Organizational Culture Shapes the Adoption and Incorporation of Simulation into Nursing Curricula: A Grounded Theory Study

Purpose. To create a substantive mid-range theory explaining how the organizational cultures of undergraduate nursing programs shape the adoption and incorporation of mid-to high-level technical fidelity simulators as a teaching strategy within curricula.Method. A constructivist grounded theory was used to guide this study which was conducted in Ontario, Canada, during 2011-12. Semistructured interviews (n=43) with participants that included nursing administrators, nursing faculty, and simulation leaders across multiple programs (n=13) informed this study. Additionally, key documents (n=67) were reviewed. Purposeful and theoretical sampling was used and data were collected and analyzed simultaneously. Data were compared among and between sites.Findings. The organizational elements that shape simulation in nursing (OESSN) model depicts five key organizational factors at the nursing program level that shaped the adoption and incorporation of simulation: (1) leaders working in tandem, (2) information exchange, (3) physical locale, (4) shared motivators, and (5) scaffolding to manage change.Conclusions. The OESSN model provides an explanation of the organizational factors that contributed to the adoption and incorporation of simulation into nursing curricula. Nursing programs that use the OESSN model may experience a more rapid or broad uptake of simulation when organizational factors that impact adoption and incorporation are considered and planned for.

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Infant and Young Child Feeding in Croatian Nursing Programs

Croatian Nursing Journal ◽

10.24141/2/4/1/11 ◽

2020 ◽

Vol 4 (1) ◽

pp. 127-133

Author(s):

Ana Vidović Roguljić ◽

Irena Zakarija-Grković

Keyword(s):

Young Child ◽

Infant Feeding ◽

Professional Education ◽

Nursing Programs ◽

Allied Health Professionals ◽

Child Feeding ◽

Young Child Feeding ◽

Undergraduate Nursing ◽

Nursing Curricula ◽

Infant And Young Child

Introduction. Breastfeeding rates in Croatia are far from WHO recommendations, with only 8% of women exclusively breastfeeding at 6 months. Nurses play a key role in supporting optimal infant feeding; therefore, their undergraduate training should cover this topic. Aim. The aim of this study was to determine if infant feeding is part of undergraduate nursing programs in Croatia, and to analyse relevant textbooks. Methods. Between January and March 2019, all publicly available nursing undergraduate curricula (N=9) for the 2018/2019 academic year were assessed. Required textbooks were analysed by two independent assessors using the WHO Infant and Young Child Feeding: Model Chapter for textbooks for medical students and allied health professionals. Results. Infant feeding was included in all the curricula. The mean number of topics from the Model Chapter covered in the four evaluated textbooks was 30.4%, of which 2.7% were classified as correct and thorough, 21% as correct and brief, and 6.7% as incorrect. Fields most poorly covered were: ‘Policy, health system and community actions’ and ‘Appropriate feeding in exceptionally difficult circumstances’. Discussion. This is one of only a few published studies looking at nursing textbook content related to infant feeding. Less than a third of topics, considered mandatory for health professional education, were covered in the required textbooks. Conclusion. Even though infant feeding was part of all assessed nursing curricula in Croatia, the required textbooks were largely outdated, incomplete and at times incorrect.

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Nurturing academic writing for students in an enrolled to registered nurse conversion course at university

Journal of Nursing Education and Practice ◽

10.5430/jnep.v9n8p121 ◽

2019 ◽

Vol 9 (8) ◽

pp. 121

Author(s):

Elizabeth N.M. Emmanuel ◽

Marilyn Chaseling ◽

Bill Boyd

Keyword(s):

Academic Writing ◽

Registered Nurse ◽

Teaching Strategy ◽

Nursing Programs ◽

Nursing Program ◽

First Year ◽

Vocational Programs ◽

University Enrolment ◽

Second Year ◽

First Year University

A growing number of diploma-qualified nurses from vocational programs are enrolling in university Bachelor of Nursing programs to upgrade their qualifications. Universities typically provide these students with credit so they enter the Bachelor of Nursing program in second year. Known as pathway students, these students tend to miss the orientating opportunities that other students experience in their first-year university enrolment. This lack of first-year opportunity can be challenging for many pathway students, notably in academic writing. This paper reports on a tailored and scaffolded academic-writing teaching strategy designed for pathway students in their initial semester of learning. Both the students themselves, and teachers report evidence of improvements in academic writing amongst the pathway students.

