Living With Ambiguity: A Gift and a Challenge for Teaching-Learning

2018 ◽  
Vol 31 (3) ◽  
pp. 226-229 ◽  
Author(s):  
Nan Russell Yancey
Keyword(s):  
Baccalaureate Nursing ◽  
Sacred Space ◽  
Nursing Programs ◽  
Nursing Curriculum ◽  
New Graduates ◽  
Baccalaureate Nursing Programs ◽  
Professional Nurses ◽  
Teaching Learning ◽  
Faculty Mentors ◽  
Coming To Know

In reflecting on the personal experience of moving beyond life as a nurse academician, the author explored the phenomenon of living with ambiguity in the teaching-learning endeavor. From the stories of new graduates of baccalaureate nursing programs, comfort-discomfort, sureness-unsureness, and confirming-not confirming arose as paradoxical rhythms of the experience of living with ambiguity. Acknowledging the challenge of creating sacred space in the contemporary nursing curriculum for living with ambiguity and not knowing, the author provided insights into the importance of creating a safe, sacred space with trusted faculty mentors to allow students to begin a journey where discovery and inquiry are valued in their process of becoming competent professional nurses on a never-ending journey of coming to know.

Innovation in Community Clinical Placements: A Canadian Survey

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Catherine Hoe Harwood ◽  
Sheryl Reimer-Kirkham ◽  
Richard Sawatzky ◽  
Landa Terblanche ◽  
Lynn Van Hofwegen
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Student ◽  
Nurse Educators ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Placements ◽  
Program Administrators ◽  
Baccalaureate Nursing Programs ◽  
Survey Responses ◽  
Student Placements

Ongoing restructuring within the health care system juxtaposed with mandated increased seats in nursing programs have taxed traditional clinical practice settings beyond their capacity. In the search for suitable clinical placements to meet learning objectives and fulfill required clinical hours, nursing program administrators are turning to various non-traditional settings. Yet limited research exists to describe the prevalence and types of 'innovative' clinical placements (ICPs) or the nature and quality of student learning in such settings. Described in this article are findings from a national survey of Canadian baccalaureate nursing programs completed by nurse educators and clinical placement coordinators regarding nursing student placements within ICPs. Participant survey responses provide a national snap-shot of ICPs, along with perspectives on pedagogy, strengths and weaknesses, capacity and sustainability issues, and ethical, legal and academic considerations associated with student placements in these settings.

The Challenges of Inclusivity in Baccalaureate Nursing Programs

2013 ◽  
Vol 52 (4) ◽  
pp. 185-190 ◽  
Author(s):  
Catherine Y. Read ◽  
Judith A. Vessey ◽  
Angela Frederick Amar ◽  
Donna M. Cullinan
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Baccalaureate Nursing Programs

Practice of high fidelity simulation use in baccalaureate nursing programs

Nursing Forum ◽  
2018 ◽  
Vol 53 (4) ◽  
pp. 504-510 ◽  
Author(s):  
Kay Lawrence ◽  
DeAnne K. Hilfinger Messias ◽  
Melanie L. Cason
Keyword(s):  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
Baccalaureate Nursing Programs

Incorporating Cultural Diversity and Caring through Simulation in a Baccalaureate Nursing Program

2010 ◽  
Vol 14 (2) ◽  
pp. 50-51 ◽  
Author(s):  
Beth Haas
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Programs ◽  
Nursing Program ◽  
Clinical Environment ◽  
Cultural Backgrounds ◽  
Baccalaureate Nursing Programs ◽  
Dietary Restrictions ◽  
Baccalaureate Nursing Program ◽  
Different Cultures

Cultural competency is a national healthcare goal for baccalaureate nursing programs. Students care for patients from diverse populations with varying cultural backgrounds. In recent years, simulation has enabled educators to impact students’ worldview by introducing them to different perspectives that exist within different cultures. Simulation provides opportunities that incorporate exposure to religious relics, dietary restrictions, language concerns, family dynamics, and communication skills in a clinical environment. These concepts are essential to nursing education and simulation technology allow students to become aware of humanistic components of caring.

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