A Support Program for English as an Additional Language Nursing Students
|
|
- Irene Quinn
- 6 years ago
- Views:
Transcription
1 554014TCNXXX / Journal of Transcultural NursingChoi research-article2014 Education Department A Support Program for English as an Additional Language Nursing Students Journal of Transcultural Nursing 2016, Vol. 27(1) The Author(s) 2014 Reprints and permissions: sagepub.com/journalspermissions.nav DOI: / tcn.sagepub.com Liza Lai Shan Choi, RN, BN, MN 1 Abstract Canada is among the most diverse countries in the world. To provide meaningful health care, the Canadian health care system requires nursing health care teams reflecting this diversity. Meeting this demand should be a specific goal of Canadian nursing schools. Nursing students with English as an Additional Language (EALs) are graduating and passing national licencing exams at a lower rate than nursing students whose first language is English. It is the premise of the article that EALs require both academic and nonacademic forms of support during their years of nursing education. A literature review reveals that EALs facing academic crisis benefit from individual and group English language support, aimed at improving their understanding and use of English in an academic environment. Studies also suggest that group sessions help improve EALs psychosocial functioning. This article provides an overview of the establishment and implementation of a proactive nursing support program, purposely designed to address the challenges faced by EALs. Keywords EAL, nursing students, support program Introduction Canada is among the most diverse countries in the world, with 20.6% of its population born elsewhere. The percentage of visible minorities in Canada has increased fivefold between 1981 and 2011 (Chui, Flanders, & Anderson, 2011). To provide meaningful health care to all Canadian residents, it is imperative to have nursing health care teams reflecting this country s diversity. Nursing schools are an important source of nursing staff. It has been long recognized in English language academic settings that nursing students with English as an Additional Language (EALs) struggle more than peers whose first language is English (Choi, 2005; Gardner, 2005; Gudhe, 2003; Junious, Malecha, Tart, & Young, 2010; Scheele, 2011; Starr, 2009; Truong-Donnelly, McKiel, & Hwang, 2009). Research data suggest that EALs fare worse than their English counterparts (non-eals), both in nursing school graduations and in national licensing examination results (Gilchrist & Rector, 2007). Literature Review To consider strategies to aid EALs, it is necessary to understand the issues and challenges these students face. The following is a review of the literature specifically examining those factors that negatively affect EALs chances of success. These include challenges communicating in English generally and specifically in the language of nursing care, a lack of interaction with non-eal peers, the failure of educational institutions to recognize the need for additional faculty/ department support for EALs, the new social surroundings EALs face, and their sense of isolation (Choi, 2005; Crawford & Candlin, 2012; Malecha, Tart, & Junious, 2012; Olson, 2012). In particular, Olson noted that in addition to academic barriers, EALs may face psychosocial challenges of isolation along with fulfilling traditional roles at home. Given the clear challenges EALs face, a number of studies have examined the utility of academic support programs for these students. These studies showcase a number of programs with varying degrees of success (Brown, 2008; Gardner 2005; Gudhe, 2003; Weaver & Jackson, 2011; Wilson, 2006). Certain support programs focused on EALs perception of the challenges posed by studying in English. Gudhe (2003) examined the usefulness of individual tutoring and English pronunciation classes. In that study, the support program was specifically designed to aid in English pronunciation, writing skill, and reading and verbal skill. Weaver and Jackson (2011) examined the efficacy of a 4-day program offered to first-year EALs in improving academic writing, comprehension, and communication in English. Although this study 1 Mount Royal University, Calgary, Alberta, Canada Corresponding Author: Liza Lai Shan Choi, RN, BN, MN, School of Nursing and Midwifery, Faculty of Health and Community Studies, Mount Royal University, 4825 Mount Royal Gate S.W., Calgary, Alberta, Canada T3E 6K6. lchoi@mtroyal.ca
2 82 Journal of Transcultural Nursing 27(1) demonstrated the positive impact of the academic support, an unanticipated benefit noted was the sense of community formed among EALs, by bringing together students needing this support. One particular improvement in the provision of support programs for EALs has been the recognition that nonacademic considerations are also important. The nonacademic component of the support group developed by Gardner (2005) focused on establishing supportive networks of faculty, registered nurses from minority backgrounds, and peer nursing student mentors. Group gatherings of the EALs with these professionals and non-eals promoted a sense of camaraderie, combatting feelings of isolation and stress. Brown (2008) coupled academic activities with nonacademic supports. In addition to both peer and faculty mentoring as a form of academic support, this support group included an activity to improve English fluency. As work in this area matures, it is important to recognize that effective support for EALs requires that both academic and nonacademic factors be addressed. Institutional barriers will have to be overcome through committed dedication of departmental faculty and support staff resources. This article details the establishment; structure and implementation of an EAL nursing support group model addressing both academic and nonacademic challenges, through group and individual formats. Establishing the EAL Nursing Support Program The idea for an EAL support program arose in 2007 after a faculty member was assigned to work with the EALs. This faculty member served in both a liaison role and a mentoring role. In most cases, individual EALs were referred to the faculty mentor only after the identification of significant issues, which had been ongoing for some time. Most EALs encountered in this way were already in academic crisis. The initial efforts of the faculty mentor to meet EAL needs were quite ad hoc and reactive in nature. The faculty member s initial experiences with EALs in crisis revealed that the reasons underlying the academic crisis were not always cognitive in nature. Instead, education was needed in interpersonal skills, learning about the intricacies of Canadian culture and the Canadian health care milieu. Based on these early experiences, the faculty mentor determined that EAL support must intentionally be designed to be forward-thinking and provide proactive support. Hence, the support group was focused on achieving