Volume 10, Issue 1 -

Cultural competence and cultural safety are essential knowledge in contemporary nursing care. Using a three-phase, mixed methods sequential triangulation design, this study examines the extent to which Anglophone Schools of Nursing in Canada have integrated cultural competence and/or cultural safety into the undergraduate nursing curricula. Factors that influence successful integration are identified through the lens of Donabedian’s structure, process, and outcome model. Results suggest that several facilitating factors are present, such as leadership, partnerships and linkages, and educational supports for students. Of particular concern is the lack of policies to recruit and retain Aboriginal faculty, financial resources, and outcome evaluation indicators. A conceptual model of integration is offered to explain how Schools of Nursing function to support the implementation of these concepts into their curriculum. This study provides theoretical and practical implications for initiation and improvement of cultural competence and/or cultural safety integration strategies in Schools of Nursing.

Education in the twenty-first century and educational reforms are subjects of interest and discourse worldwide because of the link between education and development. What appears not to have been fully explored in the Nigerian context is the responsiveness of various professions, especially nursing, to the consistently changing educational system. Yet innovative advances in health care system in the twenty-first century demands that Nursing as a profession should prepare practitioners who are well equipped to meet the challenges of care within the context of a complex milieu. This paper, therefore, examines the Nigeria educational system, its reforms and current status of nursing education in Nigeria. Some of the challenges in the emergence of professional nursing in Nigeria and the progress made so far to advance professional as well as university education for nurses are articulated with propositions of possibilities and the gains for the Nigeria nation.

A historical examination of a nursing curriculum is a bridge between past and present from which insights to guide curriculum development can be gleaned. In this paper, we use the case study method to examine how the University of Victoria School of Nursing (UVic SON), which was heavily influenced by the ideology of second wave feminism, contributed to a change in the direction of nursing education from task-orientation to a content and process orientation. This case study, informed by a feminist lens, enabled us to critically examine the introduction of a “revolutionary” caring curriculum at the UVic SON. Our research demonstrates the fault lines and current debates within which a feminist informed curriculum continues to struggle for legitimacy and cohesion. More work is needed to illuminate the historical basis of these debates and to understand more fully the complex landscape that has constructed the social and historical position of women and nursing in Canadian society today.

This article describes the results of a qualitative research study evaluating nursing students’ experiences of a mandatory course in applied statistics, and the perceived effectiveness of teaching methods implemented during the course. Fifteen nursing students in the third year of a four-year baccalaureate program in nursing participated in focus groups before and after taking the mandatory course in statistics. The interviews were transcribed and analyzed using content analysis to reveal four major themes: (i) “one of those courses you throw out?,” (ii) “numbers and terrifying equations,” (iii) “first aid for statistics casualties,” and (iv) “re-thinking curriculum.” Overall, the data revealed that although nursing students initially enter statistics courses with considerable skepticism, fear, and anxiety, there are a number of concrete actions statistics instructors can take to reduce student fear and increase the perceived relevance of courses in statistics.

The purpose of this article is to advance worldwide scholarship of nursing education by introducing a novel approach to evaluate nursing students’ level of human caring. We propose an innovative tool that can be used by nurse educators to measure the construct of caring. Caring encompasses three dimensions: intentionality, relationality, and responsivity. The dimensions are drawn from theoretical, practice, and education literatures. The innovative tool, named the Caring Interaction Inventory, exposes nursing students to audio–video recordings of complex real-life healthcare encounters. Nursing students are required to choose from several options, caring behaviors that would best address holistic patient needs. Caring behaviors chosen for a given healthcare encounter and the rationale provided by the student, enable the nurse educator to evaluate the student’s caring in terms of intentionality, relationality, and responsivity. The sum total of the student’s performance within each dimension constitutes the student’s overall caring grade.

