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Encyclopedia of Nursing Education
Academic advising is an important faculty role that is an integral part of the student experience where choices are made about personal and career goals (Schultz, 1998). Effective academic advising is essential to the success of the nursing student in order to gain foundational knowledge of the degree program and other general education requirements of the institution.
A CADEMIC F AILURE
Therefore, discussions of academic integrity should be included in all subjects (Piascik & Brazeau, 2010). The principles of professional conduct and academic integrity must be applied from day one (Piascik & Brazeau, 2010; Tippitt et al., 2009).
A CADEMIC L EADERSHIP
Academic leaders in nursing are those who provide leadership of higher degree and nursing programs in the academic environment. Self-reported leadership styles of deans of undergraduate and graduate nursing programs in the United States.
A CADEMIC M ISCONDUCT
The dates for exams and assignments must be provided to students at the beginning of the semester and coordinated with other courses. Academic partnerships provide an organizational association between academia and service that aims to share a common vision and collaboration to advance nursing practice and public health.
A CADEMIC P ROGRESSION : A RTICULATION
Nursing administrators must provide additional resources so that nurse educators can develop and implement innovative teaching strategies and evaluation measures that are culturally congruent (Jeffreys, 2007). To implement the IOM recommendation, nurse education programs must develop and implement innovative approaches to prepare nurses needed for the future.
A CADEMIC R ETENTION
Factors influencing nursing student academic and clinical performance and attrition: An integrative literature review. Efforts should be focused on recruiting, retaining, and graduating minority nursing students.
A CADEMIC S TRESSORS
Additionally, Sportsman, Schumacker, and Hamilton (2011) emphasized the need for further evaluation of the relationship between HFPS and indicators of academic and success in the NCLEX-RN. Within the scope of nursing education and practice, success on the National Council Licensure Examination-Registered Nurse (NCLEX-RN) is directly related to success in the nursing program.
P ROGRAMS
Accelerated nursing students are successful in the fast-paced curriculum because they are college graduates who have already completed many of the science and liberal arts requirements (Rico, Beal, & Davies, 2010). Accelerated nursing students perform better than traditional students, as measured between NCLEX-RN first-time pass rates and other pass rates in the nursing program.
A CTIVE L EARNING
It is necessary to understand how to integrate more active learning into the teaching session. Active learning is an influential model that emerged in the teaching and learning literature in the 1990s.
AAPPLICATION
A DULT L EARNING
Both the making of art and the experience of viewing art enhance the reflective process and support both knowledge and healing. The practice of art and reflection, initially used by art therapists, is increasingly used in student training.
A RT AND R EFLECTION
Initiatives such as the inclusion of art and reflection in curriculum, workshops and training programs (O'Donnell, Rabow, & . Remen, 2007) provide experiences for nurses and doctors with various forms of art, including reflection, imagery, ritual, poetry, writing and journal. The value of art and reflection in education and practice is grounded in the expression of personal philosophy, spirituality, self-awareness,.
Reflection can move a nurse towards a humanistic, holistic nursing practice that actualizes the art of nursing. In summary, the study, education and practice of nursing is important for both patient and nurse satisfaction with nursing.
A TTRITION
These attributes are: critical thinking ability, self-efficacy, acculturation level, self-determination, prerequisite and pre-examination performance, anxiety, support-seeking behaviors, financial burden, and health-related issues (Higgins, 2005; Jeffreys, 2007). ; McLaughlin, Moutray, & Muldoon, 2007; Pitt et al., 2012; Rouse & Rooda, 2010; Williams, 2010). Other external factors are academic assistance, orientation program, motivational and morale seminars, time management, test taking, stress relief, anxiety management, tutoring, library and laboratory services, support from faculty and advisors, and programs of rehabilitation and counseling (Higgins, 2005; Jeffreys, 2007; Pitt et al., 2012; Rudel, 2006).
A UDIENCE R ESPONSE S YSTEM
Evidence-based practice (EBP) is the conscious use of the best current evidence for clinical decisions about patient care. Nursing rounds can promote strategies to improve education and practice by helping staff nurses apply evidence-based knowledge to clinical situations (Mahanes et al., 2013).
BSYNOPSIS
B ULLYING
An important point in the development and management of a capstone project is mentoring to ensure that every step of the project is carried out carefully and efficiently. An expectation of the capstone project is a commitment to lifelong learning through the use of decision-making and evidence-based practice.
C ARING
Caring is an intersubjective process that includes humanistic aspects initiated through the demonstration of the processes of caritas. Using a theory to guide care learning is essential to nursing and knowledge development.
C IVILITY
Civility in interactions between students and faculty in nursing education is inversely related to stress. Incivility can occur in the form of vertical violence against nursing students in the clinical setting of employed nurses (Thomas & . Burk, 2009).
