Emerging Areas of Science: Recommendations for Nursing Science Education from the Council for the Advancement of Nursing Science Idea Festival

The Council for the Advancement of Nursing Science aims to “facilitate and recognize life-long nursing science career development” as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee (IFAC) to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2005 National Research Council report Advancing The Nation\u27s Health Needs and the 2010 American Association of Colleges of Nursing Position Statement on the Research-Focused Doctorate Pathways to Excellence, the IFAC specifically addressed the capacity of PhD programs to prepare nursing scientists to conduct cutting-edge research in the following key emerging and priority areas of health sciences research: omics and the microbiome; health behavior, behavior change, and biobehavioral science; patient-reported outcomes; big data, e-science, and informatics; quantitative sciences; translation science; and health economics. The purpose of this article is to (a) describe IFAC activities, (b) summarize 2014 discussions hosted as part of the Idea Festival, and (c) present IFAC recommendations for incorporating these emerging areas of science and technology into research-focused doctoral programs committed to preparing graduates for lifelong, competitive careers in nursing science. The recommendations address clearer articulation of program focus areas; inclusion of foundational knowledge in emerging areas of science in core courses on nursing science and research methods; faculty composition; prerequisite student knowledge and skills; and in-depth, interdisciplinary training in supporting area of science content and methods

Integrating Emerging Areas of Nursing Science into PhD Programs

The Council for the Advancement of Nursing Science aims to “facilitate and recognize life-long nursing science career development” as an important part of its mission. In light of fast-paced advances in science and technology that are inspiring new questions and methods of investigation in the health sciences, the Council for the Advancement of Nursing Science convened the Idea Festival for Nursing Science Education and appointed the Idea Festival Advisory Committee to stimulate dialogue about linking PhD education with a renewed vision for preparation of the next generation of nursing scientists. Building on the 2010 American Association of Colleges of Nursing Position Statement “The Research-Focused Doctoral Program in Nursing: Pathways to Excellence,” Idea Festival Advisory Committee members focused on emerging areas of science and technology that impact the ability of research-focused doctoral programs to prepare graduates for competitive and sustained programs of nursing research using scientific advances in emerging areas of science and technology. The purpose of this article is to describe the educational and scientific contexts for the Idea Festival, which will serve as the foundation for recommendations for incorporating emerging areas of science and technology into research-focused doctoral programs in nursing

Creating a new education paradigm to prepare nurses for the 21st Century

Nurse educators are accountable to keep baccalaureate education responsive to the ever changing healthcare delivery environment. The changing context of healthcare delivery requires focusing on population health and social determinants, providing interprofessional, team-based care, advancing innovation, and preparing practice ready baccalaureate nursing graduates. To be practice ready, nursing graduates must be agile and think and reason on their feet due to increasing care complexity beyond the hospital walls, changing care needs of individuals and families, advancing technology, shifting settings of care delivery, and managing multiple transitions. The purpose of this paper is to consider these healthcare changes and share a new baccalaureate nursing curriculum that radically shifts the paradigm from caring for patients to caring for people, and transforms from a diseased-based, acute care focused curriculum to one promoting a culture of health and multiple new and emerging roles of registered nurses

Forging partnerships in health care: Process and measuring benefits

Universally, there is concern that much academic learning has dealt mainly in theory, removing knowledge from context with a resultant lack of practical experience. Here, the catalyst for strengthening university-community engagement, emanated from a desire to foster greater propensity within students to make connections between their academic courses and responsibility toward the community and people in need, and thus develop enhanced skills in social interaction, teamwork and effectiveness. This paper explores a variety of models of university-community engagement that aim to achieve and model good practice in policy making and planning around healthcare education and service development. Ways of integrating teaching and learning with community engagement, so there is reciprocal learning with significant benefits to the community, students, the university and industry are described. The communities of engagement for a transdisciplinary approach in healthcare are defined and the types of collaborative partnerships are outlined, including public/private partnerships, service learning approaches and regional campus engagement. The processes for initiating innovation in this field, forging sustainable partnerships, providing cooperative leadership and building shared vision are detailed. Measuring shared and sustained benefits for all participants is examined in the context of effecting changes in working relationships as well as the impact on students in terms of increased personal and social responsibility, confidence and competence. For the health professions, it is considered vital to adopt this approach in order to deliver graduates who feel aware of community needs, believe they can make a difference, and have a greater sense of community responsibility, ethic of service and more sophisticated understandings of social contexts. In the longer term, it is proposed the strategy will deliver a future healthcare workforce that is more likely to have a strengthened sense of community, social and personal responsibility and thus effect positive social change

