Secondary Logo

Journal Logo

Video Gallery

Prelicensure Nursing Students' Attitudes and Perceptions of End-of-Life Care

Video Author: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Published on: 09.04.2019
Associated with: July/August 2019, Volume 44, Issue 4;

Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.

All Videos
Most Viewed
Most Emailed



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: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Duration: 1:41
Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.
Creator: Bilinski, Hope PhD, RN; Peternelj-Taylor, Cindy MSc, RN, DF-IAFN
Duration: 6:13
The College of Nursing and University of Saskatchewan (Canada) developed an assessment tool that examined commitments to interprofessional education (IPE). Their work resulted in the development of a pathway that led to a comprehensive assessment of these commitments and provided rich discussions about IPE. The resulting IPE Framework is an effective visual representation of their commitments to IPE at multiple levels. The authors share this visual with readers. This is a good video to watch and be sure to read the full article.
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: Cyphers, Natalie A., PhD, RN; Mest, Carol G., PhD, RN, ANP-BC; Doyle-Tadduni, Mary Elizabeth, PhD, MBA, RN
Duration: 4:50
Assessment is a vital role of all nurses, yet cardiac murmur identification remains difficult for students. A psychoacoustic approach involves repetition of cardiac sounds to facilitate auditory perceptual learning. The purpose of this study by Dr. Cyphers and her team was to determine the effectiveness of a psychoacoustic learning modality for identification of cardiac murmurs by nurse practitioner students. A repeated-measures design was used. Findings indicated that a psychoacoustic learning approach helps students develop their proficiency in cardiac assessment. In this video and article, you will be introduced to psychoacoustic learning and how to use this approach in teaching assessment in nursing.
Creator: Hatzenbuhler, Nicole J., MSN, RN; Klein, Julie E., PhD, RN, CNE
Duration: 2:06
This qualitative study explored the perceptions of newly graduated RNs about how their educational experiences as prelicensure students prepared them to enter the nursing workforce. Interviews with 10 RNs revealed that nursing programs did not adequately prepare them for their multifaceted roles and responsibilities. Nursing faculty should implement practice-oriented educational experiences to facilitate students to assume professional roles and responsibilities when they enter the nursing workforce. The authors describe their study in this video (be sure to read the full article).
Creator: Kessler, Theresa A., PhD, RN, ACNS-BC, CNE; Kurtz, Christine P., DNP, RN, PMHCNS-BC, CNE
Duration: 3:07
The college years are a time of transition in which students experiment with behaviors including use of alcohol. Using a nursing student-faculty collaborative model, students evaluate a mass media campaign with social norming messages and education to influence the drinking culture on a college campus. Students observed the mass media messages, with 81.9% viewing posters. A significant decrease in binge drinking was reported. The mass media campaign, led by nursing students and faculty, was effective at influencing the drinking culture on a college campus.
Creator: Laura Vogelsang, MN, RN
Duration: 2:01
When preparing for exams and ultimately for the NCLEX-RN, students often approach their faculty for practice questions. Although incorporating questions into a lecture may be an effective teaching strategy, usually the number of questions is limited because, once they are used in class, they are no longer valid for an examination. In this course, students developed their own questions related to content that had been covered in class in exchange for 1 bonus mark on their most recent quiz. Learn more about this in the video and read the author’s Teaching Tips.
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: Yordy, B. Morgan, DNP, RN; Pope, W. Stuart, DNP, RN; Wang, Chih-Hsuan,
Duration: 2:56
Animal-assisted activities (AAAs) show promise in providing emotional and social benefits to older adults and may be used as a tool to promote therapeutic communication between students and cognitively impaired older adults. Nursing students participated in a program incorporating AAAs to enhance social engagement of cognitively impaired older adults in a community respite program and enhance their comfort when caring for this population. Learn more about this innovative community health clinical experience in the video and by reading the article.
