Articles de revues : « Education, Nursing, Degree Programs »

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Henshaw, Christine M. « Faculty-Student Boundaries in Associate Degree Nursing Programs ». Journal of Nursing Education 47, n^o 9 (1 septembre 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 (janvier 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, n^o 3 (28 août 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, n^o 1 (6 septembre 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 et Edward Saiff. « Partnerships in higher education : A model for joint degree nursing programs ». Journal of Professional Nursing 13, n^o 5 (septembre 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 et Kumiko Tsujino. « Genetic education in baccalaureate and associate degree nursing programs in Japan ». Nursing and Health Sciences 4, n^o 4 (décembre 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 et Chan Sook Park. « Educational goals and objectives of nursing education programs : Topic modeling ». Journal of Korean Academic Society of Nursing Education 28, n^o 4 (30 novembre 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, n^o 1 (19 novembre 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, n^o 4 (avril 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 et Tracy Spaeth. « Baccalaureate Outcomes Met by Associate Degree Nursing Programs ». Nurse Educator 39, n^o 5 (2014) : 216–20. http://dx.doi.org/10.1097/nne.0000000000000060.

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Andress, K. « (A32) Emergency Preparedness in Louisiana Nursing Programs – Response Roles, Impacts, and Competencies ». Prehospital and Disaster Medicine 26, S1 (mai 2011) : s9—s10. http://dx.doi.org/10.1017/s1049023x11000458.

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IntroductionNurses are leaders and primary health responder/providers in natural, anthropic and technological disasters. Preparation and education for nursing emergency and disaster response should begin before nursing program graduation and before disaster events occur. In Louisiana, 17 federally-declared disaster declarations were experienced from 2000 – 2009, ranging from the Space Shuttle “Columbia” to Hurricane “Katrina”. This presentation overviews Louisiana nursing programs' disaster preparedness and operational planning as demonstrated to Louisiana's Schools of Nursing Aligned for Emergency Responsiveness (SAFER) Conference, New Orleans, 2010. Co-sponsored by Dillard University, Division of Nursing, New Orleans, and Northwestern State University, College of Nursing, Shreveport, the invitational conference brought expert nurse and physician preparedness speakers from federal, state and local venues to review disaster planning, experiences, needs, and nurse preparedness competencies with nurse faculty leadership.MethodsA multiple choice survey was developed, trialed and emailed to 42 Louisiana Nursing Programs. Programs surveyed included Associate degree, Bachelors and Graduate-level providers for Registered Nurses as well as Vocational Technical programs for the Licensed Practical Nurse. National Planning Scenario threat priorities; impacts of federally declared disasters on Louisiana nursing programs; nursing program roles in disaster; and awareness of nurse emergency preparedness competencies were queried.Results34 of 42 surveys were returned. 20 were complete. Nursing programs were located state-wide and found in 7 of 9 Louisiana regions. Surveyed programs offered a Bachelors degree (45%); Graduate degree (35%); Associate degree (35%) and vocational or Licensed Practical Nursing (35%).ConclusionsThe majority of Louisiana nursing programs and their health communities have been impacted by federally declared disasters. Coordinated efforts to improve nursing program preparedness education, roles and responsibility are warranted as vulnerability increases.

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Pop, Marcel, Sándor Hollós, István Vingender et Judit Mészáros. « New ways of higher education in nursing : globalisation of nursing leadership and its teaching – Dual degree in nursing ». Orvosi Hetilap 150, n^o 10 (mars 2009) : 437–42. http://dx.doi.org/10.1556/oh.2009.28560.

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Our paper is presenting a new initiative regarding an international cooperation willing to develop a dual degree program in nursing, the so-called Transatlantic Curriculum in Nursing. The candidates – after successful completion of their studies – will get a European and an American partner diploma in nursing. The objective is to prepare an internationally and culturally competent workforce; develop the practice of nursing students’ exchange programs; process the model of dual degree independent of geographical, political or cultural borders; spread the evidence-based nursing standards in the daily practice. The partners in this initiative are Semmelweis University in Budapest, Hungary, Nazareth College of Rochester, NY, USA and Laurea University in Tikkurila, Finland. The planned activities in the framework of the program: mutual student and staff mobility, joint curriculum development and teaching process, determining joint standards. The expected outcomes are: to develop a standardised model for the enhancement and implementation of international educational programs in nursing; to improve institutional work culture; to improve professional terminology and cultural abilities; to create the model of a new type of nursing professional having a high level of cultural and language competence which are indispensable for participating in global programs.

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Brandt, Cheryl L., Melissa R. Boellaard et CeCelia R. Zorn. « The Faculty Voice : Teaching in Accelerated Second Baccalaureate Degree Nursing Programs ». Journal of Nursing Education 54, n^o 5 (1 mai 2015) : 241–47. http://dx.doi.org/10.3928/01484834-20150417-01.

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Dessner, Sarah H., et Frances T. Mosser. « An Admissions Screening Form for Associate Degree Nursing Programs ». Nurse Educator 20, n^o 5 (septembre 1995) : 23–25. http://dx.doi.org/10.1097/00006223-199509000-00011.

