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Integrating GoReact Platform into Distance Education

Video Author: Wang, Shu-Yi PhD, RN, CNS; Goerke, Karleen EdD, MSN, RN, NEA-BC
Published on: 07.02.2021
Associated with: Nurse Educator. 46(3):148, May/June 2021

Integrating GoReact Platform into Distance Education

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Creator: Idzik, Shannon DNP, ANP-BC; Buckley, Kathleen PhD, RN; Bindon, Susan DNP, RN; Gorschboth, Susan DNP, AGPCNP-BC; Hammersla, Margaret PhD, ANP-BC; Windemuth, Brenda DNP, FNP-BC; Bingham, Debra DrPH, RN
Duration: 5:15
A final culminating project that is derived from a practice immersion experience is a critical part of a doctor of nursing practice (DNP) program. Many schools use well-designed quality improvement (QI) projects to meet this requirement, but there is no consensus on which QI methods and tools are the most effective for DNP students to demonstrate before graduation. In this video, the authors describe how they implemented the logic model to guide DNP projects. This led to subsequent changes in the curriculum, faculty preparation, and practice partner responsibilities.
Creator: White, Krista A. PhD, RN, CCRN-K, CNE; Chaplin, Lisa T. DNP, NP-C; Heitzler, Ella T. PhD, WHNP, FNP, RNC-OB
Duration: 4:29
Today’s health care system and complexities of patient care require that clinicians be collaborative problem solvers, function in teams, and use best evidence to guide practice. Thus, there is a compelling need for graduate students to learn statistical concepts, computation, and interpretation to inform practice. Learn how these authors used technology and team-based learning to facilitate graduate nursing students’ comprehension of statistical computations in a synchronous distance environment.
Creator: Clark, Cynthia M. PhD, RN, ANEF, FAAN; Landis, Tullamora T. PhD, RN; Barbosa-Leiker, Celestina PhD
Duration: 07:30
This national study examined nursing faculty and administrators' perceptions of civility and incivility in nursing education, ways to address the problem, and psychometric properties of the Workplace Incivility/Civility Survey (WICS). Respondents included 1074 faculty and administrators who identified types and frequency of incivility, severity and contributors to the problem, reasons for avoiding incivility, and strategies to improve civility. Eight themes of uncivil behaviors were garnered. The WICS was shown to be a psychometrically sound instrument to measure civility and incivility. Watch the video and then learn more about the study in the article.
Creator: Nadine Marchi, DNP, CNE,CHSE; Jo Fava Hochuli, DNP; Jodi Kanter, PhD; Sue Bhati, FNP-BC, PhD; Sandra Davis, PhD, DPM, ACNP-BC, FAANP
Duration: 04:39
In this video you will learn how nursing faculty used Theater of the Oppressed, a community-based educational approach using theater as a tool for social change, to teach nursing students about structural racism. Students were divided into groups and assigned a scenario related to equity and racism. They discussed the scenario and developed it for presentation to the class. Students in the class were given the opportunity to enter the scene and become a spectator to play out their own strategies for improving outcomes. Learn more from the teaching tip.
Creator: Foronda, Cynthia PhD, RN, CNE, CHSE, ANEF, FAAN
Duration: 06:54
Based on the Theory of Cultural Humility, Debriefing for Cultural Humility is a novel method created to help learners critically reflect on past events with the lens of better recognizing and understanding diversity and cultural humility. This debriefing method is undergirded by the (1) antecedents, (2) attributes, and (3) outcomes of cultural humility as posited in early work by the author (Cynthia Foronda) from a concept analysis of cultural humility followed by the subsequent theory.
Creator: Burt, Leah PhD, APRN, ANP-BC; Kilroy, Sue PhD, RN
Duration: 05:51
Telemedicine facilitates access to care that is both efficacious and highly satisfactory to patients. As primary health care providers, nurse practitioners (NPs) need to be educated to deliver health care within various settings. Multifocal curricular changes were integrated into an NP clinical course. Students engaged in self-directed learning modules and multiple simulation training sessions, and rotated through telemedicine clinical practicums.
