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Is Cognitive Test-taking Anxiety Associated with Academic Performance among Nursing Students?

Video Author: Susan M. Duty, ScD, RN
Jocelyn Loftus, MSN, RN
Ladonna Christian, MSN, RN
Published on: 03.14.2016
Associated with: Nurse Educator. 41(2):70-74, March/April 2016

Are your students stressed when taking tests in your course? Does that anxiety affect their grades? Watch this video and read the article to learn more about the relationship of test anxiety and academic performance among nursing students. Modest but statistically significant lower examination grade T scores were observed for students with high compared with low levels of cognitive test anxiety. High levels of anxiety were associated with reduced academic performance.

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Creator: Schultz, Celeste M. PhD, RN-BC, CPNP-PC; Krassa, Teresa J. PhD, RN, CNE
Duration: 3:09
Little is known about the use of schools for the pediatric clinical practicum. Out of 108 faculty, 27 (25%) reported using schools for the pediatric practicum. Most nursing students (85.1%) spent 23 total hours or less in schools obtaining anthropometric measurements, reviewing immunizations, and providing health education to children, parents, and teachers. Using schools for the pediatric practicum is thought to be a common practice; our findings suggest otherwise. Nursing faculty need to consider which pediatric clinical settings provide the best experience to prepare future nurses. Learn more about this important study in the video and article.
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Creator: Cobourne, Kaitlin MSN Ed, RN; Robb, Meigan PhD, RN
Duration: 3:54
Post-exam reviews are an essential part of the learning process in nursing education. Traditionally, these reviews are faculty-led, occur in a face-to face setting, and include the discussion of questions and rationales for correct answers. However, faculty can also offer virtual post-exam reviews that are student-led and focus on self-reflection of exam content and test performance. This video and article discuss planning for virtual post-exam review sessions. Strategies that support student reflection, such as exam wrappers, are provided.
Play
Creator: Brown, Lynn Greenleaf DNP, RN-BC, CNE; Cicchino, Amy PhD
Duration: 5:07

Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. Watch the video and read this article to learn how you can implement online asynchronous peer review in your courses.

Play
Creator: MacDonald, Angela DNP, RN; Pusey-Reid, Eleonor DNP, MEd, RN
Duration: 2:04

There is limited information on the development of academic policies in nursing programs. Despite nurse educators’ unequivocal and frequent use of policies in their day-to-day interactions to manage students and courses, there are no dedicated resources available in the literature to assist nursing faculty with the development of this skill set. The authors in this video and article provide guidance to nursing faculty on writing equitable academic policies for schools of nursing.

Play
Creator: Anderson, Maighdlin DNP, RN, ACNP-BC, CCRN, PHRN; Kelly, Linda R. JD, MSN, RN; Lauderman, Christina MSN, CEN, TCRN; Bench, Jenna R. DNP, RN, NNP-BC, ELBW-C; Miller, Susan DNP, RN, CCNS, PCCN; Harlan, Melissa D. DNP, RN, ACNS-BC
Duration: 2:35
Two types of evolving case studies were developed to simulate patient care interactions and for students to gain sound clinical judgment and improve communication skills. The case studies used Microsoft Word and Excel to create an electronic medical record. For each patient chart created in Word, a series of documents were developed to provide a comprehensive picture of the patient. Learn how to use these case studies in your courses in this video and article.
Play
Creator: Tait, Mindy L. PhD, CRNP-BC
Duration: 9:31

Pharmacology courses require a blend of memorization and application of content. As educators prepare students to take the Next Generation NCLEX (NGN), consideration should be given to learning activities that support the integration of knowledge and practice and prepare prelicensure students to begin applying clinical judgment when presented with new information. In this video the author describes use of a Highlight Table item for teaching pharmacology, illustrates it use, and explains how she implements it in class. Be sure to also read the teaching tip article.

