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Level associated with radiological reply won't reveal survival within principal central nervous system lymphoma.
[J Nurs Educ. 2020;59(3)169-172.]. Copyright 2020, SLACK Incorporated.BACKGROUND Community engagement is an emerging form of pedagogy in nursing education that requires students and faculty to go beyond the traditional classroom setting to generate meaningful community-based experiences. Service-learning and volunteering are strategies nurse educators use for community service work. There is a gap in specific guidance for the faculty role in facilitating community-engaged volunteer service. METHOD A case study describes collaboration between two faculty members and a community RN to develop volunteer service weekend trips requested by undergraduate nursing students. They shared responsibilities for planning and offering the trips through a co-facilitator role based on community engagement principles. RESULTS The trip facilitators' collaboration resulted in a positive and productive community volunteer service experience for undergraduate nursing students. CONCLUSION The community-engaged pedagogy provided a framework for building capacity between an academic and a community organization for student volunteer service. [J Nurs Educ. 2020;59(3)166-168.]. Copyright 2020, SLACK Incorporated.BACKGROUND Meaningful action to shape health policy and advocate for patients is a well-established goal of nursing, yet fostering student fluency can be challenging. This article details an innovative classroom approach that successfully created engaged, active learning in health policy and civic engagement, facilitated by a free social media communication tool. METHOD Using a publicly disseminated media bias taxonomy and an app, Slack, students asynchronously monitored news outlets across political persuasions and biases. These posts then were discussed weekly in a classroom setting, with an emphasis on similarities and differences among news sources in content, tone, and theme. Faculty then detailed overarching policy, economics, and political processes. RESULTS Students became actively engaged and found policy relatable and relevant. CONCLUSION Social media communication tools can enhance student learning and satisfaction. Suggestions for adoption by nurse educators are offered. [J Nurs Educ. Milciclib concentration 2020;59(3)163-165.]. Copyright 2020, SLACK Incorporated.BACKGROUND Nursing educators commonly place service-learning and simulation experiences in prelicensure public health nursing courses. These experiences have varying degrees of success in targeting gaps in students' knowledge and attitudes regarding vulnerable populations. This study sought to identify factors that are associated with attitudes toward poverty and empathy scores of senior-level prelicensure nursing students to improve pedagogy in public health nursing courses. METHOD A cross-sectional comparison of senior-level nursing students from traditional and accelerated cohorts at a college of nursing was conducted. RESULTS Students with prior volunteer experience reported lower empathy scores compared with students who did not have prior volunteer experience (t[102] = -1.9, p less then .05). CONCLUSION Nursing educators should engage students in identifying and evaluating their personal background related to poverty when beginning a public health nursing course to address bias and create shared knowledge. [J Nurs Educ. 2020;59(3)158-162.]. Copyright 2020, SLACK Incorporated.BACKGROUND The U.S. health care system is poorly designed to meet the needs of patients at the end of life (EOL) and their families. Nursing students often have reported feeling inadequate to provide EOL care. METHOD Following an EOL simulation, reflective journals were collected from junior and senior nursing students and analyzed for themes using qualitative content analysis. The condensed meaning units were abstracted into codes based on Carper's fundamental patterns of knowing. RESULTS Thirty-one junior and senior nursing students (mean age, 21.04 ± 0.52 years, 96.2% female) in a baccalaureate program participated in the study. The broad themes of student reflections included empirics (theoretical or natural historical) aesthetics (transformative nursing action), personal (interpersonal process of nurse-patient interaction), and ethics (emotion influences actions). CONCLUSION Student perception and participation in all roles contributes to the gestalt of the experience of a highly emotional EOL simulation for both students and faculty. [J Nurs Educ. 2020;59(3)154-157.]. Copyright 2020, SLACK Incorporated.BACKGROUND Previous studies have shown that nurses have negative attitudes toward caring for patients with substance use disorder (SUD); these negative attitudes also have been noted with nursing students. This study examined nursing students' attitudes toward and empathy for patients with SUD to determine whether there were differences across practice settings. METHOD Fifty-three students were surveyed before and after a 120-hour mentor-ship practicum; 25 students participated in focus groups. RESULTS Students' empathy scores improved significantly across all practice settings, and students' attitudes improved significantly in all settings except maternal child health. Qualitative analysis revealed themes related to perceived lack of educational preparation, observing generational differences in nursing care, transitioning from fear to empathy, familial exposure, and feelings of helplessness and blame. CONCLUSION Findings support the need for educational interventions in both academic and professional practice settings. [J Nurs Educ. 2020;59(3)149-153.]. Copyright 2020, SLACK Incorporated.BACKGROUND Prelicensure nursing students experience high anxiety as they enter the clinical setting, which can have a negative impact on learning care performance and critical thinking. This study explored the viability of an innovative technological teaching strategy, augmented reality (AR), as a platform to prepare students and decrease their anxiety levels when entering a new environment. METHOD A pretest/posttest quasiexperimental design was used to assess the effect of AR 360 photosphere on preli-censure nursing students' anxiety levels as they entered a new clinical environment compared with anxiety levels of prelicensure nursing students who participated in the traditional faculty-led orientation method. RESULTS Students from three midwestern colleges of nursing completed the State-Trait Anxiety Inventory before and after completing the AR 360 photosphere orientation or a faculty-led orientation. An independent t test revealed no difference in students' anxiety levels between the two methods of orientation.
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