In this podcast, Dr. Ginger Schroers describes the development and testing of a behavioral strategy (Stay SAFE) to manage interruptions in one’s daily workflow. She also provides practical strategies for dealing with interruptions to everyday professional tasks and ultimately decrease errors and increase patient safety.

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Students need to develop proficiency in psychomotor skills. Paired with deliberate practice, mastery learning strategies can build skill competence among learners and prepare them for clinical practice. Kaitlyn Burke discusses how a psychomotor and procedural skill framework, blended learning, a video evaluation platform, and an electronic tracking tool were implemented for skill development and retention throughout an undergraduate curriculum.

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Preceptors for prelicensure nursing students are essential in successfully transitioning students to com­petent practitioners. As students prepare to launch their professional careers, experiences with precep­tors can significantly impact their learning. In this podcast and article, Dr. Mary Goering presents a preceptor-education toolkit that helps recruit, educate, and retain preceptors.

Dr. Goering has  created a version of the toolkit that you can use and adapt for your school. The toolkit is available at this link: Prelicensure Nursing Student Preceptor Resource Toolkit—Template for Dissemination

Participant roles can vary with simulation. Some roles involve providing direct care during the simulation, whereas other roles involve observing the simulation either in the simulation environment or in another room with audiovisual capabilities. In this podcast, Dr. Barbara Hooper and Professor Nancy Carlson share the findings of their quasi-experimental study to determine whether knowledge acquisition was influenced by role assignment (primary or secondary nurse, family member, or observer) when participating in a high-fidelity simulation among 267 participants. There was a significant increase in the mean score for knowledge acquisition for all participants and no difference based on the role assignment in the simulation. Knowledge acquisition is possible regardless of the role played in a high-fidelity simulation.

Learn more about the study in their article. 

An undergraduate leadership course should foster clinical judgment and communication while embracing diversity, equity, and inclusivity in nursing practice. Promoting student engagement through experimental and competency-based learning is also key. Students in an undergraduate leadership course were assigned completed a Hot Topic/Hot Take assignment to incorporate concepts found in the AACN Essentials and prepare them for leadership positions in nursing. Learn more about this creative strategy in this podcast with Dr. Nancy Jo Thompson and Dr. Rumay Alexander. Be sure to read their Teaching Tip.

Test-taking is a prominent cause of anxiety for nursing students. Test anxiety may interfere with academic performance, program completion, and successful transition to practice. Dr. Cristen Walker shares the results of her study that examined differences between test anxiety in nursing and nonnursing students. She discusses implications of the findings and supportive strategies nurse educators can use to help students.

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Many nursing students experience high levels of stress throughout their nursing program. When stress occurs, the student is prompted to seek a balance using available coping mechanisms. Dr. Rebecca Liljestrand describes a 10-week resiliency program with weekly 50- to 75-minute sessions. Each session has the same format: students share a response to a homework assignment and how they used a strength during the past week; participate in a guided mindfulness practice; engage in a resilience presentation; write a response to related research with prompts such as “what I am good at” and “a time when I was resilient;” and share their writings in small breakout groups. The session closes with the three As: an affirmation,  appreciation, or appraisal.

Their article provides more detail on the resiliency program and its outcomes.

Incivility between and among nursing faculty is a national and global phenomenon. In this podcast, Dr. Cynthia Clark, the leading expert on civility, presents characteristics of faculty who demonstrate incivility and describes how to use cognitive rehearsal and other strategies to manage these behaviors when encountered in the academic setting.

Learn more about cognitive rehearsal and how to use it in Dr. Clark's article.

Nurse educators encourage students to bring knowledge forward and apply it to new situations continuously. However, nursing students are rarely asked to apply their liberal arts knowledge to patient care. In this podcast and teaching tip, Dr. Melissa Klamm presents a teaching approach that used a faculty-assigned reading of Plato's Allegory of the Cave along with faculty-developed parallels between the allegory and health promotion and patient education to review before class.

Innovative approaches are needed to deepen students’ understanding of nursing’s history. Drs. Coleen Toronto and Maureen Hillier explain how they use the Hello History AI app for nursing students to experience life-like conversations with Florence Nightingale and Clara Barton. 

You can learn more about this creative teaching strategy in their article.