academic EAL success by addressing psychosocial and/or scholastic issues prior to any identified crises. It was at this point that a program of structured activities was developed from which the model of EAL support arose. The first proactive EAL support program for the EALs was established in the winter semester of The program was promoted in first- and second-year nursing classes. communications were also sent to all students and faculty. Further announcements were made at faculty-wide staff meetings and posters were posted throughout the university. As well, EALs who had participated in the initial support group also endorsed the program. During this first semester and in the following academic year of , the number of EALs seeking support grew from 2 to 32 nursing students. The contact list at one point exceeded more than 60 addresses. Twelve EAL and non-eal peer mentors and six faculty members were involved in this program. Faculty with an interest in the area of nursing education and diversity were actively recruited to assist. Peer mentors, mostly senior-level nursing students, were interviewed by the faculty liaison to review the goals and expectations of the program. Goal and Objectives of the EAL Support Program Goal The primary goal of the EAL Support Program is to proactively guide and nurture EALs in both academic and nonacademic challenges, through group and individual formats. The objectives were to the following: To promote the participation of EALs and non-eals in the support program To nurture a sense of community among participants of the support program To provide workshops to enhance the ability and confidence of first- and second-year EALs to communicate in both the classroom and clinical settings To respond to individual EALs by directing students to university resources, as appropriate To establish a peer mentorship program To provide opportunities for one-on-one support where appropriate with the faculty mentor dedicated to the support program Structure of EAL Nursing Support Program The support program was managed by a planning committee and comprised four components (Figure 1). The planning committee consisted of the lead faculty mentor and student leaders who were mostly third- or fourth-year EALs and non-eals. This committee administered the four program components: workshops, mentoring, group gatherings, and newsletter. Workshops Workshops were offered to small groups of EALs. These focused on pronunciation of English words and nursing terminology. Specific advice was provided to EALs on cadence,
3 Choi 83 EAL Nursing Student Support Group Faculty Student Leaders Planning Commi ee Work Shops Faculty Peer Mentors & Mentees Gatherings News Le er Figure 1. The structure of the support group. tongue placement, and breathing in order to enunciate clearly. In most cases, a faculty member instructed four to six EALs. The aim of this workshop was to increase fluency in English generally, and specifically health care terminology. It has been shown that familiarizing EALs with specific medical terminology gave students confidence to use these terms repeatedly, which in turn led to increased critical understanding of that particular term (Whitehead, 2006). Faculty and Peer Mentors The faculty mentor fulfilled a number of roles: providing leadership to the support program; coordinating participating faculty and staff; facilitating group gatherings of EALs; setting up the various workshops aimed at pronunciation, diction, and accent reduction; and setting up peer mentoring relationships for the participating EALs. The group of peer mentors was selected from non-eals or EALs who participated in the initial support group. Those interested in becoming peer mentors were individually interviewed by the faculty mentor to ensure suitability and to review their roles and expectations. The faculty mentor considered factors such as personality and motivation in forming peer mentor mentee pairings. The pairs were tasked to meet regularly every 1 to 2 weeks. They were assigned the following topics to discuss: nursing school experiences, study advice, sharing of stories, and the role of mentors in their education Individual mentoring of the EALs by the faculty mentor was also available. In most cases, appointments were set, allowing sufficient opportunity to discuss and explore both academic and nonacademic matters of concern. Group Meetings of EAL Nursing Students Bimonthly large group gatherings, facilitated by the faculty mentor, were organized to provide EALs with an opportunity to share successes and challenges in their nursing education. Faculty mentors and non-eals were invited to attend. The large group sessions initially served as a venue for EALs and non-eals to interact socially. It was only as these large group gatherings continued on a bimonthly basis that the original intent and objectives of these meetings began to change in order to explore a number of nursing education issues. Areas that were explored included effective communication methods in clinical settings, understanding the
4 84 Journal of Transcultural Nursing 27(1) intricacies of interprofessional interaction in a North American context, and exploring academic expectations during clinical rotations. EALs were given the opportunity to practice their clinical communication skills without any impact on their formative or summative evaluations. Newsletter A newsletter, showcasing essays from EALs and non-eal peer mentors was published, distributed in hard copy and electronic format on a bimonthly basis. Newsletter submissions described EAL nursing education experiences both in class and during their clinical rotations. The newsletter also provided an additional route for communication among the EALs, non-eals, faculty, and staff. Conclusion The EAL nursing support group program incorporates the best practices identified in the literature. It allows the challenges experienced by EALs to be examined and addressed. The inclusion of workshops to help with the enunciation of common English and complex nursing terms was purposeful. By expanding the English and nursing lexicon of EALs, it is hoped that EALs will be able to express their thoughts with increased confidence in clinical and classroom settings, thereby advancing their critical thinking abilities. Moreover, Whitehead (2006) showed that increased usage of complex nursing terms led to increased understanding and critical clinical thinking. Another key aspect in the design of this EAL nursing support group was to deliberately provide a forum where EALs could bring forth the nonacademic challenges they were experiencing. The large group gatherings plus peer and faculty mentoring helped mitigate the various psychosocial challenges faced by EALs. In addition to these forms of psychosocial support, EALs were given advice about Canadian culture and the clinical nursing milieu. It is hoped that by addressing both academic and nonacademic domains, EAL learning will be enhanced, as seen in a number of literature reviews and studies (Hansen & Beaver, 2012; Lum, Dowedoff, Bradley, Kerkes, & Valeo, 2014; Mulready- Schick, 2013; San Miguel, Townsend, & Waters, 2013; Scheele, Pruitt, Johnson, & Xu, 2011). A study is under way to critically examine the impact of this support program has had on the educational experience of EALs. More specifically, a qualitative study examining this support group is currently under way. Study participants will be asked if their individual educational goals were met and if the EAL nursing support program played a role in mitigating the psychosocial challenges they faced. Additionally, the impact of the nursing support program of the EALs who become professional nurses will be a fruitful area of future inquiry one yielding considerable insight about the impact of this support program s functioning in the long term. