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January/February 2019 - Volume 44 - Issue 1

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • Nursing 54/118
  • 1.245

If you are thinking about transitioning to a concept based curriculum (CBC), or are planning a review of your own CBC, the study by Brussow et al is a must-read. The authors report on their national study that developed a representative list of concepts and exemplars for a CBC. They share the list in a supplemental file and provide an example of how to use a leveled approach to positioning exemplars within the curriculum. This article is OPEN so you can download and share freely with others. Many faculty are working hard to integrate interprofessional education in their programs: learn how to use the communication wheel with interprofessional students and access a tool for debriefing interprofessionally. Tired at the end of a clinical practicum? Want a new idea for your post conferences? Hannans shares her strategy for conducting asynchronous online postconferences using technology. A study in this issue reports on nursing student readiness for practice. Students scored highest in professional attributes but lowest in time management, prioritization, management of multiple patients, and pharmacology knowledge. These are a few highlights from this issue – read the other articles too and share with colleagues. Also take a few minutes to watch our videos and listen to our podcasts.

Marilyn H. Oermann, Editor-in-Chief

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​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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​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.
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​Students lack experience in making connections between signs and symptoms and the patient’s acuity level. Many students fail to notice when a patient is deteriorating. The Levels of Sickness Teaching Strategy helps students recognize clinical deterioration in a timely manner by understanding the meaning of a wide range of signs and symptoms. This teaching strategy, referred to as the Sick tool, can be used in the classroom, simulation, and clinical settings. Learn about this strategy by watching this video and reading the article.

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​If you are teaching skills to nursing students, do not miss watching this video and reading the Teaching Tip: the author describes the learning activity she developed to teach suturing to nurse practitioner students. Deliberate practice was paired with reciprocal peer teaching (RPT) to produce an environment of active learning while achieving the learning objectives. Principles of deliberate practice do not require that the instructor be the one providing the feedback. With this in mind, students observed and assisted each other in the process of skill acquisition. RPT promotes increased student engagement by assigning the students an active role in the learning activity. 
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​Patients facing serious, life-limiting illnesses and their families benefit from receiving palliative care. Prelicensure nursing students can be educated to provide this primary care to patients. Dr. Mazanec describes the development and implementation of the ELNEC (End-of-Life Nursing Education Consortium) curriculum, an innovative online curriculum that prepares students with essential primary palliative nursing knowledge and skills. After watching this video, be sure to read the article, which provides resources you can use in your own nursing program.

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​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. 

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