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Item Alternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation Exam(Bryan College of Health Sciences, 2021-12) Nespor-Hartig, Elizabeth; Grummert, Kerri; Olerich, MelinaPurpose: To evaluate alternatives to traditional clinical experiences that can increase students’ clinical judgment and clinical competencies in order to better prepare them for the Next Generation NCLEX exam. Literature Review: An important goal of nursing education is to improve the competencies and clinical judgment of nursing students. Traditional clinical is utilized to help develop student’s clinical judgment skills and clinical competencies. In many locations, nursing programs are limited in enrollment due to lack of clinical resources. The field of nursing is growing rapidly with nursing educators working diligently to meet the challenges of faculty shortages and limited clinical sites (Curl, E. D. et al., 2016). The Theoretical Framework that was utilized was NCSBN Clinical Judgment Measurement Model. The Third layer was primarily utilized due to it being the measurable cognitive aspects of clinical decision making. Methods: A fishbone diagram was utilized to determine a gap. IRB approval was obtained. An extensive literature review was conducted and a coding procedure was developed. Articles were reviewed, categorized and coded. Expert interviews were conducted and categorized into themes. Spiral data analysis was utilized to determine themes within the research. Results: Simulation, case studies and reflections were found as valid tools to increase student clinical judgment skills. Faculty evaluation and feedback is needed to determine the level of clinical judgment and to address areas of clinical judgment that need improvement. Faculty can use evaluations to address gaps in clinical judgment. Conclusions: Through this review, it was determined that simulation, case study, and reflection are valid alternatives to traditional clinical time to increase student’s clinical judgment. Educators need to implement clinical judgment into curriculum to prepare students for the Next Generation NCLEX exam. Future recommendations include development for a standardized evaluation tool with governing body support and an implementation plan for faculty.Item Assessing undergraduate nursing students' confidence utilizing simulated bedside shift report(Bryan College of Health Sciences, 2018-12) Bratt, Julie; Ehmke, Courtney; Park, Emily; Barbara Sittner, Ph.D., RN, APRN-CNS, ANEF. Bryan College of Health SciencesPURPOSE: The purpose of this quality improvement project is to use simulation training for bedside nurse reporting with undergraduate nursing students to increase their confidence levels. BACKGROUND: Typically, nursing students are not taught how to perform handoff communication systematically; handoff reporting is learned through vicarious observations and apprenticeship experiences. As a result, they may observe many clinical handoff reports but lack the ability to independently conduct effective reports during care transitions and critique the reports of others (Lee et al, 2016). Clinical simulation training helps to ensure participants receive the same content, affording them the opportunity to practice new skills, and help to work through challenging situations and learn from their own and others' mistakes in a safe environment (Connolly, 2017). METHOD: An educational power point was reviewed by the students at the beginning of their simulation day. Students completed a 4 question pre and post survey developed by the research team to assess student confidence utilizing SBAR format. RESULTS: Results were analyzed using a Paired T test. The average pre and post scores have a p value of <0.0001, and it was found that 267 percent of undergraduate nursing students said they strongly agreed feeling confident when delivering bedside shift report after participating in a simulated environment. CONCLUSIONS: The results of this survey indicate the need for continued bedside shift report during simulation experiences to increase future nursing students' confidence.Item An Assessment of Burnout and Associated Characteristics among Midcareer Prelicensure BSN Faculty(2019-05) Bentjen, MelindaThe United States is projected to experience a shortage of registered nurses due to aging baby boomers and growing need for health care. Nursing faculty shortage directly impacts the supply and demand for nurses. Each career stage of nursing faculty, early, middle, and late, have components that effect the work group. There is a need to explore midcareer nursing faculty based on the majority of faculty fall in this career stage and have many challenges in work-life. The purpose of this study is to understand more about the pragmatic issues of education by investigating the prevalence of active, Midwestern, prelicensure, midcareer Bachelor of Science in Nursing (BSN) faculty experience of burnout. The main aim is to discover if midcareer prelicensure BSN faculty experience burnout. The Maslach Burnout Inventory-Educators Survey (MBI-ES) was used to collect data from a sample of 44 Midwestern midcareer nursing faculty. In this descriptive, cross-sectional design, midcareer nursing faculty were chosen by a convenience sampling. The results of frequency distribution and t tests (p=0.0086) showed that midcareer nursing faculty (mean=23.55) had a significantly higher level of burnout based on their Emotional Exhaustion Subscale score compared to postsecondary teachers (mean=18.57). Pearson’s correlation coefficients found that midcareer nursing faculty who exercised (2-tailed=0.007) and taught more credit hours (2-tailed=0.14) in