Journal Logo

Most Popular Videos

Creator: Cynthia L. Foronda, PhD, RN, CNE, ANEF
Duration: 6:29
Journal: Nurse Educator
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.
Creator: Nicole E. Warren, PhD, MPH, CNM
Diana Baptiste, DNP, MSN, RN
Duration: 3:15
Journal: Nurse Educator
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.
Creator: Stuckey, Lanette PhD, RN, CNE®, CMSRN, CNE®cl; Wright, Ariel MSN, MS, RN, CNE
Duration: 2:24
Journal: Nurse Educator
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.
Creator: Lorraine Rusch, PhD
Cindy Slone, PhD
Duration: 3:28
Journal: Nurse Educator
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.
Creator: Benjamin Smallheer
Duration: 2:45
Journal: Nurse Educator
The reverse case study is different from a traditional unfolding case, in which a single scenario is presented. A reverse case study incorporates students into the development of the scenario and decisions about details of the case. Learn more about this teaching method and how Dr. Smallheer uses it in his teaching.
Creator: Chicca, Jennifer MS, RN; Shellenbarger, Teresa PhD, RN, CNE, CNEcl, ANEF
Duration: 2:49
Journal: Nurse Educator
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.
Creator: Michelle Aebersold, PhD
Duration: 2:10
Journal: Nurse Educator
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.
Creator: Hampton, Debra PhD, RN, CENP, NEA-BC, FACHE; Welsh, Darlene PhD, RN; Wiggins, Amanda T. PhD
Duration: 2:53
Journal: Nurse Educator
Minimal information exists about the educational environment best suited for Generation Z students. In this study, lecture with audience response clickers was the most preferred/most engaging method for helping Generation Z nursing students learn, whereas assigned reading was the least preferred method. Students preferred a traditional classroom model instead of a flipped classroom. Acquiring skills was the dimension of engagement rated the highest by this group of students.
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.
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
Journal: Nurse Educator
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.
Creator: Ericka Sanner-Stiehr, PhD, RN
Duration: 3:06
Journal: Nurse Educator
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.
Creator: Stuckey, Lanette, MSN, RN, CNE, CMSRN; Wright, Ariel, MSN, RN
Duration: 2:30
Journal: Nurse Educator July/August 2019, Volume 44, Issue 4;
In a medical-surgical course, we created a scenario-recorded activity to provide an innovative way for students to develop their cultural competence. The assignment objectives are aligned with the student learning outcomes and QSEN competencies. The student is given a specific cultural scenario upon arriving to the simulation lab; the student then acts out how to handle the situation as a culturally competent nurse while being videotaped. Video debriefing occurs with the student and nurse educator, which allows reflection on the performance. After the debriefing, the student completes a reflective activity. This activity provides a safe environment for students to practice and expand their cultural communication skills.
Creator: Marilyn Oermann
Duration: 15:58
Journal: Nurse Educator
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.
Creator: Rodger, Kathleen MN, RN, BSN, CMSN(C)
Duration: 2:02
Journal: Nurse Educator
Distance mentoring in nursing education is an emerging form of communication, possible because of new technologies. Watch this video (and read the article) to see how the author is using telepresence mobile robot technology to mentor clinical teachers at clinical sites located throughout Saskatchewan, Canada.
Creator: Marilyn Oermann
Duration: 32:35
Journal: Nurse Educator
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.”
Creator: Trisha Leann Horsley, PhD, RN, CHSE, CNE
Trent Reed, DO, FACEP
Duration: 3:51
Journal: Nurse Educator
Effective teamwork is essential to foster patient safety and promote quality patient care. The authors describe how a nursing and a medical school collaborated to systematically integrate interprofessional education (IPE) simulations into the curricula so that every graduate from the respective schools received TeamSTEPPS® education and participated in a standardized IPE simulation experience. Watch the video and read the article to get new ideas on IPE.