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) received no financial support for the research, authorship, and/or publication of this article. References Brown, J. (2008). Develop an English-as-a-Second Language program for foreign-born nursing students at a historically Black university in the United States. Journal of Transcultural Nursing, 19, Choi, L. (2005). Literature review: issues surrounding education of English-as-a-Second Language (ESL) nursing students. Journal of Transcultural Nursing, 16, Chui, T., Flanders, J, & Anderson, T. (2011). Immigration and ethno cultural diversity in Canada (Statistics Canada Catalogue No XWE ). Retrieved from gc.ca/nhs-enm/2011/as-sa/ x/ x eng. cfm Crawford, T., & Candlin, S. (2012). A literature review of the language needs of nursing students who have English as a second/other language and the effectiveness of English language support programs. Nurse Education in Practice, 13, doi: /j.nepr Gardner, J. (2005). A successful minority retention project. Journal of Nursing Education, 44, Gilchrist, K. L., & Rector, C. (2007). Can you keep them? Strategies to attract and retain nursing students from diverse populations: Best practices in nursing education. Journal of Transcultural Nursing, 18, Gudhe, J. A. (2003). English-as-a-Second Language (ESL) nursing students: Strategies for building verbal and written language skills. Journal of Cultural Diversity, 10(4), Hansen, E., & Beaver, S. (2012). Faculty support for ESL nursing students: Action plan for success. Nursing Education Perspectives, 33, Junious, D., Malecha, A., Tart, K., & Young, A. (2010). Stress and perceived faculty support among foreign-born baccalaureate nursing students. Journal of Nursing Education, 49, Lum, L., Dowedoff, P., Bradley, P., Kerekes, J., & Valeo, A. (2014). Challenges in oral communication for internationally educated nurses. Journal of Transcultural Nursing. Advance online publication. Malecha, A., Tart, K., & Junious, D. L. (2012). Foreign-born nursing students in the United States: A literature review. Journal of Professional Nursing, 28, Mulready-Schick, J. (2013). A critical exploration of how English language learners experience nursing education. Nursing Education Perspectives, 34, Olson, M. (2012). English-as-a-Second Language (ESL) nursing student success: A critical review of the literature. Journal of Cultural Diversity, 19,
5 Choi 85 San Miguel, C., Townsend, L., & Waters, C. (2013). Redesigning nursing tutorials for ESL students: A pilot study. Contemporary Nurse, 44, Scheele, T. H., Pruitt, R., Johnson, A., & Xu, Y. (2011). What do we know about educating Asian ESL nursing students? A literature review. Nursing Education Perspectives, 32, Starr, K. (2009). Nursing education challenges: Students with English as an additional language. Journal of Nursing Education, 48, Troung-Donnelly, T., McKiel, E., & Hwang, J. (2009). Factors influencing the performance of English as an Additional Language nursing students: instructors perspectives. Nursing Inquiry, 16, Weaver, R., & Jackson, D. (2011). Evaluating an academic writing program for nursing students who have English as a second language. Contemporary Nursing, 38, Whitehead, T. (2006). Comparison of native versus nonnative English-speaking nurses on critical thinking assessments at entry and exit. Nursing Administration Quarterly, 30, Wilson, V. W. (2006). Mentoring as a strategy for retaining racial and ethnically diverse students in nursing programs. Journal of Multicultural Nursing & Health, 12(3),
Running head: CULTURAL AND LANGUAGE BARRIERS 1
Running head: CULTURAL AND LANGUAGE BARRIERS 1 Implications for Nursing Faculty: Barriers to Learning for ESL Baccalaureate Student Nurses Geraldine L. Cornell Long Island University/C.W. Post Campus EDU
More informationA Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program
A Comparative Case Study of the Facilitators, Barriers, Learning Strategies, Challenges and Obstacles of students in an Accelerated Nursing Program Background and Context Adult Learning: an adult learner
More informationThe Critical Factors that Influence Faculty Attitudes and Perceptions of Teaching English as Second Language Nursing Students
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
More informationIEN Transition and Integration into the Alberta Workforce
IEN Transition and Integration into the Alberta Workforce Partners in Education and Integration of IENs Montreal 2018 Holly Crowe & Heather Kerr Mount Royal University, Calgary AB Mount Royal University
More informationCOURSE OUTLINE NSG 182: Health Assessment Fall 2011
COURSE OUTLINE NSG 182: Health Assessment Fall 2011 Lethbridge College provides high quality, innovative programs and services enabling learners to achieve their educational and career goals. Centre: Health
More informationEasing the Transition from Clinician to Nurse Educator: An Integrative Literature Review
Boise State University ScholarWorks Nursing Faculty Publications and Presentations School of Nursing 7-1-2015 Easing the Transition from Clinician to Nurse Educator: An Integrative Literature Review Jane
More informationReduced Anxiety Improves Learning Ability of Nursing Students Through Utilization of Mentoring Triads
Reduced Anxiety Improves Learning Ability of Nursing Students Through Utilization of Mentoring Triads Keywords: Anxiety, Nursing Students, Mentoring Tamara Locken Heather Norberg College of Nursing Brigham
More informationRelationship Between Student Characteristics and Attrition Among Associate Degree Nursing Students
Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Relationship Between Student Characteristics and Attrition Among Associate
More information*Note: This article was written in part during the first author s final practicum as a fourth year BScN student (2017). ABSTRACT
Page 1 of 8 DEVELOPING CONFIDENCE FOR PATIENT ADVOCACY: REFLECTIONS FROM AN INTERNATIONAL CLINICAL EXPERIENCE By: Rebecca (Becky) James, BScN,* RN (rjames@ualberta.ca) & Judy E. Mill, RN, PhD Faculty of
More informationInternationally Educated Nurses: An Employer s Guide.
