2014 Recipients

Nursing Education Research Grants

Dorothy Otto Research Award

Understanding “Failing to Fail” in Our Schools of Nursing: A Qualitative Exploration

Angie Docherty, NursD, MPH, RN

Oregon Health & Science University, School of Nursing

Monmouth, OR

Abstract: Nursing programs place considerable emphasis on the integration of theory and practice. Yet few studies have explored the combined assessment rigor of undergraduate education across both academic and clinical environments. Focusing attention on specific learning environments is important but may be detracting from a larger institutional problem: collectively, are we ‘failing to fail’ student nurses? A preliminary multi-site survey suggests that faculty may indeed be progressing students they believe should have been held back or failed.  There are significant implications to these findings and, in order to determine potential solutions, there is an urgent need to explore the reasons why educators are ‘failing to fail’. This multi-site, qualitative, embedded case study includes undergraduate faculty, or cases, from university and community college nursing program. The aim is to determine what factors are instrumental in supporting or limiting an environment of ‘failing to fail’ in schools of nursing

Nancy Langston Research Award

A Mixed-Methods Case Study of Partnerships in International Nursing Service-Learning: Exploring Reciprocity and Bi-directiona Benefits
Eileen Stuart-Shor, PhD, ANP, FAHA, FAAN
Judith Healey Walsh, PhD(c), MS, RN
University of Massachusetts, College of Nursing and Health Sciences
Boston, MA
Anna Karani, PhD, MA; BScN; DAN; RN/RM/CHN
University of Nairobi, College of Health Sciences, School of Nursing
Nairobi, Kenya

Abstract:  Based on demographic shifts toward more diversity and increasing health care disparities in the United States, nursing educators have been called upon to find innovative pedagogies to teach cultural competence and social justice concepts. International service-learning (ISL) programs are proliferating, as there is evidence that these experiences can promote desired competencies. However, concerns have been raised about host communities serving as learning laboratories for US students, while little attention is given to how reciprocity of teaching and learning, and mutual outcomes are achieved.

The purpose of this qualitative case study is to examine the characteristics and outcomes of partnerships formed within an innovative ISL program in nursing education, and to explore how power/privilege, reciprocity, and the achievement of bi-directional benefits are addressed. Post-colonial theory will provide a critical lens, while Leffers and Mitchell’s conceptual framework will guide the analysis of partnership formation, reciprocity, and outcomes.

We aim to examine the characteristics of an index case partnership; deconstructing the partnership to understand if it provides reciprocal and bi-directional benefits. The model represents a transnational academic-clinical-policy partnership focused on increasing capacity to prevent, detect and manage non-communicable diseases in resource constrained settings. The study will provide insights on the ability of this model to increase leadership competencies of faculty in a variety of practice settings and to enhance nurse faculty competency in health and advocacy.

Data will be collected through interviews, observation, and document analysis from US and Kenyan students, faculty, and clinicians and Kenyan community leaders. It will be analyzed using a constant comparative method, and two-step coding process, to provide a thick description of the case and identify the central themes.  Trustworthiness will be ensured through triangulation of date, member checks, and peer debriefing.

NLN Research Award

A Multi-Site, Mixed Methods Examination of Simulation Debriefing Practices in Prelicensure Nursing Education

Annette Waznonis, MSN, RN
St. Louis University, School of Nursing
St. Louis, MO

Abstract:  The primary purpose of the study is to obtain a rich description of simulation debriefing practices (SDP) from clinical faculty who teach in accredited, traditional, BSN programs in the United States. Two secondary purposes are to explore faculty perceptions of the effectiveness of their SDP and to compare how clinical faculty describe their methods of debriefing in simulation, with expert recommendations for those methods of debriefing in simulation. Reflective of the NLN research priority to advance the science of nursing education, it is anticipated that the mixed methods study design will yield a rich baseline description of current SDP in traditional BSN programs for comparison as methods and approaches for simulation debriefing are developed and tested. The study is designed so that findings will be useful for nurse educators using simulation debriefing, researchers designing future studies on simulation debriefing, and leaders developing policies and best practice guidelines for simulation debriefing.

Ruth Donnelly Corcoran Research Award

Research Synthesis of the State of the Science on Clinical Evaluation in Nursing Education

Lynne Lewallen, PhD, RN,CNE, ANEF
Elizabeth R. Van Horn, PhD, RN
University of North Carolina, School of Nursing
Greensboro, NC

Abstract: Clinical evaluation is key to ensuring nursing students’ clinical competence, application of knowledge, and critical thinking.  To date there are no comprehensive reviews of clinical evaluation that include the spectrum of clinical evaluation forms, formats, or types.  Therefore, the purpose of this study is to conduct a research synthesis to determine the state of the science related to clinical evaluation in nursing education programs. In this study, we will conduct a comprehensive literature review to identify all research studies on clinical evaluation.  Quantitative studies with findings appropriate for analysis will be subjected to meta-analysis, and qualitative studies will be subjected to qualitative metasynthesis. Studies that do not lend themselves to either of these techniques will be described narratively and grouped by topic. This study will result in knowledge of the range of clinical evaluation research available and an in-depth analysis of this research by topic, enabling nurse educators and nurse scientists to readily assess the evidence related to clinical evaluation, apply this information to their educational practice, and identify gaps in the knowledge that warrant further study.

STTI/NLN Diane Billings Research Award

Evaluating Clinical Decision Making among Nursing Students Enrolled in a Simulation Practicum

Aimee A. Woda, PhD, RN
Jamie Hansen MSN, RN
Marquette University
Milwaukee, WI

Doctoral Research Awards

Mary Anne Rizzolo Award

Role of High Fidelity Simulation in Training Nurses on the Delivery of Therapeutic Hypothermia after Cardiac Arrest
Roksolana Starodub MSN, ACNP-BC
University of Pennsylvania, School of Nursing
Philadelphia, PA