Art as a Scaffolding Teaching Strategy in Baccalaureate Nursing Education

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Sharon K. Hydo ◽  
Diane L. Marcyjanik ◽  
CeCelia R Zorn ◽  
Nicole M. Hooper
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Nursing Practice ◽  
Teaching Strategy ◽  
Baccalaureate Nursing Students ◽  
Self Awareness ◽  
Naturalistic Inquiry ◽  
Written Responses ◽  
Baccalaureate Nursing Education

Although the use of art in nursing education is well highlighted, most of the literature is anecdotal or focuses on development of a reflective nursing practice with clients. In this study, art was used as a scaffold to infuse liberal nursing education by helping baccalaureate nursing students (n = 91) create a personal expression of nursing and move toward greater self-awareness. Scaffolding is a metaphor for supporting learners as they develop higher levels of thinking. Using naturalistic inquiry to analyze students' written responses in a course activity, four themes emerged from the data: art and creativity, teamwork, boundaries and horizons within self, and boundaries and horizons in the profession. Student's individual expressions of art served as the "calling forth" of processes that opened the door to each student's personal expression.

scholarly journals Baccalaureate nursing students’ experiences with high-fidelity simulation: protocol for a qualitative systematic review

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e040171
Author(s):  
Yuxuan Zhu ◽  
Cong Geng ◽  
Xianbo Pei ◽  
Xiaoli Chen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Cochrane Library ◽  
Ethical Review ◽  
High Fidelity ◽  
High Fidelity Simulation ◽  
High Quality Research ◽  
Baccalaureate Nursing Education

IntroductionHigh-fidelity simulation (HFS) can bridge the gap between theoretical knowledge and nursing practice and improve safety and quality of patient care in baccalaureate nursing education. Although inconsistent assessment instruments or lack of high-quality research designs affect the strength of the evidence and limit the generalisability of the results, quantitative studies generally demonstrate the effectiveness of HFS in baccalaureate nursing education. Synthesis of the existing evidence of baccalaureate nursing students’ experiences with HFS is crucial for the improvement and revision of simulation design and teaching.Methods and analysisA comprehensive search for qualitative studies on baccalaureate nursing students’ experiences with HFS will be conducted in the following databases: PubMed, Embase, CINAHL, ProQuest, Web of Science, PsycINFO, the Cochrane library, China Biology Medicine disc, China National Knowledge Infrastructure and VIP Database for Chinese Technical Periodicals. This review considered studies reported in English or Chinese, and studies that were conducted between January 2000 and December 2019 in view of the launch of International Nursing Association for Clinical Simulation and Learning. The literature search will be conducted by two independent reviewers, and any disagreement will be adjudicated by discussion or with a third reviewer. The two independent reviewers will use the Joanna Briggs Institute (JBI) Critical Appraisal Checklist for Qualitative Research to assess the methodological validity, following which the JBI standardised data extraction tools will be used to extract relevant data. The JBI meta-aggregation method will be subsequently used to synthesise the data, eventually forming themes, categories and synthesised findings. The final synthesised findings will establish confidence levels based on the JBI ConQual approach.Ethics and disseminationThis review does not require formal ethical review since it is based on available published literature. Findings will be disseminated through publication in a peer-reviewed journal, and, if possible, presented in scientific conferences.

scholarly journals Effects of peer mentoring on nursing students’ perceived stress, sense of belonging, self-efficacy and loneliness

2017 ◽  
Vol 8 (1) ◽  
pp. 16 ◽  
Author(s):  
June M. Raymond ◽  
Kim Sheppard
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Perceived Stress ◽  
Baccalaureate Nursing ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Baccalaureate Nursing Students ◽  
First Year ◽  
College Level ◽  
Psychological Sense

Mentorship has been around for years and has been explored in nursing education in the clinical settings. Despite evidence that indicates that the academic environment is the most common source of stress, little mentorship implementation and investigation has been done in this environment. The purpose of this research is to describe the effects of a mentorship experience on the level of perceived stress, sense of belonging, self-efficacy, and loneliness by first year baccalaureate nursing students. A quasi-experimental design was conducted.  Seventy baccalaureate nursing students in the first year of their program (n = 34 in the experimental group; n = 36 in the control group) enrolled in a single baccalaureate nursing program were recruited. Third year mentors were purposefully selected by nursing professors within the program. The Perceived Stress Scale, the College Self-Efficacy Inventory (CSEI)–Revised, Sense of Belonging-Psychological, Sense of Belonging-Antecedents, and the Revised UCLA Loneliness Scale were used to evaluate the various concepts as these tools were used in previous research with college level students and deemed to be reliable and valid tools for measuring the relevant concepts. The mentorship program was statistically significant in reducing first year nursing students’ perceived stress and loneliness. It also appeared to increase their sense of self-efficacy and psychological sense of belonging. The mentorship experience could potentially enhance the student experience as well as aid the academic institution in retention and resource maximization. The focus of this research was on the academic mentoring by peers and is worth further exploration and possible wide-scale integration within nursing education.

