Comparison of Theory-Practice Link in US and UK Student Nurses

Nurse education in Higher Education aims to prepare student nurses to develop their abilities to integrate theory taught within the classroom into their clinical or practice placement. A collaborative, qualitative research project was undertaken between the University of South Carolina Aiken, USA and University of Hertfordshire, UK to explore, compare and evaluate the influence of Academic Professors/ Link Lecturers* in enabling 1st year student nurses to make the connection between theory and practice. The study was informed by current literature on theory-practice, Academic Professors/ Link Lecturers and student nurses’ experiences and perspectives. (*faculty in the US are called academic professors, and faculty in UK are called Link Lecturers.

Teaching Safety in Health Care across the Curriculum to Generic Bachelor of Science Nursing Students

In 1999, the Institute of Medicine (IOM) published a report which focused on medical errors in the hospital setting. In this report, it was estimated that approximately 98,000 deaths occur in the United States each year and cost $29 billion dollars (Kohn, Corrigan, & Donaldson, 2000). In 2002 the Joint Commission established National Patient Safety Goals related to improving quality of care. In 2010, the Robert Woods Johnson Foundation began an initiative for quality and safety education for nurses (QSEN). Presently, health care providers and are still challenged to improve quality of health care and decrease medical errors. Nurses are in a unique position to improve quality of care and promote patient safety. They practice in multiple health care settings and provide the majority of direct patient care. However, very little study has been done relating to nurses and the promotion of quality of care and maintenance of patient safety. This presentation will outline how a Bachelor of Science in Nursing (BSN) program can incorporate the QSEN competency of safety throughout the curriculum. The attendee will also be able to identify knowledge, skills, and attitudes necessary for undergraduate nursing students to deliver high quality, safe care. Kohn, L., Corrigan, J., & Donaldson, M. (Eds.) (2000). To Err is Human: Building a Safer Health System. Institute of Medicine. National Academy Press, Washington, D.C. Retrieved from www.nap.ed

Evaluation Process: Does Your Nursing Curriculum Include The QSEN Competencies?

Evaluation Process: Does Your Nursing Curriculum Include the QSEN Competencies? Quality and safety in health care is a major concern for patients and health care providers. In 2002, the Joint Commission established National Patient Safety Goals relating to improving quality of care. In 2010, the Robert Woods Johnson Foundation began an initiative for quality and safety education for nurses (QSEN). The initiative was to prepare nursing faculty in undergraduate programs to teach future nurses the knowledge, skills, and attitudes necessary to improve quality and patient care safety. This initiative included the six competencies of patient –centered care, teamwork and collaboration, evidence-based practice, quality improvement, informatics, and safety. This poster presentation will outline a process for incorporating the QSEN competencies throughout the curriculum of a generic BSN program. Faculty meetings were held to discuss course objectives and QSEN competencies. All clinical course objectives were submitted for evaluation. Each objective for each clinical course was then analyzed in relation to inclusion of the QSEN competencies. The findings indicated that each of the medical-surgical courses did include all QSEN competencies. The findings indicated that specific QSEN competencies were leveled as the curriculum courses increased in complexity

Teaching Pedagogy: Effective Strategies for Undergraduate Nursing Education

Teaching Pedagogy: Effective Strategies for Undergraduate Nursing Education Healthcare is constantly changing. Nursing educators are challenged to keep abreast of these changes. Nursing educators no longer solely rely on PowerPoint to deliver nursing content. This presentation will outline strategies to enhance undergraduate nursing education. However, there is limited data comparing different formats of education in nursing; therefore, a three-prong approach for nursing education is recommended. After viewing this presentation, attendees will be able to identify different pedagogic strategies for effective learning and state the rationale for using a three-prong approach for nursing education. These strategies may be applicable for other disciplines to enhance effective student learning and outcomes

The Hospitality of the Commons: A Collaborative Reflection on a SoTL Conference

This is a large-scale, multi-author collaborative autoethnographic study exploring the concept of building a tangible teaching commons on the example of the Scholarship of Teaching and Learning (SoTL) Commons Conference. The project organizers sought to provide a big tent and extended an invitation to attendees to respond to a series of writing prompts about their conference experience. Collaborative writing took place asynchronously over an approximately 60-day period following the close of the conference and generated ≈ 20,000 words. This corpus became the basis for a three-stage emergent coding process, conducted by the four-member steering commit-tee, which led to the identification of three primary themes from the collective experiences of the 2023 SoTL Commons Conference attendees: SoTL as pedagogy, SoTL as a community of scholars, and SoTL as scholarship. Despite some limitations to what the sense of commons represents, the project highlighted the respondents’ spirit of appreciative inquiry, a signature mindset of SoTL and engaged participants who were new to the field. We argue that it acted as a form of academic hospitality itself; enabling the sharing of practice, deepening of reflection, strengthening of research skills, fostering of social connections, and, by extension, the advancement of the field as a community of scholars