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Tsuruwaka, Mari. « Educational challenges in teaching nursing ethics : Perspectives of educators in Japan ». Journal of Nursing Education and Practice 8, n^o 10 (7 juin 2018) : 152. http://dx.doi.org/10.5430/jnep.v8n10p152.

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Background: While nursing ethics is becoming accepted as an independent subject in Japanese universities, there are many issues concerning the education. The purpose of this study was to anew investigate nursing ethics programs in university, to reveal the difficulties that nursing ethics educators in Japanese nursing bachelor’s degree programs faced and educational challenges, and to examine the best form of nursing ethics education.Methods: A self-administered questionnaire survey to nursing ethics educators in 235 nursing bachelor’s degree programs in Japan was conducted. The questionnaire mainly asked about an overview of nursing ethics programs, the difficulties educators experienced and educational challenges, and the association of ethics education with nursing practice.Results: The return rate of the questionnaire was 29.7%. Methods of group discussion based on case studies were common, and patients’ rights and analytical approaches to ethical issues were common topics. Many of the subjects faced difficulties in nursing ethics education: curriculum, students’ circumstances, students’ readiness and abilities, the characteristics of ethical problems, and educators’ abilities. The educators suggested that students should continue to learn nursing ethics over a few school years according to a curriculum built in a step-by-step, systematic manner.Conclusions: This survey indicated that discussions regarding what educational goals in what school year should be offered to students were needed at each university. Cooperation between educators and practical training instructors on the contents of education, and a clear definition of expertise necessary for teaching nursing ethics were challenges to be accomplished as well.

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Sieh, Selina, et Shirley K. Bell. « Perceptions of Effective Clinical Teachers in Associate Degree Programs ». Journal of Nursing Education 33, n^o 9 (novembre 1994) : 389–94. http://dx.doi.org/10.3928/0148-4834-19941101-04.

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Hickey, Noelene, Linda Harrison et Jennifer Sumsion. « Using a Socioecological Framework to Understand the Career Choices of Single- and Double-Degree Nursing Students and Double-Degree Graduates ». ISRN Nursing 2012 (17 juillet 2012) : 1–10. http://dx.doi.org/10.5402/2012/748238.

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Untested changes in nursing education in Australia, such as the introduction of double degrees in nursing, necessitate a new research approach to study nursing career pathways. A review of the literature on past and present career choice theories demonstrates these are inadequate to gain an understanding of contemporary nursing students’ career choices. With the present worldwide shortage of nurses, an understanding of career choice becomes a critical component of recruitment and retention strategies. The purpose of this paper is to demonstrate how an ecological system approach based on Bronfenbrenner’s theory of human development can be used to understand and examine the influences affecting nursing students’ and graduates’ career development and career choices. Bronfenbrenner’s socioecological model was adapted to propose a new Nursing Career Development Framework as a way of conceptualizing the career development of nursing students undertaking traditional bachelor of nursing and nontraditional double-degree nursing programs. This Framework is then applied to a study of undergraduate nurses’ career decision making, using a sequential explanatory mixed method study. The paper demonstrates the relevance of this approach for addressing challenges associated with nursing recruitment, education, and career choice.

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Ares, Terri L., Cathryn Canales Andrade et Kathleen Tornow Chai. « Associate Degree to Baccalaureate Nursing Degree : Dual Enrollment in an Asynchronous Online Program ». Journal of Nursing Education 62, n^o 11 (novembre 2023) : 606–13. http://dx.doi.org/10.3928/01484834-20230906-02.

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Background: Without formal collaboration with community colleges, a summer dual enrollment program was designed for associate degree in nursing (ADN) students to complete asynchronous online baccalaureate nursing (BSN) courses. The program aimed to reduce the time for BSN degree completion and increase the proportion and diversity of BSN nurses. Method: Students enrolled in BSN courses during their ADN program completed up to seven courses during three summers, with seamless matriculation into the BSN program. A longitudinal study explored the demographics and experiences of students from 32 ADN programs. Results: There was greater diversity of dual-enrolled students compared with the RN workforce in the state. Students were satisfied with the program and were able to apply their BSN knowledge when completing their prelicensure courses; however, some found students faced challenges in financing their education. Conclusion: The study and subsequent program growth demonstrated the feasibility of using this approach to engage ADN students earlier in their educational journey. [ J Nurs Educ . 2023;62(11):606–613.]

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Lee, Hyejung, et Youngkwan Song. « Kirkpatrick Model Evaluation of Accelerated Second-Degree Nursing Programs : A Scoping Review ». Journal of Nursing Education 60, n^o 5 (mai 2021) : 265–71. http://dx.doi.org/10.3928/01484834-20210420-05.

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Carter, Michael A., et Phillip J. Moore. « The Necessity of the Doctor of Nursing Practice in Comprehensive Care for Future Health Care ». Clinical Scholars Review 8, n^o 1 (2015) : 13–17. http://dx.doi.org/10.1891/1939-2095.8.1.13.