C LICKER T ECHNOLOGY
Faculty can assess the student's level of understanding of the concepts or mastery of the material to monitor the progress of the individual and the class (Skiba, 2006). The pace of the lecture can be adjusted by slowing down or focusing on a specific topic with more depth.
C LINICAL C OMPETENCY
Educators and clinical managers should therefore protect patients by guiding nurses in a culture of lifelong learning, which is critical in maintaining competence and safe practice. While some discuss the complexities of competency development, others argue that competency-based nursing is reductionist.
C LINICAL D ECISION M AKING
Nurses have a professional responsibility to provide patients with opportunities to participate in clinical decision making. Decision support technology serves as an adjunct rather than a replacement for actual clinical decision making.
C LINICAL F AILURE
Clinical faculty must be effective in engaging students where open and transparent communication of performance is offered with each clinical experience (Tanicala et al., 2011). When the unsafe student is not identified, students who are marginal or borderline can pass the clinical experience because the faculty member gives the student the benefit of the doubt (Killam et al., 2010; Larocque & Luhanga, 2013; Tanicala et al. , 2011).
C LINICAL P RECEPTOR
Assessment of learning outcomes of nursing students and employment choice after completion of a post-secondary course. Sedgwick and Harris (2012) define the necessary support for the clinical teacher as including financial and educational support.
C LINICAL R EMEDIATION
Clinical scenarios in nursing address relevant events that occur in the actual execution of health care. Complex and well-constructed clinical scenarios have appeared mainly in the fields of medical surgical practice.
C OACHING C
Coaching has also been introduced as an innovative leadership strategy for new academic nursing administrators (Glasgow et al., 2009) and for nursing leaders seeking to improve practice and acquire skills (O'Grady, 2011). The effectiveness of teacher coaching depends on continuous self-development through self-reflection, self-assessment, self-evaluation, and self-care (Dossey et al., 2014).
CAPPLICATION
Effective training strategies for teaching communication skills to physicians: A review of systematic reviews. The use of human simulators and standardized patients can be effective in improving students' interpersonal and communication skills (Lin, Chen, Chao, & Chen, 2013; Reising, Carr, Shea, & King, 2011).
C OMMUNITY -B ASED N URSING
The National Council of State Boards of Nursing (NCSBN) has transitioned the National Council Licensure Examination (NCLEX) from the traditional paper-based method. Additionally, in an effort to improve or maintain NCLEX pass rates, a number of nursing schools implemented CBT into advancement policies.
C ONCEPT -B ASED C URRICULUM
The literature is replete with articles on concept-based learning in the academic environment. Concept-based learning activities that use the clinical judgment model as a foundation for clinical learning.
C ONCEPT M APS
The concept map assessment rubric is helpful for students, especially if they are new to this learning method. A concept map can be evaluated based on comprehensiveness of data, correct connections and justifications, and a developed plan that is specific, relevant, and accurate (Oerman & Gaberson, 2014).
C ONTINUING E DUCATION C
These challenges have led to an increased need for continuing education to increase knowledge and engage in professional development. In addition, continuing education leads to increased empowerment and decreased intention to leave a current position.
C RISIS M ANAGEMENT
Lessons learned from reviewing such plans can support a nursing student in developing his or her crisis prevention plan. Because these demands are inherent in the profession, the constant perception of crisis events can emerge.
C RITICAL T HINKING C
Finally, positive learning environments, such as feeling accepted in the clinical arena, can facilitate critical thinking. Most importantly, nurse educators may not master teaching critical thinking; Support for faculty development is therefore a prerequisite.
C ULTURAL A WARENESS
International video conferencing can also help promote cultural awareness (Kempainen, Kim-Godwin, Mechling, Kanematsu, & Kikuchi, 2012). Nursing faculty and students can develop cultural awareness by appreciating and understanding their own cultural background.
C ULTURAL C OMPETENCY
Nursing faculty and students can develop cultural competence by assessing and becoming aware of their own cultural background. The quest for cultural competence begins in nursing education and must be modeled by nurse educators through their own efforts to continue the process of cultural competence.
C ULTURAL D IVERSITY
Missing Persons: Minorities in the Health Professions, A Report of the Sullivan Commission on Diversity in the Health Care Workforce. The use of asynchronous courses and discussion boards threatens the integrity of the curriculum if its initial intention was to use it in the traditional classroom (Keating, 2006).
D EDICATED E DUCATION U NIT
DEU is a collaborative learning model that uses existing clinical settings as an optimal learning environment for nursing students. Research conducted around the implementation of the DEU model has provided qualitative and quantitative data suggesting that knowledge transfer has occurred.
D ISABILITY
Nurse educators must ensure that students acquire the competencies necessary to provide care to people with disabilities. The ICN (2010) also calls on professional nursing organizations to advocate for government policies aimed at better healthcare for people with disabilities.
