J Nurs Educ
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Review Meta Analysis
Telling the story of role conflict among Black nurses and Black nursing students: a literature review.
Racism continues to affect minority nursing students and nurses in professional roles. A selective review of the literature published from 1992 to 2011 was conducted using the Cumulative Index of Literature in Nursing and Allied Health, ScienceDirect, and EBSCOhost. ⋯ Noblit's and Hare's framework for metasynthesis of the data was used to identify and synthesize key concepts. The role perspectives of Hardy and Conway guided the review to develop a conceptual framework for minority role conflict and the nursing implications discussed herein.
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Review
A systematic integrated literature review of systematic integrated literature reviews in nursing.
As faculty members, we frequently find that first-year doctoral students in nursing are confused about how to conduct a systematic integrated literature review. This could be due to its vague definition and a lack of recent literature that provides directions for conducting a systematic integrated literature review. This article aims to provide directions for conducting a systematic integrated literature review by identifying the essential components of published literature reviews in nursing. ⋯ A total of 267 articles were selected and are included in this systematic integrated literature review. The articles were then sorted by study design and analyzed in six areas of interests. Finally, a practical guideline for conducting systematic integrated literature reviews is proposed based on the analysis of the literature.
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The use of simulation as an educational tool is becoming increasingly prevalent in health care practice. Institutions have adopted simulations to help educate their students and health care professionals; however, intervention effectiveness evaluation continues to be an area requiring research. With use of this technology, it has become necessary to evaluate this method of educating health care professionals. ⋯ A systematic review of the literature examined the effectiveness of simulation as a teaching tool. The aim was to evaluate current literature on the use of clinical simulation in health care education. The findings identify themes in the evaluation literature, highlight gaps in the literature as it pertains to evaluating the effectiveness of using simulations as a teaching tool, and support the need for further research into the evaluation of simulation as a teaching tool.
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Clinical instruction experience can vary significantly based on the needs of the organization and the individual characteristics of instructors and students. Clinical instructors may encounter difficulties in their relationships with students, such as personality conflicts, differences in style and values, and limited skill levels or a lack of interest on the part of students. ⋯ The strengths perspective can provide an innovative framework for working with nursing students, one that emphasizes student empowerment, collaborative learning, and mutual growth. Strength-based strategies for supervision of students in clinical placements are shared, highlighting the practical application of the framework's tenets.
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The human patient simulator or high-fidelity mannequin has become synonymous with the word simulation in nursing education. Founded on a historical context and on an evaluation of the current application of simulation in nursing education, this article challenges that assumption as limited and restrictive. ⋯ The need for an ideological basis for simulation in nursing education is highlighted. The call is made for theory to answer the question of why simulation is used in nursing to anchor its proper and effective application in nursing education.