Relevant bibliographies by topics / Education, Nursing, Degree Programs

Academic literature on the topic 'Education, Nursing, Degree Programs'

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Published: 25 July 2024

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Journal articles on the topic "Education, Nursing, Degree Programs"

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Henshaw, Christine M. "Faculty-Student Boundaries in Associate Degree Nursing Programs." Journal of Nursing Education 47, no. 9 (September 1, 2008): 409–16. http://dx.doi.org/10.3928/01484834-20080901-03.

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Chigangaidze, Kudzanayi A. N. "A Call to Rethink Nursing Education in Zimbabwe." SAGE Open Nursing 8 (January 2022): 237796082210746. http://dx.doi.org/10.1177/23779608221074657.

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Nursing education is crucial in the achievement of The United Nations 2015 Sustainable Development Goal 3 that aims to “ensure healthy lives and promote wellbeing for all ages”. Zimbabwe produces diploma and degree graduates from the available education programs in the country. The differences in the diploma and degree education program include the curricula, program funding, quality assurance processes, personnel delivering the programs, student exchange programs and partnerships. Graduates from both programs are not required to have licensure examinations to test their competency before practising. The diploma program has failed to produce graduates who are critical thinkers due to the shallow nature of the learning curriculum. Additionally, the graduates are not involved in strategic decision making in the profession. In the interest of quality and patient safety, it would be appropriate to phase out the diploma program and adopt the baccalaureate nursing degree.
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Vecchia, Elaine Della. "Learning Experiences of Nursing Students in Online RN-BSN Programs in the United States." Research in Health Science 2, no. 3 (August 28, 2017): 291. http://dx.doi.org/10.22158/rhs.v2n3p291.

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<p><em>The complex profession of nursing requires the practitioner to be knowledgeable, skilled, and autonomous. It is estimated in the USA 36.8 percent of nurses hold degrees at the baccalaureate level and above. Evidence indicating baccalaureate-degreed nurses are better prepared to meet the demands of this complex profession has led to policymakers and practice leaders touting the importance of this degree. RNs are seeking the BSN degree in increasing numbers. However, due to family, work, and personal time constraints, traditional means of education may not be a viable option for many, and distance learning provides an alternative for students who might not be able to pursue degrees. The number of RN-BSN online education programs has increased significantly over the last decade. There is a great deal of research regarding the efficacy of these programs but little research exists regarding the learning experiences RN-BSN students have in these programs. The intent of this research study was to examine the structure of the learning experiences of RN-BSN students participating in online education programs. To accomplish this goal, data were obtained from 11 interviews with RN-BSN online education students about their perceptions and assumptions before beginning their coursework, and their perceptions and actual experiences, as well as, perceived challenges after experiencing the programs.</em></p>
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Raines, Deborah A. "Five Years Later: Are Accelerated, Second-Degree Program Graduates Still in the Workforce?" International Journal of Nursing Education Scholarship 10, no. 1 (September 6, 2013): 203–8. http://dx.doi.org/10.1515/ijnes-2012-0035.

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AbstractThis retrospective study explores the work activities of graduates from an accelerated, second-degree BSN program. There is documented growth in the number of accelerated, second-degree programs and the number of graduates from these programs. However, there are no published studies of whether or not these graduates are members of the workforce 5 years following graduation. This retrospective study found that the majority of the graduates are employed in nursing, and a large percentage have earned or are pursuing advanced degrees in nursing.
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Quinless, Frances W., Norbert Elliot, and Edward Saiff. "Partnerships in higher education: A model for joint degree nursing programs." Journal of Professional Nursing 13, no. 5 (September 1997): 300–306. http://dx.doi.org/10.1016/s8755-7223(97)80108-1.

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Iino, Hidechika, Masato Tsukahara, Kyoko Murakami, Vickie A. Lambert, Clinton E. Lambert, and Kumiko Tsujino. "Genetic education in baccalaureate and associate degree nursing programs in Japan." Nursing and Health Sciences 4, no. 4 (December 2002): 173–80. http://dx.doi.org/10.1046/j.1442-2018.2002.00122.x.

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Park, Eun-Jun, Jong Sun Ok, and Chan Sook Park. "Educational goals and objectives of nursing education programs: Topic modeling." Journal of Korean Academic Society of Nursing Education 28, no. 4 (November 30, 2022): 400–410. http://dx.doi.org/10.5977/jkasne.2022.28.4.400.