Simulation is integrated into nursing curricula as a means of developing and evaluating clinical judgment, but there are few valid and reliable tools available and evaluation is not consistently theory based. When the Lasater Clinical Judgment Rubric (LCJR) was introduced in 2007, it provided a common evaluative language for assessment of clinical judgment but had limited support of its validity and reliability. Based on Tanner’s Model, the LCJR organized nursing actions into eleven dimensions and four behavioral categories and defined specific actions in each which are typical of developmental phases (Lasater, 2007). The LCJR has been adopted by many nursing programs with limited support of its validity and reliability. This article attempts to organize current knowledge available on the LCJR in an effort to assess its use as a valid and reliable measurement tool, and to identify specific needs for continued testing of the instrument.

Teaching and learning strategies are needed to support learner-centered curricula, and prepare nurses who are capable of working in today’s challenging health care environments. Although the traditional lecture is still widely used in nursing education, innovative approaches are needed to encourage discussion, debate, and critical reflection, activities that support lifelong learning. Arts-based learning [ABL] is a creative strategy with the potential to engage learners, foster understanding of multiple perspectives, and simultaneously connect cognitive and affective domains of learning. Walker and Avant’s method of concept analysis is applied to examine the uses of ABL in the literature, define the attributes, distinguish the antecedents and consequences, identify model and other cases, and determine empirical referents of this concept. This analysis is presented to facilitate the conceptual understanding of ABL for use in research and nursing education.

Critical service learning (CSL) offers promise for preparing community health nursing students to be advocates for social justice and social change. The purpose of this article is to describe a community based CSL project designed to provide cardiac health screening to an underserviced population, wherein nursing’s role in social justice is integrated into nursing practice. First, the relationship between social justice and CSL is explored. Then, the CSL approach is examined and differentiated from the traditional service learning models frequently observed in the nursing curriculum. The CSL project is described and the learning requisites, objectives, requirements, and project outcomes are outlined. While not a panacea for system reform, CSL offers nursing students avenues for learning about social justice and understanding the social conditions that underlie health inequalities. Nurse educators may benefit from the new strategies for incorporating social justice into nursing curriculum; this paper suggests that CSL offers one possibility.

Formal pairing of student nurses to work collaboratively on one patient assignment is a strategy for improving the quality and efficiency of clinical instruction while better utilizing the limited resources at clinical agencies. The aim of this qualitative study was to explore the student nurse and patient experiences of collaborative learning when peer dyads are used in clinical nursing education. Interviews were conducted with 11 students and 9 patients. Students described the process of collaborative learning as information sharing, cross-checking when making clinical decisions, and group processing when assessing the outcomes of nursing interventions. Positive outcomes reported by students and patients included reduced student anxiety, increased confidence and task efficiency. Students’ primary concern was reduced opportunity to perform hands-on skills which had to be negotiated within each dyad. Meeting the present and future challenges of educating nurses will require innovative models of clinical instruction such as collaborative learning using student peer dyads.

Students’ feedback of their practicum experiences are typically documented only in terms of established nursing competencies and learning objectives. How nursing students cope with social contingencies (e.g., personal health) while away on clinical placement is not commonly reported in the literature. A sample of Australian student nurses was surveyed as a way of contributing new knowledge about what and how social contingencies could impact on a practicum experience. An analysis of the survey data provided by 244 students revealed that of the 14 contingencies used, financial pressure, accommodation, and geographic location, were rated as having the most influence. All of these social contingencies were examined by a principal components analysis. Three factors were identified and interpreted as professional organization, home organization, and personal organization. Three subscales were then derived using these factors and other measures were also calculated. Bivariate and multivariate relationships were subsequently determined. One key finding was that the first year students, compared to their more senior counterparts, expressed less stress during their practicum. The first year students, as opposed to their more experienced peers, also attached less importance to the professional organizational contingencies. The implications of the study for university administrators, nursing education faculty, and managers of clinical facilities conclude the paper.