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The education of nurse practitioners has undergone substantial evolution since Ford and Silver (1967) first reported on the preparation of nurses to assume the role of primary care providers for children. From this modest beginning in Colorado emerged a worldwide movement to prepare nurses to diagnose and treat patients in ways that in the past had been restricted to physicians. The early programs were not usually located in schools or colleges of nursing but rather were short-term continuing education programs. Later, nurse practitioner programs were transitioned to master’s degree programs and more recently began to evolve to Doctor of Nursing Practice (DNP) Programs. The American Association of Colleges of Nursing (2014) currently lists 243 active DNP programs and 70 planned programs.

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Bloompott, Katherine, Mary J. Dyck, MyoungJin Kim, Kim Schafer Astroth, Cherrill Stockmann et O. Erin Reitz. « The Scope of LGBTQIA+ Health Content in Prelicensure Nursing Curricula ». Journal of Nursing Education 62, n^o 11 (novembre 2023) : 623–30. http://dx.doi.org/10.3928/01484834-20230906-04.

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Background: Little is known about the status of lesbian, gay, bisexual, transgender, queer or questioning, and inter-sex and asexual (LGBTQIA+) health content in prelicensure nursing curricula. This study explored curricular and pedagogical practices of LGBTQIA+ health content in nursing curricula in the United States. Design: A quantitative, cross-sectional comparative descriptive design was implemented. Method: Stratified random sampling was used to email a survey to deans and administrators of prelicensure associate degree in nursing (ADN) and baccalaureate nursing (BSN) programs. Results: Private ADN programs included more LGBTQIA+ health content than BSN programs and more LGBTQIA+ health content than public ADN programs in nursing curricula. Conclusion: Although progress has been made to include LGBTQIA+ health content in nursing curricula in the U.S., creative educational strategies can be used to help meet the varying needs of different programs. [ J Nurs Educ . 2023;62(11):623–630.]

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Cabaniss, Reitha. « Faculty identification of competencies addressing quality and safety education in Alabama Associate Degree Nursing Education Programs ». Teaching and Learning in Nursing 9, n^o 4 (octobre 2014) : 181–92. http://dx.doi.org/10.1016/j.teln.2014.05.004.

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Levitt, Cheryle, Marguerite Goulet, Jamie Murphy, Rebecca Norman-Eck et Ami Bhatt. « Nursing education during a pandemic : Perspectives of students and faculty ». Journal of Nursing Education and Practice 11, n^o 4 (15 décembre 2020) : 19. http://dx.doi.org/10.5430/jnep.v11n4p19.

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Purpose: Nurses working on the frontlines of the COVID-19 pandemic have experienced a combination of physical, psychological, logistical, professional, and personal challenges. Those nurses enrolled in baccalaureate and graduate nursing degree programs were affected significantly in their ability to remain focused on meeting course expectations while contending with pandemic-induced challenges. Nursing faculty in a public state-based university school of nursing in upstate New York responded by developing initiatives to support students and foster their success.Results: Supported by unsolicited anecdotal reports, this article describes the experiences and perspectives of nurses in clinical roles working in a pandemic epicenter, while simultaneously completing nursing degree programs. Students were confronted by professional and personal stressors that challenged their ability to manage multiple responsibilities. Faculty supported students with intensive caring and communication, and by selective strategic policy and pedagogical adaptations, while adhering to and preserving program integrity and standards. These four distinct efforts supported student retention and success, and created opportunities for faculty dialogue, assessment, and reflection upon the nature of the changes and plans for future implementation. Self-care was identified as an important coping strategy for both students and faculty.Conclusions: Faculty believe the four-pronged approach enabled students to succeed in their programs of study and feel supported as individuals and professionals. Despite the continuing global health crisis, there have been numerous positive outcomes and lessons learned by both students and faculty while learning and teaching during the pandemic, with implications for future curricular and pedagogical approaches.

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Walters, Colleen, Jennell Charles et Sue Bingham. « Impact of Short-Term Study Abroad Experiences on Transformative Learning ». Journal of Transformative Education 15, n^o 2 (29 septembre 2016) : 103–21. http://dx.doi.org/10.1177/1541344616670034.

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In recent years, there has been a rapid rise in the number of universities offering students opportunities to study abroad. Traditional semester-long programs have been shortened with many new programs ranging anywhere from 1 to 8 weeks in length. The increased number of short-term programs has enabled professional degree programs, such as nursing, to increase student participation in these programs. These changes are supported by growing evidence of the impact of these programs on student learning, personal and professional development, and understanding of self as a global citizen. Utilizing Mezirow’s transformative learning theory to conceptualize critical reflection, this quantitative study examined the impact of six short-term study abroad programs on critical reflection as a core element of transformative learning. A modified version of the Reflection Questionnaire developed by Kember et al. was completed by 20 participants at 6 weeks following the completion of the study abroad experience. Participants were largely female (90%) and minority students (75%). The results showed that mean critical reflection scores across programs were moderately high (3.84/5.00). Nursing students who went to Haiti scored highest on critical reflection (4.70/5.00) compared to students in the other five programs. Reflective journaling and participation in service learning activities were linked to the highest critical reflection scores. Short-term study abroad programs support transformative learning for students representing a minority population and those in professional and traditional degree programs.