D ISASTER P REPARATION
The recovery stage of disaster preparedness can take weeks to years, but it is one of the most important stages in rebuilding a community after a disaster. Ideally, the evaluation should be carried out during periodic disaster planning exercises, which would include all plans and should include the development of a specific plan.
D ISRUPTIVE B EHAVIOR
Based on the Sentinel Event Alert (Joint Commission, 2008), the Joint Commission began requiring health care facilities to implement zero-tolerance policies that define intimidating and disruptive behavior. Accreditation of healthcare facilities now depends on an organization's ability to effectively address disruptive behavior.
D ISTANCE E DUCATION
Distance education provides opportunities for students in rural and underserved areas, and instructor is not in the same general. Distance education provides opportunities for students who otherwise do not have the opportunity to obtain a degree.
D ISTANCE E DUCATION : I NTERNATIONAL
Several nursing and higher education organizations have developed standards, guidelines, and peer review processes for offering quality distance-delivered courses and programs: The Alliance for Nursing's Accreditation Statement on Distance Education Policies (American Association of Colleges of Nursing, 2005), and the Sloan Consortium (Moore, 2011). Schools of nursing seeking accreditation for distance learning programs must meet the same standards as their on-campus programs and/.
D OCTOR OF N URSING P RACTICE
A study of student nurses' and midwives' experiences of learning to use electronic health record systems in practice. Consensus opinion of nurse educators on the use of an academic electronic health record: A Delphi study (Doctoral dissertation).
E MPOWERMENT
The Commission on Community-Engaged Scholarship in the Healthcare Professions (n.d.) defines community engagement as "the use of institutional resources to address and solve challenges facing communities through collaboration with those communities" (p. 12). Reports on literature in nursing and other fields indicate a correlation between productivity and engagement, such that the more engaged - the more productive.
In the clinical setting, ESL nursing students reported experiencing difficulty understanding medical terminology and abbreviations. Literature review: Issues surrounding English as a second language (ESL) education for nursing students.
E THICAL D ECISION M AKING
Ethical decision-making is complex and described using several interchangeable terms that make understanding the process even more complicated. The need for scientific study of moral reasoning and ethical decision-making in several fields is enormous.
E THICS
In undergraduate studies, the emphasis is often on defining terms, discussing values clarification as a novice nurse, and providing clinical examples for future reference. Some state boards of nursing define ethics content as part of the mandatory nursing curriculum, but few have been addressed in the literature (Park, 2009).
E VALUATION : C LINICAL
The process of clinical evaluation is a two-tiered sequence that is performed on multiple occasions during the course of the educational process in nursing. Formative evaluation of clinical competence involves observation of the student's performance, identification of strengths and/.
V ERSUS O UTCOMES
ERECOMMENDATIONS
Clinical performance has historically been assessed only by observing the student in the clinical setting. The instructor must then use these observations to make judgments about the student's abilities.
E VALUATION : S TUDENT
Based on formative evaluation, the instructor can identify areas where improvement is needed in the student's performance. Han, James, and McClain (2013) recommended the use of student peer assessment in a clinical setting to enhance formative and summative.
E VIDENCE -B ASED P RACTICE
Further teacher development should be considered in the area of nursing leadership within the educational environment. It is essential that novice nurses, mid-career faculty, and experienced nurses design a formalized faculty development plan.
F ACULTY R EFLECTION
Faculty reflection can lead to professional growth and awareness of educators' actions and interactions. Much of the literature related to faculty reflection is based on personal experience and individual activities.
F ACULTY W ORKLOAD
Interpretative comments on opinion on faculty workload (Committee on College and University Teaching, Research and Publications). A study of faculty workload in distance learning by Anderson and Avery (2008) found that online teaching requires up to 46 hours of teaching per semester. credit compared to about 39 hours for face-to-face instruction.
F OCUS G ROUPS
Evaluation of Critical Perspectives in Global Health (CPGH) reinforces many of the common themes that reflect transformative learning. Nursing education that recognizes the importance of cultural sensitivity in cultivating global awareness should encourage "critical analysis of the status quo in health care and the larger society" (Thorne, 1997, p. 440).
G LOBAL S ERVICE L EARNING
An example of an international GSL experience is as follows: Senior students are assigned to work alongside students in partner community SON research and identify appropriate long-term interventions to address the emerging issue of caregiver role strain. An example of a local GSL experience is as follows: Nursing students in a community health practice are assigned to work in an inner-city program for recent immigrants.
G RADE I NFLATION
Degree inflation in clinical practice is especially important for nurse educators as gatekeepers of the profession. Clear criteria that address clinical practice outcomes could improve degree inflation in clinical practice courses.