Innovation in nursing education curriculum is critically needed to meet the demands of nursing leadership and practice while facing the complexities of today’s health care environment. International nursing organizations, the Institute of Medicine, and; our health care practice partners have called for curriculum reform to ensure the quality and safety of patient care. While innovation is occurring in schools of nursing, little is being researched or disseminated. The purposes of this qualitative study were to (a) describe what innovative curricula were being implemented, (b) identify challenges faced by the faculty, and (c) explore how the curricula were evaluated. Interviews were conducted with 15 exemplar schools from a variety of nursing programs throughout the United States. Exemplar innovative curricula were identified, and a model for approaching innovation was developed based on the findings related to conceptualizing, designing, delivering, evaluating, and supporting the curriculum. The results suggest implications for nursing education, research, and practice.

The shortage of registered nurses is inextricably linked to the shortage of nursing faculty which has resulted in the turning away of over 40,000 qualified students in 2010. One solution to the faculty shortage has been to recruit faculty from clinical practice. This often becomes problematic resulting in intent to leave academia within five years. Possible factors contributing to this action are role ambiguity and role strain. This study, therefore, examined role strain experienced by nursing faculty and the extent to which role strain predicted satisfaction with the role transition and intent to stay in academia. Findings revealed that role strain does exist among nursing faculty. Role ambiguity and self-assessed competency are significant predictors of role strain, and role strain is a significant predictor of satisfaction with the role transition and intent to stay. The study also looked at whether age, education, and experience affected role strain, and they were found to be poor predictors.

Little is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students’ main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.

A study using a qualitative descriptive design was undertaken to explore the issue of “failure to fail” in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors ( n =13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.

In this paper we describe the Inclusive Mosaic project, a community–university partnership in an outer-city community in a large Canadian metropolis aimed at promoting diversity in nursing. The project brought together nursing student mentors with middle school and high school youth from diverse backgrounds in a mentoring program aimed at increasing participants’ interest in, and confidence in pursuing, higher education and a career in nursing or other health profession. The concepts of emancipatory education, self-efficacy, and possible selves provided the theoretical foundation. Project processes, activities, and outcomes are described, and a post-hoc evaluation encompassing the project’s strengths, challenges, limitations, and successes is presented. Recommendations to inform future research and education are also provided.

The purpose of this research was to investigate the effectiveness of interactive self-paced computerized case study compared to traditional hand-written paper case study on the outcomes of student knowledge, attitude, and retention of the content delivered. Cognitive load theory (CLT) provided the theoretical framework for the study. A quasi-experimental pre-test post-test design with random group assignment was used to measure by self-report survey student cognitive load and interactivity level of the intervention. Student scores on quizzes in semester 1 and post-test follow-up quizzes in semester 3 were assessed for the intervention’s effects on knowledge retention. While no significant statistical differences were found between groups, the students in the interactive case study group rated their case study as more fun and interactive. These students also scored consistently higher on the post-test quiz items in their third semester, showing the viability of using CLT to improve student retention of nursing curricula information.

Indigenous knowledge (IK) has the potential to complement the dominant epistemologies central to nursing curricula. Acknowledging IK as a thriving set of worldviews, we discuss how nursing educators might access and integrate IK in ways that are respectful and sustainable. IK is highlighted as an entry point for understanding concepts such as cultural safety, ethical space, and relational practice and as a strength-based approach to learning about Aboriginal people’s health. As with any use of knowledge, consideration must be given to issues of ownership, misappropriation, institutional responsibility, Indigenous protocol, and the creation of partnerships. Recommendations are provided for educators wishing to explore how to incorporate IK into nursing curriculum. With appropriate partnerships, protocols, and processes in place, the incorporation of IK may provide educators and students an opportunity to explore divergent epistemologies, philosophies, and worldviews, thereby encouraging broader perspectives about the world, ways of being, various types of knowledge, and nursing care.

