Nursing PhD students, looking for career paths that expanded beyond academic pursuits, were pleased by the opportunity to explore these diverse alternatives outside the traditional paradigm of a mentor-mentee relationship. It is crucial to draw upon the resources available within nursing schools and the broader collegiate community to assist students in discerning potential career paths.
Nursing PhD students, eager for career paths extending beyond the confines of academia, appreciated the chance to explore these alternatives outside the typical mentor-mentee framework. It is crucial to tap into the resources of nursing schools and the broader college network to help students chart their potential career paths.
Many nurses with a Doctor of Nursing Practice (DNP) are now choosing to advance their education with a Doctor of Philosophy (PhD). The insights offered by this subset of students could help fortify the PhD-prepared workforce, which is sadly diminishing.
The study sought to grasp the essence of the lived experiences of DNP-educated nurses who decided to undertake doctoral study.
A phenomenological study, situated within an existential framework, encompassed interviews with 10 DNP-to-PhD candidates.
The DNP-to-PhD process is one of actively pursuing a significant mission. The Nursing Hierarchy subtly shaped the aspirations of students, their experiences encapsulated by five key themes: (a) Unmet Needs Exceeding the DNP's Scope – Further learning was indispensable for me. (b) Acknowledging Aspirations and Life Circumstances – This is the opportune moment. (c) Cultivating Confidence – You are capable. (d) The Subconscious Influence of the Nursing Hierarchy on Student Aspirations – Students' journeys were affected by the nursing hierarchy. (e) Experiential Learning and the Nursing Hierarchy – Real-world experiences reinforced student learning influenced by the nursing hierarchy. (f) The Nursing Hierarchy's Subtile Influence on Student Motivations – The nursing hierarchy's impact on student missions was undeniable. (g) Navigating the Hierarchy's Impact on Learning – Understanding the hierarchy's role was paramount. (h) The Hierarchy's Influence on Personal and Professional Development – Students' growth was inextricably tied to the nursing hierarchy. (i) The Nursing Hierarchy and the Unforeseen Challenges – The challenges of the hierarchy impacted student development. (j) The Hierarchy's Influence on Student Goals – The students' ambitions were profoundly shaped by the nursing hierarchy. The consistent support of others played a key role in my progress, or a lack of support heavily hampered my development.
Study results indicate that students' choices are greatly affected by the nursing hierarchy's structure, accompanied by continuing misinterpretations surrounding DNP and PhD education and careers. Researchers, organizational leaders, and nursing academicians should address the issues of disinterest, intimidation, and imposter syndrome associated with PhD programs by enhancing the communication surrounding both degrees.
Research demonstrates a strong link between the nursing hierarchy and student decisions, as well as persistent misunderstandings about DNP and PhD educational and career opportunities. Addressing PhD program disinterest, intimidation, and imposter syndrome is crucial for nursing academicians, organizational leaders, and researchers, as is enhancing communication about these degrees.
Recent curriculum revisions have been made to the Bachelor of Science in Nursing (BSN) program at a mid-sized, research-intensive university in Western Canada (Epp et al., 2021). To facilitate a deeper understanding, a constructivist approach was implemented, ensuring that students could link their knowledge, skills, and abilities (KSAs) to previously acquired knowledge (Vygotsky, 1978). Consistent with constructivist theory, faculty designed multiple learning paths within the curriculum, strategically ordering student learning objectives to achieve program goals and maintain curriculum integrity. The nursing program's learning pathway received a conceptual model developed by the faculty, which highlighted key program outcomes needing curriculum review to ensure their comprehensive integration. The levelling and scaffolding of specific concepts and content, as detailed in each learning pathway, are aimed at facilitating student acquisition of knowledge, skills, and abilities (KSAs) in a structured and progressive way (Gazza & Hunker, 2012; Maguire, 2013). This article presents the BSN Scholarly Writing Pathway and the BSN Psychomotor Pathway, illustrating their significance as model pathways.
Effective and secure healthcare necessitates collaborative efforts across professions. The development of a practice-ready healthcare workforce necessitates providing students with opportunities to cultivate interprofessional skills in the health professions. The process of crafting and executing effective interprofessional learning opportunities, extending across diverse professions, is often hampered by the weight of academic course commitments, the complexities of scheduling across multiple professional contexts, and the physical distances separating the participants. In an effort to overcome traditional obstacles, an online interprofessional collaboratory course based on case studies, specifically for dentistry, nursing, occupational therapy, social work, and public health, was crafted using a faculty-student partnership.
