Developing Your Career as a Nurse Educator: Try These Strategies No abstract available

Mentoring Clinical Teachers Using Mobile Telepresence Technology No abstract available

TeamSTEPPS Training for Nursing Students Using Pop Culture Media No abstract available

Fostering Prioritization Using a Blended Group and Individual Simulation Approach No abstract available

Getting to the Heart of the Matter: Drawing Cardiovascular Anatomy to Facilitate Learning No abstract available

Teaching Quality Improvement in Prelicensure Education No abstract available

DNP Program Faculty and Graduates' Knowledge and Use of QI and Safety Processes Background Across doctor of nursing practice (DNP) programs, wide variation exists for DNP project expectations and curricular integration of Quality and Safety Education for Nurses competencies. Purpose This study examined DNP project characteristics and compared knowledge, skills, and attitudes about quality improvement (QI) processes between DNP program faculty and graduates. Methods This descriptive study used a national convenience sample of DNP program faculty and graduates from multiple settings (N = 147) who completed an electronic survey of a modified version of the Quality Improvement Knowledge, Skills, and Attitudes Survey. Results Most DNP projects were QI/practice improvement (85.5%) and required interprofessional collaboration (65%) and implementation of a practice change (55.8%) with evaluation (65.5%). DNP program faculty (n = 73) and graduates (n = 30) had no significant differences in QI knowledge or skills; faculty reported less confidence in their knowledge (P = .002) and skills (P = .007) than graduates. Conclusions Faculty development efforts to improve QI knowledge and skills for DNP program faculty are needed.

Asthma Medications: A Think-Pair-Share-Square Activity for Nursing Students No abstract available

Using Virtual Site Visits in the Clinical Evaluation of Nurse Practitioner Students: Student and Faculty Perspectives Background The use of telehealth technology to conduct virtual site visits is an innovative strategy for evaluating the performance of nurse practitioner (NP) students in remote settings. Although there is an abundance of studies on telehealth for the remote monitoring and assessment of patients, there are limited data on its use for evaluating NP students during clinical learning experiences. Purpose The purpose of this project was to understand the perspectives of NP students and faculty on the feasibility of using virtual site visits to evaluate the students' performance during clinical experiences. Methods Online surveys were used to collect student and faculty perspectives on the use of virtual technology during clinical site observations. Results Overall, students and faculty reported positive experiences with the virtual site visits. Conclusion Virtual site visits are feasible in most clinical settings.

Innovative Model to Recognize Previous Military Training of BSN Students Background Many of our military transitioning to civilian life are expertly trained medics, corpsmen, and health care specialists. Problem The medical training of these veterans does not follow traditional degree granting academic protocols. These individuals seeking formal academic credentials to work in the nonmilitary sector are often forced to start their health education over from the beginning. Approach An innovative model was developed for waiving the requirements for specific nursing courses for veteran-students. Using a skills self-assessment tool and a validation process, veteran-students are able to demonstrate their knowledge, training, and experience. Outcomes As part of the program, 32 veteran-students have validated out of 65 courses for 115 credit hours. All students have successfully progressed through the BSN program. Conclusion This skills validation model represents a model that can be implemented for students entering a nursing program with a variety of health care backgrounds.