International immersion experiences for health-care students have increased over the past 10 years. Students and faculty expect these experiences to increase cultural competency; however, research on outcomes of these programs has lacked rigor. Over a 4-year period, groups of nursing and other health professions students spent 3 weeks in Peru providing primary care and health education. Students attended pre-departure seminars addressing personal travel health and safety, culture and health care in Peru, working with interpreters, and ethics of international health care. Student participants ( N = 77) completed an instrument assessing self-perceived cultural competency before and after the experience. Results of pre- and post-immersion scores showed significant increases in perceived cultural competency and increased self-efficacy in cultural knowledge, skills, and attitudes for four groups of students. Implications and future directions are discussed and recommended.

As nursing students are increasingly studying abroad and returning to their home countries to practice, it is important to identify international nursing students’ reentry transition to understand their reentry needs. Phenomenological inquiry was used to describe the reentry experience of seven Omani nurses after studying in the United States. The nurses’ reentry experience was influenced by the personal and professional transformation from studying abroad and included themes of adaptation to cultural differences and service to themselves, their profession, and their nation. These nurses returned home to resume previous roles; they were changed and this required them to redefine and adapt to their roles within their families and workplace. Nurses returning from international study could benefit from a formal reentry program to assist their transition to family, community, and professional life and to enhance the nurses’ contribution from their international education.

Background : Members of nursing faculty are utilizing interactive teaching tools to improve nursing student’s clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting. Method : Students ( n =42) were observed and rated on their ability to perform a respiratory assessment. The observations and ratings took place at the bedside, prior to a respiratory lecture, following the respiratory lecture, and following simulation clinical. Results : The findings indicated that there was a significant difference ( p =0.000) in transfer of learning demonstrated over time. Conclusions: Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.

Although the community of practice (CoP) concept has been heavily utilized in business literature since its inception in the 1990s, it has not been significantly featured in nursing research. With student-centered approaches increasingly infusing nursing classrooms, including opportunities for collaborative learning and the development of student learning communities, it may be time to ask: Do we practice what we teach? Nursing academia faces challenges related to recruitment and retention, scholarly productivity and engagement of new faculty, and increasing demands for collaborative research. Challenges, some would argue, that could be addressed through CoPs; a sentiment reflected in the recent expansion of nursing CoP literature. What is the current state of the application of this concept in nursing academia and what barriers present in the promotion and development of CoPs in the academy? This article addresses these questions and provides guidance for those in search of community.

Psychiatric nursing, in various parts of the world, including regions of Canada, is recognized as a distinct nursing profession. In psychiatric mental health nursing practice, reflection is considered a foundational skill given the relational nature of nurses’ therapeutic work. Communicating the significance of reflection for practice to students and teaching this intangible skill is challenging for educators. The purpose of this qualitative study was to explore with psychiatric mental health nurse educators their views on how they develop reflective practitioners. Participants’ perspectives and experiences in teaching reflective practice were captured in four themes: building the use of self as an agent of change, building skills of reflection/building the habit of reflection, building a bridge between theory and practice, and building a continuing reflective practice – from student to practitioner. Recommendations include a systematic incorporation of reflection into a curriculum and creating supportive learning environments that facilitate the development of reflective practitioners.

The nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

This retrospective study explores the work activities of graduates from an accelerated, second-degree BSN program. There is documented growth in the number of accelerated, second-degree programs and the number of graduates from these programs. However, there are no published studies of whether or not these graduates are members of the workforce 5 years following graduation. This retrospective study found that the majority of the graduates are employed in nursing, and a large percentage have earned or are pursuing advanced degrees in nursing.

The HIV/AIDS pandemic impacts people throughout the world and is complicated by fear, prejudice, and stigma. Nurses play a major role in the health care delivery systems, yet in many parts of the world with high HIV sero-prevalence rates, nurses lack sufficient training and education to provide care to patients with HIV/AIDS. In an effort to build capacity and improve knowledge, attitudes and beliefs regarding care of patients with HIV/AIDS, a 4-day workshop was provided by American nursing students for Cameroonian nursing students. The training program included HIV epidemiology, disease management, and natural course of the disease, testing, legal and ethical issues, and infection control practices. Pre- and post-test scores were calculated using a series of surveys that measured HIV-related knowledge, attitudes, and beliefs. Results indicated that these measures of HIV-related perceptions improved due to the train-the-trainer workshop.

