J Nurs Educ
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Academic dishonesty in schools of nursing is surprisingly common. The following literature review defines academic dishonesty, describes the scope of the problem, and sheds light on factors that affect student behaviors that lead to academic dishonesty in schools of nursing. Finally, barriers to and best practices for solutions to the problem will be reviewed as they appear within the literature.
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Due to the increasing number of students in nursing programs and the decreasing number of available pediatric hospital clinical sites, many academic institutions have expanded their simulation experiences to supplement the pediatric clinical experience. This article provides a synopsis of the creativity used to construct a 6- to 7-hour clinical day within a children's hospital simulation at a small rural college in the southeastern United States. From the beginning of the creation of a historic building to the finalization of a true simulation laboratory in a new state-of-the-art facility, this synopsis discusses the trials and tribulations encountered in providing students with an experience that will assist them to utilize critical thinking and maximize clinical competence in the health care setting.
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Published research suggests that the best outcomes in critical care clinical practice require an interprofessional (IP) collaborative approach to patient care. The Institute of Medicine has called for increased IP education. This article describes the development of an elective undergraduate IP critical care course. ⋯ Various IP teaching strategies were used, including simulation, clinical observations, and student patient case presentations. An IP course provides a unique learning environment in which fundamental principles of critical care clinical practice and IP practice can be learned in an IP educational environment. There is a critical need to increase IP education and to conduct research related to IP education and its outcomes in preprofessional educational programs.