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Purpose: This study aimed to understand the keywords and major topics of the educational goals and objectives of nursing educational institutions in South Korea.Methods: From May 10 to May 20, 2022, the educational goals and objectives of all 201 nursing educational institutions in South Korea were collected. Using the NetMiner program, degree and degree centrality, semantic structure, and topic modeling were analyzed.Results: The top keywords and semantic structures of educational goals included ‘respect for human (life)-spirit-science-based on, global-competency-professional nurse-nursing personnel-training, professional-science-knowledge-skills, and patients-therapeutic care-relationship.’ The educational goals’ major topics were clients well-being based on science and respect for human life, a practicing nurse with capabilities and spirit, fostering a nursing personnel with creativity and professionalism, and training of global nurses. The top keywords and semantic structures of the educational objectives included ‘holistic care-nursing-research-action-capability, critical thinking-health-problem solving-capability, and efficiency-communication-collaboration-capability.’ The educational objectives’ major topics were ‘nursing professionalism, communication and problem-solving capability; a change of healthcare environments and a progress of nursing practices; fostering professional nurses with creativity and global capability; and clients’ health and nursing practice.’Conclusion: Educational goals in nursing presented specific nursing values and concepts, such as respect for human life, therapeutic care relationships, and the promotion of well-being. Educational objectives in nursing presented the competencies of nurses as defined by the Korean Accreditation Board of Nursing Education (KABONE). Recently, the KABONE announced new program outcomes and competencies, which will require the revision of educational goals. To achieve those educational objectives, it is suggested that the expected level of competencies be clearly defined for nursing graduates.
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Cangelosi, Pamela R. "Teaching Experiences of Second Degree Accelerated Baccalaureate Nursing Faculty." International Journal of Nursing Education Scholarship 10, no. 1 (November 19, 2013): 275–81. http://dx.doi.org/10.1515/ijnes-2013-0043.

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AbstractDespite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.
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Geis, Mary J. "Diffusion of Associate Degree Nursing Programs Among U.S. Community Colleges." Journal of Nursing Education 29, no. 4 (April 1990): 176–82. http://dx.doi.org/10.3928/0148-4834-19900401-08.

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Kumm, Sharon, Nelda Godfrey, David Martin, Martha Tucci, Meredith Muenks, and Tracy Spaeth. "Baccalaureate Outcomes Met by Associate Degree Nursing Programs." Nurse Educator 39, no. 5 (2014): 216–20. http://dx.doi.org/10.1097/nne.0000000000000060.

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Dissertations / Theses on the topic "Education, Nursing, Degree Programs"

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Smith, Jacqueline C. "The integration of lecture capture technology in associate degree nursing programs in Alabama." Thesis, The University of Alabama, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3683704.

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Instructors are being challenged to evaluate their courses and the manner in which course materials are distributed. Lecture capture technology has enabled nursing instructors to deliver classroom lectures even when class is not in session. This form of technology allows instructors to record lectures as they are being presented or instructors may choose to pre-record lectures prior to class. The purpose of this descriptive qualitative study was to determine how lecture capture technology has been integrated into associate degree nursing programs in Alabama. Nursing instructors were recruited from two-year colleges in the state of Alabama. Instructors selected were asked to complete a demographic survey and participate in detailed interviews that helped determine what factors influenced them to incorporate lecture capture technology into their courses. A purposive sample of nursing instructors, who had utilized lecture capture technology in their courses, was sought. The findings from this study may be used to help other nursing instructors navigate through the process of implementing lecture capture or other technology into their courses. The data collected may serve as a resource to help instructors and institutions overcome barriers and to effectively use time and resources in educating future nurses. This study has implications for nursing practice and policy related to establishing procedures that can assist instructors in adopting technology tools that will be beneficial in presenting course materials. In addition, instructors can determine which method of implementation is best for their work environment.

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Kaylor, Sheila A. "Factors Influencing the Integration of High Fidelity Simulation in Associate Degree RN and LPN Nursing Programs." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736749.

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High fidelity human simulation (HFHS) has become a common feature in nursing education in recent years. This case study explored the practices and perceptions of nursing directors, faculty, and students regarding the integration of HFHS in associate degree RN and LPN programs. The course of study in these particular programs is two years or less in length, presenting added challenges for faculty to introduce new pedagogies into an abundantly full curriculum. Multiple data sources were used and included 41 participants through interviews with nursing directors and instructors, observation of instructors and students during HFHS scenarios and debriefing sessions, and student focus group interviews at four nursing schools in two Midwestern states. Data analysis resulted in the emergence of four major themes: time limitation, limited resources, instructional disconnect, and student perspectives. These findings were consistent with much of the current literature. Findings also demonstrate the negative effects of limited time, resources, and faculty practices on the ability of nursing students to suspend disbelief and fully engage in the learning scenarios. Given the financial investments in HFHS, achieving best use through supporting student participation in active learning and facilitating the development of clinical judgment are goals which should be considered.

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Ashworth, Thomas Edward. "Using writing-to-learn strategies in community college associate degree nursing programs." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38622.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured using teacher-developed tests. Critical thinking skills were measured using the Cornell Critical Thinking Test. Level Z. The study found that the students in the experiment group achieved higher aggregate semester scores than those in the control group. The difference in mean aggregate semester scores for the two groups was statistically significant. The results of the critical thinking post-test indicated the mean scores of both groups declined, but not significantly. The mean score of the experiment group was higher, but again not significantly. It was concluded that the use of writing-to-Iearn strategies is an effective means of improving community college nursing students' achievement The results of the critical thinking portion of the study were inconclusive.
Ed. D.
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Siegel, Tracey Jane. "Assessment Practices at an Associate Degree Nursing Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/603.

