護理教育中的服務學習.pdf

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1、Service Learning in Nursing EducationJenna Barton,PhD,RN,PCCN-K,CNEWilliam Carey UniversityDefinitionBackgroundImplementation ProcessBenefitsChallengesReferencesDeveloping and implementing a service-learning activity requires careful planning.This process is a guide to help a faculty member plan a s

2、ervice-learning activity from the idea to the evaluation.1.Start with an ideaWhat population is your passion?What does the community need?What do your need students to learn?2.Engage the community partner3.Determine alignment with the mission,vision,and philosophy of nursing program,institution,and

3、community partner4.Locate placement in the curriculum(outcomes,competencies,content)5.Offer involvement with peers,administrators,students6.Consider funding opportunities7.Design engaging learning activities8.Create performance evaluation rubrics 9.Facilitate learning(student preparation,engagement,

4、reflection)10.Evaluate the students and the activityService learning is an educational activity involving students,faculty,and community partners to promote high-quality care and provide mutual benefits.Service learning can be used in nursing education at all levels to promote advocacy,cultural comp

5、etence,active learning,communication,and civic responsibility to assist students in meeting program outcomes,course outcomes,and competencies.Foundation:a need for high-quality nursing care,recommendations from nursing and healthcare organizations,and local community needsSettings:community-based or

6、ganizations,schools,clinics,public health departments,and additional community areas Activities:service,health screenings,health promotion,medication administration,creation of teaching materials,and other learning assignmentsResources:Kolbs(1984)theory of experiential learning;Delve,Mintz,and Stewa

7、rts(1990)service learning model;Boyers(1990)model of scholarship;and Anstee,Harris,Pruitt,and Sugars(2008)service learning process modelFor the communityAwarenessHealthValueFor studentsAdvocacy Civic and global responsibilityCollaborative practice and interprofessional education Communication Connec

8、t theory to practiceDiversity,equity,and inclusionProblem-solvingProfessionalismReciprocal learningSelf-actualization For nursing programsAchieve program outcomes and competenciesEngage community partnersIncrease visibility Meet community needsPromote faculty scholarshipProvide experiential learning

9、CostFaculty knowledge and experience gapResistance by faculty and administration Time and effort to develop and implement Bastable.S.B.(2017).Nurse as educator:Principles of teaching and learning(5th ed.).Jones and Bartlett.Billings,D.M.&Halstead,J.A.(2020).Teaching in nursing:A guide for faculty(6t

10、h ed.).Elsevier Saunders.Markaki,A.,Prajankett,O.,Shorten,A.,Shirey,M.R.,&Harper,D.C.(2021).Academic service-learning nursing partnerships in the Americas:A scoping review.BMC Nursing,20(1),115.https:/doi.org/10.1186/s12912-021-00698-wTeams Model of Clinical EducationCreating the Practice Ready Grad

11、uateSalina Bednarek EdD,MSN,RN,CNE Victoria Scheer PhD,RN&Jill Quillman MSN,RNArizona State University,Phoenix AZSAMPLE Chart 1.Label in 24pt Arial.AbstractIntroductionMethods and MaterialsResultsDiscussionConclusionsFuture DirectionsStudents complete a survey outlining personal characteristics,area

12、s of interestin client care,and behavioral responses to work environments.Students arematched with an agency that aligns best with their characteristics and goals.They are placed on a team,given a team name,and begin to develop identity asthey become a part of a unit.Students are surveyed each term

13、throughout theprogram on their experience.The survey is aimed at understanding the studentperspective and overall understanding of the model.Clinical partners aresurveyed each term to gain the bedside nurse perspective on the project.Through a curriculum centered upon EBP,clinical reasoning,&innovat

14、ion,a universityshifted the model of clinical education.Theytransitionedawayfromrotatingstudentsthrough facilities,cycling in and out eachsemester,wherethey do notspendanysignificant time.In contrast,they moved towarda cohort based model where students areassigned to a clinical facility for their pr

15、ogram;the location of actual experiences are driven bytheagencyneedsandfutureworkforceexpectations.The Teams Model includes diverse clinicalplacement within a clinical agency for theduration of their clinical program experience.Students attend a majority of their clinicalplacement on a specific unit

16、,stepping out tospecialty experiences throughout the program.Students remain with the same group ofstudents,at the same facility meeting allprogram requirements and course outcomes.Acriticalcomponentofthisinnovationwassupport for practice partners to navigate thenew clinical model.The university pro