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Cangelosi, Pamela R. « Accelerated Second-Degree Baccalaureate Nursing Programs : What Is the Significance of Clinical Instructors ? » Journal of Nursing Education 46, n^o 9 (1 septembre 2007) : 400–405. http://dx.doi.org/10.3928/01484834-20070901-04.

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Brandt, Cheryl L., Melissa R. Boellaard et CeCelia R. Zorn. « Experiences and Emotions of Faculty Teaching in Accelerated Second Baccalaureate Degree Nursing Programs ». Journal of Nursing Education 52, n^o 7 (13 juin 2013) : 377–82. http://dx.doi.org/10.3928/01484834-20130613-02.

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Romano, Carol A., et Ada Sue Hinshaw. « Doctor of Nursing Practice Education for Uniformed Service Advanced Practice Nurses : A Model Curriculum and Clinical Partnership ». Clinical Scholars Review 8, n^o 1 (2015) : 29–38. http://dx.doi.org/10.1891/1939-2095.8.1.29.

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The American Association of Colleges of Nursing asserted the position that the practice doctorate should be the graduate degree for advanced nursing practice preparation. To maintain professional standards for military advanced practice registered nurses (APRN) and remain competitive for high-quality students, the Daniel K. Inouye Graduate School of Nursing at the Uniformed Services University of the Health Sciences transitioned its APRN programs to the Doctor of Nursing Practice degree. This article describes a model graduate curriculum that incorporates clinical partnerships to prepare APRNs for their future roles in the federal health care system. Background, stakeholders, program aims, implementation strategies, curriculum design, accreditation, challenges, and lessons learned are discussed.

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Seegmiller, Jeff G., David H. Perrin, Kellie C. Huxel Bliven et Russell T. Baker. « Part I : Doctoral Education in Athletic Training. The Post-Professional Education Committee Doctoral Education Workgroup Report ». Athletic Training Education Journal 13, n^o 3 (1 juillet 2018) : 196–204. http://dx.doi.org/10.4085/1303196.

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Context:The academic environment for athletic training is changing following the degree recommendations for professional education programs.Objective:To provide historical context by presenting definitions and information on doctoral degree programs in other health professions.Background:The National Athletic Trainers' Association called for a detailed analysis on doctoral education, and a workgroup was appointed by the Post-Professional Education Committee to fulfill this charge.Synthesis:Expert panel consensus. Data were extracted from a search of 38 databases in the University of Washington library, limiting results to full-text articles published in English between the years 2006 and 2016. Various supporting sources, including professional organizations, accrediting-body Web sites, and the US Department of Labor database, were used for regulatory and professional practice data. Two historical references were used to clarify definitions and provide context.Results:Many health professions began with apprenticeship or certificate models, professional growth led to progressive degree designations such that the majority have now adopted a professional doctorate educational model wherein the professional degree is the terminal degree for professional advancement. Some health professions use residency training as the graduate education equivalent for advanced-practice education, whereas others do not. Only nursing continues to offer professional education at the baccalaureate level.Recommendation(s):There is a growing need for research to further understand best practices in doctoral education and the educational routes athletic trainers pursue. Collection and analysis of new data and examination of past and present doctoral education programs will facilitate recommendations for the future of doctoral education in athletic training.Conclusion(s):Various postprofessional educational models exist among health professions, with different impacts on professional roles, clinical opportunities, student interest, research productivity, and faculty recruitment and retention. The recently created doctor of athletic training programs may be considered a hybrid model providing advanced training in both clinical and research skills.

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Kiegaldie, Debra, Ishanka Weerasekara et Louise Shaw. « Investigating the Effects of Intraprofessional Learning in Nursing Education : Protocol for a Longitudinal Study ». Nursing Reports 13, n^o 2 (17 avril 2023) : 740–50. http://dx.doi.org/10.3390/nursrep13020065.

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Interprofessional learning (IPL), where nursing students learn how to work with multiple health professionals in their future practice to deliver the highest quality of care, has become an essential feature of undergraduate nursing programs. Intraprofessional learning (IaPL) is where individuals of two or more disciplines within the same profession collaborate; however, there is a dearth of literature investigating its effects in nursing education. The aim of this study is to investigate the impact of IaPL on the development of nursing students’ knowledge, skills, and attitudes for collaborative practice. The study will utilize a mixed methods approach with surveys conducted at six time points across two years of two nursing programs and focus groups at the end of the program. Participants will be recruited from the Diploma and Bachelor of Nursing programs at an Australian Training and Further Education institute. Four specific IaPL educational experiences incorporating simulation will be developed on aged care, mental health, complex care and acute care. The study will provide nursing students with multiple opportunities to develop the necessary capabilities for collaborative practice. It will longitudinally evaluate nursing students’ attitudes towards IaPL and examine whether IaPL motivates Diploma of Nursing students to pathway into a Bachelor of Nursing degree. The study will also investigate awareness amongst nursing students of the scope of practice, roles and responsibilities of the nursing team.

