Journal Logo

Advanced Search

November/December 2020 - Volume 45 - Issue 6

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • Nursing 57/123
  • 1.454
Nursing programs experienced a profound shift in teaching approaches because of COVID-19. Learn how faculty developed a cohesive approach to virtual clinical education that focused on clinical judgment. For many schools, this shift also included moving courses online (quickly). Be sure to read the study on the self-efficacy and satisfaction of faculty who teach online and how to facilitate this in your school. Other articles report a national study on students’ needlestick injuries, student retention, teaching with Zoom, and more. 

Also take a few minutes to watch our videos and subscribe to Nurse Educator Tips for Teaching Podcast on Apple Podcasts or Google Play Music where experts share new ideas.

Marilyn H. Oermann, Editor-in-Chief

Self-efficacy and Satisfaction With Teaching in Online Courses

Hampton, Debra; Culp-Roche, Amanda; Hensley, Angie; More

Nurse Educator. 45(6):302-306, November/December 2020.

Self-efficacy and Satisfaction With Teaching in Online Courses

​

As more nursing courses are taught online, nurse educators need  to adopt creative approaches to online formative assessment strategies. Low-stakes assessments of student comprehension allow teaching approaches to be adjusted quickly in asynchronous virtual environments. A classroom assessment technique commonly known as “the muddiest point" has proven to be useful in gathering feedback from students about concepts they are struggling with and improve comprehension prior to high-stakes examinations. Learn how to use muddiest points assessment in a large online course in this video and teaching tips article.
​
​Open educational resources (OERs) provide many benefits in nursing education, such as continuously updated course content and textbook cost savings. This study explored the effectiveness of OER adoption in an online nursing informatics course in an RN-BSN completion program. The study compared course grades and student course satisfaction between an OER-based (n = 70) and textbook-only (n = 73) course. The results showed that courses designed with OER content can improve student performance and maintain course satisfaction. Enjoy this video. Read the article ​to learn more about the study and OER.

​
Systems thinking (ST) has been shown to improve systems and decrease errors. The authors describe their multisite study that examined the impact of Friday Night at the ER (FNER), a table-top simulation designed to teach ST to a variety of prelicensure and postlicensure health care students. The FNER table-top simulation was found to improve ST in a wide variety of health-related majors.​ Learn more by watching the video and reading the article​.


​
Cultivating healthy lifestyle beliefs (HLBs) can result in positive health outcomes for students during their nursing program. This study examined the effectiveness of short wellness interventions (microlearning) in nursing courses on reducing stress and anxiety and enhancing HLB. The intervention group reported higher HLB, lower anxiety, and lower stress. Student comments were favorable and included enjoying the activities, weight loss success, and mindfulness strategies. Watch the video and read the article!
​
Empathy can be challenging when caring for individuals with alcohol use disorders (AUDs). This study examined the effectiveness of simulation for enhancing the empathy of nursing students toward patients with AUD. Empathy was measured with the Comprehensive State Empathy Scale and focus groups. There were no differences in scores between pre and posttest. Students gained other learning from the simulation. Learn more about this study in the video and article.