The purpose of this study was to investigate the usefulness of the midcurricular HESI examination in identifying at-risk students early in their nursing program. The sample included baccalaureate nursing graduates from two university programs in the southeastern United States (n = 256). A quasiexperimental design was used to determine how well the midcurricular HESI predicted outcomes on the HESI E2 and the NCLEX-RN passing status while controlling for demographic and institutional covariates. The study used logistic regression and multiple linear regression to analyze the hypotheses. The midcurricular HESI examination was found to be a statistically significant predictor of NCLEX-RN outcomeboth before (P = .044) and after (P = .041) controlling for demographic factors. The study further found a statistically significant relationship between the midcurricular HESI and the HESI E 2 examinations (P < .001). In the post hoc analyses, students from the Accelerated and Fast Track degree programs scored significantly higher than did students in the Traditional Track on themidcurricular HESI examination. There were no statistically significant differences in HESI E2 scores or NCLEX-RN outcomes among the degree tracks. As anticipated, there was a statistically significant difference in both midcurricular HESI (P < .043) and HESI E2 (P < .016) scores between students who passed and those who failed NCLEX-RN. This study indicates that the midcurricular HESI examination is very useful in predicting outcomes in baccalaureate nursing education programs.

There is a nursing faculty shortage at a Mid-Atlantic associate degree nursing program. In response, program administrators have hired adjunct faculty with bachelor of science in nursing degrees (BSNs), hired full-time faculty with master of science in nursing degrees in areas other than education who also are not certified nurse educators, and reduced its minimum requirement for nursing faculty clinical experience. The nursing faculty shortage combined with the resulting gaps in practice are problematic because they may (a) negatively influence the program's ability to produce degreed nurses; (b) increase faculty workload; (c) decrease the quality of student education, which may decrease licensure exam scores; and (d) increase the potential for losing program approval and accreditation. The purpose of this study was to explore the perceptions of BSNs working at the bedside regarding the pursuit of careers as nursing faculty. This purpose was reflected in the 1 overarching and 5 specific research questions developed for this study. The conceptual framework for this generic qualitative study was behavioral intent, a construct based on 4 concepts: planned behavior, self-efficacy, self-determination, and motivation. Snowball sampling was used to recruit 10 BSNs who worked at local hospitals to participate in phone interviews. Data analysis using thematic analysis and the constant comparison method indicated that some BSNs had misconceptions about the roles of nursing faculty and did not feel they were qualified to teach. With insight about barriers to becoming nursing faculty, a nursing faculty champion program was developed. If implemented, the program could initiate social change by increasing the number of BSNs who become nursing faculty, thereby decreasing the nursing faculty shortage and resulting negative outcomes and gaps in practices.

Acts of incivility in nursing education and practice settings are a growing concern. Previous research has indicated that uncivil behaviors, especially among nurses in the healthcare workplace, create toxic work environments and pose risks to patient safety. Uncivil behaviors among nurse educators and students were found to erode the learning environment and lead to poor program outcomes. Researchers provided evidence to show varied levels of incivility in academic and workplace environments and recommended solutions to improve civility, yet little evidence exists to show how nurse faculty approach civility promotion in their practices. This qualitative, descriptive study was designed to explore the actions and decisions of prelicensure nurse faculty who promote civility in their baccalaureate programs. Fifteen full-time, prelicensure nurse faculty from varied baccalaureate programs across the southeastern United States volunteered to participate in individual, online interviews. Husted and Husted's theory of bioethical symphonology was used to support the study design and analyze the findings. Thematic analysis of participant interview transcripts revealed 4 themes to explain civility promotion actions and decisions which included (a) guiding civil professionalism, (b) championing civil communication, (c) negotiating civil partnerships, and (d) empowering civility awareness. The findings of this study are beneficial to nurse faculty seeking civility promotion solutions which will enhance awareness, knowledge, and professional civility skills among nursing students and effect positive social change as new graduate nurses are prepared to promote civility in the healthcare workplace.

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The ability to think critically is considered an essential skill of nursing graduates and competent nursing practice. Yet, the literature reports that teachers are having difficulty teaching for critical thinking and that critical thinking is lacking in new nursing graduates. This research study sought to identify barriers to the implementation of critical thinking teaching strategies by nursing faculty currently teaching in generic baccalaureate programs in Tennessee. Surveys were mailed to 262 nursing faculty; 194 were returned, and 175 were usable. Students' attitudes and expectations represented the single greatest barrier to the implementation of critical thinking teaching strategies, followed by time constraints and the perceived need to teach for content coverage. Recommendations to support and encourage faculty to teach for critical thinking are outlined.

