of an Intervention to Improve Clinical Nurse Educators' Knowledge, Perceived Skills, and Confidence related to Diversity

Video Author: Nicole E. Warren, PhD, MPH, CNM
Diana Baptiste, DNP, MSN, RN
Published on: 10.25.2017
Associated with: Nurse Educator. 42(6):320-323, November/December 2017

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.

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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
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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.
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.