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
Journal: Nurse Educator May/June 2020, Volume 45, Issue 3;
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.
Creator: Kelly Vowell Johnson, EdD, RN
Duration: 3:17
Journal: Nurse Educator
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.
Creator: Wendy Manetti, PhD, RN, CRNP
Duration: 3:48
Journal: Nurse Educator
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.
Creator: Angela Clark
Duration: 3:51
Journal: Nurse Educator
The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool requires a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning. Learn how this faculty integrated Apple technology throughout their nursing program: watch the video and be sure to read the article.
Creator: Joyce Victor and Wanda Ruppert
Duration: 6:21
Journal: Nurse Educator
Simulation-based learning experiences are designed to prepare the student for clinical practice; however, there is little documentation of a relationship between simulation performance and performance in the clinical setting. When essential aspects of a clinical situation are replicated in simulation, students should readily understand and manage similar situations in clinical practice. The authors studied the relationships between development of clinical nursing judgment, simulation performance, and clinical performance. In this video and article, learn what they found.
Creator: Penny Sauer
Duration: 2:38
Journal: Nurse Educator
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.
Creator: Eileen Rice, PhD, RN
Duration: 4:09
Journal: Nurse Educator
This study explored self-efficacy and emotional intelligence (EI) as predictors for successful clinical performance in nursing students. Students (n = 56) from 5 associate degree in nursing schools in 2 Northeastern states participated in the study. There were significant relationships among EI, self-efficacy, and student-rated clinical competence. The findings from this study support the importance of fostering clinical self-efficacy and building EI abilities in nursing students.
Creator: Peggy A. Bush, PhD, RPh,
Duration: 2:38
Journal: Nurse Educator
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.
Creator: Pamela F. Ashcraft, PhD
Duration: 4:05
Journal: Nurse Educator
Personal self-care should be an expectation of the professional nursing role. Dr. Ashcraft and faculty integrated curricular interventions to promote students’ self-care behaviors. She discusses her study in this video. Although few statistically significant changes were found, findings indicate that changes were beginning to occur and self-care behaviors were not declining: the curricular interventions are having a positive impact on self-care behaviors in nursing students. Read the full article too to learn more about the curriculum strategies used in this nursing program to promote students’ self care.
Creator: Rene Ridley, PhD, RN
Duration: 3:43
Journal: Nurse Educator
Simulations give students an opportunity to be part of an unknown experience, similar to a movie goer’s first exposure to a popular movie. While students are encouraged to withhold their experience from other students so that all can benefit from the impact of new learning opportunities, reality tells us that students typically share simulation “spoilers.” In an attempt to give a fresh opportunity for students to “watch the movie without reading the book or synopsis,” the author directed the standardized patient in the simulation to go in a new direction.
Creator: Linda Plank, PhD, RN, NEA-BC
Duration: 4:52
Journal: Nurse Educator
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.
Creator: Melissa Baginski, MSN
Duration: 2:41
Journal: Nurse Educator
The authors created a medication calculation simulation for their prelicensure students to provide the opportunity for dosage calculation practice with authentic circumstances, foster an enhanced perspective of the importance of accuracy required for calculating dosages, and improve dosage calculation accuracy itself. For authenticity, they prepared each patient in the simulation to appear as lifelike as possible, having personal possessions at the bedside and therapies such as oxygen, IVs, casts, and wound dressings. Watch this video (and read the article) to learn how to prepare this simulation on medication calculation.
Creator: Gerry Altmiller
Duration: 3:38
Journal: Nurse Educator
Quality and Safety Education for Nurses (QSEN) has been prominent in nursing education for 10 years. Since its inception, faculty have used the QSEN competencies as a framework for developing teaching strategies and tools, but there are few findings available to support this practice. In this video and article, Dr. Altmiller describes the process of developing a QSEN-based clinical evaluation instrument for a prelicensure nursing program and establishing content validation for its items.