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Kruszewski, Ann, Elizabeth Brough et Mary B. Killeen. « Collaborative Strategies for Teaching Evidence-Based Practice in Accelerated Second-Degree Programs ». Journal of Nursing Education 48, n^o 6 (30 avril 2009) : 340–42. http://dx.doi.org/10.3928/01484834-20090515-07.

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Iheduru-Anderson, Kechi, et Jo Anne Foley. « Transitioning to Full Online Teaching During Covid-19 Crisis : The Associate Degree Nurse Faculty Experience ». Global Qualitative Nursing Research 8 (janvier 2021) : 233339362110575. http://dx.doi.org/10.1177/23333936211057545.

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As the COVID-19 crisis escalated in early 2020, schools of nursing and nursing programs in the United States and around the world shut down. Nurse faculty were forced transition to online teaching in a short time. Descriptive phenomenology was used to explore the experiences of associate degree nurse faculty who transitioned to online teaching during the early months of the COVID-19 pandemic. Inductive thematic analysis was performed on the interview data from 41 faculty teaching at associate degree nursing programs in the U.S. The findings of the study are presented under 6 main themes: stressful/overwhelming, feeling emotionally and physically exhausted, support, new knowledge and growth under pressure, new opportunities for nursing education, and leadership in times of crisis. To prevent the worsening of the nurse faculty shortage and help educate nurses for the future, nurse educators must be supported and recognized for their work during this period and beyond.

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Haun, Courtney N., Zachary B. Mahafza, Chassidy L. Cook et Geoffrey A. Silvera. « A Study Examining the Influence of Proximity to Nurse Education Resources on Quality of Care Outcomes in Nursing Homes ». INQUIRY : The Journal of Health Care Organization, Provision, and Financing 55 (1 janvier 2018) : 004695801878769. http://dx.doi.org/10.1177/0046958018787694.

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This examination seeks to determine the influence of proximal density to nurse education resources (nursing schools) on nursing home care quality outcomes in Alabama. Motivated by the social network theory, which highlights the influence of relational closeness on shared resources and values, we hypothesize that nursing homes that have higher levels of nursing education resources within a close proximity will exhibit significantly higher nursing home quality outcomes. As proximal density to nurse education resources increases, the opportunity for nursing homes to build closer, stronger ties increase, leading to higher quality outcomes. We examine this hypothesis via ordered logistic regressions of proximal density measures developed through geographic information systems (GIS) software, nurse education resource data from Johnson & Johnson’s Campaign for Nursing’s Future (n = 37), and nursing home quality outcome data from Centers for Medicare and Medicaid Services’s (CMS) Nursing Home Compare from 2016 (n = 226). The results find that increases in proximal density to nurse education resources have a negative and significant association with nursing home quality outcomes in Alabama. Additional sensitivity analysis, which examines the degree to which the nature of this relationship is sensitive to health care facilities’ location in high-density areas, is offered and confirms principal findings. Because nursing programs generally have stronger ties with hospitals, the findings suggest that the nursing homes in areas with higher nurse education resources may actually face greater competition for nurses.

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Kinkle, Robert Mark. « Factors Influencing Student Success in Associate Degree Respiratory Therapy Programs ». Health Professions Education 6, n^o 3 (septembre 2020) : 343–53. http://dx.doi.org/10.1016/j.hpe.2020.06.003.

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Bellflower, Bobby, et Wendy Likes. « Commentary on Potential Crisis in Nurse Practitioner Preparation in the United States ». Policy, Politics, & ; Nursing Practice 20, n^o 4 (22 octobre 2019) : 186–87. http://dx.doi.org/10.1177/1527154419882371.

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Nurse practitioner preparation and education, while evolving, still remains at a crossroads. In a recent article by Mundinger and Carter, a timeline and analysis of the number of Doctor of Nursing Practice (DNP) programs in the United States clearly demonstrated that since inception of the DNP degree, 85% of DNP programs are nonclinical. Many of the nonclinical programs in leadership and administration do not require additional clinical preparation beyond the bachelor’s or master’s degree in nursing. Thus, registered nurses and advanced practice registered nurses (APRNs) may obtain a DNP degree without additional clinical skill preparation beyond a baccalaureate or master’s degree, respectively. Several aspects of the nonclinical DNP are concerning. Among the most challenging issues that nonclinical DNPs present is confusion on the part of other health care providers and the public. The relatively low number of clinically focused DNP programs is also problematic. If we do not prepare APRNs at the clinical doctoral level, then other providers such as physician assistants will meet the health care needs of the community. The future of APRNs could be threatened, especially in primary care.

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Metcalfe, Sharon, et Amy Putnam. « The Net Generation of Nursing : Keeping Empathetic Communication Alive ». Creative Nursing 19, n^o 1 (2013) : 21–25. http://dx.doi.org/10.1891/1078-4535.19.1.21.

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Electronic communication has had a profound impact on generations, in the nursing profession as well as in society as a whole. Nursing educators struggle with facilitating verbal communication skills in didactic and clinical settings, particularly with the Net Generation. Online education is rapidly becoming the norm in degree-completion programs. Nursing educators must assure that empathetic communication with patients will not become a lost art.

