Browsing by Author "Leighton, Kim"
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- ItemEvidence vs. eminence: clinical hours in nursing education(2021) Kardong-Edgren, Suzan; Leighton, Kim; McNelis, Angela M.; Foisy-Doll, Colette; Sharpnack, Patricia A.; Kavanaugh, Joan M.Undergraduate clinical nursing education and faculty educators are at a crossroads, to change how we teach or maintain the status quo. Faculty should seize the opportunity to reconstruct this essential aspect of learning nursing, using the mounting evidence against business as usual. This change requires letting go of the assumption that a prescribed number of traditional clinical hours prepare learners for the registered nurse role.
- ItemGuidance for comprehensive health care simulation program evaluation(2020) Leighton, Kim; Foisy-Doll, Colette; Mudra, Vickie; Ravert, PatriciaDiscussions surrounding evaluation of simulation-based experiences typically focus on the participant, scenario and debriefing constructs; however, the need for comprehensive simulation program evaluation has become increasingly important as use of this teaching-learning strategy grows. Comprehensive evaluation is achieved by combining findings from evaluation of activities presimulation, during simulation, and postsimulation, and of operational functions. This provides insight into several different facets of program function and its impact on learner outcomes.
- ItemMeeting undergraduate nursing students’ clinical needs: a comparison of traditional, face-to-face simulation, and screen-based simulation learning environments(2021) Leighton, Kim; Kardong-Edgren, Suzan; Schneidereith, Tonya; Foisy-Doll, ColetteBackground Nurse educators expanded replacement of traditional clinical practice and face-to-face simulation experiences with screen-based simulation (SBS) during the COVID-19 (coronavirus disease 2019) pandemic. Purpose The purpose of this research was to understand the student experience when learning in 3 types of clinical education environments. Methods This quantitative descriptive survey study used the Clinical Learning Environment Comparison Survey 2.0 (CLECS 2.0) to compare prelicensure nursing students' perceptions of learning in 3 clinical learning environments. Results The CLECS 2.0 was completed by 113 participants from 3 countries. Most scores were highest for the traditional clinical practice environment, and all were lowest for the SBS environment. Conclusions The findings are concerning as discussions about whether SBS can replace traditional clinical practice hours unfolds. The findings support the need for concentrated efforts to improve specific areas of the SBS experience.
- ItemOperationalizing a simulation program: practical information for leadership(2020) Schneidereith, Tonya A.; Leighton, Kim; Foisy-Doll, ColetteFailure to ensure organizational readiness for curricular integration of simulation can result in a costly and ineffective simulation program. Organizational leaders who are aware of the principles of changemaker leadership and specific operational considerations are best positioned to ensure a quality simulation program. To assist these leaders, this article provides practical information derived from dissection of the Standard of Best Practice: SimulationSM: Operations, including topics of strategic planning, financial resources, expert personnel, resource management systems, policies and procedures, and systems integration. Additionally, an introduction to a foundational tool to spearhead change is offered, and characteristics of the changemaker leader needed to develop and sustain an effective and efficient simulation program are highlighted. Understanding the criteria necessary for effective simulation operations and early recognition of the conditions and variables that can influence organizational culture is of utmost importance to ensure programmatic success.
- ItemTraditional clinical outcomes in prelicensure nursing education: an empty systematic review(2021) Leighton, Kim; Kardong-Edgren, Suzan; McNelis, Angela M.; Foisy-Doll, ColetteBackground: Effectiveness of traditional apprenticeship models used in undergraduate nursing education has been questioned in the literature for over 50 years. This systematic review aimed to examine best evidence available upon which to base decisions regarding use of traditional clinical experience with prelicensure nursing students. Method: A systematic review was conducted following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Nine electronic databases were searched. Full-text review was completed for 118 articles meeting inclusion criteria. Results: No studies reported learning outcomes attributed to clinical education models, resulting in an empty review. Studies were commonly self-reports of perceptions and confidence, lacking quantitative outcomes. Conclusion: No sufficient evidence was found to support traditional clinical models. The scope of nursing practice and patient complexity requires higher order thinking skills, ability to prioritize, and leadership in interdisciplinary care environments. This review raises serious concerns about how nurse educators assess learning in traditional clinical environments.
- ItemUsing social media and snowball sampling as an alternative recruitment strategy for research(2021) Leighton, Kim; Kardong-Edgren, Suzan; Schneidereith, Tonya A.; Foisy-Doll, ColetteThe COVID-19 pandemic demanded rapid change in health care education, moving many students to online learning. It is important to examine how this shift affected both student perceptions of learning and achievement of learning outcomes. Snowball sampling strategy was used to reach and recruit nursing students, who had shifted to online learning during the pandemic, to participate in a research study survey. This paper outlines the process of snowball sampling using social media, explores the relationship between social media posts and survey completion, describes the strategy's challenges and benefits, and provides recommendations to those who may consider using this novel sampling methodology.