Assessment of Genomic Literacy Among Baccalaureate Nursing Students in the United States

2016 ◽  
Vol 41 (6) ◽  
pp. 313-318 ◽  
Author(s):  
Linda D. Ward ◽  
Janet Purath ◽  
Celestina Barbosa-Leiker
2019 ◽  
pp. 1-7
Author(s):  
Kathleen F. Tate

The population of the U.S. is aging, and the prevalence of chronic diseases is increasing. By 2030 the elderly population of the United States will be twice that of the current senior population, and the national demand for Registered Nurses (RNs) is expected to grow by approximately 21%. Nurses make up the single largest health profession in the United States. The nursing workforce is also aging. The average age of a registered nurse is 48.8 years old. Fifty percent of RNs are age 50 or older, and 12.4% are age 65 or older [1]. The problem is clear; unless more registered nurses enter the field, a critical nursing shortage will exist. The most distressing factor related to the predicted nursing shortage is the number of students who choose a career in nursing, enroll in a program, and fail to graduate, or graduate and fail to pass the NCLEX-RN on the first attempt. The purpose of this study was to determine whether there is a predictive relationship between academic success in baccalaureate nursing students and essential academic skills of reading, English, math, and science. Using a retrospective, correlational study design, the research revealed that there are indeed predictors of academic success.


Author(s):  
Yolanda R Davila

Domestic violence is recognized as a priority women’s health issue. Despite its prevalence, the majority of accredited nursing schools in the United States has yet to adequately integrate violence assessment and intervention content and planned clinical experiences into their curriculum. Therefore, the author has developed a theoretically based one-day domestic violence immersion activity to enhance the teaching of domestic violence assessment and intervention skills to baccalaureate nursing students.


2016 ◽  
Vol 23 (7) ◽  
pp. 743-753 ◽  
Author(s):  
Woods Nash ◽  
Sandra J Mixer ◽  
Polly M McArthur ◽  
Annette Mendola

Background: Homeless persons in the United States have disproportionately high rates of illness, injury, and mortality and tend to believe that the quality of their end-of-life care will be poor. No studies were found as to whether nurses or nursing students require moral courage to help homeless persons or members of any other demographic complete advance directives. Research hypothesis: We hypothesized that baccalaureate nursing students require moral courage to help homeless persons complete advance directives. Moral courage was defined as a trait of a person or an action that overcomes fears or other challenges to achieve something of great moral worth. Research design: The hypothesis was investigated through a qualitative descriptive study. Aside from the pre-selection of a single variable to study (i.e. moral courage), our investigation was a naturalistic inquiry with narrative hues insofar as it attended to specific words and phrases in the data that were associated with that variable. Participants and research context: A total of 15 baccalaureate nursing students at a public university in the United States responded to questionnaires that sought to elicit fears and other challenges that they both expected to experience and actually experienced while helping homeless persons complete advance directives at a local, non-profit service agency. Ethical considerations: The study was approved by the Internal Review Board of the authors’ university, and each participant signed an informed consent form, which stated that the study involved no reasonably foreseeable risks and that participation was voluntary. Findings: Before meeting with homeless persons, participants reported that they expected to experience two fears and a challenge: fear of behaving in ways that a homeless person would deem inappropriate, fear of discussing a homeless person’s dying and death, and the challenge of adequately conveying the advance directive’s meaning and accurately recording a homeless person’s end-of-life wishes. In contrast, after their meetings with homeless persons, relatively few participants reported having encountered those obstacles. So, while participants required moral courage to assist homeless persons with advance directives, they required greater moral courage as they anticipated their meetings than during those meetings. Discussion: Our study breaks new ground at the intersection of nursing, moral courage, and advance directives. It might also have important implications for how to improve the training that US nursing students receive before they provide this service. Conclusion: Our results cannot be generalized, but portions of our approach are likely to be transferable to similar social contexts. For example, because homeless persons are misunderstood and marginalized throughout the United States, our design for training nursing students to provide this service is also likely to be useful across the United States. Internationally, however, it is not yet known whether our participants’ fears and the challenge they faced are also experienced by those who assist homeless persons or members of other vulnerable populations in documenting healthcare wishes.


