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ACADEMIC LANDSCAPE
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.
ASSESSMENT
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.
CRITICAL THINKING
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.
DIVERSITY
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.
ETHICS
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.
LEARNING STYLES
DOMBROWSKY, T., et al, 2019. Service-Learning and Clinical Nursing Education: A Delphi Inquiry. Journal of Nursing Education, 58(7), pp. 381-391.
ONLINE LEARNING
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.
PEER LEARNING
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.
PROFESSIONAL DEVELOPMENT
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.
QUALITY IMPROVEMENT
BRADSHAW, C., et al, 2019. Safety first: Factors affecting preceptor midwives experiences of competency assessment failure among midwifery students. Midwifery, 74, pp. 29-35.
REFLECTION
DONOHOE, A., 2019. The Blended Reflective Inquiry Educators Framework; origins, development and utilisation. Nurse Education in Practice, 38, pp. 96-104.
SIMULATION
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.
STUDENT SUPPORT
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.
STUDENT EXPERIENCE
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.
TECHNOLOGY
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.
TEACHING METHODS
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.
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