Topic Siblings of children with cancer experience extraordinary responses and changes to their lives over the course of their family's cancer journey. Purpose The purpose of this paper is to conduct an integrative literature review to synthesize and analyze relevant findings related to the siblings’ experiences of childhood cancer. Sources Used CINAHL, PubMed, Embase, MEDLINE, and PsycINFO were searched using the key terms: “sibling*” AND “pediatric*” AND “cancer” AND “experienc*” OR “experience*.” Inclusion criteria for this review were research studies focused on sibling responses to having a brother or sister with cancer, published in English between January 1, 2012 and December 31, 2017. Conclusions Siblings of children with cancer experience many changes to their emotions, relationships, family and home life, school life, and extracurricular activities. They have specific needs and desires including the need for information. Whereas they undergo many changes during the cancer journey, siblings often demonstrate resilience and personal growth and find ways to problem‐solve and cope.
Limited clinical sites and faculty to teach graduate students to be undergraduate clinical faculty have led to the exploration of innovative teaching strategies. This article describes and evaluates a simulation experience to supplement didactic learning about best clinical teaching practices within a graduate nursing course. Scenarios were created to simulate complex teaching situations with a patient, an undergraduate nursing student, and a clinical faculty member. Evaluations were positive regarding knowledge, performance, self-confidence, critical thinking, and satisfaction. Results of this project support the use of simulation in the preparation of graduate nursing students to become clinical faculty.
Faculty development is essential to prepare novice nurse educators for their teaching role and to keep experienced faculty up to date with new educational approaches. This article describes a comprehensive and cost-effective program for faculty development that builds on the expertise of current faculty to educate, guide, and support colleagues, and foster their career development. The faculty development program includes an annual clinical faculty workshop; monthly face-to-face and online educational programs; a formal mentoring program for novice teachers and faculty members new to the school; programs for professional and career development; and a website for faculty orientation and continued learning.
Objectives Collaborative Online International Learning (COIL) is an innovative teaching pedagogy involving faculty collaboration and student co-learning across global partner schools. Guided by the cross-cultural alignment model, the purpose of this educational research project was to analyze the impact of COIL on the knowledge, skills, and attitudes of nursing students in two global partner schools and to determine if groups of students were impacted differently. Methods Students engaged in synchronous and asynchronous learning sessions using a secure digital platform over several weeks. Data was gathered from students using an optional, anonymous, online, retrospective pre-posttest survey. Results COIL enhances student understanding of key global nursing concepts and culturally responsive care. Differences across schools were observed. Conclusions COIL is a feasible and cost-effective way to integrate global education into the curriculum of undergraduate nursing education. Recommendations for future COIL experiences are made.
Background Increasing recruitment and retention of Hispanic/Latino nursing students is urgently needed to increase the diversity of the nursing profession and address persisting health disparities. Purpose This integrative review describes current knowledge of Hispanic/Latino prelicensure nursing student and new graduate experiences. Methods A comprehensive literature review was performed using several online databases. Results The Theory of Cultural Marginality provides structure for organizing and synthesizing the literature. Several concepts from the theory are prominent in the literature, including marginal living and across-culture conflict, easing cultural tension and adjustment responses, and contextual, independent, and personal influences. Conclusions The process that Hispanic/Latino prelicensure nursing students and new graduates experience as they acculturate into the profession of nursing is complex. Understanding this process is paramount for nurse educators and should be the foundation on which to design, measure, and evaluate educational strategies aimed at fostering student success.
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