Board of Nursing Approval of Registered Nurse Education Programs

Spector, Nancy; Hooper, Janice I.; Silvestre, Josephine; Qian, Hong

doi:10.1016/s2155-8256(17)30178-3

Cited by 26 publications

(16 citation statements)

References 15 publications

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“…13 The NCLEX-RN® is one the most accepted outcome metrics for nursing education because of its ability to measure student readiness for entry-topractice. 14 New nurses must quickly become efficient, especially in light of both the financial impact and the increased burden of care associated with coronavirus. The exhaustive skills validation, which often RHODES ET AL.…”

Section: Discussionmentioning

confidence: 99%

Health assessment validation: Challenging tradition

et al. 2020

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Background: Undergraduate health assessment courses aim to prepare nursing students to conduct systematic physical assessment of patients. Competency in the undergraduate health assessment course is traditionally validated by student demonstration of a memorized, comprehensive physical examination.Problem: Often, this validation requires performance of an exhaustive list of physical examination skills rather than the typical physical assessment performed by the generalist nurse in the hospital setting. This precedent to "do it all" does not align with competency-based education and may cause students to be ill-prepared for clinical practice.Approach: Faculty in a 12-month second-degree accelerated BSN program adapted the comprehensive physical assessment validation to better reflect a clinically relevant bedside assessment. The process, results, challenges, and recommendations are described. Here, the redefined comprehensive physical assessment included evaluation of the patient's general appearance, activity, vital sign measurements, pain, and key assessment of the neurologic, respiratory, cardiovascular, integumentary, gastrointestinal, and genitourinary systems. In alignment with the AACN recommendations, students were also validated on focused assessments. Conclusion:This change improved the students' transition to clinical practice. We challenge faculty to prepare students for real-world nursing assessment by adapting validations to closely mirror bedside practice.

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Section: Discussionmentioning

confidence: 99%

Health assessment validation: Challenging tradition

et al. 2020

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“…The national nursing accreditors (Accreditation Commission for Education in Nursing, 2017; Commission on Collegiate Nursing Education, 2018; National League for Nursing, 2016), and other U.S. healthcare accreditors use the USDE's requirements for their outcome metrics. While these outcomes have face validity, as new nurses must graduate, pass the NCLEX, and become employed in order to enter the workforce, there is little evidence these outcomes are indicators of program quality (Spector et al, 2018). Table 1 provides a comparison of standards from nursing and other healthcare accreditors.…”

Section: Use Of Nclex Pass Rates As a Performance Measure Of Prelicensure Nursing Programsmentioning

confidence: 99%

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

Spector¹,

Silvestre²,

Alexander³

et al. 2020

Journal of Nursing Regulation

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Journal of Nursing Regulation provides a worldwide forum for sharing research, evidence-based practice, and innovative strategies and solutions related to nursing regulation, with the ultimate goal of safeguarding the public. The journal maintains and promotes National Council of State Boards of Nursing's (NCSBN's) values of integrity, accountability, quality, vision, and collaboration in meeting readers' knowledge needs. Manuscript InformationThe Journal of Nursing Regulation accepts timely articles that may advance the science of nursing regulation, promote the mission and vision of NCSBN, and enhance communication and collaboration among nurse regulators, educators, practitioners, and the scientific community. Manuscripts must be original and must not have been nor will be submitted elsewhere for publication. See www.journalofnursingregulaton.com for author guidelines and manuscript submission information.

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“…Nursing programs in colleges and universities are using simulation laboratories to teach Obstetric and Neonatal nursing to improve nursing student's understanding of antepartum through postpartum nursing care. The use of simulation clinical experiences (SCEs) has been endorsed by the National Council of State Boards of Nursing and the National League of Nursing as a substitute for hospital clinical rotations [3,4]. Simulation laboratories are equipped to represent hospital settings of Labor and Delivery, Postpartum, and Newborn Nursery units.…”

Section: Experiencesmentioning

confidence: 99%

Birth to Discharge: Neonatal Simulation Clinical Experiences

2018

IJWHC

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With an increase in nursing programs to combat the projected nursing shortage, there is more competition for clinical sites for Obstetric-Neonatal clinical rotations. Obstetric and neonatal simulation clinical experiences are being substituted for hospital clinical rotations and for lack of patients during clinical rotations. A technical college in Southeastern United States is using five-hour simulation clinical experiences, in which Obstetric and Neonatal high-fidelity manikins are utilized, as substitutes for hospital clinical rotations or lack of Obstetric-Neonatal patients. Neonatal nursing care is related to the type of disorder the pregnant patient is admitted with to the Antepartum/ Intrapartum Simulation Laboratory Hospital Unit. Three patient scenarios are used for the clinical experiences: neonates born to mothers with gestational diabetes, preeclampsia, or preterm labor. Neonatal complications such as hypoglycemia and prematurity are incorporated into the scenarios. Nursing students use fetal monitoring to identify fetal complications to provide appropriate nursing care to the neonate after delivery. This use of simulation clinical experiences has been endorsed by the National Council of State Boards of Nursing and the National League of Nursing as a substitute for hospital clinical rotations. The significance of using Obstetric-Neonatal simulation clinical experiences is increased understanding by nursing students of the entire antepartum through postpartum nursing care and discharge process. Using the high-fidelity manakins and fetal monitoring, nursing students can obtain hands-on experience when unable to obtain the clinical experience due to lack of a hospital rotation site or lack of patients during their hospital clinical rotation.

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Board of Nursing Approval of Registered Nurse Education Programs

Cited by 26 publications

References 15 publications

Health assessment validation: Challenging tradition

Health assessment validation: Challenging tradition

NCSBN Regulatory Guidelines and Evidence-Based Quality Indicators for Nursing Education Programs

Birth to Discharge: Neonatal Simulation Clinical Experiences

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