a semester had a low level of burnout based on their Personal Accomplishment Score. Results of this study indicate that midcareer nursing faculty have high Emotional Exhaustion. Findings from this study suggest that midcareer nursing faculty who have a hobby, exercise, and teach more credit hours in a semester demonstrate a high Personal Accomplishment. Further investigation into the work/life balance of midcareer nursing faculty would assist in supporting professional development and mentoring program.Item Compassion awareness(Bryan College of Health Sciences, 2018-12) Belz, Marsha; Gerken, Ashton; Kimminau, Linda; Barbara Sittner, Ph.D., RN, APRN-CNS, ANEF. Bryan College of Health Sciences.PURPOSE: To increase awareness and educate on compassion fatigue versus compassion satisfaction, with two progressive care units, at a midwestern medical center. Following education, does this improve the Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) nursing composite scores? BACKGROUND: Since the implementation of the HCAHPS, hospital reimbursement has been associated with quality metrics and patient experience ratings. The transparency and focus on metrics has created additional stress on critical care nurses. These nurses report less capacity for compassionate feelings toward patients when they perceive their role expectations are not met. METHOD: There were 29 participants involved. The nurses were educated on compassion satisfaction and compassion fatigue and were invited to take the Professional Quality of Life survey (ProQOL). Chi-Square analyzes were used to find the relationships between burnout and age, education, unit tenure and nursing experience. A statistically significant relationship was found between burnout and unit tenure (chi sq = 15.3, p <.009). Nurses, with a tenure between one and three years were almost three times as likely to experience burnout compared to nurses with less than one year and more than three years of unit tenure. A statistically significant relationship was also found between burnout and nursing experience (chi sq = 10.6, p <.05). However, there was no correlation with the HCAHPS. CONCLUSIONS: Strategies were provided to the nurse managers on ways to identify and prevent compassion fatigue. These recommendations include: utilizing the ProQOL, being a transformational leader and implementing a meaningful recognition program.Item A Descriptive Study Exploring the Components of Academic Coaching Programs in Nursing Education across the Midwest(2021-03-24) Johnson, Angela M.Research supports that academic coaching programs help students succeed in their progression through a nursing education program. Based on the literature, there is a need for further definition and a deeper understanding of academic coaching programs’ components and their effectiveness in promoting nursing student success. This study explores what constitutes best practices for creating and implementing academic coaching programs in nursing education to promote student success. Participants were chosen through the purposeful sampling of Deans, Directors, and Program Chairs of nursing programs in eleven Midwestern States. All participants were sent an invitation to participate that included a link to an author-created survey tool constructed for this study. This study revealed the most commonly implemented components of academic coaching programs and their level of effectiveness. There were thirty possible components established from the review of the literature. Participants were asked whether their program utilized the component and ranked its level of effectiveness in student success. This study recommends that implementing academic coaching program components of the highest level of effectiveness would be of the most significant benefit. Further studies are recommended to validate the most common components and those most effective in promoting student success. Keywords: academic coaching, academic success, education, nursing, nursing students, program development, academic achievement, success coaching.Item Essential Emotional Social Intelligence Skills for Nursing(2020-03-20) Minster, April LeighThere is research to support that emotional-social intelligence skills positively impact academic and practice performance outcomes in nursing. Based on the literature, there was a need to explore the most important emotional-social intelligence skills used in nursing practice and how those skills are developed. The purpose of this grounded theory study was to understand the emotional-social intelligence skills used and developed in nursing practice. Participants were chosen through purposeful sampling. Semi-structured interviews were conducted and an emotional-social intelligence skills checklist based on the Bar-On Model of Emotional-Social Intelligence (2006) was used. The emerging Minster Five-Factor Model of Emotional-Social Intelligence for Nursing was developed based on the data collected. This study revealed four essential skills that registered nurses use in practice: empathy, stress tolerance, flexibility, and problem solving. Self-awareness was determined to be a key skill needed for registered nurses to develop emotional-social intelligence skills. This study found that emotional-social intelligence can be learned and developed. Mentors, role models, and coaches within the context of the acute care setting assisted in the development of emotional-social intelligence. Engagement was an important factor for development to occur. This study recommends including emotional-social intelligence skills in nursing curriculum. Further studies are recommended to validate the essential emotional-social intelligence skills