Internationally Educated Nurses: An Employer s Guide www.oha.com/ien In Partnership with: Funded by: ABOUT THE GUIDE This guidebook highlights the main sections of the Internationally Educated Nurses:
More informationAccelerated Second-Degree Program Evaluation at Graduation and 1 year later
State University of New York at Buffalo From the SelectedWorks of Deborah A. Raines July, 2007 Accelerated Second-Degree Program Evaluation at Graduation and 1 year later Deborah A. Raines Available at:
More informationNursing (NURS) Courses. Nursing (NURS) 1
Nursing (NURS) 1 Nursing (NURS) Courses NURS 2012. Nursing Informatics. 2 This course focuses on how information technology is used in the health care system. The course describes how nursing informatics
More informationInclusion, Diversity and Excellence Achievement (IDEA) Strategic Plan
Inclusion, Diversity and Excellence Achievement (IDEA) Strategic Plan 2015-2020 University of Virginia School of Nursing The School of Nursing Dean s Initiative on Inclusion, Diversity and Excellence was
More informationNursing Students Information Literacy Skills Prior to and After Information Literacy Instruction
Nursing Students Information Literacy Skills Prior to and After Information Literacy Instruction Dr. Cheryl Perrin University of Southern Queensland Toowoomba, AUSTRALIA 4350 E-mail: perrin@usq.edu.au
More informationAssessing The Use of High Quality Multiple Choice Exam Questions in Undergraduate Nursing Education: Are Educators Making the Grade?
St. Catherine University SOPHIA Master of Arts in Nursing Theses Nursing 5-2011 Assessing The Use of High Quality Multiple Choice Exam Questions in Undergraduate Nursing Education: Are Educators Making
More informationStrategies for Nursing Faculty Job Satisfaction and Retention
Strategies for Nursing Faculty Job Satisfaction and Retention Presenters Thomas Kippenbrock, EdD, RN Peggy Lee, EdD, RN Colleagues Christopher Rosen, MA, PhD, Professor, UA Jan Emory, MSN, PhD, RN, CNE,
More informationWe Shall Travel On : Quality of Care, Economic Development, and the International Migration of Long-Term Care Workers
October 2005 We Shall Travel On : Quality of Care, Economic Development, and the International Migration of Long-Term Care Workers by Donald L. Redfoot Ari N. Houser AARP Public Policy Institute The Public
More informationCivility Matters: Overcoming Workplace Incivility Using an Interactive Educational Intervention
Civility Matters: Overcoming Workplace Incivility Using an Interactive Educational Intervention Joy Stoddard, RN DNP College of Nursing University of New Mexico Albuquerque, New Mexico Problem Statement
More information3-5 years part time. July 2016
Faculty of Health Studies Programme Specification Programme title: MSc Nursing Studies International Academic Year: 2017-2018 Degree Awarding Body: Partner(s), delivery organisation or support provider
More informationJENNIFER A. SPECHT, PHD, RN
MENTORING RELATIONSHIPS AND THE LEVELS OF ROLE CONFLICT AND ROLE AMBIGUITY EXPERIENCED BY NOVICE NURSING FACULTY JENNIFER A. SPECHT, PHD, RN This study explored the effect of mentoring on the levels of
More informationAssessing Resident Competency in an Outpatient Setting
178 March 2004 Family Medicine Assessing Resident Competency in an Outpatient Setting Andrea L. Wendling, MD Background and Objectives: The Grand Rapids Family Practice Residency Program has been using
More information5 GCSEs including Maths and English Language grade A-C, plus 2 A-levels at grade C or above.
BSc (Hons) Nursing Child Pathway There will be some changes to the document that is used to assess your learning and practice when you commence Year 2 of your programme, which will slightly alter this
More informationShared Learning Unit: An Innovation in Clinical Education
1. Abstract: Shared Learning Unit: An Innovation in Clinical Education Judith DeGroot MSN RN, Roberta Jokanovich RN BScN MPA The Shared Learning Unit (SLU) project was born out of the need to address the
More informationMinority Student Success in Nursing Education
University of New Mexico UNM Digital Repository UNM Gallup Faculty Publications Scholarly Communication - Departments 10-4-2007 Minority Student Success in Nursing Education Marjorie Campbell Follow this
More informationPROGRAMME SPECIFICATION FOR AN AWARD OF THE UNIVERSITY OF EAST ANGLIA
LEARNING & TEACHING SERVICE PROGRAMME SPECIFICATION FOR AN AWARD OF THE UNIVERSITY OF EAST ANGLIA Course name Route code PS Year BSc Hons Midwifery (Shortened) U1B723203 2013-14 NOTE: Whilst the University
More informationTeaching and Learning Strategies in IEN Bridging Education at Mount Royal University
Teaching and Learning Strategies in IEN Bridging Education at Mount Royal University Partners in Education and Integration of IENs Vancouver 2016 Elaine Schow, Heather Kerr & Holly Crowe Mount Royal University
More informationInternational Journal of Nursing Practice 2007; 13: SCHOLARLY PAPER. Accepted for publication February 2007
International Journal of Nursing Practice 2007; 13: 203 208 SCHOLARLY PAPER A framework guiding critical thinking through reflective journal documentation: A Middle Eastern experience Elaine Simpson PhD
More informationFaculty Center for Ignatian Pedagogy. Research Grant Application. Fall 2016
Faculty Center for Ignatian Pedagogy Research Grant Application Fall 2016 Applicant: P. Ann Solari-Twadell RN, PhD, MPA, FANN Associate Professor Director,Global Experiences and International Studies Marcella
More informationHelping Minority Students From Rural and Disadvantaged Backgrounds Succeed in. Nursing: A Nursing Workforce Diversity Project
Helping Minority Students From Rural and Disadvantaged Backgrounds Succeed in Nursing: A Nursing Workforce Diversity Project Marian Tab, PhD, MPH, CFCN, RN Associate Professor & Director, Program Outcomes,
More informationCHAPTER II ADMISSIONS
ADMISSIONS 16 Admissions CHAPTER II ADMISSIONS Undergraduate Admission Requirements... 17 The Students We Seek... 17 Freshman Admission... 17 International Students... 18 Academic Programs for the Most
More informationRNAO s Framework for Nurse Executive Leadership
1. Framework Overview The Framework for Nurse Executive Leadership is a unique model that is designed to delineate, shape and strengthen the evolving role of the nurse executive leader in Ontario and beyond.
