The perceptions of caring language: An undergraduate nursing student study

This presentation will describe the outcomes of a study that explored the perceptions of caring language and actions as described by undergraduate nursing students that they believe demonstrate and communicate caring to patients, families and colleagues as a step in developing patient centered nursing care.

Conference Identifier: NERC20F01

Nursing education research: Why students do and do not participate

The purpose of this presentation is to report findings from a survey of nursing students who did and did not participate in research on stress associated with high-fidelity simulation and didactic testing. The findings have implications for the recruitment and retention of students in nursing education research.

Conference Identifier: NERC20F12

Educational practice and EBP beliefs with undergraduate nursing students: A pilot study

This study examined how a new EBP research course with clinical collaboration affected EBP beliefs in a cohort of junior nursing students compared to senior nursing students completing a traditional research course.

Conference Identifier: NERC20F12

Building a ‘bridge’ to link simulation to practicum: Mixed methods exploration of learning transfer

The purpose of this presentation is to share outcomes of an exploration of learning transfer after simulation among 256 undergraduate final year nursing students. A novel debriefing intervention was used. Debriefing questions were based specifically on ‘near and far’ learning transfer theory principles.

Conference Identifier: NERC20F03

Using DML debriefing to transform transition to practice

Preceptors and new graduate nurses in acute care setting used Debriefing for Meaningful Learning to regularly debrief the patient care and events of the shift. Monthly interviews with new graduates were recorded, transcribed and analyzed and three themes associated with thinking like a nurse with important implications will be presented.

Conference Identifier: NERC20F16

An action research study on mandatory wellness debriefing for acute care registered nurses

This work focuses on the exploration of using mandatory debriefing in a professional clinical environment for the strategic purpose of personal well-being, coping, and stress management. Audience members will gain insight on contributing factors impacting nurse’s ability to recognize and regulate these three concepts.

Conference Identifier: NERC20F16

Using critical incident videos: An innovative strategy to improve teaching practice

Attendees will view and participate in a simulated experience using Critical Incident Videos. Attendees will role-play possible outcomes and explore how the videos can assist to improve teaching practices of nurse educators. In debriefing, attendees will brainstorm ways to expand these ideas into their own teaching practice.

Conference Identifier: NERC20F07

Faculty caring: Nursing students’ perspectives using Q-Methodology

Evidence supporting what students perceive as caring behaviors exhibited by faculty is sparse and outdated. The study conducted sought to understand contemporary students perceptions of caring behaviors of faculty. Findings of this study have implications on the importance of faculty to model caring attributes and behaviors in the teaching/learning environment.

Conference Identifier: NERC20F01

Lights, camera, action: Lessons learned from a nursing and theater collaboration

A collaboration between theater and nursing allowed the offering of a unique learning opportunity for students. Theater students were trained as standardized patients (SPs). Nursing students engaged with the SPs to practice communication skills. This teaching strategy allowed each student to enhance skills related to their respective disciplines.

Conference Identifier: NERC20F11

The effect of remediation on NCLEX® success in baccalaureate nursing students

Remediation is a robust teaching strategy utilized by educators to improve student success. A remediation protocol was instituted by nursing faculty following the identification of at-risk students for NCLEX failure. The results of this study support integration of remediation within nursing programs to improve student’s success on predictive NCLEX exams.

Conference Identifier: NERC20F02