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Nursing programs have traditionally used teacher-developed multiple-choice (MCQ) examinations to prepare students for licensure. Researchers have determined that poorly constructed MCQ tests used as formative and summative evaluations may penalize nursing students and impact progression and retention in nursing programs. The purpose of this exploratory case study was to examine issues related to the use of teacher-developed MCQ examinations as the only method of student assessment in the theory component of nursing courses. The National League for Nursing Core Competencies for Nurse Educators and the revised Bloom's Taxonomy were used as the conceptual frameworks for this study. The Director of the Nursing Program and 9 faculty members participated. Data were collected from a review of documents, 2 focus groups, faculty-maintained diaries, and an interview. During data analysis, categories were identified and themes emerged, revealing the key findings. Using a single method alone to assess student learning limited the opportunity for formative assessment, the ability to assess higher order thinking, and the development of metacognition on the part of students. To assist faculty in creating assessments of student learning that would address these themes, a 3-day faculty professional development project followed by 4 monthly lunch and learn sessions was designed. Providing additional faculty development in assessment methods may promote positive social change as it may ultimately increase the retention of qualified students to meet the demand for registered nurses within the community.
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Catalano, Joseph T. "A National Study of Retention Efforts at Institutions of Higher Education with Baccalaureate Degree Nursing Programs." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331858/.

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This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.
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Burroughs, Lynda A. "The knowledge and use of critical thinking teaching strategies of faculty in associate degree nursing education programs." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1866.

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The purpose of this study was to determine the knowledge and use of critical thinking teaching strategies by full-time and part-time faculty in Associate Degree Nursing (ADN) programs. Sander's CTI (1992) instrument was adapted for this study and pilottested prior to the general administration to ADN faculty in Southeast Florida. This modified instrument, now termed the Burroughs Teaching Strategy Inventory (BTSI), returned reliability estimates (Cronbach alphas of .71, .74, and .82 for the three constructs) comparable to the original instrument. The BTSI was administered to 113 full-time and part-time nursing faculty in three community college nursing programs. The response rate was 92% for full-time faculty (n = 58) and 61 % for part-time faculty (n = 55). The majority of participants supported a combined definition of critical thinking in nursing which represented a composite of thinking skills that included reflective thinking, assessing alternative viewpoints, and the use of problem-solving. Full-time and part-time faculty used different teaching strategies. Fulltime faculty most often used multiple-choice exams and lecture while part-time faculty most frequently used discussion within their classes. One possible explanation for specific strategy choices and differences might be that full-time faculty taught predominately in theory classes where certain strategies would be more appropriate and part-time faculty taught predominately clinical classes. Both faculty types selected written nursing care plans as the second most effective critical thinking strategy. Faculty identified several strategies as being effective in teaching critical thinking. These strategies included discussion, case studies, higher order questioning, and concept analysis. These however, were not always the strategies that were used in either the classroom or clinical setting. Based on this study, the author recommends that if the profession continues to stress critical thinking as a vital component of practice, nursing faculty should receive education in appropriate critical teaching strategies. Both in-service seminars and workshops could be used to further the knowledge and use of critical thinking strategies by faculty. Qualitative research should be done to determine why nursing faculty use self-selected teaching strategies.
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Saith, Shivanie. "Students' Perceptions of Persistence in a Florida Associate Degree Nursing Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4679.

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At a community college in Florida, the associate of science in nursing (ASN) program has experienced low persistence rates especially after the first semester of study. Framed by Jeffreys's nursing undergraduate retention and success model, a mixed-method approach was used to investigate first-semester and final-year ASN students' perceptions of factors influencing persistence and successful persistence strategies. In the quantitative sequence, first-semester students (N = 95) completed the Student Perception Appraisal-Revised-2 (SPA-R2) survey measuring perceptions of 5 persistence factors (environmental, institutional integration, personal academic, college academic, and friend support persistence). ANOVA and t tests were conducted by age, gender, language, ethnicity, marital status, employment, and number of dependents to identify differences between students' perceptions of factors influencing persistence. Results showed that: for males, environmental and personal academic factors were significant; for those employed 1 to 10 hours, the institutional integration factor was significant; and for the 45 to 49 age group, all persistence factors were significant. In the qualitative sequence, final-year students (N = 12) were interviewed to understand the persistence factors that contributed to their success. Thematic analyses revealed that family, peer, and financial support, as well as employing strategies for study habit modification and personal motivation influenced students' persistence toward program completion. Findings were used to develop an online curriculum plan for incoming ASN students that includes training on study habits and encourages students to form support systems to promote students' program completion resulting in positive social change in the nursing community.
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Farley, Patricia Ann. "Factors Related to Nursing Student Persistence in an Associate Degree Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3346.

