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Teaching and Learning in Nursing

July 2019 Volume 14, Number 3

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Table of Contents

Number of articles: 11

  1. Dual Enrollment: Learning in an Accelerated 5 Week RN-BSN Hybrid Format

    Theresa G. Buxton, Lora Claywell, Karleen Goerke & Karen Pennington

    The accelerated RN-BSN dual-enrollment program model is minimally represented in the literature. Although they exist, the detail of their process and implementation strategies are often not shared.... More

    pp. 141-144

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  2. Measured Emotional Intelligence in RN to BSN Education

    Haley P. Strickland, Michelle H. Cheshire & Lauren Neal

    pp. 145-148

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  3. Increasing empathy through role-play: A meal planning and grocery shopping activity

    Cynthia S. Watson, Gwen Leigh & Jessica McCarthy

    Although students may learn about empathy in the didactic setting, this role-play experience integrates experiential learning. Students must assist simulated clients with diverse needs, limited... More

    pp. 149-152

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  4. Promoting a Mock Disaster Simulation with Leadership from a Nurse Residency Program

    Angela Opsahl, School of Nursing, Indiana University, United States; Toni Morris, University of Indianapolis, United States; Deborah Judge, College of Health Professions; Karen Werskey, Indiana University–Purdue University, United States; Billie Edwards, United States; Danielle Robinson, Ivy Tech Community College, United States

    Schools of nursing strive to provide students with a broad range of skills required to function optimally as a member of a multidisciplinary team within our ever-changing health care environment.... More

    pp. 153-156

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  5. Creating a Virtual Evidence Room for RN-BSN Program Accreditation

    Tauna Gulley, The University of Pikeville; Karen Damron, Elliott School of Nursing; Mary Simpson, The University of Pikeville

    Achieving national accreditation is a superior achievement for a nursing program. However, this process can be very time consuming and stressful. Creating a virtual evidence room to house documents... More

    pp. 157-159

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  6. Completing reflective practice post undergraduate nursing clinical placements: A literature review

    Michael S. Barbagallo

    Reflective practice post clinical placement in nursing education is essential to integrate knowledge, skills, attitudes, and experiences. Many nursing programs in-cooperate reflective practice to... More

    pp. 160-165

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  7. Simulation Activity and Inter-Professional Education in Pre-Licensure Nursing Programs in New Jersey: A 3 Year Trend Analysis

    Cilgy M. Abraham, School of Nursing; Pamela B. de Cordova, Rutgers

    This three-year descriptive study describes variations of academic requirements, simulation activity, and inter-professional education in diploma, associate, and baccalaureate schools of nursing in... More

    pp. 166-172

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  8. Alternative Strategies for Providing Clinical Experiences in a Family Nursing Course

    Elizabeth Moxley & Maureen Waller

    Clinical competency is essential for nursing student preparation although acute clinical experiences are limited. An innovative pedagogical strategy was utilized to meet curricular requirements in ... More

    pp. 173-178

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  9. Development of an associate degree program National Council Licensure Exam for Registered Nurses preparation course to enhance student success

    Catherine Schwartz Doyle, Louisiana State University Alexandria School of Nursing, United States; Jeannie R. Harper, Mary S. Burke & Emily Eiswirth, Loyola University New Orleans School of Nursing, United States

    An associate degree nursing program identified a downward trend in National Council Licensure Exam for Registered Nurses (NCLEX-RN), negatively impacting program outcomes. In response, a 1-hour... More

    pp. 179-182

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  10. Incorporating Social Justice, Community Partnerships, and Student Engagement in Community Health Nursing Courses

    Brenna L. Quinn, Mazen El Ghaziri & Margaret Knight

    Following the increase in both evidence and awareness of the impact that social determinants and social injustices have on health, it is clear to educators that nursing students must be prepared to... More

    pp. 183-185

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  11. Interventions for test anxiety: How faculty can help

    Susan G. Poorman, Indiana University of Pennsylvania, United States; Melissa L. Mastorovich, STAT Nursing Consultants, Inc., United States; Michele Gerwick, Indiana University of Pennsylvania, United States

    Test anxiety is rampant among nursing students. There are many studies that describe this phenomenon and its effects on academic performance. However, there is very little written about how the... More

    pp. 186-191

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