Faculty practice and roles of staff nurses and clinical faculty in nursing student learning.

The perceptions of staff nurses and clinical nurse faculty on the roles they play in nursing student learning were examined. The study also sought to explore how faculty practice status affected these perceived roles. Nursing schools with generic baccalaureate nursing programs in the middle Atlantic region composed the study population. A convenience sample of two schools that expected their undergraduate clinical faculty to engage in faculty practice and two schools that did not expect faculty practice participated in the study. Clinical faculty members (15) and nursing education administrators (4) from each school participated, as well as staff nurses (22) and nursing service administrators (4) from each school's related hospital. Focus groups and individual interviews were conducted. Manifest and latent content analyses were used to examine the issues. Staff nurses who worked with practicing faculty reported fewer instances of role overload, conflict, and ambiguity than when they worked with nonpracticing faculty. Lack of clear communication and delineation of expectations among administrators, staff, faculty, and students were cited as major factors in perceived role problems. Administrators, faculty, and staff nurses viewed high student/faculty ratios as a causative factor in the faculty's inability to meet all teaching objectives with students.     

Nursing students' perception of class size and its impact on test performance: a pilot study

The combination of increasing student enrollment in baccalaureate nursing programs and the faculty shortage has contributed to larger class sizes that may affect both student satisfaction and learning. The purpose of this study was to identify baccalaureate nursing students' satisfaction with enrollment in small and large nursing courses. The authors also sought to determine whether a significant difference existed between test scores of students enrolled in small and large nursing courses. A survey was completed by 110 students, and test scores were compared between students in a small and a large nursing class using analysis of variance. The findings indicated that perceived satisfaction of students was significantly higher for those enrolled in the small nursing course versus the large course; however, no significant difference was found between test scores. To improve student satisfaction that can positively affect student retention, further research is needed on class size in the nursing discipline.     

Isolation followed by integration: a model for development of a separate geriatric course

Because of the growing population of older adults in America, nursing faculty throughout the United States have been consistently challenged during the past decade to use the most appropriate methods to strengthen geriatric content in baccalaureate nursing programs. The question of whether to integrate content throughout the curriculum or offer a stand-alone geriatric nursing course has been explored extensively, but no ultimate conclusion has been found. With the support of a grant for geriatric curriculum integration from the John A. Hartford Foundation, one university began the journey to integrate geriatric nursing curriculum throughout all baccalaureate nursing courses. However, at a curriculum evaluation meeting held halfway through the grant period, faculty expressed the need to have concentrated content earlier in the program that could serve as a foundation on which to build geriatric knowledge. Faculty unanimously voted to create a geriatric nursing course to be offered to students during their second year of baccalaureate study.     

Recruitment and retention of associate degree nursing faculty

Associate degree nursing (ADN) programs are influenced by many of the same factors affecting the recruitment and retention of nursing faculty in baccalaureate and graduate degree nursing programs. This article examines these factors along with strategies that have the potential to affect recruitment and retention. Factors affecting recruitment include the unique nature of the ADN educator role and salary. Factors affecting retention are salary, workload, and work hours. Beginning recruitment with students, while they are still enrolled in the program, and mentoring part-time clinical faculty are possible ways to recruit full-time faculty. Numerous initiatives designed to supplement the recruitment and retention efforts of individual nursing programs, developed by the National League for Nursing, are identified. Solutions to this shortage must be identified so there are adequate numbers of full-time faculty to achieve the goal of high-quality graduates who are committed to patient safety.     

Baccalaureate nursing student preceptorship programs and the development of clinical competence

Clinical competence is germane to professional nursing practice. One goal of nursing student preceptorship programs is to develop the student's level of clinical competence beyond that of traditional baccalaureate education. This study investigated the effect of nursing student preceptorship programs on the development of clinical competence among 72 senior BSN students. Results indicated that students who participated in summer preceptorship programs gained greater levels of clinical competence, than did students who worked as nursing assistants in noninstructional clinical settings. Both groups perceived their summer work experiences as valuable in helping them to develop skills in problem solving, application of theory to practice, and psychomotor skill performance. They also reported an increased level of self-confidence in a nursing role. Study findings provide baseline data for decision making for nursing faculty and administrators.     

Rise of accelerated baccalaureate programs

Accelerated baccalaureate programs were introduced as a way to address the nursing shortage and to accommodate nursing students who had already completed university level education in another discipline. These programs are intense, rigorous, compressed and fast paced. The authors conducted a review of the literature to determine how students in these programs differ from those in traditional baccalaureate programs and examine the implications for nursing education and practice.     

Academic misconduct: responses from deans and nurse educators

The purpose of this study was to describe what deans/chairs and faculty in baccalaureate nursing programs perceive as academic misconduct among students. Subjects were asked to describe a positive and negative incident that reflected student cheating and/or plagiarizing and to describe the setting where the incident occurred. Various types of cheating and plagiarism were described by the subjects as occurring in the classroom setting. In the clinical setting, incidents of false documentation and faked home visits were reported. Results of this study support the need for a clearer understanding among students of what constitutes plagiarism. Students who become involved in academic misconduct need to be identified early and policies must be developed that will assist administrators and faculty in dealing with these issues.     

