» Session D
Student perceptions of just culture in nursing education programs: A multi-site study
The goal of this presentation is describe pre-licensure students’ perception of just culture. Results indicate that as students progress through the curriculum their perceptions of just culture decrease. These results indicate nursing academia should systematically evaluate and implement just culture practices in nursing education.
Conference Identifier: NERC20D12
Applying theory to the process of international research
The process of guiding research itself can be a daunting task for any nurse researcher. In this presentation, the authors’ experiences in developing and conducting an international research study in Costa Rica will be highlighted using Orlando’s deliberative nursing process theory, including the steps of assessment, planning, implementation, and evaluation.
Conference Identifier: NERC20D07
Novel online DNP manuscript review: Evaluation of a national pool of adjunct faculty process
The innovative use of a national pool of adjunct faculty to evaluate DNP project manuscripts ensures effective use of doctorally-prepared faculty with promise of improving the quality of DNP manuscripts. We report data from students, manuscript reviewers, and faculty chairs regarding the impact of this national process and improvements suggested.
Conference Identifier: NERC20D04
Evidence-based practice for baccalaureate nursing education: From development to dissemination
Integration of EBP into the curriculum is vital to prepare nursing graduates to become providers of evidence based care. Our progressive, innovative EBP curriculum uses a unique teaching methodology. Graduates consistently verbalize confidence and competence in their knowledge, skills, and valuation of EBP based on this curriculum design.
Conference Identifier: NERC20D08
Good friends are hard to find: Promoting peer review among doctoral students through critical friends
Critical Friends is a six-step peer review protocol used to promote critical dialogue. This session will present findings from a sequential, mixed-methods study which examined the contribution of Critical Friends upon the evolution of 18 PhD nursing students as scholarly writers in their first year of doctoral studies.
Conference Identifier: NERC20D04
An academic-practice partnership to support retention of new graduate nurses in the emergency department
This presentation will address the benefits of an academic-practice partnership for staffing emergency departments (ED) and other high acuity areas. Presenters will describe the educational and clinical interventions created to support the retention of new graduate nurses in the ED.
Conference Identifier: NERC20D17
Creating a patient-centered learning experience through faculty-student partnership approach in simulation
Learn insights from a change-of-shift simulation experience using a faculty-student partnership approach. In this approach, the faculty assumed an active partner role, distinct from an observer, facilitator, organizer and evaluator role and partnered with the learners. Learning using such approach revealed a clinically relevant patient-centered learning experience.
Conference Identifier: NERC20D14
Baccalaureate nursing student’s perception of concept-based instruction in Chinese context: A descriptive qualitative study
This is a descriptive qualitative study that explores students’ experiences and feelings about concept-based instruction. This education reform project is the first use of concept-based instruction in nursing schools in mainland China.
Conference Identifier: NERC20D09
Don’t sink, swim! A curriculum framework for simulation experiences that develop clinical teaching skills
The purpose of this presentation is to share a framework for integrating simulation experiences that develop clinical teaching skills into an MSN Nursing Education curriculum, link examples of experiences to a curriculum framework, and describe the use of the NLN Jeffries Simulation Theory to organize outcome data.
Conference Identifier: NERC20D14
Clinical precepting: A learner-centered pedagogy
Clinical teaching is critical when considering the preparation of students in a complex teaching environment. The four constructs of ‘partnership, enabling, advocacy, and meaning making’ emerged as the building blocks of the preceptor pedagogy. Teaching nursing students how to make meaning, stood out as the least emphasized construct by preceptors.
Conference Identifier: NERC20D02