Ethical Reasoning in Baccalaureate Nursing Students

2009 ◽  
Vol 16 (4) ◽  
pp. 499-510 ◽  
Author(s):  
Lynn Clark Callister ◽  
Karlen E Luthy ◽  
Pam Thompson ◽  
Rae Jeanne Memmott
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Ethical Reasoning ◽  
Thinking Skills ◽  
Baccalaureate Nursing Students ◽  
Qualitative Inquiry ◽  
Critical Thinking Skills ◽  
Ethics Course

Nurses are encountering an increasing number of ethical dilemmas in clinical practice. Ethics courses for baccalaureate nursing students provide the opportunity for the development of critical thinking skills in order to deal with these effectively. The purpose of this descriptive qualitative study was to describe ethical reasoning in 70 baccalaureate nursing students enrolled in a nursing ethics course. Reflective clinical journals were analyzed as appropriate for qualitative inquiry. The overriding theme emerging from the data was `in the process of becoming', which includes: practicing as a professional, lacking the confidence as a student nurse to take an ethical stand, advocating for patients, being just in the provision of care, identifying the spiritual dimensions of nursing practice, confronting the `real world' of health care, making a commitment to practice with integrity, and caring enough to care. The development of critical thinking and ethical reasoning within the framework of knowing and connecting is essential in nursing education.

Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection

2020 ◽  
pp. 104365962097169
Author(s):  
Linda James ◽  
Lilibeth Al-Kofahy
Keyword(s):  
Native American ◽  
Nursing Education ◽  
Nursing Students ◽  
Community Engagement ◽  
Cultural Sensitivity ◽  
Teaching Strategy ◽  
Academic Community ◽  
Self Awareness ◽  
Culturally Sensitive Care ◽  
Reflective Journals

Introduction Nursing curriculum must include unique ways to enhance students’ cultural sensitivity to ensure the provision of culturally competent care to our diverse populations. Academic community engagement (ACE) is a pedagogy used to teach course concepts through service. Methodology This was a qualitative study analyzing nursing students’ written reflective journals following their service at a Native American powwow using Lincoln and Guba’s model. The purpose was to examine if the ACE experience influenced their development of cultural sensitivity. Results Reflective journals of 34 first-semester nursing students, enrolled in a nursing specific culture course, were analyzed. Three themes were identified: (a) engagement, (b) cultural sensitivity, and (c) humility and altruism. Discussion The development of self-awareness and the revelation by students of the importance of culturally sensitive care was a key finding supporting the use of ACE as a reliable teaching strategy in nursing education.

The Use of the Barriers to Baccalaureate Nursing Education Instrument Among ADN Students: Purpose, Reliability, and Validity

2019 ◽  
Vol 27 (3) ◽  
pp. E132-E152 ◽  
Author(s):  
Cristan Sabio
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Reliability And Validity ◽  
Psychometric Testing ◽  
Validity And Reliability ◽  
Associate Degree Nursing Students ◽  
Oblique Rotation ◽  
Baccalaureate Education ◽  
Baccalaureate Nursing Education

Background and PurposeChallenges abound as to the goal of “80% BSN by 2020.” This study reports the use and the psychometric properties of the Barriers to Baccalaureate Nursing Education instrument among associate degree nursing students.MethodsAnalyses included content validity, component analysis with oblique rotation, and hypothesis testing.ResultsFour factors with total variance explained of 61.24% emerged: Dispositional, Situational, and two Institutional barriers. Reliability coefficients ranged .62–.88. Group differences in subscale scores based on educational level, number of dependents, hours worked, and age were found along with correlations.ConclusionsThe instrument demonstrated adequate validity and reliability. A structural framework toward understanding the barriers to baccalaureate education among students and nurses is provided. Future studies should include psychometric testing for further refinement, validity, and reliability.