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: Flipping the Classroom in Health Care Higher Education: A Systematic Review
Duration: 4:32
The flipped classroom is an approach to teaching with independent and asynchronous study of content by students and active learning during scheduled class times. This systematic review examined research on flipped classrooms in health professions education. The majority of the studies in the review noted a significant improvement in at least 1 student academic outcome using the flipped classroom compared with traditional lecture. The review did not reveal compelling evidence for the effectiveness of this method above that of traditional classroom approaches.
Creator: Roach, Ashley, MS, RN, CNL; Hooke, Sherrill, MEd, RN, CGRN, CCCTM
Duration: 2:58
Through the Veterans Affairs Nursing Academic Partnership (VANAP), nursing students and faculty participated in practice innovations in a Veterans Affairs Health Care System. Students were placed in both inpatient and outpatient settings. Through activities such as postconferences and population-based projects, they joined forces with Veterans Affairs staff on issues that affected veterans' health care. Student placements in settings across the care continuum improved communication between the settings. The enhanced partnership between the 2 organizations addressed a relevant, meaningful patient care issue.
Creator: Kimberly Belcik, PhD
Duration: 2:43
Learn how to co-create a true partnership with your students in this video. Dr. Belcik explains the rationale for partnerships and her use of them in her teaching.
Creator: Deborah E. Tyndall, PhD, RN, Nicole I. Caswell, PhD
Duration: 02:49
Pedagogical practices for writing development in doctoral programs are often the by-product of completing dissertation research. Students would benefit from deliberate strategies to assist them in developing their writing skills. In this video and article, the authors share their framework for doctoral education to assist students with mastery of threshold concepts in writing. Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.
Creator: Jaime Hannans, RN, PHD, CNE
Duration: 1:42
Dr Hannans developed an innovative approach to clinical post conferences, offering them online using VoiceThread after the clinical practicum. This innovation provides time for student reflection, while retaining the value of facial cues, tone, and peer-peer connections occurring during traditional face-to-face conference. Make time to watch this video and read the article.
Creator: Kathryn Chachula, RN, MN, PhD(c)
Duration: 5:06
The lived experience of licensed practical nurses (LPNs) pursuing Bachelor of Nursing (BN) degrees is not commonly studied in Canada. The goal of this study was to understand the transition experience of LPNs who bridged into a BN program. The authors found 5 themes: seeking advancement; stepping back into the student role; juggling work, school, and family; struggling to be understood; and seeing things differently. LPN-to-BN students would benefit from a stand-alone bridge course to situate them within the BN program. Learn more about this study in the video and article.
Creator: Jennifer Brussow, Karin Roberts, Sheryl Sommer, Matthew Scaruto, and Christine Mills
Duration: 3:27
Many nursing programs have adopted or are transitioning to a concept-based curriculum (CBC). The authors conducted a national study to develop a list of concepts and exemplars for a CBC. They share their findings and present a leveled approach to positioning exemplars within the curriculum. The authors discuss the findings in this video. Their article is Open Access so read and share with your faculty and colleagues.



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: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Duration: 1:41
Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.
Creator: Bilinski, Hope PhD, RN; Peternelj-Taylor, Cindy MSc, RN, DF-IAFN
Duration: 6:13
The College of Nursing and University of Saskatchewan (Canada) developed an assessment tool that examined commitments to interprofessional education (IPE). Their work resulted in the development of a pathway that led to a comprehensive assessment of these commitments and provided rich discussions about IPE. The resulting IPE Framework is an effective visual representation of their commitments to IPE at multiple levels. The authors share this visual with readers. This is a good video to watch and be sure to read the full article.
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: Cyphers, Natalie A., PhD, RN; Mest, Carol G., PhD, RN, ANP-BC; Doyle-Tadduni, Mary Elizabeth, PhD, MBA, RN
Duration: 4:50
Assessment is a vital role of all nurses, yet cardiac murmur identification remains difficult for students. A psychoacoustic approach involves repetition of cardiac sounds to facilitate auditory perceptual learning. The purpose of this study by Dr. Cyphers and her team was to determine the effectiveness of a psychoacoustic learning modality for identification of cardiac murmurs by nurse practitioner students. A repeated-measures design was used. Findings indicated that a psychoacoustic learning approach helps students develop their proficiency in cardiac assessment. In this video and article, you will be introduced to psychoacoustic learning and how to use this approach in teaching assessment in nursing.
