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September/October 2020 - Volume 45 - Issue 5

  • Marilyn H. Oermann, PhD, RN, ANEF, FAAN
  • 0363-3624
  • 1538-9855
  • 6 issues / year
  • Nursing 57/123
  • 1.454
Clinical faculty (n=193) in prelicensure programs from 25 states reported that students are often restricted in retrieving patient health information, documenting assessment data and care, and using medication administration systems. Students alternatively use faculty or staff nurses’ system security access. This is a must-read article. What physical assessment skills should we teach in prelicensure nursing programs? Faculty (n = 402) from across the US ranked skills associated with the integumentary, central nervous, and cardiovascular systems as the most critical skills to teach. In this issue you also will learn about nursing students’ mindsets, the impact of the length of students’ clinical shift on learning outcomes and care quality, 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

Faculty Perceptions of the Importance of Physical Assessment Skills Taught in Prelicensure Nursing Education

Fusner, Stacy M.; Moots, Hollie; O'Brien, Tara; More

Nurse Educator. 45(5):248-251, September/October 2020.

Faculty Perceptions of the Importance of Physical Assessment Skills Taught in Prelicensure Nursing Education

Nursing Students' Attitudes Toward Nursing Education Research and Participation in Pedagogical Research

Burrell, Sherry A.; Ross, Jennifer Gunberg; Heverly, Mary Ann; More

Nurse Educator. 45(5):277-282, September/October 2020.

Nursing Students’ Attitudes Toward Nursing Education Research and Participation in Pedagogical Research

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Traditional mentoring programs typically pair new with experienced faculty members who are expected to provide guidance and advice. In our new approach, 3 generations of faculty formed a team composed of a tenured, a midcareer, and a new faculty member. The midcareer educator was better suited to help the novice prepare to teach, as they had recently been through the process, whereas the tenured faculty member was able to provide scholarship support to both. After watching the video, learn about details of this approach in the article.
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​Are you looking for an innovative way of helping students learn about infection control and connect different infection control concepts together?  In this video, the author shares a game she created as part of a module on high-touch items and hand hygiene.  Read more about this in her Teaching Tips.
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Many schools still struggle to effectively prepare nursing students with competencies in informatics and health care technology. Dr. Bove discusses her study, which provides an update of the 2013 status report on the integration of informatics in nursing education. While there was some improvement in the number of informatics courses in the programs reviewed, faculty need support to overcome barriers to teaching informatics. Learn more about this study in this video and article.
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Faculty members can equip nursing students with various resources to help them with their transition from student to nurse. The authors’ article and this video provide faculty with strategies for leading effective conversations with students about the transition-to-practice work environments. 
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Without strong leadership skills, nurses may struggle to navigate the role transition from student to professional nurse. Leadership fables offer situations that require leadership skills and actively involve students in process. Fables provide a brief, meaningful leadership story and culminate with lessons learned and takeaways for future reference. The authors explain how they use leadership fables in their course. Watch this video and read the article to learn how you use fables in your teaching.