Creator: Nagia S. Ali, Kay Hodson-Carlton, & Omar S. Ali
Duration: 4:29
Journal: Nurse Educator
Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided recommendations on how to integrate telehealth education in nursing curricula.
Creator: Alaina Herrington and Tonya Schneidereith
Duration: 3:14
Journal: Nurse Educator
Integrating simulation in multiple levels of nursing programs remains a challenge for educators. Nurse educators from various degree granting programs were surveyed to identify placement of multiple nursing concepts. The results of the survey identified concepts that could be incorporated, that is, scaffolded, into various levels of nursing education via concept-based simulations. Categorizing concepts into multiple learner levels provides an efficient, systematic approach to incorporating concepts into simulation throughout any nursing curriculum. Learn more about this project by watching the video. Then be sure to read the article.
Duration: 3:58
Journal: Nurse Educator
In the authors’ school of nursing, students are able to participate in an international cooperative work experience. The authors interviewed alumni about their cooperative work experiences. They learned that these experiences support students’ learning about culture and contribute to their personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.
Creator: Jodi McDaniel, PhD, RN
Joni Tornwall, Med, RN
Duration: 5:37
Journal: Nurse Educator
The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments. These authors describe a case study assignment developed for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.
Creator: Michael S. Grady, BSN, RN, Alice Younce, DNP, RN, Joseph Farmer, MSN, RN, Alison Rudd, EdD, RN, and Ellen Buckner, PhD, RN, CNE
Duration: 4:03
Journal: Nurse Educator
Inability to communicate with a nonhearing patient can affect the patient’s quality of care and be frustrating to the patient and nurse. Faculty developed a simulation for nursing students to learn to communicate with the Deaf. Nursing students interacted directly with Deaf participants and learned techniques of communicating with them. The video demonstrates these techniques: every nursing student should watch this video. Read the article to learn more about this simulation and details for running it in your school of nursing.
Creator: Nancy Sullivan, DNP, RN
Duration: 5:08
Journal: Nurse Educator
The use of the multiple patient simulation (MPS) has grown in nursing education as a strategy to help close the education-practice gap and better prepare students for the reality of hospital practice. Watch this video to learn how the faculty implemented a MPS experience for students. Also read the article where they explain the design/timing, type and number of patient cases, scheduling, faculty resources, and setting. This MPS experience was originally developed for a group of 125 nursing students but can be modified for larger or smaller groups, and can be used with new graduate orientation to the work setting.
Creator: Sharon L. Colley, PhD, MSN, RN, CNE
Duration: 3:33
Journal: Nurse Educator
Recognizing the value that introverts bring to a nursing program is essential. In this video and article, Dr Colley emphasizes the importance of nurse educators preparing all students for leadership roles in the profession and to do so in a way that is equitable. We need a balanced cadre of effective leaders from across the temperament continuum who can address the complex challenges facing nursing and health care in general. Nurse educators are integral to preparation of resilient and diverse leaders in nursing.
Creator: Michelle Kaulback, EdD, MSN, FNP-BC
Duration: 1:57
Journal: Nurse Educator
To prepare students for a discussion of cardiac conditions, the instructor reviews content through the Headbands Game. Students are divided into teams of 4 prior to the class. PowerPoint slides were created with a variety of cardiac medication classifications, heart valves, heart chambers, and cardiac electrical pathways. One word pertaining to the cardiac content is placed on each slide, automatically timed to advance after 15 seconds. One student from each team sits in front of the screen facing their teammates. Teammates describe the word using clues. Interested in learning more about the Headbands Game and seeing students play it? Watch this video now.
Creator: Sharon Galloway, DNP, RN, M.Ed.
Duration: 4:00
Journal: Nurse Educator
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.
Creator: Jodie Gary, PhD, RN
Duration: 3:03
Journal: Nurse Educator
Learn about reverse engineering and how the faculty used it to introduce RN to BSN students to nursing research and evidence-based practice (EBP). Reverse engineering of a nursing practice guideline offered a method for teaching these students an appreciation of research and supporting nursing practice with best evidence.
