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Technology, Education, Access, Communities and Healthcare: TEACH toward a Healthy Rural Wisconsin
No full textPurpose statement: The purpose of this project is to educate the future nursing workforce on tele-healthcare delivery skills that will reduce barriers to care and improve rural chronic illness outcomes in Wisconsin.
Background: Nearly one-third of Wisconsin citizens reside in rural areas (Wisconsin Policy Forum, 2023). Rural Wisconsinites are disproportionately at risk for adverse health outcomes (Rural Health Information Hub, 2023). A lack of available healthcare services and providers in rural Wisconsin compounds this risk. All non-metropolitan counties in Wisconsin experience a shortage of primary care providers (U.S. Department of Health & Human Services, 2023). Nurse-supported telehealth services provide a potential solution. However, there is a gap in the knowledge and skills needed for effective telehealth implementation (Galpin et al., 2021).
Design: Nursing students complete didactic education and simulations designed by the project team to gain competence in providing direct care to underserved rural populations. Students then work directly with clinical staff in rural homes as part of an academic practice partnership. Educational infrastructure created by the project is shared with the clinical organization. Between July-December 2024, 107 nursing students and 161 clients were impacted by the project.
Evaluation: Client perceptions of the student home care interaction and general perceptions of telehealth/technology are measured through a post-visit survey. Student satisfaction is measured through surveys and journal entries. Interviews gather preceptor perceptions of experience.
Findings: Client surveys were collected from 78 patients and 6 family members during the first 6 months of implementation. Mean responses indicated (1 least positive-5 most positive) clients felt students prepared them to use telehealth (m=4.3) and were generally satisfied with the session (m=4.19). Clients also felt that telehealth could save them time (m=4.24), increase access (m=4.19), and address their health needs (m=4.16). Perceptions surrounding comfort with technology use were less favorable, including comfort communicating with the nurse using technology (m=3.82), liking telehealth (m=3.73), using apps (m=3.44), troubleshooting (m=3.26), and using video chat (m=3.09).
Implications: This project engages the university with existing industry resources to reach into rural regions of the state and address barriers in communities impacted by chronic disease
Improving Skin Cancer Knowledge and Screening Among Older Chinese Americans Males
No full textSkin cancer is the most common cancer in the U.S. with more than 5 million cases diagnosed annually. It is estimated that about 1 in 5 Americans will develop skin cancer by the age of 70, a prevalence that has been increasing annually (Adams et al., 2021; Aggarwal et al., 2021; Dildar et al., 2021; Trager et al., 2022). As reported by the ACS, men are more likely to develop melanoma compared to women. At the age of 80, men are three times more likely to develop melanoma than women, nearly double the number of male deaths due to the melanoma in 2024, and male mortality rates from melanoma-related disease are reported to be 55% higher than female mortality rates. Besides the behavior risk factors specifically increasing the risk of skin cancer among males, which include prolonged exposure in the sun and a tendency for men to spend 10 more hours in the sun than women, limited sun screening habits, and biologically, males are born with a higher risk of skin cancer. Bellenghi et al., (2020) studied that men tend to have higher incidence of melanoma and less favorable prognoses and are more prone to distant metastases compared to women. As one of the fastest growing racial/ethnic group in the United States, Asian Americans account for 6% of the population and are expected to surpass 46 million by 2060 (Obra et al., 2021; Pew Research Center, 2021). Despite a lower prevalence of among people from racial/ethnic minority backgrounds than in NHW, Asian Americans typically present with a worse Breslow Depth, which measures how deeply a skin cancer, particularly melanoma, has penetrated the skin—the deeper the penetration, the more advanced the stage. They also have more lymph node involvement, indicating systemic metastasis. Consequently, Asian Americans frequently receive diagnoses of advanced skin cancer. Specifically, 40% of Asian Americans are diagnosed at a late stage, in contrast to 22% of NHW (CDC, 2020). This project aims include implementing existing evidence into one dermatology clinical practice setting and developing a skin cancer education program to address skin cancer disparities. The overall goal is to increase skin cancer prevention and screening knowledge among the older Asian Americans, promoting conversations about skin cancer with their healthcare providers and encourage the uptake of TBSE for early detection among senior Chinese males
Exploring the Concept of Nurse Savvy and its Role in Clinical Judgement: A Hybrid Concept Analysis
No full textIntroduction: The skills nurses bring to clinical situations have a much greater impact on clinical judgement than information gathered at the scene (7). How nurses make decisions is a complex process, often eclipsed by competing influences rooted in personal, organizational, and patient related factors (1,2,4). The purpose of this study was to establish a conceptual definition of nurse savvy to explain why some nurses exhibit this superior clinical judgement.
Design: Reynold’s (5) hybrid concept analysis model was chosen because it offers both an inductive and deductive approach, lending itself to the identification of those aspects essential to the concept while also providing clarity based on the experiences of participant interviews (6).
