What It's Like to be Poor: Teaching RN-to-BSN StudentsAbout Poverty

2020 ◽  
Vol 26 (3) ◽  
pp. 197-200
Author(s):  
Jacqueline DeBrew ◽  
Sandra Blaha ◽  
Crystal Lamb
Keyword(s):  
Nursing Students ◽  
Research University ◽  
Daily Basis ◽  
Community Action ◽  
Safe Place ◽  
Bachelor Of Science ◽  
Face To Face ◽  
Rn To Bsn ◽  
Returning To School ◽  
Bsn Students

Because simulation in nursing school is used to allow nursing students a safe place to practice skills, it may not be widely used with RN-to-BSN students who are already registered nurses but are returning to school to earn their Bachelor of Science in Nursing degrees. But what if the simulation was presented differently, and the students were not the practitioners, but the recipients of services? RN-to-BSN students in a combined face-to-face and online program at a public research university in the Southeastern United States participated in a Community Action Poverty Simulation to better understand what people in poverty go through on a daily basis, hopefully helping these practicing nurses see beyond the bedside when providing patient care. This article describes the use of simulation with RN-to-BSN students to experientially introduce them to the concepts of poverty, social determinants of health, and vulnerable populations.

The Labyrinth: A Transformative Path for RN to BSN Education

2010 ◽  
Vol 14 (3) ◽  
pp. 42-47 ◽  
Author(s):  
Linda K. Diaconis
Keyword(s):  
Registered Nurse ◽  
Phenomenological Inquiry ◽  
Bachelor Of Science ◽  
Hermeneutic Phenomenological ◽  
Rn To Bsn ◽  
Returning To School ◽  
Bsn Students

The labyrinth as a tool for meditation is explored as registered nurse (RN) to Bachelor of Science in Nursing (BSN) students walk a labyrinth together. Students’ journeys of returning to school become transformative as they experience this archetypal tool as a metaphor for their lives. Interpretive themes from a hermeneutic phenomenological inquiry (Diaconis, 2001) are reflected as patterns of the labyrinth and places on the path. Walking the labyrinth leads to questioning ways of developing curriculum and being with students in RN to BSN education.

An Integral Nursing Education: Exploration of the Wilber Quadrant Model

2006 ◽  
Vol 10 (3) ◽  
pp. 22-29 ◽  
Author(s):  
Carey S. Clark
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Educational Needs ◽  
Daily Basis ◽  
Transformative Experience ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Agents Of Change

This paper addresses the need for a transformative shift in undergraduate nursing curricula. By examining typical Bachelor of Science in Nursing (BSN) curriculum, via Ken Wilber’s integral quadrant model, it becomes apparent that nursing students are highly prepared to address the medical-technical needs of their patients. However, it is also evident that students are under-prepared to address the complex emotional, social, and spiritual challenges that their patients face on a daily basis. A proposed shift in nursing curricula would utilize Wilber’s model to address nursing students’ integral educational needs in an effort to create nurses who are capable of caring deeply for patients, acting as agents of change, and who experience the art of nursing as a potentially transformative experience.

scholarly journals Using Physical Education Courses to Help Increase Well-Being of RN-BSN Nursing Students: An Exploratory Analysis of Outcomes

2020 ◽  
Vol 4 (2) ◽  
pp. 29
Author(s):  
John E. Lothes II ◽  
Debra A. Hrelic ◽  
Amy Olsen
Keyword(s):  
Nursing Students ◽  
Physical Education ◽  
Well Being ◽  
Health And Wellness ◽  
Bachelor Of Science ◽  
Health Patterns ◽  
Bsn Nursing Students ◽  
Reducing Stress ◽  
Bsn Students ◽  
Wellness Inventory

Background: Student health and wellness has been a growing concern over the years. Evidence is showing that behaviors and health patterns developed in college tend to hold through the years after graduation.Aim: To examine the pre-post wellness outcomes of nursing students taking a physical education course in an online accelerated Registered Nurse-Bachelor of Science Nursing (RN-BSN) program at a university in the Southeast region of the United States.Methods: An online course with incorporated physical activities and tutorials was designed based on the Travis Wellness Inventory to teach about 12 different dimensions of wellness. Students completed modules that addressed different aspects of wellness. Wellness was assessed using the Wellness Inventory and pre-post outcomes were examined. Results: The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on gender with females improving on all 12 dimensions and males on 4.Conclusion: Introductory Physical Education (PED101) courses may be useful in improving wellness and reducing stress and turnover for RN-BSN students.