Creator: Hatzenbuhler, Nicole J., MSN, RN; Klein, Julie E., PhD, RN, CNE
Duration: 2:06
This qualitative study explored the perceptions of newly graduated RNs about how their educational experiences as prelicensure students prepared them to enter the nursing workforce. Interviews with 10 RNs revealed that nursing programs did not adequately prepare them for their multifaceted roles and responsibilities. Nursing faculty should implement practice-oriented educational experiences to facilitate students to assume professional roles and responsibilities when they enter the nursing workforce. The authors describe their study in this video (be sure to read the full article).
Creator: Kessler, Theresa A., PhD, RN, ACNS-BC, CNE; Kurtz, Christine P., DNP, RN, PMHCNS-BC, CNE
Duration: 3:07
The college years are a time of transition in which students experiment with behaviors including use of alcohol. Using a nursing student-faculty collaborative model, students evaluate a mass media campaign with social norming messages and education to influence the drinking culture on a college campus. Students observed the mass media messages, with 81.9% viewing posters. A significant decrease in binge drinking was reported. The mass media campaign, led by nursing students and faculty, was effective at influencing the drinking culture on a college campus.
Creator: Laura Vogelsang, MN, RN
Duration: 2:01
When preparing for exams and ultimately for the NCLEX-RN, students often approach their faculty for practice questions. Although incorporating questions into a lecture may be an effective teaching strategy, usually the number of questions is limited because, once they are used in class, they are no longer valid for an examination. In this course, students developed their own questions related to content that had been covered in class in exchange for 1 bonus mark on their most recent quiz. Learn more about this in the video and read the author’s Teaching Tips.
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: Yordy, B. Morgan, DNP, RN; Pope, W. Stuart, DNP, RN; Wang, Chih-Hsuan,
Duration: 2:56
Animal-assisted activities (AAAs) show promise in providing emotional and social benefits to older adults and may be used as a tool to promote therapeutic communication between students and cognitively impaired older adults. Nursing students participated in a program incorporating AAAs to enhance social engagement of cognitively impaired older adults in a community respite program and enhance their comfort when caring for this population. Learn more about this innovative community health clinical experience in the video and by reading the article.
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: Flipping the Classroom in Health Care Higher Education: A Systematic Review
Duration: 4:32
The flipped classroom is an approach to teaching with independent and asynchronous study of content by students and active learning during scheduled class times. This systematic review examined research on flipped classrooms in health professions education. The majority of the studies in the review noted a significant improvement in at least 1 student academic outcome using the flipped classroom compared with traditional lecture. The review did not reveal compelling evidence for the effectiveness of this method above that of traditional classroom approaches.
Creator: Roach, Ashley, MS, RN, CNL; Hooke, Sherrill, MEd, RN, CGRN, CCCTM
Duration: 2:58
Through the Veterans Affairs Nursing Academic Partnership (VANAP), nursing students and faculty participated in practice innovations in a Veterans Affairs Health Care System. Students were placed in both inpatient and outpatient settings. Through activities such as postconferences and population-based projects, they joined forces with Veterans Affairs staff on issues that affected veterans' health care. Student placements in settings across the care continuum improved communication between the settings. The enhanced partnership between the 2 organizations addressed a relevant, meaningful patient care issue.
Creator: Kimberly Belcik, PhD
Duration: 2:43
Learn how to co-create a true partnership with your students in this video. Dr. Belcik explains the rationale for partnerships and her use of them in her teaching.