Creator: Mary Benbenek
Duration: 3:01
Journal: Nurse Educator
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.
Creator: Poorman, Susan G. PhD, RN, CNS-BC, ANEF; Mastorovich, Melissa L. DNP, RN, BC
Duration: 4:22
Journal: Nurse Educator
In this video the authors summarize their study on the meaning of grades to nursing students at all educational levels. Nursing students (n=46) from 14 schools described a time that stood out to them when they were graded, reflected on their story, and discussed what this experience meant to them. The main theme was “needing an A.” This was discussed by students at every level of nursing education. Students not only needed to get an A, but also needed to get an A in every course they took, causing stress and disappointment when they were unable to achieve these grades. This is an important article for all nurse educators to read.
Creator: Phillips, Tiffany A. DNP, RN, NP-C; Munn, Allison C. PhD, RN; George, Tracy P. DNP, RN, APRN-BC, CNE
Duration: 6:44
Journal: Nurse Educator May/June 2020, Volume 45, Issue 3;
The authors developed a no-cost telehealth simulation and examined its impact on students in their first nurse practitioner (NP) clinical course. Twenty-eight NP students participated in the telehealth objective structured clinical examination (OSCE). The students' general understanding of telehealth was significantly greater after the OSCE experience. Directed content analysis revealed 3 themes: usefulness of telehealth, benefit in role preparation, and technology. Telehealth simulation can be an effective strategy to assess clinical competency, provide individualized feedback, and ensure students are using evidence-based practice.
Creator: Jamie Hansen, PhD, RN, CNE
Duration: 3:04
Journal: Nurse Educator
How should simulated and clinical experiences be sequenced? Does it make a difference in student performance? Dr. Hansen compared 2 different sequences of blocks of simulated and clinical practicum learning experiences on students’ clinical competency using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and following a final simulated experience. There were no significant differences in students’ competency. This study provides important evidence for faculty when making decisions about simulation and clinical practice. Watch this video and be sure to read the article.
Creator: Gary, Jodie C. PhD, RN
Duration: 4:29
Nursing students are expected to collaborate with other professionals in clinical practice. This video and article present an innovative strategy, inspired by popular culture media, offering nurse educators an easy, entertaining, and interactive way of teaching TeamSTEPPS content. This approach is adaptable to engage a variety of students and course designs.
Creator: Susan Hendricks, EdD, MSN, RN, and Virginia Wangerin, PhD, RN, CNE
Duration: 3:11
Journal: Nurse Educator
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.
Creator: Brenna Quinn, PhD, RN, NCSN, CNE
Duration: 1:17
Journal: Nurse Educator
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.
Creator: Elisabeth Fiske, PhD, RN
Duration: 4:02
Journal: Nurse Educator
Despite program completion, not all graduates are successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Learn how the author added contemplative practices such as meditation and guided imagery to an NCLEX-RN preparatory course. Students’ self-efficacy scores increased from the beginning to the end of the course, and they reported that these activities were beneficial. After watching the video, be sure to read the full article.
Creator: Kim A. Decker, PhD, RN, CNS
Duration: 2:25
Journal: Nurse Educator
Learn how nursing faculty incorporated concepts of social determinants of health, using various community clinical experiences, throughout their prelicensure nursing program. A primary goal of their new concept-based curriculum is to prepare students for practice in the changing health care environment by integrating community health concepts throughout the curriculum. These concepts are framed within the social determinants of health. Get ideas for your own nursing program from this video and article.
Creator: Sharon Kumm, MN, MS, CNE, CCRN
Duration: 1:50
Journal: Nurse Educator
We need to remove barriers that prevent nurses from progressing seamlessly from ADN to BSN programs. This statewide study fostered a better understanding of the baccalaureate outcomes by ADN educators, and identified which of the AACN Essentials outcomes were fully met, partially met, and not met in ADN programs. The research provides evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum. Read their article in the September/October 2014 issue of Nurse Educator (39:5).