for nursing.Item Evaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of Hire(Bryan College of Health Sciences, 2021-12) Coleman, Chrissie; Middlekauff, Jennifer; Nash, WendiePurpose: To create a framework of components for successful nurse residency programs (NRP) where the key goal is for improving nurse retention rates in the second year of hire. PICO: Among new graduate nurses who participate in a nurse residency program, what components of the NRP can increase an organization’s second year retention rate? Literature Review: Research studies have shown that participation in a NRP leads to an increase in retention in the first year of hire. While NRPs offer a way to improve first year retention rates, further research is needed to assess the effectiveness of content, structure, and to assess retention rates past the initial year of hire. Theoretical Framework: Benner’s Nursing Theory, From Novice to Expert provides a framework for use as a consistent guide for the key elements of NRP’s and this project. Methods: IRB approval was granted for an evidence based project to proficiently analyze relevant and current evidence, and conduct expert interviews with Human Resources (HR) and NRP experts. Data were collected through guided NRP and expert HR interviews to determine possible components of NRP programs that could impact second year retention rates. Results: This evidence based project has created an opportunity to disseminate knowledge for best practice, as well as recommending revisions for NRP’s to meet the contemporary needs of healthcare systems. An NRP’s utilization of the Framework of Successful Components may optimize retention among second year nurses. Recommendations: Next steps needed are to begin building relationships between HRs and NRPs beyond the initial year of hire, supporting an assessment of current technological capabilities, and lastly, to consider potential benefits of rural communities participating in an NRP program and the support needed for this to occur.Item Exploring the methods and value of retaining Master's prepared nurses at the bedside(Bryan College of Health Sciences, 2019-12-11) Meyer, Kris; Hayes, Bryanna; Bedient, KamaThe purpose of this quality improvement project was to explore the methods and value of retaining advanced degree nurses at the bedside and determine incentives that would support this action. BACKGROUND: Literature supports the benefit of master’s prepared nurses (MPNs) providing bedside care to improve patient outcomes, decrease mortality and failure to rescue, and address the nursing shortage. METHODS: A survey was developed using Google Forms to evaluate the nurses’ awareness of the supporting literature and identify desired incentives. The key stakeholders included nursing directors. The setting was a large medical center located in the Midwest. The survey was emailed to all registered nurses at the medical center and yielded 208 responses. The sample included 66 nurses with a master’s degree or higher, or planning to obtain a master’s degree in the next 5 years. RESULTS: Over half of the respondents had minimal to no knowledge of the benefits of having MPNs at the bedside and only 16.1% of nurses were motivated to remove themselves from the bedside by seeking a higher degree. The most significant incentives to keep MPNs at the bedside included pay increase (90.3%) and weekend/holidays off (71%); 67.7% of MPN respondents were currently practicing bedside nursing. The qualitative data identified a tuition assistance program and recognition on name badge as common incentives. RECOMMENDATIONS: Take the findings to an interprofessional focus group for further analysis, educate employees of the benefits of having MPNs at the bedside and discuss the results with the stakeholders.Item Exploring the Transitions of Student Veterans Who Have Experienced a Traumatic Event While Serving in the Military Then Attended a Nursing Program(2021) Warren, JessicaThe purpose of this qualitative phenomenological study was to explore the transition of student veterans who have experienced a traumatic event while serving in the military then attended a nursing program. Schlossberg’s Transitional Theory was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Five student veteran participants completed interviews via Zoom and shared experiences about their transition through nursing school. Data was analyzed using Tesch’s eight steps. The participants’ experiences generated themes of: Transitional Barriers, Transitional Support, Personal Growth, and Driving Forces. Student veterans who experience a traumatic event while in the military are often faced with numerous challenges. Overall, the participants expressed several barriers and obstacles that they encountered while in their nursing program. The participants also expressed different types of support that allowed them to preserver despite the challenges they faced. Based upon the findings of this study, there is a need for more awareness of student veterans and the unique support services they may require while in a nursing program. The results of this study also suggest a need for additional training of nursing faculty and staff concerning student veterans and their unique needs.Item Factors Influencing the Recruitment and Hiring of Early Career Nurse Faculty(2019-05) Sladky, Katie AnnThe nursing faculty and subsequent nursing shortages have plagued the profession for decades with little progress made in altering the trajectory of the problem (AACN, 2005; IOM, 2010; NLN, 2017). Primary influences on the faculty shortage include later entry into faculty roles, the aging of faculty, and early retirements, and a logical solution is