Creator: Deborah E. Tyndall, PhD, RN, Nicole I. Caswell, PhD
Duration: 02:49
Pedagogical practices for writing development in doctoral programs are often the by-product of completing dissertation research. Students would benefit from deliberate strategies to assist them in developing their writing skills. In this video and article, the authors share their framework for doctoral education to assist students with mastery of threshold concepts in writing. Threshold concepts in writing are examined for their applicability to the evolution of writing in PhD nursing students as they begin to think and write like nurse scientists.
Creator: Jaime Hannans, RN, PHD, CNE
Duration: 1:42
Dr Hannans developed an innovative approach to clinical post conferences, offering them online using VoiceThread after the clinical practicum. This innovation provides time for student reflection, while retaining the value of facial cues, tone, and peer-peer connections occurring during traditional face-to-face conference. Make time to watch this video and read the article.
Creator: Kathryn Chachula, RN, MN, PhD(c)
Duration: 5:06
The lived experience of licensed practical nurses (LPNs) pursuing Bachelor of Nursing (BN) degrees is not commonly studied in Canada. The goal of this study was to understand the transition experience of LPNs who bridged into a BN program. The authors found 5 themes: seeking advancement; stepping back into the student role; juggling work, school, and family; struggling to be understood; and seeing things differently. LPN-to-BN students would benefit from a stand-alone bridge course to situate them within the BN program. Learn more about this study in the video and article.
Creator: Karen Poole and Karen McQueen
Duration: 4:56
There has been limited evaluation of preceptorship with nurse practitioner (NP) students. The authors conducted a study to learn about the preceptorship experience from the perspective of NP students. Watch this video and read the article to learn about this study and how you can improve the preceptorship experiences for NP students.
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: Nancy Sullivan, DNP, RN
Duration: 5:08
The use of the multiple patient simulation (MPS) has grown in nursing education as a strategy to help close the education-practice gap and better prepare students for the reality of hospital practice. Watch this video to learn how the faculty implemented a MPS experience for students. Also read the article where they explain the design/timing, type and number of patient cases, scheduling, faculty resources, and setting. This MPS experience was originally developed for a group of 125 nursing students but can be modified for larger or smaller groups, and can be used with new graduate orientation to the work setting.
Creator: Linda Plank, PhD, RN, NEA-BC
Duration: 4:52
The operating room (OR) is a unique practice environment for nurses; however, many nursing programs no longer include OR nursing in the curriculum. This is unfortunate because ORs in the U.S. are experiencing shortages of nurses. Watch this video to learn how this school provided learning experiences in the OR for students through an academic-practice partnership. In the article Dr Plank also discusses varies types of OR experiences for students that schools might consider.
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: Martha Kay Lawrence, PhD, RN
Duration: 2:50
Peer teaching provides students with opportunities to experience the educator role and increase their self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the simulation laboratory. Learn more about this innovative peer teaching strategy: watch the video and then read the full article.
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: Sharon L. Colley, PhD, MSN, RN, CNE
Duration: 3:33
Recognizing the value that introverts bring to a nursing program is essential. In this video and article, Dr Colley emphasizes the importance of nurse educators preparing all students for leadership roles in the profession and to do so in a way that is equitable. We need a balanced cadre of effective leaders from across the temperament continuum who can address the complex challenges facing nursing and health care in general. Nurse educators are integral to preparation of resilient and diverse leaders in nursing.
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: 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: 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: Pamela F. Ashcraft, PhD
Duration: 4:05
Personal self-care should be an expectation of the professional nursing role. Dr. Ashcraft and faculty integrated curricular interventions to promote students’ self-care behaviors. She discusses her study in this video. Although few statistically significant changes were found, findings indicate that changes were beginning to occur and self-care behaviors were not declining: the curricular interventions are having a positive impact on self-care behaviors in nursing students. Read the full article too to learn more about the curriculum strategies used in this nursing program to promote students’ self care.
Creator: Marianne Cockroft, PhD, RN and Sonda Oppewal, PhD, RN, APHN-BC
Duration: 3:38
As nurses provide more services in clients’ homes, nurse educators face challenges in preparing students for transitioning to the home setting. This video and article describe an innovative home visit simulation designed to prepare prelicensure nursing students for making home visits. Students apply nursing knowledge and critical thinking as they demonstrate skills related to assessment, communication, safety, and health education when caring for clients in their homes. Concepts from medical-surgical, pediatrics, maternity, psychiatric mental health, and public health nursing courses are integrated into the simulation.