This article describes recent work in implementing a framework of abilities-based learning outcomes and related practices for assessing student learning in a Canadian Baccalaureate nursing degree program. The authors describe steps in implementing an abilities-based paradigm for nursing education, and subsequently developing an assessment framework based on abilities-based learning outcomes. The discussion reviews theoretical and policy-level influences involved in this initiative. The curriculum work is also discussed in terms of current trends in higher education emphasizing the assessment of student learning. The discussion concludes by linking these efforts to recent calls for a paradigm shift in the preparation of professionals, noting how the assessment of student learning can contribute to democratic professional formation in nursing.

Nursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in “real time” in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students’ learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students’ expectations, and educational strategies for transformative learning and global citizenship.

: Consumers expect that health care providers will use the best evidence when assisting them in making decisions about treatment options. Nurses at all educational levels report that they lack knowledge to critically appraise research studies and the skills to effectively implement evidence-based practice (EBP) in their clinical settings. Organizational culture and management support of innovation are critical factors in the adoption of EBP. Doctor of Nursing Practice (DNP) graduates can have a pivotal role in the transfer of knowledge to practice, yet critical appraisal and EBP competencies for DNP and Master of Science in Nursing (MSN) students have not been well differentiated in nursing curricula. Also students’ attitudes toward EBP, self-efficacy beliefs, utilization, and knowledge gaps are rarely evaluated before courses are designed. This article reports on the development of a DNP-level EBP course to help students evaluate and apply research findings to clinical practice.

Many genetic/genomic educational opportunities are available to assist nursing faculty in their knowledge and understanding of genetic/genomics. This study was conducted to assess advance practice nursing faculty members’ current knowledge of medical genetics/genomics, their integration of genetics/genomics content into advance practice nursing curricula, any prior formal training/education in genetics/genomics, and their comfort level in teaching genetics/genomic content. A secondary aim was to conduct a comparative analysis of the 2010 data to a previous study conducted in 2005, to determine changes that have taken place during that time period. During a national nurse practitioner faculty conference, 85 nurse practitioner faculty voluntarily completed surveys. Approximately 70% of the 2010 faculty felt comfortable teaching basic genetic/genomic concepts compared to 50% in 2005. However, there continue to be education gaps in the genetic/genomic content taught to advance practice nursing students. If nurses are going to be a crucial member of the health-care team, they must achieve the requisite competencies to deliver the increasingly complex care patients require.

Admission to a professional program marks the beginning of fulfilling a career goal. However, the rigors of professional education can be demanding. Stress, depression, and anxiety (SDA) can interfere with learning, affect academic performance, and impair clinical practice performance. Studies report a general increase in the severity of and extent of mental health problems among college/university students. The literature regarding nursing students’ mental health distress identifies academic and personal sources of stress and coping efforts, with emphasis on the stress and anxiety associated with clinical practice. This cross-sectional descriptive exploratory study investigated levels of SDA among nursing students in 3 years of a university-based program. The association between quality of life indicators including known stressors, such as financial concerns and balance between school and personal life, and SDA was also investigated. Through an online survey, 437 participants from one mid-western Canadian undergraduate nursing program completed the Depression Anxiety Stress Scales and provided data on quality of life indicators and demographic information. Participants also were invited to provide narrative data about their experiences with SDA. This article will present significant findings including: levels of SDA; comparisons between our sample and a normative sample on the dimensions of SDA; and the results of multiple regression analysis identifying significant predictors of each dimension. Themes from the qualitative comments from 251 of the participants were identified and added depth and clarity to the quantitative findings. The predominant themes represented were: perceptions of clinical practice, coping, personal issues, and balancing school, work, and personal life. Implications and recommendations for curriculum design, ensuring students understand program expectations prior to admission, and enhancing accessibility to mental health/support services need to be considered.