Death and Help Expected from Nurses when Dying

2006 ◽  
Vol 13 (4) ◽  
pp. 360-375 ◽  
Author(s):  
Fu-Jin Shih ◽  
Meei-Ling Gau ◽  
Yaw-Sheng Lin ◽  
Suang-Jing Pong ◽  
Hung-Ru Lin
Keyword(s):  
Nursing Students ◽  
Thematic Analysis ◽  
Chinese Culture ◽  
Significant Others ◽  
Self Report ◽  
Individual Life ◽  
Bachelor Of Science ◽  
Qualitative Thematic Analysis ◽  
Life Issues ◽  
Bsn Students

This project was undertaken to ascertain the perceptions of a group of Taiwan’s fourth-year bachelor of science in nursing (BSN) students regarding death and help expected from nurses during the dying process. Within the Chinese culture, death is one of the most important life issues. However, in many Chinese societies it is difficult for people to reveal their deepest feelings to their significant others or loved ones. It was in this context that this project was developed because little is known about how Taiwan’s nursing students perceive death and the dying process. Using an open-ended, self-report questionnaire, 110 senior BSN students recorded their thoughts on: (1) their fears before physical death; (2) afterlife destinations; and (3) the help they would expect from nurses when dying. The data were analyzed using a three-layer qualitative thematic analysis. The students’ reported needs during the dying process were directed towards three main goals: (1) help in reaching the ‘triple targets of individual life’; (2) help in facilitating in-depth support so that both the dying person and significant others can experience a blessed farewell; and (3) help in reaching a destination in the afterlife. The results support the belief of dying as a transition occurring when life weans itself from the mortal world and prepares for an afterlife.

scholarly journals Unconscious Weight Bias Among Nursing Students: A Descriptive Study

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 106
Author(s):  
Tracy P. George ◽  
Claire DeCristofaro ◽  
Pamela F. Murphy
Keyword(s):  
Nursing Students ◽  
Quality Care ◽  
The United States ◽  
Weight Bias ◽  
Undergraduate Nursing Students ◽  
First Semester ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Valid Test ◽  
Bsn Students

There has been both an increase in obesity and anti-obesity bias in the United States. The Harvard Weight Implicit Association Test (IAT) is a reliable, valid test that can measure unconscious weight bias. First semester Bachelor of Science in Nursing (BSN) students were surveyed anonymously mid-semester and at the end of the semester after completing the Harvard Weight IAT. Sixty-nine out of 77 students completed pre- and post-surveys. Weight preference towards others was not shown to be related to the respondent’s own self-reported body mass index (BMI). The majority of respondents exhibited more weight-related bias on the IAT than they realized. The three qualitative themes that emerged included Awareness of Personal Beliefs and Stereotypes, Reminder to be Impartial, and Skepticism about the IAT. It is important for undergraduate nursing students to be aware of possible unconscious weight bias in order to provide high-quality care to patients.

COVID-19 Effects on Communication Course and Faculty Evaluations

2021 ◽  
pp. 107769582110341
Author(s):  
H. Paul LeBlanc
Keyword(s):  
Online Learning ◽  
Research University ◽  
Student Evaluations Of Teaching ◽  
Communication Course ◽  
Faculty Evaluations ◽  
Face To Face ◽  
Course Effectiveness ◽  
Public Research University ◽  
Rapid Transition ◽  
Faculty Experience

Student evaluations of teaching (SETs) are utilized by universities as one component in assessing course effectiveness, despite evidence in the research regarding their validity. With the global COVID-19 pandemic, many universities rapidly transitioned teaching modalities from face-to-face to online learning, regardless of the faculty experience. This study investigates the effects on SETs of the rapid transition in teaching modalities for all sections of courses occurring during COVID-19 compared with all sections of courses taught within a Communication department at a large public research university over the past 8 years. The results indicate moderate effects from the rapid transition to online learning.

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