A Framework of Academic Persistence and Success for Ethnically Diverse Graduate Nursing Students

The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies. Ethnically diverse nurses are vastly underrepresented in the workforce. This problem is accentuated by high attrition rates in academic programs. A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers. Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention. A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students. Recommendations are offered to address faculty development, administrative action, and student resources. Aim. The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies. Background. Ethnically diverse nurses are vastly underrepresented in the workforce. This problem is accentuated by high attrition rates in academic programs. Method. A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers. Results. Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention. A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students. Conclusion. Recommendations are offered to address faculty development, administrative action, and student resources

A New Leadership Development Model for Nursing Education

Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practic

Digital Health in Canadian Schools of Nursing Part A: Nurse Educators’ Perspectives

Introduction: While much progress has been achieved in advancing nursing informatics capacity in Canada, more work is needed to keep pace with the 21st century technological revolution. Nursing education programs and nurse educators are at the forefront of this change, and are key to ensuring successful integration of digital health technologies in future nursing practice. Methods: In 2018, a mixed methods study was conducted including a survey of nursing school administrators and nurse educators, telephone interviews, and one focus group meeting to understand the current state of digital health and informatics content integration in nursing curricula within Canadian Schools of Nursing. In this paper, we report on findings pertinent to nurse educators’ perspectives; findings from the nurse administrator survey will be reported separately. Results: Congruent with the general literature, findings from this study suggest that the challenges for nurse educators to realize informatics integration in nursing curricula are universal. A developing awareness of CASN’s entry to practice informatics competencies and a strong interest and desire among nurse educators to respond to current demands for advancing the digital health learning needs of future nurses are evident. However, there are still gaps and challenges in digital health content integration that need to be addressed. Conclusion: Realizing the vision of adequately prepared nursing workforce for digital health requires a shift in thinking about the role of informatics in nursing education and practice, as well as concerted efforts by all stakeholders. In view of the current technological revolution impacting all sectors of society including health care, nurse educators are in a unique position to shape the future of nursing practice. Educator engagement and administrative leader support within every Canadian school of nursing are vital for overcoming barriers and advancing the informatics capacity of all future nurses. Résumé Introduction : Bien que de nombreux progrès aient été réalisés au niveau des aptitudes en informatique des infirmières au Canada, il reste encore du travail à faire pour suivre le rythme actuel de la révolution technologique. Les programmes de formation en sciences infirmières et les infirmières enseignantes elles-mêmes se trouvent au premier plan de ce changement et sont essentiels pour assurer une intégration réussie des technologies numériques dans le domaine de la santé pour la pratique infirmière de demain. Méthodologie : En 2018, une étude utilisant des méthodes mixtes a été menée pour comprendre l’état actuel de l’intégration du numérique en santé et de contenu informatique dans les programmes d’études des écoles de sciences infirmières au Canada; cette étude comprenait notamment un sondage auprès des gestionnaires et des enseignantes des écoles de sciences infirmières, des entrevues téléphoniques et un groupe de discussion. Dans cet article, nous rendons compte des résultats concernant la perspective des infirmières enseignantes; les résultats du sondage auprès des gestionnaires académiques seront présentés séparément. Résultats : Les résultats de cette étude indiquent que les défis des infirmières enseignantes pour réaliser l’intégration de l’informatique dans les programmes de sciences infirmières sont universels et correspondent à ceux qui ont été identifiés dans la littérature générale. On remarque bien une prise de conscience croissante des compétences en informatique identifiées par l’ACÉSI pour l’entrée dans la pratique infirmière ainsi qu’un vif intérêt et désir de la part des infirmières enseignantes de répondre aux demandes actuelles pour faire progresser les ’apprentissages selon les besoins des futures infirmières en matière de santé numérique. Cependant, il reste certains défis et lacunes dans l’intégration du contenu de santé numérique qui doivent être examinés. Conclusion : Mettre en œuvre la vision d’un effectif infirmier adéquatement préparé pour la santé numérique nécessite un changement radical dans la façon de percevoir le rôle de l’informatique dans la formation et la pratique infirmières, ainsi que des efforts concertés de toutes les parties prenantes. Compte tenu de la révolution technologique actuelle qui touche tous les secteurs de la société, y compris les soins de santé, les infirmières enseignantes se trouvent dans une position unique pour façonner l’avenir de la pratique infirmière. L’engagement des enseignantes et le soutien des leaders gestionnaires de chacune des écoles de sciences infirmières au pays seront essentiels pour surmonter les obstacles et renforcer les aptitudes en informatique de toutes les infirmières de demain