Creator: Joyce Victor-Chmil
Duration: 2:44
Journal: Nurse Educator
Simulation design should be theory based and its effect on outcomes evaluated. This study applied a model of experiential learning to design a simulation experience, examined how this design affected clinical nursing judgment development, and described the relationship between clinical nursing judgment development and student performance when using the experiential learning design. Findings suggest that using an experiential learning simulation design results in more highly developed nursing judgment and competency in simulation performance.
Creator: Majeda M. El-Banna, PhD, RN
Duration: 4:57
Journal: Nurse Educator
Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to nursing. In this video and article, Dr El-Banna described her study that examined the relationships among students’ self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. Among other findings, some demographic characteristics influenced the type of motivation and learning strategies students preferred but did not influence their current academic performance.
Creator: Jackie H. Jones, EdD, RN and Linda A. Treiber, PhD, RN
Duration: 3:49
Journal: Nurse Educator
Any error made in health care can cause the health care provider to become a second victim. The role that nursing education can play in preventing nurses from becoming second victims has not been well explored. The authors conducted a study on the perceptions of recent BSN graduates about their preparation for medication administration, medication errors, and their personal experience with error making and second victimhood. Watch this video and read the article on this interesting study with implications for your curriculum.
Creator: Mikel W Hand, EdD, RN, OCN, NE-BC, NEA-BC
Duration: 9:47
Journal: Nurse Educator
Nurses and other health care professionals need to understand methods for analyzing medical errors to prevent them from recurring in the future. One widely used process to examine errors is root cause analysis (RCA). The authors describe their approach to engage nursing students in RCA using problem-based learning. Students conduct a mock RCA based on an actual medical error reported either in the media or literature. The cases used for the RCA are selected by the students based on their particular area of interest. Watch this video and make sure you read the article.
Creator: Marianne Cockroft, PhD, RN and Sonda Oppewal, PhD, RN, APHN-BC
Duration: 3:38
Journal: Nurse Educator
As nurses provide more services in clients’ homes, nurse educators face challenges in preparing students for transitioning to the home setting. This video and article describe an innovative home visit simulation designed to prepare prelicensure nursing students for making home visits. Students apply nursing knowledge and critical thinking as they demonstrate skills related to assessment, communication, safety, and health education when caring for clients in their homes. Concepts from medical-surgical, pediatrics, maternity, psychiatric mental health, and public health nursing courses are integrated into the simulation.
Creator: Jennifer Brussow, Karin Roberts, Sheryl Sommer, Matthew Scaruto, and Christine Mills
Duration: 3:27
Journal: Nurse Educator
Many nursing programs have adopted or are transitioning to a concept-based curriculum (CBC). The authors conducted a national study to develop a list of concepts and exemplars for a CBC. They share their findings and present a leveled approach to positioning exemplars within the curriculum. The authors discuss the findings in this video. Their article is Open Access so read and share with your faculty and colleagues.
Creator: Amy Hagedorn Wonder
Duration: 4:31
Journal: Nurse Educator
Limited opportunities exist for prelicensure nursing students to observe the interprofessional process required to resolve complex ethical cases in practice. The authors assembled a mock hospital ethics committee (MHEC) to teach the application of ethics in practice through simulation. The MHEC meeting is an example of how nursing education and practice can partner to create meaningful learning experiences. Watch this video and read the article to learn how you can teach ethics with this strategy.
Creator: E’loria Simon-Campbell, RN
Duration: 2:54
Journal: Nurse Educator
Exploring ways to help nursing students achieve success in their courses and program is critical to increase retention. In this video abstract, the author reports on the outcomes of using an adaptive quizzing system as a strategy to support student persistence and performance. Results indicated that use of the adaptive quizzing system increased mastery of course content and predicted final course grades. Retention and program completion rates were also positively influenced.