More informationPeer Mentorship for the Internationally Educated Nurse: An Appreciative Inquiry
Peer Mentorship for the Internationally Educated Nurse: An Appreciative Inquiry Ronaldson, S. (PI), Thomas, D. (Co-PI), Macfarlane, K. (Co-PI), Woods, P., Ehinger, S., Andreychuck, A., Lichuck, C., Miller,
More information6.1 ELA: The Systematic Plan for Evaluation will include all of the following data with discussion of results and action for development
STANDARD 6: OUTCOMES Program evaluation demonstrates that students and graduates have achieved the student learning outcomes, program outcomes, and role-specific graduate competencies of the nursing education
More informationFaculty of Nursing. Master s Project Manual. For Faculty Supervisors and Students
1 Faculty of Nursing Master s Project Manual For Faculty Supervisors and Students January 2015 2 Table of Contents Overview of the Revised MN Streams in Relation to Project.3 The Importance of Projects
More informationInternationally Educated Health Professionals Project (IEHP) PEI Association for Newcomers to Canada
Internationally Educated Health Professionals Project (IEHP) PEI Association for Newcomers to Canada What is the IEHP Project? A Health Canada funded initiative to address the First Ministers commitment
More informationStandards to support learning and assessment in practice
Standards to support learning and assessment in practice Houghton T (2016) Standards to support learning and assessment in practice. Nursing Standard. 30, 22, 41-46. Date of submission: January 19 2012;
More informationLECTURERS PERCEPTIONS IN FOSTERING ENTREPRENEURIAL ACTIVITIES AT UNIKL: THE CHALLENGES
Suhaiza Ngah and Rosnizza Ramlan Special Issue Vol.1 Issue 1, pp. 688-695 LECTURERS PERCEPTIONS IN FOSTERING ENTREPRENEURIAL ACTIVITIES AT UNIKL: THE CHALLENGES Suhaiza Ngah Student Development Section,
More informationProgramme Specification
Diploma in Higher Education Nursing Associate Programme Specification 1. Programme title Diploma in Higher Education Nursing Associate 2. Awarding institution Middlesex University 3. Teaching institution
More informationCall for Proposals Guide
CSSHE/SCEES Annual Conference: May 29 to 31, 2016 With Graduate Student Preconference May 28, 2016 The Canadian Society for the Study of Higher Education (CSSHE) invites you to participate in its annual
More informationNursing our future An RCN study into the challenges facing today s nursing students in Wales
Nursing our future An RCN study into the challenges facing today s nursing students in Wales Royal College of Nursing November 2008 Publication code 003 309 Published by the Royal College of Nursing, 20
More informationFGCU School of Nursing Core Performance Standards
The faculty of the School of Nursing endorses the guidelines of the Southern Regional Education Board (SREB) Council for Collegiate Education for Nursing Education 1 and adopts the following Core Performance
More informationIMPACT OF SIMULATION EXPERIENCE ON STUDENT PERFORMANCE DURING RESCUE HIGH FIDELITY PATIENT SIMULATION
IMPACT OF SIMULATION EXPERIENCE ON STUDENT PERFORMANCE DURING RESCUE HIGH FIDELITY PATIENT SIMULATION Kayla Eddins, BSN Honors Student Submitted to the School of Nursing in partial fulfillment of the requirements
More informationInstitutional Assessment Report
Institutional Assessment Report 2012-13 The primary purpose for assessment is the assurance and improvement of student learning and development; results are intended to inform decisions about course and
More informationPeer Student Mentoring for Nursing Program Persistence and Leadership. Development
Peer Student Mentoring for Nursing Program Persistence and Leadership Development Tanya Smith, MSN, RN, Christine Hober, PhD, RN-BC, CNE, Janelle Harding DNP, APRN-BC Department of Nursing, Fort Hays State
More informationNursing Students and NCLEX-RN Success: Impact of a Standardized Review Course on Outcomes
Nursing Students and NCLEX-RN Success: Impact of a Standardized Review Course on Outcomes ROSEMARY PINE, PHD, RN, BC BARBARA SCHREINER, PHD, APRN KIM BRUNNERT, PHD Conflict of Interest/Disclosure Rosemary
More informationSuccess Indicators of NCAA Division III Student-Athletes 1
Success Indicators of NCAA Division III Student-Athletes 1 Literature Review Success Indicators of NCAA Division III Student-Athletes Amanda Means Baldwin-Wallace College Success Indicators of NCAA Division
More informationJudith A. Halstead, PhD, RN, ANEF, FAAN President, National League for Nursing Executive Associate Dean for Academic Affairs Indiana University
Judith A. Halstead, PhD, RN, ANEF, FAAN President, National League for Nursing Executive Associate Dean for Academic Affairs Indiana University School of Nursing Objectives Explore implications of the
More informationIdentifying and Describing Nursing Faculty Workload Issues: A Looming Faculty Shortage
Identifying and Describing Nursing Faculty Workload Issues: A Looming Faculty Shortage Nancy Phoenix Bittner, PhD, CNS, RN Cynthia F. Bechtel, Ph.D., RN, CNE, CEN, CHSE Conflicts of Interest and Disclosures:
