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