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The retention of nursing students remains a challenge in higher education, and the need for nurses in the United States is projected to increase. The purpose of this study was to investigate nursing student persistence in an associate degree program by examining differences in the presence of key social, environmental, and academic factors across 2 types of students: completers and non-completers of the 1st course in a registered nursing program. The study framework was based on Tinto's Student Integration Model and the Nursing Undergraduate Retention and Success Model, which identify key social, environmental, and academic factors as critical to student success. The Student Perception Appraisal survey, which consists of 27 items arranged into 5 subscales 'personal academic, environmental, institutional interaction, college facilities, and friend support' was administered to students enrolled in the 1st semester of a registered nursing program who were later assigned to a group based on course completion (n = 90 completers; n = 22 non-completers). An independent-samples t test revealed no statistically significant differences between the groups on the instrument subscale scores. Recommendations include further study with larger and more equivalent group sizes. Implications for social change include providing initial research findings and recommendations to the study site that may ultimately increase the number of nursing graduates to meet the ever-increasing demand for healthcare professionals.
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Goetteman, Mary. "A DESCRIPTIVE COMPARATIVE STUDY OF TRADITIONAL AND NON-TRADITIONAL MASTER'S OF SCIENCE IN NURSING DEGREE PROGRAMS OFFERING T." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2328.

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ABSTRACT The goal of this research was to determine how the nursing faculty shortage in Florida was being addressed. The purpose of this descriptive, comparative study was to explore program length, size, and admission criteria of master's of science in nursing (MSN) degree programs. Characteristics of both traditional and non-traditional programs that offered the education specialty were examined. Non-traditional programs included registered nurse to master's of science in nursing (RN-MSN) degree programs. Characteristics of students enrolled in the education track of these programs were also compared, based on participant's entry level into nursing practice. The three comparison groups included diploma prepared nurses, associate degree prepared nurses, and baccalaureate prepared nurses. Comparative and descriptive statistics with cross tabulations and frequencies, were used to determine comparisons, based on responses to questionnaire items that focused on reasons for entering the program, financial assistance, program satisfaction, goals, future plans, years of experience, nursing specialty, employment status, and demographics. The literature review found very few current studies on non-traditional and traditional MSN degree programs. Results of this study found only nine programs in the state that offered an MSN with a nursing education specialty with participation elicited from five of those nine programs. Findings revealed that within those programs were a variety of both traditional and non-traditional options that were unique in how they were organized and administered. Descriptive, comparative analysis revealed no significant differences in student characteristics of the three identified groups for those enrolled in master's level coursework in the nursing education specialty in spring of 2006. Overall, participants in the MSN programs indicated that they chose the program because they needed it for advancement, they wanted additional knowledge and skills, and the reputation and location were important. Their education was financed with personal earnings or loans. Upon completion of the program they planned to stay in their current positions and continue for a doctoral degree or specialty certification in nursing. Within 10 years they planned to be working as a faculty member in a nursing program. They were Caucasian women, aged 41-55, who lived with a significant other and children, worked more than 33 hours per week in critical care, pediatrics or education, and had more than 20 years of work experience. Findings indicated that the diversity of the MSN programs made no difference in the types of students that were attracted to the programs. These findings may be used to target recruitment efforts toward those interested in becoming nursing faculty in an effort to help alleviate the nursing faculty shortage in Florida.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Apple, MaryLou Reagan. "A study of grade distribution and grade-point averages of the Tennessee Board of Regents associate-degree nursing programs." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0218102-110419/unrestricted/AppleM022802a.pdf.

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Books on the topic "Education, Nursing, Degree Programs"

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Nursing, National League for. Policies and procedures of accreditation for programs in nursing education: Associate degree programs, baccalaureate and higher degree programs, diploma programs, practical nursing programs. 5th ed. New York: Division of Accreditation, National League for Nursing, 1985.

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National League for Nursing. Division of Accreditation., ed. Policies and procedures of accreditation for programs in nursing education: Associate degree programs, baccalaureate and higher degree programs, diploma programs, practical nursing programs. 5th ed. New York (10 Columbus Cir., New York 10019-1350): Division of Accreditation, National League for Nursing, 1985.

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National League for Nursing. Council of Associate Degree Programs, ed. Educational outcomes of associate degree nursing programs: Roles and competencies. New York: Council of Associate Degree Programs, National League for Nursing, 1990.

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National League for Nursing. Council of Associate Degree Programs. Criteria and guidelines for the evaluation of associate degree programs in nursing. 7th ed. New York: Council of Associate Degree Programs, National League for Nursing, 1991.

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National League for Nursing. Council of Associate Degree Programs. Criteria and guidelines for the evaluation of associate degree programs in nursing. New York, N.Y: National League for Nursing, Council of Associate Degree Programs, 1991.

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National League for Nursing. Council of Associate Degree Programs. Criteria and guidelines for the evaluation of associate degree programs in nursing. 7th ed. New York: Council of Associate Degree Programs, National League for Nursing, 1991.

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ed, Waltz Carolyn Feher, and Neuman Lois H. ed, eds. Educational outcomes: Assessment of quality-- a compendium of measurement tools for associate degree nursing programs. New York: National League for Nursing, 1988.

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Feher, Waltz Carolyn, Neuman Lois H, and Helene Fuld Health Trust. Accreditation Outcomes Project., eds. Educational outcomes: Assessment of quality : a compendium of measurement tools for associate degree nursing programs. New York: National League for Nursing, 1988.