Play
Creator: Lebo, Chelsea MSN, RN, MEDSURG-RN, CHSE; Whalen, Dara PhD, MSPH, CRNP, FNP-BC, CNE, SANE; Jackson, Deirdre MSN, APN, CNE, CNL, CPN
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Faculty need to be competent in giving difficult feedback to learners. Students in a nurse educator program participated in a simulation where they were the faculty member meeting with a junior nursing student who had medication administration critical near misses. The faculty member needs to counsel the student and have a difficult conversation about not passing the course. In this video, Ms Lebo describes the simulation and its use in preparing future nurse educators.
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Creator: Nichols, Lynn Stover PhD, RN, BC, SANE; Pollio, E. Whitney EdD, MSN, RN; Patton, Emily DNP, CRNP, FNP-C; Johnson, Cori DNP, CRNP, AGNPC; Shirey, Maria R. PhD, MBA, RN, NEA-BC, ANEF, FACHE, FNAP, FAAN
Duration: 3:55
Primary care health settings provide access to services for underserved populations, yet nurses are currently underutilized on the primary care health care team. The author describes the development, implementation, and evaluation of an innovative course that builds the primary care nurse workforce capacity.
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Creator: Scheckel, Martha PhD, RN; Kiersch, Cameron DNP, RN; Kuhl, Lynne M. MSN, RN; Bubbers, Terresa DM; Howell, Jamie MSN, RN, IBCLC, LCCE
Duration: 3:55
To stay current with changes in health care and nursing practice, nursing faculty must have competencies in curriculum revisions. Despite these necessary competencies, curriculum redesign is not an easy task. Although there are a plethora of tools, techniques, and processes for embarking on a curriculum revision, few curriculum revisions are situated in quality improvement (QI) methods. This article provides an exemplar of how faculty in 1 prelicensure nursing program used the Collaborative Improvement Model (CIM), a model created using QI methods, to revise their curriculum. Learn how to use the CIM in this video and article.
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Creator: Yordy, Morgan A. DNP, RN-BC, ACNS-BC, FCNS; Kartovicky, Leah MEd, CRC, NCC; Pope, W. Stuart DNP, DMin, RN
Duration: 3:00
Animal-assisted therapy (AAT) is based on the human-animal bond theory, which emphasizes the mutually beneficial bond that exists between humans and animals. The increased implementation of AAT in health care settings and the growing understanding of the positive impact of AAT emphasize the need for nurse educators to provide opportunities for students to learn more about AAT. The authors develop an AAT elective nursing course, which includes simulations as feasible means for students to explore applications of AAT in hospital and home settings. You will love this video and be sure to read the article.
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Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC
Duration: 8:31
Teach the Teacher is a peer learning activity in which Advanced Practice Nursing students develop essential competencies in communication and disease management. Faculty provides each student a disease pathology within the population focus. Each student develops a 7-minute video presentation to Teach the Teacher about the disease pathology. The presentation must include interactive content such as graphics, short instructional videos, mind maps, and family education. Learn more in this video and article.
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Creator: Hand, Mikel W. EdD, RN, OCN, NE-BC, NEA-BC; Evans, Jennifer DNP, RN; Swenty, Constance DNP, RN, CWON; White, Ann PhD, RN, NE-BC; Chen, Chen DrPH
Duration: 1:13
Student resiliency, success, and retention are top priorities for nursing programs. A cross-sectional descriptive study of 199 nursing students from organizations that comprise the Community Patient Safety Coalition Nursing Research Consortium revealed that students had low resiliency (P < .0001) and low physical and mental health (P < .0001) compared with the general population. Student resilience was positively correlated to self-perception of physical and mental health. Learn more about this interesting study in the video and article.
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Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN
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In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

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Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN
Duration: 4:46
Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.
Play
Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL
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For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.
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Creator: Secginli, Selda PhD; Nahcivan, Nursen O. PhD; Bahar, Zuhal PhD; Fernandez, Ritin PhD; Lapkin, Samuel PhD
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This study examined factors related to nursing students' (n=227) intention to report medication errors (MEs) and the use of the Turkish version of the Theory of Planned Behavior Medication Safety Questionnaire (TPB-MSQ-T). Attitudes and perceived behavioral control were significant predictors of intention to report MEs but subjective norms did not predict it. The TPB-MSQ-T can be used for identifying the main determinants of intention to report MEs. Watch the video and learn more about the research in this article.
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Creator: Varagona, Lynn PhD, RN; Myers, Rachel PhD, RN; Wilson, Astrid PhD, RN
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Many nurses do not have empathic communication skills. This study compared the efficacy of 2 interventions to increase nursing students' use of empathic communication. The study was a randomized controlled trial comparing weekly empathic communication email reminders, an empathic communication quick reference guide, both, or neither. The group that received emails only showed a significant increase above the control group. Weekly empathic communication email reminders can increase nursing students' use of empathic communication above and beyond traditional lectures and class activities.
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Creator: Street, Nancy White ScD, PPCNP-BC; Bermudez, Laura MAA; Lawton, Alexis BA; Barry, Donna MS, ANP-BC; Mandel, Leslie PhD, MA, MSM
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Global partnerships amplify nursing leadership capacity in low-resource countries. The authors examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master of nursing degree. Longitudinal qualitative data collection included interviews and observations among 28 participants. Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. You will enjoy this video – read the full article too.
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Creator: Pirani, Sarah
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Learn with the Aging Patients provides students with an opportunity to create their patients from adolescents to end of life, using a reverse case study method. Students are given the diagnoses and age brackets of their patients, along with a framework and guiding questions 1 week before class. Each hour in class their patients age approximately 10 to 20 years. With each new age bracket, their patient develops a new condition. Dr. Pirani describes this innovative teaching strategy in this video and Teaching Tip.
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Creator: Hudson, Tamika DNP, APRN, FNP-C; Steed, Julia PhD, RN, FNP-BC; Parker, Shaunna MSN, WHNP-BC; Johnson, Rolanda PhD, MSN, RN; Norman, Linda DSN, RN, FAAN
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The lack of a diverse nursing workforce and inclusive nursing student pipeline can impact existing health disparities in the U.S. Developing collaborative relationships with historically Black colleges and universities (HBCUs) for recruitment is a mutually beneficial strategy. Undergraduate interns from 3 HBCUs attended a 6-week summer nursing immersion program at a graduate school of nursing on the campus of a predominately White institution. The program managed by Black nurse faculty provides a recruitment strategy.
Play
Creator: Cobourne, Kaitlin MSN Ed, RN; Robb, Meigan PhD, RN
Duration: 3:54
Post-exam reviews are an essential part of the learning process in nursing education. Traditionally, these reviews are faculty-led, occur in a face-to face setting, and include the discussion of questions and rationales for correct answers. However, faculty can also offer virtual post-exam reviews that are student-led and focus on self-reflection of exam content and test performance. This video and article discuss planning for virtual post-exam review sessions. Strategies that support student reflection, such as exam wrappers, are provided.
Play
Creator: Brown, Lynn Greenleaf DNP, RN-BC, CNE; Cicchino, Amy PhD
Duration: 5:07

