Teaching and Learning in Nursing RSS feed: Current Issue. Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing . The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: Managing Different Learning Styles New Faculty Mentoring Legal Issues Research Legislative Issues Instructional Design Strategies Leadership, Management Roles Unique Funding for Programs and Faculty http://www.jtln.org/?rss=yesElsevier Inc.en © 2012 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. Teaching and Learning in Nursing1557-308772April 2012 © 2012 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.jtln.org/article/PIIS1557308712000091/abstract?rss=yesWalking through O'Hare airport recently, I met Ashley. She is a nursing student who is graduating in May. In addition, as an employee of a Chicago medical center, with her instructor, she was offering free flu shots. I simply could not resist the impulse to stop and talk with her. She was bright, professional, and worried. After completing her schooling, she will graduate with considerable debt, and, she believed, poor prospects of a job. She recounted stories of classmates who had graduated several years previously and still had not found work.UbiquitousMaris Lown10.1016/j.teln.2012.02.001Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-94141http://www.jtln.org/article/PIIS1557308711000928/abstract?rss=yesAbstract: Cell phones are among the most common forms of technology in today's college classroom. Although their presence can present problems, banning them is unfeasible. A more effective approach is to take advantage of their potential to enhance the learning experience. This article presents 10 ways in which nurse educators can use cell phones in undergraduate courses.Class is about to start: Please turn on your cell phones: 10 uses for cell phones in nursing educationMarilyn Smith-Stoner10.1016/j.teln.2011.09.005Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-94246http://www.jtln.org/article/PIIS155730871100093X/abstract?rss=yesAbstract: The average class size in nursing programs is increasing. Large class environments present multiple barriers for facilitating learning. Nurse educators must implement creative strategies to establish student–teacher relationships, class engagement, and evaluation methods. These challenges may seem overwhelming to a new faculty member entering the teaching environment. This article provides simple strategies for new faculty members to use for overcoming the learning barriers associated with larger class sizes.Managing a large class environment: Simple strategies for new nurse educatorsMeigan K. Robb10.1016/j.teln.2011.09.006Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-94750http://www.jtln.org/article/PIIS1557308711000898/abstract?rss=yesAbstract: Clinical grading is one approach to assure that future nurses have the knowledge and skills to provide safe patient care. The phenomenon being explored for this study was the experience of clinical grading for clinical nurse faculty. Through the use of a qualitative phenomenological method, the lived experience of grading nursing student clinical performance for experienced clinical nurse faculty in prelicensure programs is described. Recommendations for future research and implications for nursing are identified.What nurse faculty have to say about clinical gradingBernadette Amicucci10.1016/j.teln.2011.09.002Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-95155http://www.jtln.org/article/PIIS1557308710001125/abstract?rss=yesAbstract: Following a brief review of the literature related to hostile work environments, this article offers suggestions for associate degree nursing faculty to effectively deal with the work environment issues affecting nursing students. Nurse educators can use the strategies suggested to create a better work environment and improve clinical experiences for nursing students.Strategies for nursing faculty to promote a healthy work environment for nursing studentsJulie L. Decker, Teresa Shellenbarger10.1016/j.teln.2010.12.001Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-95661http://www.jtln.org/article/PIIS1557308711001247/abstract?rss=yesAbstract: This literature review defines incivility in nursing, describes different methodologies used to study incivility in nursing, synthesizes perceptions of uncivil behaviors in nursing students and faculty, and discusses gaps in the literature and needs for future research. Nurse educators' awareness of incivility in nursing education and the need for additional research will aid in curtailing the problem of incivility in nursing education.Incivility in nursing education: A review of the literatureVeronica J. Gallo10.1016/j.teln.2011.11.006Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-96266http://www.jtln.org/article/PIIS155730871100120X/abstract?rss=yesAbstract: The purpose of this study was to enhance students' cultural competence through a service–learning project in a community clinic. This quasi-experimental study used a pretest–posttest control group design. Twenty-six nursing students volunteered either in the comparison or in the experimental group. The students in the experimental group significantly increased their cultural knowledge (Z = −2.51, p = .01) and the total score of cultural competence (Z = −2.07, p = .04).The impact of service–learning on students' cultural competenceHsiu-Chin Chen, Dianne McAdams-Jones, Djin Lyn Tay, John M. Packer10.1016/j.teln.2011.11.002Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-96773http://www.jtln.org/article/PIIS1557308711001211/abstract?rss=yesAbstract: The Institute of Medicine's (IOM's) Future of Nursing Report lays a blueprint for the next 20 to 50 years in nursing. There is a strong role in the future of nursing for community college-based, associate degree (AD)-level programs. This article presents implications for AD-level programs for each IOM recommendation.The Institute of Medicine's Future of Nursing Report: What are the implications for associate degree nursing education?Liana Orsolini-Hain10.1016/j.teln.2011.11.003Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-97477http://www.jtln.org/article/PIIS1557308712000108/abstract?rss=yes“Of the many cues that influence behavior, at any point in time none is more common than the actions of others” (, p. 45). In addition, Bandura's theory postulates that the most important learning takes place through behavioral observation. These are not new words or ideas to any nurse educator. However, do we actively keep this important truth in mind on a day-to-day, class-by-class, student-by-student basis?The subtle curriculum: What are we really teaching our students?Rojann R. Alpers, Kay Jarrell, Roxena Wotring10.1016/j.teln.2012.02.002Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-9Column7879http://www.jtln.org/article/PIIS1557308712000029/abstract?rss=yes Student success is dependent upon the learning experiences in classroom, clinical, and laboratory learning environments. Faculty need to utilize strategies that integrate engaging learning activities into the curriculum, thereby improving National Council Licensure Examination (NCLEX) first-time pass rates. Given the digital nature of the American culture, technology is an integral part of active learning at all levels of education.The National Council Licensure Examination across the curriculum: Low-tech learning strategies for student successTim J. Bristol10.1016/j.teln.2012.01.001Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-9Column8084http://www.jtln.org/article/PIIS1557308711001223/abstract?rss=yesThe recent publication on plagiarism prevention by is very interesting. I agree that the technology can help prevent plagiarism. Many universities, journals, and conferences use many plagiarism screening tools for detection of attempted plagiarism of submitted works. However, the concept for combating of plagiarism should be reconsidered. The rooted cause of plagiarism behavior should be studied in depth. Many factors including basic education and implementation of ethics might be the important things that determine the plagiarism behavior (). It is no doubt that the teaching on publication ethics presently exists in many academic curriculums. Early education seems to be the best way for plagiarism prevention.Plagiarism preventionViroj Wiwanitkit10.1016/j.teln.2011.11.004Teaching and Learning in Nursing 7, 2 (2012)2012-04-01Teaching and Learning in Nursing2012-04-0172S1557-3087(11)X0006-98585