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Virtually Nursing: Emerging Technologies in Nursing Education

Video Author: Cynthia L. Foronda, PhD, RN, CNE, ANEF
Published on: 01.18.2017
Associated with: Nurse Educator. 42(1):14-17, January/February 2017

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.

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262 Videos

Collaborative Improvement Model: A Quality Improvement Approach to Curriculum Revision

Creator: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE

Duration: 3:55

To stay current with changes in health care and nursing practice, nursing faculty must have competencies in curriculum revisions. Despite these necessary competencies, curriculum redesign is not an easy task. Although there are a plethora of tools, techniques, and processes for embarking on a curriculum revision, few curriculum revisions are situated in quality improvement (QI) methods. This article provides an exemplar of how faculty in 1 prelicensure nursing program used the Collaborative Improvement Model (CIM), a model created using QI methods, to revise their curriculum. Learn how to use the CIM in this video and article.

Play Video |

Animal-assisted Therapy Course Utilizing Simulations

Creator: Yordy, Morgan A. DNP, RN-BC, ACNS-BC, FCNS; Kartovicky, Leah MEd, CRC, NCC; Pope, W. Stuart DNP, DMin, RN

Duration: 3:00

Animal-assisted therapy (AAT) is based on the human-animal bond theory, which emphasizes the mutually beneficial bond that exists between humans and animals. The increased implementation of AAT in health care settings and the growing understanding of the positive impact of AAT emphasize the need for nurse educators to provide opportunities for students to learn more about AAT. The authors develop an AAT elective nursing course, which includes simulations as feasible means for students to explore applications of AAT in hospital and home settings. You will love this video and be sure to read the article.

Play Video |

Peer Learning for Advanced Practice Nursing Students: Teach Us What You Know

Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC

Duration: 8:31

Teach the Teacher is a peer learning activity in which Advanced Practice Nursing students develop essential competencies in communication and disease management. Faculty provides each student a disease pathology within the population focus. Each student develops a 7-minute video presentation to Teach the Teacher about the disease pathology. The presentation must include interactive content such as graphics, short instructional videos, mind maps, and family education. Learn more in this video and article.

Play Video |

An Examination of Factors Associated with Student Resiliency

Creator: Hand, Mikel W. EdD, RN, OCN, NE-BC, NEA-BC; Evans, Jennifer DNP, RN; Swenty, Constance DNP, RN, CWON; White, Ann PhD, RN, NE-BC; Chen, Chen DrPH

Duration: 1:13

Student resiliency, success, and retention are top priorities for nursing programs. A cross-sectional descriptive study of 199 nursing students from organizations that comprise the Community Patient Safety Coalition Nursing Research Consortium revealed that students had low resiliency (P < .0001) and low physical and mental health (P < .0001) compared with the general population. Student resilience was positively correlated to self-perception of physical and mental health. Learn more about this interesting study in the video and article.

Play Video |

Telehealth Education: Impact on Provider Experience and Adoption

Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN

Duration: 6:01

In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

Play Video |

Barriers and Facilitators to Success in Undergraduate Nursing Education Among Minority Students A Systematic Review

Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN

Duration: 4:46

Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.

Play Video |

Educational Interventions to Improve Graduating Nursing Students' Practice Readiness: A Systematic Review

Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL

Duration: 4:49

For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.

Play Video |

Nursing Students’ Intention to Report Medication Errors: Application of Theory of Planned Behavior

Creator: Secginli, Selda PhD; Nahcivan, Nursen O. PhD; Bahar, Zuhal PhD; Fernandez, Ritin PhD; Lapkin, Samuel PhD

Duration: 4:54

This study examined factors related to nursing students' (n=227) intention to report medication errors (MEs) and the use of the Turkish version of the Theory of Planned Behavior Medication Safety Questionnaire (TPB-MSQ-T). Attitudes and perceived behavioral control were significant predictors of intention to report MEs but subjective norms did not predict it. The TPB-MSQ-T can be used for identifying the main determinants of intention to report MEs. Watch the video and learn more about the research in this article.