Students' and faculty members' knowledge and attitudes regarding pain management: a descriptive survey

Many basic nursing programs spend little time educating students about pain management. Between the years of 2000 and 2002, a baccalaureate nursing program at a university in central Virginia surveyed sophomore, junior, and senior nursing students using McCaffery's Pain Knowledge and Attitude Survey at the beginning and end of each academic semester. During the same time period, faculty also completed the survey and answered open-ended questions pertaining to the inclusion of pain management in course content. The purposes of this study were to determine the baseline knowledge and attitudes of nursing students and faculty about the science of pain management and to evaluate the content of pain management material and the extent to which it is integrated into the curriculum.     

Practical considerations in establishing sustainable international nursing experiences

An understanding of global health and the development of cultural competence are important outcomes of today's baccalaureate nursing programs. Thoughtfully designed international experiences can provide excellent opportunities to achieve those outcomes. Based on 16 years of providing international experiences within a baccalaureate curriculum, components are identified that contribute to the development of a sustainable international program. Areas addressed in the article are evaluating the fit with university and college mission, establishing the program within the university operational structure, selecting faculty and students, developing sites, designing a course, and program evaluation.     

A precepted perioperative elective for baccalaureate nursing students

A major factor contributing to the recruitment crisis in perioperative nursing is the lack of perioperative experiences offered to nursing students. A clinical elective designed to provide interested baccalaureate nursing students with OR experience was implemented at one university. A faculty member collaborated with perioperative nurses from area hospitals to provide a 36-hour, precepted perioperative experience. The course allows students to learn about the perioperative nursing role and helps them develop nursing skills. Students acknowledged that this brief experience was adequate to meet their learning needs and help them decide whether they wanted to pursue further a career in perioperative nursing. AORN J 76 (Dec 2002) 1032-1040.     

Profile of nonnurse college graduates enrolled in accelerated baccalaureate nursing programs.

Accelerated baccalaureate nursing programs have been found to be a feasible way of increasing the supply of professional nurses at a time of declining enrollments in schools of nursing. This study explored the sociodemographic characteristics of nonnurse college graduates who pursue baccalaureate degrees in nursing. Students' gender, age, income, previous education, occupation, work setting, and nursing experience were studied. Data were collected from 166 nursing students (71 per cent) from the 10 (100 per cent) schools of nursing in the United States that offered the accelerated baccalaureate nursing programs in 1988. The findings of this study have important policy implications for nursing administrators, educators, and recruiters for planning of this type of nursing education program.     

How baccalaureate nursing programs teach writing

BACKGROUND. Written communication skills are critical for nursing practice. However, nursing faculty often find students unprepared to communicate clearly and effectively in writing. This integrative review identifies and discusses specific approaches used in baccalaureate programs to teach writing skills to prelicensure nursing students. METHODS. Electronic databases PubMed, CINALHL, and ERIC were used. Nine articles were found describing programs that taught writing skills to prelicensure nursing students in baccalaureate programs. All articles were published since 1990 and met inclusion and exclusion criteria. Writing programs were divided into two categories: stand‐alone programs and programs integrated across a nursing curriculum. Instructional strategies were analyzed to identify common elements. FINDINGS AND DISCUSSION. Five common elements of such programs were identified: short writing assignments, faculty training, sequential writing assignments, giving students examples of successful writing or explaining grading rubrics, and revision after faculty or peer feedback. Across‐curriculum programs appeared to include these components more often than stand‐alone programs. CONCLUSION. Writing programs implemented across a nursing curriculum may be more likely to include certain common components than are stand‐alone programs. There is a critical need to measure both short‐ and long‐term outcomes of these writing programs.     

Factors that influence the advisement of nursing students regarding baccalaureate completion: associate degree nursing faculty perceptions

Associate degree nursing faculty engage in career advisement. This article describes research regarding faculty perceptions of factors that influence their advisement of students to matriculate in baccalaureate degree completion programs. Study participants reported a belief that given adequate support and a period of recuperation, graduates were well prepared to educationally advance. In addition, the degree to which linkages had been established with baccalaureate completion programs influenced advisement strategies. Furthermore, faculty described a moral obligation to advise students based on a perceived relationship that was uniquely collegial. Recommendations focus on intentional strategies to support students' educational continuation.     

Recruitment strategies for baccalaureate nursing students in Ontario

This study explored the nature of recruitment practices for basic baccalaureate degree nursing programs in Ontario. Using a case study approach at three university sites, interviews of nursing faculty and institutional liaison officers were conducted, and recruitment publications and relevant institutional Web sites were examined. The findings show that nursing faculty members participate in student recruitment, but the recruitment activities are organized and carried out primarily at the institutional level to promote the university and its programs. Given the concerns regarding nursing shortages, recruitment objectives for nursing should reflect health system needs, as well as the needs of the individual institutions. Nursing faculty are in a favorable position to ensure nursing applicants receive information that is relevant and accurate to promote realistic expectations of nursing education and practice, which, in turn, may minimize student attrition and early withdrawal from nursing practice.     

Important clinical teacher behaviours as perceived by university nursing faculty, students and graduates

This study compared the importance of five categories of clinical teacher behaviours as perceived by university nursing faculty, students and practising baccalaureate graduates. A survey tool, developed for this study, contained 47 items; each item describing a clinical teacher behaviour. Participants were asked to rate the importance of each item on a seven-point Likert-type scale. Results showed similar perceptions of the importance of clinical teacher behaviours between the three groups of participants. However, significant differences were found between all groups when the perceptions of students in each of the 4 years of the nursing programme, faculty and graduates were compared. These results indicate a greater variability among students than between students, faculty and practising baccalaureate graduates. The importance of this study lies not only in the perceptions of the three groups and the questions this raises, but also in the conflicting findings between this and other studies.