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

Alternate site glucose testing: Close, but not close enough?

Replication study conducted to compare pain and accuracy of blood glucose samples from fingertip and palm, an alternative site (AST) if effort to support previous study findings. Though findings were statistically significant (R=.98), change in practice utilizing AST require R=.99.

Conference Identifier: NERC20D03

Open education resources: What are they? How do we use them in nursing education?

Increasingly students indicate they can no longer bear the cost burden of course textbooks. Open Education Resources (OERs) are an alternate delivery method that considers diverse learner needs. Learn more about OERs, the current research on the use of OERs, and strategies for using OERs in the classroom.

Conference Identifier: NERC20D15

Support for underrepresented students in nursing education at a predominantly white institution with “UR-Star” Implementation

The college of nursing at a predominately white institution began an initiative to address needs of under-represented minority students. A university wide diversity, equity and inclusion campaign was previously implemented. However, the college of nursing recognized the need to develop a nursing specific program to target retention of URM students.

Conference Identifier: NERC20D16

Faculty success coordinator: Critical support for novice faculty

Creating the role of Faculty Success Coordinator improved faculty satisfaction through mentoring, individual and aggregate professional development and career advisement.

Conference Identifier: NERC20D08

Conducting a systematic review using telehealth in nursing education as an exemplar

Conducting a systematic review can seem a daunting task. This presentation demonstrates how to break the process down into manageable tasks. By using an exemplar, participants will experience a hands-on approach to the process. As a workshop, participants will leave with a portion of their project completed.

Conference Identifier: NERC20D07

Political activity beliefs in Arizona advanced practice registered nurses

Scope of practice for advanced practice nurses is identified by legislation. Feeling unprepared to engage in policy-related activity increases difficulty with accomplishing changes to align with the APRN Consensus Model. This study investigated preparedness, motivators, and barriers to policy-related activity for this purpose.

Conference Identifier: NERC20D11

Transforming nursing education: Multi-school/multi-practice agreement for awarding academic credits for nurse residency program completion

Data from two funded grants exploring the idea of awarding academic credit to newly licensed nurses for the completion of a hospital-based nurse residency program will be presented. The research, benefits, facilitators and barriers, and multi-school and multi-practice partnership frameworks for implementation will be described.

Conference Identifier: NERC20D17

Transforming nursing education through collaboration: Breaking down barriers for diverse students

There is disparity in the racial and ethnic make-up of the nursing workforce. Collaboration with community partners and schools to recruit diverse students and establishing early intervention programs can improve both program diversity and outcomes. Preparing a competent and diverse workforce is a priority in working toward eliminating health disparities.

Conference Identifier: NERC20D16

Predicting certification success for the family nurse practitioner

High-stakes licensure or certification examinations are required or many health professionals for disciplines to ensure safe entry-level practice. Guided by classical test theory, this study considered whether a relationship existed between students’ performance on 4 HESI examinations and first-time FNP certification success.

Conference Identifier: NERC20D11