Actualizing veterans education in nursing

Sikes, Deborah L.; Francis-Johnson, Patricia G.; Jones, Melinda; Opton, Laura; Casida, Deborah; Allen, Patricia

doi:10.1016/j.profnurs.2017.07.009

Cited by 9 publications

(9 citation statements)

References 12 publications

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“…Other potential barriers to ex-service personnel enrolling onto health and social care educational courses were outlined by Allen et al (2014) and Sikes et al (2018). Allen et al (2014) summarised the unique socio-economic considerations which they argued should be taken into consideration when attempting to help military student veterans to succeed as a professional nursing studenteducation, finances and advisement/counselling (ibid).…”

Section: Resultsmentioning

confidence: 99%

Supporting ex-service personnel moving to social care work with older people: a systematic rapid review of the role of education

Manthorpe

Bramley

2019

WWOP

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Purpose The purpose of this paper is to review evidence about the role of education in supporting ex-service personnel to move to social care work with older people. Social care has long-standing, well-recognised problems of staff recruitment and retention in many jurisdictions. Within ageing societies, the need for more social care staff is predicted to rise. Therefore, policy makers and employers are exploring if there are untapped sources of potential employees. Some ex-service personnel may be interested in exploring a move to social care work with older people but may need to gain additional qualifications. Design/methodology/approach Databases and grey literature were searched systematically to provide an overview of the evidence on this topic. Six articles were included in the review. Findings A narrative analysis revealed two themes: preparing ex-service personnel for enrolment onto health and social care programmes, and supporting ex-service personnel during health and social care programmes. Research limitations/implications This review was confined to English language studies published between 2008 and 2018. Few mentioned specific user or client groups. Originality/value This review identified evidence gaps relating to whether the skills, education, training and experience gained in the armed services are transferable to civilian social care work with older people; the types of support which are offered to ex-service personnel who are interested in completing qualifications necessary for social care roles and the views of ex-service personnel about their experiences of completing educational courses to facilitate a transition into social care work with older people.

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Section: Resultsmentioning

confidence: 99%

Supporting ex-service personnel moving to social care work with older people: a systematic rapid review of the role of education

Manthorpe

Bramley

2019

WWOP

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“…Of minimal focus in the literature, but of critical relevance, is preparing nursing faculty to teach student veterans. One program utilized Green Zone Training and others have relied on developing program‐specific needs related to understanding military culture and diverse students …”

Section: Review Of the Literaturementioning

confidence: 99%

“…Similarly, prior learning assessments have been recommended as approach colleges and universities are employing to acknowledge prior learning in the military . One nursing program developed a competency‐based education model to award college credit for prior military training and skill development …”

Section: Review Of the Literaturementioning

confidence: 99%

“…16,23 One nursing program developed a competency-based education model to award college credit for prior military training and skill development. 20 Research validates that learning transfer is not merely the result of individual characteristics but rather depends on the educational design, learning and clinical environments, and collaboration between academic and workplace institutions [24][25][26] . López, Springer, and Nelson 27 suggested academic success for student veterans relies on teaching and learning practices to build on life experiences, promote classroom environment socialization, and accommodate diverse learning styles along with curricular coherence allowing for the transfer of prior knowledge.…”

mentioning

confidence: 99%

“…16,18 Of minimal focus in the literature, but of critical relevance, is preparing nursing faculty to teach student veterans. One program utilized Green Zone Training 20 and others have relied on developing program-specific needs related to understanding military culture and diverse students. 17,19 One major hurdle for student veterans and nursing faculty are evaluating competency or prior knowledge with the intent to acknowledge veterans' previous education.…”

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confidence: 99%

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Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

2019

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Veterans transition to baccalaureate nursing education with significant experiences from their military service. Faculty play a role in facilitating this transition, in and out of the classroom. Approaches to enhance nursing education programs to better meet student veterans' needs have been proposed. However, less is known about the experiences of faculty teaching student veterans. A qualitative descriptive design was used to examine nursing faculty experiences teaching veterans, and in facilitating veterans' transfer of learning and knowledge from their military experience to baccalaureate nursing education. Semi‐structured interviews with twelve faculty from the United States were conducted and data analyzed using content and thematic analysis. Three major themes included: committing to my mission, facilitating a shared understanding between military service and nursing, and appreciating a new duty. Results support faculty purposefully engaging in activities to increase their cultural sensitivity, while continuously developing humility and competence, to be successful teaching student veterans. Nursing faculty are positioned to leverage education as a means to improve the social status of veterans, ultimately improving their health and well‐being, as well as academic success. It is recommended schools of nursing encourage and support faculty in attending professional development activities aimed at improving individual cultural sensitivity.

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Evaluating the Strengths and Barriers of Competency-Based Education in the Health Professions

Jarrett,

Elmes,

Keller

et al. 2024

American Journal of Pharmaceutical Education

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Actualizing veterans education in nursing

Cited by 9 publications

References 12 publications

Supporting ex-service personnel moving to social care work with older people: a systematic rapid review of the role of education

Supporting ex-service personnel moving to social care work with older people: a systematic rapid review of the role of education

Committing to my mission: Faculty experiences with student veterans in baccalaureate nursing education

Evaluating the Strengths and Barriers of Competency-Based Education in the Health Professions

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