Anne E. Belcher

A Clinical Academic Practice Partnership: A Clinical Education Redesign

The clinical academic practice partnership (CAPP), a clinical redesign based on the dedicated education unit concept, was developed and implemented by large, private school of nursing in collaboration with 4 clinical partners to provide quality clinical education, to explore new clinical models for the future, and to test an innovative clinical education design. An executive steering committee consisting of nursing leaders and educators from the school of nursing and the clinical institutions was established as the decision-making and planning components, with several collaborative task forces initiated to conduct the work and to accomplish the goals. This article will describe methods to initiate and to organize the key elements of this dedicated education unit-type clinical model, providing examples and an overview of the steps and elements needed as the development proceeded. After 18 months of implementation in 4 different nursing programs in 4 different clinical institutions, the clinical redesign has shown to be a positive initiative, with students actively requesting CAPP units for their clinical experiences. Preliminary findings and outcomes will be discussed, along with nursing education implications for this new clinical redesign.

Transitoriness in cancer patients: a cross-sectional survey of lung and gastrointestinal cancer patients

ObjectiveDespite earlier diagnosis and advancements in treatment, cancer remains a leading cause of death in the world (13% of all deaths according to the World Health Organization) among men and women. Cancer accounts for approximately 20% of the deaths in the USA every year. Here, we report the findings from a cross-sectional survey of psychosocial factors in lung and gastrointestinal cancer patients. The aim of the study was to explore the associations among transitoriness, uncertainty, and locus of control (LOC) with quality of life. Transitoriness is defined as a person’s confrontation with life’s finitude due to a cancer diagnosis.MethodsA total of 126 patients with lung or gastrointestinal cancer completed eight self-reporting questionnaires addressing demographics, spiritual perspective, symptom burden, transitoriness, uncertainty, LOC, and quality of life.ResultsTransitoriness, uncertainty, and LOC were significantly associated with one another (r = 0.3267, p = 0.0002/r = 0.1994, p = 0.0252, respectively). LOC/belief in chance has a significant inverse relationship with patients’ quality of life (r = −0.2505, p = 0.0047). Transitoriness, uncertainty, and LOC were found to have a significant inverse relationship with patients’ quality of life (transitoriness state: r = −0.5363, p = 0.0000/trait: r = −0.4629, p = 0.0000/uncertainty: r = −0.4929, p = 0.0000/internal LOC: r = 0.1759, p = 0.0489/chance LOC: r = −0.2505, p = 0.0047).ConclusionTransitoriness, uncertainty, and LOC are important concepts as they adversely influence patients’ quality of life. Incorporating this finding into the care of cancer patients may provide them with the support they need to cope with treatment and maintenance of a positive quality of life.

Does a 30-min quality improvement clinical practice meeting reviewing the recommended Papanicolaou test guidelines for adolescents improve provider adherence to guidelines in a pediatric primary care office?

Purpose: The purpose of this quality improvement project was to evaluate adherence to Papanicolaou (Pap) test guidelines 6 months prior to and 6 months following a 30‐min educational clinical practice meeting in a pediatric primary care office. Guidelines for Pap tests have been revised in recent years by the American Academy of Obstetrics and Gynecology, the American Cancer Society, and the U.S. Preventive Task Force, but providers often do not adhere to the guidelines. Data sources: A total of 777 charts from a pediatric primary care office were reviewed. Eighty‐four percent (652) met criteria for inclusion. Conclusions: Among sexually active adolescents, there was a statistically significant relationship between rates of Pap tests following the clinical practice meeting (χ2(1) = 13.5, p = .001). Prior to the meeting there were 29 Pap tests recorded, whereas after there were two Pap tests done. After the focused clinical practice meeting, providers performed far fewer Pap tests, which is in accordance with the guidelines for this population. Implications for practice: Providers may not always practice in accordance with recommended clinical practice guidelines for various reasons. Focused, in‐office educational interventions via clinical practice meetings may be an effective way of discussing recommended guidelines to improve provider adherence.

Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review

OBJECTIVES The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL. DESIGN a qualitative systematic review of the literature according to meta-aggregative methodology using the JBI SUMARI system was conducted. DATA SOURCES Data was collected across CINAHL, Medline, Embase, Eric, Teacher Reference Center and reference lists. RESEARCH METHODS Out of 378 articles, 101 were retrieved for examination and eight were retained after methodological analysis. RESULTS 51 findings, matched with a verbatim, were extracted and aggregated in five categories: 1) in PBL, the nursing tutor models clinical reasoning and leadership skills; 2) the quality of group interactions is critical to the success of nursing students with PBL; 3) nursing students go through the process of learning with PBL; 4) through PBL, nursing students acquire skills that foster clinical reasoning; and 5) when the PBL method is used as intended, nursing students understand its purpose and process. These categories were aggregated in two syntheses worded as recommendation for practice. CONCLUSIONS The synthesized recommendations are: 1) tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal; and 2) nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Future research should focus on the strategies undergraduate nursing students use to succeed with PBL and the effectiveness of PBL in enhancing critical thinking and collaboration skills.

Applications of VoiceThread© technology in graduate nursing education

BACKGROUND Online graduate courses provide opportunities for faculty to use technology and digital applications to enhance student learning and learning environments. In nursing education, as we become increasingly dependent on technology, it is important to ensure that both faculty and students add digital literacy to their repertoire of knowledge and skills. VoiceThread©, one type of Web-based digital application tool, allows students and faculty to verbally communicate and collaborate asynchronously. METHOD This article discusses the use of VoiceThread technology in graduate nursing education and offers four examples of VoiceThread teaching methods: personal introductions, issues discussions, case presentations, and the elevator speech. RESULTS Student participation in VoiceThread assignments is evaluated using leveled rubrics. A poll of the students in one of the graduate courses showed high overall satisfaction with VoiceThread in the online classroom. CONCLUSION Strategies for effective use of VoiceThread technology to enhance student engagement and learning are recommended. [J Nurs Educ. 2016;55(11):655-658.].