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July/August 2020 - Volume 45 - Issue 4
pp: 173-228,E31-E44

Guest Editorial

Teaching Strategies

Faculty Development

Subscriber Access Only
Creator: Mulready-Shick, JoAnn EdD, RN, CNE, ANEF
Duration: 3:17
Journal: Nurse Educator July/August 2020, Volume 45, Issue 4;
Dr. Mulready-Shick answers the call to promote greater global engagement in nursing education. In her article, she describes how to internationalize the nursing curriculum, courses, and teaching approaches. She explains the process faculty can use and provides examples. Start out with this video and then be sure to read the article!
Creator: Church, Cory D. PhD, RN-BC; White, Meagan PhD, RNC; Cosme, Sheri DNP, RN-BC
Duration: 11:19
Journal: Nurse Educator July/August 2020, Volume 45, Issue 4;
Faculty members can equip nursing students with various resources to help them with their transition from student to nurse. The authors’ article and this video provide faculty with strategies for leading effective conversations with students about the transition-to-practice work environments.
Creator: Bove, Lisa Anne DNP, RN-BC
Duration: 6:06
Journal: Nurse Educator July/August 2020, Volume 45, Issue 4;
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.
Creator: Nichols, Lynn Stover PhD, RN, BC, SANE; Bordelon, Curry J. DNP, MBA, NNP-BC, CPNP-AC, CNE; Eagerton, Greg DNP, RN, NEA-BC
Duration: 3:00
Journal: Nurse Educator July/August 2020, Volume 45, Issue 4;
Without strong leadership skills, nurses may struggle to navigate the role transition from student to professional nurse. Leadership fables offer situations that require leadership skills and actively involve students in process. Fables provide a brief, meaningful leadership story and culminate with lessons learned and takeaways for future reference. The authors explain how they use leadership fables in their course. Watch this video and read the article to learn how you use fables in your teaching.