Creator: Mary Tedesco-Schneck, PhD, RN, CPNP
Duration: 4:35
Journal: Nurse Educator
Nursing faculty need to provide students with problem-solving skills during their formative academic years, and feminist pedagogy supported by classroom participation may foster these skills. Through the lens of feminist pedagogy, factors that influence classroom participation of nursing students were identified using the College and University Classroom Environment Inventory. Watch this video to learn about the study and implications for teaching, and be sure to read the article.
Creator: Amy Miner, MSN, RN
Jennifer Mallow, PhD, FNP-BC
Laurie Ann Theeke, PhD, FNP-BC
Emily Barnes, DNP, FNP-BC
Duration: 3:46
Journal: Nurse Educator
Teaching large numbers of students can be a challenge for both teachers and students. This article presents the impact of using Gagne's 9 events of instruction on student learning and course evaluations over a 3-semester period. Student evaluations indicated enhanced teacher mastery, effectiveness, and enthusiasm.
Creator: Janice Hawkins, PhD, RN
Duration: 04:28
Journal: Nurse Educator
Increasing the number of BSN-prepared nurses at the bedside is directly linked to improved health care outcomes. However, employers are challenged to find enough BSN graduates to meet workforce demands. In this video (and article), Dr. Hawkins presents an educational model to increase enrollment, retention, and graduation rates of RN students in a BSN program (RN-BSN) in a resource limited rural community. This exemplar may equip nurse educators with strategies to adopt in their own communities.
Creator: Julia Ward, PhD, RN
Duration: 3:12
Journal: Nurse Educator
Empathy is at the heart of all nurse-patient interactions. Yet empathy often declines during the student’s nursing program. Julia Ward reports on her mixed-methods study to assess whether an educational intervention using standardized actors could prevent the decline of students’ empathy. Watch this video and be sure to read the full article: her educational intervention holds much potential for improving empathy in nursing students.
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
Journal: Nurse Educator
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.
Creator: Heidi Mennenga, PhD, RN
Susan Bassett, MS, RN, CNE
Duration: 3:42
Journal: Nurse Educator
In an effort to create an interactive cultural opportunity for nursing students, Dr. Mennenga created a unique clinical experience by “matching” nursing with international students located on the same college campus. Watch this video and read the article to learn about this creative, inexpensive approach to providing a cultural clinical experience for nursing students. using resources on one’s very own campus.
Creator: Jennifer A. Brussow, PhD, Michelle Dunham, PhD
Duration: 3:22
Journal: Nurse Educator
Many programs have implemented end-of-program predictive testing to identify students at risk of NCLEX-RN failure. Unfortunately, for many students, end-of-program testing comes too late. The authors studied the relationships between 9 content area assessments and an end-of-program assessment shown to be predictive of NCLEX-RN success. Results indicate that scores on assessments for content areas such as medical surgical nursing and care of children are predictive of end-of-program test scores, suggesting that instructors should provide remediation at the first sign of lagging performance.
Creator: Debbie Hampton, FACHE
Duration: 2:15
Journal: Nurse Educator
If you are teaching online, make sure you watch this video and read the full article. This study aimed to determine the level of engagement of registered nurse (RN) to Bachelor of Science in Nursing (BSN), Master of Science in Nursing (MSN), and Doctor of Nursing Practice (DNP) nursing students enrolled in online nursing degree programs and to understand whether there are generational differences in level of student engagement. Significant differences were noted for engagement level between generations of students, but no significant difference was noted in the engagement level of students from RN to BSN, MSN, or DNP programs.
Creator: Jennifer J. Coleman, PhD
Duration: 3:24
Journal: Nurse Educator
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.
