No abstract

Through acknowledging gender barriers and taking intentional steps to address them with prenursing and nursing students, schools of nursing may create a more inclusive environment and enhance the profession's diversity. [J Nurs Educ. 2017;56(5):295-299.].

For several pigeons, pecking at particular locations within a ten-inch-wide response area was reinforced by grain presentations. The reinforced locations changed systematically to "shape" response location back and forth across the area. The rate and size of these shifts in reinforced locations were varied in both between-subject and within-subject comparisons to evaluate the influence of these variables on the shaping process. Larger step sizes produced larger shifts in location for all sizes inspected, with all sizes from .5 to 3.0 inches effective in shaping behavior. More rapid steps were approximately as effective as slower steps for all rates of shift inspected from 25 reinforcers to 400 reinforcers per step. These data suggest that shaping peck location proceeds most efficiently with rapid, relatively large shifts in criterion performance.

To accurately evaluate clinical interviewing skills we must enhance rater consistency, particularly in assessing those skills that both satisfy patients and yield crucial data.

This article describes the process of developing and implementing a scripted unfolding case study about delirium as part of a continuing education program for nursing staff. This innovative instructional strategy allows learners to evaluate a situation as it unfolds, practice assessment and communication skills, and reflect on potential problems and solutions. Using the detection and treatment of delirium as an example, the authors describe a template for developing a low-cost, low-fidelity case simulation that includes identifying the key concepts and competencies; writing behavioral learning objectives; creating the story; and identifying clinical decision-making points for discussion. Positive evaluations by program participants (registered nurses, licensed practical nurses, and nursing assistants) indicate that this methodology encourages interactive learning of key concepts in geriatric nursing among participants with varying years of experience.