Janet M. Brown

The influence of a baccalaureate program on traditional, RN-BSN, and accelerated students' critical thinking abilities.

Although there are multiple ways of achieving baccalaureate-level nursing education, all graduates must demonstrate critical thinking abilities to practice competently. The purpose of this study was to measure the changes in critical thinking abilities of students pursuing various pathways in the same baccalaureate nursing curriculum. Traditional, registered nurse-bachelor of science (RN-BSN), and accelerated students completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the pre- and post-WGCTA scores of traditional students (t = −2.84, P = .007) and RN-BSN students (t = −2.28, P = .029), but not of accelerated students. Similarities between the curricular pathways that could account for the results were analyzed. Further research is needed to determine the best combination of liberal arts and nursing courses for the development of critical thinking abilities.

Simulation as an orientation strategy for new nurse graduates: an integrative review of the evidence.

Research shows that simulation is an effective teaching strategy in the preparation of healthcare professionals. Simulation is often used to evaluate clinical judgment and competencies of students. It has been proposed that simulation can be used during orientation to assist graduate nurses as they transition to professional roles. The purpose of this article is to provide a summary of current evidence related to the use of simulation in graduate nurse orientation. An integrative review was conducted using guidelines set forth by Ganong (Ganong, Res Nurs Health. 1987;10:1–11). Three articles meeting the inclusion criteria were analyzed, and three themes were identified: socialization to the professional role, competence and confidence in self-performance, and learning in a safe and supportive environment. In this article, additional findings from the literature are linked to the three themes. Recommendations for future research are suggested.

Strategies for Making Oral Presentations About Clinical Issues: Part I. At the Workplace

This column offers strategies that clinicians can use to make effective oral presentations at work. Part II, which will be published next month, will offer strategies for making oral presentations at professional conferences.

Admitting international graduate nursing students: what faculty need to know.

The number of international applicants to US nursing graduate programs is increasing. Modifying standard admission criteria, such as RN licensure, graduate record examination, validation of BSN degree, criminal background check, letters of recommendation, and personal statements, is necessary because of unique complexities. Addressing admission requirements unique to international students, such as English proficiency, visas, and proof of financial resources, is critical. Managing complexities of admitting international students is necessary to facilitate their success.

Strategies for Making Oral Presentations About Clinical Issues: Part II. At Professional Conferences

This column offers strategies for making oral presentations at professional conferences. Part I, which appeared last month, offered strategies that clinicians can use to make effective oral presentations at work.

Student Perceptions about the Influence of a Perioperative Nursing Elective on Career Preferences.

Abstract It has been suggested that offering perioperative nursing courses will increase the number of nurses and new graduates who enter the perioperative area. There is little research to support that students’ career choices are influenced by immersion in perioperative content. The purpose of this qualitative study was to describe student perceptions of perioperative nursing as a career option following completion of an elective in perioperative nursing. Two focus groups were held involving students (N=19) who completed the course. One hour sessions were audio taped as students described their perceptions about perioperative nursing. Tapes were transcribed verbatim and analysed for themes. Four themes were identified: 1) opening their eyes: career advantages, 2) being captive: career disadvantages, 3) paradox unrecognized, and 4) I’ll be a better nurse. Although students were not persuaded to alter their primary employment intentions, they acknowledged the possibility of a future career in the perioperative area.

Girl Scout Badge Day as a Service Learning Experience

Acquiring clinical experiences for students is a major challenge for nurse educators. One of the most difficult areas in which to secure clinical experiences is pediatric nursing; yet, nurse educators have a responsibility to create innovative strategies to assure that students have experience with pediatric clients. The purpose of this paper is to describe Girl Scout Badge Day (GSBD), a teaching strategy rooted in service learning. The strategy incorporates the three essential elements that distinguish service learning from other learning: experiential learning, reflection, and reciprocal learning. During this clinical experience, students provide health promotion education to scouts who subsequently earn badge requirements. Students are provided experiential learning as they implement the role of the teacher and reflect on the core values of nursing. In this paper, the specifics of implementing GSBD are presented and lessons learned are discussed. Benefits for students, scouts, troop leaders, and faculty are identified and improvements are suggested.