This column is an interview of Michael Bleich PhD, RN, FAAN and focuses on the current state of DNP education. As a thought leader in nursing education, Michael shares his views on the state of DNP ...nursing education and the opportunity it provides to transform health care through nursing.
Background
Reflective practice affects all levels of nursing, including students, as well as practicing nurses. Self‐reflective practice is a widespread concept in nursing; however, few empirical ...studies have demonstrated the possible effects of such a practice. The purpose of this integrative literature review was to identify evidence of the effects of self‐reflective practice on baccalaureate‐level nursing students, especially stress.
Methods
The literature search was conducted utilizing CINAHL and PubMed databases. The inclusion criteria were studies published between 2013 and 2018, articles that were peer‐reviewed, written in English, and focused on nursing education of baccalaureate programs only. A total of 15 articles were reviewed.
Results
There is limited but growing evidence to suggest self‐reflective practices have positive effects on baccalaureate‐level nursing students. The self‐reflective practices decreased stress and anxiety and increased learning, competency, and self‐awareness of nursing practice. While written reflections were most commonly used in the studies, other forms of reflection, such as verbal and photography, were effective as well.
Linking Evidence to Action
Nursing students can benefit from incorporating reflection into the didactic and clinical settings. Nursing faculty are encouraged to integrate reflection into the nursing curriculum. Nurses within the first year of practice could benefit from using reflective practice as well. Experienced nurses and nurse managers can encourage and mentor novice nurses on the use and benefits of reflective practice.
•Paper explores barriers to a universal DNP requirement for advanced practice nurses•Includes cost analysis and perceptions of the DNP in today's professional environment•Offers insight to help ...facilitate the implementation of a universal DNP standard
In 2004, the American Association of Colleges of Nursing (AACN) called for all nursing schools to phase out master's-level preparation for advanced practice registered nurses (APRNs) and transition to doctor of nursing practice (DNP) preparation only by 2015. Today, five years after the AACN's deadline, nursing has not yet adopted a universal DNP standard for APRN practice entry.
The purpose of this paper is to examine the factors influencing the ability of nursing schools to implement a universal DNP standard for APRNs.
Deans from top-ranked nursing schools explore the current state of the DNP degree in the US. The authors draw upon their collective experience as national leaders in academic nursing, long-time influencers on this debate, and heads of DNP programs themselves. This insight is combined with a synthesis of the literature and analysis of previously unpublished data from the AACN on trends in nursing doctoral education.
This paper highlights issues such as the long history of inconsistency (in messaging, curricula, etc.) surrounding the DNP, certification and accreditation challenges, cost barriers, and more. The authors apply COVID-19 as a case study to help place DNP graduates within a real-world context for health system stakeholders whose buy-in is essential for the success of this professional transition.
This paper describes the DNP's standing in today's professional environment and advances the conversation on key barriers to its adoption. Insights are shared regarding critical next steps to ensure national acceptance of the DNP as nursing's terminal practice degree.
Virtual reality (VR) is the use of computer technology to create an interactive three-dimensional (3D) world, which gives users a sense of spatial presence. In nursing education, VR has been used to ...help optimize teaching and learning processes.
The purpose of this study was to evaluate the effectiveness of VR in nursing education in the areas of knowledge, skills, satisfaction, confidence, and performance time.
We conducted a meta-analysis of the effectiveness of VR in nursing education based on the Cochrane methodology. An electronic literature search using the Cochrane Library, Web of Science, PubMed, Embase, and CINAHL (Cumulative Index to Nursing and Allied Health Literature), up to December 2019 was conducted to identify studies that reported the effectiveness of VR on knowledge, skills, satisfaction, confidence, and performance time. The study selection and data extraction were carried out by two independent reviewers. The methodological quality of the selected studies was determined using the Cochrane criteria for risk-of-bias assessment.
A total of 12 studies, including 821 participants, were selected for the final analysis. We found that VR was more effective than the control conditions in improving knowledge (standard mean difference SMD=0.58, 95% CI 0.41-0.75, P<.001, I
=47%). However, there was no difference between VR and the control conditions in skills (SMD=0.01, 95% CI -0.24 to 0.26, P=.93, I
=37%), satisfaction (SMD=0.01, 95% CI -0.79 to 0.80, P=.99, I
=86%), confidence (SMD=0.00, 95% CI -0.28 to 0.27, P=.99, I
=0%), and performance time (SMD=-0.55, 95% CI -2.04 to 0.94, P=.47, I
=97%).
The results of this study suggest that VR can effectively improve knowledge in nursing education, but it was not more effective than other education methods in areas of skills, satisfaction, confidence, and performance time. Further rigorous studies with a larger sample size are warranted to confirm these results.
The aim of this review of the literature is to synthesis the knowledge attained about determinants of student-faculty relationships and its impact on student outcomes. While adding to the body ...knowledge, the researchers discuss the importance, barriers, and facilitators to student-faculty academic relationships in nursing education.
We conducted a narrative literature review using a modified version of the framework of the Population, Intervention, Comparison, and Outcome method to develop the research question for this review. That question was: What determinants of undergraduate nursing students' relationships with faculty affect those students' academic outcomes?
To search and review the literature systematically, we entered the specific criteria into the EBSCOhost interface. The following databases were used for data sourcing: Cumulative Index to Nursing and Allied Health Literature Plus with Full Text; Teacher Reference Center; Education Resources Information Center; Medline; and Theses and Dissertations. We selected only full-text, peer-reviewed sources that were written in English for final inclusion.
After the retrieval of 56 reports via an EBSCO host search, abstracts were reviewed and 29 were rejected based on the exclusion/inclusion criteria. The rejected reports met some or no criteria and not others; or showed little to no association with determinants of nursing student-faculty academic relationships or students' academic outcomes. An inductive method of analysis was used to review and extract emerging themes.