Professional caring is the essence of nursing practice. Reflection on personal assumptions and beliefs challenge stereotypic views that influence professional caring and nursing care. An innovative educational pedagogy known as service learning creates an opportunity for students to reflect on self in the context of service to others; it is through this pedagogy that personal assumptions and beliefs are challenged as students become registered nurses.A qualitative descriptive study engaged undergraduate first and second year nursing students through interviews and reflections. The purposes of this study were to describe students’ perception of self and caring in service learning, any changes in the perceptions of self over time, and the connection of self to others. Results identified three major themes: understanding self, becoming a nurse and learning to care with increasing depth over the two years. Implications for nursing curriculum and further research are discussed.

Despite the extraordinary growth of accelerated second degree baccalaureate nursing programs, little research has been conducted about the experiences of faculty teaching these students. Using a hermeneutic phenomenological approach, this study explored the experiences of 14 accelerated second degree baccalaureate faculty from the eastern region of the United States. The data revealed that many faculty teaching second degree students feel unprepared and want guidance on how to teach these students, which was identified in the theme, Figuring It Out On My Own. This article describes this study and the implications of this theme for faculty recruitment and retention in accelerated second degree baccalaureate nursing programs.

This action research study was designed to explore, in-depth, how 70 senior nursing students experienced an assignment that involved reading and reflecting on a short story, Ella, and the educator’s experience during the process. Four sources of data were collected: student reflections, field notes, a classroom process recording by an expert educator/observer, and a focus group interview. Four themes emerged: (1) student reflections revealed their inner, often hidden landscapes; (2) Ella prompted clarification of the past and/or triggered future projective thinking; (3) Ella clarified difficult-to-teach concepts; and (4) the interface between students’ thoughts and teacher responses provided a platform of connectivity. I propose that reading well-written stories may enhance students’ clinical reasoning skills and ethical comportment within the confines of a classroom. In addition, when students are introduced to literary patients like Ella, they can dwell with the characters at a more peaceful pace which, in itself, may encourage reflectivity.

Accelerated nursing students are ideal informants regarding abstract nursing concepts. How emotional intelligence (EI) is used in nursing remains a relatively elusive process that has yet to be empirically modeled. The purpose of this study was to generate a theoretical model that explains how EI is used in nursing by accelerated baccalaureate nursing students. Using a mixed methods grounded theory study design, theoretical sampling of EI scores directed sampling for individual interviews and focus groups. Caring for a human being emerged as the basic social process at the heart of which all other processes – Getting it; Being caring; The essence of professional nurse caring; Doing something to make someone feel better; and Dealing with difficulty – are interconnected. In addition to a theoretical explanation of the use of EI in nursing, this study corroborates findings from other qualitative studies in nursing and contributes a rich description of accelerated baccalaureate nursing students and an example of a mixed methods study design to the small but growing literature in these areas.

Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

Interprofessional simulation can provide health profession program educators with an effective means to prepare future practitioners to engage in meaningful collaboration. This systematic review was conducted to identify best practice recommendations to enhance collaborative healthcare using interprofessional simulation education innovations for learners in pre-licensure nursing programs. Using a systematic review methodology, 375 articles were reviewed and 17 studies met the inclusion criteria. Based on the methodological strength of the research and the impact of the simulation innovations, the following simulation techniques were recommended: high-fidelity human patient simulators, role play, and didactic lecture and audience response didactic lecture, both followed by role play with a standardized patient. Instructor modeling was related to achievement of interprofessional competencies when compared to no modeling. Future research is needed to identify optimal timing for implementing interprofessional education innovations, for development of appropriate evaluation tools, and to determine the effects of collaborative practice on patient care.

Erratum to http://dx.doi.org/10.1515/ijnes-2012-0007.