Anne M. Schoening

From Bedside to Classroom: The Nurse Educator Transition Model

Aim. The purpose of this qualitative study was to generate a theoretical model that describes the social process that occurs during the role transition from nurse to nurse educator. Background. Recruitment and retention of qualified nurse educators is essential in order to remedy the current staff nurse and faculty shortage in the United States, yet nursing schools face many challenges in this area. Methods. This grounded theory study utilized purposive, theoretical sampling to identify 20 nurse educators teaching in baccalaureate nursing programs in the Midwest. Results. The Nurse Educator Transition (NET) model was created from these data. This model identifies four phases in the role transition from nurse to nurse educator: a) the Anticipatory/Expectation Phase, b) the Disorientation Phase, c) the Information‐Seeking Phase, and d) the Identity Formation Phase. Conclusions. Recommendations include integrating formal pedagogical education into nursing graduate programs and creating evidence‐based orientation and mentoring programs for novice nurse faculty.

Women's Experience of Hospitalized Bed Rest During High‐Risk Pregnancy

OBJECTIVE To describe the lived experience of the hospitalized pregnant woman on bed rest. DESIGN A qualitative, phenomenological design. SETTING Three high-risk antepartum units in the midwestern United States. PARTICIPANTS A self-selected, convenience sample of 11 high-risk pregnant women. METHOD Phenomenological study using thematic analysis of completed handwritten journals and/or online blogs. RESULTS Women described the battles that they fought each day for the lives of their unborn children. Using an imagery of war, three categories emerged: (a) the war within, (b) fighting each battle, and (c) bringing in reinforcements. CONCLUSIONS Women experience many different emotions and stressors during restricted bed rest. A nurses understanding of this experience is essential to provide adequate care and coping strategies for women at this time.

Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

Defining Roles and Expectations for Faculty, Nurses, and Students in a Dedicated Education Unit.

The dedicated education unit (DEU) model of clinical nursing education is an innovative, evidence-based model for creating a more effective learning environment. Although nursing programs have used this model for years, the literature provides minimal direction to assist faculty in transitioning from traditional clinical teaching to the DEU model. This article reports the development and evaluation of 2 resources to help all involved understand teaching roles and desired learning outcomes in the DEU model.

Writing Across the Curriculum: Reliability Testing of a Standardized Rubric

BACKGROUND Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. METHOD Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. RESULTS Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. CONCLUSION Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.].