Notes

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[J Nurs Educ. 2020;59(10)585-588.].
The hands-on approach allowed students to develop beginning interprofessional and QI competencies for their future professional practice. [J Nurs Educ. 2020;59(10)585-588.].
Gaps remain in rural primary care. To fill this gap, nurse practioner (NP) graduates may need additional training using a rural-specific curriculum framework to be ready to practice in rural primary care.

Ten NP students participated in a 16-week rural immersion. Preand postsurveys, online journaling, self-guided testing, simulation events, and postcourse focus groups were used to evaluate student progress using directed content analysis to identify key themes and to verify, organize, and categorize the collected data.

Students reported gains in rural culture competence, increased skills in health literacy and patient advocacy, improved communication and negotiating ethical issues with patients, and increased awareness of challenges in rural health care and the importance of resilience.

An immersion learning experience with targeted didactic content and clinical practicum in rural primary care can help to enhance NP students' confidence and technical abilities for providing optimal rural primary care. [J Nurs Educ. 2020;59(10)581-584.].
An immersion learning experience with targeted didactic content and clinical practicum in rural primary care can help to enhance NP students' confidence and technical abilities for providing optimal rural primary care. [J Nurs Educ. 2020;59(10)581-584.].
This article evaluates a single-institution educational innovation using course-specific open educational resources (OER).

This educational innovation uses a course-specific library resource guide of OERs and evaluates students' perspectives on the quality, integration, and experience with the resources. At the completion of a nursing graduate course, the OER Satisfaction Scale was administered to the course participants. The course-specific OERs were assessed compared to students' experiences with traditional course materials.

The overall score on the OER Satisfaction Scale was 4.01 on a 5-point Likert Scale. Students appreciated that the resources were free and found that the information was manageable and easy to navigate. However, they were challenged with shutting out other distractions and taking useful notes.

Using OERs enhanced student engagement with the course content by requiring learners to assume a more active role as course participants. Further work is needed to understand the effectiveness of OERs, particularly in graduate nursing education. [J Nurs Educ. 2020;59(10)577-580.].
Using OERs enhanced student engagement with the course content by requiring learners to assume a more active role as course participants. Further work is needed to understand the effectiveness of OERs, particularly in graduate nursing education. [J Nurs Educ. 2020;59(10)577-580.].
In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond.

Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale.

There were significant improvements in scores on all scales following the program (p = .000).

The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10)570-576.].
The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. compound library inhibitor [J Nurs Educ. 2020;59(10)570-576.].
Nurses are situated to provide nutrition education to patients, yet it is not established how prepared nurses are for this role. This study described faculty perceptions of nutrition education in Bachelor of Science in Nursing (BSN) programs.

This is a cross-sectional study of faculty from 4-year BSN programs. Participants completed an online questionnaire that asked about nutrition instruction at their school.

Fifty surveys were returned, for a response rate of 35%. Most BSN programs required one (72.7%) or two (4.5%) nutrition courses. On average, students received 52.6 hours of nutrition instruction. Most (68.6%) schools reported more than 25 hours of nutrition education. Competing demands were frequently cited as barriers to providing nutrition education.

Many schools met the expectation of 25 hours of nutrition education, based on the National Research Council. Many nursing curricula incorporated nutrition topics related to acute care, but training in chronic ambulatory nutrition was limited. [J Nurs Educ. 2020;59(10)566-569.].
Many schools met the expectation of 25 hours of nutrition education, based on the National Research Council. Many nursing curricula incorporated nutrition topics related to acute care, but training in chronic ambulatory nutrition was limited. [J Nurs Educ. 2020;59(10)566-569.].
Increased representation of Bachelor of Science in Nursing (BSN)-prepared nurses improves health and reduces costs. Fewer rural U.S. nurses have BSN degrees compared with the national average. RN-to-BSN programs provide an opportunity to increase the number of BSN-prepared rural nurses. However, the number of these programs targeting rural students is unknown.

Directors of RN-to-BSN programs were surveyed regarding program characteristics and efforts to target rural learners. Using mail and online return options, the response rate was 31.3%.

Only 38% of programs targeted rural RNs for recruitment. Supports for rural student recruitment and retention, including partnerships with community colleges, rural clinical placements, and online offerings, were limited in number and/or scope.

RN-to-BSN programs with the capacity to recruit and retain rural learners may help increase the number of BSN-prepared rural nurses. Increased collaboration among stakeholders will support rural nurses in continuing their education.
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