to recruit nurses to faculty roles earlier in their careers. The purpose of this study was to examine factors relating to recruitment strategies and hiring practices used by administrators of undergraduate, prelicensure nursing programs for early career nursing faculty. This study contributes new knowledge about administrators’ perspectives on hiring well-qualified young nurses for faculty roles and the most effective recruitment strategies for that demographic. A cross-sectional, descriptive survey design was used. The sample consisted of 80 nursing program administrators from eight Midwestern states. The survey tool was developed by the researcher based on the literature and consisted of 15 questions regarding hiring practices for open faculty positions and recruitment methods that were evaluated for how effective they could be, their frequency of use, and how effective they have been if used. Results of the study showed that nursing program administrators have a strong desire to hire well-qualified young nurses for faculty roles but that this population is not applying for open faculty positions as frequently as older nurses. The strategies that have been most effective for early career nurse faculty recruitment are recruiting individuals recommended by current faculty, the direct recruitment of individuals, and engaging in direct conversations encouraging a future faculty role. These results demonstrate the need for intentionality in recruiting potential candidates for academic careers and the importance of shedding a positive light on nursing education and the faculty role. Administrators, faculty, and all other stakeholders within nursing education must take ownership in putting these methods into action.Item Formal mentor toolkit(Bryan College of Health Sciences, 2018-12) Baer, Nichole; Barker, Molle; Melcher, Candace R.BACKGROUND: The nursing profession is plagued with a major nursing shortage due to the aging population of the nursing workforce, baby boomers and due to the increasing demands of the healthcare organizations. The turnover rate of new graduate nurses within the first year of employment only compounds this problem. Up to 50% of new graduate nurses change jobs during their initial year of employment, 13% contemplate leaving their job, and some leave the professional altogether (Boamah & Laschinger, 2015). Nurse residency programs (NRP) were found to decrease the 12 month turnover rate from 36% to 6.5% (Trepanier, Early, Ulrilich, & Cherry, 2012). In addition, the retention rate of new graduate nurses assigned to a mentor was 91% compared to non-mentored nurses with a retention rate of 66% (Schroyer, Zellers, & Abraham, 2016). PURPOSE: The purpose of this project was to focus on developing a toolkit to be utilized as a resource for implementing a formal mentor program to support the retention of new graduate nurses. The population of interest were new graduate nurses participating in the Nurse Residency Program at a Midwestern regional hospital. METHOD: Researchers reviewed literature that supports a formal mentor program. Based off of information obtained in the literature, the formal mentor program was developed. This proposal was then formally presented to key stakeholders, including the Chief Nursing Officer. RESULTS: After presenting the toolkit to the key stakeholders, dialogue took place that afforded the opportunity for further clarification and suggestions to take place. Recommendations from the stakeholders for various changes were made and notes were taken of their questions and recommendations. Key recommendations for strengthening the formal mentor program were: offer the mentor program to experienced nurses new to the organization as well as to the new graduate nurses; change the timing of the initiation of the program from 6 months to 12 months for the new graduate nurses; offer the formal mentor program to experienced nurses beginning just prior to their orientation ending; the mentor may need to be assigned to more than one mentee due to the volume of new hires or experienced nurses interested in participating in the program; the mentor/mentee would ideally be paired together from the same unit however if the volume of new hires outnumbered the qualified mentors, mentors from sister units could be assigned to the mentee. CONCLUSION: The results of the presentation of the formal mentor program to the key stakeholders was favorable. Additional collaboration to further develop the formal mentor program is necessary for further development and successful implementation.Item A framework to standardize faculty development of interprofessional education(Bryan College of Health Sciences, 2019-12-11) Kinnett, Katie; Francis, Lindsey; Kornfeld, Dixie; Wehrman, KristiThe purpose of this capstone project was to create a framework to standardize the process of faculty development of Interprofessional Education (IPE). Background & Significance: Current research focuses on the learner and fails to address the educational needs of faculty with IPE. Standardized faculty development of IPE is essential due to faculty being taught in the traditional single-professional models. A lack of understanding of IPE exists in all aspects, making a framework imperative to create meaningful learning experiences for students. Methods: SMART objectives with Plan-Do-Study-Act (PDSA) cycles were utilized as follows: finding evidence-based IPE guidelines, framework building, and collaboration with an instructional design expert to solidify the framework presentation. Stakeholders within academia were found and provided insight into the use of a framework. Literature was reviewed and themes were selected as a guide for