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Fine-Grained Picture Examination with Deep Mastering: A study.
9%% of their patient encounters. Of the N = 55 patients who received the intervention, 58.2% could state the name and purpose, and 50.9% knew the side effects of their medications. HCAHPS survey responses did not achieve the benchmarks of 77.2% and 52.3% for "always" responses for medication education questions. However, patient satisfaction was measured at 96.4% with the One Minute Evaluation (Appendix A) by nursing students following the intervention. CONCLUSION Integrating QI into the clinical environment is a method to not only increase patient outcomes but also exposes students to the methods of QI. Although the intervention did not meet the benchmark for patient satisfaction in "Communication about Medicines" category as measured by HCAHPS survey results, the teach-back method was an effective evidence-based tool for improving patient knowledge of medications. BACKGROUND In simulation nursing education, learning occurs through certain debriefing activities. A learning strategy considering the perceptions of learners participating in video-facilitated debriefing (VFD), a key component of simulation-based learning, is highly likely to be an effective debriefing method. PURPOSE This study aimed to identify the patterns of nursing students' perceptions of VFD after simulation. METHODS Q-methodology was utilized to explore subjective perceptions regarding VFD among nursing students. A sample of 39 participants, who had simulation and debriefing experience, at a college of nursing in Seoul, Korea was recruited to participate in the study, and they classified 45 selected Q-samples into a nine-point normal distribution grid. Analysis for collected data was used a PC-QUANL program. RESULTS Three patterns emerged as nursing students' perceptions of VFD in simulation education positive immersion, reluctant traditionalist, and support seeker, which explained 59.5% of the total variance 46.7%, 7.7%, and 5.1%, respectively. GPCR19 activator CONCLUSIONS To conduct a successful debriefing in nursing education, these different perceptions of VFD should be considered by nursing faculty and educators. The findings of this study that identify the perceptions of nursing students on participating in debriefing can be used for establishing effective debriefing teaching strategies in simulation-based learning. The achievement of health equity requires the expansion of nursing roles to include assessing burdens of disease, practicing cultural humility, implementing prevention strategies, and developing partnerships. In 2017, deans and directors of schools and programs of nursing in Washington State came together to commit to the integration of population health concepts and social determinants of health into all areas of nursing curricula. Through online communications and in-person meetings, facilitated in part by the authors of this paper, and with subcommittee representation from several baccalaureate nursing programs, Washington State academic nursing leaders identified new strategies to increase faculty awareness of population health and how to inspire related curricular changes to their programs. This Washington-wide initiative resulted in a white paper that was formally endorsed by 38 deans and directors representing all 14 baccalaureate and higher degree nursing programs in the state. BACKGROUND Although an evidence-based practice course (EBP) is taught in most undergraduate nursing programs, timeworn teaching strategies of lecture, discussions, and narrative written assignments are typically used. PROBLEM The current online EBP course in an RN-BSN program was initially developed with low level objectives and included busywork that did not provide students with an opportunity to apply the seven steps of the EBP process. APPROACH Revision of the EBP course incorporated authentic teaching/learning methods, in which active learning was required since students actually worked through the seven steps of the EBP process; first through small group online discussions and then through individually crafted assignments. The project was not implemented since it was based on a realistic but fictitious clinical scenario that was used throughout the various steps. Each step began with all students working from the same information or data, which helped to focus on learning the EBP process itself. CONCLUSIONS Students reported decreased stress by first working collaboratively in groups where they received support from faculty and classmates, then completing individual assignments. Faculty were in turn given support when giving feedback and grading assignments by using completed templates and reference lists that were provided for them. Students also demonstrated better preparation to develop and implement their own EBP projects in their capstone course. Nurse researchers-in-training learn that traditional research methods aligning with the positivist paradigm are suitable for evaluating the effects of clinical interventions. Preferred research methods (such as the randomized controlled trial) are based on assumptions that linear cause-and-effect relationships are discoverable through careful manipulation of variables under controlled conditions. Yet clinical intervention trials in practice are much more often done in environments which are in constant states of flux, with dynamic and unpredictable variables rather than settings where uniformity and control are routine. Graduate nursing programs should expose students with interests in clinical research to methods that will enable them to make sense of how to evaluate clinical interventions in real world conditions. In this paper, we discuss the relevance of concepts from the field of Complexity Science-with a focus on Complex Adaptive Systems-to clinical research and examine their potential value to guide nursing research that informs evidence-based nursing interventions. We argue that the introduction of these concepts into graduate nursing curricula is fundamental to the preparation of future nurse scientists who will address the complex healthcare problems of this century. BACKGROUND Increasing the diversity of the nursing workforce is a high priority for addressing the nursing shortage and for developing a workforce capable of meeting the cultural needs of an increasingly diverse population. The purpose of this study was to identify student perspectives on the (1) influence of family, friends and others on nursing as a career choice and (2) optimal recruitment strategies to enhance diversity in schools of nursing. METHOD Twenty-two diverse, underrepresented baccalaureate nursing students (including underrepresented ethnic minorities, economically disadvantaged students, and men) participated in two focus groups. Applied thematic analysis was used to organize the data and identify major themes. RESULTS Participants perceptions involved two major thematic areas (a) misconceptions of nursing, and (b) closing the gap, which had two sub-themes facilitating support and encouragement and marketing nursing to younger groups. Recommendations for recruitment strategies included providing applicants information to overcome myths and stereotypes about nursing, incorporating family members and friends into the recruitment process, highlighting nursing as a STEM field grounded in science and evidence-based practice, and engaging in outreach to educate elementary, middle, and high school students about the nursing profession.
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