The Blended Learning Unit, University of Hertfordshire: A Centre for Excellence in Teaching and Learning, Evaluation Report for HEFCE

The University of Hertfordshire’s Blended Learning Unit (BLU) was one of the 74 Centres for Excellence in Teaching and Learning (CETLs) funded by the Higher Education Funding Council for England (HEFCE) between 2005 and 2010. This evaluation report follows HEFCE’s template. The first section provides statistical information about the BLU’s activity. The second section is an evaluative reflection responding to 13 questions. As well as articulating some of our achievements and the challenges we have faced, it also sets out how the BLU’s activity will continue and make a significant contribution to delivery of the University of Hertfordshire’s 2010-2015 strategic plan and its aspirations for a more sustainable future. At the University of Hertfordshire, we view Blended Learning as the use of Information and Communication Technology (ICT) to enhance the learning and learning experience of campus-based students. The University has an excellent learning technology infrastructure that includes its VLE, StudyNet. StudyNet gives students access to a range of tools, resources and support 24/7 from anywhere in the world and its robustness, flexibility and ease of use have been fundamental to the success of the Blended Learning agenda at Hertfordshire. The BLU has comprised a management team, expert teachers seconded from around the University, professional support and a Student Consultant. The secondment staffing model was essential to the success of the BLU. As well as enabling the BLU to become fully staffed within the first five months of the CETL initiative, it has facilitated access to an invaluable spectrum of Blended Learning, research and Change Management expertise to inform pedagogically sound developments and enable change to be embedded across the institution. The BLU used much of its capital funding to reduce barriers to the use of technology by, for example, providing laptop computers for all academic staff in the institution, enhancing classroom technology provision and wirelessly enabling all teaching accommodation. Its recurrent funding has supported development opportunities for its own staff and staff around the institution; supported evaluation activities relating to individual projects and of the BLU’s own impact; and supported a wide range of communication and dissemination activities internally and externally. The BLU has led the embedding a cultural change in relation to Blended Learning at the University of Hertfordshire and its impact will be sustained. The BLU has produced a rich legacy of resources for our own staff and for others in the sector. The University’s increased capacity in Blended Learning benefits all our students and provides a learning experience that is expected by the new generation of learners in the 21st century. The BLU’s staffing model and partnership ways of working have directly informed the structure and modus operandi of the University’s Learning and Teaching Institute (LTI). Indeed a BLU team will continue to operate within the LTI and help drive and support the implementation of the University’s 2010-2015 Strategic plan. The plan includes ambitions in relation to Distance Learning and Flexible learning and BLU will be working to enable greater engagement with students with less or no need to travel to the university. As well as opening new markets within the UK and overseas, even greater flexibility for students will also enable the University to reduce its carbon footprint and provide a multifaceted contribution to our sustainability agenda. We conclude this executive summary with a short paragraph, written by Eeva Leinonen, our former Deputy Vice-Chancellor, which reflects our aspiration to transform Learning and Teaching at the University of Hertfordshire and more widely in the sector. ‘As Deputy Vice Chancellor at Hertfordshire I had the privilege to experience closely the excellent work of the Blended Learning Unit, and was very proud of the enormous impact the CETL had not only across the University but also nationally and internationally. However, perhaps true impact is hard to judge at such close range, but now as Vice Principal (Education) at King's College London, I can unequivocally say that Hertfordshire is indeed considered as the leading Blended Learning university in the sector. My new colleagues at King's and other Russell Group Universities frequently seek my views on the 'Hertfordshire Blended Learning' experience and are keen to emulate the successes achieved at an institutional wide scale. The Hertfordshire CETL undoubtedly achieved not only what it set out to achieve, but much more in terms of scale and impact. All those involved in this success can be justifiably proud of their achievements.’ Professor Eeva Leinonen, Vice Principal (Education), King's College, Londo

