An Innovative Service–Learning Project to Develop Cultural Competency in Undergraduate Nursing Students
A service–learning opportunity was implemented with fundamental nursing students in an associate degree program to develop cultural competency. Research has supported service–learning as an effective teaching modality. It is the responsibility of undergraduate nursing programs to prepare their nursing students with adequate cultural skills to care for ethnically and culturally diverse populations. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 27, 2016 Category: Nursing Authors: Lorraine Cupelli Source Type: research
An innovative service-learning project to develop cultural competency in undergraduate nursing students
A service-learning opportunity was implemented with fundamental nursing students in an associate degree program to develop cultural competency. Research has supported service-learning as an effective teaching modality. It is the responsibility of undergraduate nursing programs to prepare their nursing students with adequate cultural skills to care for ethnically and culturally diverse populations. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 26, 2016 Category: Nursing Authors: Lorraine Cupelli Source Type: research
Impact of concept mapping on the development of clinical judgment skills in nursing students
Helping nursing students learn to use sound clinical judgment has become a primary goal of nursing programs. Concept mapping has been shown to promote meaningful learning and critical thinking. The purpose of this study was to explore how junior baccalaureate nursing students perceive the effect of a concept mapping educational strategy on the development of clinical judgment skills. Concept mapping was taught using an adaptation of Gerdeman, Lux, and Jacko's (2013) Clinical Judgment Self-Evaluation Rubric (CJSR) that uses simplified wording. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 26, 2016 Category: Nursing Authors: Mahmoud Kaddoura, Olga VanDyke, Betty Cheng, Kimberly Shea-Foisy Source Type: research
Critical thinking cards: An innovative teaching strategy to bridge classroom knowledge with clinical decision making
Students and faculty in an obstetrics course were surveyed regarding the use of critical thinking cards as an active teaching strategy in the clinical setting. Critical thinking cards are the foundation for an active learning strategy that incorporates questioning, problem solving, coaching, and the think-aloud approach while using higher-order thinking to enhance clinical decision-making. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 22, 2016 Category: Nursing Authors: Cindra Holland, Deborah Ulrich Source Type: research
Large Group Simulation: Using Combined Teaching Strategies to Connect Classroom and Clinical Learning
A growing disconnect exists between what students learn in the classroom and how they use nursing concepts to provide safe and effective care in a clinical setting. The purpose of this article is to share a large group simulation teaching and learning strategy that combines unfolding case studies, low-fidelity simulation, and PowerPoint® to facilitate active learning and the integration of classroom and clinical learning in an associate degree nursing program. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 3, 2016 Category: Nursing Authors: Susan M. Moyer Source Type: research
A Project to Increase Educator Cultural Competence in Mentoring At-Risk Nursing Students
The purpose of this pilot project was to enhance faculty cultural competency in mentoring diverse students. The project was based upon Dr. Campinha-Bacote's Process of Cultural Competence in the Delivery of Healthcare Services model. A pretest–posttest design measured educator cultural competency in mentoring using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals for Mentoring (IAPCC-M). Fisher's analysis revealed a statistically significant increase in educator cultural competency with a two-tailed P value of 0.0011. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 3, 2016 Category: Nursing Authors: Debra K. Gibbs, Alicia L. Culleiton Source Type: research
A project to increase educator cultural competence in mentoring at-risk nursing students
The purpose of this pilot project was to enhance faculty cultural competency in mentoring diverse students. The project was based upon Dr. Campinha-Bacote's Process of Cultural Competence in the Delivery of Healthcare Services model. A pretest –posttest design measured educator cultural competency in mentoring using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals for Mentoring (IAPCC-M). Fisher's analysis revealed a statistically significant increase in educator cultural competency with a tw o-tailed P value of 0.0011. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 2, 2016 Category: Nursing Authors: Debra K. Gibbs, Alicia L. Culleiton Source Type: research
First-year students as first responders: Initiating their first code
First-year nursing students may care for patients with deteriorating conditions and should be able to respond appropriately to emergencies. First-year students may not have confidence or skills to initiate a code response within seconds of recognizing an event even though they are required to have certification in basic life support. Faculty of one associate-degree nursing program developed a “Code Week” with a high-fidelity simulation scenario for first-semester students to rehearse initiating a code. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - February 2, 2016 Category: Nursing Authors: Susan G. Bryant Source Type: research
“Flipping” a first-year medical–surgical associate degree registered nursing course: A 2-year pilot study
This study piloted a flipped learning model using podcasts and PowerPoints posted on-line before class and active learning experiences facilitated during class in a medical–surgical registered nursing course taught for 2 classes. Surveys and end-of-course evaluations obtained feedback from first-year associate degree nursing students. Overall responses in the surveys and end-of-course evaluations were positive. The flipped learning model may promote student preparation for class, allow students to apply their learning in class, and enhance student learning. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - January 28, 2016 Category: Nursing Authors: Patricia Lynn Pence Source Type: research
The transitions of international nursing students
The number of international students in the United States' higher education health professions' classroom grows with each year. These students have diverse needs compared to U.S. students. This qualitative study describes the lived experiences of 10 international nursing students representing 8 countries of origin and prelicensure programs in 5 states. Findings illustrate the need for prelicensure faculty to develop a curriculum structure specific to academic, language, pedagogical, clinical, social, and cultural needs of these students. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - January 19, 2016 Category: Nursing Authors: Shellye A. Vardaman, Beth Mastel-Smith Source Type: research
Journal Updates and Requests
It has been oneyear since I accepted the position of editor, and I cannot believe all that I have learned! I want to thank the OADN Board for their continued support, and I want to specially thank Donna Meyer and Patricia Smart for their insight and encouragement. (Source: Teaching and Learning in Nursing)
Source: Teaching and Learning in Nursing - January 18, 2016 Category: Nursing Authors: Tracey Siegel Source Type: research
Case studies in class: context for success
Learning lasts when the students can make direct connections to real life. From experiential learning models to constructivism, it has been long understood that “making it real” is what students need (Jeffries & Clochesy, 2012). Trying to learn a concept with little or no connection to actual nursing practice can be ineffective and frustrating. It is also understood that nurses function at the application and analysis level (or higher) of cognitive processing. Classroom learning at the knowledge and comprehension level, without the opportunity for application, puts students at risk for forgetting or misunderstanding co...
Source: Teaching and Learning in Nursing - January 18, 2016 Category: Nursing Source Type: research