Being Encouraged and Discouraged: Baccalaureate Nursing Students’ Experiences of Effective and Ineffective Clinical Faculty Teaching Behaviors

2002 ◽  
Vol 6 (1) ◽  
pp. 46-49 ◽  
Author(s):  
M. Kathleen Brewer
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Clinical Setting ◽  
Clinical Teaching ◽  
Baccalaureate Nursing Students ◽  
Clinical Faculty ◽  
Teaching Behaviors ◽  
Faculty Teaching ◽  
Faculty Behavior

A qualitative study was conducted to investigate baccalaureate nursing students’ identification of and experiences with effective and ineffective clinical faculty teaching behaviors. The 272 participants were asked to identify and write a narrative statement about 1 effective and 1 ineffective clinical faculty behavior they had experienced as a student in the clinical setting. The data were analyzed for emergence of common themes. Identification of the themes provided a meaningful way to capture the essences of the students’ experiences of faculty teaching behaviors that fostered and hindered their nursing education in the clinical setting. The themes common to the responses of the participants were that effective faculty behavior was encouraging, and that ineffective faculty behavior was discouraging. Information from this study may help nursing educators engaged in clinical teaching to positively influence the clinical educational experience for nursing students.

Caring Values and the Simulation Environment: An Interpretive Description Study Examining Select Baccalaureate Nursing Students’ Experiences

2018 ◽  
Vol 22 (3) ◽  
pp. 68-81
Author(s):  
Leah Thorp ◽  
Sandra Bassendowski
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Interpretive Description ◽  
Simulation Environment ◽  
Art And Science ◽  
Canadian Prairie ◽  
Subjective Perceptions ◽  
The Rich

The art and science of nursing is integrated in undergraduate nursing programs. This research, utilizing interpretive description methodology, explored and expanded knowledge related to baccalaureate nursing students’ caring values and abilities in the simulation environment. A focus group followed by six interviews with students from a Canadian prairie province provided the rich subjective perceptions of caring. These perceptions are incorporated with theoretical perspectives revealing an opportunity to further the art and science of nursing, impact nursing education, increase capacity of simulation, and deepen the understanding of caring practices.

The development of clinical reasoning in undergraduate baccalaureate nursing students

2019 ◽  
Author(s):  
◽  
Jeri A. Sindt
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Strategies ◽  
Clinical Reasoning ◽  
Baccalaureate Nursing ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Baccalaureate Nursing Students ◽  
Public And Private ◽  
High Level

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Clinical reasoning (CR) is a critical skill that nursing students must acquire in order to provide safe, effective patient care and to function optimally in their future role as registered nurses. Because this complex, high-level thinking process is a relatively recent focus in nursing education, there are few specific studies in the literature that describe CR formation and measurement during the process of CR attainment. A qualitative study was conducted to explore the thinking processes and behaviors associated with the development of clinical reasoning in undergraduate baccalaureate nursing students. Data were collected during individual and small group interviews with 14 participants (n = 6 students; n = 8 faculty members) from public and private education institutions in the Midwest. Results yielded four themes: (1) Behaviors; (2) Thinking Patterns; (3) Feelings (both faculty and students); and (4) Thoughts About Self, a theme unique to the student participants. The themes were manifested in four stages of CR development (Pre CR, Developing CR, Post CR, and Delayed CR) throughout the nursing education program levels (Entry, Junior, and Senior). Findings present important implications for nursing education by providing evidence linking stages of CR development to specific observable behaviors, thus allowing for assessment of effective teaching and learning strategies and development of an assessment tool specific for CR development in both classroom and clinical settings.

scholarly journals Junior baccalaureate nursing students: Factors that predict success

2020 ◽  
Vol 10 (12) ◽  
pp. 1
Author(s):  
Ellen M.T. Smith
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
Early College ◽  
Sat Scores ◽  
Grade Point ◽  
Baccalaureate Education ◽  
Predict Academic Success

Baccalaureate nursing education strives toward comprehensive preparation of diverse nursing students to meet current healthcare workforce demands. Identification of factors that predict academic success is imperative to meet this goal. The purpose of this study was to discover whether specific academic and noncognitive variables predicted baccalaureate nursing students’ academic success, as defined by junior-year grade point average (GPA) and persistence in nursing education. This post-facto correlational study was conducted over two semesters. Junior year nursing students (N = 150) answered the Short Grit Survey and the Noncognitive Questionnaire, and their academic records were examined for previous college grades (GPAs) and SAT scores. Demographic groups were compared using t-tests, and the data were regressed on junior-year student GPAs and persistence in the major to determine predictors of success. Several significant differences between the participant group responses were noted. Only early-college GPAs predicted junior-year success. SAT scores, grit and noncognitive factors, as well as demographic variables, did not predict academic success. These results inform baccalaureate education programs about priorities for admitting and advising students, and support the use of early-college GPAs to predict the academic success of junior-year baccalaureate nursing students.

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