Creator: Foronda, Cynthia PhD, RN, CNE, CHSE, ANEF, FAAN
Duration: 6:54
Based on the Theory of Cultural Humility, Debriefing for Cultural Humility is a novel method created to help learners critically reflect on past events with the lens of better recognizing and understanding diversity and cultural humility. This debriefing method is undergirded by the (1) antecedents, (2) attributes, and (3) outcomes of cultural humility as posited in early work by the author (Cynthia Foronda) from a concept analysis of cultural humility followed by the subsequent theory.
Creator: Chargualaf, Katie A. PhD, RN, CMSRN; Patterson, Barbara PhD, RN, ANEF, FAAN; Elliott, Brenda PhD, RN, CNE
Duration: 7:34
Despite the Joining Forces initiative and recently published veteran care competencies, nursing students and graduates are often unprepared to care for veterans who have unique service-connected illnesses and injuries. The authors evaluated content gaps in prelicensure nursing textbooks with the veteran care competencies knowledge, skills, and attitude (KSA) domains. The skills and attitude domains of veteran care competencies were poorly addressed in nursing textbooks. Overall, the knowledge domain was adequately covered, however, most with limited connection to veterans and veteran care. Competency focused recommendations for expanding and enhancing veteran content, KSAs, and teaching strategies are offered. You will learn a lot from this video and be sure to read about the full study in the article.
Creator: Nadine Marchi, DNP, CNE,CHSE; Jo Fava Hochuli, DNP; Jodi Kanter, PhD; Sue Bhati, FNP-BC, PhD; Sandra Davis, PhD, DPM, ACNP-BC, FAANP
Duration: 4:39
In this video you will learn how nursing faculty used Theater of the Oppressed, a community-based educational approach using theater as a tool for social change, to teach nursing students about structural racism. Students were divided into groups and assigned a scenario related to equity and racism. They discussed the scenario and developed it for presentation to the class. Students in the class were given the opportunity to enter the scene and become a spectator to play out their own strategies for improving outcomes. Learn more from the teaching tip.
Creator: Burt, Leah PhD, APRN, ANP-BC; Kilroy, Sue PhD, RN
Duration: 5:51
Telemedicine facilitates access to care that is both efficacious and highly satisfactory to patients. As primary health care providers, nurse practitioners (NPs) need to be educated to deliver health care within various settings. Multifocal curricular changes were integrated into an NP clinical course. Students engaged in self-directed learning modules and multiple simulation training sessions, and rotated through telemedicine clinical practicums.
Creator: Fiske, Elizabeth PhD, RN, CNE; Reed Ashcraft, Kellie PhD, MSW; Hege, Adam PhD, MPA, CHES; Harmon, Kristin MSW, LCSW, CCTP
Duration: 3:39
We recognized the need to educate future health care professionals to provide trauma-informed care, develop resilience skills, and collaborate with other disciplines to provide this care. We used a systematic instructional design process and an interprofessional approach to design and deliver the course. Students gained valuable experience that will help them contribute to interprofessional teams in the future. Students also practiced resilience techniques essential for health care professionals.
Creator: Wang, Shu-Yi PhD, RN, CNS; Goerke, Karleen EdD, MSN, RN, NEA-BC
Duration: 4:52
Integrating GoReact Platform into Distance Education
Creator: Smith, Susan M. MSN, RN, NPD-BC, FNP; Buckner, Martha PhD, RN; Jessee, Mary Ann PhD, RN; Robbins, Veronica BSN, RN; Horst, Tessa MSN, RN, NPD-BC, CDCES, CPN; Ivory, Catherine H. PhD, RN-BC, RNC-OB, FAAN
Duration: 6:14
The COVID-19 pandemic disrupted nursing education and required modification of instructional methods and clinical experiences. This study examined the impact on 340 new graduate nurses (NGNs) at an academic medical center. More than half (67.5%, n = 295) of NGNs reported changes to clinical experiences, ranging from 0 to 240 hours transitioned to virtual (n = 187; median, 51; interquartile range, 24-80). NGNs fear missing important details or doing something wrong in providing patient care. They identified the need for preceptor support, guidance, teaching, and continued practice of skills.