2019 ◽  
Vol 76 (2) ◽  
pp. 725-740 ◽  
Author(s):  
Herica M. Torres‐Alzate ◽  
Lynda Law Wilson ◽  
Doreen C. Harper ◽  
Nataliya V. Ivankova ◽  
Karen Heaton ◽  
...  

Author(s):  
Sherylyn M. Watson ◽  
Heather Ferrillo ◽  
Susan A. Goncalves ◽  
Karen Clark-Burg

Abstract Objectives While the nursing profession recognizes the importance of leadership behaviors, limited evidence exists on essential clinical leadership behaviors that nursing students should exhibit upon graduation. The purpose of this study was to determine if there were common leadership behaviors exhibited by recently graduated baccalaureate clinical staff nurses in the United States and Australia. Methods A quantitative descriptive study with a comparative design was conducted using The Clinical Leadership Survey. Results Similar clinical leadership behaviors were reported by nurses from the two countries though there was a statistically significant difference in the overall frequency of behaviors between the two groups. Behaviors in the ‘challenging the process’ domain were less commonly practiced in both countries, identifying a clinical gap and opportunity for student development. Conclusions This study identifies the central behaviors that should be included in baccalaureate nursing education curriculum in order to prepare students for successful transition into practice.


Author(s):  
Quyen Phan ◽  
Naomi Johnson ◽  
JoAnna Hillman ◽  
Daniel Geller ◽  
Laura P. Kimble ◽  
...  

AbstractObjectiveFor nursing students, competency in population health management involves acquiring knowledge and forming attitudes about the impact of the social determinants of health (SDoH) on health equity. The purpose of this pilot study was to assess nursing students’ knowledge and attitudes about the SDoH and health equity following a focused simulation activity.MethodBaccalaureate nursing students (N=182) participated in a ninety-minute health equity simulation and a post-simulation debrief. Forty-four students (23%) completed a 19-item post-simulation survey.ResultsSixty-four percent of participants reported positive attitude change in working with marginalized populations caused by the SDoH, and 89% reported being knowledgeable about the role of the registered nurse in addressing health equity. Seventy-five percent reported enhanced knowledge of the SDoH through the health equity simulation.ConclusionUsing health equity simulation may be effective in enhancing students’ knowledge, as well as their attitudes in caring for the health of marginalized populations by addressing the SDoH.


2020 ◽  
pp. 089033442097998
Author(s):  
Cheryl Langford ◽  
Marcella Gowan ◽  
Monica Haj

Background Students returning to school who are breastfeeding face unique challenges. There is limited literature on breastfeeding university students. Several researchers have studied breastfeeding employees in the workplace. Institutions of higher education closely mimic the employment environment. Breastfeeding college students who express their milk while at school share similar challenges to employed mothers. A baccalaureate nursing program is rigorous and little is known about the challenges facing breastfeeding student nurses returning to classes. Research aim To explore the breastfeeding experience of baccalaureate nursing students. Methods Our study was a cross-sectional descriptive qualitative design. Purposive sampling was used to enroll participants ( N = 12). In depth, semi-structured interviews were conducted. Qualitative thematic analysis was used to analyze the data both manually and using Dedoose QDA software. Results An overarching theme of pervasive conflict between the role of the breastfeeding mother and the role of the student nurse surfaced. Three interrelated organizing themes also emerged; challenging, vulnerability, and resilience. Time constraints, self-care versus role demands, and structural accommodations contributed to the challenges. Only one participant indicated a knowledge of her breastfeeding rights. All of the participants expressed gratitude for faculty and community support, regardless of conflicts. Conclusion Breastfeeding participants were both vulnerable and resilient. Faculty may improve experiences through providing specific areas of support. A breastfeeding support policy outlining student rights and faculty responsibilities is needed to educate, guide, and enforce protections. Health care providers may enhance breastfeeding students’ experiences through anticipatory guidance, education, and continued support.


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