Creator: Christy Raymond, BScN, MEd, PhD, RN
Duration: 4:13
Researchers who study nursing education often encounter difficulties when trying to recruit and retain nurse educator participants. In this video, Dr. Raymond-Seniuk discusses effective and ineffective sampling strategies and methods to increase the efficiency of the research process. Also read the article, which outlines the struggles and successes encountered with a mixed methods study that examined nurse educators’ critical thinking. The author shares insights and future recommendations for researchers in nursing education. This article is Open Access, so share it with other nurse educators.
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: Michelle Aebersold, PhD
Duration: 2:10
Dr. Aebersold describes the development of a new simulation-based course designed to remediate the clinical skills of prelicensure nursing students and the multidimensional method used to evaluate this new course. Evaluation of the course was guided by Kirkpatrick’s levels of training. The Quint Leveled Clinical Competency Tool was used to evaluate students’ clinical competencies. Success of the course was found in 3 levels of evaluation. If you are using simulation in your nursing program, be sure to watch this video and read the article – then share them with your colleagues.
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: Cathy R. Fulton, RN, ANP-BC, FNP-BC
Carol Clark, DNP, RN, FNP-BC
Stephanie Dickinson, MStat
Duration: 3:17
An assumption in nursing education is that clinical experience equals competent practice. Knowing the extent of learning acquired during these experiences is important, and in graduate nursing education, this is not always known. In this video, the authors describe a study on the nature of clinical hours that nurse practitioner students complete during practicum courses and explored activities of students when not engaged in direct patient care. This is a must read article if you are teaching in an advanced practice nursing program.
Creator: Jamie Hansen, PhD, RN, CNE
Duration: 3:04
How should simulated and clinical experiences be sequenced? Does it make a difference in student performance? Dr. Hansen compared 2 different sequences of blocks of simulated and clinical practicum learning experiences on students’ clinical competency using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and following a final simulated experience. There were no significant differences in students’ competency. This study provides important evidence for faculty when making decisions about simulation and clinical practice. Watch this video and be sure to read the article.
Creator: Melody K. Eaton, PhD, MBA, RN
Duration: 5:23
In a complex health care environment, nurses and other health care professionals should be able to understand and collaboratively advocate for health policy benefitting patients, families, and communities. Dr. Eaton and colleagues used interprofessional team-based learning to improve the political astuteness of health professions students including nursing. In this video, Dr. Eaton talks about this instructional strategy and its effectiveness. Read the full article for free (it is open access): share the article with colleagues, students, and others.
Creator: Joyce Victor and Wanda Ruppert
Duration: 6:21
Simulation-based learning experiences are designed to prepare the student for clinical practice; however, there is little documentation of a relationship between simulation performance and performance in the clinical setting. When essential aspects of a clinical situation are replicated in simulation, students should readily understand and manage similar situations in clinical practice. The authors studied the relationships between development of clinical nursing judgment, simulation performance, and clinical performance. In this video and article, learn what they found.
Creator: Lilly Mathew, Barbara Brewer, Janice Crist, and Robin Poedel
Duration: 2:06
Learn how this author used a community-based participatory research approach to develop content for a virtual simulation case. The virtual simulation case was designed to develop the cultural competence of prelicensure nursing students in caring for a Puerto Rican patient with diabetes. Watch the video and then read this article to learn how you can use this method with your own simulations.
Creator: Alaina Herrington and Tonya Schneidereith
Duration: 3:14
Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of nursing education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum. Learn more about this project by watching the video. Then be sure to read the article.
Creator: Sharon Galloway, DNP, RN, M.Ed.