Findings revealed four core determinants of student-faculty relationships: support, caring, diversity, and incivility. These determinants were interrelated and appeared to have an impact on student academic outcomes.
Nursing institutions should be proactive to ensure that barriers such as incivility are reduced and that diversity is included and appreciated in the teaching and learning environment. Additionally, a caring and supportive climate of learning should be emphasized and enacted by nurse educators.
•Build authentic relationships inside and outside of the classroom to be more supportive.•Model attributes of caring rather than just saying that we care.•Practice mutual respect, in words and in actions to reduce uncivil behaviours.•Consider that diversity does not refer only to culture.
The aim of this meta-analysis is to investigate the effects of blended learning on nursing students' knowledge, skills and satisfaction.
We searched EMBASE, PubMed, CINAHL, Cochrane Library for ...publications in English up to December 2018. Two researchers independently screened the literature and extracted the data. Meta-analysis was performed with Revman5.0 for the eligible studies.
A total of 8 studies met the inclusion criteria of meta-analysis, including 574 nursing students. Compared with traditional teaching, blended learning could effectively improve nursing students' knowledge (SMD = 0.70, 95% CI 0.52, 0.87, P < 0.00001) and satisfaction (SMD = 0.72, 95% CI 0.08, 0.59, P = 0.01), and tended to improve the skills although without significant difference (SMD = 0.58, 95% CI −0.17, 1.32, P = 0.13).
Blended learning can effectively improve the knowledge and satisfaction of nursing students. Therefore, blended learning can be used as a teaching method in nursing education.
ABSTRACT Objective To know the potentialities and difficulties in Nursing teaching during the COVID-19 pandemic, in Rio Grande do Sul (RS). Method Cross-sectional study carried out with coordinators ...of 48 undergraduate Nursing courses in the state of RS, Brazil, between October 2020 and January 2021, using an electronic questionnaire sent to participants by email. Data analysis was performed using descriptive and inferential statistics. Results It was highlighted, as potentialities, the expansion in handling information and communication technologies (87.5%), increased creativity (79.2%) and diversification of methodologies (77.1%). As difficulties, the reduction of skills training (75.0%), less student/professor/colleagues interaction (70.8%) and reduction of interpersonal relationships (64.6%). Conclusion If, on the one hand, difficulties were identified, such as the reduction of skills training and interpersonal relationships, on the other hand, potentialities related to new technologies and teaching methods signal disruptive and irreversible changes in Nursing education.
RESUMEN Objetivo Conocer el potencial y las dificultades en la enseñanza de Enfermería durante la pandemia de COVID-19 en Rio Grande do Sul (RS). Método Estudio transversal realizado con coordinadores de 48 cursos de pregrado en enfermería en el estado de RS, Brasil, entre octubre de 2020 y enero de 2021, a través de un cuestionario electrónico enviado a los participantes vía correo electrónico. El análisis de los datos se realizó mediante estadística descriptiva e inferencial. Resultados Se destacó, como potencial, la expansión en la gestión de las tecnologías de la información y la comunicación (87,5%), el aumento de la creatividad (79,2%) y la diversificación de metodologías (77,1%). Como dificultades, la reducción de la formación de habilidades (75,0%), menor interacción alumno/profesor/compañeros (70,8%) y reducción de las relaciones interpersonales (64,6%). Conclusión Si por un lado se identificaron dificultades, como la reducción de la formación de habilidades y las relaciones interpersonales, por otro lado, las potencialidades relacionadas con las nuevas tecnologías y métodos de enseñanza señalan cambios disruptivos e irreversibles en la formación en enfermería.
RESUMO Objetivo Conhecer as potencialidades e dificuldades no ensino de Enfermagem durante a pandemia de COVID-19, no Rio Grande do Sul (RS). Método Estudo transversal, realizado junto a coordenadores de 48 cursos de graduação em Enfermagem do estado do RS, Brasil, entre outubro de 2020 e janeiro de 2021, por meio de questionário eletrônico, enviado aos participantes via e-mail. A análise dos dados ocorreu por meio de estatística descritiva e inferencial. Resultados Destacaram-se, como potencialidades, a ampliação no manejo das tecnologias de informação e comunicação (87,5%), aumento da criatividade (79,2%) e diversificação de metodologias (77,1%). Como dificuldades, a redução do treino de habilidades (75,0%), menor interação aluno/professor/colegas (70,8%) e redução das relações interpessoais (64,6%). Conclusão Se, por um lado, foram identificadas dificuldades, como a redução do treino de habilidades e das relações interpessoais, por outro, potencialidades relacionadas a novas tecnologias e métodos de ensino sinalizam alterações disruptivas e irreversíveis para o ensino de Enfermagem.
Underrepresented minority (URM) students in nursing education are essential to address health disparities.
To determine barriers and facilitators to success among URM students in nursing education.
...CINAHL, PubMed, Embase, and PsycINFO were searched for English language research studies published between 1980 and 2020, which focused on barriers and facilitators to success in nursing education in the United States among URM students. Using PRISMA guidelines, 2 reviewers independently reviewed and appraised the quality of relevant articles.
Among the 4435 articles surveyed, 14 met inclusion criteria. Most studies were focused on Black and Hispanic/Latinx students, and 71% were qualitative. Barriers included social isolation, caregiving demands, lack of mentorship, and inadequate financial resources. Facilitators included mentorship, positive class and curriculum, family support, financial support, and diverse/inclusive learning environments.
URM students face complex barriers to success in nursing education. Addressing these barriers requires a multilevel approach.
PDF