Creator: Tornwall, Joni PhD, RN; McGaughy, Melinda DNP, APRN, FNP-BC; Schubert, Carolyn DNP, CNE, RN-BC
Duration: 4:56
Students who value peer feedback processes are more likely to provide supportive feedback to peers. The authors conducted a secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses. Common themes included the potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers. Learn about this study and strategies you can use in your courses. After watching the video be sure to read the article.
Creator: David R. Want, DNP, FNP-C, RN; Bethany J Cieslowski, DNP, MA, RN, CHSE
Duration: 2:59
Faculty deployed robot telepresence into scenarios to enrich the learning experience for students. Faculty developed a simulation to orient students to inpatient clinical procedures, including patient verification, medication administration, and handoff of care, prior to entering clinical practice. A sub-aim was to provide an interactive, immersive environment. Students rotated through the simulation in groups of 6 using Double-2 iPad robots to participate and debrief. You will enjoy the video and also read the teaching tip.
Creator: Palmer, Janice L. PhD, RN, CNE; McLaughlin, Dorcas E. PhD, RN; Hankamer, Beth A. MSN, RN
Duration: 6:08
In this video and accompanying article, you will learn about a full-day simulation boot camp developed for students preparing for the nurse educator role. The authors developed a model for increasing educators’ knowledge and confidence in planning, running, debriefing, and evaluating simulation sessions. Educators learned about their role and best practices in simulation.
Creator: Phillips, Tiffany A. DNP, NP-C; George, Tracy P. DNP, APRN-BC, CNE; Munn, Allison C. PhD, RN; Townsend, Anna Katherine DNP, APRN, FNP-C
Duration: 3:43
Nurse practitioner (NP) students need to be prepared for their first clinical experiences. A half-day preclinical immersion was instituted at the beginning of NP students' first clinical course. Data were collected before the immersion, after, and during the last 2 weeks of the first clinical course. Students' ratings of their clinical skills and knowledge improved during the duration of the semester for 5 of the 7 items. The use of preclinical immersion experiences may prepare students both practically and emotionally for their first NP clinical experience.
Creator: Viveiros, Jennifer PhD, RN, CNE; Medeiros, Kiley MS, RN
Duration: 5:10
Using case studies in a synchronous online class  is an active learning strategy designed to engage students in applying knowledge in patient care. Word clouds provide real-time opportunities to uncover students' clinical reasoning and encourage their participation.  Learn more about this teaching strategy in this video. Be sure to read the teaching tip and look at the students’ word cloud at http://links.lww.com/NE/A832
Creator: Chunta, Kristy PhD, RN, ACNS, BC; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF; Chicca, Jennifer MS, RN, CNE, CNEcl
Duration: 4:19
In this video and article, Dr. Chunta shares strategies for teaching Generation Z students in online learning environments. She describes ways to foster student engagement, stimulate intellectual development, and build rapport with students, while considering characteristics specific to this generation of nursing students.
Creator: Fay, Rebecca DNP, APRN, CNM, WHNP-BC, CNE, FACNM; Swint, Charlotte DNP, MPH, FNP-BC, CNE; Thrower, Eileen J. B. PhD, APRN, CNM, CNE, FACNM
Duration: 7:09
Collaborative scholarship groups, including collaborative writing groups, can be useful for encouraging nurse educators to engage in scholarship. The authors of this article share a 10-step process for collaborative scholarship through the work of a group of nurse educators at an online nursing university. Gain an understanding of this type of scholarship group in the video.