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Korvick, Lynda M., Linda K. Wisener, Lea Ann Loftis et Marvel L. Williamson. « Comparing the Academic Performance of Students in Traditional and Second-Degree Baccalaureate Programs ». Journal of Nursing Education 47, n^o 3 (1 mars 2008) : 139–41. http://dx.doi.org/10.3928/01484834-20080301-10.

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Dubs, Cynthia. « Using Simulation in First Year Nursing Student Curriculum to Improve Dosage Calculations ». World Journal of Social Science Research 10, n^o 1 (2 mars 2023) : p61. http://dx.doi.org/10.22158/wjssr.v10n1p61.

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Patient safety is of the upmost importance specifically when related to medication administration. Nurses are responsible for safe medication administration as a primary responsibility. Nursing education programs, especially associate degree nursing programs, use high-fidelity simulation to enhance medication administration and dosage calculation. First year nursing students are expected to pass a dosage calculation exam with accuracy to assess safe medication practices. The purpose of this quasi-experimental ex post facto design study was to examine the causal relationship between the medication administration simulation and the dosage calculation test scores in first year, associate degree nursing students. First year nursing students who participated in the high-fidelity medication administration had statistically significant differences in their dosage calculation test scores and the odds of passing the dosage calculation test on the first attempt than the students who did not participate. Age and gender demographic information of the students who participated in the high-fidelity simulation did not show any statistically significant information based on their participation. The study aims to examine which education intervention is effective in improving dosage calculation test scores in first year nursing students. Implementation of high-fidelity simulation experiences can improve dosage calculation exams scores and contribute to a safer nursing workforce.

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Wood, Rachel E., Ellyn E. Matthews, Annette Bourgault, Marti Rice, Patricia E. Hershberger, Joachim G. Voss, Victoria Loerzel, Wendy A. Henderson, AkkeNeel Talsma et Patricia A. Kinser. « Strategies to Strengthen Nursing PhD Enrollment : An Ecological Systems Perspective ». Journal of Nursing Education 62, n^o 12 (décembre 2023) : 669–78. http://dx.doi.org/10.3928/01484834-20231006-05.

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Background: Nurses with a Doctor of Philosophy (PhD) degree are essential to developing nursing knowledge, promoting health outcomes, and educating the next generation of nurses. Declining enrollment in nursing PhD programs calls for purposeful action. Guided by Bronfenbrenner's Ecological Systems Framework, this article outlines barriers and facilitators, and offers strategies to increase PhD enrollment. Method: Extant literature and the authors' cumulative experiences in PhD education and research were reviewed to identify strategies to increase PhD enrollment. Results: Multilevel influences impede or facilitate enrollment in PhD programs. Strategies addressing individual and interpersonal influences included intentional personalized recruiting and early outreach to students at various levels of education. Institutional and organizational strategies included research partnerships and programs, and financial and infrastructure support. Sociocultural strategies included image branding and a positive social media presence supporting nurse scientists. Conclusion: Strategies to enhance PhD enrollment across all levels can spark interest in nursing science and PhD enrollment. [ J Nurs Educ . 2023;62(12):669–678.]

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Kroll, Claudia. « Outcomes Among Graduates from Washington State Community College Associate Degree Nursing Programs ». Nurse Educator 19, n^o 3 (mai 1994) : 5. http://dx.doi.org/10.1097/00006223-199405000-00001.

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Buxton, Theresa, et Shu-Yi Wang. « Comparative Study Between Associate Degree Nursing and Bachelor of Science Students for Adopting Case-Based Learning in Medical-Surgical Nursing ». SAGE Open Nursing 9 (janvier 2023) : 237796082311785. http://dx.doi.org/10.1177/23779608231178586.

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Introduction Despite the important gains of using case studies to engage and enhance student learning, research documenting student satisfaction of using online case studies is limited, especially a comparison between Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs. Comparisons in perception of enhanced learning using online case-based studies were explored between students enrolled in ADN and BSN programs during medical-surgical courses as case-based learning can be used to support clinical decision making when clinical placements are lacking. Methods A survey was administered during medical-surgical classes for 110 BSN students and 79 ADN students. Questions were asked about enhanced learning, individual case satisfaction, and overall satisfaction using online case studies. Using descriptive statistics and t-test analyses, results showed that ADN student's perceptions of the exercises were more positive, useful, and more applicable to education. However, no difference in enhanced learning was observed between the ADN and BSN groups. Conclusion Regardless of BSN or ADN student status, all nursing students expect their education to relate to both theory and practice in the clinical setting. Online case studies enhance and emphasize critical thinking to adapt to constantly changing, complex situations congruent with the American Association of Colleges of Nursing (AACN) Essentials Domain 1: knowledge for nursing practice and Domain 2: person-centered care.

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Gieske, Mickle. « Academic and Demographic Variables Related to Completion Status of Nursing Students in Master's Degree Programs ». Journal of Nursing Education 34, n^o 6 (septembre 1995) : 282–85. http://dx.doi.org/10.3928/0148-4834-19950901-10.