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National League for Nursing. Council of Baccalaureate and Higher Degree Programs. Characteristics of Master's education in nursing / Council of Baccalaureate and Higher Degree Programs, National League for Nursing. New York: Council of Baccalaureate and Higher Degree Programs, National League for Nursing, 1987.

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Nursing, National League for. Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master's, practice doctorate, and research doctorate programs in nursing. New York, NY: National League for Nursing, 2010.

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Book chapters on the topic "Education, Nursing, Degree Programs"

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Weinberg, Stephen. "Accelerated Undergraduate Degree Programs." In Undergraduate Public Affairs Education, 43–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003227120-4.

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Davis, Janet H., Gemma Delicado Puerto, Kyle Rausch, Megan Cris-an Sijo James, Janessa Marie Rojas, Juan Manuel Rodríguez Tello, and Jesus M. Lavado-Garcia. "Internationalizing Nursing Education Programs with COIL." In Academic Mobility through the Lens of Language and Identity, Global Pandemics, and Distance Internationalization, 179–90. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003366942-18.

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Lane, Jason E., and Kevin Kinser. "International Joint and Double–Degree Programs." In Global Opportunities and Challenges for Higher Education Leaders, 59–62. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-863-3_13.

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Knight, Jane, and Jack Lee. "International Joint, Double, and Consecutive Degree Programs." In The Handbook of International Higher Education, 415–28. 2nd ed. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447863-26.

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Becchio, D., A. Cavicchioli, M. E. Magnino, I. Berra, G. P. Zara, G. Narduzzo, and M. Eandi. "Multimedia and Hypertext Programs for Nursing Education." In Medical Informatics Europe 1991, 1050. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/978-3-642-93503-9_192.

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Osipov, Petr, Elena Girfanova, and Julia Ziyatdinova. "Educational Innovations in Financial Management Degree Programs." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 614–21. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_61.

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Knight, Jane. "Global: are Double/Multiple Degree Programs Leading to “Discount Degrees”?" In Understanding Higher Education Internationalization, 111–13. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_24.

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Uroda, Andrey. "Borders Bridging Degrees: Harbin and Vladivostok’s Dual-Degree Programs." In Crossing Borders in East Asian Higher Education, 231–61. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-94-007-0446-6_11.

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Wright, Dianne A., and Adrienne E. Hyle. "Council for the Advancement of Higher Education Programs' Master's Degree Guidelines for Higher Education Administration Programs." In Advancing Higher Education as a Field of Study, 111–27. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003442912-8.

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Zhetessova, Gulnara, Marat Ibatov, Galina Smirnova, Damira Jantassova, Valentina Gotting, and Olga Shebalina. "Pilot Project on Designing Competence-Oriented Degree Programs in Kazakhstan." In The Challenges of the Digital Transformation in Education, 163–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_16.

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Conference papers on the topic "Education, Nursing, Degree Programs"

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Buck Sainz-Rozas, Pablo, Pedro García Martínez, Pablo García Molina, Laura Pla Marzo, Ines Aguirre Sanz, Juan Gómez Salgado, and Evelin Balaguer López. "Enhancing pediatric and neonatal CPR competency through clinical simulation: An educational innovation approach." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17089.

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This study presents an educational innovation program aimed at enhancing pediatric and neonatal CPR competency among nursing degree students. The program utilizes clinical simulation, debriefing techniques, and an annual action research methodology to improve knowledge acquisition and student satisfaction. The specific aims include assessing the educational impact on CPR technique learning and identifying elements for improvement. Results indicate improvements in knowledge assessment items, but also highlight the need for ongoing quality enhancement, particularly in prior evaluations and access to materials. The study emphasizes the importance of continuous improvement and the utilization of debriefing techniques to enhance student satisfaction. Overall, the educational innovation has positively impacted student satisfaction, but further refinements are necessary to achieve optimal learning outcomes. This work contributes to the ongoing development of effective CPR training methodologies in nursing education.
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Muñoz Gimeno, Merce, and Carlos Martinez Gaitero. "IMPLEMENTATION OF AN ACADEMIC PROGRAM BASED ON INNOVATION AND ENTREPRENEURSHIP IN THE NURSING DEGREE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0515.

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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.

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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Saarikoski, Lotta, and Satu Lautamäki. "Factors of effective interdisciplinary online team learning." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1407.

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The pandemic has forced higher education to radically change the teaching format from face-to-face mode into virtual or hybrid format. Also, intensive courses, workshops and seminars have been conducted totally or partly online. These formats include lots of students` team work in order to succeed. Starting to work virtually with strangers might be difficult for students. Our paper presents how we developed and conducted two interdisciplinary team learning projects during the academic year 2021-2022 and the results we got. Our projects were implemented in the BSc degree programs of engineering, business administration and nursing at two Finnish UAS and at two foreign partner universities. After the courses we collected qualitative data from students´ learning diaries and other reflections and performed content analysis which revealed that there are supportive and hindering factors for virtual team work and they should be considered while designing the learning experiences.
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Malbon, Isobel J. "Challenged? Supporting Nursing Students with Dyslexia in Clinical Placements." In ITP Research Symposium 2022. Unitec ePress, 2023. http://dx.doi.org/10.34074/proc.2302004.

