Indiana University-Purdue University Indianapolis (IUPUI) / Nursing schools are facing demands to admit and graduate increasing numbers of students to meet the needs of the future healthcare system. Nursing schools must therefore admit, retain and graduate qualified applicants, able to provide care in complex healthcare environments. Educators are challenged to identify the best educational practices to retain and engage learners in the learning process. Research has indicated that student engagement contributes to student success in college. Learning environments may influence student engagement through the use of active learning strategies in the classroom. The purpose of this descriptive study was to explore the extent of engagement reported by nursing students in classrooms and determine relationships among student engagement, demographic and academic variables and learning environments. Astin’s (1985) Input-Environments-Output model provided the framework for this study, linking student characteristics, and student engagement in learning with outcomes of learning. A sample of 347 undergraduate baccalaureate nursing students from 5 mid-western schools of nursing completed the Adapted Engaged Learning Index (AELI) and the Active Learning Environments Scale (ALES), measuring their level of engagement and perceived degree of active learning in the classroom, respectively. Subjects also provided demographic data including age, academic level, type and number of hours worked off campus, and prior learning experience. T-test and ANOVA analyses were conducted to compare group differences on demographic, learning environments (active, passive and mixed) and levels of engagement. Results indicated a significant (p≤.001) difference in the level of student engagement related to the perceived active learning occurring in the classroom. Students in active and mixed learning environments reported higher engagement levels than those in passive learning environments. Students over 25 years (p=.003), students with higher GPA’s (p≤ .05) and junior students (p≤ .001) reported significantly higher engagement scores than their counterparts. Findings from this study indicate that student engagement in the learning process may be positively influenced by an active learning environment in the classroom.

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High Fidelity Simulation is a teaching strategy that is becoming well-entrenched in the world of nursing education and is rapidly expanding due to the challenges and demands of the health care environment. The problem addressed in this study is the conflicting research results regarding the effectiveness of HFS for students’ knowledge acquisition after participating in simulation exercises. Specifically this researcher determined the effects of a formatted simulation scenario on knowledge acquisition among nursing students and the students’ satisfaction and selfconfidence with the simulation learning activity. Kolb’s Experiential Learning Theory (1984) provided the framework for this study. This study used a quantitative quasi-experimental design, specifically, the Solomon Four Research Design with 43 first semester senior nursing students enrolled at a baccalaureate nursing program at a state university in the southeastern United States. The results of the study found that there was not a statistically significant difference between the experimental group (E1) who received HFS (z = -1.47, p = 0.143) in cognitive gains when compared to the students who did not receive the intervention of HFS (C1) (z = -1.78, p = 0.75). The students’ overall perception of HFS was very positive and the simulation activity increased their self-reported level of self-confidence. The results of this study imply that simulation should not be used with the exclusive goal to increase knowledge but rather for students to increase their confidence and to demonstrate their ability to care for a patient at the bedside. It is our duty as nurse educators to systematically evaluate new teaching efforts such as simulation to determine the effectiveness of this remarkable but expensive technology to ensure that we are providing the best learning opportunities possible for our nursing students.

Aim: The aim of this study was to examine if student nurse participation in root cause analysis has the potential to reduce harm to patients from medication errors by increasing student nurse sensitivity to signal and responder bias. Background: Schools of nursing have traditionally relied on strategies that focus on individual characteristics and responsibility to prevent harm to patients. The modern patient safety movement encourages utilization of systems theory strategies like Root Cause Analysis (RCA). The Patient Risk Detection Theory (Despins, Scott-Cawiezell, & Rouder, 2010) supports the use of nurse training to reduce harm to patients. Method. Descriptive and inferential analyses of the demographic and major study variables were conducted. Validity and reliability assessments for the instruments were performed. The Safe Administration of Medications-Revised Scale (Bravo, 2014) was used to measure sensitivity to signal. The Safety Attitudes Questionnaire (SAQ; Sexton et al., 2006) was used to assess responder bias; this was the first use of this instrument with nursing students. Results: The sample consisted of 125 senior-level nursing students from three universities in the southeastern United States. The SAQ was found to be a valid and reliable test of safety attitudes in nursing students. Further support for the validity and reliability of the SAM-R was provided. A significant difference in safety climate between schools was observed. There were no differences detected between the variables. Conclusion: The results of this study provide support for the use of the SAQ and the SAM-R to further test the PRDT, and to explore methods to improve nursing student ability to administer medications safely.