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Paul, Fiona. « The Doctor of Nursing Practice-Prepared Clinical Expert ». Clinical Scholars Review 8, n^o 1 (2015) : 80–83. http://dx.doi.org/10.1891/1939-2095.8.1.80.

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The Doctor of Nursing Practice (DNP) degree offers an alternative to research-focused curricula for nurses seeking a terminal degree with a focus on advanced clinical practice and leadership. The number of DNP programs and graduates has been growing since the onset of this degree. Some health care organizations have struggled with the best way to incorporate the advanced skills of the DNP graduates into their practice. This article reflects on the author’s experience as a DNP-educated advanced practice registered nurse in a tertiary pediatric hospital. A case study is presented to demonstrate how the DNP education has impacted the level of clinical practice.

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Ruth-Sahd, Lisa Anne. « Nurse Externships : Exploring Innovations to Recruit and Mentor Clinical Adjunct Faculty ». Journal of Nursing Education 62, n^o 12 (décembre 2023) : 728–32. http://dx.doi.org/10.3928/01484834-20231006-01.

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Background: Recruitment and mentoring of clinical preceptors for adjunct clinical faculty positions is essential to easing the nursing faculty shortage. This exploratory study investigated an academic-practice partnership through a summer nursing externship to recruit and mentor clinical preceptors for the clinical educator role. Method: This exploratory longitudinal study examined the success of recruiting and mentoring adjunct clinical educators at a Magnet hospital in the northeast United States. Reflective qualitative survey data from externs, extern faculty, and preceptors in baccalaureate and associate degree prelicensure programs were analyzed. Results: The findings revealed successes and challenges in recruiting and mentoring 21 adjunct faculty. Conclusion: Nursing externships proved to be successful in recruiting and mentoring clinical adjunct faculty. Implementing new models for recruitment and mentoring are essential for the success of nursing programs and the education of students. [ J Nurs Educ . 2023;62(12):728–732.]

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Lopes-Júnior, Luís Carlos, Emiliana Bomfim et Milena Flória-Santos. « Genetics and Genomics Teaching in Nursing Programs in a Latin American Country ». Journal of Personalized Medicine 12, n^o 7 (12 juillet 2022) : 1128. http://dx.doi.org/10.3390/jpm12071128.

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Although the importance of genetics and genomics in nursing education has been widely recognized, surveys carried out in several countries show that these subjects are still limited in nursing undergraduate programs. In Latin America, the teaching of genetics and genomics in nursing programs has never been previously documented. Considering this scenario, we aimed to investigate how genetics and genomics have been taught in undergraduate nursing programs in Brazil. A total of 138 undergraduate nursing program coordinators and 49 faculty members were recruited to participate in this cross-sectional study. After IRB approval, data were collected using an online survey, covering curriculum design, faculty credentials, genetics and/or genomics teaching, as well as their impressions regarding the document “Essential Nursing Competencies and Curricula Guidelines for Genetics and Genomics”. Genetics is taught in most of the investigated courses (67.3%), mainly by biologists (77.6%), with master’s degree (83.7%), and with the syllabus mainly focused on molecular biology. More instructors agreed with Competency 2 (C2) which refers to advocating for clients’ access to desired genetic/genomic services and/or resources including support groups as well as C23 which refer to using health promotion/disease prevention practices that incorporate knowledge of genetic and genomic risk factors, than coordinators. That is, the participants’ type of appointment (instructors vs. coordinators) had a significant effect on their agreement level with competencies C2 (χ2 = 6.23, p = 0.041) and C23 (χ2 = 9.36, p = 0.007). Overall, a higher number of participants with both master’s and Ph.D. degrees significantly agreed with competencies C2, C4, which refer to incorporating genetic and genomic technologies and information into registered nurse practice, and C5—demonstrating in practice the importance of tailoring genetic and genomic information and services to clients based on their culture, religion, knowledge level, literacy, and preferred language, when compared to those with Ph.D. only, and those with a master’s degree only (χ2 = 8.73, p = 0.033; χ2 = 8.61, p = 0.033; χ2 = 8.61, p = 0.033, respectively). Our results support reflections on ways to prepare the nursing workforce to deliver personalized nursing care. Additionally, they can be an aid in establishing guidelines for the undergraduate nursing curricula in Brazil and in other Portuguese-speaking countries, as well as in Latin America.

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Raymond, June. « A comparison of degree and diploma nursing students confidence of patient safety competency in Ontario, Canada ». Journal of Nursing Education and Practice 7, n^o 8 (20 mars 2017) : 93. http://dx.doi.org/10.5430/jnep.v7n8p93.

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In Ontario, Canada, Registered Nurses and Practical Nurses practice autonomously and safely in the healthcare system. Students who are aiming to become a Registered Nurse are enrolled in a four-year university baccalaureate degree program while students pursuing a practical nursing diploma are registered in a two or three-year college program. Exploring differences in confidence levels could provide insight into whether one type of nursing educational program is assisting students to develop higher confidence levels on patient safety topics. The Health Professional Education in Patient Survey was used for data collection in this research study. In total, 206 practical nursing students and 458 degree nursing students participated in this study from four different academic settings in Ontario, Canada. Overall, students in both types of educational programs expressed similar levels of confidence on the seven patient safety subscales. Practical nursing students feel errors are viewed as individual mistakes and they fear repercussions when they make a mistake more so than degree students. Although the categories of students receive different education in terms of length of program, setting, and depth of content, students within either type of program appear to develop confidence levels that are similar for the most part.

