Browsing by Author "Newell-Killeen, Holly"
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ItemFostering successful transitioning to practice: responding to the Covid crisis(2021) Maykut, Colleen; Dressler, Melissa; Newell-Killeen, HollyNursing education programs are developed intentionally and thoroughly to ensure students successfully transition to practice as competent, compassionate, ethical and safe healthcare professionals. Nursing faculty designing both programs of study and individual courses consider congruence of scaffolded concepts, the current landscape of healthcare, and anticipate trends and issues in healthcare delivery and nursing practice to ensure graduates are prepared. The pandemic caught many higher education institutions unawares and this was especially true of nursing as a practice profession. This educational innovation, in response to the health restrictions imposed by the health authority and educational institution, was developed to ensure students enrolled in their final practicum were not only able to graduate, but had the necessary knowledge, skills, attitudes and attributes to thrive. ItemA shared reality: implementation of a redesigned clinical course during the Covid-19 Crisis(2020) Maykut, Colleen; Dressler, Melissa; Harrison, Nicole; Newell-Killeen, Holly; Posteraro, Allana; Weatherwall-Waldner, KylieMany institutions of higher education were caught unprepared for the consequences of covid-19 on program delivery and completion; notably schools of nursing with clinical practicums. The purpose of senior clinical practicums is to foster nursing students’ readiness for practice. A practicum offers the students the opportunity to engage in advocacy and leadership, respond effectively and efficiently to changes in client status, navigate and mitigate ambiguity in the healthcare system and partner with interdisciplinary team members to ensure a holistic approach. The disruption of face-to-face programming required schools of nursing to quickly redesign courses to ensure learning outcomes were met and students would successfully graduate prepared to enter their practice. The intent of this article is to share the lived realities of nursing students and faculty members during the implementation of a redesigned course during the pandemic crisis.