The Experts below are selected from a list of 148248 Experts worldwide ranked by ideXlab platform
Cynthia M Clark - One of the best experts on this subject based on the ideXlab platform.
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revision and psychometric testing of the incivility in Nursing Education ine survey introducing the ine r
Journal of Nursing Education, 2015Co-Authors: Cynthia M Clark, Celestina Barbosaleiker, Larecia Money Gill, Danh T NguyenAbstract:Background Academic incivility is a serious challenge for Nursing Education, which needs to be empirically measured and fully addressed. Method A convenience sample of Nursing faculty and students from 20 schools of Nursing in the United States participated in a mixed-methods study to test the psychometric properties of the Incivility in Nursing Education-Revised (INE-R) Survey. Results A factor analysis and other reliability analyses support the use of the INE-R as a valid and reliable measurement of student and faculty perceptions of incivility in Nursing Education. Conclusion The INE-R is a psychometrically sound instrument to measure faculty and student perceptions of incivility; to examine differences regarding levels of Nursing Education, program type, gender, age, and ethnicity; to compare perceptions of incivility between and among adjunct, clinical, teaching, and research faculty; and to conduct pre- and postassessments of the perceived levels of faculty and student incivility in Nursing programs to inform evidence-based interventions.
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fostering civility in Nursing Education and practice nurse leader perspectives
Journal of Nursing Administration, 2011Co-Authors: Cynthia M Clark, Lynda Olender, Cari Cardoni, Diane KenskiAbstract:Incivility in healthcare can lead to unsafe working conditions, poor patient care, and increased medical costs. The authors discuss a study that examined factors that contribute to adverse working relationships between Nursing Education and practice, effective strategies to foster civility, essential skills to be taught in Nursing Education, and how Education and practice can work together to foster civility in the profession.
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the dance of incivility in Nursing Education as described by Nursing faculty and students
Advances in Nursing Science, 2008Co-Authors: Cynthia M ClarkAbstract:Uncivil and disruptive behaviors in Nursing Education are serious problems requiring ongoing attention and research. Academic incivility jeopardizes the welfare of faculty, students, and the campus community. This article describes a qualitative study involving 289 Nursing faculty members and students from 41 states who responded to 4 open-ended questions included in the Incivility in Nursing Education survey. A conceptual model is introduced to illustrate the study findings. The model depicts how stress, attitude, and a lack of effective communication and intentional engagement may contribute to the "dance" of incivility in Nursing Education.
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student voices on faculty incivility in Nursing Education a conceptual model
Nursing education perspectives, 2008Co-Authors: Cynthia M ClarkAbstract:Abstract Colaizzi's phenomenological method for qualitative study was used to describe Nursing students' lived experiences with uncivil encounters with Nursing faculty. Seven current and former Nursing students from various levels of Nursing Education were interviewed to investigate their perceptions of faculty incivility in Nursing Education and to examine the emotional and behavioral impact the perceived incivility had on them. Three major themes emerged regarding faculty incivility: 1) behaving in demeaning and belittling ways, 2) treating students unfairly and subjectively, and 3) pressuring students to conform to unreasonable faculty demands. Three major themes emerged from students' emotional responses to faculty incivility: 1) feeling traumatized, 2) feeling powerless and helpless, and 3) feeling angry and upset. Behavioral responses are also reported. A conceptual model is presented to illustrate the findings. Recommendations for further research are included.
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thoughts on incivility student and faculty perceptions of uncivil behavior in Nursing Education
Nursing education perspectives, 2007Co-Authors: Cynthia M Clark, Pamela J SpringerAbstract:Abstract Faculty members complain about the rise of uncivil behavior in their students, and students voice similar complaints about faculty. Using an interpretive qualitative method for research, this study examined student and faculty perceptions of incivility in Nursing Education, possible causes of incivility, and potential remedies. Narrative analysis yielded the following categories: in-class disruption by students, out-of-class disruption by students, uncivil faculty behaviors, and possible causes of incivility in Nursing Education. The authors argue that further research is needed to increase awareness and understanding about academic incivility, its impact, and its psychological and social consequences.
Chad L Cross - One of the best experts on this subject based on the ideXlab platform.
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high fidelity simulation in undergraduate Nursing Education a review of simulation reviews
Clinical Simulation in Nursing, 2016Co-Authors: Jessica Doolen, Bette Mariani, Teresa Atz, Trisha Leann Horsley, Jennifer O Rourke, Kelley Mcafee, Chad L CrossAbstract:Abstract The purpose of this focused review was to provide an overview of existing high-fidelity simulation reviews in undergraduate Nursing Education. Over the last 10 years, there has been a substantial increase in the use of high-fidelity simulation in undergraduate Nursing Education. Six reviewers conducted a systematic literature search on existing reviews of high-fidelity simulation and undergraduate Nursing Education from January 1, 2009, through June 30, 2015. Using a comprehensive search of literature databases and hand searches, a total of 34 reviews were initially selected for full review with seven reviews included in the final analysis after rereview of the inclusion/exclusion criteria. Findings from simulation research and reviews revealed significant differences in design and assessment methods leading to a wide variety of measurement outcomes and a variety of limitations. Of the seven reviews, five were integrative reviews and two were reviews of the literature. No meta-analysis or systematic reviews met the inclusion criteria. The review suggests a need for methodologically sound research that translates simulation outcomes to future performance and practice. Findings from the review support the multitude of challenges in simulation research including a lack of funding, a lack of simulation training for faculty and staff, and a lack of support for faculty conducting simulation research. Limitations of prior studies include weak designs, mixed samples, and a lack of valid and reliable evaluation tools.