Because patient care depends on nurses' ability to effectively communicate, nursing students need opportunities to develop written and oral communication skills through low-stakes activities. However, content-intensive classes and clinical schedules are obstacles to explicit writing support. Online asynchronous peer review can be an effective solution. Students participated in an online asynchronous peer review intervention. Students reported their perceptions of the peer review and subsequent revisions. Watch the video and read this article to learn how you can implement online asynchronous peer review in your courses.

Play
Creator: MacDonald, Angela DNP, RN; Pusey-Reid, Eleonor DNP, MEd, RN
Duration: 2:04

There is limited information on the development of academic policies in nursing programs. Despite nurse educators’ unequivocal and frequent use of policies in their day-to-day interactions to manage students and courses, there are no dedicated resources available in the literature to assist nursing faculty with the development of this skill set. The authors in this video and article provide guidance to nursing faculty on writing equitable academic policies for schools of nursing.

Play
Creator: Anderson, Maighdlin DNP, RN, ACNP-BC, CCRN, PHRN; Kelly, Linda R. JD, MSN, RN; Lauderman, Christina MSN, CEN, TCRN; Bench, Jenna R. DNP, RN, NNP-BC, ELBW-C; Miller, Susan DNP, RN, CCNS, PCCN; Harlan, Melissa D. DNP, RN, ACNS-BC
Duration: 2:35
Two types of evolving case studies were developed to simulate patient care interactions and for students to gain sound clinical judgment and improve communication skills. The case studies used Microsoft Word and Excel to create an electronic medical record. For each patient chart created in Word, a series of documents were developed to provide a comprehensive picture of the patient. Learn how to use these case studies in your courses in this video and article.
Play
Creator: Tait, Mindy L. PhD, CRNP-BC
Duration: 9:31

Pharmacology courses require a blend of memorization and application of content. As educators prepare students to take the Next Generation NCLEX (NGN), consideration should be given to learning activities that support the integration of knowledge and practice and prepare prelicensure students to begin applying clinical judgment when presented with new information. In this video the author describes use of a Highlight Table item for teaching pharmacology, illustrates it use, and explains how she implements it in class. Be sure to also read the teaching tip article.

Play
Creator: Lebo, Chelsea MSN, RN, MEDSURG-RN, CHSE; Whalen, Dara PhD, MSPH, CRNP, FNP-BC, CNE, SANE; Jackson, Deirdre MSN, APN, CNE, CNL, CPN
Duration: 3:43
Faculty need to be competent in giving difficult feedback to learners. Students in a nurse educator program participated in a simulation where they were the faculty member meeting with a junior nursing student who had medication administration critical near misses. The faculty member needs to counsel the student and have a difficult conversation about not passing the course. In this video, Ms Lebo describes the simulation and its use in preparing future nurse educators.
Play
Creator: Nichols, Lynn Stover PhD, RN, BC, SANE; Pollio, E. Whitney EdD, MSN, RN; Patton, Emily DNP, CRNP, FNP-C; Johnson, Cori DNP, CRNP, AGNPC; Shirey, Maria R. PhD, MBA, RN, NEA-BC, ANEF, FACHE, FNAP, FAAN
Duration: 3:55
Primary care health settings provide access to services for underserved populations, yet nurses are currently underutilized on the primary care health care team. The author describes the development, implementation, and evaluation of an innovative course that builds the primary care nurse workforce capacity.
Play
Creator: Bordelon, Curry DNP, NNP-BC; Wood, Tara DNP, NNP-BC
Duration: 8:31
Teach the Teacher is a peer learning activity in which Advanced Practice Nursing students develop essential competencies in communication and disease management. Faculty provides each student a disease pathology within the population focus. Each student develops a 7-minute video presentation to Teach the Teacher about the disease pathology. The presentation must include interactive content such as graphics, short instructional videos, mind maps, and family education. Learn more in this video and article.
Play
Creator: Garber, Kelli DNP, APRN, PPCNP-BC; Gustin, Tina DNP, CNS, RN
Duration: 6:01

In this video, Kelli Garber, DNP, APRN, PPCNP-BC, Lead Advanced Practice Provider and Clinical Integration Specialist, MUSC Center for Telehealth, explains the growth of telehealth and preparing providers and students to use telehealth in their practice. Be sure to read about her study that evaluated provider adoption of telehealth based on the type of telehealth education they received.