Play Video |

Weekly Email Reminders Increase Nursing Students' use of Empathic Communication: A Randomized Controlled Trial

Creator: Varagona, Lynn PhD, RN; Myers, Rachel PhD, RN; Wilson, Astrid PhD, RN

Duration: 4:25

Many nurses do not have empathic communication skills. This study compared the efficacy of 2 interventions to increase nursing students' use of empathic communication. The study was a randomized controlled trial comparing weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. The group that received emails only showed a significant increase above the control group. Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.

Play Video |

Developing Nursing Leadership Potential through Education in a Low Resource Setting

Creator: Street, Nancy White ScD, PPCNP-BC; Bermudez, Laura MAA; Lawton, Alexis BA; Barry, Donna MS, ANP-BC; Mandel, Leslie PhD, MA, MSM

Duration: 7:23

Global partnerships amplify nursing leadership capacity in low-resource countries. The authors examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master of nursing degree. Longitudinal qualitative data collection included interviews and observations among 28 participants. Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. You will enjoy this video – read the full article too.

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Learn with the Aging Patients

Creator: Pirani, Sarah

Duration: 3:25

Learn with the Aging Patients provides students with an opportunity to create their patients from adolescents to end of life, using a reverse case study method. Students are given the diagnoses and age brackets of their patients, along with a framework and guiding questions 1 week before class. Each hour in class their patients age approximately 10 to 20 years. With each new age bracket, their patient develops a new condition. Dr. Pirani describes this innovative teaching strategy in this video and Teaching Tip.

Play Video |

Creating Collaborative Relationships with Historically Black Colleges and Universities: An Approach to Diversifying the Nursing Workforce

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 |

Impact of a Dedicated Education Unit Experience on Critical Thinking Development in Nursing Students

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 |

Three-Part Prenatal and Postpartum Simulation for Prelicensure Nursing Students

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 |

Leveraging Help Desk Reports to Support Faculty Success

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 |

The Dotson Bridge and Mentoring Program: A Diversity Success Story

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 |

Virtual Service-Learning using Facebook Live

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 |

Crucial Conversations: Virtual Instruction, Sensitive Topics and Safety in Groups

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 |

Using Simulation to Facilitate Transition to the Nurse Educator Role: An Integrative Review

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 |

The Future Capacity of the Nursing Workforce: COVID-19 Pandemic’s Impacts on New Nurses and Nursing Students Toward the Profession

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 |

Collaborative Improvement Model: A Quality Improvement Approach to Curriculum Revision

Creator: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE

Duration: 3:55

To stay current with changes in health care and nursing practice, nursing faculty must have competencies in curriculum revisions. Despite these necessary competencies, curriculum redesign is not an easy task. Although there are a plethora of tools, techniques, and processes for embarking on a curriculum revision, few curriculum revisions are situated in quality improvement (QI) methods. This article provides an exemplar of how faculty in 1 prelicensure nursing program used the Collaborative Improvement Model (CIM), a model created using QI methods, to revise their curriculum. Learn how to use the CIM in this video and article.

Play Video |

Animal-assisted Therapy Course Utilizing Simulations

Creator: Yordy, Morgan A. DNP, RN-BC, ACNS-BC, FCNS; Kartovicky, Leah MEd, CRC, NCC; Pope, W. Stuart DNP, DMin, RN

Duration: 3:00

Animal-assisted therapy (AAT) is based on the human-animal bond theory, which emphasizes the mutually beneficial bond that exists between humans and animals. The increased implementation of AAT in health care settings and the growing understanding of the positive impact of AAT emphasize the need for nurse educators to provide opportunities for students to learn more about AAT. The authors develop an AAT elective nursing course, which includes simulations as feasible means for students to explore applications of AAT in hospital and home settings. You will love this video and be sure to read the article.