Duration: 4:00
In this video and article, Dr. Galloway shares how she developed, implemented, and evaluated a simulation exercise designed to teach spiritual care to prelicensure nursing students. Participation in the spiritual care simulation resulted in improved knowledge and attitudes relating to spirituality and spiritual care. The results from her study demonstrated the value of using simulation and spiritual assessment to teach students how to recognize and respond therapeutically to spiritual needs.
Creator: Eveylyn Robinson, PhD, APRN, MSN, CNS
Duration: 6:03
Understanding end-of-life care can help nurses overcome barriers to managing chronicity in terminally ill patients. The author describes her study that examined the influence of a palliative care elective course on 74 senior nursing students’ knowledge and attitudes toward providing end-of-life care. The study compared the differences between 2 groups of nursing students: 1 of the groups had end-of-life care instruction based on the principles of the End-of-Life Nursing Education Consortium. Watch this video and read the full article to guide your integration of end-of-life care in the curriculum.
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: Susan Hendricks, EdD, MSN, RN, and Virginia Wangerin, PhD, RN, CNE
Duration: 3:11
Many nursing educators have considered the implementation of a concept-based curriculum, with active, conceptual teaching and learning strategies. This curriculum model offers a way to respond to the overwhelming content saturation in many nursing programs. However, barriers abound, including faculty concerns about loss of control, changing faculty role and identity, and fear of failure. Learn from these experts how to overcome these barriers and learn about some practical strategies for success in your curriculum change. Watch the video now and read the full article.
Creator: Amy Hagedorn Wonder
Duration: 4:31
Limited opportunities exist for prelicensure nursing students to observe the interprofessional process required to resolve complex ethical cases in practice. The authors assembled a mock hospital ethics committee (MHEC) to teach the application of ethics in practice through simulation. The MHEC meeting is an example of how nursing education and practice can partner to create meaningful learning experiences. Watch this video and read the article to learn how you can teach ethics with this strategy.
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: Karen Dunn and Cheryl Riley-Doucet
Duration: 6:42
In this video the authors discuss how they used integrative learning strategies and complexity theory in designing complex simulations for students. The simulation scenarios were role played by the students, which enabled them to verbalize therapeutic communication skills, practice technical skills, and use their knowledge of physical and mental health symptoms to portray a patient with these comorbidities. The student-led simulation scenarios were evaluated to determine if the participants perceived them to be an effective and important simulation learning experience.
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: 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: Gerry Altmiller
Duration: 3:38
Quality and Safety Education for Nurses (QSEN) has been prominent in nursing education for 10 years. Since its inception, faculty have used the QSEN competencies as a framework for developing teaching strategies and tools, but there are few findings available to support this practice. In this video and article, Dr. Altmiller describes the process of developing a QSEN-based clinical evaluation instrument for a prelicensure nursing program and establishing content validation for its items.
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: Jeri L. Bigbee, PhD, RN
Duration: 3:12
A needs assessment was conducted regarding an interprofessional faculty development program. Nursing and medical faculty and administrators (N = 156) were surveyed. The results indicated strong support for the program, particularly related to teaching/learning strategies, leadership, and scholarship. Nursing faculty rated some topical areas significantly higher than did the medical faculty, including innovative classroom teaching, educational technology, interprofessional education, diversity/inclusion, and mentoring graduate students. After watching this video make sure you read the article to learn more about this interprofessonal faculty development program.
Creator: Dr. Melissa L. Mastorovich and Dr. Susan G. Poorman
Duration: 4:05
Metacognitive wrappers help students examine how they think. Wrappers are brief metacognitive activities that guide students’ learning from lectures, online classes, and readings. Students can use these wrappers to prepare for tests including the NCLEX. Watch this video from the experts in this teaching strategy and follow up by reading the article.
Creator: Lana Sargent
Duration: 5:46
Identifying the most effective models for integrating new technology into the classroom and understanding its effects on learning outcomes are essential for nurse educators. In this video and article, the authors describe how they integrated iPads into the nursing program using an innovative case-based learning model. Students reported positive outcomes when using tablet technology for learning course content.