Play
Creator: Osakwe, Zainab Toteh PhD, MPhil, NP, RN; Obioha, Chinedu U. MSc, MPH; Minuti, Aurelia MLS; Atairu, Minne MA; Osborne, Jennel C. PhD, MSNEd, RN
Duration: 4:46
Increasing diversity in the nursing workforce is key to decreasing long-standing health disparities in the US. Dr. Osakwe led a team that conducted a systematic review to examine barriers and facilitators to success among underrepresented minority students in nursing education. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive experiences in courses, family and financial support, and diverse/inclusive learning environments. Learn more about the study in this video by the lead author and then follow up by reading the article.
Play
Creator: Shatto, Bobbi PhD, RN, CNL; Meyer, Geralyn PhD, RN, CNL, CNE; Krieger, Mary MLIS, RN; Kreienkamp, Maria Josefa MSN(c); Kendall, Ashley RN, MSN, CNL; Breitbach, Nicole MSN, RN, CNL
Duration: 4:49
For practice readiness, graduates need minimal competence in many areas. A systematic literature review was done to determine whether there is evidence of the objective assessment of learning in the senior year that aligns with the new AACN domains. Database searches in Scopus, CINAHL, Ovid MEDLINE, ERIC, and Web of Science resulted in 40 peer-reviewed articles. MERSQI scoring was applied. Six of the 10 AACN domains were addressed in the literature. Many studies used investigator-developed tools with no validity or reliability.
Play
Creator: Street, Nancy White ScD, PPCNP-BC; Bermudez, Laura MAA; Lawton, Alexis BA; Barry, Donna MS, ANP-BC; Mandel, Leslie PhD, MA, MSM
Duration: 7:23
Global partnerships amplify nursing leadership capacity in low-resource countries. The authors examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master of nursing degree. Longitudinal qualitative data collection included interviews and observations among 28 participants. Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. You will enjoy this video – read the full article too.
Play
Creator: Hudson, Tamika DNP, APRN, FNP-C; Steed, Julia PhD, RN, FNP-BC; Parker, Shaunna MSN, WHNP-BC; Johnson, Rolanda PhD, MSN, RN; Norman, Linda DSN, RN, FAAN
Duration: 3:47
The lack of a diverse nursing workforce and inclusive nursing student pipeline can impact existing health disparities in the U.S. Developing collaborative relationships with historically Black colleges and universities (HBCUs) for recruitment is a mutually beneficial strategy. Undergraduate interns from 3 HBCUs attended a 6-week summer nursing immersion program at a graduate school of nursing on the campus of a predominately White institution. The program managed by Black nurse faculty provides a recruitment strategy.
Play
Creator: Bittner, Nancy Phoenix PhD, CNS, RN; Campbell, Elizabeth MSN, RN; Gunning, Thomas MSN, RN
Duration: 03:01
The dedicated education unit (DEU) is an innovative approach to clinical education, which uses clinical nurses with expert practice consistently in a competency-based experience. Participants (243 students with 179 non-DEU and 64 DEU students) completed the Nursing Executive Center's Critical Thinking Diagnostic Assessment tool before and after their clinical experience. There were significant increases in total pretest and posttest score means (p < .05) for the DEU (intervention) group. Results support the efficacy of the DEU model in developing critical thinking.
Play
Creator: Ward, Nicole PhD, RN, APRN, WHNP-BC; McCance, Colton DNP, APRN, FNP-C; Riley, Elizabeth DNP, RNC-NIC, CNE
Duration: 5:42
Prelicensure nursing students often lack knowledge about obstetrics nursing and may not receive clinical instruction in all areas of the specialty (such as prenatal visits, intrapartum delivery, and postpartum assessments). Additionally, clinical sites may be limited. Faculty developed a 3-part simulation experience for students. Each experience occurred on a separate day and was developed with scaffolded learning. Learn about the simulation in this video and article.
Play
Creator: Hughes, Kimberly DNP, RNC, CNS; Carder, Emily DNP, WHNP-BC
Duration: 4:49
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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Creator: Freed, Patricia E. EdD, RN; Frost, Erica MSN, RN, CNE, CCRN-K; Simmons, Krista MSN, RN, CNE, CNL
Duration: 4:42
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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Creator: Mannino, Jennifer Emilie PhD, RN; Watters, Pamela PhD; Cotter, Elizabeth PhD, RN-BC; Armstrong, Normadeane PhD, RN, ANP-BC; Moore, Geraldine A. EdD, RN-BC, AE-C; Bongiorno, Anne Watson PhD, APRN-BC, CNE; Kelley, Randy DNP, RN, CCRN
Duration: 04:45
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.
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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.
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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.
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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.
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Creator: O'Shea, Eileen R. DNP, APRN, PCNS-BC, CHPPN; Roney, Linda Nancy EdD, RN-BC, CPEN, CNE, EGAN
Duration: 3:22
There may be times when 2 faculty members share responsibility for the same group of students in a clinical practicum. For example, 1 faculty member may teach the students in simulation for some interval of time, and then another faculty member may teach those same students in the clinical setting. There is potential for missed communication or handoff between these faculty. Learn how to use SBAR between faculty members as the student transitions from one learning setting to the next as part of a clinical practicum. Watch the educators in action in this video and read the full teaching tips.
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Creator: Kaulback, Michelle K. EdD, RN, FNP-BC
Duration: 3:27
This study examined the relationship between baccalaureate nursing students' self-directed learning abilities and lifelong learning orientation. Students (n = 124) completed the Self-Directed Learning Inventory (SDLI) and the Jefferson Scale of Lifelong Learning–Health Professions Students (JeffSLL-HPS). There were significant, positive correlations between SDLI scores and the JeffSLL-HPS. Nursing faculty should implement teaching strategies that foster SDL abilities to increase lifelong learning orientation in nursing students. The author presents the study in this video (be sure to read the article too).
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Creator: Mackos, Amy; Tornwall, Joni
Duration: 3:23

