Linnea Carlson-Sabelli

Learning and engagement with a virtual community by undergraduate nursing students.

Virtual communities are an emerging innovative teaching application in nursing education. The purpose of this multisite study was to examine variables associated with student-perceived benefits and utility among undergraduate nursing students using a virtual community. The study involved 350 student participants enrolled in 5 baccalaureate nursing programs using a virtual community. Data were collected using surveys, with a descriptive and comparative approach for data analysis. The relationship between the use of the virtual community and perceived benefits among learners was substantial: r = .416 (318), p = .000. The utility scale scores were higher among white/Asian students compared with minority students (t = .219, df = 330, p = .03), but there was no difference among students reporting frequent program use. Engagement was greater among minority students than white/Asian among students reporting frequent program use (F = 2.40 [4308], p = .05). Frequency of virtual community use in nursing education appears to be linked to positive learner benefits and engagement. Further research related to learning outcomes associated with virtual community use is needed in nursing education and practice.

Challenges and benefits of using a virtual community to explore nursing concepts among baccalaureate nursing students

This research study examines learner perceptions of benefits and challenges associated with the Neighborhood (NBH), an innovative pedagogy that fosters learner engagement and integration of nursing concepts using a “virtual community” as an alternative to lecture. First-semester students from five baccalaureate nursing programs that used the NBH intervention were divided into high (N = 78) and low faculty use (N = 203) groups. Qualitative analysis revealed that the NBH intervention promoted application of concepts to real life situation was engaging and “eye-opening,” allowing students to understand health care issues from a variety of perspectives. A major challenge was busy work generated by faculty assignments unrelated to enhancing conceptual clarity. Statistical analyses indicate that benefits and challenges grow together; benefits outweigh challenges and net benefit increases with increased faculty use. This study highlights the need to provide initial and ongoing training and support to faculty at schools who adopt this intervention.

Competency-based training to create the 21st century mental health workforce: strides, stumbles, and solutions.

In response to sustained concerns about the capability of the mental health workforce, federal groups have urged educators to adopt a competency-based system for training students in core mental health skills. A particular emphasis is training students to work in integrated systems, intervene with evidence-based practice, and employ culturally relevant therapies. Creating such a program, particularly one delivered online, requires structures that engage students in their own learning and tools for tracking competencies. We report on our competency-based graduate psychiatric mental health nursing program and the unique methods used to track student skill development and clinical reasoning.

The Perceived Benefits of a Virtual Community: Effects of Learning Style, Race, Ethnicity, and Frequency of Use on Nursing Students

BACKGROUND It is important for nursing faculty to consider the variability in learning style among nursing students. AIM The researchers sought to compare differences in perceived learning benefits among nursing students who had different learning styles and in frequency of use of a virtual community learning intervention. METHOD Using a comparative approach, learning style was measured with the Kolb Learning Style Inventory. Frequency of use and benefit were measured with an exit survey. RESULTS No differences in perceived benefit were found according to learning style. Subjects with frequent use of the virtual community reported significantly greater learning benefits than those with infrequent use, regardless of learning style. Also found was a statistically significant relationship between Kolb learning‐style scores and race or ethnicity. CONCLUSION All nursing students may potentially benefit from virtual community use.

Aging and social systems

In our society, medical care and economic progress have improved the duration and quality of life, but aging is accelerated by social norms and their psychological introjection. Healthy aging involves the continuing pursuit of creative activity. Changes in self‐view and behavior will require and promote a change in social roles, and the emancipatory mobilization of senior adults of both sexes and all classes.

Psychotherapy training: what ever happened to process?

From the Rush College of Nursing, Chicago, IL.