Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study

2019 ◽  
Vol 76 (2) ◽  
pp. 725-740 ◽  
Author(s):  
Herica M. Torres‐Alzate ◽  
Lynda Law Wilson ◽  
Doreen C. Harper ◽  
Nataliya V. Ivankova ◽  
Karen Heaton ◽  
...  
Keyword(s):  
United States ◽  
Mixed Methods ◽  
Nursing Students ◽  
Global Health ◽  
Baccalaureate Nursing ◽  
Delphi Study ◽  
The United States ◽  
Baccalaureate Nursing Students

scholarly journals Predictors of Academic Success in Baccalaureate Nursing Students: Is ATI TEAS Predictive

2019 ◽  
pp. 1-7
Author(s):  
Kathleen F. Tate
Keyword(s):  
United States ◽  
Academic Success ◽  
Nursing Students ◽  
Registered Nurses ◽  
Baccalaureate Nursing ◽  
Nursing Shortage ◽  
The Elderly ◽  
The United States ◽  
Baccalaureate Nursing Students ◽  
Predictors Of Academic Success

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.

Teaching Nursing Students to Assess and Intervene for Domestic Violence

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Yolanda R Davila
Keyword(s):  
United States ◽  
Domestic Violence ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
The United States ◽  
Baccalaureate Nursing Students ◽  
Nursing Schools ◽  
Health Issue ◽  
Clinical Experiences ◽  
Intervention Content

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.

The moral courage of nursing students who complete advance directives with homeless persons

2016 ◽  
Vol 23 (7) ◽  
pp. 743-753 ◽  
Author(s):  
Woods Nash ◽  
Sandra J Mixer ◽  
Polly M McArthur ◽  
Annette Mendola
Keyword(s):  
United States ◽  
Nursing Students ◽  
End Of Life ◽  
Advance Directives ◽  
Baccalaureate Nursing ◽  
The United States ◽  
Homeless Persons ◽  
Baccalaureate Nursing Students ◽  
Moral Courage ◽  
Service Agency

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.

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
Keyword(s):  
United States ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
The United States ◽  
Baccalaureate Nursing Students ◽  
Genomic Literacy

Accelerated Baccalaureate Nursing Students Use of Emotional Intelligence in Nursing as “Caring for a Human Being”: A Mixed Methods Grounded Theory Study

2013 ◽  
Vol 10 (1) ◽  
pp. 293-300 ◽  
Author(s):  
Lisa Sherry Ball
Keyword(s):  
Emotional Intelligence ◽  
Grounded Theory ◽  
Mixed Methods ◽  
Nursing Students ◽  
Study Design ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Theoretical Explanation ◽  
Human Being ◽  
Grounded Theory Study

AbstractAccelerated nursing students are ideal informants regarding abstract nursing concepts. How emotional intelligence (EI) is used in nursing remains a relatively elusive process that has yet to be empirically modeled. The purpose of this study was to generate a theoretical model that explains how EI is used in nursing by accelerated baccalaureate nursing students. Using a mixed methods grounded theory study design, theoretical sampling of EI scores directed sampling for individual interviews and focus groups. Caring for a human being emerged as the basic social process at the heart of which all other processes – Getting it; Being caring; The essence of professional nurse caring; Doing something to make someone feel better; and Dealing with difficulty – are interconnected. In addition to a theoretical explanation of the use of EI in nursing, this study corroborates findings from other qualitative studies in nursing and contributes a rich description of accelerated baccalaureate nursing students and an example of a mixed methods study design to the small but growing literature in these areas.

Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sherylyn M. Watson ◽  
Heather Ferrillo ◽  
Susan A. Goncalves ◽  
Karen Clark-Burg
Keyword(s):  
United States ◽  
Nursing Education ◽  
Nursing Students ◽  
Student Development ◽  
Baccalaureate Nursing ◽  
Leadership Behaviors ◽  
The United States ◽  
Clinical Leadership ◽  
Significant Difference ◽  
Transition Into Practice

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.

Culturally Competent Practice in a Pre-Licensure Baccalaureate Nursing Program in the United States: A Mixed-Methods Study

2013 ◽  
Vol 34 (6) ◽  
pp. 383-389 ◽  
Author(s):  
Mona M. Shattell ◽  
Elizabeth A. Nemitz ◽  
Nego (Pam) Crosson ◽  
Ashlee R. Zackeru ◽  
Sharon Starr ◽  
...  
Keyword(s):  
United States ◽  
Mixed Methods ◽  
Baccalaureate Nursing ◽  
The United States ◽  
Nursing Program ◽  
Mixed Methods Study ◽  
Culturally Competent ◽  
Baccalaureate Nursing Program ◽  
Culturally Competent Practice
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