Graduate StudentsNo Descriptionhttps://hdl.handle.net/20.500.11987/412024-03-28T18:27:32Z2024-03-28T18:27:32Z271A Descriptive Study Exploring the Components of Academic Coaching Programs in Nursing Education across the MidwestJohnson, Angela M.https://hdl.handle.net/20.500.11987/3792022-03-16T17:31:01Z2021-03-24T00:00:00Zdc.title: A Descriptive Study Exploring the Components of Academic Coaching Programs in Nursing Education across the Midwest
dc.contributor.author: Johnson, Angela M.
dc.description.abstract: 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.
2021-03-24T00:00:00ZA framework to standardize faculty development of interprofessional educationKinnett, KatieFrancis, LindseyKornfeld, DixieWehrman, Kristihttps://hdl.handle.net/20.500.11987/3682022-03-16T17:30:37Z2019-12-11T00:00:00Zdc.title: A framework to standardize faculty development of interprofessional education
dc.contributor.author: Kinnett, Katie; Francis, Lindsey; Kornfeld, Dixie; Wehrman, Kristi
dc.description.abstract: The 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.
2019-12-11T00:00:00ZA Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse ExperienceHanke-Tierney, Cathyhttps://hdl.handle.net/20.500.11987/3812022-03-16T17:30:57Z2021-02-01T00:00:00Zdc.title: A Quantitative Study to Investigate How Traditional Nursing Programs Incorporate Self-Care Practices Into the Student Nurse Experience
dc.contributor.author: Hanke-Tierney, Cathy
dc.description.abstract: Abstract
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-being
2021-02-01T00:00:00ZAlternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation ExamNespor-Hartig, ElizabethGrummert, KerriOlerich, Melinahttps://hdl.handle.net/20.500.11987/3902022-10-06T15:06:24Z2021-12-01T00:00:00Zdc.title: Alternative Learning Strategies to Increase Clinical Judgment for the NCLEX Next Generation Exam
dc.contributor.author: Nespor-Hartig, Elizabeth; Grummert, Kerri; Olerich, Melina
dc.description.abstract: Purpose: 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.
2021-12-01T00:00:00ZAn Assessment of Burnout and Associated Characteristics among Midcareer Prelicensure BSN FacultyBentjen, Melindahttps://hdl.handle.net/20.500.11987/3552022-03-16T17:31:34Z2019-05-01T00:00:00Zdc.title: An Assessment of Burnout and Associated Characteristics among Midcareer Prelicensure BSN Faculty
dc.contributor.author: Bentjen, Melinda
dc.description.abstract: The 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.
2019-05-01T00:00:00ZAssessing undergraduate nursing students' confidence utilizing simulated bedside shift reportBratt, JulieEhmke, CourtneyPark, Emilyhttps://hdl.handle.net/20.500.11987/3252022-03-16T17:30:54Z2018-12-01T00:00:00Zdc.title: Assessing undergraduate nursing students' confidence utilizing simulated bedside shift report
dc.contributor.author: Bratt, Julie; Ehmke, Courtney; Park, Emily
dc.description.abstract: PURPOSE: 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.
2018-12-01T00:00:00ZCompassion awarenessBelz, MarshaGerken, AshtonKimminau, Lindahttps://hdl.handle.net/20.500.11987/3262022-03-16T17:31:32Z2018-12-01T00:00:00Zdc.title: Compassion awareness
dc.contributor.author: Belz, Marsha; Gerken, Ashton; Kimminau, Linda
dc.description.abstract: 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.
2018-12-01T00:00:00ZEssential Emotional Social Intelligence Skills for NursingMinster, April Leighhttps://hdl.handle.net/20.500.11987/3832022-03-16T17:31:37Z2020-03-20T00:00:00Zdc.title: Essential Emotional Social Intelligence Skills for Nursing
dc.contributor.author: Minster, April Leigh
dc.description.abstract: There 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.
2020-03-20T00:00:00ZEvaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of HireColeman, ChrissieMiddlekauff, JenniferNash, Wendiehttps://hdl.handle.net/20.500.11987/3892022-10-07T03:19:34Z2021-12-01T00:00:00Zdc.title: Evaluating Components of Nurse Residency Programs That May Impact Nurse Retention Rates Beyond the Initial Year of Hire
dc.contributor.author: Coleman, Chrissie; Middlekauff, Jennifer; Nash, Wendie
dc.description.abstract: Purpose: 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.
2021-12-01T00:00:00ZExploring the methods and value of retaining Master's prepared nurses at the bedsideMeyer, KrisHayes, BryannaBedient, Kamahttps://hdl.handle.net/20.500.11987/3692022-03-16T17:31:08Z2019-12-11T00:00:00Zdc.title: Exploring the methods and value of retaining Master's prepared nurses at the bedside
dc.contributor.author: Meyer, Kris; Hayes, Bryanna; Bedient, Kama
dc.description.abstract: The 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.
2019-12-11T00:00:00Z