Purpose: Incivility is rude or discourteous behavior that demonstrates a lack of respect for others. Nursing student-to-student incivility behaviors cause psychological and physiological distress for victims and witnesses. Study purposes: identify student lateral incivility behaviors; determine frequency of experienced incivility; and describe student coping strategies when experiencing incivility. Aims: This study addressed five Quantitative Questions and four optional Qualitative Questions. This presentation will address the participant narrative responses to one Qualitative Question: Describe an uncivil encounter you have experienced or witnessed in nursing education within the past 12 months. Methods: A quantitative nonexperimental descriptive research design was used. Recruitment utilized nonprobability convenience sampling. National Student Nurses’ Association (NSNA) members were invited to participate through their NSNA member email addresses. Inclusion criteria: being a prelicensure registered nursing student aged 18 and over, ability to read and write English, and participation in a clinical nursing experience. Participants completed an anonymous online survey: electronic consent form, demographic sheet, Incivility in Nursing Education-Revised (INR-E) survey, and Ways of Coping (Revised)* Questionnaire. East Tennessee State University Institutional Review Board (IRB) approved this study. Data analysis: descriptive statistics and the Kruskal-Wallis Test (K-W). Results: Surveys returned-990; Complete and analyzed-373; Narrative response to the optional qualitative question-286. Limitations: convenience sampling; sample bias and lack of equal student group representation due to self-enrollment; and results are not generalizable. Conclusions: Nursing faculty are the main cause of academic incivility followed by university staff, clinical preceptors, and peers. All nurses need incivility education.

Syftet med denna studie var att beskriva upplevelser av omvårdnadshandledning,så som den erfarits av sjuksköterskestudenter vid en högskola i södra Sverigeunder perioden 2007 -2009. Omvårdnadshandledning ingår som en obligatoriskdel av utbildningen och påbörjas under utbildningens andra termin i form avregelbundet återkommande gruppträffar, ca fyra gånger per termin, och fortgårsedan under resterande del av studietiden. Då det har noterats att behållningen avomvårdnadshandledning skiljer sig radikalt mellan olika studenter finns det ettintresse hos författarna av att undersöka vilka faktorer som påverkar densamma.Studien är en kvalitativ intervjustudie. Nio sjuksköterskestudenter deltog i studiensom genomfördes med hjälp av semistrukturerade intervjuer. Vid tolkningsarbetetav datan har författarna låtit sig inspireras av fenomenografin, där olikheter,snarare än likheter belyses. Studiens resultat visar att det tycks finnas ett sambandmellan den enskilde studentens behållning av omvårdnadshandledningen ochhandledarens im-plementering av den på förhand givna strukturen förhandledning, samt att information och feedback är några av de viktigastekomponenterna för att en givande omvårdnadshandledning skall kunna bedrivas. / The aim of this study was to describe different experiences of nursing groupsupervision, as it has been experienced by nursing students at a university in thesouth of Sweden during 2007 – 2009. Nursing group supervision is an obligatorypart of the nursing program and starts at the beginning of the second semester,consisting of regular group meetings approx. four times per semester, whichcontinues throughout the rest of the nursing programme. Since it has been notedthat the benefits of nursing group supervision differ radically between students,the authors are interested in investigating which factors affect and influence thesame. This is a qualitative interview study. Nine nursingstudents participated inthe study, which was conducted by semi-structured interviews. The analysis of thecollected data has been inspired by phenomenography, where differences, ratherthan similarities, are highlighted. The results of the study show that there may be aconnection between how much the individual student benefits from groupsupervision, and to what extent the mentor implements the defined structures forgroup supervision. Proper information and the use of feedback are two otherimportant factors contributing to a rewarding and beneficial group supervision.

