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November/December 2021 - Volume 46 - Issue 6

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • 2.082
    5-year Impact Factor: 2.019
The National Organization of Nurse Practitioner Faculties has made the commitment to move entry-level nurse practitioner education to the DNP degree by 2025. Four workgroups with broad representation addressed issues in education, outcomes, capacity, and messaging related to this transition. Faculty explored the impact of COVID-19 on new graduate 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. In another study, 113 prelicensure students from 3 countries perceived their learning needs were better met in a traditional clinical environment than in face-to-face simulation or screen-based simulation (rated lowest). This issue includes many articles and teaching tips that you can use with your students. Read the issue and pass to colleagues. 

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Marilyn H. Oermann, Editor-in-Chief

Strategies to Move Entry-Level Nurse Practitioner Education to the Doctor of Nursing Practice Degree by 2025

Idzik, Shannon; Buchholz, Susan W.; Kelly-Weeder, Susan; More

Nurse Educator. 46(6):336-341, November/December 2021.

Strategies to Move Entry-level Nurse Practitioner Education to the Doctor of Nursing Practice Degree by 2025

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

Mannino, Jennifer Emilie; Watters, Pamela; Cotter, Elizabeth; More

Nurse Educator. 46(6):342-348, November/December 2021.

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

Meeting Undergraduate Nursing Students' Clinical Needs: A Comparison of Traditional Clinical, Face-to-Face Simulation, and Screen-Based Simulation Learning Environments

Leighton, Kim; Kardong-Edgren, Suzan; Schneidereith, Tonya; More

Nurse Educator. 46(6):349-354, November/December 2021.

Meeting Undergraduate Nursing Students’ Clinical Needs: A Comparison of Traditional Clinical, Face-to-Face Simulation, and Screen-based Simulation Learning Environments

TeamSTEPPS Curricular-Wide Integration: Baccalaureate Nursing Students' Knowledge, Attitudes, and Perceptions

Ross, Jennifer Gunberg; Latz, Eleanor; Meakim, Colleen H.; More

Nurse Educator. 46(6):355-360, November/December 2021.

TeamSTEPPS® Curricular-Wide Integration: Baccalaureate Nursing Students’ Knowledge, Attitudes, and Perceptions

Practice and Quality Improvement Leaders Survey of Expectations of DNP Graduates' Quality Improvement Expertise

Hammersla, Margaret; Belcher, Anne; Ruccio, Lucy Rose; More

Nurse Educator. 46(6):361-365, November/December 2021.

Practice and Quality Improvement Leaders Survey of Expectations of DNP Graduates’ Quality Improvement Expertise

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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. 
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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.
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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!
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 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.​ Watch the video and read the article ​to learn more.
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 ​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.

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