Professional Values in Undergraduate Nursing Students: Comparison in Different Cultures

Background: Ethical values are the foundation of nursing practice, while social values are able to characterize cultural groups and societies may also have an influence in the definition of a professional behavior. Which makes it possible to presume that different cultures might also have different professional values. Objectives: The purpose of this study was to examine the attainment of professional values in undergraduate nursing students in different cultures and compare the professional values per semester. Design: Cross-sectional, quantitative, descriptive study. Sample consisted of 210 undergraduate nursing students in Brazil and 33 in the USA. Results: The main scores of NPVS-3 of Brazilian students were higher than students from USA (124.96±11.58 and 112.85±11.16 for the USA). In both countries, the “Caring” dimension was the highest, the mean score NPVS-3 of the Brazilian students 46.83±3.67 and USA 45.00±3.37. Ethics in nursing practice and humanization of care were identified as extremely important in the support of the work process of nursing. Conclusion: It is concluded that the values identified as the most relevant point to care are linked to respect, dignity, and patient protection

Concept Analysis of Systems Thinking in the Context of Interprofessional Practice and Improved Patient Outcomes

Aim: The purpose of this study was to explore the definition and application of systems thinking (ST) in interprofessional practice and improved patient outcomes. Background: Nurse educators need a universal definition of ST to implement in curricula to foster quality and safety while enhancing outcomes for nursing students. Method: The QSEN RN-BSN Task Force used the hybrid model of concept analysis to identify the process of fostering ST in clinical and didactic learning experiences and how ST changed over time from the perspective of educators. Results: The definition of ST in the context of interprofessional practice and outcomes was a dynamic, analytical process that looks at complex patterns, relationships, and connections within elements and structures, resulting in the ability to recognize the whole picture. Conclusion: The concept of ST in the context of interprofessional practice and improved patient outcomes may be integrated within nursing curricula

Teaching Innovations Using Systems Thinking to Guide Fieldwork Projects in RN-to-BSN Education

Background: A critical need exists to improve quality and safety within RN-to-BSN education through innovative teaching strategies. RN-to-BSN students are poised to improve patient outcomes through system-level awareness by use of scholarly fieldwork projects within practice settings. The purpose of this scholarship of teaching project was to use an adapted version of the Systems Awareness Model to develop and categorize RN-to-BSN students’ learning experiences and capstone-type fieldwork projects guided by systems thinking. Faculty members of the Catalysts for Change Community led this project. Methods: A modified Delphi technique using multiple iterations to reach consensus by faculty experts was used in the design of this scholarship of teaching project. The philosophical underpinning guiding this project was collaborative scholarship. The seven steps of the System Awareness Model adapted for leadership and management were used to guide faculty championing quality and safety of innovative teaching strategies in face-to-face, hybrid, or online teaching-learning environments. Results: Faculty described examples of evidence-based practice (EBP), change, and practice projects including ideas, titles, and descriptions in alignment with Quality and Safety Education for Nurses (QSEN) competencies and with newly adopted American Association of Colleges of Nursing Education Essentials. A grading rubric is provided for evaluating fieldwork student project outcomes. Conclusions: The teaching strategies and fieldwork projects described in this paper reinforce the American Association of Colleges of Nursing (AACN) RN-to-BSN White Paper and the Commission on Collegiate Nursing Education (CCNE) Teaching Standards. Suggestions for future research are offered

Teaching Innovations Using Systems Thinking to Guide Fieldwork Projects in RN-to-BSN Education

Background: A critical need exists to improve quality and safety within RN-to-BSN education through innovative teaching strategies. RN-to-BSN students are poised to improve patient outcomes through system-level awareness by use of scholarly fieldwork projects within practice settings. The purpose of this scholarship of teaching project was to use an adapted version of the Systems Awareness Model to develop and categorize RN-to-BSN students’ learning experiences and capstone-type fieldwork projects guided by systems thinking. Faculty members of the Catalysts for Change Community led this project. Methods: A modified Delphi technique using multiple iterations to reach consensus by faculty experts was used in the design of this scholarship of teaching project. The philosophical underpinning guiding this project was collaborative scholarship. The seven steps of the System Awareness Model adapted for leadership and management were used to guide faculty championing quality and safety of innovative teaching strategies in face-to-face, hybrid, or online teaching-learning environments. Results: Faculty described examples of evidence-based practice (EBP), change, and practice projects including ideas, titles, and descriptions in alignment with Quality and Safety Education for Nurses (QSEN) competencies and with newly adopted American Association of Colleges of Nursing Education Essentials. A grading rubric is provided for evaluating fieldwork student project outcomes. Conclusions: The teaching strategies and fieldwork projects described in this paper reinforce the American Association of Colleges of Nursing (AACN) RN-to-BSN White Paper and the Commission on Collegiate Nursing Education (CCNE) Teaching Standards. Suggestions for future research are offered