17、vided afaculty member who was assigned as a TeamAmbassador.This role was designed to be anextensionofthenursingprograminasupporting role for the agency and the clinicalTeam.Training materials were developed forbedside staff.Students were asked to completea survey selectinga pathway oflearningcentere

18、d on their interest and understanding ofspecialty nursing pathways.Figure 2.Teams Model.Program students were surveyed at week 8 and week 16 of the term.At week 8,studentsreported uneasiness about clinical experiences surrounding being new at something,beingfearful of making a mistake,and not knowin

19、g what to expect in the clinical environment.Student concerns related to the Teams Model were minimal and remained positive about themodel and expectations.At week 16,students reported positive feelings of their Team,theirclinical faculty,and comradery.A survey was sent to practice partners.Practice

20、 partners reported positive feelings ofthe model.Partners described the model asfostering the clinical professional developmentof the nurse of the future.Partners describedthe model as giving students a better,moreinsightful,and accurate picture of the differenttypes of nursing as well as leading to

21、 increasedcomfort and confidence in the clinical area.Partners also mentioned a steady increase inworkforce preparedness with the model.The constant cycling of nursing studentsleaves little opportunity for student nursepreceptors to see students progress andcelebratestudentlearningsuccesses.Building

22、 reciprocal relationships betweenclinical agencies and the nursing academicunitpropelledthecreationofanintentional clinical model that is mutuallybeneficial.When a thoughtful program iscreatedtobuildconfidenceinnewgraduatenursesthroughimmersionexperiences in a consistent,welcoming,andpreparedclinica

23、lenvironment,opportunities for learning grow.We are primed to continue research in studentandfacultyperspectives.Wewillalsolongitudinally follow students through the firstyears of practice.And we will aim to validate theof survey used for student placement.What do you see as an opportunity for Teams

24、 Model?skills practice meaningful learning experiences limited facility/unit exposure future employment personal growthWhat are you concerned about with the Teams Model?minimal exposure to diverse units under preparedness for the profession minimal exposure to diverse patient population night shift

25、no concerns school-life balanceWhat is your current perspective of the new Teams Model as you have experienced this fall 2021 term?The concept is fantastic and like anything new there is opportunity for improvement in how the model is operationalized.The idea of the new Teams Model is great!Super in

26、novative approach to traditional nursing school So far,great.I love the idea of having them for all of their rotations.The teams model as it has been laid out this fall seems to foster the clinical professional development of the nurse of the future in the culture of nursing as experienced in the cl

27、inical agency.What do you see as a benefit to this new model of clinical education?Consistency in student groups to the organization which assists in recruitment into nurse extern and residency programs.Provides nurse leaders an opportunity to identify individual students that may be a good fit to t

28、he unit/organization.Consistency in clinical site for the students and faculty provides opportunities for deeper enculturation into the organization(policies,procedures,values)and professional socialization.A huge benefit of this new model is that it gives the students a better,more insightful and a

29、ccurate picture of the different types of nursing paths they can take.For the students,a constant environment to better understand the inner workings of acute care.From the hospital standpoint,possible transition into floor nursing after graduation allows another stream building a workforce.seeing g

30、rowth and development over a period of timeFigure 1.Team NamesThe Relationship Between Pre-Nursing Science Course Performance and the Development of Clinical Judgment,Nursing School Performance,and NCLEX-RNFirst AttemptLori Taylor,PhD,DNP,APRN,FNP-C,CPN,PMH-BCUnion University College of Nursing and

31、Health SciencesIntroductionResults In the quest for nursing schools to set appropriate admissions standards,which qualities are determinant of future success?Critical thinking and reasoning,math skills,professional language skills,and proficiency in the biosciences including chemistry,biology,and an

32、atomy and physiology.(Zamanzadeh et al.,2020)Critical thinking is essential to the development of clinical judgment.(Cannon&Boswell,2016)The development of clinical judgment in nursing is contingent upon a solid basis of understanding human physical structures and biological processes.(Kaddoura&Van

33、Dyke,2017)A foundation of subjects such as anatomy and physiology,pathophysiology,chemistry,and microbiology(Krippaehne,2021),is necessary to the development of understanding in undergraduate nursing school(Brown et al.,2016)and to develop the clinical judgment skills needed for nursing practice.Pre

34、requisite courses completed prior to entering study for a specific discipline provide the basis for understanding which will be built upon in future courses.(Baard and Watts,2009)A search of 25 colleges of nursing showed that anatomy and physiology I&II,biology,chemistry,and pathophysiology were the

