Claim OwnershipNurse Educator Tips for Teaching
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Whether you are a beginning or an experienced nurse educator, you will get new ideas for your teaching in this podcast. Experts share teaching strategies you can use with your nursing students.
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Dr. Kelly Pruden shares her innovative "Build Your Dream Unit – Nurse Recruitment Challenge," where students design an innovative clinical unit and then compete to recruit peers to work there. In this activity, small groups design a specialty unit (eg, ICU, Labor & Delivery, Medical-Surgical) incorporating evidence-based principles of healthy work environments, nurse well-being, and recruitment strategies. Dr. Pruden believes nursing students deserve to practice leadership long before they inherit it on the job.
The Know, Want, Learn, Apply, and Question (KWLA+Q) strategy is an effective tool for fostering student engagement in online discussion threads. KWLA+Q not only enhances student participation and collaborative learning but also supports faculty in creating a responsive and dynamic online learning environment. Drs. Pascucci and Michaels describe the strategy and give examples of its use in online discussions. They provide more detail in their article.
Unconscious bias refers to attitudes and beliefs about certain people or groups of people that affect understanding, decisions, and actions. Early-semester nursing students are perfectly positioned to learn about unconscious bias and strategies to mitigate it. In the podcast and article, Dr. Natasha Morris shares a simple exercise she developed for students to highlight these biases. During a post-clinical conference, students are presented with a scenario where the world is ending, and a shelter can accommodate only 7 individuals to survive. After students make their selections, they critically examine their decision-making processes.
Dr. Deborah Sikes describes the Veteran to BSN Pathway initiative designed to help military veterans transition into professional nursing through a BSN program. The program builds on veterans' prior military training, healthcare experience, and leadership skills. She discusses how they evaluated and translated these into academic credit, advanced placement, and targeted support services.
Interruptions can increase risks for errors. The Stay SAFE interruption management strategy aims to mitigate errors. Dr. Ginger Schroers describes her multisite study to determine nursing students' interruption management behaviors before and at multiple assessments after learning Stay SAFE. Four study sites (and 60 students) were included. Data were collected over 10 months via direct observation, self-report, and semi-structured interviews. Prelicensure nursing students independently completed 8 simulated scenarios with embedded interruptions. Interruptions occurred during medication administration and handoff. A majority (93-100%) of the students used Stay SAFE in the posttests. This is an intervention we should be teaching in all of our schools of nursing. The article on Stay SAFE is open access: read and share with your faculty and health system colleagues. You also can read more about the development of Stay SAFE in other articles by Dr. Schroers available at her website.
Students and faculty at a large public university identified a gap in advanced practice nursing education and created a course focused on structural racism and its impact on health outcomes. In this podcast and article, Lisa Mihaly, Linda Stephan, Denisse Porter, Cara McGuinness, and Dr. Alicia Swartz explain the development of the course: Racism, Health Care, and Social Justice. The authors discuss challenges and benefits of teaching this course remotely. Their article includes a table with the course description and objectives and a link to an appendix with weekly content, objectives, readings, and learning activities. You might be interested in another article by the authors on antiracist education for APNs.
Transitioning to competency-based education in nursing simulation education requires a systematic approach to curriculum assessment. Using the University's Online Simulation System, 2 experts selected American Association of Colleges of Nursing (AACN) behavioral performance indicators that best matched behavioral outcomes associated with simulation student roles in 5 scenarios. In this podcast and article, Dr. Anita Stephen describes the 3-phased approach they used to align cognitive simulation objectives to competencies identified in the AACN behavioral performance indicators. This approach can be used by faculty in other schools.
Dr. Teresa Conklin discusses the shift toward competency-based education and shares strategies that graduate nursing educators can use to provide proficiency-centered experiences for NP students. In her article she describes the role of an Accessibility Committee to apply the Americans with Disabilities Act standards to universal design of digital materials.
Nursing education programs across the US continue to face ongoing shortages of nursing faculty. This study examined salary differences between nursing faculty and other nurses using 2022 National Sample Survey of Registered Nurses data and identified specific factors contributing to these disparities. The adjusted annual salary of nursing faculty was $18,346 less than staff nurses, $19,863 less than charge nurses, and $27,526 less than front-line managers. Persistent salary disparities between nursing faculty and other nursing roles discourage nurses from pursuing academic careers. This article is OPEN Access: download the article and share widely.