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 “themuddiest 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.

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Creator: Morse, Brenna L. PhD, RN, NCSN, CNE
Duration: 2:12
On This Day in Pharmacology History is an assignment that allows students to explore individual drugs and build confidence in their knowledge of broader drug classes. Students visit the U.S. FDA drug database and search for a drug by approval date. Then, they select one drug from the list and answer questions about it. This video provides details about the teaching strategy and how you can use it in your courses (also read the Teaching Tip).
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Creator: Webber, Elaine DNP, RN, PPCNP-BC, IBCLC; Vaughn-Deneen, Tanya DNP, RN, CNM, FNP-BC; Anthony, Maureen PhD, RN
Duration: 13:30
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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Creator: Bove, Lisa Anne DNP, RN-BC
Duration: 6:06
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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Creator: Stuckey, Lanette PhD, RN, CNE®, CMSRN, CNE®cl; Wright, Ariel MSN, MS, RN, CNE
Duration: 2:24
In response to the COVID-19 pandemic, nurse educators found themselves having to move their courses online quickly. One online activity that can be used is student-developed and -created medication commercials. This activity allows students to be creative and interactive through creating medication commercials. Students can record themselves through various media, including TikTok, Snapchat, or other video recording software. Learn about this creative activity in the video and the authors’ teaching tip.
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Creator: Chicca, Jennifer MS, RN; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF
Duration: 2:49
In preceptorships, experienced staff nurses (preceptors) help students learn in clinical settings. This educational approach promotes one-to-one instruction with staff experts. Current evidence about preceptorships focuses primarily on preceptor roles, preparations, perceptions, and/or challenges when working with nursing students. There is a lack of clarity about specific ways to fulfill educator roles during preceptored experiences. This video and article provide tips for preparing and maintaining clinical nursing preceptorship experiences that help ensure successful student learning.
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Creator: Walker, Danielle PhD, RN, CNE; Altmiller, Gerry EdD, APRN, ACNS-BC, FAAN; Hromadik, Lora PhD, RN; Barkell, Nina MSN, RN, ACNS-BC; Barker, Nancy EdD, RN; Boyd, Teri EdD, MNSc, RN; Compton, Michelle MSN, RN; Cook, Pamela MSN, RN; Curia, Marianne PhD, MSN, R
Duration: 4:39
While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education. Dr. Walker describes their study of prelicensure nursing student perceptions of just culture in academia. The Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs. The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. There was a significant total score decline as students progressed from the beginning to the middle and end of the program. The results are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
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Creator: Lancaster, Rachelle J. PhD, RN; Mott, Jason PhD, RN; Hendryx, Jennifer MS
Duration: 2:59
The Quality Matters™ (QM) rubric is useful when assessing online courses for quality and structure. The authors integrated a QM assignment for nurse educator graduate students in their assessment course. In this unique learning experience, students enter an active online course offered in the school of nursing and provide the instructors with a real-time assessment of course methods, demonstration of learning outcomes, and written feedback for course improvement. This activity benefits the graduate students evaluating courses as well faculty whose course is being assessed. Read the article and watch the video to learn about this teaching strategy and how you can use it in your own school.
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Creator: Jami Nininger, MSN, RN, Assistant Dean of Online Education; and Miriam RB Abbott, Assistant Professor, Mount Carmel College of Nursing, Columbus, Ohio
Duration: 1:49
Engagement is essential for online learner success. Formative assessments provide ideal engagement tools that permit learners to evaluate their understanding. Learn about these tools in the video and follow up by reading the authors’ Teaching Tips for formative assessment.
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Creator: Smothers, Angel DNP, APRN, FNP-BC; Young, Stephanie MSN, RN; Dai, Zheng MS
Duration: 1:41
Education on palliative care should begin early in prelicensure nursing education because of the complex care needs of patients requiring end-of-life care. In this video and article, the authors explain how they integrated the End-of-Life Nursing Education Consortium (ELNEC) curriculum into the prelicensure program. The assessed students’ attitudes on end-of-life care using the Frommelt Attitudes Toward Care of the Dying scale (as sophomores, then again as seniors). Seniors were more comfortable caring for patients at end of life and had a better understanding of their role.
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Creator: A Capstone Simulation for Leadership Development: Bridging Theory to Practice
Duration: 4:32
New graduate nurses are expected to be practice-ready upon graduation. However, transitioning from the role of student to one of leadership in the professional nurse's role is a complex experience. Learn about the Mock Hospital, a comprehensive capstone simulation that immerses senior nursing students into the leadership role of the professional nurse. This is a must-watch video and be sure to read the article.
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Creator: Jaime Hannans, RN, PHD, CNE
Duration: 1:42
Dr Hannans developed an innovative approach to clinical post conferences, offering them online using VoiceThread after the clinical practicum. This innovation provides time for student reflection, while retaining the value of facial cues, tone, and peer-peer connections occurring during traditional face-to-face conference. Make time to watch this video and read the article.