More informationPreceptor Development: Patient Care Process. Introduction
Preceptor Development: Patient Care Process Introduction Precepting and the Patient Care Process This module was developed to guide you, the preceptor, in supporting and assessing your student(s) in the
More informationCAPE/COP Educational Outcomes (approved 2016)
CAPE/COP Educational Outcomes (approved 2016) Educational Outcomes Domain 1 Foundational Knowledge 1.1. Learner (Learner) - Develop, integrate, and apply knowledge from the foundational sciences (i.e.,
More informationBSc (Hons) Veterinary Nursing
Programme Specification for BSc (Hons) Veterinary Nursing 1. Programme title BSc (Hons) Veterinary Nursing 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University/ College
More informationPost Graduate Diploma Mental Health Nursing
Programme Specification for Post Graduate Diploma Mental Health Nursing 1. Programme title Post Graduate Diploma Mental Health Nursing 2. Awarding institution Middlesex University 3. Teaching institution
More informationBSc (Hons) Nursing (Child) BSc (Hons) Nursing (Mental Health)
PROGRAMME SPECIFICATION PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award BSc (Hons) Nursing (Adult) BSc (Hons) Nursing (Child) BSc (Hons) Nursing (Mental Health) BSc Nursing
More informationPan-Canadian Framework of Guiding Principles. Essential Components for IEN Bridging Programs. Self Assessment Guide
Pan-Canadian Framework of Guiding Principles & Essential Components for IEN Bridging Programs Self Assessment Guide Published by: Canadian Association of Schools of Nursing Association canadienne des écoles
More informationVisit report on Royal Cornwall Hospital NHS Trust
South West Regional Review 2016 Visit report on Royal Cornwall Hospital NHS Trust This visit is part of the South West regional review to ensure organisations are complying with the standards and requirements
More informationG L E N Y S M O R A N M N, R N A N D L O R I R O B B I N S M N, R N F A C U L T Y, C E N T R E F O R N U R S I N G S T U D I E S
Preceptorship: Supporting our Future Colleagues G L E N Y S M O R A N M N, R N A N D L O R I R O B B I N S M N, R N F A C U L T Y, C E N T R E F O R N U R S I N G S T U D I E S Objectives By the end of
More informationMidwifery International. Course catalogue
Midwifery International Course Catalogue 2018-2019 For whom? International exchange students in the study field of midwifery, on bachelor level. All students should have achieved at least 120 ECTS in their
More informationCommunity Practitioner Prescribing (V150) MODULE LEVEL 6 MODULE CREDIT POINTS 10 SI MODULE CODE (if known) S MODULE JACS CODE
MODULE DATA MODULE TITLE Community Practitioner Prescribing (V150) MODULE LEVEL 6 MODULE CREDIT POINTS 10 SI MODULE CODE (if known) 66-6869-00S MODULE JACS CODE SUBJECT GROUP Nursing and midwifery MODULE
More informationText-based Document. Educating BSN Millennial Students: It's Not Your Mother's Classroom. Authors Toothaker, Rebecca D. Downloaded 7-Apr :42:01
The Henderson Repository is a free resource of the Honor Society of Nursing, Sigma Theta Tau International. It is dedicated to the dissemination of nursing research, researchrelated, and evidence-based
More informationAcademic Service Partnership: Supporting Nurses Transitioning to a New Hospital
Running Head ACADEMIC SERVICE PARTNERSHIP Academic Service Partnership: Supporting Nurses Transitioning to a New Hospital Marisa Vaglica RN, BScN, MN Director of Professional Practice Excellence, Humber
More informationMASTER PLAN OUTCOMES EVALUATION BSN PROGRAM
MASTER OUTCOMES EVALUATION BSN PROGRAM University of Puerto Rico Mayagüez Campus College of Arts and Sciences UNIVERSITY OF PUERTO RICO MAYAGUEZ CAMPUS COLLEGE OF ARTS AND SCIENCES DEPARTMENT OF NURSING
More informationCultural Competence Education Resource Toolkit
Cultural Competence Education Resource Toolkit Contents 1. Transcultural Self-Efficacy Tool (TSET) 2. Transcultural Self-Efficacy Tool-Multidisciplinary Healthcare Provider version (TSET-MHP) 3. Cultural
More informationAccountabilities for Nurses Supporting Learners 3. Guidelines for Nurses in the Educator Role 3. Guidelines for Nurses in the Administrator Role 4
PRACTICE GUIDELINE Supporting Learners Table of Contents Introduction 3 Accountabilities for Nurses Supporting Learners 3 Guidelines for Nurses in the Educator Role 3 Guidelines for Nurses in the Administrator
More informationBy Brad Sherrod, RN, MSN, Dennis Sherrod, RN, EdD, and Randolph Rasch, RN, FNP, FAANP, PhD
Wanted: More Men in Nursing By Brad Sherrod, RN, MSN, Dennis Sherrod, RN, EdD, and Randolph Rasch, RN, FNP, FAANP, PhD Sherrod, B., Sherrod, D. & Rasch, R. (2006): Wanted: More men in nursing. Men in Nursing,
More informationProgramme title: Foundation Degree Science Nursing Associate (Apprenticeship)
Faculty of Health Studies School of Nursing and Healthcare Leadership Programme Specification Programme title: Foundation Degree Science Nursing Associate (Apprenticeship) Academic Year: 2017/2018 Degree
More informationA Qualitative Study of Master Patient Index (MPI) Record Challenges from Health Information Management Professionals Perspectives