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From my own experience as a Student Nurse Educator and my role as an Academic Liaison Nurse (ALN) in a Dedicated Education Unit (DEU), clinical practicums can be challenging for our nursing students. Responses in practicum can vary from exciting to downright scary, but for those with additional challenges such as dyslexia, getting words mixed up or incorrect spelling can have a devastating effect on their confidence and their ability to fulfil their role. This paper draws on a study completed for my Master of Applied Professional Practice about the stigma of dyslexia and the impact on nursing students. Using a framework of qualitative phenomenology, I conducted face-to-face interviews with five participants, and then employed narrative analysis to better understand their journeys. I was privileged to hear their personal stories as current nursing students and graduates talked about how they managed barriers, including fatigue, and expectations while completing their practicums. This paper shares some of the coping strategies participants offered, as well as my own reflections of how teaching and clinical staff can help. Educators and clinical leads alike need to be knowledgeable and skilled, and understanding of those with different learning styles and preferences. Consistent support and, often, repetition, are the keys to learning, and reducing stress and fatigue for those with dyslexia. In our sector, multiple programmes have work experience, placements or internships, and many of the issues and responses discussed will be transferable beyond the Bachelor of Nursing degree. I hope that sharing some of the participants’ stories and my own observations may encourage others to consider how they support learners with dyslexia and discover new ideas that work.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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Jayasekara, Rasika S., Colleen Smith, Morgan Smith, Vicky Visvanathan, Cath Hall, Elaine Rankin, and Terry-Renette Friebe. "Clinical Education Models for Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference (WNC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2315-4330_wnc17.59.

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Seminikhyna, Nataliia. "Master's degree programs in Australian universities." In Comparative and International Education – 2021: Education Innovations in the context of European Integration and Globalisation. Krok, 2021. http://dx.doi.org/10.32405/978-966-97763-9-6-2021-292-293.

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Raj, Rajendra K., and Allen Parrish. "Bringing Up Cybersecurity Degree Programs." In SIGCSE '18: The 49th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3159450.3162192.

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Sabin, Mihaela, Paul Snow, Simon, John Impagliazzo, Alison Clear, and Yan Timanovsky. "Representative names of computing degree programs worldwide." In the 20th Australasian Computing Education Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3160489.3160501.

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Reports on the topic "Education, Nursing, Degree Programs"

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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.

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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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Alexander, Aileen, Tania Kapp, and Sara Nest. UQ Neurodiversity Hub: Tailoring Support for Neurodivergent Students. Journal of the Australian and New Zealand Student Services Association, October 2023. http://dx.doi.org/10.30688/janzssa.2023-2-07.

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Over the past few years, neurodivergent students have disclosed challenges they have experienced in undertaking study in a tertiary educational setting. Further to this, some students have also raised issues in relation to getting a diagnosis which, in turn, has limited their support options. In response to this feedback, members of the University of Queensland (UQ) Student Advice Team have worked towards developing a suite of programs under the umbrella of the UQ Neurodiversity Hub. The programs include support for those transitioning into tertiary education for the first time, through to all undergraduate students at any stage of their degree. In developing these programs, we have actively sought input and feedback from neurodivergent students and collaborated with other teams and staff at UQ.
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Lavadenz, Magaly, Anaida Colón-Muñiz, and Elvira Armas. Advancing Coherence: Aligning Educator Preparation with California’s English Learner Roadmap Policy. Center for Equity for English Learners, March 2024. http://dx.doi.org/10.15365/ceel.policy.15.

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The purpose of this brief is to support English Learner success by encouraging stronger alignment between educator preparation efforts in IHEs and TK-12 policies and practices The current study explores the implementation and alignment of core concepts of the California English Learner Roadmap (ELR) in institutions of higher education (IHEs) – where the majority of California’s future educators are being prepared to serve our students. Researchers conducted a rigorous inquiry process to analyze the degree to which educator program expectations for teaching, school counseling, and administration/leadership are aligned to the ELR. Findings reveal that that there is currently insufficient alignment between the ELR and IHE educator preparation programs. Based upon these findings, the researchers put forth actionable state-level policy and practice recommendations to guide IHEs to better align to the ELR in their program design, implementation, and evaluation– including the use of the California English Learner Roadmap Toolkit for Institutes of Higher Education.
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Chen, Xianglei, and Susan Rotermund. Entering the Skilled Technical Workforce After College. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.rb.0024.2004.

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This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.
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Kolesova, N. A. Educational and methodological manual for teachers of preschool educational organizations "Elements of fairy-tale therapy in the socio-communicative development of older preschool children". Sib-expertise, February 2022. http://dx.doi.org/10.12731/er0532.03022022.