faculty development. The theoretical frameworks of Lewin’s Change Theory and the Transformational Learning Theory drove the construction of the framework. Results: The completed framework depicts how the themes intertwine with Lewin’s Change Theory and the Transformational Learning Theory to guide faculty development in a continuous process. Conclusion: The vision of the framework is to provide a standardized guide for development of faculty to increase the implementation of meaningful IPE learning activities into the curriculum.Item Generational Diversity Among Registered Nurses in the Workplace: A Quality Improvement Project for Enhancing Communication and Collaboration(Bryan College of Health Sciences, 2020-12-09) Weise, Jackie; Bernecker, WhitneyPurpose: The purpose of this quality improvement project was to enhance intergenerational communication and collaboration among staff RNs in the workplace. What are the strategies to enhance communication and collaboration among generationally diverse RNs? Literature Review: The RN workforce is currently comprised of three generational cohorts including baby boomers, millennials, and generation X. RNs from generation Z will soon be entering the workforce. Generational diversity influences many workplace outcomes including morale, commitment, and patient care. Generational diversity among RNs effects communication and collaboration in the workplace. The Dynamic Social-Ecological Model of Generational Identity in the Workplace identifies how differences in generational diversity can negatively impact workplace outcomes. Methods: A comparative correlation design was used to analyze three generational cohorts on six acute care hospital units. The units’ nursing directors served as stakeholders. The SMART objective was to identify ten strategies to improve communication and collaboration among staff RNs to foster an inclusive, intergenerational work environment. The Workplace Intergenerational Climate Scale (WICS) was utilized to collect data. Data were analyzed using descriptive and inferential statistics. The IRB determined this to be a quality improvement project. Results: The results guided the identification of strategies which included generational competence and sensitivity education, team building, reverse mentoring, embracing generational strengths, and building a culture supportive of generational diversity. The strategies were shared with the stakeholders and unit staff via posters. Conclusion: An implementation plan and timeline are necessary to incorporate the recommended strategies within the project’s setting.Item The Lived Experience of College Faculty Following Student Suicide: A Phenomenological Inquiry(2019-05) Summers, MichelleAbstract The purpose of this qualitative phenomenological study was to explore the lived experience of college faculty following student suicide. Doka’s Theory of Disenfranchised Grief was used as a theoretical framework. The research methodology of phenomenology was utilized for this study. Six participants completed face-to-face interviews and shared their complete and personal experience with student suicide. Data were analyzed using Tesch’s eight steps. The participants’ stories yielded themes of missed clues, postvention, awareness of student problem, guns, and loss of potential. Faculty members who have experienced the suicide of a student are often faced with many challenges. Overall, the participants expressed a belief that they failed to notice clues of students’ suicidal ideations, and the belief that they lacked formal training in the area of mental health. The participants also expressed a need for postvention, including debriefing, following a student suicide. A lack of available resources for students with mental health needs was highlighted, along with the challenges associated with being unable to force a student to engage in therapy. Based upon the findings of this study, there is a need to acknowledge the feelings and emotions of faculty members following student suicide. Grief is a unique and personal experience. The results of this study suggest that faculty members need training and support in suicide prevention, intervention and postvention.Item The Lived Experience of Trans Nursing Students(2020) Dubas, Jenna M.; Dubas, J. M. (2020). The lived experience of trans nursing students. [Doctoral dissertation, Bryan College of Health Sciences].It is widely accepted that gender diversification of the nursing workforce will positively influence healthcare access and outcomes. Gender diversification of the nursing workforce is desired to enhance culturally congruent care, including gender-affirming care of trans persons. Trans persons experience discrimination in academic and employment settings, but trans persons’ experiences during pursuit of a career in nursing have not been disseminated. The purpose of this study was to explore the lived experience of trans students in U.S. prelicensure nursing programs. A phenomenological approach was used. Analysis of individual interviews with four participants representing baccalaureate programs from across the United States resulted in the emergence of six themes: (a) language is a barometer for respect and safety, (b) traversing deep-rooted assumptions about gender and nursing, (c) the burden of altruism as default educators and advocates, (d) navigating transition and coming out, (e) pride in nursing, and (f) personal gender experiences enhanced nursing care. The burden of altruism as default educators and advocates resulted from three subthemes: (a) faculty were unprepared to teach trans students and to teach trans health concepts and, (b) the formal curricula on trans health were