Jefferson Review - Fall 2017

INSIDE Features 6 - Introducing the New Jefferson: One Name. Two Legacies. Infinite Possibilities. 10 - The PhiladlephiaU Story: A History of Change and Innovation 18 - Two Alumnae, One Vision: A New Home Base for All Graduates 2 - The Provost\u27s Column 5 - The Families We Choose: A Message from Elizabeth Dale On Campus 22 - College of Biomedical Sciences 22 - College of Health Professions 23 - College of Nursing 24 - College of Pharmacy 26 - Carol Ammon, BSN \u2717, MBA: A Brand-New Nurse, on a Mission 28 - Alia Salam, MPH \u2717: Helping Refugees on the Ground 30 - Class Notes 30 - In Memoriam 32 - 10 Years with JCIPE - And Beyond: Transforming Patient Care, Education, and Jefferso

An Exploration of the Influence of Nursing Education Culture on the Integration of Nursing Informatics Competencies Into a Collaborative Nursing Program Curriculum

Information communication technologies are becoming a customary part of the way in which nurses provide care. Consequently, it makes good sense to ensure that nursing informatics competencies are integrated into nursing curricula to prepare graduates for practice. However, few schools of nursing within Canada have fully integrated nursing informatics competencies into their curricula. Nursing education culture appears to influence decision-making, and the development of organizational priorities. Nonetheless, there are no known studies examining how nursing education culture impacts nursing informatics curriculum development endeavours. Therefore, this study aimed to address the following research questions: 1) In what ways does a nursing education culture (the shared values, assumptions and behaviours of two schools of nursing) and the practices and policies within the two schools of nursing affect the incorporation of nursing informatics competencies in a collaborative undergraduate nursing program curriculum? 2) How is the incorporation of competencies related to nursing informatics in the collaborative program curriculum influenced by the systems and subsystems within two schools of nursing? 3) How do the subsystems within the two schools of nursing interact to affect the incorporation of nursing informatics competencies in the undergraduate nursing curriculum? and 4) In what ways do resources within these two schools influence the curriculum development process and incorporation of nursing informatics competencies within the curriculum? These questions were explored using a focused ethnography framed with a systems theory perspective. Data were collected through interviews, observations, and document review. The culture under investigation was a collaborative undergraduate nursing program culture, offered jointly through a partnership between a University and College. Findings identified external and internal systems and subsystems had a significant influence on how values, beliefs, and priorities within the collaborative program were determined and this ultimately influenced the selection of curricular content. Subsequently, findings suggest that commitment and priority for the topic of nursing informatics need to be established within the nursing education culture. Until faculty value the use of information communication technologies to support nursing practice, nursing informatics as a topic area will be undervalued and its incorporation within the curriculum will remain limited