Play Video |

Peer Learning for Advanced Practice Nursing Students: Teach Us What You Know

Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC

Duration: 8:31

Teach the Teacher is a peer learning activity in which Advanced Practice Nursing students develop essential competencies in communication and disease management. Faculty provides each student a disease pathology within the population focus. Each student develops a 7-minute video presentation to Teach the Teacher about the disease pathology. The presentation must include interactive content such as graphics, short instructional videos, mind maps, and family education. Learn more in this video and article.

Play Video |

An Examination of Factors Associated with Student Resiliency

Creator: Hand, Mikel W. EdD, RN, OCN, NE-BC, NEA-BC; Evans, Jennifer DNP, RN; Swenty, Constance DNP, RN, CWON; White, Ann PhD, RN, NE-BC; Chen, Chen DrPH

Duration: 1:13

Student resiliency, success, and retention are top priorities for nursing programs. A cross-sectional descriptive study of 199 nursing students from organizations that comprise the Community Patient Safety Coalition Nursing Research Consortium revealed that students had low resiliency (P < .0001) and low physical and mental health (P < .0001) compared with the general population. Student resilience was positively correlated to self-perception of physical and mental health. Learn more about this interesting study in the video and article.

Play Video |

Telehealth Education: Impact on Provider Experience and Adoption

Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN

Duration: 6:01

In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

Play Video |

Barriers and Facilitators to Success in Undergraduate Nursing Education Among Minority Students A Systematic Review

Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN

Duration: 4:46

Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.

Play Video |

Educational Interventions to Improve Graduating Nursing Students' Practice Readiness: A Systematic Review

Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL

Duration: 4:49

For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.

Play Video |

Nursing Students’ Intention to Report Medication Errors: Application of Theory of Planned Behavior

Creator: Secginli, Selda PhD; Nahcivan, Nursen O. PhD; Bahar, Zuhal PhD; Fernandez, Ritin PhD; Lapkin, Samuel PhD

Duration: 4:54

This study examined factors related to nursing students' (n=227) intention to report medication errors (MEs) and the use of the Turkish version of the Theory of Planned Behavior Medication Safety Questionnaire (TPB-MSQ-T). Attitudes and perceived behavioral control were significant predictors of intention to report MEs but subjective norms did not predict it. The TPB-MSQ-T can be used for identifying the main determinants of intention to report MEs. Watch the video and learn more about the research in this article.

Play Video |

Weekly Email Reminders Increase Nursing Students' use of Empathic Communication: A Randomized Controlled Trial

Creator: Varagona, Lynn PhD, RN; Myers, Rachel PhD, RN; Wilson, Astrid PhD, RN

Duration: 4:25

Many nurses do not have empathic communication skills. This study compared the efficacy of 2 interventions to increase nursing students' use of empathic communication. The study was a randomized controlled trial comparing weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. The group that received emails only showed a significant increase above the control group. Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.

Play Video |

Creating Collaborative Relationships with Historically Black Colleges and Universities: An Approach to Diversifying the Nursing Workforce

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 |

Impact of a Dedicated Education Unit Experience on Critical Thinking Development in Nursing Students

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 |

Three-Part Prenatal and Postpartum Simulation for Prelicensure Nursing Students

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 |

Virtual Service-Learning using Facebook Live

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 |

Crucial Conversations: Virtual Instruction, Sensitive Topics and Safety in Groups

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 |

The Future Capacity of the Nursing Workforce: COVID-19 Pandemic’s Impacts on New Nurses and Nursing Students Toward the Profession

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 |

Enhancing Clinical Handoff Skills During Online Post Conference: An Innovative Approach

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 |

Lessons Learned Using Logic Models to Design and Guide DNP Projects

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.

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National Study on Faculty and Administrators’ Perceptions of Civility and Incivility in Nursing Education

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 |

Debriefing for Cultural Humility

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 |

Debriefing for Cultural Humility

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 |

Nurse Practitioner Student Perceptions of a Multimodal Telemedicine Clinical Course

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.

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The Impact of COVID-19 on New Graduate Nurses’ Transition to Practice: Loss or Gain?