inadequate, cisnormative, and pathologizing, and (c) transinvisibility on campus. Illuminating experiences of nursing students who identify as trans, a historically marginalized and stigmatized sector of the population, holds the power to transform future experiences for trans students. Study findings inform gatekeepers of the nursing profession about systems and interactions with potential to influence trans students’ experiences. The study findings lead to short-term and long-term recommendations for gatekeepers to mitigate minority stress of trans nursing students, including enhancing integration of trans health concepts in formal curricula and supporting faculty to develop knowledge of trans students and trans health. Finally, this study implores the nursing profession at-large to consider the mutual value in actively welcoming gender diverse individuals into the profession, benefitting trans persons as future nurses and benefitting future recipients of their care.Item Nursing Faculty's Perception of Managing Nursing Faculty to Faculty Incivility(2021) McCown, AngelaNursing faculty incivility is not a new phenomenon. It has been seen in nursing education for quite some time. Understanding nursing faculty experiences with their colleague’s incivility will help create a workplace environment that is less hostile and promotes the psychological well-being of faculty. The purpose of this qualitative phenomenological study was to explore the roles, experiences, and perceptions of nursing faculty within a nursing program in regard to faculty-to-faculty incivility. More specifically, the study examined the nursing faculty’s perception of what constitutes uncivil behavior, the roles that both faculty and nurse leaders have in managing this behavior, and the current practices used to address incivility. Eight nursing faculty from various nursing programs within the Midwest participated. Participants were interviewed regarding their lived experiences of nursing faculty-to-faculty incivility. Data received from these interviews was analyzed for common themes. Participants were clear that incivility is a current issue in nursing education. Women dominate the profession of nurse education, and with this comes a struggle to acquire power over others. Incivility has led to participants resigning their positions, changing their teaching assignments, or contemplating leaving nursing education. Participants were not consistent in recognizing uncivil behaviors. Because of the inconsistencies, it is impossible to manage incivility. Participants identified education on incivility as a strategy that will assist with the lack of knowledge. Codes of conduct and incivility policies should also be put in place to help manage incivility. Lastly, accountability is critical; both faculty and leaders must hold nursing faculty accountable for their uncivil behaviors. This study exhibits significant implications for nursing education, nursing faculty, and nursing education administration by identifying educational needs, identifying strategies that have been successful in addressing incivility, and emphasizing the need to make uncivil faculty members accountable for their actions.Item The Perceived Challenges of Advising Undergraduate Nursing Students and the Effects on Faculty as Advisors(2020) Davis, Krystal L.Academic advising can significantly influence academic success. However, little is known about the challenges and the effects on nurse faculty advising baccalaureate nursing students. The purpose of this qualitative phenomenology study was to explore the challenges faculty experience advising baccalaureate nursing students and the effect those challenges have on faculty advisors. Semi-structured interviews were utilized with a purposeful sample of six nurse faculty advisor participants at three Midwest undergraduate nursing program. Participants perceived four challenges of workload, lack of training, lack of student accountability, and the student-advisor relationship. The effect from these challenges consisted of a sense of emergency, lack of purpose, and stress and anxiety. These findings add to the lack of literature in academic advising in nursing education to better support nursing faculty advising nursing students to retain qualified nursing faculty.Item A Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse Experience(2021-02) Hanke-Tierney, CathyAbstract Introduction: Undergraduate nursing students often find the academic rigor of a nursing program challenging. Students may experience feelings of stress, feel overwhelmed, and have difficulty coping, while some also struggle with mental health issues such as depression. Nursing students may also feel stressed about their ability to be academically successful in a nursing program and perform satisfactorily in the clinical setting. Difficulty coping with the demands of nursing education, and anxiety related to tests are also challenges nursing students encounter. The struggles faced by nursing students are well known, however, great variability exists regarding ways to engage nursing students in self-care practices to support their holistic well-being. Methods: A survey was designed for this quantitative descriptive study to discover how self-care practices are incorporated into traditional undergraduate nursing programs. An Invitation to Participate was emailed to 189 nursing program administrators of traditional undergraduate nursing programs in eight Midwestern states. A link to the survey was embedded within the invitation. Results: Sixty-eight surveys were returned. Statistically significant findings were related to the presence of having a policy in place to assist nursing students