Nurse Educator

Incivility literature has focused primarily on student-to-faculty incivility, whereas less focus has been placed on faculty-to-student bullying. This study examined the lived experiences of undergraduate nursing students with faculty bullying. Using descriptive phenomenology, this study explored these lived experiences. Themes emerged including the emotional experience of bullying, the giving and gaining of mutual respect, the value of resilience and persistence, and that perception is reality.

The Integrative Clinical Preceptor Model was designed to provide a framework for undergraduate clinical education in community health nursing. The model is based on reciprocal collaboration between students, preceptors, and faculty. Implementation of the model has resulted in individualized, population-focused experiences for students based on the principles of service-learning, empowered preceptors who are able to increase their scope of service, and increased productivity for the faculty in research and scholarship. The authors describe the collaborative partnership between a school of nursing and nurses in community health settings that has resulted in excellent clinical experiences for undergraduate nursing students.

Although much has been written about the serious problem of medication errors resulting from inadequate medication calculation abilities of nurses, the dilemma still persists. This quasi-experimental study examined whether the use of dimensional analysis would improve the medication dosage calculation abilities of nursing students. The findings of the study support the use of dimensional analysis as an effective problem-solving method to assist nursing students in developing the mathematical and conceptual skills to accurately calculate medication dosages and ensure the safe administration of medications.

Abstract
Background: The integration of patient safety into nursing curricula has been under the spotlight during recent
years. Effective patient safety pedagogies and students’ sensitivity to their own role in healthcare have important
roles in ensuring safe clinical performances. The patient safety content of pre-registration nursing education has
previously been studied, but there is sparse evidence about how nursing students assess their own patient safety
competence.
Objective: To examine and compare the self-assessment of patient safety competence between British and
Finnish nursing students.
Methods: The Patient Safety in Nursing Education Questionnaire (PaSNEQ), in the 4-point Likert scale format,
was used. We distributed 502 surveys to the final year nursing students, prior to registration in two universities
of applied sciences in Finland (n = 299) and two universities in the UK (n = 203) during 2012. Of which, a total
of 353 (70%) nursing students in Finland (n=195) and the UK (n=158) responded to the survey. The data were
analyzed with descriptive statistics and binary logistic regression.
Results: Majority of both British and Finnish participants reported that their curriculum did not include a
separate module for patient safety. The overall patient safety competence of British and Finnish nursing students
was high. However, the British nursing students evaluated their overall patient safety competence significantly
higher than Finnish nursing students. Both groups of students ranked their competence to prevent patient safety
incidents (attitude) the highest and their competence to act after errors (skill) relatively low. The predictors for
having a high level of patient safety competence for nursing students were being British and detecting separate
patient safety module in the curriculum.
Conclusions: Nurse educators should provide students with more effective practice environment that will
prepare them with the patient safety skills needed to respond to errors at work safely.

Patient safety initiatives coupled with preparation for national healthcare reform require a new model of nursing leadership. With the focus being placed on patient outcomes and safety, it is critical that novice nurses enter the practice setting with leadership capabilities. To optimize patient safety, nurses at all levels of patient care must act as patient advocates with the ability to be autonomous in terms of multidisciplinary collaboration, delegation, and decision making. Research has documented that new nurses feel unprepared to participate effectively within healthcare teams and often express their lack of preparedness. As a consequence, nurse educators are challenged to identify content that is relevant in the development of nurse leadership.

The case method stimulates critical thinking through problem analysis of real or hypothetical cases. Developing clear, concise, fact-filling cases that promote problem solving in the classroom is not easy. The author presents a systematic, seven-step process for case construction.

A recent qualitative study revealed that registered nurses with physical disabilities experience discrimination in the workplace and frequently leave their jobs and the profession. In light of these findings, it is vital that nursing faculty begin to inculcate students with an appreciation for collegial support before they enter the workplace as registered nurses. The familiar refrain "nurses eat their young" is apparently also true of nurses who have physical limitations. This article will discuss the findings from a qualitative study and offer recommendations for how nurse educators can educate students to help prevent the loss of nurses with disabilities from the profession.

Many new nursing leaders assuming deanships, assistant, or interim deanships have limited education, experience, or background to prepare them for the job. To assist new deans and those aspiring to be deans, the authors of this department offer survival tips based on their personal experiences and insights. They address common issues, challenges, and opportunities that face academic executive teams, such as negotiating an executive contract, obtaining faculty lines, building effective work teams, managing difficult employees, and creating nimble organizational structure to respond to changing consumer, healthcare delivery, and community needs. The authors welcome counterpoint discussions with readers.

... Tucker, Denise A. MSN, CCRN, RN; Flannery, Jeanne DSN, ARNP, CNRN, CRR. ... Denise A. Tucker, MSN, CCRN, RN, Assistant Professor, Jeanne Flannery, DSN, ARNP, CNRN, CRRN, Associate Professor, School of Nursing, Florida State University, Tallahassee. Collapse Box ...

BACKGROUND Input from practice leaders will improve how doctor of nursing practice (DNP) education is meeting the needs of the employer and improving patient outcomes. PURPOSE This article describes the expectations practice leaders have of new DNP graduates' ability to contribute to quality improvement (QI) efforts within health care organizations. METHODS A survey of practice leaders and QI experts investigated the importance and use of QI knowledge and skills. Practice leaders were also asked about the expectations of DNP graduates at the time of hire. RESULTS The results of this study support the need for nurses pursuing a DNP in advanced nursing practice to have education and training beyond their area of specialization, specifically in QI methods and tools. CONCLUSIONS Faculty need to provide DNP students education that includes concepts in QI and leadership to meet the expectations of future employers and the needs of a complex and changing health care system.

Assisting students to find their writing "voices" is another way to emphasize writing as a professional tool for nursing. The author discusses a teaching strategy that required students to write using a variety of styles. Students wrote fables, poetry, and letters, and used other creative writing styles to illustrate their views and feelings on professional nursing issues. Creation of a class book empowered students to see versatility with writing styles can be a powerful communication tool to use with peers, clients, and society.

Although service-learning is gaining momentum in academic settings across the country, it has not been described as a feature of graduate education. This project incorporated a ten-hour service requirement into a unit on theories of nurse caring as part of a course for graduate nursing students, Theories and Concepts of Nursing. The authors describe the service-learning experience, as well as the extensive class reflection process and written synthesis with caring theory and the University mission after completion of the service.

This article describes the systematic efforts undertaken by a school of nursing in the Northeastern United States to foster innovation in health professions education. We present an application of modified team coaching and plan-do-study-act improvement methods in an educational context to rapidly integrate a quality and safety curriculum across programs. We discuss applications in generalist, advanced practice, doctoral, residency, and advanced fellowship programs and provide examples of each.