Quilting emergent advanced practice nursing educator identity: an arts-informed approach

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Emma MacGregor ◽  
Nicole Serre ◽  
Teresa Cozzella ◽  
Barbara McGovern ◽  
Lori Schindel Martin
Keyword(s):  
Nursing Students ◽  
Graduate Program ◽  
Lessons Learned ◽  
Advanced Practice Nursing ◽  
Advanced Practice ◽  
Nursing Graduate ◽  
Visual Depiction ◽  
Nursing Educator ◽  
Patterns Of Knowing ◽  
Graduate Nursing

Abstract Objectives Arts-informed pedagogy in the graduate nursing classroom is used to support the integration of theory with advanced practice nursing (APN) competencies (Canadian Nurses Association, 2008, 2019). Methods Using the patterns of knowing (Carper, 1978; Chinn & Kramer, 2018), Iwasiw & Goldenberg’s curriculum development model (2015) and practice development (McCormack, Manley, & Titchen, 2013), two course professors facilitated the delivery of an innovative arts-informed approach in a nursing graduate program, the Quilt. Results The Quilt was meant to invite graduate students to critically reflect and create a visual depiction of their emergent identities as advanced practice nurse educators (APNEs). As three graduate student authors, we reflect on our experiences engaging with arts-informed pedagogy to explore the features of the collective APNE identity. The design and delivery of the Quilt is described. Conclusions Finally, we discuss the lessons learned, and the value of arts-informed pedagogy to support the meaningful integration of theory amongst graduate nursing students becoming APNEs.

Preadmission Characteristics of Advanced Practice Nursing Students

2003 ◽  
Vol 15 (9) ◽  
pp. 424-431 ◽  
Author(s):  
Frances E. Crosby ◽  
Joan Dolce Dunn ◽  
Michael D. Fallacaro ◽  
Connie Jozwiak-Shields ◽  
Ann Marie Maclsaac
Keyword(s):  
Nursing Students ◽  
Advanced Practice Nursing ◽  
Advanced Practice

Teaching Pharmacology to Advanced Practice Nursing Students

1997 ◽  
Vol 8 (1) ◽  
pp. 132-146 ◽  
Author(s):  
Dorie W. Schwertz ◽  
Mariann R. Piano ◽  
Ruth Kleinpell ◽  
Julie Johnson
Keyword(s):  
Nursing Students ◽  
Advanced Practice Nursing ◽  
Advanced Practice

scholarly journals Research and instruction services for online advanced practice nursing programs: a survey of North American academic librarians

2019 ◽  
Vol 107 (4) ◽  
Author(s):  
Gregg A. Stevens ◽  
Elizabeth G. Hinton ◽  
Roy E. Brown
Keyword(s):  
Nursing Students ◽  
Nursing Programs ◽  
Advanced Practice Nursing ◽  
Alternative Methods ◽  
Academic Librarians ◽  
Advanced Practice ◽  
Library Instruction ◽  
Online Chat ◽  
Institutional Review ◽  
Virtual Services

Introduction: The increasing popularity of distance education has led many advanced practice nursing (APN) programs to shift to either online or hybrid models. To meet the needs of these students, some nursing librarians are using technology for virtual research and instruction. This study was designed to assess the extent to which librarians in North America are providing virtual research and instruction services for APN students.Methods: An institutional review board–approved, ten-question survey was developed to determine how librarians are providing services for APN students. It was announced in October 2017 through several health sciences librarian email discussion lists. The survey ran for four weeks. Data were analyzed using Qualtrics and Excel.Results: Eighty complete responses were received. The majority of respondents (66%) indicated that their universities’ APN programs were conducted in a hybrid format. Sixty-seven percent also indicated that they provide library instruction in person. Most librarians indicated that they have provided research assistance through some virtual method (phone or email, at 90% and 97%, respectively), and some have used online chat (42%) and video chat (35%). A strong majority of librarians (96%) indicated that they felt comfortable using technology to provide research assistance and instruction.Conclusion: Opportunities exist to leverage technology to provide virtual research assistance and instruction. Greater promotion of these alternative methods can supplement traditional in-person services to provide greater flexibility for graduate nursing students’ busy schedules. Some outreach may be necessary to highlight the advantages of virtual services, and further research is needed to identify other barriers and potential solutions.

Safe Opiod Prescribing Guidelines for APRN Students

2017 ◽  
Author(s):  
Ashley Chartier
Keyword(s):  
Nursing Students ◽  
Rhode Island ◽  
Advanced Practice ◽  
Adult Health ◽  
Spring Semester ◽  
Survey Tool ◽  
Opioid Prescribing ◽  
Knowledge And Attitudes ◽  
Safe Opioid Prescribing ◽  
Graduate Nursing

<p>Advanced Practice Nurses (APRN) are the forefront of healthcare that provide care to individuals, families, groups and communities. With the opioid epidemic on the rise in Rhode Island and nationally, it is imperative to teach APRN students safe prescribing of opioids. The purpose of this study was to increase advanced practice nursing students’ awareness and knowledge of safe opioid prescribing guidelines. The design of this study was a quantitative pre- and post-survey, to measure APRN students’ knowledge and attitude regarding pain. The study took place at Rhode Island College (RIC) Graduate Nursing Program located in Providence, Rhode Island. The inclusion criteria aligned second semester senior graduate nursing students in Nursing 620- Adult Health/Illness III, Spring Semester of 2017 who were present for class on the day of the pre- and post-survey. The students received lecture content of Safe Opioid Prescribing within the curriculum of Nursing 620. Knowledge and Attitudes Survey Regarding Pain (Ferrell & McCaffery, 2014) was distributed as the pre- and post-survey tool. Twelve pre- and post-surveys were utilized for data collection (n=12). The results demonstrated APRN students have a lack of knowledge and attitudes in pain management, however, participants were able to increase their score following the educational opportunity. Currently, the American Association of Colleges of Nursing [AACN] (2016) reports 204 nursing schools have pledged to incorporate these guidelines into their curriculum. Instituting the CDC Guidelines for Prescribing Opioids for Chronic Pain in RIC graduate nursing school curriculum will increase APRN’s knowledge and attitudes on safe prescribing. To date, there is diminutive research available on the knowledge and attitudes of APRN students on safe opioid prescribing. Further research is indicated.</p>

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