Non-licensure nursing internship program for recruiting high school students in nursing

The NonLicensure Nursing Internship Program is an effective innovative and recruitment strategy to help close the nursing shortage gap and enhance student learning as the student discovers the discipline of nursing. High School students are taught evidence based practice hands on nursing skills in the classroom and clinical simulation areas.

Conference Identifier: NERC20A16

Undergraduate nursing student perceptions of facilitators and inhibitors of clinical learning with Q Methodology

The focus of this study was to determine the facilitators and inhibitors to undergraduate nursing students’ clinical learning in acute-care practice sites. The evidence generated helped to inform participating nursing programs on student identified needs to optimize clinical learning through a Q methodology mixed-methods design.

Conference Identifier: NERC20A14

Collaborative coursework: An effective teaching modality to improve nursing students’ translation of evidence into practice

Implementation and evaluation of the effects of an collaborative EBP project across a maternal-child nursing and a co-requisite EBP/research course among senior-level nursing students enrolled in a traditional baccalaureate nursing program on the frequency of use of EBP, attitude toward EBP, and knowledge and skills related to EBP.

Conference Identifier: NERC20A10

The use of module check-ups to improve learning and teaching in a nursing course

The use of “checks-ups” as a method of interim assessment was initiated by faculty to confirm student understanding of course concepts and ensure adequacy of course materials. We will describe the implementation of check-ups, as part of a blended graduate nursing course and post-implementation feedback from students and faculty.

Conference Identifier: NERC20A08

A Student-Centered Methodology to Inform Cultural and Ethical Teaching in Undergraduate Nursing Students

An engaging student-centered format for teaching culture, ethics, and values to undergraduate nursing students. Informed from Tag Team Patient Safety Simulation and applied theater. Used for teaching in large groups.

Conference Identifier: NERC20A12

Evaluation of fine arts education with collaborative reflection to enhance observation and visual intelligence skills

Fine art education with collaborative reflection was implemented and evaluated with doctor of nursing practice students. A Visual Intelligence Assessment Tool and visual image exercise were used to determine impact on the health care professionals’ perceptions and ability to analyze, interpret, and report observations accurately based on visual evidence.

Conference Identifier: NERC20A11

CNA status as an admission criterion for undergraduate nursing students: A comparative case study

A comparative case study investigating student and faculty perspectives on Certified Nursing Assistant as an admission criterion for undergraduate nursing programs. Faculty did not support the use of this criterion; however, students did.

Conference Identifier: NERC20A16

Nursing students’ perception about clinical instructors’ core characteristics

Clinical instructor must possess characteristics to enhance knowledge, skills, and attitude for nursing students and promoting nursing education in a maximum level that may produce high caliber-nursing students. The study aimed to identify nursing students’ perception about instructors’ core characteristics.

Conference Identifier: NERC20A14

Exploring the relationships between moral distress, moral courage, and moral resilience in undergraduate nursing students

The results of a multi-site study revealing the interrelationships between moral distress, moral courage, and moral resilience in senior nursing students. New theoretical models, moral resilience scales, and interventions to enhance moral courage and moral resilience are warranted.

Conference Identifier: NERC20A02

Outsiders in nursing: Voices of black African nurses and students in the USA: Integrative review

An integrative review of peer reviewed nursing literature published from 2008 to 2019 was performed to describe the experience of ‘being outsiders’ in nursing and nursing education as described by Black African/Caribbean born nurses and student nurses in the U.S.

Conference Identifier: NERC20A17