Baccalaureate Nursing Education Experiences of African-Born Nurses in the United States

In the United States, among individuals aged 12 or older, approximately 19.7 million people experienced a substance use disorder (SUD) related to use of alcohol or illicit drugs during 2017. Current curricula in nursing education lacks sufficient content and experiences to support a nursing workforce prepared to meet the needs of individuals experiencing substance use disorders. This article describes the scope of the problem, and offers one possible solution that synthesizes essential competencies developed by an expert panel blended with an integrated approach that includes a taxonomy of significant learning. We discuss the resulting framework created for change in baccalaureate nursing education about substance use disorders.

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Understanding clinical leadership behaviors in practice to inform baccalaureate nursing curriculum: a comparative study between the United States and Australia novice nurses

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2021-0021 ◽

2021 ◽

Vol 18 (1) ◽

Author(s):

Sherylyn M. Watson ◽

Heather Ferrillo ◽

Susan A. Goncalves ◽

Karen Clark-Burg

Keyword(s):

United States ◽

Nursing Education ◽

Nursing Students ◽

Student Development ◽

Baccalaureate Nursing ◽

Leadership Behaviors ◽

The United States ◽

Clinical Leadership ◽

Significant Difference ◽

Transition Into Practice

Abstract Objectives While the nursing profession recognizes the importance of leadership behaviors, limited evidence exists on essential clinical leadership behaviors that nursing students should exhibit upon graduation. The purpose of this study was to determine if there were common leadership behaviors exhibited by recently graduated baccalaureate clinical staff nurses in the United States and Australia. Methods A quantitative descriptive study with a comparative design was conducted using The Clinical Leadership Survey. Results Similar clinical leadership behaviors were reported by nurses from the two countries though there was a statistically significant difference in the overall frequency of behaviors between the two groups. Behaviors in the ‘challenging the process’ domain were less commonly practiced in both countries, identifying a clinical gap and opportunity for student development. Conclusions This study identifies the central behaviors that should be included in baccalaureate nursing education curriculum in order to prepare students for successful transition into practice.

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Development of Standards and Criteria for Accreditation of Baccalaureate Nursing Education Program

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2005.2.1.87 ◽

2005 ◽

Vol 2 ◽

pp. 87 ◽

Cited By ~ 4

Author(s):

Yang Heui Ahn ◽

Kyung Sook Park ◽

Soon Ok Yang ◽

Kyung Rim Shin ◽

Mi Ja Kim

Keyword(s):

Nursing Education ◽

Baccalaureate Nursing ◽

Research Team ◽

The United States ◽

Education Programs ◽

South Korean ◽

Learning Practices ◽

Baccalaureate Nursing Education ◽

Teaching Learning ◽

Nursing Standards

The goal of accreditation is to ensure that the education provided by an institution of higher education meets an acceptable level of quality. This study developed standards and criteria for accreditation of baccalaureate nursing education programs, by comparing accreditation in South Korea and in the United States, and validating standards and criteria. A main comparative analysis was made between Nursing League for Nursing Accrediting Commission (NLNAC) standards, Commission on Collegiate Nursing Education (CCNE) standards for accreditation of baccalaureate nursing education programs, and Korean Accreditation Board of Nursing standards for accreditation of nursing education programs. The research team developed and validated standards and criteria for South Korean baccalaureate nursing education programs. Using the results of the analysis, revisions are proposed to standards for accreditation of baccalaureate nursing education programs, and categorized into 24 criteria and six domains: mission and governance, curriculum and teaching-learning practices, students, faculty, resources, effectiveness. Further studies are required to refine the standards and criteria and make them sophisticated enough to be applied globally.

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