Creator: Deborah Cullen, Susan M. McLennon, Taylor Hartman, Carol Sheih, Caitlin Pike, and Hena Shah
Duration: 3:11
Journal: Nurse Educator
Mentoring is critical for nursing faculty, but what mentoring strategies work best? The purpose of this systematic review was to evaluate the effectiveness of mentoring strategies for nursing faculty progression and productivity in the nontenure track. Sixty articles were included in the review. Findings revealed that nontenure track nursing faculty require planned programs and mentoring strategies unique to their role and abilities. Schools of nursing can improve on faculty progression, scholarship, and career growth by providing structured mentoring activity. Learn about mentoring strategies in this video from the authors, then follow up by reading the article.
Creator: Kim Leighton, PhD, RN, CHSE, CHSOS, ANEF, FAAN
Duration: 3:50
Journal: Nurse Educator
Expensive high-fidelity simulators sit unused in nursing programs worldwide. One cause of this is failure to ensure organizational readiness to integrate simulation into the curriculum. The Simulation Culture Organizational Readiness Survey (SCORS) was developed to assist administrators in evaluating institutional and program readiness for simulation integration. Psychometric analysis finds the SCORS to be a valid, reliable tool to determine organizational readiness for simulation integration. Watch the video and then read this article. You can access the tool at the Evaluating Healthcare Simulation website at
Creator: Elizabeth A. Tinnon, RN, CNE
Duration: 2:24
Journal: Nurse Educator
The code of ethics for nurses was written for nurses in all settings. However, the language focuses primarily on the nurse in context of the patient relationship, which may make it difficult for nurse educators to internalize the code to inform their teaching practice. In this video and accompanying article, Dr. Tinnon explores the code of ethics and explains how you can use it to guide your teaching.
Creator: Martha Kay Lawrence, PhD, RN
Duration: 2:50
Journal: Nurse Educator
Peer teaching provides students with opportunities to experience the educator role and increase their self-confidence and problem-solving skills. To address the shortage of meaningful leadership experiences for senior nursing students, faculty implemented an alternative leadership experience involving senior students taking on the role of peer teachers in the simulation laboratory. Learn more about this innovative peer teaching strategy: watch the video and then read the full article.
Creator: Ann Marie P. Mauro, PhD, RN, CNL, CNE, FAAN and Debora Tracey, DNP, RN, CNE
Duration: 4:50
Journal: Nurse Educator
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.
Creator: Jaime Hannans, RN, PHD, CNE
Duration: 1:42
Journal: Nurse Educator
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.
Creator: Beroz, Sabrina DNP, RN, CHSE-A; Schneidereith, Tonya PhD, ARNP, CNE, CHSE-A; Farina, Crystel L. MSN, RN, CNE, CHSE; Daniels, Amy PhD, RN, CHSE; Dawson, Lauren MSN, RN; Watties-Daniels, Denyce DNP, RN; Sullivan, Nancy DNP, RN
Duration: 3:52
Journal: Nurse Educator
Schools of nursing are substituting simulation for clinical experience without requisite knowledge of simulation pedagogy. A 3-day train-the-trainer program prepared nurse educators across schools of nursing to use theory, standards, and guidelines when conducting simulation-based experiences. This curriculum model has proved effective in increasing the quality and quantity of simulation used in educating Maryland's nurses. To date, 154 nurse educators have participated in the train-the-trainer program.
Creator: Joan Sistrunk Cranford, EdD, RN, and Theresa Bates, MSN, RN
Duration: 3:29
Journal: Nurse Educator
Education for interprofessional collaboration should begin early in the nursing program with a gradual infusion of interprofessional competencies into the curriculum. The faculty developed a program for students in nursing, physical therapy, nutrition, and respiratory care. Learn more about their program and the process they used to develop it.
Creator: Marijean Buhse, PhD, Rn, NP-BC and Carol Della Ratta, PhD, RN, CCRN
Duration: 2:10
Journal: Nurse Educator
Interprofessional education (IPE) has gained momentum across health profession schools. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. In this video and article, the authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.