NLN Nursing Education Research Grants
Dorothy Otto Research Award
Mindset-Enhanced E-Learning to Improve Medication Calculation (ME: MedCalc)
Majeda El-Banna, PhD, RN, CNE, Laurie Posey, EdD, Valentina S. Harizanov, PhD, Christine Pintz, PhD, RN, FNP-BC, and Julia Clarke, MSN, RN, George Washington University; Sandra L. O'Brien, PhD, RN, CNE, CRNP-F, Catholic University
Nancy Langston Research Award
Developing Teaching Competencies in Clinical Nurse Educators Using Simulation: A Scoping Review Proposal
Diane Monsivais, PhD, RN, CNE; Franchesa Nunez, PhD, RN, University of Texas at El Paso
Abstract: Clinical nursing instruction is the cornerstone of pre-licensure education, with the clinical nurse educator an essential key figure in the development of future practitioners of nursing. Students carry forward into their professional lives the knowledge, attitudes, and values that are role modeled by clinical nurse educators. Since the potential consequences of the clinical nurse educator’s actions are of major significance, it is of great concern that they often receive very limited or no preparation for their roles.
Simulation is a promising method of role preparation and developing teaching competencies for clinical nurse educators, however it is unclear what evidence is available in the literature on this topic. Therefore, the purpose of this study is to prepare a scoping review on what is known about the use of simulation to develop teaching competencies in nursing and other health educators. Data extraction will include conceptual categories from the NLN Jeffries Simulation Theory(context, background, design, simulation experience, facilitator and educational strategies, participants, and outcomes), in addition to standard items such as author, year of publication, and study location.
This study most closely aligns with NLN Research Priority I, with a focus on the education-practice link. If there is ample evidence identified in the literature, this scoping review becomes the first step in developing a full proposal for a submission to the Best Evidence Medical Education (BEME) Collaboration, an international group dedicated to the development of evidence-informed education in medicine and the health professions.
NLN Foundation Award
An Integrative Review of Education and Faculty Development in Nursing Informatics
Tracia Forman, PhD, RN, CNE; Ava Miller, EdD, PhD, RN-BC, AHN-BC, CNE, University of Texas Rio Grande Valley
Abstract: Aim: The aim of this integrative review is to discover and synthesize the literature-based evidence related to the educational strategies associated with teaching students varied nursing informatics competencies and the general development of nursing faculty informatics competency. Background: Competencies previously considered as the role of a nurse informatics specialist are now considered basic informatics competencies required of all registered nurses. This fluidity of skill levels has led to the need for further clarification of informatics competencies using an evidence-based strategy. Method: The planned integrative review will examine data-based literature from nursing, education, and computer technology publications. Conclusion: The completed integrative review should inform the state of the science and build the science of nursing education through greater understanding of educational strategies and faculty development in the achievement of varied nursing informatics competencies.
Ruth Donnelly Corcoran Research Award
A Clinical Simulation Program to Increase Graduate Nurses’ Clinical Competency and Clinical Judgment in the Practice Setting
Mary Ann Cantrell, PhD, RN, CNE, FAAN; Bette Mariani, PhD, RN, Villanova University
Abstract: There is compelling evidence that clinical simulation-based learning experiences (SBLE) can promote clinical competency skills; however, the evidence to support the transfer of skills demonstrated in SBLE to actual practice settings is a significant gap in the clinical simulation literature. The broad aims of this study are to: 1) increase clinical competency and clinical judgment in professional nursing practice to engender safe practice behaviors to promote positive patient outcomes and 2) address the gap in the literature of learner’s ability to transfer skills demonstrated in a simulated learning environment to a practice setting. The primary aim of this project is to assess the extent to which graduate nurses, who participate in a program of safety-focused SBLE can increase their clinical competency and clinical judgment and transfer these demonstrated skills from a simulated to an actual practice setting. A secondary aim of this study is to compare those graduate nurses who participated in this safety-focused simulation program with a control group of graduate nurses, who did not participate in these safety-focused SBLE, on the outcomes of clinical competency and clinical judgment in the practice setting.
This study closely aligns with the NLN research priority: Build the science of nursing education through the discovery and translation of innovative evidence-based strategies. This project partners educators in academia with nurse educators in a practice setting to leverage resources and build nursing education research capacity to improve patient-centered outcomes. The academic/practice setting partnership implemented through this study reflects intra-professional collaborative educational practices and resources.
Mary Anne Rizzolo Doctoral Research Award
Effect of the Diverse Standardized Patient Simulation (DSPS) Cultural Competence Education Strategy on Nursing Students’ Transcultural Self-Efficacy
Eda Ozkara San, MBA, RN, Graduate Center of the City University of New York
NLN/Eastern Nursing Research Society Research Award
Clinical Nursing Faculty Perceptions of Undergraduate Baccalaureate Nursing Student Stress in the Clinical Environment
Catherine Stubin, MSN, RN, CCRN, Widener University
NLN/Sigma Theta Tau International Research Award
Teaching Effectiveness in Online Nursing Education Instrument Development NLN/Southern Nursing Research Society Doctoral Research Award
Yvonne Smith, PhD, APRN, CNS; Yea-Jyh Chen, PhD, RN, Kent State University
Phenomenological Exploration of Male Combat Veterans in Baccalaureate Degree Nursing Programs
Kelly Dyar, MSN, RN, CNN, CNE, University of West Georgia