Creator: Brenda Leda Quinn
Duration: 2:27
In this video abstract and article, the author describes an innovative, yet low-technology approach, to using edible curriculum aids to engage students in active learning during a lesson related to foundational pharmacological concepts. The specific concept taught through the use of food as a curriculum aid was drug half-life.
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: Kimberly A. Noble, MBA, BSN, RN
Coleen E. Toronto, PhD, RN, CNE
Duration: 3:50
The author describes a community partnership that includes a writing-for-publication health promotion activity for RN-BS students enrolled in a population health nursing course. The faculty member for the course contacted the Youth Health Connection (YHC) program coordinator to inquire about the possibility for student-authored article submissions in the YHC e-newsletter. This outreach began a unique educational partnership that affords RN-BS nursing students the opportunity to author health promotion articles and has led to other initiatives between the health system and nursing department.
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: Julia Ward, PhD, RN
Duration: 3:12
Empathy is at the heart of all nurse-patient interactions. Yet empathy often declines during the student’s nursing program. Julia Ward reports on her mixed-methods study to assess whether an educational intervention using standardized actors could prevent the decline of students’ empathy. Watch this video and be sure to read the full article: her educational intervention holds much potential for improving empathy in nursing students.
Creator: Julie Waldrop, DNP, FAANP
Diane Wink, EdD, FAANP
Duration: 5:43
Twitter is a social networking application that has seen limited evaluation in nursing education. In this project students used Twitter to receive tweets on clinical and professional topics from the instructor throughout the semester: 75% demonstrated willingness to follow the links in the tweets to seek more information, and 87% expressed a desire to receive the tweets even after the semester was over. Watch this video and read the article to learn how you can use Twitter in your courses and get ideas about evaluating its outcomes.
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: Jodi McDaniel, PhD, RN
Joni Tornwall, Med, RN
Duration: 5:37
The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments. These authors describe a case study assignment developed for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.
Creator: Heidi Mennenga, PhD, RN
Susan Bassett, MS, RN, CNE
Duration: 3:42
In an effort to create an interactive cultural opportunity for nursing students, Dr. Mennenga created a unique clinical experience by “matching” nursing with international students located on the same college campus. Watch this video and read the article to learn about this creative, inexpensive approach to providing a cultural clinical experience for nursing students. using resources on one’s very own campus.
Creator: Paula Furseth, MSN, RN, CNS
Barbara Taylor, PhD, RN
Son Chae Kim, PhD, RN
Duration: 6:12
Simulation-based interprofessional education is beneficial, but it is not clear whether the nature of the simulation has any impact. A pretest and posttest study was conducted among nursing (n = 131) and paramedic (n = 58) students participating in mass casualty incident (MCI) simulations versus handoff communication simulations. Nursing students had better attitudes toward interprofessional education, as well as higher levels of satisfaction and self-confidence, after handoff communication simulations in comparison with MCI simulations.
Creator: Britney Besancon Kepler, BSN
Duration: 2:13
Learn more about how faculty used the Hearing Voices That Are Distressing curriculum with prelicensure students. They also studied the outcomes of the simulation on student attitudes toward and self-efficacy related to caring for patients with auditory hallucinations. In their study, 87 students were instructed to complete 3 tasks while wearing headphones delivering distressing voices. Comparing presimulation and postsimulation results, this study suggests that the simulation significantly improved attitudes toward patients with auditory hallucinations; however, self-efficacy related to caring for these patients remained largely unchanged.
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: 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: Theresa Buxton
Duration: 2:27
The author describes the process used to develop the RN-BSN program with a hybrid and flipped format. The faculty integrated many innovative teaching methods in the new program, and both students and faculty were satisfied with it.
Creator:
Duration: 3:58
In the authors’ school of nursing, students are able to participate in an international cooperative work experience. The authors interviewed alumni about their cooperative work experiences. They learned that these experiences support students’ learning about culture and contribute to their personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.