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Creator: Kathryn Chachula, RN, MN, PhD(c)
Duration: 5:06
The lived experience of licensed practical nurses (LPNs) pursuing Bachelor of Nursing (BN) degrees is not commonly studied in Canada. The goal of this study was to understand the transition experience of LPNs who bridged into a BN program. The authors found 5 themes: seeking advancement; stepping back into the student role; juggling work, school, and family; struggling to be understood; and seeing things differently. LPN-to-BN students would benefit from a stand-alone bridge course to situate them within the BN program. Learn more about this study in the video and article.
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Creator: Marilyn Oermann
Duration: 20:20
This is the first video in our writing for publication series. The purpose of the manuscript and intended readers guide your selection of a journal for submission. Learn about directories of nursing and other journals and sending a query email.
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Creator: Marilyn Oermann
Duration: 15:58
This is the 2nd video in our writing for publication series. Learn about the journal’s Information for Authors and why important, formats for writing different types of manuscripts (research reports, reviews, quality improvement, and educational topics), and reporting guidelines. References and tables/figures also are discussed.
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Creator: Marilyn Oermann
Duration: 32:35
This is the final video in our writing for publication series. In this video you will get some additional tips on writing your manuscript and will learn about peer review and responding to reviewers’ comments. Other topics include authorship criteria, copyright, open access, and avoiding “predatory journals.”
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Creator: Brenna Quinn, PhD, RN, NCSN, CNE
Duration: 1:17
Pharmacology is often a challenging course for nursing students. Nurse educators may find study guide posters as a valuable activity to help students learn about medications and as a teaching method that is easy to implement. Students develop posters to display sample medication names, indications for use, mechanism of action, side effects, and patient teaching points/nursing considerations. They include at least 1 poem, 1 acronym, and 1 drawing to convey the drug information. Learn more about this teaching strategy by watching the video and reading the teaching tip.
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Creator: Linda Plank, PhD, RN, NEA-BC
Duration: 4:52
The operating room (OR) is a unique practice environment for nurses; however, many nursing programs no longer include OR nursing in the curriculum. This is unfortunate because ORs in the U.S. are experiencing shortages of nurses. Watch this video to learn how this school provided learning experiences in the OR for students through an academic-practice partnership. In the article Dr Plank also discusses varies types of OR experiences for students that schools might consider.
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Creator: Polly Mazanec, PhD
Duration: 6:02
Patients facing serious, life-limiting illnesses and their families benefit from receiving palliative care. Prelicensure nursing students can be educated to provide this primary care to patients. Dr. Mazanec describes the development and implementation of the ELNEC (End-of-Life Nursing Education Consortium) curriculum, an innovative online curriculum that prepares students with essential primary palliative nursing knowledge and skills. After watching this video, be sure to read the article, which provides resources you can use in your own nursing program.
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Creator: Wendy Manetti, PhD, RN, CRNP
Duration: 3:48
Assessing clinical judgment for safe nursing practice is a challenge. The author used the Lasater Clinical Judgment Rubric (LCJR) to evaluate clinical judgment of junior and senior nursing students in the clinical setting. Juniors demonstrated an accomplished level on the total scale and all 4 subscales, whereas seniors had exemplary clinical judgment on the total scale and 3 of 4 subscales. Learn more about this study from the author’s video and article.
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Creator: Ann Marie P. Mauro, PhD, RN, CNL, CNE, FAAN and Debora Tracey, DNP, RN, CNE
Duration: 4:50
Prelicensure nursing curricula need to be redesigned to integrate and achieve key population health competencies. Nursing students in generic and second-degree programs had improved learning outcomes and significant increases in population health competencies across the curriculum using simulation-based learning activities developed through an academic-practice partnership. Learn more about how this school of nursing integrated population health: watch the video and read the article.
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Creator: Jeannie B. Weston
Duration: 5:12
Clinicians need to be prepared to teach nursing students. The author describes her study to determine whether an online program, the Clinical Instructor Program (CIP), improved self efficacy for clinicians in the role of clinical instructor. In addition, understanding of the clinical instructor role, knowledge of instructional content, and understanding of instructional strategies were evaluated before and after CIP participation. A primary finding of the study was that overall self-efficacy significantly improved. Watch the video and also read the article: in the article the author describes the program she developed to prepare clinicians for clinical teaching.
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Creator: Ann L. Eckhardt, PhD, RN, and Wendy C. Kooken, PhD, RN
Duration: 3:23
Most academic-clinical partnerships are formal agreements between schools of nursing at research-intensive universities and large teaching hospitals. In this video and article learn about a less formal version of an academic-clinical partnership between a school of nursing in a small, private liberal arts university and 2 regional clinical agencies. Students, faculty, and staff contributed to evidence-based practice projects. The authors explain how all schools of nursing can develop right-size academic-clinical partnerships that benefit everyone involved.
