Enhancing Student Engagement: Innovative Strategies for Intentional Learning

Aim

This paper presents four innovative teaching modalities conceptually designed and adherent to National Survey of Student Engagement (NSSE) indicators.

Escape Passive Learning: 10 steps to Building an Escape Room

Escape rooms have become a popular way to engage students in active learning and provide innovative ways to learn. This article provides an overview of escape room use and outcomes from the higher education literature and describes their use at a large US midwestern college of nursing nurse practitioner program. Recommendations regarding design, implementation and evaluation are reviewed, and a 10-step process is shared to summarize how faculty can develop their escape room.     

Creating a Caring Learning Environment

This article discusses creating a caring learning environment for undergraduate nursing students. The purpose is to apply the results of a research study in which students described their lived experience with caring in the nursing environment. Students (N = 23) shared caring and uncaring stories about their curricula. The study identified two patterns: "The Power of the Faculty" and "Creating a Caring Learning Environment." The authors discuss the implications of these patterns for developing caring faculty practices and a caring learning environment.     

Early Telemedicine to Promote Continuous Positive Airway Pressure Adherence

Obstructive sleep apnea can have consequences such as cardiovascular disease and motor vehicle accidents. Continuous positive airway pressure (CPAP) is the gold standard treatment, but nonadherence limits efficacy. This project used a telemedicine strategy that included remote adherence monitoring and telephone communication from a nurse practitioner in the first week of CPAP therapy to promote adherence. Of patients who received the telemedicine, 71% were adherent at follow-up. Incorporating telemedicine into clinical practice may promote adherence to CPAP therapy.     

Using an Innovative Clinical Nurse Leader Practice Model to Sustain High-Quality Patient Care and Promote a Positive Work Environment During the COVID-19 Pandemic

The clinical nurse leader (CNL) provides clinical leadership at the point of care, offers staff mentorship, assumes accountability for clinical outcomes within the microsystem, and promotes evidence-based patient care. The CNL has the skills and competencies needed to facilitate improvement science and lead care delivery redesign in the ever-changing world of health care, including in times of crisis. This article aims to detail 1 pediatric medical center's journey in utilizing the CNL to sustain high-quality patient care and promote a positive work environment during the COVID-19 pandemic using an innovative, evidence-based CNL practice model.     

Transformational Leadership Meets Innovative Strategy: How Nurse Leaders and Clinical Nurses Redesigned Bedside Handover to Improve Nursing Practice

In 2000, the Institute of Medicine (IOM) published To Err Is Human: Building a Safer Health System, highlighting medical errors resulting from failure in perception, assumption, and communication. The handover process is a high-risk activity prone to the communication vulnerabilities described in the IOM report. The handover project started as a 3-month pilot with plans to expand to the entire facility. The handover education had 4 elements: questionnaire, presentation, video, and simulation. Compliance with the new process was measured using audits completed by the unit managers. Sixty-four registered nurses on 2 acute units were educated by nurse champions. After a successful implementation, the surge of COVID-19 patients in spring of 2020 required us to adjust expectations regarding bedside handover. As the number of hospitalized COVID patients began to decrease, we reinvigorated the project and re-established the expectation that handover be performed at the bedside. A post-questionnaire was completed after implementation and revealed more favorable responses toward bedside handover. We also saw improvements in our patient satisfaction scores (Hospital Consumer Assessment of Healthcare Providers and Systems [HCAHPS]). With direct observation and a checklist, we were able to return to the practice of bedside handover following the surge of COVID-19 patients. As a direct result of the bedside RN involvement, we created and implemented a handover process that prioritized nursing needs and concerns. Our implementation of this evidence-based practice enhanced patient experience and improved safety. Through education, observational audits, and use of a checklist, we were able to re-establish the expectation and practice of handover being completed at the bedside.     

以高质量教学提高医学继续教育的效果

通过总结 5期国家级医学继续教育课程班的教学工作 ,依据“国家级医学继续教育备案表” ,分析学员的反馈意见 ,体会到 :精心策划、充分准备是确保教学组织的重要前提 ,挖掘潜力、开拓创新是优化教学质量的关键环节 ,紧扣热点、贴近临床是优化教学目标的基本策略 ,教学相长、增进沟通是优化教学效果的有效举措     

Locus of Control and the Use of Strategies to Promote Self-Care

Development of an in-service education program for elementary school teachers by school nurses and its implementation are described. The nursing process was used as a method. Sixty-three percent of the 102 teachers having participated in the program rated it as good to excellent. The nurses perceived their role as health consultants to be positive and productive. Factors to be considered in the application of the method include support of the program by nurse colleagues and administrators, teachers' involvement, and use of existing instructional materials.