Methods: Clinical nurse specialists, clinical educators, and nursing faculty affiliated with a medium sized, Midwestern regional academic and hospital center were recruited for the study. During the theoretical phase, twelve articles meeting the inclusion criteria were analyzed for use of the word savvy. Since sample sizes of 5 to 24 are the ideal range to reach saturation (3), 8 participants were interviewed during the fieldwork phase on a secure online platform.
Results: Coded data revealed 6 major themes along with 17 subthemes representing nurse savvy. The following conceptual definition emerged: Nurse savvy is the calm deployment of wisdom, through the use of situational awareness, intuitive reasoning, knowledge expertise, and exceptional skill, combined with knowing the patient through connection, compassion, and respectful caregiving. Nurse savvy is marked by the recognition and interpretation of clinical findings to facilitate clinical decision making that includes superior resource identification and utilization. Nurse savvy is made possible through networking and the harnessing of nursing workplace social capital, leading to an assertive, willingness to take risks style of care, and patient advocacy during practice.
Discussion: The fieldwork data for nurse savvy consistently pointed toward attributes that supported or led to sound clinical judgement. Fostering elements of nurse savvy that can be used immediately, such as those necessary for relationship building, provide inexperienced nurses with tools to create a support network of more experienced nurses to assist them with decision-making
When Knowing Isn’t Enough: Advancing Clinical Judgment in Nursing Education
No full textThis session explores how academic programs can strengthen clinical judgment through competency-based assessment and AI-enabled learning tools. Using data from new graduate clinical judgment assessments, participants will discover how HealthStream’s Competency Suite Student Edition supports earlier identification of judgment gaps, personalized development, and smoother transitions from the classroom to practice
Reflecting on AI Use Through Syllabus Statement Development
No full textAs artificial intelligence (AI) tools become increasingly prevalent in higher education, nursing faculty face the complex task of developing comprehensive course policies that address both the opportunities and challenges these technologies present. This presentation provides guidance for crafting effective AI policies via course syllabi through faculty reflection on course content, pedagogy, and enhancing active learning.Faculty will learn a structured practice for developing AI syllabi statements that align with course objectives while preserving essential nursing competencies. The practice framework addresses five critical elements: clear policy articulation, pedagogical rationale, specific usage guidelines, transparency requirements, and integration within existing academic integrity policies.1 Special attention will be given to discipline-specific considerations, including patient privacy, clinical documentation, and professional practice standards.The presentation will also examine current AI detection software tools, their reliability, and limitations.2 Understanding these technological constraints is crucial for developing realistic policies and assessment strategies that uphold academic integrity while maintaining a student-focused relationship.3,4 Participants will receive practical examples of syllabus language, discussion prompts for engaging students in policy development, and strategies for updating policies as AI technology evolves.1This guidance empowers nursing faculty to develop clear, pedagogically-sound AI policies that prepare students for contemporary professional practice without compromising academic integrity. Faculty will leave with ready-to-use strategies for developing and implementing AI policies that promote consistency across their programs while accommodating emerging technologies
Integrating AI Tools for Literature Searches: Implementation in an Evidence-Based Practice Course
No full textThis interactive session presents practical strategies for incorporating AI tools in undergraduate nursing research/evidence-based practice (EBP) education, specifically focusing on literature search processes. EBP is fundamental for safe and effective patient care, yet nurses often struggle with implementing EBP in their daily practice.1,2 Over 50% of nurses rely on Google searches or peer advice rather than scholarly databases, highlighting the critical need to strengthen research competencies beginning at the undergraduate level.3 Similar to practicing nurses, undergraduate nursing students struggle with foundational EBP skills, particularly in efficiently searching and critically analyzing research literature.4,5 It is essential to develop innovative teaching strategies that strengthen these competencies.In this session, we will share our experience of integrating AI tools into an undergraduate nursing research course, demonstrating innovative approaches that enhance students\u27 literature search capabilities while preserving academic integrity. We will present our framework for incorporating AI tools through specific guidelines, modified assignments, and evaluation criteria, along with practical examples of AI-assisted PICOT question development and literature search techniques. The discussion will include implementation challenges, successful strategies, and insights from both faculty and student perspectives.Participants will gain hands-on experience with AI-assisted literature search techniques through interactive demonstrations. Discussion will include strategies for developing student competencies in both AI-assisted and traditional search methods, ensuring ethical use of AI tools, and adapting these approaches to various nursing research/EBP courses. Educational materials will be shared with participants to facilitate integration of AI tools in their own nursing research/EBP courses. We encourage participants to bring laptops or tablets to engage in hands-on demonstrations of AI-assisted literature search techniques during the session
Identify Academic Well-Being and Professional Identity in Nursing Perspectives
No full textOBJECTIVES: Define Professional Identity in Nursing Discuss faculty and staff perspectives of well-being Discuss the connection between a civil work environment and well-being
Determining perspectives of current and future well-being among academic faculty and staff involves a multifaceted approach that considers both personal and professional dimensions. Faculty and staff well-being is influenced by factors such as work-life balance, job satisfaction, and institutional support. During this presentation the results of the faculty and staff survey feedback and open dialogue will be shared, offering insight to areas of concern and opportunities for improvement. Additionally, by integrating discussions of professional identity into faculty and staff development programs, nursing programs can help faculty, staff, and students align their personal values with their professional roles. Fostering a supportive work environment that promotes mental health and professional development is crucial. By understanding these perspectives, academic nursing programs can implement strategies that enhance overall well-being, leading to a more motivated and productive academic community
Crisis Response in Nursing Education: An Integrative Review of Nursing Programme Adaptation to COVID-19
No full textPurpose: To synthesize and examine published research on the ways in which undergraduate Nursing education programmes in various countries adapted to the COVID-19 pandemic.