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Creator: Lorraine Rusch, PhD
Cindy Slone, PhD
Duration: 3:28
Learn about the dedicated education unit (DEU) model of clinical nursing education from these experts. Although nursing programs have used the DEU model for years, the literature provides minimal direction to assist faculty in transitioning from traditional clinical teaching to the DEU model. The authors explain in the video and article how to teach in a DEU. They discuss resources faculty can develop to help all involved understand teaching roles and desired learning outcomes in the DEU model.
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Creator: Penny Sauer
Duration: 2:38
This video and the accompanying article report findings from a study on peer incivility among nursing students and the impact of incivility on students’ physical and mental health and their stress. Students who experienced high levels of peer incivility had lower mental health scores, lower physical health scores, and higher stress levels. Dr. Sauer describes the study in this video and provides more details about it in the article including strategies for nursing faculty.
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Creator: Jill Ellen Vihos, Loreen Pollard, Moira Bazin, Denaine Lozza, Penny MacDonald, Nadine Moniz, and Dorothy Spies
Duration: 3:37
If you use debriefing with simulation, learn how these authors used debriefing at the end of a laboratory skills class. The authors examined the cognitive, affective, and social learning outcomes of debriefing sessions. Survey questionnaires were administered to 378 prelicensure nursing students after their nursing skills laboratory class that included a debriefing session. Most students either agreed or strongly agreed that debriefing facilitated the discussion about their lab experience and reflection on learning.
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Creator: Michelle Aebersold, PhD
Duration: 2:10
Dr. Aebersold describes the development of a new simulation-based course designed to remediate the clinical skills of prelicensure nursing students and the multidimensional method used to evaluate this new course. Evaluation of the course was guided by Kirkpatrick’s levels of training. The Quint Leveled Clinical Competency Tool was used to evaluate students’ clinical competencies. Success of the course was found in 3 levels of evaluation. If you are using simulation in your nursing program, be sure to watch this video and read the article – then share them with your colleagues.
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Creator: Nicole E. Warren, PhD, MPH, CNM
Diana Baptiste, DNP, MSN, RN
Duration: 3:15
The authors describe the diversity-related video they developed and its impact on clinical nurse educators. Their evaluation found that educators' knowledge, perceived skills, and confidence in creating a diversity-friendly learning environment were positively affected. Instructors’ awareness of their own biases did not improve significantly, thus suggesting the need for continued emphasis on self-assessment. The video was considered relevant and was supported by most educators, suggesting that similar videos may be an acceptable strategy for engaging them in diversity-related issues. Watch the video and then be sure to read the article.
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Creator: Cathy R. Fulton, RN, ANP-BC, FNP-BC
Carol Clark, DNP, RN, FNP-BC
Stephanie Dickinson, MStat
Duration: 3:17
An assumption in nursing education is that clinical experience equals competent practice. Knowing the extent of learning acquired during these experiences is important, and in graduate nursing education, this is not always known. In this video, the authors describe a study on the nature of clinical hours that nurse practitioner students complete during practicum courses and explored activities of students when not engaged in direct patient care. This is a must read article if you are teaching in an advanced practice nursing program.
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Creator: Sharon Galloway, DNP, RN, M.Ed.
Duration: 4:00
In this video and article, Dr. Galloway shares how she developed, implemented, and evaluated a simulation exercise designed to teach spiritual care to prelicensure nursing students. Participation in the spiritual care simulation resulted in improved knowledge and attitudes relating to spirituality and spiritual care. The results from her study demonstrated the value of using simulation and spiritual assessment to teach students how to recognize and respond therapeutically to spiritual needs.
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Creator: Ericka Sanner-Stiehr, PhD, RN
Duration: 3:06
Lateral violence among nurses is a continuing problem in health care, contributing to detrimental individual and organizational consequences. Nurse educators can prepare students to respond effectively to lateral violence before they graduate and enter the workplace, where it is likely to be encountered. Simulation provides an effective platform for delivering this type of student-centered education. The author presents guidelines for educators to integrate lateral violence response training into simulations in prelicensure nursing education. Watch the video and read the article to get details about how to develop a simulation for this purpose.
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Creator: Susan Hendricks, EdD, MSN, RN, and Virginia Wangerin, PhD, RN, CNE
Duration: 3:11
Many nursing educators have considered the implementation of a concept-based curriculum, with active, conceptual teaching and learning strategies. This curriculum model offers a way to respond to the overwhelming content saturation in many nursing programs. However, barriers abound, including faculty concerns about loss of control, changing faculty role and identity, and fear of failure. Learn from these experts how to overcome these barriers and learn about some practical strategies for success in your curriculum change. Watch the video now and read the full article.
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Creator: Joan Connors and Palmira Good
Duration: 7:23
