Martha J. Bradshaw

Teacher self-efficacy in new nurse educators

The purpose of this study was to determine the variables that influence teacher self-efficacy in faculty with five or fewer years of teaching experience. Specifically, the relationship between formal educational courses and teacher self-efficacy in the teaching domains of course preparation, instructor behavior, evaluation and examination, and clinical teaching were examined. Findings showed that the 346 new nurse educators in this study had a strong sense of teacher self-efficacy. Results of multiple regression analysis indicated that formal education courses, teaching experience in nursing, and other teaching experience influenced the level of teacher self-efficacy. This study has implications for the mentoring of new faculty in the teaching role.

Teaching strategies for critical thinking.

Critical thinking is a phase that is being heard frequently in nursing education. Nurse educators are encouraged to teach students to think critically because of the higher-order thinking skills that are required in our complex health care delivery system. The challenge to educators is the selection, development, and implementation of appropriate teaching strategies. This article describes a variety of strategies for teaching critical thinking within the context of nursing.

Perspectives On Academic Dishonesty

Academic dishonest behaviors, such as lying, cheating, and plagiarism, are destructive and must be recognized and addressed early in the development of professional nurses. Faculty must be concerned with the relationship between student integrity in the classroom and clinical or professional behaviors. The authors discuss student motivation and attitudes toward unethical practices, faculty responses, and responsibilities when these incidents arise, and strategies for preventing academic dishonesty.

The nursing student with attention deficit hyperactivity disorder.

Attention deficit hyperactivity disorder (ADHD) in college-age students presents a complex challenge of coping with academic coursework, refining life skills, and addressing self-limitations. Behaviors that characterize ADHD are particularly problematic for nursing students, especially when the student has difficulty with behaviors that exemplify executive functioning. The authors discuss symptoms and treatments associated with the diagnosis of ADHD and evaluation and interventions for college students, based on guidelines from the Americans With Disabilities Act. Nursing faculty can facilitate academic success by recognizing the problem in nursing students and implementing strategies useful for self-management of ADHD.

Teaching and learning in a winter wonderland.

During a record-breaking Texas ice storm, one school of nursing kept accelerated BSN students on schedule despite 5 days of school closure. The students were diverted from hazardous travels to the safety of warm homes with virtual classes and clinicals. The authors discuss their creation of a virtual experience that leveraged smartphones, laptops, eBooks, and Internet resources with existing university technology, allowing students to stay on track.

Seminar methods for RN to BSN students.

Registered Nurse (RN) students entering a bachelor of science in nursing program (BSN) often view themseleves as competent nurses who practice in a professional mannar. It is not always clear to these students why the baccalaureate degree is considered the foundation for professional nursing. This creates a challenge for faculty to develop teaching strategies that increase understanding of professional roles and responsibilities, foster appreciation for the different levels of nursing practice, and promote incorporation of theory and research into all aspects of nursing. The authors present three strategies that were used successfully in a seminar series for RNs enrolled in a BSN completion program.