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Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas

Revista Latino-Americana de Enfermagem ◽

10.1590/1518-8345.0772.2697 ◽

2016 ◽

Vol 24 (0) ◽

Cited By ~ 5

Author(s):

Lynda Wilson ◽

Laura Moran ◽

Rosa Zarate ◽

Nicole Warren ◽

Carla Aparecida Arena Ventura ◽

...

Keyword(s):

Global Health ◽

Nursing Faculty ◽

Descriptive Study ◽

Nursing Programs ◽

Qualitative Description ◽

Nursing Curriculum ◽

Undergraduate Nursing ◽

Nursing Curricula ◽

Qualitative Descriptive ◽

Health Nursing

Abstract Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development.

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The Portfolio as an Evaluation Tool: an Analysis of its Use in an Undergraduate Nursing Program

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692010000600012 ◽

2010 ◽

Vol 18 (6) ◽

pp. 1123-1130 ◽

Cited By ~ 1

Author(s):

Denise Barbosa de Castro Friedrich ◽

Angela Maria Corrêa Gonçalves ◽

Tatiana Santos de Sá ◽

Leticia Ribeiro Sanglard ◽

Débora Ribeiro Duque ◽

...

Keyword(s):

Evaluation Process ◽

Structured Interview ◽

Academic Community ◽

Nursing Programs ◽

Educational Process ◽

Nursing Program ◽

Faculty Members ◽

Full Time ◽

Evaluation Tool ◽

Undergraduate Nursing

This qualitative study was carried out between April and August 2007. It analyzed the use of portfolios in the academic community. A total of nine full-time professors and 119 students enrolled in their third semester were interviewed through a semi-structured interview. Content analysis was used to analyze data. Learning evaluations are seen as a verification of knowledge and efficacy of pedagogical method, and also as an incentive to study. Evaluations are procedural, that is, evaluation is continuous, or one-time, e.g. semester end tests. The portfolio is defined as a gradual and continuous evaluation tool. The faculty members and students need to accept the use of portfolios and evaluate the possibilities of this resource. This study is a first attempt to appraise the evaluation process of an undergraduate program, and the use of portfolios and other strategies needs to be consolidated in order to improve the educational process in undergraduate nursing programs.

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Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study

Western Journal of Nursing Research ◽

10.1177/0193945917753589 ◽

2018 ◽

Vol 40 (12) ◽

pp. 1765-1784 ◽

Cited By ~ 2

Author(s):

Gulzar Malik ◽

Lisa McKenna ◽

Debra Griffiths

Keyword(s):

Grounded Theory ◽

Nursing Students ◽

Undergraduate Students ◽

Clinical Settings ◽

Theory Approach ◽

Undergraduate Nursing ◽

Nursing Curricula ◽

Grounded Theory Method ◽

Grounded Theory Approach ◽

Australian Universities

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students’ appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory “ On a path to success: Endeavoring to contextualize curricula within an EBP framework” reflects academics’ endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics’ journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.

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Informatics teaching in undergraduate nursing programs at Brazilian public institutions

Revista Latino-Americana de Enfermagem ◽

10.1590/s0104-11692011000600015 ◽

2011 ◽

Vol 19 (6) ◽

pp. 1385-1390 ◽

Cited By ~ 2

Author(s):

Luiz Miguel Picelli Sanches ◽

Rodrigo Jensen ◽

Maria Inês Monteiro ◽

Maria Helena Baena de Moraes Lopes

Keyword(s):

National Curriculum ◽

Nursing Programs ◽

Public Institutions ◽

Nursing Program ◽

The Internet ◽

Undergraduate Nursing ◽

The North ◽

Curriculum Guidelines ◽

The Subject ◽

Market Trends

This descriptive study aimed to verify the inclusion of subjects about informatics in undergraduate nursing programs at Brazilian (state and federal) public education institutions. The programs were located through the e-MEC system. The Internet was used to search for the curricula of the campuses offering the nursing program and identify subjects related to informatics. Eighty-one higher education institutions and 123 campuses were located. Only 100 campuses provided the curriculum on the Internet, 35 of which offered the subject. The highest proportion occurred in the Northeast (46.1%) and the lowest in the North (8.6%). The subject is mostly offered as an elective discipline (57%) in the first and second year (80%), with an average workload of 47 classroom hours. The low supply of this undergraduate subject goes against job market trends and the National Curriculum Guidelines for Undergraduate Nursing Programs.

