J Nurs Educ
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Comparative Study
Differences in Nursing Faculty Satisfaction Teaching Online: A Comparative Descriptive Study.
Many students today desire an education that can be completed without attending traditional classroom settings. Nursing administrators are responding by increasing the number of online course offerings, which has resulted in more nursing faculty asked to transition coursework from traditional to online classes, often without support. ⋯ Results offer valuable evidence that support services are important to increase overall faculty satisfaction teaching online. [J Nurs Educ. 2018;57(9):536-543.].
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The mentor's role is often underreported in the literature. Given the pivotal role peer mentors play in mentorship efforts, the current study sought to explore the experiences and perceptions of peer mentors enrolled in a university-affiliated, nursing student, peer mentorship program. ⋯ Aspects of self-directed learning may benefit future careers for student peer mentors. Opportunities for program enhancement include coping and communication skills for peer mentors. Future "scaled-up" evaluations are needed for ongoing quality improvements using multimethod approaches. [J Nurs Educ. 2018;57(7):422-425.].
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Most prelicensure nursing students receive little to no training in providing care for patients who receive epidural analgesia, despite exposure in clinical settings and the potential for devastating adverse effects. To develop and pilot an epidural workshop for senior nursing students using standardized patients (SPs), and to evaluate feasibility and learner outcomes. ⋯ This pilot project demonstrated that an epidural analgesia workshop using SPs is feasible and results in positive learning outcomes and high satisfaction with senior nursing students. [J Nurs Educ. 2018;57(6):359-365.].
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Diagnostic reasoning is often used colloquially to describe the process by which nurse practitioners and physicians come to the correct diagnosis, but a rich definition and description of this process has been lacking in the nursing literature. ⋯ The accuracy of diagnostic reasoning of nurse practitioners may be improved by incorporating these items into nurse practitioner education and practice. [J Nurs Educ. 2018;57(4):203-208.].
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The purpose of this literature review was to explore methodologies for teaching end-of-life (EOL) care to undergraduate nursing students. ⋯ Comparisons are limited by inconsistencies in instrumentation and the use of multiple teaching strategies in individual studies. More information is needed regarding the effect of interventions on clinical practice. Educational activities should be integrated throughout the learning experience and include elements of didactic teaching, clinical experiences, and application in simulation, including a focus on interprofessional education. [J Nurs Educ. 2018;57(2):96-100.].