Evaluation of critical thinking in a baccalaureate nursing program

The assessment of critical thinking traditionally has been accomplished through observation of students by faculty in clinical settings and evaluation of written patient assessments and care plans. Quantitative measurement has become a current focus of nurse educators. The purpose of this cross-sectional study was to compare and contrast critical thinking abilities in beginning and graduating nursing students using the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). The CCTST revealed a significant difference in critical thinking from the sophomore year to the senior year. There also were significant differences between sophomores and seniors on the overall score for the CCTDI, with subtest differences in truth-seeking, analyticity, self-confidence, and inquisitiveness.     

Pertussis infection in a baccalaureate nursing program: clinical implications, emerging issues, and recommendations

Pertussis is a significant public health problem with a dramatic rise in reported cases. Academic and clinical nursing educators are challenged to develop policies based on evolving national immunization guidelines. Of relevance to clinical educators, several outbreaks involving health care facilities and universities have been reported in the past few decades because of failure to adequately recognize pertussis infection and treat disease spread among adults and lack of control measures. The purpose of this article is to present information about pertussis transmission in a baccalaureate nursing program, outline actions taken, and explore emerging issues and recommendations.     

Predictors of successful completion of a baccalaureate nursing program

Reliable admission and progression criteria are important because limited clinical slots, qualified faculty, and financial resources restrict the enrollment capability. The increased emphasis on outcome criteria in nursing education gives added importance to determining predictors of success in baccalaureate nursing programs. The authors discuss a study that explored demographic variables and admission and progression criteria that were predictive of 278 students' completion or failure in a baccalaureate nursing program.     

Using low-fidelity simulation with sophomore nursing students in a baccalaureate nursing program

Opportunities to achieve competency in the psychomotor and cognitive outcomes required of the nursing profession are limited due to shortages of clinical sites and situations. One solution is to use simulation to replicate some of the essential aspects of a clinical situation so it may be readily understood and managed when it occurs in reality. A program developed for sophomore students integrated the pharmacology, health assessment, and pathophysiology theory courses using low-fidelity simulation and computer-assisted instruction. The objectives of the program were based on Quality and Safety Education for Nurses competencies. The simulation strategies were evaluated using the Educational Practice Scale for Simulation, the Student Satisfaction and Self-Confidence in Learning questionnaire, and the Simulation Design Scale. The initial findings are encouraging for promoting active and diverse methods of learning, high and positive expectations for students, self-confidence, and collaborative team-building opportunities.     

Predicting the success of minority students in a baccalaureate nursing program

Entering grade point average (ENTGPA), American College Test Assessment (ACT), high school rank (HSRANK), high school GPA (HSGPA), number of college credit hours prior to program admission (HRSPTA), age at admission, and an index of applicant motivation and related experience (MEP) were investigated to determine the best predictive combination of variables for success among minorities in a baccalaureate nursing program. Final GPA, program completion, and State Board Examination (SBTPE) performance were used as indicators of success. Minority students (N = 145) admitted between 1971-1981 were identified by record review. Two minority subgroups, blacks (n = 111) and nonblack minorities (n = 34) were compared using multiple regression and discriminant analysis procedures. ACT was the strongest, most consistent predictor of SBTPE performance and final GPA for all minorities. ENTGPA and ACT provided substantial predictive power for both subgroups, but explained markedly less variance for blacks. HSGPA, HRSPTA, and HSRANK explained some variance differently by subgroup. ENTGPA provided the only discrimination between graduates and dropouts. Cognitive attributes are critical to academic success among minorities, although predictors may vary in explanatory power by minority group. Variables interfering with program completion need to be explored.     

Longitudinal evaluation of a live interactive video baccalaureate nursing program

Beginning with a brief history of a community-inspired distance education initiative, the authors describe how one college of nursing offers an entire generic bachelor of science in nursing program over live interactive video for nursing students at 2 distance sites. The 10-year longitudinal evaluation of student and program outcomes is presented. Student and program success is evidenced by congruence of grades and National Council Licensure Exam (NCLEX) pass rates between sites.     

护理本科生毕业考试的改革与实践

目的 探讨护理本科生毕业考试的形式、内容与方法,以便能够全面评价护理本科人才培养的质量.方法 以我校2008届护理专业应届毕业生65名作为研究对象,毕业考试内容包括:护理理论综合考试、护理研究实践和护理技能考核三部分,考试结束后进行难度、信度、效度评价,并通过问卷调查了解学生对毕业考试改革的认同情况与满意度.结果 此次毕业考试总体难度系数为0.821,信度系数Cronbach's α为0.751,效度评价以护理专业必修课程平均成绩作效标,对毕业考试成绩进行Pearson积差相关系数评价,结果在0.01水平(双侧)上显著相关.学生问卷调查的结果显示,92.3%的学生对毕业考试改革满意.结论 护理本科生毕业考试改革应与人才培养接轨,按照人才培养目标,全面考核学生的知识、能力与素质,并及时反馈教学中的薄弱环节,不断提高护理人才培养质量.     

Concept mapping a baccalaureate nursing program: a method for success

The understanding of curricular design and development is paramount for faculty. For novice faculty, learning teaching methods commonly takes precedence over understanding curriculum development. Professional accrediting bodies of nursing programs require curriculum course content to be pertinent and flow logically. Baccalaureate nursing programs can choose to be accredited by the Commission on Collegiate Nursing Education. The purpose of this article is to describe an educational innovation that one College of Nursing implemented to orient new faculty to the curriculum and prepare for an accreditation renewal. Assigned faculty developed and implemented a concept mapping process aimed to evaluate and revise course content based on national standards and guidelines. Undergraduate faculty understanding and ownership of the curriculum was evident throughout the process. The concept mapping process proved to be an innovative approach to enhance the curriculum and equip faculty with an understanding of the relationship between concepts and course content.