Creator: Smith, Susan M. MSN, RN, NPD-BC, FNP; Buckner, Martha PhD, RN; Jessee, Mary Ann PhD, RN; Robbins, Veronica BSN, RN; Horst, Tessa MSN, RN, NPD-BC, CDCES, CPN; Ivory, Catherine H. PhD, RN-BC, RNC-OB, FAAN

Duration: 6:14

The COVID-19 pandemic disrupted nursing education and required modification of instructional methods and clinical experiences. This study examined the impact on 340 new graduate nurses (NGNs) at an academic medical center. More than half (67.5%, n = 295) of NGNs reported changes to clinical experiences, ranging from 0 to 240 hours transitioned to virtual (n = 187; median, 51; interquartile range, 24-80). NGNs fear missing important details or doing something wrong in providing patient care. They identified the need for preceptor support, guidance, teaching, and continued practice of skills.

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A Simulation Boot Camp for Future Nurse Educators

Creator: Palmer, Janice L. PhD, RN, CNE; McLaughlin, Dorcas E. PhD, RN; Hankamer, Beth A. MSN, RN

Duration: 6:08

In this video and accompanying article, you will learn about a full-day simulation boot camp developed for students preparing for the nurse educator role. The authors developed a model for increasing educators’ knowledge and confidence in planning, running, debriefing, and evaluating simulation sessions. Educators learned about their role and best practices in simulation.

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Engaging Students in Clinical Reasoning during a Synchronous Online Class by Leveraging Word Clouds

Creator: Viveiros, Jennifer PhD, RN, CNE; Medeiros, Kiley MS, RN

Duration: 5:10

Using case studies in a synchronous online class is an active learning strategy designed to engage students in applying knowledge in patient care. Word clouds provide real-time opportunities to uncover students' clinical reasoning and encourage their participation. Learn more about this teaching strategy in this video. Be sure to read the teaching tip and look at the students’ word cloud at http://links.lww.com/NE/A832

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Generation Z Students in the Online Environment: Strategies for Nurse Educators

Creator: Chunta, Kristy PhD, RN, ACNS, BC; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF; Chicca, Jennifer MS, RN, CNE, CNEcl

Duration: 4:19

In this video and article, Dr. Chunta shares strategies for teaching Generation Z students in online learning environments. She describes ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of nursing students.

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SBAR: Not Just for Patient Handoffs

Creator: O'Shea, Eileen R. DNP, APRN, PCNS-BC, CHPPN; Roney, Linda Nancy EdD, RN-BC, CPEN, CNE, EGAN

Duration: 3:22

There may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in simulation for some interval of time, and then another faculty member may teach those same students in the clinical setting. There is potential for missed communication or handoff between these faculty. Learn how to use SBAR between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum. Watch the educators in action in this video and read the full teaching tips.

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Establishing an Item Review Committee: Our School’s Journey

Creator: Jones, Lisa PhD, RN, CCRN; New, Keri DNP, RN

Duration: 3:21

In this video and article, Dr. Jones describes how the school of nursing prepared faculty to write high quality test items and to analyze test results. As part of their faculty development program, they established an Item Review Committee, consisting of faculty responsible for writing examination questions. Their process of item review led to a significant improvement in the quality of their examination items and testing process.

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Correlating Self-Directed Learning Abilities and Lifelong Learning Orientation in Baccalaureate Nursing Students

Creator: Kaulback, Michelle K. EdD, RN, FNP-BC

Duration: 3:27

This study examined the relationship between baccalaureate nursing students' self-directed learning abilities and lifelong learning orientation. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning–Health Professions Students (JeffSLL-HPS). There were significant, positive correlations between SDLI scores and the JeffSLL-HPS. Nursing faculty should implement teaching strategies that foster SDL abilities to increase lifelong learning orientation in nursing students. The author presents the study in this video (be sure to read the article too).

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Teaching Nursing Students Root Cause Readmission Analysis

Creator: Worman, Dawn DNP, RN-BC, NE-BC; Rock, Mary JD, MSN, RN

Duration: 3:49

In response to the need for nurses to understand components of readmission reduction, these authors developed an innovative 2-part readmission root-cause analysis assignment. In this video and article, they describe this assignment and how they use it in their care coordination course.