Simulation using computerized patient mannequins may be a useful mechanism to teach safe and effective nursing care, thus improving the quality of education for nurses. As nursing program enrollments grow, clinical placement is becoming more difficult and may not offer consistent learning opportunities that reinforce safe and effective nursing practice. This study applied Ford, Smith, Weissbein, Gully, and Salas’ (1998) model of learning transfer as the theoretical framework to design a simulated obstetric clinical learning experience to augment the current clinical practice model, an approach that may lead to an improved educational experience. The purpose of this study was to compare learning outcomes of two clinical teaching strategies for obstetric clinical content for undergraduate nursing students: standard clinical instruction and a simulation-enhanced clinical experience. A mixed-method approach was used. A randomized cluster design was chosen to compare the learning outcomes for students participating in a simulation-enhanced clinical experience versus students participating in a traditional clinical rotation. From the study population of 124 students, 40 participated in the simulation-enhanced clinical group, with the remainder of students serving as controls. Four instruments (Obstetric Nursing Self-Efficacy instrument, Goal Orientation Scale, Proxy Measure, and examination knowledge items) were used to measure student characteristics or achievement of outcomes. Learning outcomes for self-efficacy, knowledge, skills, and transfer were compared between the groups using ANCOVA, independent sample t-test, iv and chi-square analyses. A qualitative descriptive analysis of clinical evaluations for all students was also conducted. Demographic characteristics between the groups were not statistically different. The analysis of covariance (ANCOVA) revealed no difference in ONSE posttest scores between the groups after adjusting for goal orientation and ONSE pretest scores. An alternative ANCOVA for sequence (time in semester when the simulation occurred) and group was not significant. However, after adjustment for the covariate of ONSE pretest scores, ONSE posttest scores varied with sequencing (p

Abused women are frequent users of health care services. Yet, battered women often do not identify the health care delivery system as a resource. The present study surveyed 155 female associate and baccalaureate degree nursing students from three mid-Atlantic universities in order to examine how selected personal and relationship variables affected their attitudes toward battered women. It was hypothesized that those students who had an early exposure to family violence combined with high levels of egalitarianism and perceived control over life events would be more sympathetic toward battered women than those who did not. Instruments used to measure the chosen variables included the Sex-Role Egalitarianism Scale, the Conflict Tactics Scale, the Family Violence Scale, the Perceived Control Scale, and the Inventory of Beliefs about Wife-Beating. Data were collected via anonymous self-report questionnaires and analyzed through the use of correlation and hierarchical regression procedures. Nursing students with more egalitarian sex role beliefs and perception of control over their life events were more sympathetic to battered wives than those students with more traditional sex role attitudes and less perceived control over their life. Sex role egalitarianism was found to be the best predictor of attitudes toward victims of domestic violence. Contrary to expectations, there appeared to be little relationship between the level of violence experienced by students in their families of origin or in their current relationships and sympathy for battered wives. Findings from this study will add to the current nursing knowledge base regarding attitudes of one group of health care professionals toward victims of domestic violence by exploring those attitudes and by identifying which of the chosen variables was most predictive of those attitudes. Implications for nursing education include an examination of the impact of gender issues on personal and professional behavior as well as the importance of empowering nursing students through the use of a competency based practice model. / Ed. D.

Background: The need for palliative care and end-of-life care increases as the world population grows older and as people, more extensively, suffer from chronic diseases. End-of-life care is described as a part of palliative care and people in need of end-of-life care can be met anywhere in the health care system, therefore, education about end-of-life care is necessary for nursing students. Assisted suicide, or, euthanasia is legal in Belgium and can also be a part of end-of-life care, which makes it a convenient subject to include in nursing education in Belgium.Aim: The aim was to delve into the experiences of nursing students in Belgium regarding their education in end-of-life care.Method: The school project had a qualitative-descriptive design, with an inductive approach, and was analyzed through a qualitative content analysis.Result: The results describe how Belgian nursing students experience end-of-life care, their perception of euthanasia and their satisfaction with their end-of-life care education.Conclusion: Belgian nursing students are in general pleased with their education in end-of-life care. However, there is still room for development regarding education in end-of-life care and euthanasia.