Notes

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Storytelling in nursing pedagogy is widely used and generally thought to be effective, but the mechanisms by which it is effective are unclear. learn more This project explored whether watching a professional film affected students' knowledge, beliefs, or attitudes, and whether the extent of any change varied with the amount of narrative transportation (cognitive and emotional engagement in story) experienced.

Eighty-eight students watched the film Wit, took a knowledge pretest and posttest, and completed an instrument to measure narrative transportation. Analysis included t test, correlation, and regression.

Increases in pretest-posttest scores were significant, and a statistically significant, moderate, positive correlation between students' scores for narrative transportation and the amount of change in test scores. Narrative transportation explained significant variance in posttest scores and score change.

Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [J Nurs Educ. 2020;59(8)470-474.].
Narrative transportation seems to enhance learning and might be a mechanism by which learning occurs. [J Nurs Educ. 2020;59(8)470-474.].
Because cannabis use in children can have negative consequences, the recent legalization of recreational cannabis for adults in Canada creates an urgent need for youth education.

A multidisciplinary clinical rotation was developed wherein nursing and pharmacy students collaborated with youth (grades 7 through 10) to construct an educational program about cannabis. Four schools participated, representing a variety of socioeconomic demographics. Feedback was solicited from students and stakeholders. The purpose of this project was to create REACH (Real Education About Cannabis and Health), a toolkit and curriculum resource that includes lesson plans for teachers covering the science of cannabis, social science implications, peer pressure, decision making and harm reduction, videos featuring youth testimonials, and supplemental resources.

Preliminary feedback suggests the materials are engaging and informative.

A collaboration of health science students with youth in schools resulted in an authentic and relatable educational program about cannabis. Future studies will evaluate REACH's effectiveness in seventh- and ninth-grade students. [J Nurs Educ. 2020;59(8)465-469.].
A collaboration of health science students with youth in schools resulted in an authentic and relatable educational program about cannabis. Future studies will evaluate REACH's effectiveness in seventh- and ninth-grade students. [J Nurs Educ. 2020;59(8)465-469.].
The purpose of our web-based, semi-virtual reality simulation was to raise baccalaureate nursing students' awareness of civility and incivility. Educators know civility in nursing is crucial to safe and effective patient care. However, nursing students have reported physiological and psychological distress after experiencing incivility. If nurse educators are unable to better promote civility, the quality of nursing education, and ultimately nursing practice, is threatened.

We implemented an innovative civility-related, semi-virtual reality, simulation with senior-level nursing students. After attending a faculty-led discussion on the importance of civility and incivility, students participated in a web-based, semi-virtual reality simulation, followed by a synchronous debriefing session.

Students reported that the intervention raised their awareness of civility and incivility.

This article describes the intervention and shares the lessons learned in implementing it so nurse educators may replicate this innovative strategy to raise awareness of civility in nursing education. [J Nurs Educ. 2020;59(8)461-464.].
This article describes the intervention and shares the lessons learned in implementing it so nurse educators may replicate this innovative strategy to raise awareness of civility in nursing education. [J Nurs Educ. 2020;59(8)461-464.].
Student engagement is enhanced with applied learning opportunities. This study describes the experience of nurse educator students using video technology for teaching and advocacy.

Convergent mixed-methods combining narrative reflections with usability scores were used to describe the values and challenges of the applied learning experience.

Preassignment, participants focused on the value and challenges of using video technology. Postassignment, participants concentrated on the value and challenges of practicing presentation skills. Overall value of the assignment themes included enhancing student experience, streamlining content using video, and critical reviews of presentations. Overall challenges of the assignment themes included using technology, presenting, and course instruction. Usability scores averaged 2.21, demonstrating a high level of usability.

This applied learning opportunity was valuable to nurse educator student participants. Challenges with technology and creating the presentations provided the participants with opportunities for growth. Measuring reflections provided useful information for future iterations of applied learning experiences. [J Nurs Educ. 2020;59(8)457-460.].
This applied learning opportunity was valuable to nurse educator student participants. Challenges with technology and creating the presentations provided the participants with opportunities for growth. Measuring reflections provided useful information for future iterations of applied learning experiences. [J Nurs Educ. 2020;59(8)457-460.].
A Curriculum Embedded Weight Sensitivity Training program (CeWebs) was integrated into an undergraduate nursing course to improve attitudes and beliefs toward individuals with obesity.

A one-group repeated measures study was conducted to compare students' pretest and posttest attitudes and beliefs using the Attitudes Toward Obese Persons (ATOP) and Beliefs About Obese Persons (BAOP) at the beginning and end of the semester.

Comparison of pretraining and posttraining scores of 125 junior nursing students on ATOP (73.96 ± 15.02 and 84.59 ± 15.39, respectively) indicated a significant increase in scores (p < .01), which reflects more positive attitudes. Comparison of pretraining and posttraining BAOP scores (18.20 ± 6.84 and 22.22 ± 7.87, respectively) indicated a significant (p < .01) increase in scores, indicating beliefs that obesity is not controllable.

These findings suggest that embedding weight sensitivity training into undergraduate nursing curricula may improve attitudes and beliefs toward patients with obesity.
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