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Engaging Nursing Students with Leadership Fables: An Innovative Teaching Strategy

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.

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Learning Preferences and Engagement Level of Generation Z Nursing Students

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.

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Transitions in Care Model for a Senior Level Clinical Immersion Experience

Creator: Fleming, Louise PhD, RN; Lorenzen, Rachael MSN, RN; Stanek, Joan MSN, RN, ANP-BC; Williams, Megan EdD, RN, FNP-BC; Mendel, Hilary MSN, RN

Duration: 4:52

For precepted clinical immersion experiences, students are often assigned a hospital unit that does not allow them to work with their preferred patient population or learn about the care continuum. Five clinical immersion experiences were developed using an innovative model focused on specific patient populations across the care continuum. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus. Learn more about this innovation in the video and article.

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TeamSTEPPS® Training for Nursing Students Using Pop Culture Media

Creator: Gary, Jodie C. PhD, RN

Duration: 4:29

Nursing students are expected to collaborate with other professionals in clinical practice. This video and article present an innovative strategy, inspired by popular culture media, offering nurse educators an easy, entertaining, and interactive way of teaching TeamSTEPPS content. This approach is adaptable to engage a variety of students and course designs.

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Clinical Training Innovation for Prelicensure Graduate Nursing Students to Expand Roles in Primary Care

Creator: Hooper-Arana, Erica D. DNP, RN; Li, Judy N. DrPH, MBA; Borges, Wanda J. PhD, RN; Bodenheimer, Thomas MD

Duration: 3:22

To address the need for RNs to assume a role in chronic care management, a School of Nursing and Health Professions piloted a clinical option in which second-degree master of science in nursing students are prepared to function as health coaches on primary care teams at a local community health center. Reshifting the focus of nursing education to integrate primary care nursing, it is important to embed nursing students into primary care practices where they can learn about the longitudinal care of patients with chronic conditions.

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Effects of Dementia Specific Education for Nursing Students

Creator: Kimzey, Michelle PhD, RN; Mastel-Smith, Beth PhD, RN; Seale, Ashlie MSN, RN-BC

Duration: 3:35

More people are living with dementia, and dementia education is important to prepare nursing students to care for this population. The purpose of this study was to determine the effects of a virtual dementia experience on nursing students' attitudes and empathy for people with dementia, dementia knowledge, and self-confidence for dementia care. Dementia-specific education had a significant influence on students' attitudes, knowledge, self-confidence, and empathy. After you watch the video, read about this study.

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Simulating Cultural Competence

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.

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Canine Outreach Promoting Engagement (COPE): Effect of Meaningful Activities on Students' Attitudes toward Cognitively Impaired Older Adults

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.

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NNE-2018-019R1 Strickland et al. A Capstone Simulation for Leadership Development: Bridging Theory to Practice

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.

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Online Clinical Post Conference: Strategies for Meaningful Discussion Using VoiceThread

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.

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Preceptorship in a Nurse Practitioner Program: The Student Perspective

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.

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Writing Journal Articles: Tips for your Success Series Video 1: Getting Started: Purpose, Readers, Selecting a Journal

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.

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Writing Journal Articles: Tips for your Success Series Video 2: Next Steps: Manuscript Format and Content

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.

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Writing Journal Articles: Tips for your Success Series Video 3: Submission, Responding to Reviews, and Other Tips

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.”

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The Art of Pharmacology: Creative Study Guide Posters

Creator: Brenna Quinn, PhD, RN, NCSN, CNE

Duration: 1:17

Pharmacology is often a challenging course for nursing students. Nurse educators may find study guide posters as a valuable activity to help students learn about medications and as a teaching method that is easy to implement. Students develop posters to display sample medication names, indications for use, mechanism of action, side effects, and patient teaching points/nursing considerations. They include at least 1 poem, 1 acronym, and 1 drawing to convey the drug information. Learn more about this teaching strategy by watching the video and reading the teaching tip.