Brenda Happell - One of the best experts on this subject based on the ideXlab platform.
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triumph and adversity exploring the complexities of consumer storytelling in mental health Nursing Education
International Journal of Mental Health Nursing, 2016Co-Authors: Brenda Happell, Wanda BennettsAbstract:Consumer participation in the Education of health professionals is increasing, particularly in mental health Nursing Education and storytelling remains the most frequent approach to consumer involvement. The use of story has tended to be accepted as a legitimate Educational tool with limited critique or consideration of its potential consequences presented within the academic literature. A qualitative exploratory research study was undertaken with mental health nurse academics (n = 34) and consumer educators and academics (n = 12), to investigate the perceptions and experiences of mental health nurses and consumers regarding the involvement of consumers in mental health Nursing Education. Data were analysed thematically. Story was a major theme to emerge from consumer participants and received some attention from nurse academics. Consumers and nurses both referred to the power of story to convey the human experience of mental illness diagnosis and service use; and the vulnerability that can result from storytelling. Consumers also described: story as expectation; preparation and support; and the politics of story. All participants supported the value of storytelling in mental health Nursing Education. Consumers had considered the complexities in far greater detail. The ongoing value of story as an Educational technique requires further research. Equally important is considering a broader range of Educational roles for mental health consumers.
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appreciating history the australian experience of direct entry mental health Nursing Education in universities
International Journal of Mental Health Nursing, 2009Co-Authors: Brenda HappellAbstract:More than two decades since the introduction of comprehensive Nursing Education in Australia, the controversy regarding the type of undergraduate Education that would best serve the needs of the mental health Nursing profession continues. The ensuing debate tends to be based on a comparison between the current model of comprehensive Education in the universities and the specialist mental health Nursing programs that previously operated within the hospital system. The previous existence of a tertiary-based direct-entry mental health Nursing program in Victoria is generally not recognized. The paper provides a brief overview of mental health Nursing Education from a historical perspective emphasizing the period following the commencement of the transfer of the Nursing Education. Articulating the Victorian experience of specialist undergraduate mental health Nursing Education within universities is essential as discussions about the most appropriate Educational preparation for mental health Nursing continues.
Jessica Doolen - One of the best experts on this subject based on the ideXlab platform.
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high fidelity simulation in undergraduate Nursing Education a review of simulation reviews
Clinical Simulation in Nursing, 2016Co-Authors: Jessica Doolen, Bette Mariani, Teresa Atz, Trisha Leann Horsley, Jennifer O Rourke, Kelley Mcafee, Chad L CrossAbstract:Abstract The purpose of this focused review was to provide an overview of existing high-fidelity simulation reviews in undergraduate Nursing Education. Over the last 10 years, there has been a substantial increase in the use of high-fidelity simulation in undergraduate Nursing Education. Six reviewers conducted a systematic literature search on existing reviews of high-fidelity simulation and undergraduate Nursing Education from January 1, 2009, through June 30, 2015. Using a comprehensive search of literature databases and hand searches, a total of 34 reviews were initially selected for full review with seven reviews included in the final analysis after rereview of the inclusion/exclusion criteria. Findings from simulation research and reviews revealed significant differences in design and assessment methods leading to a wide variety of measurement outcomes and a variety of limitations. Of the seven reviews, five were integrative reviews and two were reviews of the literature. No meta-analysis or systematic reviews met the inclusion criteria. The review suggests a need for methodologically sound research that translates simulation outcomes to future performance and practice. Findings from the review support the multitude of challenges in simulation research including a lack of funding, a lack of simulation training for faculty and staff, and a lack of support for faculty conducting simulation research. Limitations of prior studies include weak designs, mixed samples, and a lack of valid and reliable evaluation tools.
Martin Schiavenato - One of the best experts on this subject based on the ideXlab platform.
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Reevaluating simulation in Nursing Education: beyond the human patient simulator.
Journal of Nursing Education, 2009Co-Authors: Martin SchiavenatoAbstract:The human patient simulator or high-fidelity mannequin has become synonymous with the word simulation in Nursing Education. Founded on a historical context and on an evaluation of the current application of simulation in Nursing Education, this article challenges that assumption as limited and restrictive. A definition of simulation and a broader conceptualization of its application in Nursing Education are presented. The need for an ideological basis for simulation in Nursing Education is highlighted. The call is made for theory to answer the question of why simulation is used in Nursing to anchor its proper and effective application in Nursing Education.
