Use of a human patient simulator (HPS) as a tool for experiential learning provides a mechanism by which students can participate in clinical decision making, practice skills, and observe outcomes from clinical decisions. The purpose of this study was to compare the effectiveness of two instructional methods to teach specific nursing education content, acute myocardial infarction, on junior-level nursing students' cognitive skills and confidence. The instructional methods included an interactive approach using the HPS method, compared with traditional classroom lecture. Results of this study suggest that use of a teaching strategy involving the HPS method made a positive difference in the nursing students' ability to answer questions on a test of cognitive skills. Confidence levels were not found to be significantly enhanced by use of the HPS method.

With the projected shortage of nursing faculty, formalized programs are needed to provide mentorship programs that will encourage and support faculty as they move from the role of novice to expert educator. The purpose of this qualitative study is to explore the experience of protégés participating in a mentorship program for novice faculty. An interpretive phenomenological research study was conducted to illuminate the meaning of the experiences of the protégés participating in the program. The study of the experience of protégés participating in a mentor-protégé program led to the emergence of three main themes: Creating a Meaningful Mentor-Protégé Relationship, Transitioning as a New Nurse Educator, and the Mentor-Protégé Program-Lessons Learned. Data from the study will provide insight into the meaning of receiving mentorship in the role of novice nurse educator.

Mentorship has been identified as an influential factor in retaining new nursing faculty. A mentor-protégé program for novice faculty was implemented to promote development of the protégés in their role as nurse educators. A qualitative research study conducted to illuminate the meaning of experiences of mentors led to the emergence of four patterns: The Significance of the Mentor-Protégé Relationship, Communication as Important Between Mentor and Protégé, The Mentor-Protégé Program-Protégé's Perspectives, and The Mentoring Role as Expert Educator. The data from the study support the significance of providing mentorship to novice or new nurse educators. The data suggest that mentors benefit from participation in a mentor-protégé program as much as the protégés. Similar programs are needed in nursing if we are to mentor and encourage faculty to begin and remain in the role of educators to combat the future nurse educator shortage.

Nurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman's (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

The crisis of a nursing shortage is encouraging unemployed nurses to return to practice. A refresher course is needed before they return safely. Historically, schools of nursing and hospital-based continuing education departments offered refresher courses in the traditional classroom-based environments. Nurses in less populated/ geographically dispersed areas have limited access to these educational opportunities. Refresher courses, whether in an academic or a hospital-based setting/ are expensive and depend on class size to be cost-effective. An answer to the problem of cost and access is collaborative distance education using web-based instruction.