A Qualitative Study of Master Patient Index (MPI) Record Challenges from Health Information Management Professionals Perspectives by Joe Lintz, MS, RHIA Abstract This study aimed gain a better understanding
More informationNURSING SPECIAL REPORT
2017 Press Ganey Nursing Special Report The Influence of Nurse Manager Leadership on Patient and Nurse Outcomes and the Mediating Effects of the Nurse Work Environment Nurse managers exert substantial
More informationBon Secours Is Changing Its Approach TO ANNUAL MANDATORY TR AINING FOR NURSES
Bon Secours Is Changing Its Approach TO ANNUAL MANDATORY TR AINING FOR NURSES From Bon Secours Health System: Sharon Confessore, Ph.D., Chief Learning Officer Pamela Hash DNP, RN, Associate System Chief
More informationCASN ACCREDITATION STANDARDS FOR IEN BRIDGING PROGRAMS. March Canadian Association of Schools of Nursing, 2018
CASN ACCREDITATION STANDARDS FOR IEN BRIDGING PROGRAMS March 2018 1 Canadian Association of Schools of Nursing, 2018 ISBN: 978-0-921847-71-7 Canadian Association of Schools of Nursing Association canadienne
More informationMay 23, 2017 Winifred Quinn, PhD Adriana Perez, PhD, ANP-BC, FAAN Piri Ackerman-Barger, PhD, RN Amanda Quintana, DNP, RN, FNP Casey Blumenthal, DNP,
May 23, 2017 Winifred Quinn, PhD Adriana Perez, PhD, ANP-BC, FAAN Piri Ackerman-Barger, PhD, RN Amanda Quintana, DNP, RN, FNP Casey Blumenthal, DNP, MHSA, RN, CAE Today s Webinar Hear details about diversity
More informationDiploma in Higher Education Nursing Associate. Programme Specification. 1. Programme title Diploma in Higher Education Nursing Associate
Diploma in Higher Education Nursing Programme Specification 1. Programme title Diploma in Higher Education Nursing 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationNursing Education Research Conference 2018 (NERC18) A Model for Sustaining NCLEX Success
Nursing Education Research Conference 2018 (NERC18) A Model for Sustaining NCLEX Success Patricia Sullivan Conklin, MSN, RN School of Nursing, Radford University, Rocky Mount, VA, USA Leonita Hannon Cutright,
More informationCOWIB Policy on Stipend Payments and Incentives for Youth March, 2008
COWIB Policy on Stipend Payments and Incentives for Youth March, 2008 Revised February 17, 2010 PURPOSE: To establish a local policy on the use of stipend payments and incentives as a service strategy
More informationBSc (Hons) Nursing Adult Field Pathway
Programme Specification for BSc (Hons) Nursing Adult Field Pathway 1. Programme title BSc (Hons) Nursing - Adult 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University
More informationMcMaster Health Forum Dialogue Summary Modernizing the Oversight of the Health Workforce in Ontario 21 September Evidence >> Insight >> Action
Dialogue Summary McMaster Health Forum Modernizing the Oversight of the Health Workforce in Ontario 21 September 2017 1 McMaster Health Forum Dialogue Summary: Modernizing the Oversight of the Health
More informationKATHLEEN KEEFE RAFFEL
KATHLEEN KEEFE RAFFEL kkraffel@usfca.edu KEY KNOWLEDGE AND SKILL AREAS Patient & health education Medical & gerontological social work Staff training & development Curriculum & instructional design Bio-ethics
More informationCultural self-efficacy of baccalaureate nursing students in a Greek University
Original Article Cultural self-efficacy of baccalaureate nursing students in a Greek University Pavlos A. Sarafis 1, Maria M. Malliarou 2 Abstract Background: Culturally specific care requires that nursing
More informationDeveloping the Leaders of Tomorrow. Joan M. Simon, MSA, BSN, RN, CENP, NEA-BC, FACHE
Developing the Leaders of Tomorrow Joan M. Simon, MSA, BSN, RN, CENP, NEA-BC, FACHE Agenda WHAT IS ALL THE FUSS ABOUT? LEADERSHIP SKILLS FOR 2020 AND BEYOND BUILDING & SUSTAINING HEALTHY WORK ENVIRONMENTS
More informationCo-creating Care with Ethnic Communities
Co-creating Care with Ethnic Communities Helen Leung, MSW Chief Executive Officer Carefirst Seniors and Community Services Association Carefirst Family Health Team February 17, 2010 Agenda 1. About Carefirst
More informationProgramme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care)
PROGRAMME SPECIFICATION KEY FACTS Programme name MSC Advanced Nurse Practitioner-Child/Adult (Advanced Practice in Health and Social Care) Award MSc School School of Health Sciences Department Division
More informationInternational Journal of Caring Sciences September-December 2017 Volume 10 Issue 3 Page 1705
International Journal of Caring Sciences September-December 2017 Volume 10 Issue 3 Page 1705 Pilot Study Article A Strategy for Success on the National Council Licensure Examination for At-Risk Nursing
More informationHED - Public Health in Community Health Education Graduate Program
HED - Public Health in Community Health Education Graduate Program 1 HED - Public Health in Community Health Education Graduate Program Master of Public Health in Community Health Education Program Director:
More informationIn 2004, the Sullivan Commission, funded by the Kellogg