35、 sciences most often required as pre-nursing science prerequisites.Required prerequisite science course grades ranged from 2.0 to 3.2 on a 4.0 scale.Only 8 colleges mentioned course repetitions:either no repetitions allowed,or limited repetitions allowed.Schools of nursing continue to have varying a

36、ttrition and first attempt pass rates but desire a greater measures of success for their students and to support the bottom line of the university.(Doggrell&Schaffer,2016;Tennessee Department of Health,2020a;Tennessee Department of Health,2020b)An NCLEX-RNpass rate of at least 80%is required by both

37、 ACEN and CCNE for schools of nursing to maintain accreditation(Spector et al.,2018).NLN CNEA requires an 80%NCLEX-RNpass rate over a period of three years.What other factors may contribute to a students ability to grasp the content in nursing school and graduate successfully?Statement of the Proble

38、mNo set of success determining factors have been identified that adequately predict success in nursing school,including the first attempt at the NCLEX-RN,pre-nursing science course repetitions,the development of clinical judgment skills,and successful completion of nursing school.PurposeThe purpose

39、of this study was to examine the relationship between the repetition of pre-nursing science courses,clinical judgment,nursing school performance,and first attempt at NCLEX-RNin BSN and BSNA students.HypothesesH01There is no statistically significant relationship between course repetition in pre-nurs

40、ing science and success in nursing school in BSN students.H02There is no statistically significant relationship between course repetition in pre-nursing science and success in nursing school in BSNA students.H03There is no statistically significant relationship between course repetition in pre-nursi

41、ng science and success on the first attempt at NCLEX-RNin BSN students.H04There is no statistically significant relationship between course repetition in pre-nursing science and success on the first attempt at NCLEX-RNin BSNA students.H05There is no statistically significant difference between cours

42、e repetition in pre-nursing science and clinical judgment measured at the beginning of nursing school in BSN students.H06There is no statistically significant difference between course repetition in pre-nursing science and clinical judgment measured at the beginning of nursing school in BSNA student

43、s.H07There is no statistically significant difference between course repetition in pre-nursing science and clinical judgment measured at completion of nursing school in BSN students.H08There is no statistically significant difference between course repetition in pre-nursing science and clinical judg

44、ment measured at the completion of nursing school in BSNA students.Methodology Quantitative,retrospective,comparative,and correlational Purposive sample including all eligible participants Population BSN students traditional undergraduate BSNA students-students have a previous degree and attend nurs

45、ing school for 15 months to complete RN requirements Began nursing curriculum in the Fall semesters of 2016,2017,2018 and ended nursing school by graduation,failure,withdrawal or other before May 31,2020.ReferencesReferences available on request from lktayloruu.eduStatistically Significant ResultsNo

46、t Statistically Significant ResultsCohortDependent Variable p valueCohortDependent Variable p valueH01BSNSuccess in Nursing Schoolp=.027H04BSNANCLEX-RNfirst attemptp=.817H02BSNASuccess in Nursing Schoolp=.032H05BSNBeginning Clinical Judgment Scorep=.121H03BSNNCLEX-RNfirst attemptp=.001H06BSNABeginni

47、ng Clinical Judgment Scorep=.965H07BSNEnding Clinical Judgment Scorep=.002H08BSNAEnding Clinical Judgment ScoreCould Not TestConclusions This research adds further clarity to the body of research surrounding consideration for nursing school admissions criteria.Pre-nursing science course performance

48、has a statistically significant relationship when correlated with nursing school performance for both BSN and BSNA students,NCLEX-RN first attempt in BSN students only and ending clinical judgment scores in BSN students only.In hypotheses one through four,six and seven,some of the cell population si

49、zes were minimal.In the eighth hypothesis,the cell sizes were too small to accomplish statistical analysis.So,the reliability of the results should be closely examined for reliability.In hypotheses five,BSN students,and six,BSNA students,the null failed to be rejected.So,neither relationship was tho

50、ught to be statistically significant.Kolbs(2015)theory demonstrates that learning tends to occur layer by layer,and that students at the beginning of the nursing program may not have obtained enough knowledge and understanding to have begun the development of clinical judgment.It then follows that s

51、tudents at the end of the program should have digested enough information to have formed basic clinical judgment.Hypothesis seven demonstrates this assertion.This work demonstrates that pre-nursing science course performance has a statistically significant relationship to three of the most widely ac

52、cepted predictors of success for the novice nurse:success in nursing school,development of clinical judgment,and success at the first attempt at NCLEX-RN.Nursing educators are encouraged to re-evaluate their admissions standards related to pre-nursing science course requirements and adjust accordingly.