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January/February 2020 - Volume 45 - Issue 1
pp: 1-60,E1-E10

From The Editor


Technology Corner


Teaching Strategies


QSEN & Nursing Education





Creator: McLain, Rhonda M. PhD, RN; Moore, Randy DNP, RN; Hites, Lisle PhD
Duration: 5:03
Many of our military transitioning to civilian life are expertly trained medics, corpsmen, and health care specialists. An innovative model was developed for waiving the requirements for specific nursing courses for veteran-students. Using a skills self-assessment tool and a validation process, veteran-students are able to demonstrate their knowledge, training, and experience. As part of the program, 32 veteran-students have validated out of 65 courses for 115 credit hours. All students have successfully progressed through the BSN program.
Creator: Hooper-Arana, Erica D. DNP, RN; Li, Judy N. DrPH, MBA; Borges, Wanda J. PhD, RN; Bodenheimer, Thomas MD
Duration: 3:22
To address the need for RNs to assume a role in chronic care management, a School of Nursing and Health Professions piloted a clinical option in which second-degree master of science in nursing students are prepared to function as health coaches on primary care teams at a local community health center. Reshifting the focus of nursing education to integrate primary care nursing, it is important to embed nursing students into primary care practices where they can learn about the longitudinal care of patients with chronic conditions.
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: Fleming, Louise PhD, RN; Lorenzen, Rachael MSN, RN; Stanek, Joan MSN, RN, ANP-BC; Williams, Megan EdD, RN, FNP-BC; Mendel, Hilary MSN, RN
Duration: 4:52
For precepted clinical immersion experiences, students are often assigned a hospital unit that does not allow them to work with their preferred patient population or learn about the care continuum. Five clinical immersion experiences were developed using an innovative model focused on specific patient populations across the care continuum. More than 50 students transitioned through varied areas across the care continuum, based on their chosen focus. Learn more about this innovation in the video and article.
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