About this Issue: January/February 2018
The number and types of initiatives related to interprofessional education (IPE) continue to expand. In one of our lead articles in this issue, authors report on a systematic review of the research on IPE in nursing. More studies with rigorous research designs are needed to compare outcomes for interprofessional interventions and determine the effectiveness of IPE on patient outcomes. We also need more research on clinical teaching models and to build evidence to guide teaching practices in the clinical setting. Rusch et al report on the development and evaluation of 2 resources for faculty and clinical partners on teaching roles and desired learning outcomes in the dedicated education unit model of clinical nursing education. Have you integrated evidence-based practice (EBP) in your curriculum? A study in this issue reports on knowledge of EBP among prelicensure nursing students before, immediately following, and 1 year after completing an EBP course. The findings provide a benchmark for faculty to gauge the effectiveness of instruction on EBP in their own programs. Do your students complete their reading assignments in your online courses? In your face-to-face courses? Is this an issue in your nursing program? Be sure to read the article on motivating nursing students to complete their assigned readings using Monte Carlo quizzes for online delivery. If you are teaching an online course, stop what you are doing to read the study comparing learning outcomes with interactive video communication versus giving text-based feedback to students. This study provides evidence on how best to promote teaching, social, and cognitive presence in an online nursing course. We have a number of interesting articles on simulation, eg, on using simulation to promote intercultural competency and to learn how to communicate with patients from different cultures. Another paper reports on an integrative review of research on learner stress in simulation. Don't miss the study on students' perceptions of confidentiality, accountability, and e-professionalism related to Facebook. I think you also will like the article by Tinnon et al. This is a scholarly paper on applying the Code of Ethics to our role as nurse educators. For readers who teach in graduate nursing programs, be sure to read the articles that describe a new DNP course on clinical data management and analysis and Sanchez' description of fellowship programs for APRNs. The January February issue is full of valuable articles to guide how you teach. As always: Share the journal with others.
Marilyn H. Oermann, Editor-in-Chief