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The Effectiveness of Problem-Based Learning in Undergraduate Nursing Programs: A Scoping Review of the Literature

Journal of Nursing & Healthcare ◽

10.33140/jnh.04.01.01 ◽

2019 ◽

Vol 4 (1) ◽

Keyword(s):

Critical Thinking ◽

Nursing Students ◽

Scoping Review ◽

Methodological Quality ◽

Problem Based Learning ◽

Nursing Programs ◽

Level Of Evidence ◽

Undergraduate Nursing ◽

High Level ◽

Firm Evidence

Introduction: Problem-based learning (PBL) working as an innovative student-centered teaching method has been tested for its effectiveness among considerable primary studies. While there is still lacking firm evidence in the nursing educational field about its efficacy. The different paper reports different research result about an application of PBL methodology. Objectives: The purpose of this scoping review was to appraise and examine the range of recent available evidence on the effectiveness of problem-based learning in undergraduate nursing programs. Research Strategy: Used Medline, The Cochrane Databases of Systematic Review, and The Database of Abstract of Reviews of Effect (DARE), Cumulative Index to Nursing and Allied Health Literature (CINAHL (via Ebsco)) to search English language literature. Adopted P (population) C (concept) C (context) framework to identify keywords and index terms, and the reference list of some high level of evidence was lastly searched for additional studies. Methodological quality: Each paper was assessed for its eligibility and methodological quality with JBI Critical Appraisal tools (Appendix 1) before inclusion in this review. The level of evidence of each retrieved study was assessed according to New JBI Levels of Evidence (Appendix2) developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013. High level of evidence such as systematic reviews, randomised control trials, quasi-experimental studies were given priority. Discussion: Considerable primary studies have reported PBL produced a positive outcome for nursing students, while none of them gave firm evidence about the effect of PBL on nursing students’ critical thinking development, knowledge competence, learning motivation, attitude, and performance. Critical thinking, as the vital evaluation element of each study, whether relates positively to the other skills was uncertain. The validity and reliability of evaluation instruments in each study in nursing discipline were still controversial. Conclusion: No strong conclusion had been made from this review, and more research with large sample size is needed to examine the effectiveness of PBL among nursing programs. Long-term effects of outcomes and cost effectiveness were suggested to be measured in future studies. The effectiveness’ appraisal instruments in nursing discipline were called for adjustment and development.

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Making it Work – A BSN Faculty’s Process of Curriculum Redesign

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2016-0057 ◽

2017 ◽

Vol 14 (1) ◽

Cited By ~ 2

Author(s):

Shannon Elliott ◽

Glynda Rees ◽

Eileen Shackell ◽

Joan Walker

Keyword(s):

Nursing Students ◽

Knowledge Base ◽

Nursing Programs ◽

Lessons Learned ◽

Nursing Program ◽

Educational Strategies ◽

Undergraduate Nursing ◽

Curriculum Redesign ◽

Helping Others ◽

Curriculum Renewal

AbstractCurriculum renewal is an ongoing reality for all undergraduate nursing programs and is often a challenge for educators in preparing nursing students for practice. In response to constantly changing educational strategies, methodologies and knowledge, a BSN nursing program determined that a curriculum redesign was necessary. This article outlines a BSN faculty’s curriculum redesign process from the perspective of the Curriculum Development Team. The process of building a knowledge base, establishing a foundation, designing the curriculum, involving faculty and lessons learned are outlined. The process of redesigning the curriculum is shared with the aim of helping others who are engaging in curriculum redesign.

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