Development of an interprofessional clinical learning environment report card

Kennedy, Betsy; Russell, Regina G; Martínez, William; Gigante, Catherine Isabelle; Penrod, Cody H.; Ehrenfeld, Jesse M.; Vinson, Kimberly; Swan, Rebecca; Schorn, Mavis N.; Brady, Donald; Miller, Bonnie M.

doi:10.1016/j.profnurs.2019.02.003

Cited by 7 publications

(3 citation statements)

References 16 publications

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“…An annual learning environment survey is distributed to nursing students each year to assess elements of social interaction, organizational culture and structure, and physical and virtual spaces 26,27. Obtaining regular assessments of the frequency of incivility, behavioral and verbal violence, unhelpful and negative feedback, and public criticism for learners provides a basis for DEI initiatives and also provides trend data to determine overall progress.…”

Section: Approach: Contemporaneous Strategies For Enhancing Deimentioning

confidence: 99%

Evaluating and Addressing the Diversity, Equity, Inclusion, and Belonging Climate in a School of Nursing

Rhoten,

Steed,

Johnson

et al. 2023

Nurse Educator

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Background: There is a critical need to prepare a diverse nursing workforce and address issues of structural racism and health inequities. Problem: A shortage of underrepresented nurse faculty exacerbates the lack of diversity in nursing education. Microaggressions and discrimination experienced by underrepresented nursing students hinder their personal and professional growth. Evaluating diversity, equity, and inclusion (DEI) and belonging within a school of nursing is crucial for progress. Approach: An alumni survey and a faculty/staff survey were conducted to assess DEI perceptions, which informed the development of a strategic plan. Goals focused on monitoring the cultural climate, increasing diversity and inclusivity, and enhancing faculty competencies. Educational offerings and initiatives were implemented to support these goals. Outcomes: Ongoing evaluation is essential to sustain progress in this critical area. Conclusion: These efforts are necessary for sustainable progress and equitable care provision.

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Section: Approach: Contemporaneous Strategies For Enhancing Deimentioning

confidence: 99%

Evaluating and Addressing the Diversity, Equity, Inclusion, and Belonging Climate in a School of Nursing

Rhoten,

Steed,

Johnson

et al. 2023

Nurse Educator

Self Cite

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“…Each year the committee reviews selected performance metrics from multiple data streams and generates an Interprofessional Clinical Learning Environment Report Card . 5 The report highlights key recommendations and action steps. The top priority has been to reduce the mistreatment of medical students including experiences of public humiliation and bias.…”

Section: Approachmentioning

confidence: 99%

Improving the Clinical Learning Environment as Medical Students Through the Learning Environment Assessment and Feedback Committee

Lam

Jackson²,

York³

et al. 2022

Academic Medicine

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“…As nursing and midwifery is a practice-based discipline, the majority of learning in it occurs in a clinical setting in which the clinical learning environment contributes to socializing students not only for their future profession but also for their role as learners (Kennedy et al, 2019;Liljedahl et al, 2015). This culture generates a robust learning environment and has a substantial effect not only on learning but also on patient care (Irby, 2018).…”

Section: Introductionmentioning

confidence: 99%

“E-Matching Card” to Improve Cooperation and Cognitive Abilities Among Nursing Students

Rosa,

Sundari,

Ambarwati

et al. 2023

Jurnal Keperawatan Indonesia

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One of the learning models that can help students is the cooperative learning model (cooperative learning). Cooperative learning is a group learning method that makes students active in groups. They are expected to work together and discuss the tasks given by the lecturer. One type of cooperative learning model is making a match. Students make a matching learning model using learning cards can increase student activity so that this model is expected to be able to improve learning outcomes. The purpose of this research is to build a learning model using the student make a match approach’s learning cards to enhance nursing and midwifery students’ comprehension, interprofessional communication, and collaboration. The research method used was a pretest–posttest control group design. This research was conducted at one nursing education institution in Yogyakarta among fourth semester students totaling 60 within two months. The findings of this study are that learning using games creates an atmosphere that reduces student stress and facilitates student learning by increasing understanding, interprofessional communication, and collaboration among students (p-value=0.000). The conclusion of this study is that learning card games can improve students’ knowledge and teamwork/cooperation skills. Abstrak "E-Matching Card" untuk Meningkatkan Kerjasama dan Kognitif Mahasiswa Keperawatan. Salah satu model pembelajaran yang dapat mengaktifkan siswa adalah model pembelajaran kooperatif (cooperative learning). Pembelajaran kooperatif merupakan metode pembelajaran kelompok yang menjadikan siswa aktif, dalam kelompok diharapkan dapat bekerja sama dan berdiskusi menyelesaikan tugas-tugas yang diberikan oleh dosen. Salah satu jenis model pembelajaran kooperatif adalah membuat kecocokan. Model pembelajaran "make a match" menggunakan kartu pembelajaran dapat meningkatkan aktivitas siswa sehingga model ini diharapkan mampu meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk membangun model pembelajaran dengan pendekatan "Make a Match Learning Cards" untuk meningkatkan pemahaman, komunikasi interprofessional, dan kolaborasi mahasiswa keperawatan dan kebidanan. Metode penelitian yang digunakan adalah Pretest-Posttest Control Group Design. Penelitian ini dilaksanakan di salah satu institusi pendidikan keperawatan di Yogyakarta pada mahasiswa semester IV yang berjumlah 60 orang dalam waktu 2 bulan. Temuan penelitian ini adalah pembelajaran menggunakan game menciptakan suasana yang mengurangi stres siswa dan memfasilitasi pembelajaran siswa dengan meningkatkan pemahaman, komunikasi interprofessional, dan kolaborasi antar siswa (nilai p = 0,000). Hal ini dapat disimpulkan bahwa pengetahuan dan kerjasama tim dalam mempelajari model permainan kartu pembelajaran pada mahasiswa keperawatan lebih baik daripada mereka yang tidak mempelajari model permainan kartu pembelajaran. Kesimpulan dari penelitian ini adalah pembelajaran dengan permainan kartu dapat meningkatkan pengetahuan mahasiswa dan keterampilan kerjasama tim. Kata Kunci: kartu belajar, kartu mencocokkan, keperawatan, kerjasama, kognitif

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Development of an interprofessional clinical learning environment report card

Cited by 7 publications

References 16 publications

Evaluating and Addressing the Diversity, Equity, Inclusion, and Belonging Climate in a School of Nursing

Evaluating and Addressing the Diversity, Equity, Inclusion, and Belonging Climate in a School of Nursing

Improving the Clinical Learning Environment as Medical Students Through the Learning Environment Assessment and Feedback Committee

“E-Matching Card” to Improve Cooperation and Cognitive Abilities Among Nursing Students

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