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BILINSKI, H. and PETERNELJ-TAYLOR, C., 2019. A Pathway for Assessing the State of Commitment to Interprofessional Education. Nurse educator, 44(3), pp. 175-177.
HAYTER, M., 2019. Academic nursing in the UK: The case for parity of rigour, transparency and level of challenge between research and teaching career tracks. Journal of Advanced Nursing (John Wiley & Sons, Inc.), 75(7), pp. 1377-1378.
BERNHOFER, E.I. and BURCHILL, C.N., 2019. Developing and Evaluating Multiple-Choice Tests for Trustworthiness. Journal for Nurses in Professional Development, 35(4), pp. 204-209.
SCHULER, M.S. and CHUNG, J., 2019. Exam Wrapper Use and Metacognition in a Fundamentals Course: Perceptions and Reality. Journal of Nursing Education, 58(7), pp. 417-421.
ATTITUDES & PERCEPTIONS
BOLLO, M., et al, 2019. Nursing students' attitudes towards nutritional care of older people: A multicentre cross-sectional survey incorporating a pre post design. Nurse education today, 78, pp. 19-24.
GEORGE, T.P., et al, 2019. Student Perceptions Regarding Collaborative Intraprofessional Nursing Education. Nurse educator, 44(3), pp. 226-230.
LASATER, K., et al, 2019. Do prelicensure nursing students' backgrounds impact what they notice and interpret about patients? Nurse education today, 78, pp. 37-43.
SHEEBA, R.P., et al, 2019. Nursing Students' Perception and Practices Related to Academic Integrity. International Journal of Nursing Education, 11(3), pp. 51-56.
SHENG, R., et al, 2019. Evaluating student perceptions of a multi-platform classroom response system in undergraduate nursing. Nurse education today, 78, pp. 25-31.
SMOTHERS, A., et al, 2019. Prelicensure Nursing Students' Attitudes and Perceptions of End-of-Life Care. Nurse educator, 44(3), pp. 222-225.
WANG, W., et al, 2019. Student Perceptions of Classic and Game-Based Online Student Response Systems. Nurse educator, 44(3), pp. E6-E9.
ADAM, S. and JUERGENSEN, L., 2019. Toward critical thinking as a virtue: The case of mental health nursing education. Nurse Education in Practice, 38, pp. 138-144.
CHAN, Z.C.Y., 2019. Nursing students' view of critical thinking as 'Own thinking, searching for truth, and cultural influences'. Nurse education today, 78, pp. 14-18.
ANONYMOUS. A Toolkit on Patient Centered Transgender Care for Nurse Practitioner Faculty and Clinicians. 2019. Journal for Nurse Practitioners, 15(7), pp. 502-505.
DAY, L. and BEARD, K.V., 2019. Meaningful inclusion of diverse voices: The case for culturally responsive teaching in nursing education. Journal of Professional Nursing, 35(4), pp. 277-281.
GALLO, V., 2019. Ageism in nursing education: A review of the literature. Teaching & Learning in Nursing, 14(3), pp. 208-215.
HADAR-SHOVAL, D., et al, 2019. Social relations between students from two groups in conflict: Differences in stereotypes and perceived social distance between Jewish and Arab nursing students. Nurse education today, 78, pp. 5-9.
JAMIESON, I., 2019. Men entering nursing: Has anything changed? Nursing Praxis in New Zealand, 35(2), pp. 18-29.
MARKEY, K. and OKANTEY, C., 2019. Nurturing cultural competence in nurse education through a values-based learning approach. Nurse Education in Practice, 38, pp. 153-156.
YOUNAS, A., et al, 2019. A Mixed Methods Review of Male Nursing Students' Challenges during Nursing Education and Strategies to Tackle these Challenges. Journal of Professional Nursing, 35(4), pp. 260-276.
VAN REENEN, E. and VAN NISTELROOIJ, I., 2019. A spoonful of care ethics: The challenges of enriching medical education. Nursing ethics, 26(4), pp. 1160-1171.
DOMBROWSKY, T., et al, 2019. Service-Learning and Clinical Nursing Education: A Delphi Inquiry. Journal of Nursing Education, 58(7), pp. 381-391.
CIPHER, D.J., et al, 2019. Factors Associated with Student Success in Online and Face-to-Face Delivery of Master of Science in Nursing Programs. Teaching & Learning in Nursing, 14(3), pp. 203-207.
DE CASTRO, A.B., et al, 2019. Collaborative Online International Learning to Prepare Students for Multicultural Work Environments. Nurse educator, 44(3), pp. E1-E5.
