Mental health stigma reduction through simulated professional practice

While simulated professional practice is an established modality for achieving practice competence, in the context of mental health nursing there are questions regarding whether simulation decreases stigma. Findings from our quasi-experimental research found that indeed, simulated practice can reduce mental health stigma among nursing students.

Conference Identifier: NERC20J12

Oncology professional perspectives on curriculum for a distance-learning prelicensure oncology nursing elective course

This presentation describes curriculum development for a distance-learning pre-licensure elective course in oncology nursing. Feedback from oncology nursing professionals throughout the US (n=70) were used to refine the curriculum. This presentation aims to engage participants in dialogue about innovative methods of integrating greater oncology content into pre-licensure nursing curricula.

Conference Identifier: NERC20J02

Hotspotting in home health: The impact of interprofessional education on patient outcomes

In this quasi-experimental study, interprofessional student teams performed home visits of super-utilizers of the healthcare system. Outcomes of patients visited by students were compared to outcomes of patients who did not receive visits by students. Results showed patients receiving student visits had statistically significant fewer 30-Day hospital readmissions.

Conference Identifier: NERC20J16

Engaging nurse practitioner students through an integrated team-based simulation experience

Experiential learning opportunities occur throughout nursing programs with interprofessional students joining together to simulate health care delivery experiences. Faculty must have the skills for determining solutions to challenges in developing, implementing, and evaluating interprofessional simulations for student engagement during integrated simulation experiences that address the whole health of clients.

Conference Identifier: NERC20J04

Using web-based video and data capture to improve student and faculty clinical skills evaluation

The purpose of this program evaluation project was to use web-based video recording and electronic data capture of a simulated patient intervention clinical skills evaluation.

Conference Identifier: NERC20J02

Teaching communication skills to advanced practice nursing (APN) students using linguistic-based communication training

The focus of the presentation’s content is to strengthen the function of the interdisciplinary teams and support families with effective communication training. Utilizing prescriptive, structured communication training for healthcare professionals can improve the overall quality of care for patients and their families encountering relational crisis.

Conference Identifier: NERC20J04

An evidence-based intervention to address students’ understanding of assignments and improve faculty teaching evaluation scores

This activities describes a simple, but evidence-based intervention to improve students’ understanding and performance for course content and assignments. Given that faculty evaluations are often affected by students’ understanding of course content, clarity for students may also improve faculty end-of-course evaluation scores.

Conference Identifier: NERC20J17

Innovative collaborative nurse educator team: Scaffolding for successful student outcomes

Nursing faculty from a multi-site health sciences center describe their innovative, collaborative approaches to foster a positive work environment that cultivates and scaffolds student success, critical thinking skills, and clinical judgment.

Conference Identifier: NERC20J17

Methods for demonstrating high-level impact for practicum experiences in interprofessional education

The purpose of this presentation is to describe the methods for demonstrating high-level impact outcomes from interprofessional education (IPE) interventions. The team will describe a comprehensive program for the development of research strategies to measure the outcomes of their longitudinal IPE program.

Conference Identifier: NERC20J16

The flipped classroom in nursing education as described by the nurse educators’ experience

Too often new pedagogical models are implemented in education without fully understanding it’s impact on the students or the time commitment to appropriately implement. Therefore, a study was conducted with nurse faculty to describe their experience with the implementation of the flipped classroom in nursing education.

Conference Identifier: NERC20J03