The authors describe their teaching methods to help nursing students gain competence and confidence in delivering care that addresses the spiritual dimension of nursing care. These methods include a spiritual simulation, interrupting the simulation at the midway point to introduce Key Phrases and Caring Behaviors©, then restarting the simulation as the students practice implementing the new information into the simulation. Learn from the authors by watch the video and reading the article.
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Creator: Aggie Read
Duration: 3:00
Academic advising is an important faculty responsibility in nursing education. Through advising, faculty provide academic guidance and emotional support, which enables nursing students to make a smooth transition through their educational and career experiences. Faculty at Vanderbilt University School of Nursing recently implemented an academic advising structure centered on the Appreciative Advising model. Appreciative Advising emphasizes building rapport through mindful listening, encouragement, and positivity. Learn more about this model in the video and be sure to read the article.
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Creator: Cynthia L. Foronda, PhD, RN, CNE, ANEF
Duration: 6:29
Augmented reality and virtual simulation technologies in nursing education are burgeoning. Technologies present opportunities to improve teaching efforts, better engage students, and transform nursing education. This video and article present newly emerged products and systems that nurse educators should know about.
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Creator: Mary Benbenek
Duration: 3:01
Determining when advanced practice registered nurse students are safe and competent for beginning-level practice is challenging. In this video Dr. Benbenek describes the development and testing of a capstone objective structured clinical examination designed to evaluate the practice readiness of students enrolled in the family, adult-gerontology, women's health nurse practitioner, and nurse-midwifery tracks. This is a must-read article.
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Creator: Jennifer J. Coleman, PhD
Duration: 3:24
Are you struggling with how to prepare prelicensure nursing students with the ethical and moral decision-making skills they will need as nurses? This article describes the use of theater as one approach to teaching nursing ethics. Students perform as actors, directors, and discussion leaders in a series of simulated ethical scenarios designed to encourage individual accountability and responsibility for action.
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Creator: Mary Ellen Burke, MS, RN, CNM
Raeann G. Leblanc, DNP, CNP-BC, ANP-BC
Elizabeth A. Henneman, PhD, RN, CCNS, FAAN
Duration: 3:38
Communication skills are essential to providing quality care to patients and families and interacting with nurses and other health care professionals. Nurse educators are responsible for preparing students to appropriately engage in the communication process. The authors describe a simple approach for teaching nursing students the basics (ABCDs) of a professional introduction. You can use these guidelines in a simulation or clinical setting. Watch the video and learn more about the ABCDs of professional introductions by reading the article.
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Creator: Gerry Altmiller, EdD, APRN, ACNS-BC
Duration: 3:16
Dr. Altmiller explains the importance of feedback in student learning. She shares best practices and strategies for giving constructive feedback to students. Whether you are a novice or an experienced teacher, you will learn from this video and her article.
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Creator: Kelly Vowell Johnson, EdD, RN
Duration: 3:17
Many schools of nursing use adjunct and part time nurse educators to teach clinical courses. Dr. Johnson reports on the outcomes of a faculty development workshop to prepare these educators for evaluating their students in the clinical setting. The instructors valued using a student-oriented learning outline, gained knowledge about assessment, and indicated they would engage in activities to increase their knowledge of assessment. Watch this video and read Dr. Johnson’s article to gain some tips for preparing clinical educators in your nursing program.
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Creator: Camille Payne
Duration: 5:00
In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. This pedagogical strategy had an impact on first-round pass rates for skills competency assessments. Read the article in the November December 2015 issue.
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Creator:
Duration: 3:23
Dr. Lonneman describes 6 teaching strategies for raising nursing students? cultural awareness, a key aspect of cultural competence. In the article he also reports on the effectiveness of an educational intervention he developed using these strategies.
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Creator: Peggy A. Bush, PhD, RPh,
Duration: 2:38
Safety education in nursing has traditionally focused at the level of individual nurse-patient interactions. Students and novice clinicians lack clinical experience to create context and understand the complexity of the health care system and safety science. Using the QSEN quality and safety competency as a framework, the objective of this education project was to design comprehensive, engaging, learner-centered, online modules that increase knowledge, skills and attitudes about medication safety.
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Creator: Barbara Hooper, DNP, MSN, RN, NE-BC
Duration: 4:26
Simulations are conducted typically with a small group of students. This article describes the process for implementing 6 high-fidelity simulations with a large group of nursing students.
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Creator: Deborah M. Price, DNP, RN
Linda Strodtman, PhD, RN
Elizabeth Brough, PhD, RN
Duration: 2:36
Students (N = 134) created a 5-minute narrated digital story using VoiceThread technology. Through the writing and sharing of digital stories, they embraced the personal and complex nature of palliative care.
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