The expanding role of telehealth in nursing: considerations for nursing education

Telehealth and telehealth technologies have an increasing role in health care delivery as health care has continued to evolve to meet patient needs. Nursing education has been slow to integrate telehealth education and telehealth use in curriculum and clinical experiences. The purpose of the article is to provide information about the current state of telehealth and describe how telehealth education can be fostered and incorporated into nursing education. Incorporating telehealth education into existing nursing curriculum and clinical experiences ensures nurses recognize the utility of emerging telehealth technology and develop the skills needed to provide safe and competent care using telehealth.

Teaching evidence-based practice piece by PEACE

Teaching evidence-based practice (EBP) to nurse practitioner (NP) students creates a challenge. Practicing NPs are frequently called upon to develop EBP protocols and therefore, must be proficient in defining clinical problems, retrieving and appraising evidence, implementing protocols to change practice based on evidence, and evaluating the practice changes. A new faculty team integrated the constructivist approach using the PEACE framework to rebuild the EBP course. Course modules corresponded to each letter of the PEACE framework: problem identification, evidence retrieval, appraisal of evidence, changing practice or conducting more research, and evaluation. Students collaborated with a non-nursing professional as part of the college’s commitment to interprofessional learning. Following the PEACE framework, students created an evidence-based poster of a proposed clinical practice change. Feedback from faculty and students was positive. Areas for improvement included eliminating redundancy in module content, standardizing all grading rubrics, and adding more virtual sessions for student/faculty interaction.

Development and psychometric evaluation of the motivation for nursing student scale (MNSS): a cross sectional validation study

Objectives To develop a self-report scale to measure academic motivation among nursing students and to test its psychometric properties. Methods a cross-sectional validation study with a convenience sample of nursing students (n=1,635) was performed. The Motivation Nursing Students Scale was developed; content, face, construct validity, hypothesis testing and reliability were evaluated. Results The validity structure revealed a four-factor solution and the model reached a satisfactory fit (χ2=622.835 df=160, p<0.01, CFI=0.90, TLT=0.83, RMSEA=0.060 (90% [CI] 0.055–0.064, p=0.001, SRMR=0.067). The hypothesis testing was confirmed with a positive correlation of the academic self-efficacy with Introjected, Intrinsic motivation and a negative correlation with Amotivation. Conclusions We verified a link between academic self-efficacy and motivation. Both motivation and self-efficacy may increase academic achievement and the possibility for HEIs to degrees a number of students in line with demands.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

Capacity building in nurse educators in a Global Leadership Mentoring Community

Globally, nurse educators participate in the three main role activities of teaching, scholarship, and service. Matching for different global locations and career stages, 12 mentor–mentee pairs completed a one-year coordinated virtual program through Sigma Theta Tau International’s Global Leadership Mentoring Community and mentees reported building their nurse educator capacities. The authors describe factors that potentially influence international mentoring such as language, time, technology, and key characteristics of mentoring relationships. Growth in educator roles occurred in the contexts of the culture of academe itself and Boyer’s definitions of scholarship. Consistent with Sigma’s vision statement, nurse educators have a global presence and responsibility to prepare competent nurses who can advance the health of the world’s people. Readers may benefit for future planning of mentoring activities to build capacities in nurse educator roles through international interactions.

Comparison of simulation observer tools on engagement and maximising learning: a pilot study

Objectives This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability. Methods This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student’s learning outcomes. Results There was little overall difference in outcomes between groups who used either simulation observer worksheet. Overall, participants who used either worksheet perceived their ability to apply clinical reasoning to an episode of patient care increased. Conclusions Modifications were identified as necessary for a larger study including changes to instrumentation, method of survey delivery and training of simulation facilitators. A more definitive evaluation will be achievable with a larger group of students in a main study with the suggested modifications.

COVID-19 pandemic and remote teaching: transition and transformation in nursing education

Remote teaching (RT) was the only option left to educators to continue education with public policy of lockdowns and social distancing during COVID-19 pandemic. RT is the online mode of instructional delivery. Globally it has become mandatory for all nurse educators to switch to RT mode. Many factors have been identified for effective implementation of RT, of which the major elements are choice of online teaching mode, pedagogy to choose the platform or technology, faculty preparedness, and the learner motivation and expectations. The dire need to meet the educational objectives demanded sudden transition to online mode. The paradigm shifts to RT brought many challenges and pragmatic guidance for teachers and institutions Remote teaching is flexible, student centered and feasible with opportunities to develop technically empowered faculty and coherent digital education strategies. However, tackling threats like academic integrity, inequity in accessibility and limited faculty preparedness necessitates attention. RT being flexible tool is weakened by low self-motivated students and low connectivity with digital inequity and security issues. The challenges opened opportunity to enhance faculty technical competency and learning management system.

A conceptual framework of student professionalization for health professional education and research

Objectives To present a conceptual framework of student professionalization for health professional education and research. Methods Synthesis and discussion of a program of research on competency-based education. Results Competency-based education relies on active, situation-based group learning strategies to prepare students to become health professionals who are connected to patient and population needs. Professionalization is understood as a dynamic process of imagining, becoming, and being a member of a health profession. It rests on the evolution of three interrelated dimensions: professional competencies, professional culture, and professional identity. Professionalization occurs throughout students’ encounters with meaningful learning experiences that involve three core components: the roles students experience in situations bounded within specific contexts. Educational practices conducive to professionalization include active learning, reflection, and feedback. Conclusions This conceptual framework drives a research agenda aimed at understanding how students become health professional and how learning experiences involving action, reflection, and feedback foster that process and the advancement of professional practices.

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

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.

Senior BSN students’ confidence, comfort, and perception of readiness for clinical practice: the impacts of COVID-19

Objectives The Coronavirus Disease 2019 (COVID-19) has impacted overall nursing education program requirements, classroom delivery of theory hours, as well as clinical and laboratory learning opportunities for students. The aims of this study were to explore the impacts of COVID 19 on the students’ perceptions of readiness for practice and their preparation for the NCLEX exam and initial clinical practice. Methods A cross-sectional descriptive design was used to investigate the impact of COVID-19 on senior BSN students’ preparation for NCLEX and future careers. The Casey-Fink Readiness for Practice Survey was used to investigate the perceptions of the BSN students’ clinical confidence and readiness for practice. Results Students reported substantial impacts of COVID-19 on their clinical experiences, their ability to practice skills and procedures, their preparations for NCLEX exam, and their nursing career. The most significant confidence concerns noted from this study seemed to center on handling multiple patient assignments, calling the physician, responding to a change in patient condition, and treating a dying patient. Conclusions Healthcare experts expect that the impact of COVID-19 may last until 2022. More research is needed to understand the impact of COVID-19 on nursing education and transition to nursing practice. While clinical confidence and readiness for practice are essential topics, more research is needed to investigate the psychological and physiological impacts of COVID-19 on nurses, nursing students, nursing preceptors, and faculty members.