Drs. Tomeka Dowling and Crystal Toll discuss the need to integrate concepts of diversity, equity, and inclusion (DEI) and social determinants of health (SDOH) into nursing curricula. RN to BSN students were surveyed to assess their perceptions of DEI-SDOH curricular threads and impact on nursing practice. Students indicated that DEI-SDOH curricula promoted self-examination, critical analysis of health care systems, and development of DEI-SDOH competence. You can learn more about their curriculum development process and assessment in their article.

Nursing students experience significantly more stress compared to non-nursing peers, which increases their risk for poor mental health and academic outcomes. MINDSTRONG, an evidence-based cognitive behavioral program focused on resiliency, prepares students to cope with stressors and adopt healthy lifestyles. Dr. Jacqueline Hoying describes the MINDSTRONG program and findings from her study on outcomes in undergraduate nursing students who completed the program (learn more in her article). She shares information with listeners about how to access program resources for implementation in this podcast.

Faculty should provide guidance to help new students embrace challenges and adapt to the rigor of the nursing curriculum. Mindset training may be a key to increase academic success. Dr. Ashley Carter developed a series of 10 lessons as 5-minute pearls throughout a semester-long introductory nursing course using short video clips. These lessons introduce the concepts of fixed versus growth mindset, neuroplasticity, and self-efficacy and include evidence-based strategies to support students’ success and role development. You will enjoy this podcast and learn more in her teaching tips article.

Dr. Cathleen Evans created 3 tabletop board games as formative assessments for prelicensure students to develop their situational decision-making skillls: Ready Responder, Clinical Case Competency, and Decisions at the Point of Care. The games, adaptable to specific client types, care environments, and contexts, have vetted multiple-choice and client case answer keys. In this podcast and article, you will learn how she developed and uses these games for formative assessments.

Durable learning reflects the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education. Dr. Crista Reaves explored how nursing students acquired and retained knowledge. Thematic analysis revealed (1) learner- and instructor-initiated techniques that promoted durable learning and (2) techniques that were not effective in the classroom, clinical practice, and simulation. Learn about the research in their article.

Self-reflection is a key component of simulation debriefing that helps students describe their development of clinical judgment skills. Drs. Michelle Bussard and Lisa Jacobs asked students what they learned about themselves and what changes they plan to make to their nursing practice based on observation of their own performance during simulation in a video recording. Their qualitative study revealed findings about communication, body language, safety, and other AACN essential competencies that might have been overlooked in traditional methods of assessment in simulation. Learn more about how video-recorded simulations help students get the most out of debriefing after simulation in their article.

Student course evaluations are the primary way faculty receive feedback on their teaching. The challenge is in getting meaningful, actionable feedback from students that can be used to make improvements to instruction. Drs. Michelle Stubbs and Julie Reis share their recommendations for improving the quality of feedback students provide, including use of continuous feedback processes that go beyond surveys and Likert scales. In this podcast, you’ll hear specific steps you can take to collect meaningful feedback and implement a dynamic and responsive instructional improvement cycle. Learn more about their work in their article.

Dr. Leigh Montejo used Taboo AI to create an engaging, interactive, and effective online learning environment for students. Gaming supports active learning and increases learner engagement. Learn more about Taboo AI in this podcast and Article and how to use it in your course.

The need for learners to engage in deep learning and develop a spirit of inquiry to lead change requires RN to BSN programs to create new models to prepare learners for new or expanded practice roles. In this podcast with Ms. LaNeigh Harkness, Dr. Ellarene Duis Sanders, and Dr. Patricia Francis-Johnson, you will learn how the faculty reinvigorated their RN-to-BSN program, preparing learners for expanded roles. They developed an innovative Application Practice Model to enhance learners’ critical thinking, problem solving, self-direction, and communication skills to address practice issues needing improvement. Also read their article.

A diverse nursing faculty is critical to recruiting, educating, and supporting a diverse nursing workforce. Dr. Kumhee Ro and Dr. Joshua Villarreal present their BOLD Framework, which was derived from a series of qualitative semistructured interviews from nursing Faculty of Color (FOC). The BOLD framework begins with an assessment of the institution’s organizational culture, capacity for critical reflection, and perceptions of FOC as individuals. These areas of assessment are visualized as encircling the 4 steps that guide administration through opportunities to engage faculty: Be genuine, be Open to the art of inquiring, Listen deeply to the voices from our culture, and Do by lending action to words. Having completed the 4 steps the final action, Facilitate the Power of Networks, provides ongoing sustained support for FOC. Learn more in their article.