Magister Curationis - MCur / The nursing profession is the backbone of the healthcare system glob-ally. However, due to the ongoing shortage of nurses there is a growing demand for nurses across the world. This demand puts pressure on the continued recruitment of new nursing students. The factors that influence students’ reasons for entering nursing vary and require investigation to improve recruitment practices

Practicing nurses need to be qualified at the baccalaureate level at a rate of 80% by 2020 to meet the needs of the increasingly demanding healthcare industry. Designed to meet this need, the online RN-BS (registered nurses earning a Bachelor of Science) nursing program at a local university has a declining completion rate that needs to be addressed and increased. The conceptual framework for this project was a qualitative program evaluation with a case study design; the project was designed to determine if the structure of the program was limiting student success or if factors experienced by full-time working RNs in the program were impacting success. E-mail interviews were conducted with 29 students in the online RN-BS nursing program who were selected through purposeful sampling. Research questions for this study examined the barriers faced by experienced nurses when they studied in the online RN-BS nursing program while maintaining their work schedule as RNs. Predetermined, open-ended, semistructured questions produced data that were analyzed through coding and theme identification. Themes were validated through member checking and use of an external auditor. Data revealed that students preferred the online format of the program to a face-to-face program, and they felt the local university nursing faculty was responsive and supportive. Challenges the students faced were primarily time management, cost of the program, information technology issues including learning the learning management system, group projects, and study skills. Based on the findings, an orientation program was developed that will affect social change by helping the local university nursing students complete the baccalaureate preparation they need to comply with the increasing industry demands.

Fifteen percent of adults in the United States have been diagnosed with chronic kidney disease (CKD). CKD is the slow, progressive, and irreversible loss of kidney function. The most effective means of controlling CKD is by managing dietary phosphorus intake. It is important that staff nurses be educated about effective patient education tools to improve dietary phosphorus management. The purpose of this project was to educate primary care nurses about phosphorus management in CKD patients through the introduction of the phosphorus pyramid as a visual tool. The project sought to understand if an educational intervention regarding phosphorus management in CKD patients could increase the primary care nurse's knowledge. The John Hopkins evidence-based practice model informed the development of this project. Ten primary care nurses participated in a 45-minute education program which focused on the use of the Phosphorus Pyramid. A pre and post-test of knowledge was completed via a Likert scale questionnaire that measured knowledge related to the educational objectives of the program. The posttest scores showed an increase of 15% overall in staff's knowledge regarding dietary phosphorus management, the participants were more likely to correctly answer questions related to the phosphorus content of food and drink. The phosphorus pyramid will serve as a user-friendly tool to assist patients in identifying high phosphorus foods that need to be avoided and low phosphorus foods that are recommended to incorporate in their renal diet. This project supports social change by improving the healthcare team's knowledge regarding dietary recommendations for CKD patients thereby contributing to improved patient outcomes and reduced healthcare costs.

Tobacco use is the leading cause of premature and preventable death in the United States, yet millions of Americans continue to use tobacco. Nursing professionals comprise the largest health care provider group and can help improve tobacco cessation among their patients. The purpose of this doctoral project was to increase nursing staff and advanced practice providers knowledge, skills, and confidence related to tobacco cessation interventions. The project took place in a family medicine clinic in Central Texas. The nursing staff (which included 1 registered nurse and 3 licensed vocational nurses) and advanced practice providers (which included 3 nurse practitioners and one physician assistant) were asked to participate in the project. Knowles' theory of adult learning and Prochaska's transtheoretical model served as the conceptual frameworks for the project. The United States Public Health Service Rx for Change program was used to create 2 posters on tobacco cessation interventions that were presented to staff as an educational intervention. A 10-question knowledge survey and a 15-question skills and confidence survey were administered before and after the education program; 8 nurses completed the survey before the education and 7 nurses completed the survey after the education. For the presurvey, 29% of responses were correct; while for the postsurvey 83% of responses were correct. Results also showed an increase on the 4-point Likert-scale survey measuring the participants' skills and confidence regarding tobacco cessation interventions. The finds of this project will help nurses and advanced practice providers use evidence-based practices to promote smoking cessation, leading to positive social change for patients, families, and communities.

Over 15,000 master’s and doctoral degree students in the United States were denied admission to nursing schools in 2014 because of insufficient nursing faculty. In 2016, over 64,000 undergraduate and graduate students were unable to gain admission to nursing school due to the effects of faculty shortages. This project explored the role of the Doctor of Nursing Practice (DNP)-prepared nurse in academic settings using a systematic review of the literature to determine the role of DNP-prepared nurses in academia. Souza’s systematic review model and Melnyk’s levels of evidence were used to guide the search, review, and the selection of scholarly articles published between 2005 to 2019. A chart of preferred reporting items for systematic reviews and meta-analyses chart was used to organize and select 14 articles meeting the review criteria and included in the analysis. Four themes emerged from the analysis of literature: role in academia from the dean’s and director’s perspective, DNP role as a teacher, preparation for faculty role, and leaving the faculty role. Confusion over the role of the DNP in academia was also identified as a factor affecting DNPs in academic practice settings; however, DNPprepared nurses have the clinical experience, knowledge, and skills to provide evidence-based teaching and fill the gap in practice needed in academic settings. This project may promote positive social change by raising awareness of the role of the DNP in academia to reduce the faculty shortage.