KING, T.S. and NININGER, J.M., 2019. Quality Improvement in Online Course Development: Igniting the Online Teaching Team. CIN: Computers, Informatics, Nursing, 37(7), pp. 349-356.
SCHILINSKI, S., et al, 2019. Evaluation of an Electronically Delivered Learning Module Intended for Continuing Education of Practicing Registered Nurses: A Pretest-Posttest Longitudinal Study. Journal of continuing education in nursing, 50(7), pp. 331-336.
CARLSON, E., et al, 2019. Nursing students' perceptions of peer learning through cross‐cultural student‐led webinars: A qualitative study. Journal of Advanced Nursing (John Wiley & Sons, Inc.), 75(7), pp. 1518-1526.
PREPARING FOR PRACTICE
FAGAN, J.M. and COFFEY, J.S., 2019. Despite Challenges: Nursing Student Persistence. Journal of Nursing Education, 58(7), pp. 427-430.
JAMIESON, I., et al, 2019. Readiness for practice: The views of New Zealand senior nursing students. Nurse Education in Practice, 38, pp. 27-33.
JONES, T.L., et al, 2019. Variation in academic preparation and progression of nurses across the continuum of care. Nursing outlook, 67(4), pp. 381-392.
MCNELIS, A.M., et al, 2019. Doctoral Education and Preparation for Nursing Faculty Roles. Nurse educator, 44(3), pp. 202-206.
PRYDDERCH, S., 2019. Preparing pre-registration nurses to be 'prescriber ready': Aspirational or an achievable reality? Nurse education today, 78, pp. 1-4.
HAVERY, C., et al, 2019. Professional development for teachers of nursing students for whom English is an additional language: A reflection on practices. Nurse Education in Practice, 38, pp. 52-58.
MERLINO, M., 2019. Creating Our Future Through Lifelong Learning. AORN Journal, 110(1), pp. 2-4.
MOORLEY, C. and CHINN, T., 2019. Social media participatory CPD for nursing revalidation, professional development and beyond. British Journal of Nursing, 28(13), pp. 870-877.
BRADSHAW, C., et al, 2019. Safety first: Factors affecting preceptor midwives experiences of competency assessment failure among midwifery students. Midwifery, 74, pp. 29-35.
DONOHOE, A., 2019. The Blended Reflective Inquiry Educators Framework; origins, development and utilisation. Nurse Education in Practice, 38, pp. 96-104.
ABRAHAM, C.M. and DE CORDOVA, P.B., 2019. Simulation Activity and Inter-Professional Education in Pre-Licensure Nursing Programs in New Jersey: A 3 Year Trend Analysis. Teaching & Learning in Nursing, 14(3), pp. 166-172.
BADOWSKI, D., 2019. Peer Coaching Integrated in Simulation: Improving Intraprofessional Teamwork. Journal of Professional Nursing, 35(4), pp. 325-328.
BATES, T.A., et al, 2019. Comparing Outcomes of Active Student and Observer Roles in Nursing Simulation. Nurse educator, 44(3), pp. 216-221.
BRADLEY, C.S., 2019. Impact of Training on Use of Debriefing for Meaningful Learning. Clinical Simulation in Nursing, 32, pp. 13-19.
DONOVAN, L.M. and MULLEN, L.K., 2019. Expanding nursing simulation programs with a standardized patient protocol on therapeutic communication. Nurse Education in Practice, 38, pp. 126-131.
GUINEA, S., et al, 2019. Simulation-based learning for patient safety: The development of the Tag Team Patient Safety Simulation methodology for nursing education. Collegian, 26(3), pp. 392-398.
HUGGINS, R., et al, 2019. Role play simulation in nurse education: applying the 'I AM A STAR' mnemonic. Mental Health Practice, 22(4), pp. 21-27.
KOLAWOLE, H., et al, 2019. Use of simulation to improve management of perioperative anaphylaxis: a narrative review. BJA: The British Journal of Anaesthesia, 123(1), pp. e104-e109.
LATIMER, B., et al, 2019. Integrating Health Care Interpreters Into Simulation Education. Clinical Simulation in Nursing, 32, pp. 20-26.
SKILLS, KNOWLEDGE AND SPECIALITIES
BATTERBEE, R.A., 2019. Current teaching of psychology in undergraduate adult and comprehensive nursing curricula. British Journal of Nursing, 28(13), pp. 848-856.
BUSSARD, M.E. and LAWRENCE, N., 2019. Role Modeling to Teach Communication and Professionalism in Prelicensure Nursing Students. Teaching & Learning in Nursing, 14(3), pp. 219-223.