who request professional advice, the likelihood of assessing stress and emotional health of the program administrators nursing students, and how nursing program administrators of ADN and BSN programs felt about the importance of incorporating self-care practices into their nursing program. Discussion: Although the challenges nursing students face while completing their nursing education are well known, a systematic means of incorporating self-care practices into nursing programs to promote nursing students’ holistic well-being has yet to be realized. Therefore, future research should focus on developing methods to incorporate self-care practices into nursing programs to support the holistic well-being of nursing students. The incorporation of self-care practices into nursing education may assist nursing students to better manage the rigor of their nursing programs and graduate better prepared to handle the demands of nursing practice. The goal should be to make self-care a habit – a way of being that begins during nursing school and continues as a new way of life. Keywords:self-care, nursing students, nursing education, stress, psychological well-beingItem The Relationship Between Nurse Educators’ Self-Reflection and Reflection on their Peers in Regard to Incivility.(2021-05) Cole, Kelly AIncivility has a direct impact on nursing education including recruitment and retention as well as job satisfaction. An opportunity exists to explore reflections on the workplace civility behaviors of self and peers, and how those reflections and relationships can improve civility in nursing education. The purpose of this study was to examine the relationship between self-reflection of civility related behaviors and reflection on the perceived behavior of peers, by nurse educators working within pre-licensure RN programs in the Midwest. The instrument utilized for this study was the Clark Workplace Civility Index © (WCI) which was adapted to collect data from a sample of 82 nurse educators practicing in associate degree and bachelor degree pre-licensure nursing programs in the Midwest. Participants were chosen by convenience sampling for this quantitative, correlational study. The results indicated a positive relationship between how participants reflected on their overall civility and that of their peers, as well as in regard to specific civility behaviors. In addition to many descriptive points, results demonstrated that participants most often scored themselves higher than their peers, that total civility scores for both participants and peers were higher when civility related activities had actively and successfully taken place, and that participants indicated that the tools and processes within the study would be beneficial within their own programs. Study findings indicate that further investigation into self-reflection and reflection on peers in regard to incivility is warranted to build solid efforts at improving civility in nursing education.Item Sleep Quality and Daytime Sleepiness in Pre-licensure Baccalaureate Nursing Students(2020-02-13) Blome, MelissaAbstract Introduction: Poor sleep quality and maladaptive sleep hygiene may lead to chronic daytime sleepiness, which may, in turn, impact daily functioning. The purpose of this research study was to further investigate sleep in pre-licensure baccalaureate nursing students, and describe factors that impact their sleep quality and daytime sleepiness. Methods: This study used a cross-sectional descriptive design. A convenience sample was used to recruit participants from thirteen baccalaureate nursing programs from a Midwest region in the United States. An Invitation to Participate was emailed to deans who forwarded the invitation to the pre-licensure baccalaureate nursing students enrolled in their programs. Research questions included relationships and differences in student year of study, enrollment status, behaviors, obligations, and their sleep quality, daytime sleepiness, and sleep hygiene. Data were collected using a demographic questionnaire, the Pittsburgh Sleep Quality Index, the Epworth Sleepiness Scale, and the Sleep Hygiene Index. Data were analyzed using SPSS 26.0 and Mplus version 8.4. Results: The sample (N = 254) was mostly 19-24 years old (83.8%), primarily White (85%) and female (93.3%). Overall, the participants reported poor sleep quality, excessive daytime sleepiness, and maladaptive sleep hygiene, regardless of their year of study or enrollment status. Student obligations and behaviors most frequently reported as reasons for losing sleep were classes (94.1%), work (72%), technology use into the night (85%), and caffeine use (44.5%), respectively. Classes and finances for food were inversely and statistically significant with sleep quality, daytime sleepiness and sleep hygiene. Mediation results indicated work, classes, and technology use into the night significantly predicted sleep hygiene; work, family, activity with friends, and classes significantly predicted sleep quality. Discussion: Learning the importance of sleep hygiene, good sleep quality, and the associated health benefits may assist pre-licensure baccalaureate nursing students with achieving optimal daytime functioning. Providing undergraduate nursing students with routine educational sessions on sleep health to promote holistic well-being is essential. The findings support future research on testing the effect sleep hygiene has on academic performance and how sleep health affects their nursing profession. Consideration should be given to sleep health content as a thread through nursing curriculum. Keywords: sleep, sleep quality, daytime sleepiness, sleep hygiene, nursing student, college student