Affirming At-Risk Minorities for Success (ARMS): Retention, Graduation, and Success on the NCLEX-RN Judith A. Sutherland, PhD, RN, CNS, LCDC; Mary Jane Hamilton, PhD, RNC; and Nancy Goodman, MSN, RNC ABSTRACT
More informationOGLALA LAKOTA COLLEGE NURSING DEPARTMENT ANNUAL IEP PLAN: AY (Date Revised: 06/03/2016)
OGLALA LAKOTA COLLEGE NURSING DEPARTMENT ANNUAL IEP PLAN: AY 2015-16 (Date Revised: 06/03/2016) VISION STATEMENT The Nursing Department will have resources in qualified faculty to increase and mentor the
More informationShedding Light on the Complexities of RN-BSN Education: Synthesis & Solutions. November 17, 2017
Shedding Light on the Complexities of RN-BSN Education: Synthesis & Solutions November 17, 2017 1 We have been challenged to educate 80% of RNs at the BSN level by 2020. How are we doing? What are we collectively
More informationFinal Report: Estimating the Supply of and Demand for Bilingual Nurses in Northwest Arkansas
Final Report: Estimating the Supply of and Demand for Bilingual Nurses in Northwest Arkansas Produced for the Nursing Education Consortium Center for Business and Economic Research Reynolds Center Building
More informationTable of. Clinical Manual. Dalhousie University School of Nursing
Table of Clinical Manual Dalhousie University School of Nursing 1 2 Table of Contents Preamble 4 Introduction 5 BScN Program Clinical Course Descriptions 5 Year One Clinical Courses 5 Year Two Clinical
More informationSAN FRANCISCO COUNTY'S FAMILY PRESERVATION PROGRAM: FROM CONTRACT TO IMPLEMENTATION Maryanne Rehberg*
SAN FRANCISCO COUNTY'S FAMILY PRESERVATION PROGRAM: FROM CONTRACT TO IMPLEMENTATION Maryanne Rehberg* INTRODUCTION: TIMES ARE A CHANGIN' " The pendulum has swung: our enchantment with family preservation,
More informationFebruary [KU 1021] Sub. Code: 4720
February 2009 [KU 1021] Sub. Code: 4720 Second Year Paper V COMMUNICATION AND EDUCATIONAL TECHNOLOGY Maximum : 75 marks Answer ALL questions. I. Essays: (2 x 15 = 30) 1. a) Define evaluation. (2) b) What
More informationRunning head: IMPROVING QUALITY OF LIFE 1
Running head: IMPROVING QUALITY OF LIFE 1 Music Therapy: Improving Quality of Life for Dementia Residents in Nursing Homes Keltie P. Keir, B.N., R.N University of New Brunswick IMPROVING QUALITY OF LIFE
More informationComparing Two Rational Decision-making Methods in the Process of Resignation Decision
Comparing Two Rational Decision-making Methods in the Process of Resignation Decision Chih-Ming Luo, Assistant Professor, Hsing Kuo University of Management ABSTRACT There is over 15 percent resignation
More informationUniversity of Plymouth. Pathway Specification. Postgraduate Certificate Postgraduate Diploma Master of Science
University of Plymouth Faculty of Health and Human Sciences School of Nursing & Midwifery Pathway Postgraduate Certificate Postgraduate Diploma Master of Science Advanced Professional Practice (Nursing
More informationInternationally Educated Nurses: Barriers and Facilitators in the U.S.
Internationally Educated Nurses: Barriers and Facilitators in the U.S. Cheryl B. Jones, PhD, RN, FAAN Associate Professor & Division Chair University of North Carolina at Chapel Hill Presentation Overview
More informationCourse Outline Winter 2016
University of Alberta Collaborative BScN Nursing Program at Red Deer College Course Outline Winter 2016 Associate Dean: Date: January 8, 2016 1 Nursing 495 - Nursing Practice VIII Course Outline Calendar
More informationPREPARING CLINICIANS TO BE EFFECTIVE INTERPROFESSIONAL PRACTICE INSTRUCTORS: The MGH and MGH Institute Experience
PREPARING CLINICIANS TO BE EFFECTIVE INTERPROFESSIONAL PRACTICE INSTRUCTORS: The MGH and MGH Institute Experience Mary Knab, DPT, PhD Director, IMPACT Practice, MGH Institute of Health Professions Ann
More informationCOURSE OUTLINE NSG 1182 Health Assessment Fall 2014
COURSE OUTLINE NSG 1182 Health Assessment Fall 2014 Lethbridge College inspires and facilitates learning and innovation to meet economic and social needs. Centre: Centre for Health and Wellness Program:
More informationGetting Out of the Way:
Getting Out of the Way: Creating Space for Student to Student Interprofessional Learning Presenters: Liza Choi and Marg Olfert Interdisciplinary Research Team SAIT Polytechnic Respiratory Therapy Program
More informationCore competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa
Core competencies* for undergraduate students in clinical associate, dentistry and medical teaching and learning programmes in South Africa Developed by the Undergraduate Education and Training Subcommittee
More informationEE: Licensed Practical Nurse Educator Role
EE: Licensed Practical Nurse Educator Role Alberta Licensed Practical Nurses Competency Profile 293 Competency: EE-1 Knowledge of Nursing Education EE-1-1 EE-1-2 EE-1-3 EE-1-4 EE-1-5 EE-1-6 EE-1-7 Demonstrate
More informationSupport for interdisciplinary approaches in emergency medical services education
Vol. 1, No. 1, May 2015, pp. 60 65 SPECIAL REPORT Support for interdisciplinary approaches in emergency medical services education William J. Leggio, Jr., Ed.D. 1 & Kenneth J. D Alessandro, M.S. 2 1 Prince
More information