Nursing faculty vacancies reduce the numbers of students entering the nursing profession, exacerbating the health care workforce crisis. Resilience, known to mitigate occupational burnout, may play a role in retaining existing prelicensure nursing faculty. Dr. Hope Jones describes their study on faculty resilience. They found that compassion satisfaction and  perceived support were significant predictors of resilience. Dr. Jones shares implications for schools of nursing. More details are shared in their article.

Drs. Cori Heier and Ashley McMath share their active learning strategy to prepare students for applying for their first job. The strategy has 3 components: resume building by analyzing 5 de-identified RN resumes, critiquing them in small groups, and creating their own resumes; analysis of 4 pictures of people dressed in various attires for their nursing job interview; and a interview “speed dating” session. Learn more in their article.

To prepare the next generation of nurses with strong skills in self-care to enhance their well-being and increase resilience, strategies for self-care practices should be introduced in the undergraduate program. In this podcast, Drs. Ludy Llasus and Patricia Nill discuss an in-class activity that creates space for students to write a self-care prescription to cultivate personal and professional resilience, focusing on fostering their well-being. Learn about this strategy in their teaching tip.

Guided by the tenets of Kolcaba’s holistic comfort theory, Dr. April Braswell explains how they developed, implemented, and evaluated a simulated online pediatric advanced practice health center. The Pediatric Comfy Care Clinic (PCCC) was created to enhance person-centered diagnostic reasoning and holistic advanced management skills for family nurse practitioner students. Learn more about the PCCC in their article.

Learn how a nurse educator and a teaching and learning librarian at Western Washington University created an innovative approach to teaching digital information literacy. In this podcast, Emily Spracklin and Christine Espina used professional fact-checker strategies, a reflection notebook, and an information literacy framework to develop student competency in information evaluation skills. Read their article for more details about how they teach students to sift credible information from a myriad of online sources and engage in patient-centered communication and education.

Interprofessional education (IPE) is important for health professions students, but advanced practice nursing students often lack opportunities to practice interprofessional care in ambulatory scenarios. A team of health professions educators designed an interprofessional simulation focused on the ambulatory care setting and implemented it with health science students at a large midwestern university. Family and psychiatric-mental health nurse practitioner students, along with students from undergraduate nursing, medicine, pharmacy, audiology, dental hygiene, social work, and physical therapy, participated in the virtual interprofessional simulation. In this podcast, Dr. Lisa Rohrig describes the simulation, its development, and the outcomes. The authors provide more detail in their article.

Are you using video announcements in your online courses? If not, listen to this podcast with Dr. Darci McCall and read her article. Video announcements are an effective way to enhance connection and improve the learner’s experience in an online course. Unlike text-based communication, these humanize the instructor, bringing presence and authenticity to the virtual classroom. Incorporating video announcements into a course is a simple but valuable addition. By strengthening instructor presence and communication, this strategy transforms online learning, creating a supportive and engaging environment that enhances student satisfaction and success.

Learn how one prelicensure course in community and population health helps students develop empathy in marginalized populations and practice trauma-informed care with all patients. Dr. Jennifer Forbush describes a collaboration with local teachers to facilitate social and emotional learning in at-risk highschoolers. Find out more about her teaching strategy in her Nurse Educator article.

Feedback alone does not satisfy the need for structured debriefing, which is part of good simulation. In this podcast, Ashley McMath explains how she used Socratic questioning during debriefing to help students uncover their thinking behind their actions and foster an environment of open dialogue and reflection. Read more about the debriefing strategy in her article Nurse Educator.

In this podcast and article, Dr. Megan Jester describes an innovative learning activity in which  students share photographs (taken as part of class) that represent the mental health continuum. The activity begins with a faculty-led lecture introducing the mental health continuum. In groups, students walk around campus, taking photos of objects that reflect the continuum. Groups then create and share a PowerPoint slide featuring their selected object and write a social media statement. Dr. Jester explains how this activity can be adapted for other courses including those offered online.