Methods: Whittemore and Knafl’s (2005) integrative review approach informed this review. This approach was chosen by the researchers because it allows inclusion of various research methodologies to highlight different perspectives regarding a research problem. The five-stage framework includes: problem identification, literature search, data evaluation, data analysis and presentation of findings.
Key words were used in conjunction with Boolean operators, truncation, and spelling variants to search three electronic databases. The search terms used were: “nursing education” OR “nursing studies” OR “undergraduate nursing education” OR “baccalaureate degree in nursing”, AND “adaptation” OR “adapt*” OR “response”, AND “COVID-19” OR “COVID 19” OR “COVID” OR “novel coronavirus” OR “novel corona virus” OR “coronavirus” OR “corona virus” OR “SARS-CoV2” OR “SARS CoV-2” OR “SARS CoV2” OR “pandemic”. The databases searched included: CINAHL, Science Direct and Web of Science. The search was limited to research published from January 2020 - September 2021 due to the novelty of COVID-19. COVID-19 was first reported by officials in Wuhan City, China in December 2019. Only full-text, peer-reviewed academic journals with abstract written or translated in English were included in the review. The process of review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) format – identification, screening, eligibility, and inclusion.
The database search identified 2,177 publications. Duplicates were removed, resulting in 1,976 publications that were screened further. Screening involved the removal of opinion pieces, editorial articles, presentations, publications that did not focus on undergraduate Nursing education programmes alone, publications that did not centre on adaptation to COVID-19 pandemic and publications that did not satisfy the general inclusion criteria. Abstracts were screened by the researchers twice to ensure rigour in evaluating whether the inclusion criteria have been met. A total of 1,957 publications were further excluded during the screening process, thereby resulting in 19 publications for full text evaluation.
Results: Nineteen peer-reviewed publications met the inclusion criteria for full review. Research publications selected had varying research designs. Five research elements were evaluated for quality. These publications identified different ways in which undergraduate nursing education around the world utilised various forms of digital learning technology to adapt to the teaching and learning challenges of COVID-19 pandemic. Of the evidence available, the teaching and learning methodologies identified include: online lectures and webinars, interactive virtual learning experiences such as videos, presentations, quizzes, games, and other web-based interactive forms of multimedia files and textual content, virtual simulation opportunities for students to learn nursing skills and supervised telehealth experience to connect with patients.
Conclusion: A shift to various forms of digital learning technology is the key feature of how undergraduate Nursing education programmes around the world adapted to the issues posed by the COVID-19 pandemic. This shift is not without challenges as seen from the perspective of both learners and teachers
“She Has Ruined Your Program.” Faculty Motivations to Remain Employed Following Student Incivility
No full textBackground: Across the U.S., there is a current undergraduate nursing faculty vacancy. Subsequently, there is a large number of qualified nursing students denied admission to nursing programs. These shortages contribute to the bigger issue of the U.S. professional nursing shortage. Previous research has shown that student-to-faculty incivility results in many negative psychological outcomes, which can lead to faculty considerations of leaving the profession.Purpose: To determine undergraduate nursing faculty’s intrinsic and extrinsic motivating factors to remain in their current professional role after experiencing incivility from undergraduate nursing studentsMethods: This was a qualitative, descriptive pilot study. Seven current undergraduate nursing faculty members were interviewed using a semi-structured interview guide. The results of the interviews were analyzed using thematic analysis. Results were confirmed with an experienced nurse scientist.Results: Three major themes arose from the data: 1) Types of incivility, 2) Intrinsic motivating factors, and 3) Extrinsic motivating factors. Although three out of seven faculty considered leaving academia due to student incivility, all chose to remain in their position.Conclusion: Student-to-faculty incivility is a complex issue that must be addressed. Although educators may express a desire to leave their professional roles after experiencing student incivility, there are intrinsic and extrinsic motivating factors that can aid in faculty retention
Exploring Anxiety and Noticing within Virtual Reality Nursing Simulation
No full textThe overall objective of this pilot study was to explore how anxiety affects students’ noticing of key information within a virtual reality nursing simulation. The aims of this study were to 1) distinguish simulation anxiety into facilitating and debilitating components by using the Alpert and Haber (1960) Achievement Anxiety Test (AAT) for novel use in VR simulation for undergraduate nursing students; 2) Describe the relationship between debilitating and facilitating anxiety and noticing in VR simulation; and 3) Describe the psychometric properties for the AAT when used to describe anxiety in nursing simulation