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Teaching Tip: Reviewing Prior Cardiac Knowledge Using the Headbands Game

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.

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Equitable Education for Introverts: Providing Learning Opportunities that Prepare Nursing Students to be Leaders

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.

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The Clinical Instructor Program: Improving Self-Efficacy for Nurse Educators

Creator: Jeannie B. Weston

Duration: 5:12

Clinicians need to be prepared to teach nursing students. The author describes her study to determine whether an online program, the Clinical Instructor Program (CIP), improved self efficacy for clinicians in the role of clinical instructor. In addition, understanding of the clinical instructor role, knowledge of instructional content, and understanding of instructional strategies were evaluated before and after CIP participation. A primary finding of the study was that overall self-efficacy significantly improved. Watch the video and also read the article: in the article the author describes the program she developed to prepare clinicians for clinical teaching.

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Junior Faculty Teaching Fellowship: A Model to Support Nursing Education Development

Creator: Karen Hande, DNP, Anna Richmond, DNP, and Cynthia Brame, PhD

Duration: 4:34

How should schools of nursing transition clinicians to nursing faculty? Learn how this school did it through a Junior Faculty Teaching Fellowship. In the video and article, the authors describe an innovative, collaborative program for supporting transition and development of critical skills for novice faculty. They share the format they used in the Fellowship for nursing faculty. Here is your chance to learn about the Junior Faculty Teaching Fellowship and the value of this experience to new nursing faculty.

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Debriefing in Laboratory Experiences: A Quality Improvement Project

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.

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Multidimensional Evaluation of Simulation Based Course to Enhance Prelicensure Nursing Students’ Clinical Skills

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.

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The Nurse Educator Institute: An Innovative Strategy to Develop Nursing Faculty

Creator: Camille Reese and Mona Brown Ketner

Duration: 4:47

Nurse educators from the Northwest Area Health Education Center developed a Nurse Educator Institute to prepare clinicians to serve as clinical instructors in schools of nursing. They developed 4 modules that include key content areas for effective teaching in the clinical setting. Participants have options to practice skills they learn during the program.

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Examining the Relationships between Clinical Judgment, Simulation Performance, and Clinical Performance

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.

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Innovative Implementation of Social Determinants of Health in a New Concept Based Curriculum

Creator: Kim A. Decker, PhD, RN, CNS

Duration: 2:25

Learn how nursing faculty incorporated concepts of social determinants of health, using various community clinical experiences, throughout their prelicensure nursing program. A primary goal of their new concept-based curriculum is to prepare students for practice in the changing health care environment by integrating community health concepts throughout the curriculum. These concepts are framed within the social determinants of health. Get ideas for your own nursing program from this video and article.

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Contemplative Practices, Self-Efficacy, and NCLEX-RN Success

Creator: Elisabeth Fiske, PhD, RN

Duration: 4:02

Despite program completion, not all graduates are successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Learn how the author added contemplative practices such as meditation and guided imagery to an NCLEX-RN preparatory course. Students’ self-efficacy scores increased from the beginning to the end of the course, and they reported that these activities were beneficial. After watching the video, be sure to read the full article.

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Concept-Based Curriculum: Changing Attitudes and Overcoming Barriers

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.

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Using Innovative Teaching Strategies to Improve Nursing Student Confidence and Competence in Providing Spiritual Care

Creator: Joan Connors and Palmira Good

Duration: 7:23

The authors describe their teaching methods to help nursing students gain competence and confidence in delivering care that addresses the spiritual dimension of nursing care. These methods include a spiritual simulation, interrupting the simulation at the midway point to introduce Key Phrases and Caring Behaviors©, then restarting the simulation as the students practice implementing the new information into the simulation. Learn from the authors by watch the video and reading the article.

