Notes

Round RNA NF1-419 Prevents Proliferation and Induces Apoptosis through Regulatory Fat Metabolism throughout Astroglioma Tissue.
[J Nurs Educ. 2020;59(4)231-234.]. Copyright 2020, SLACK Incorporated.BACKGROUND Exploration for innovative pedagogical techniques to teach statistics led to examination of the Open and Free Courses offered through the Carnegie Mellon University Online Learning Initiative (CMU OLI). This study examined the impact of the CMU OLI statistics course on graduate nursing students' course grades and course evaluations. METHOD This retrospective study of a hybrid course compared three teaching modalities for statistics 1) face-to-face workshop, 2) CMU OLI course, and 3) CMU OLI course plus online discussions. RESULTS Mean grade point averages increased sequentially and significantly. Individual students' grades improved and student evaluations of instruction mean scores for critical thinking, teaching effectiveness, overall course rating, and overall learning increased significantly (p less then .01). CONCLUSION Future studies are needed that build knowledge of how open and free online courses can be used in nursing education to facilitate retention of content, allay statistics anxiety, and increase student motivation toward research. [J Nurs Educ. 2020;59(4)227-230.]. Copyright 2020, SLACK Incorporated.BACKGROUND Parents' refusal of childhood immunizations presents a challenge to the provision of care to children. Nurses should be prepared for having difficult conversations with vaccine-refusing families and for contributing to discussions with their colleagues regarding whether to continue to provide care to these families. METHOD A novel high-fidelity ethics simulation experience was developed and implemented in the pediatrics course of a baccalaureate nursing program. The simulation experience involved a clinical scenario in which nurses encountered and addressed parental vaccine refusal and discussed options for addressing refusal with their physician colleagues. RESULTS Three themes emerged from analysis of the students' evaluations of the simulation experience. Students reported feeling better prepared for addressing vaccine hesitancy, having greater awareness of their own biases toward vaccine-refusing families, and becoming newly acquainted with their potential role in enforcing practices' dismissal policies for vaccine-refusing families. CONCLUSION Nurse educators should consider incorporating ethics simulation experiences into existing ethics instruction and clinical training. [J Nurs Educ. 2020;59(4)222-226.]. Copyright 2020, SLACK Incorporated.BACKGROUND Clinical judgment combines both decision making capacity and the ability to think critically. In an effort to foster clinical judgment in students, a quality improvement plan was initiated. METHOD A teaching circle was created by key nursing faculty. After a review of the literature, goals, objectives, and aims were articulated. Faculty development, through the use of "lunch and learn," was delivered using webinars, discussion, and application of item writing. RESULTS Faculty benefited from the teaching circle's professional development activities by gleaning tools to develop, measure, and assess clinical judgment with undergraduate nursing students in nursing courses. CONCLUSION Professional faculty development is necessary to effectively prepare students for the rigors of contemporary practice. The use of a teaching circle is one effective strategy to foster success for programmatic improvement. Further research is warranted to explore best teaching learning strategies in the construct of clinical judgment. [J Nurs Educ. 2020;59(4)218-221.]. Copyright 2020, SLACK Incorporated.BACKGROUND Incivility is a significant issue in nursing education and practice, contributing to ineffective learning, unprofessional nursing practice, and negative patient outcomes. METHOD A team of nursing faculty and students used Action Research to develop a quality improvement project targeting civility. A two-part, evidence-based training was offered to prelicensure nursing students, faculty, and staff. Part one was designed to increase incivility awareness, and part two was intended to enhance communication skills. RESULTS Program evaluation data were collected through an anonymous survey and analyzed descriptively for themes. Results indicated students, faculty, and staff perceived the educational innovation as valuable and useful. CONCLUSION By using free resources, a college of nursing was able to implement a cost-effective program to begin a conversation and offer a communication strategy to address incivility for students, faculty, and staff. This program design can be adopted by others for use in their organization. [J Nurs Educ. 2020;59(4)214-217.]. Copyright 2020, SLACK Incorporated.BACKGROUND Faculty-to-faculty incivility in academic nursing is well documented, yet speaking up about the unprofessional behaviors of academic colleagues is still a challenge, particularly for junior faculty. METHOD A unique faculty development session presented an opportunity to explore junior faculty experiences and perceptions of incivility, with the objectives of addressing concerns in a safe environment, identifying appropriate responses and resources for managing incivility, and supporting decisional influences on speaking up. RESULTS Junior faculty were valued for their unique perspectives of the institutional culture and empowered as members of speak-up culture in the academic setting. CONCLUSION Administrators benefit from intentionally seeking junior faculty perspectives regarding unprofessional faculty behaviors in the academic setting. Overall school culture benefits from ongoing efforts toward discussion, resource development, and upholding policies related to incivility. SAR7334 chemical structure [J Nurs Educ. 2020;59(4)210-213.]. Copyright 2020, SLACK Incorporated.BACKGROUND In response to the call for a baccalaureate-prepared nursing workforce versed in enhanced critical thinking, clinical judgment, and complex decision making, an innovative and highly accessible model for developing academic and clinical practice partnerships among stake-holders in nursing education was developed and implemented. METHOD Participatory action research informed the qualitative research methodology for implementing the model. The model allows for a number of data collection points to ensure the needs and concerns of stakeholders were considered. RESULTS Implementation of the model resulted in six new academic partnership agreements and two new clinical practice partnerships. CONCLUSION Academic and clinical practice partnerships are integral to fostering mutual respect among stakeholder institutions, enhancing collaboration toward evidence-based practice and joint research efforts, and creating seamless pathways to academic progression in the nursing profession. Such collaborative efforts are paramount to easing the barriers to baccalaureate and advanced-degree preparation in nursing.
My Website: https://www.selleckchem.com/products/sar7334.html