J Nurs Educ
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This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application.
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Nurse investigators often collect study data in the form of counts. Traditional methods of data analysis have historically approached analysis of count data either as if the count data were continuous and normally distributed or with dichotomization of the counts into the categories of occurred or did not occur. ⋯ Assumption violations for the standard Poisson regression model are addressed with alternative approaches, including addition of an overdispersion parameter or negative binomial regression. An illustrative example is presented with an application from the ENSPIRE study, and regression modeling of comorbidity data is included for illustrative purposes.
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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.