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S. Carlson, Joanne. « Orientation, Evaluation, and Integration of Part-Time Nursing Faculty ». International Journal of Nursing Education Scholarship 12, n^o 1 (1 janvier 2015) : 83–90. http://dx.doi.org/10.1515/ijnes-2015-0036.

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AbstractThis study helps to quantify and describe orientation, evaluation, and integration practices pertaining to part-time clinical nursing faculty teaching in prelicensure nursing education programs. A researcher designed Web-based survey was used to collect information from a convenience sample of part-time clinical nursing faculty teaching in prelicensure nursing programs. Survey questions focused on the amount and type of orientation, evaluation, and integration practices. Descriptive statistics were used to analyze results. Respondents reported on average four hours of orientation, with close to half reporting no more than two hours. Evaluative feedback was received much more often from students than from full-time faculty. Most respondents reported receiving some degree of mentoring and that it was easy to get help from full-time faculty. Respondents reported being most informed about student evaluation procedures, grading, and the steps to take when students are not meeting course objectives, and less informed about changes to ongoing curriculum and policy.

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Lee, Eun Hee, et Hye Jin Lee. « Factors Influencing Motive for Participation in Continuing Education of Nurses in bachelor's degree : Focusing on Korea National Open University’s bachelor's degree ». Korean Association For Learner-Centered Curriculum And Instruction 24, n^o 1 (15 janvier 2024) : 199–210. http://dx.doi.org/10.22251/jlcci.2024.24.1.199.

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Objectives The purpose of this study was to investigate the motive for participation in continuing education, job satisfaction, job performance and educational satisfaction of nurses in bachelor's degree and to provide evidence for the development of various programs to improve motive for participation in continuing education. Methods A cross-sectional survey design was used. Participants were 160 nurses in majoring Nursing Science of KNOU located K district. Data were collected from September 21 to September 27, 2023 using self-reported questionnaires. Descriptive statistics, t-test, ANOVA, Pearson's correlation coefficient, and Hierarchical re-gression analysis were performed on the collected data using the SPSS 26.0 program. Results As a result of the study, the mean scores of motive for participation in continuing education of nurses in bachelor's degree was 3.67±0.58 (range 1-5). The motive for participation in continuing education of nurses in bachelor's degree was statistically related to job satisfaction(r=.45, p<.001), job performance(r=.46, p<.001), edu-cational satisfaction(r=.26, p<.001) showed a significant positive correlation. Factors significantly influencing mo-tive for participation in continuing education of nurses in bachelor's degree were job performance(β=.27, p=.003), and job satisfaction (β=.28, p=.002). The explanatory power of related variables was 29.1%. Conclusions Based on the results of this study, it is necessary to develop and apply programs to improve job per-formance and job satisfaction in order to increase motive for participation in continuing education of nurses in bachelor's degree.

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Jo, Eun Hee, Young Sook Yoon, Yang Sin Kim, Yong Kung Kim et Shin Hee Kim. « A Study on Evaluation System for Nursing Bachelor Degree Program Outcomes : Focus on Utilization of Information and Communication Technology and the Latest Healthcare Technology ». Korea Society of Nursing Research 6, n^o 2 (30 juin 2022) : 79–90. http://dx.doi.org/10.34089/jknr.2022.6.2.79.

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Purpose : This study was conducted to develop an program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology, required for nursing education accreditation. With respect to the accreditation criterion on program outcomes, it is necessary to understand the relationship between nursing education objectives, curriculum, and assessment. Methods : A methodological research design was adopted. To ensure the theoretical validity of the program outcome evaluation system, it was verified against the learning objectives of nursing education programs and a domestic literature review in Korea. The program outcome evaluation system for the Utilizing Information and Communications Technology (ICT) and the Latest Health-Care Technology Program outcome evaluation system, based on the Kim & Park’s developmental model (2008), was then developed. Results : The program outcome evaluation system was established, including implementation level, educational curriculum, performance level, evaluation method, rubrics, and closing-the-loop processes. Conclusion : The finalized program outcome evaluation system can be actively used in nursing education and contribute to enhancing the competency of nursing students and graduates in utilizing ICT and health-care technology.

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Boellaard, Melissa R., Cheryl L. Brandt et CeCelia R. Zorn. « Faculty to Faculty : Advice for Educators New to Teaching in Accelerated Second Baccalaureate Degree Nursing Programs ». Journal of Nursing Education 54, n^o 6 (1 juin 2015) : 343–46. http://dx.doi.org/10.3928/01484834-20150515-06.

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Payne, Leslie K. « Comparison of students' perceptions of educational environment in traditional vs. accelerated second degree BSN programs ». Nurse Education Today 33, n^o 11 (novembre 2013) : 1388–92. http://dx.doi.org/10.1016/j.nedt.2012.11.003.

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