A flexible, web-based, collaborative learning environment, designed for student engagement in interprofessional teamwork, is to be built.
The learning objectives encompassed the Interprofessional Education Collaborative (IPEC) core competencies, including Teamwork, Communication, Role Definition and Responsibilities, and Values/Ethics. Developmental stages throughout the case patient's lifespan were reflected in the structure of four learning modules. For every stage of life development, learners were required to create a detailed care plan utilizing interprofessional teamwork. click here The learning resources were multifaceted, incorporating patient and clinician interviews, discussion board forums, elevator pitch videos, and practical demonstrations of interprofessional collaboration. Qualitative student feedback, in conjunction with the pre- and post-IPEC Competency Self-Assessment Tool, was integrated into a mixed-methods quality improvement project.
Including all participants, 37 learners took part in the preliminary test. The IPEC Competency Assessment Interaction domain mean scores exhibited a notable increase, changing from 417/5 to 433, with a p-value of 0.019 indicating statistical significance. A high Value domain score was recorded (457 out of 5), in comparison to the previous result of 456. Analysis of themes unveiled five crucial components for achieving team success: active participation of team members, practical case studies, well-defined expectations, collective team commitment, and positive experiences.
The faculty-student partnership model was a successful and satisfactory method for crafting and carrying out a virtual, interprofessional team-based course. Through a quickened quality improvement cycle, significant improvements in course workflows were realized, and methods for promoting student participation in online team learning were underscored.
A virtual, interprofessional team-based course's design and implementation benefited from a workable and agreeable faculty-student partnership model. By employing a fast-tracked quality improvement cycle, course workflows were significantly improved, and best practices for motivating student participation in online collaborative learning were emphasized.
Prelicensure nurse educators' application and understanding of diversity, equity, and inclusion (DEI) principles in their teaching varies widely. A possible explanation lies in the limited faculty experience with these topics or the ambiguity surrounding the best strategy for tackling intricate issues. Concerningly, nurse educators might lack the necessary strategies to discuss race-based medical approaches, improve care for minoritized populations, and facilitate secure environments for LGBTQIA+ patients. The article examines the integration of DEI content within prelicensure nursing curricula, including fundamentals, medical-surgical nursing, pathophysiology, pharmacology, and nursing care of the childbearing family, furthermore including student viewpoints on the curriculum's DEI integration.
A diminishing willingness to engage in open dialogue within higher education puts the crucial objective of human capital development at risk, undermining its fundamental principles. Undergraduate students, according to a recent survey, frequently suppress their own perspectives. A multitude of potential causes exist, but the current sociopolitical climate could be a key secondary influence on this. For fostering alternative viewpoints and driving innovation, educators must promote open dialogue, exemplify inclusivity in thought, and give active support to diversity of perspectives. Valuing diverse perspectives expands understanding of different viewpoints, unlocks creative problem-solving techniques to address challenges in nursing practice, and jumpstarts innovative research. This article aims to introduce and explore strategies for promoting diverse thinking skills in nursing students in an educational context. malaria-HIV coinfection Illustrative examples of the discussed strategies are presented.
The health of Americans benefits greatly from the essential services provided by nurses. Unfortunately, a growing nursing shortage is expected in the nation, attributable to the escalating healthcare needs, along with nurses' retirements and departures from the field. For nursing students to be adequately equipped for practice, it's crucial to incorporate real-world scenarios into their training, especially in this given context. Success in this endeavor requires students to understand current nursing procedures through domain knowledge, along with plentiful opportunities for practical experience, which hinges on a collaborative partnership between academia and real-world nursing environments. Historically, academic nursing faculty have primarily designed and developed nursing curricula and course materials. The article's objectives encompass a detailed account of prior academic-practical collaborations in baccalaureate nursing education, alongside the introduction of a novel Nursing Education and Practice Continuum model, built upon our team's successful collaborative initiatives. food colorants microbiota The model portrays nursing education as a flowing connection between the theoretical frameworks of academia and the practical application in the field, which constantly reshape each other, and this interplay allows for the joint development and execution of educational programs that benefit both students and practicing nurses. Nursing practice represents a continuous progression from experiential learning to post-graduation practical application. Baccalaureate-level nursing education can be integrated with the Nurse Residency Program curriculum to effectuate this continuum model. Furthermore, the article incorporates a review of the probable hurdles and subsequent strategies for successful implementation.
The importance of teamwork skills within the professional nursing sphere cannot be overstated; however, teaching these skills effectively in online nursing programs often presents unique pedagogical hurdles.
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