Research indicates that compassionate teaching (CT) positively correlates with professional quality of life among RN to BSN students and can enhance student resilience and well-being. Faculty who integrate CT into the learning environment help students prepare for practice in stressful healthcare settings. In this podcast and article, Dr. Lisa Ruth-Sahd discusses the outcomes of a mixed-methods research study that nursing faculty can use when teaching RN-to-BSN students. Trauma-informed teaching is emphasized.
In today's technology-driven world, nurse educators face the challenge of creating engaging learning experiences. Using 360-degree camera technology, interactive videos were developed with academic, hospital, health department, and rehabilitation partners. In this podcast and article, Drs. Sue Owens, Lenna Westerkamp, Pam Smyth, and Shannon Love discuss this initiative and the impact of this technological approach on student learning.
Dr. Rebecca Davis describes the clinical evaluation tool that faculty developed to assess clinical competencies based on the AACN Essentials. The tool is structured as a developmental rubric, allowing documentation of each learner's progress toward independence in clinical practice. Faculty identified challenges, however, when assessing competency with a one-size-fits-all clinical evaluation tool, particularly in specialty courses with unique populations and limited clinical practice. This led to the development of course-specific clinical evaluation tools. Learn more about these tools in her article, where she also shares examples of tools with readers.
First-semester nursing students often struggle to connect health assessment and skills lab content with clinical expectations. To bridge this gap, Dr. Pendergraft-Horne and Cory Smith implemented structured entry and exit tickets in labs, guided by the Transparency in Learning and Teaching framework and Bloom's higher-order thinking skills. These tools fostered accountability, clinical application, and inclusive practice. In this podcast and article, they describe this innovative strategy.
Peripheral intravenous catheter (PIVC) insertion is an essential skill for nurses. Students, however, face challenges in learning PIVC insertion due in part to limited opportunities for hands-on practice with real patients. Traditional training methods with low-fidelity task trainers lack variability and depend on costly consumable products. To address this gap, Dr. Jeremy Jarzembak and his team developed a bimanual haptic feedback mixed reality IV simulator. This technology simulates IV needle insertion under diverse conditions. Their article explains the development of this new technology and reports findings on students' improved confidence and success rate.
Nursing students need to develop strong documentation skills. In this podcast and article, Lacy Hester describes an interactive classroom activity she developed that immerses students in a realistic legal scenario where they need to defend their own clinical documentation. Using de-identified notes from students' previous simulations, skills labs, and patient care assignments, students critically review the notes and rewrite entries using correct terminology and format. Students learn to justify their documentation choices and consider the legal implications of their wording.
Generation Z health professions students often struggle to stay engaged with large volumes of assigned readings, especially when the reading involves dense academic texts or unfamiliar vocabulary. Rather than relying solely on independent, out-of-class reading, consider incorporating guided in-class readings as an active learning strategy. Break readings into manageable segments and structure your class to alternate between brief reading periods (5-10 minutes) and guided discussion. This approach helps students process material in real time. Learn more about this classroom strategy from Dr. Kristopher Jackson in this podcast and teaching tip.
Nursing faculty teaching in a prelicensure nursing program implemented a unique way to engage alumni by hosting them as guest instructors during Open Lab experiences. Karen Schofield, Christelle Isaac, and Dr. Bryce Catarelli discuss challenges and benefits to implementing this innovative concept. Additional information can be found in their article.
Nurse Practitioner Residency Days addresses the disconnect between classroom education and real practice. Implementing NP Residency Days into practicum courses gives students real-word clinical challenges and scenarios reflecting the role of the first-year NP. Dr. Emily Lee describes NP Residency Days in this podcast. Read more in her article in Nurse Educator.
Nurse educators interact with multiple generations of learners and colleagues. Each generation is unique, which can create divides. In this podcast and article, Dr. Jennifer Chicca shares strategies educators can use to bridge these generational divides.
Despite playing an important role in patient care and advocacy, nurses are consistently underrepresented and quoted in health care media coverage. To address this, Dr. Rachel Malloy developed a media training program for doctoral students based on the 10 published media competencies for nurses. In this podcast and article, she explains why media training for nurses is important, describes the training program, and reports on the outcomes of the program.
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