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Appreciative Advising in Nursing Education

Creator: Aggie Read

Duration: 3:00

Academic advising is an important faculty responsibility in nursing education. Through advising, faculty provide academic guidance and emotional support, which enables nursing students to make a smooth transition through their educational and career experiences. Faculty at Vanderbilt University School of Nursing recently implemented an academic advising structure centered on the Appreciative Advising model. Appreciative Advising emphasizes building rapport through mindful listening, encouragement, and positivity. Learn more about this model in the video and be sure to read the article.

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Applying Integrative Learning Strategies and Complexity Theory to Design Simulations for Care of Complex Patients

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.

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Virtually Nursing: Emerging Technologies in Nursing Education

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.

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Content Validation of a QSEN Based Clinical Evaluation Instrument

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.

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Student Engagement in Online Nursing Courses

Creator: Debbie Hampton, FACHE

Duration: 2:15

If you are teaching online, make sure you watch this video and read the full article. This study aimed to determine the level of engagement of registered nurse (RN) to Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing students enrolled in online nursing degree programs and to understand whether there are generational differences in level of student engagement. Significant differences were noted for engagement level between generations of students, but no significant difference was noted in the engagement level of students from RN to BSN, MSN, or DNP programs.

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Developing a Foundation for Interprofessional Education within Nursing and Medical Curricula

Creator: Trisha Leann Horsley, PhD, RN, CHSE, CNE
Trent Reed, DO, FACEP

Duration: 3:51

Effective teamwork is essential to foster patient safety and promote quality patient care. The authors describe how a nursing and a medical school collaborated to systematically integrate interprofessional education (IPE) simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience. Watch the video and read the article to get new ideas on IPE.

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ABCDs of Professional Introductions: Teaching Nursing Students the Most Fundamental of All Communication Skills

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.

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Outcomes of a Bystander Intervention Community Health Service Learning Project

Creator: Kim Decker, PhD, RN, CNS
Desiree Hensel, PhD, RN, PCNS-BC, CNE
Leslie Fasone, EdS, MS

Duration: 3:52

Watch this video and read the article to learn how the faculty integrated a college bystander intervention service-learning project into an entry-level community clinical course. Two years of data showed that students helped improve campus safety. They also developed as professionals. Approximately one-third of the students described a specific incident in which they intervened in the situation.

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Impact of Interprofessional Education among Nursing and Paramedic Students

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.

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Improving Adjunct Nursing Instructors' Knowledge of Student Assessment in Clinical Courses

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.

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Nursing Students with Physical Disabilities: Dispelling Myths and Correcting Misconceptions

Creator: Leslie Neal-Boylan

Duration: 3:55

This article describes barriers and facilitators faced by nursing students with disabilities (SWDs). The goal is to dispel myths and correct misconceptions, promote the utilization of the campus disability office, and make the case that current technical standards may be obsolete. While there is no "one size fits all" approach, there are resources and methods that are available to nurse educators that should be used to end discrimination against SWDs. Watch this video and then read the article. This is an important paper for all nursing faculty to read.

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Using Gagne's 9 Events of Instruction to Enhance Student Performance and Course Evaluations in Undergraduate Nursing Course

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.

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Comparison of 1 Long vs. 2 Shorter Clinical Days on Clinical Learning Outcomes of Nursing Students

Creator: Madelyn Danner

Duration: 4:48

This research compared competency achievement of students (n=146) randomly assigned to 1 long clinical day (12 hours) with those in 2 shorter days (7-8 hours each). There were no significant differences in mean clinical competency achievement scores, and students and faculty concurred on the merits of a longer clinical day. Read the full article in the November/December 2014 issue of Nurse Educator (39:6).

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Infusing Interprofessional Education into the Nursing Curriculum

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.

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Time to Adjust: Team-Based Learning 2 Years Later

Creator: Heidi A. Mennenga

Duration: 4:37

The author transitioned her community health nursing course from traditional lecture to team-based learning (TBL). She describes the implementation of TBL over a 2-year period. Read the full article in the March/April 2015 issue of Nurse Educator.

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Digital Storytelling: An Innovative Technological Approach to Nursing Education

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.

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