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: 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: Rachel Scherzer, MSN, RN, ACNP-BC
Kathryn Shaffer, EdD, RN, CNE
Kathryn Maceyko, BSN, RN
Jessica Webb, BSN, RN
Duration: 7:41
Nurse educators need new strategies that will engage students in the application of research and evidence-based practice. In this video and article the faculty members describe how they attempted to achieve these goals by forming an extracurricular student-run journal club.
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: Kerry Wilbur
Zohra Hasnani-Samnani
Duration: 3:50
Over the past decade, Qatar has invested heavily in both health and educational infrastructure, leading to new education programs for health care providers, including nursing and pharmacy. As these curricula emerge, there is a unique opportunity to develop and incorporate interprofessional health education within this specific cultural context. The authors describe an interprofessional education initiative between the nursing and pharmacy education programs in Qatar.
Creator: Eileen Rice, PhD, RN
Duration: 4:09
This study explored self-efficacy and emotional intelligence (EI) as predictors for successful clinical performance in nursing students. Students (n = 56) from 5 associate degree in nursing schools in 2 Northeastern states participated in the study. There were significant relationships among EI, self-efficacy, and student-rated clinical competence. The findings from this study support the importance of fostering clinical self-efficacy and building EI abilities in nursing students.
Creator: Peggy A. Bush, PhD, RPh,
Duration: 2:38
Safety education in nursing has traditionally focused at the level of individual nurse-patient interactions. Students and novice clinicians lack clinical experience to create context and understand the complexity of the health care system and safety science. Using the QSEN quality and safety competency as a framework, the objective of this education project was to design comprehensive, engaging, learner-centered, online modules that increase knowledge, skills and attitudes about medication safety.
Creator: Mary Lou Bond, PhD, RN, CNE, ANEF, FAAN
Carolyn L. Cason, PhD, RN
Susan M. Baxley, PhD, RN
Duration: 3:44
This article reports the results of a survey of 90 minority students, 80 faculty members, and 31 administrators from schools of nursing in Texas to determine perceived barriers and needed supports for program completion. The findings provide a baseline for making improvements in and establishing best practices for minority student recruitment and retention.
Creator: Patricia Burkhart
Duration: 2:34
The authors describe an undergraduate nursing research internship program in which students are engaged in research with a faculty mentor. Interns coauthored publications, presented papers and posters at conferences, and received awards. This highly successful program provides a model that can be easily replicated to foster the development of future nurse scientists.
Creator: Pamela M. Aaltonen, PhD, RN, Karen J. Foli, PhD, RN, Kristen F. Kirby, MSN, RN, FNP-C,
Duration: 6:52
Newly hired teaching assistants (TAs) in schools of nursing have varying levels of experience in academic institutions. Therefore, the orientation of TAs is important at a micro level (student instruction) and macro level (mission of the organization). The authors describe a Lean approach to strengthening TA orientation and reducing waste and inconsistency. Developed solutions and tools through the lens of quality improvement are discussed.
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: 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: Janet R. Beulow
Duration: 4:27
In their study in the September/October 2014 issue of Nurse Educator, Meghan L. Bell and Janet R. Beulow describe how a patient advocacy service-learning course increased nursing students’ awareness and proficiency in working with the challenges faced by low-income, vulnerable individuals as they attempt to improve their lives and health.
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: Jennifer L. Titzer and Constance F. Swenty
Duration: 4:13
Nurse educators recognize the need for deliberate and strategic integration of informatics in nursing programs. In this video Jennifer L. Titzer and Constance F. Swenty describe how their faculty integrated an academic electronic health record into the curriculum using Kotter’s framework. This video and article in our Technology Corner in the September/October 2014 issue provide guidelines for you to use in your own nursing programs.
Creator: Desiree Hensel, PhD, RN
Duration: 3:23
An important outcome of nursing education is the acquisition of an identity consistent with the profession’s core knowledge, skills, values, and attitudes. Hensel and Laux conducted a longitudinal study to describe factors associated with the acquisition of a professional identity over the course of prelicensure education. Learn more about this important study 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.