Examining the Relationship Between Clinical Judgment and Nursing Actions in Prelicensure Students

Faculty frequently use the Lasater Clinical Judgment Rubric (LCJR) to identify students’ clinical judgment; however, it is unclear whether LCJR scores relate to appropriate nursing action. In a pilot study consisting of senior-level nursing students (N = 22), participants were scored on the LCJR and anticipated nursing actions, and results were analyzed using simple linear regression. There was a statistically significant correlation (r = 0.364) between clinical judgment and nursing action. Results suggest that total LCJR scores may be an indicator of the completion of indicated nursing action

Using Debriefing for Meaningful Learning to Foster Development of Clinical Reasoning in Simulation

Debriefing is critical to learning from simulation experiences, yet the literature reports little research describing best practices within nursing. Debriefing for Meaningful Learning (DML) is a systematic process for debriefing in which teachers and students explicate different aspects of reflection and generate new meanings from simulation experiences. The purpose of this exploratory, quasi-experimental, pretest–posttest study was to test the relationship of DML on the development of clinical reasoning skills in prelicensure nursing students when compared with customary debriefing strategies and on students’ perception of quality of the debriefing experience. Analysis of data demonstrated a greater change in clinical reasoning skills and identification of higher-quality debriefing and a positive correlation between clinical reasoning and perception of quality. Findings demonstrate that DML is an effective debriefing method. It contributes to the body of knowledge supporting the use of debriefing in simulation learning and supports the development of best teaching practices

Getting Started With Debriefing for Meaningful Learning

Debriefing for Meaningful Learning© (DML) is a method of debriefing that can be used in simulation environments and other clinical settings to foster student\u27s reflective thinking and learning. It has been used successfully with prelicensure nursing students, graduate nursing students, and interdisciplinary health care students throughout the nursing curriculum with positive learning outcomes. This method can be challenging to learn because it uses Socratic questioning and principles of active learning to uncover thinking associated with actions, but once learned, DML can be a model for reflective thinking that students can use to develop clinical reasoning and become reflective practitioners. Moreover, DML challenges taken-for-granted assumptions in an iterative yet consistent process of group dialog that students can use long into their practice. This article describes how faculty can get started using DML and demonstrates the iterative process of the method with examples from simulation debriefing

Exploration of Mindfulness Among Ethnic Minority Undergraduate Nursing Students

Background. Meeting projected needs for ethnically diverse nurses depends on a strong pipeline of diverse students within nursing programs. Colleges assume students readily navigate the university; however, this may not be the reality especially among ethnic minority students. Purpose. The purpose was to explore the concept of mindfulness among ethnic minority nursing students. Exploring mindfulness, and a lack thereof, may provide strategies for overcoming challenges ethnic minority students experience in prelicensure nursing programs. Methods. A qualitative study using thematic analysis of semistructured in-depth interviews was conducted with 20 ethnic minority undergraduate nursing students. Results. Themes that emerged reveal positive associations of mindfulness and negative implications when there is a lack of mindfulness. Conclusion. Based on the findings from this study, using consistent mindfulness techniques could positively influence coping skills for dealing with the stressors of college, resulting in overall success and retention of ethnic minority and first-generation students in a nursing program

Pilot Testing the Debriefing for Meaningful Learning Evaluation Scale

Background Debriefing for Meaningful Learning (DML), an evidence-based debriefing method, promotes thinking like a nurse through reflective learning. Despite widespread adoption of DML, little is known about how well it is implemented. To assess the effectiveness of DML implementation, an evaluative rubric was developed and tested. Sample Three debriefers who had been trained to use DML at least 1 year previously, submitted five recorded debriefings each for evaluation. Methods Three raters who were experts in DML scored each of the 15 recorded debriefing session using DML Evaluation Scale (DMLES). Observable behaviors were scored with binary options. These raters also assessed the items in the DMLES for content validity. Results Cronbach\u27s alpha, intraclass correlation coefficients, and Content Validity Index scores were calculated to determine reliability and validity. Conclusion Use of DMLES could support quality improvement, teacher preparation, and faculty development. Future testing is warranted to investigate the relationship between DML implementation and clinical reasoning

Being Invisible: Stereotype Threat in an Undergraduate Nursing Program

Background: Nursing programs continue to be challenged to increase recruitment and retention of ethnic minority nursing students to meet the needs of a diversifying population. Ethnic minority students face a cadre of barriers, one of which is the negative implications of their own identity. This article describes a qualitative study that explored the experiences of stereotype threat among a group of ethnic minority nursing students at a large urban university. Method: Semistructured, one-time in-depth interviews were conducted. Result: Three themes emerged: A Sense of Uncertainty About Abilities, Avoidance, and Vigilance for Signs of Failure. Conclusion: Nursing faculty and administrators may better support ethnic minority nursing students through graduation by having an awareness of the implications of stereotype threat. Top of For

Doctoral Education and Preparation for Nursing Faculty Roles

Background Despite increased enrollment in doctoral programs and the encouraging numbers of graduates intending to pursue faculty positions, lack of adequate preparedness to assume the faculty role may adversely impact retention and consequently undermine efforts to reduce the shortage. Purpose Understanding doctoral nursing students’ and recent graduates’ expectations of their educational experience related to preparation for an academic career is needed to inform curricular revisions and advise guidance to ensure role readiness. Methods A secondary analysis of 24 interviews with current PhD and doctor of nursing practice (DNP) students and recent graduates from both degree programs was performed to gain a deeper understanding of expectations and perceptions of doctoral education. Results Two themes emerged: (1) met and unmet expectations of programs and (2) equivocal preparation for teaching. Conclusions PhD and DNP curricula should include coursework on teaching, as well as research, to prepare graduates for faculty roles