Notes

Development associated with Oxadiazepines through Lewis Acid-Catalyzed Tandem bike A single,5-Hydride Shift/Cyclization.
[J Nurs Educ. 2020;59(6)345-348.].Background Undergraduate nursing students with research experience are more likely to pursue graduate education. Community-engaged research mentoring facilitates not only this process but also student engagement in topics such as cultural relevance and community partnerships. Method Two cohorts of undergraduate students participated in a novel yearlong multidisciplinary mentored research experience based in a predominantly Black community. A qualitative, descriptive study using semistructured interviews was conducted with undergraduate students to describe effects of a multidisciplinary, community-engaged mentored research experience on cultural sensitivity, acquisition of research skills, and intent to pursue graduate study. Results Both cohorts of students demonstrated cultural sensitivity, acquired basic research skills, and had favorable attitudes toward or a definitive plan to pursue graduate education influenced by their participation in the mentored research experience. Conclusion This approach may represent a viable strategy for increasing the number of graduate-prepared nurses and reducing health disparities via the provision of culturally competent care. [J Nurs Educ. 2020;59(6)341-344.].Background Sexual violence is a pervasive public health concern. The American Association of Colleges of Nursing recommends that nursing education comprehensively address this topic, yet nursing schools are inconsistent in doing so. Method An innovative, holistic curriculum that includes didactic and simulation exercises was developed to educate nurses on a trauma-informed approach to providing care for individuals who have experienced sexual violence. The 2-day course trained both advanced practice nurses and advanced practice nursing students. Fluspirilene cost Results The course increased participants' knowledge of how to provide trauma-informed sexual assault care and increased interest in the field of sexual assault forensic nursing. Conclusion A comprehensive sexual assault care curriculum and the use of standardized patients to develop trauma-informed communication skills are effective and acceptable to learners. This novel curriculum can serve as a model to incorporate sexual assault care training in nursing education. [J Nurs Educ. 2020;59(6)336-340.].Background With more than 1 million older adults being abused each year, it is imperative for nurses to be knowledgeable about signs and symptoms of elder abuse, assessment, and interventions. This article describes a three-part learning strategy consisting of lecture, simulation using standardized patients (SPs), and debriefing to educate prelicensure nursing students about how to identify, assess, and report elder abuse. Furthermore, the effects of the teaching strategies were assessed. Method Students received a lecture on elder abuse, followed by a simulation with an SP and debriefing. Pre- and posttests were used to assess knowledge, skills, and attitudes about elder abuse. Results Significant differences were found in pre- and posttest results for knowledge and skills. There were no significant differences in attitude. Teaching strategies affected learning, and students reported increased knowledge and skills in identifying abuse and advocating for vulnerable older adults. Conclusion Lecture and SP simulation followed by debriefing was an effective approach to educate prelicensure nursing students about elder abuse. [J Nurs Educ. 2020;59(6)331-335.].Background Adaptive learning (AL) platforms deliver content personalized to students on the basis of prior knowledge, adjusting content delivery based on individual preferences and differences in knowledge acquisition. This project compared a course developed in an AL platform with one in a traditional learning management system (LMS) only. Method This pilot of an adaptive graduate nurse educator pathophysiology course was a randomized control group experimental study. Results Data from Fall 2018 and Spring 2019 semesters showed 86% of the participants (n = 21) strongly agreed that they learned better using an AL platform. All of the participants (N = 23) reported increased course engagement, and 86% (n = 21) reported they would like to take a course using this platform again. Conclusion This pilot demonstrated a potentially effective way to support students' learning. Students perceived greater engagement with content, reported more effective learning, and expressed interest in taking a course in an AL platform again. [J Nurs Educ. 2020;59(6)327-330.].Background Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. Method Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. Results Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. Conclusion Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [J Nurs Educ. 2020;59(6)319-326.].Background Despite the development of cultural competence models in response to the increase in cultural diversity in the United States, health disparities based on ethnicity and cross-cultural mismatches in health care practices still exist. Method This article critically reviews six noteworthy conceptual models of cultural competence and enlists multilayered definitions of culture from cultural anthropology, critical multicultural education, and critical literary theory, as well as critical discourse analytical tools to deconstruct these frameworks. Results Although these models assist providers to become more culturally sensitive, they can essentialize and oversimplify patients' cultural experience, as well as mask the dynamism and complexities of their communities and power relations. Conclusion Competence implies that practitioners can master diverse cultural experiences. Building on some of the promising practices of these six models and the practices of cultural humility and relational ethics, processes and practices are proposed for practitioners to reconstruct their ongoing cross-cultural work in nursing.
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