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The textbook emphasizes the relevance of the problem of the socio-communicative development of children of older preschool age. The manual consists of two chapters: the first chapter reveals general approaches and features of using elements of fairy-tale therapy in working with children of older preschool age to form their socio-personal competencies, describes the features of perceptions of preschool-age children when reading tales into their hearing, and also reveals the use of elements of fairy-tale therapy in pedagogical measures for the socio-communicative and speech development of older preschool children. The second chapter is devoted to the description of the most effective methods that make it possible to determine the degree of assimilation of the child's socio-personal competencies and the level of effectiveness of pedagogical influence aimed at communication and interaction between the children of the group. Practical materials are presented in the form of therapeutic tales that can be used by teachers of preschool educational organizations in corrective and developmental work on the socio-communicative development of older preschool children. The educational and methodological manual is addressed to teachers of preschool educational organizations, can be used in the system of further training in educational programs "Pedagogical activities in the context of the implementation of GEF preschool education," "Modern educational technologies in the context of the implementation of GEF preschool education."
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Ahmed, Badrun Nessa, and Rizwana Islam. TEACHING AND LEARNING EXPERIENCE AT THE NATIONAL UNIVERSITY AFFILIATED TERTIARY COLLEGES IN BANGLADESH. Bangladesh Institute of Development Studies, March 2024. http://dx.doi.org/10.57138/axvn7639.

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The Government of Bangladesh is currently implementing the College Education Development Project (CEDP) to improve participating colleges' teaching and learning environment and strengthen the strategic planning and management capacity of National University (NU) affiliated tertiary colleges in Bangladesh. The focus of CEDP is to improve the capacity of the National University College system to plan, manage, implement, and monitor institutional programs, as well as strengthen the foundation for the next phase of development activities. CEDP promotes institution-led activities that focus on creating quality teaching-learning environments in government and non-government colleges through the availability of competitive grants. The achievement of the College Education Development Project (CEDP) is the satisfaction level of students, teachers, and employers in terms of the quality and relevance of teaching. To measure the satisfaction level of the relevant stakeholders (i.e., students, teachers, and employers), three beneficiary feedback surveys (i.e., baseline, mid-term, and endline) are planned to be conducted, among which the baseline was carried out in 2019. The Bangladesh Institute of Development Studies (BIDS) conducted the Mid-term Satisfaction Survey in May-June 2022. The mid-term survey is the second of the three planned surveys of the CEDP, measuring the mid-term satisfaction level of the stakeholders, students and teachers of National University-affiliated colleges, and employers of NU graduates. This study uses data from the Mid-term Satisfaction Survey to assess the mid-term satisfaction level of students, teachers, and employers. The study was designed using a mixed-method approach, both quantitative and qualitative, to address the objectives of this study. Data analysis has used both the baseline data collected in 2019 and the mid-term data collected in this study. Using the baseline and mid-term data, a two-round panel data was constructed at the college level. Depending on the specific indicators, the program's effect at the college level was calculated. We compare the overall satisfaction level regarding all the relevant indicators by stakeholder types, i.e., principals, teachers, and students, and observe differences among the average satisfaction levels. The overall teaching and learning environment satisfaction level is 3.81 among college principals, 2.95 among teachers, and 2.57 among students. A similar pattern is also found for other indicators except the collaboration of colleges with industries. The satisfaction level regarding the collaboration of colleges with industries is noted as the lowest for principals (1.62) and teachers (1.76), and for students, it is slightly higher (2.10 on a scale of 5). The lowest satisfaction level among students is recorded for connectivity through the internet (1.89), and the highest for teaching skills (3.92). The regression results show that for the full sample, the Difference-in-Difference (DiD) of the satisfaction scores on the quality of academic infrastructure, the quality of internet connection, and the quality of facilities for students’ soft skill improvement are statistically significant. The DiD for the other two satisfaction scores, namely, the teaching and learning environment and the degree of industry linkage, are not statistically significantly different from zero. These results show that the colleges that received Institutional Development Grants (IDGs) have made a positive and statistically significant impact on the improvement of the quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant. However, the grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG awarded colleges and IDG non-recipient colleges. These changes are not statistically significant. The overall findings from the mid-term satisfaction survey highlighted that: (1) Institutional Development Grant (IDG) has made positive and statistically significant impact on the improvement of quality of academic infrastructure, quality of internet connection and other related facilities, and quality of facilities for students’ soft skill compared to those who did not receive this grant; (2) The grant has made some changes in the teaching and learning environment and the degree of industry linkage between IDG-awarded colleges and IDG non-recipient colleges. These changes are not significant enough to increase the satisfaction level of the students, teachers, and principals. Therefore, this study proposes these recommendations for increasing the overall satisfaction level of all stakeholders: (1) The poor level of industry collaboration has been highlighted by all types of beneficiaries. To facilitate industry collaboration, job fairs should be organised every year, preferably at the district level; (2) Introducing short course facilities can increase the job market opportunities of the NU-affiliated colleges; (3) Subject-based pedagogical training for the NU teachers is highly recommended; (4) The interrelation and collaboration between NU-affiliated colleges and universities should be increased. The colleges that are not well equipped with enough facilities can collaborate with the universities to share their equipment, such as computer labs, libraries, scientific labs, etc. This will help the less privileged colleges provide quality teaching and learning facilities to the students; (5) Forming and activating the activities of Alumni Associations in the NU-affiliated colleges; (6) There should be funds available for the renovation of old academic buildings, addition to an existing building, and upgrading labs and research facilities for teachers wherever appropriate, (7) There should be some provision of need-based funds/emergency grant that might be used or made available to the college authorities in case of sudden emergency or need (e.g., a sudden flash flood in Sylhet division)
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Totten, Annette, Dana M. Womack, Marian S. McDonagh, Cynthia Davis-O’Reilly, Jessica C. Griffin, Ian Blazina, Sara Grusing, and Nancy Elder. Improving Rural Health Through Telehealth-Guided Provider-to-Provider Communication. Agency for Healthcare Research and Quality, December 2022. http://dx.doi.org/10.23970/ahrqepccer254.

