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July/August 2019 - Volume 44 - Issue 4

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • Nursing 54/118
  • 1.245
This issue focuses on DNP education, beginning with an article on using a logic model for the development and improvement of DNP scholarly project processes. Other articles present an appreciative advising model for DNP students, a DNP health policy course based on the Faculty Policy Think Tank recommendations, practical within-course writing development strategies for DNP students, and preparation for a nurse faculty role. If you don’t teach in a DNP program, this issue also includes articles on innovative teaching methods, an error and near-miss reporting form you can use in your own program, outcomes of active student and observer roles in simulation, and more. 

Also take a few minutes to watch our videos and listen to our podcasts.

Marilyn H. Oermann, Editor-in-Chief

Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation

Bates, Teresa A.; Moore, Leslie C.; Greene, Debbie; More

Nurse Educator. 44(4):216-221, July/August 2019.

Benefits of Peer Mentoring in Prelicensure Nursing Education: A Dual PerspectiveComparing Outcomes of Active Student and Observer Roles in Nursing Simulation

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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.
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​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).
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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. After watching the video, please read the article.

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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.
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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.