J Nurs Educ
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Nursing education faces several challenges in providing quality and meaningful education. Providing such an education is most important in teaching end-of-life care, as nurses are pivotal in helping patients to achieve a good death. ⋯ Therefore, nursing education needs to create meaningful and relevant learning experiences to enable future nurses to effectively care for the dying patient. To this endeavor, the Palliative and End-of-Life Care course described in this article integrated knowledge through the use of three professional apprenticeships: (a) acquiring and using knowledge and science (cognitive), (b) using clinical reasoning and skilled know-how (practice), and (c) ethical comportment and formation (moral reasoning).
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Randomized Controlled Trial
Effect of simulation on knowledge of advanced cardiac life support, knowledge retention, and confidence of nursing students in Jordan.
This study examined the effect of simulation on nursing students' knowledge of advanced cardiac life support (ACLS), knowledge retention, and confidence in applying ACLS skills. An experimental, randomized controlled (pretest-posttest) design was used. ⋯ The experimental group showed higher knowledge of ACLS and higher confidence in applying ACLS, compared with the control group. Traditional training involving PowerPoint presentation and demonstration on a static manikin is an effective teaching strategy; however, simulation is significantly more effective than traditional training in helping to improve nursing students' knowledge acquisition, knowledge retention, and confidence about ACLS.
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Review Meta Analysis
Telling the story of role conflict among Black nurses and Black nursing students: a literature review.
Racism continues to affect minority nursing students and nurses in professional roles. A selective review of the literature published from 1992 to 2011 was conducted using the Cumulative Index of Literature in Nursing and Allied Health, ScienceDirect, and EBSCOhost. ⋯ Noblit's and Hare's framework for metasynthesis of the data was used to identify and synthesize key concepts. The role perspectives of Hardy and Conway guided the review to develop a conceptual framework for minority role conflict and the nursing implications discussed herein.
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Randomized Controlled Trial
Peer instruction of first-year nurse anesthetist students: a pilot study of a strategy to use limited faculty resources and promote learning.
A peer-instruction model was used to introduce the fundamental concepts and skills in an introductory nurse anesthetist course as an innovative teaching strategy to efficiently use simulation and faculty resources and promote learning. However, no studies have evaluated whether a peer-instruction model compared with faculty instruction facilitates learning in first-year nurse anesthetist students. ⋯ No statistically significant difference in learning outcomes was found between groups, which supports the use of the model. Perceptions of nurse anesthetist students were generally positive regarding the use of a peer-instruction model.
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Nursing has been spared the ethical scandal of many other professions, but issues of compromised moral integrity are growing in practice and education. This study was structured to investigate faculty perceptions of the challenges encountered regarding moral integrity in academia and strategies to promote nursing students' moral integrity and moral courage. A content analysis of the responses to questions about challenges and strategies was completed. ⋯ The need for instructors to model a high level of integrity and to create high-integrity classrooms and a community of learning were identified as essential. A finding different from other study results is that beliefs drive moral behaviors and must be the focus of strategies for change. A consensus was expressed that mechanisms are urgently needed to further identify and integrate strategies to enhance student moral integrity.