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Objectives. To assess the use, effectiveness, and implementation of telehealth-supported provider-to-provider communication and collaboration for the provision of healthcare services to rural populations and to inform a scientific workshop convened by the National Institutes of Health Office of Disease Prevention on October 12–14, 2021. Data sources. We conducted a comprehensive literature search of Ovid MEDLINE®, CINAHL®, Embase®, and Cochrane CENTRAL. We searched for articles published from January 1, 2015, to October 12, 2021, to identify data on use of rural provider-to-provider telehealth (Key Question 1) and the same databases for articles published January 1, 2010, to October 12, 2021, for studies of effectiveness and implementation (Key Questions 2 and 3) and to identify methodological weaknesses in the research (Key Question 4). Additional sources were identified through reference lists, stakeholder suggestions, and responses to a Federal Register notice. Review methods. Our methods followed the Agency for Healthcare Research and Quality Methods Guide (available at https://effectivehealthcare.ahrq.gov/topics/cer-methods-guide/overview) and the PRISMA reporting guidelines. We used predefined criteria and dual review of abstracts and full-text articles to identify research results on (1) regional or national use, (2) effectiveness, (3) barriers and facilitators to implementation, and (4) methodological weakness in studies of provider-to-provider telehealth for rural populations. We assessed the risk of bias of the effectiveness studies using criteria specific to the different study designs and evaluated strength of evidence (SOE) for studies of similar telehealth interventions with similar outcomes. We categorized barriers and facilitators to implementation using the Consolidated Framework for Implementation Research (CFIR) and summarized methodological weaknesses of studies. Results. We included 166 studies reported in 179 publications. Studies on the degree of uptake of provider-to-provider telehealth were limited to specific clinical uses (pharmacy, psychiatry, emergency care, and stroke management) in seven studies using national or regional surveys and claims data. They reported variability across States and regions, but increasing uptake over time. Ninety-seven studies (20 trials and 77 observational studies) evaluated the effectiveness of provider-to-provider telehealth in rural settings, finding that there may be similar rates of transfers and lengths of stay with telehealth for inpatient consultations; similar mortality rates for remote intensive care unit care; similar clinical outcomes and transfer rates for neonates; improvements in medication adherence and treatment response in outpatient care for depression; improvements in some clinical monitoring measures for diabetes with endocrinology or pharmacy outpatient consultations; similar mortality or time to treatment when used to support emergency assessment and management of stroke, heart attack, or chest pain at rural hospitals; and similar rates of appropriate versus inappropriate transfers of critical care and trauma patients with specialist telehealth consultations for rural emergency departments (SOE: low). Studies of telehealth for education and mentoring of rural healthcare providers may result in intended changes in provider behavior and increases in provider knowledge, confidence, and self-efficacy (SOE: low). Patient outcomes were not frequently reported for telehealth provider education, but two studies reported improvement (SOE: low). Evidence for telehealth interventions for other clinical uses and outcomes was insufficient. We identified 67 program evaluations and qualitative studies that identified barriers and facilitators to rural provider-to-provider telehealth. Success was linked to well-functioning technology; sufficient resources, including time, staff, leadership, and equipment; and adequate payment or reimbursement. Some considerations may be unique to implementation of provider-to-provider telehealth in rural areas. These include the need for consultants to better understand the rural context; regional initiatives that pool resources among rural organizations that may not be able to support telehealth individually; and programs that can support care for infrequent as well as frequent clinical situations in rural practices. An assessment of methodological weaknesses found that studies were limited by less rigorous study designs, small sample sizes, and lack of analyses that address risks for bias. A key weakness was that studies did not assess or attempt to adjust for the risk that temporal changes may impact the results in studies that compared outcomes before and after telehealth implementation. Conclusions. While the evidence base is limited, what is available suggests that telehealth supporting provider-to-provider communications and collaboration may be beneficial. Telehealth studies report better patient outcomes in some clinical scenarios (e.g., outpatient care for depression or diabetes, education/mentoring) where telehealth interventions increase access to expertise and high-quality care. In other applications (e.g., inpatient care, emergency care), telehealth results in patient outcomes that are similar to usual care, which may be interpreted as a benefit when the purpose of telehealth is to make equivalent services available locally to rural residents. Most barriers to implementation are common to practice change efforts. Methodological weaknesses stem from weaker study designs, such as before-after studies, and small numbers of participants. The rapid increase in the use of telehealth in response to the Coronavirus disease 2019 (COVID-19) pandemic is likely to produce more data and offer opportunities for more rigorous studies.
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