BYNUM, W.E. and ARTINO, A.R., 2019. Why we should strive for emotional candour in medical education, too...Molloy E, Bearman M. Embracing the tension between vulnerability and credibility: ‘intellectual candour’ in health professions education. Med Educ 2019;53(1):32-41. Medical education, 53(7), pp. 745-746.
CHADWICK, A. and MURPHY, N., 2019. An exploration of providing mental health skills in a generic advanced clinical practice programme. British Journal of Nursing, 28(13), pp. 842-847.
EZEONWU, M.C., 2019. Integrating Social Justice Principles in Graduate Nursing Education. Journal of Nursing Education, 58(7), pp. 435-436.
FENNIMORE, L. and WARSHAWSKY, N., 2019. Graduate Leadership Education for Nurse Leaders—Needed Now More Than Ever. Journal of Nursing Administration, 49(7), pp. 347-349.
MARSHALL, A.P., 2019. Educating the critical care nurse of the future. Australian Critical Care, 32(4), pp. 273-274.
NOBLE, H., et al, 2019. Evaluating mindfulness training for medical and PhD nursing students. British Journal of Nursing, 28(12), pp. 798-802.
ORTON, M., et al, 2019. Nursing management matters for registered nurses with a PhD working in clinical practice. Journal of Nursing Management (John Wiley & Sons, Inc.), 27(5), pp. 955-962.
ROSA, W.E., et al, 2019. Education equity in nursing: A cornerstone of sustainable development goal attainment. Public Health Nursing, 36(4), pp. 447-448.
SCHROEDER, K., et al, 2019. Addressing Social Determinants of Health Through Community Engagement: An Undergraduate Nursing Course. Journal of Nursing Education, 58(7), pp. 423-426.
STRICKLAND, H.P., et al, 2019. Measured Emotional Intelligence in RN to BSN Education. Teaching & Learning in Nursing, 14(3), pp. 145-148.
TYSON, R.L., et al, 2019. Telehealth in Psychiatric Nursing Education: Lessons From the Field. Journal of the American Psychiatric Nurses Association, 25(4), pp. 266-271.
WATSON, C.S., et al, 2019. Increasing Empathy Through Role-Play: A Meal Planning and Grocery Shopping Activity. Teaching & Learning in Nursing, 14(3), pp. 149-152.
DEVAKANI, J.S., et al, 2019. Assessment of Psychological Distress among B.Sc Nursing Students at SRM College of Nursing. International Journal of Nursing Education, 11(3), pp. 45-50.
HUGHES, G.J. and BYROM, N.C., 2019. Managing student mental health: The challenges faced by academics on professional healthcare courses. Journal of Advanced Nursing (John Wiley & Sons, Inc.), 75(7), pp. 1539-1548.
ALICEA-PLANAS, J. and KAZER, M.W., 2019. Perceptions of Campus Climate on Program Satisfaction for Accelerated Nursing Students. Journal of Nursing Education, 58(7), pp. 409-416.
ARMSTRONG, N. and OWENS, S., 2019. Perceptions of the Impact of Healthcare-Based Employment on Pre-Licensure Nursing Students. Kentucky nurse, 67(3), pp. 17-18.
SIDEBOTHAM, M. and FENWICK, J., 2019. Midwifery students' experiences of working within a midwifery caseload model. Midwifery, 74, pp. 21-28.
GARRITANO, N. and STEC, M., 2019. Leveraging Technology to Enhance Doctor of Nursing Practice Student Health Policy Engagement. Nurse educator, 44(3), pp. 192-196.
HART, T., et al, 2019. Using blackboard collaborate, a digital web conference tool, to support nursing students placement learning: A pilot study exploring its impact. Nurse Education in Practice, 38, pp. 72-78.
ALIYARI, S., et al, 2019. Comparing two teaching methods based on concept map and lecture on the level of learning in basic life support. Nurse Education in Practice, 38, pp. 40-44.
NOROUZI, Z., et al, 2019. Comparing the Effect of Standardized Patient-Based Training with Team-Based Learning on the Midwifery Students' Skill in Taking History of Rape Victims. Journal of Midwifery & Reproductive Health, 7(3), pp. 1718-1725.
OH, E.G. and YANG, Y.L., 2019. Evidence-based nursing education for undergraduate students: A preliminary experimental study. Nurse Education in Practice, 38, pp. 45-51.
PUPPE, J.M. and NELSON, D.M., 2019. How to Flip the Classroom to Improve Learner Engagement. Journal for Nurses in Professional Development, 35(4), pp. 196-203.