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 © 2010 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. Teaching and Learning in Nursing1557-308753July 2010 © 2010 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.jtln.org/article/PIIS1557308710000260/abstract?rss=yesOne of the biggest challenges faculty face is to provide optimal clinical learning for their students. Faculty expect students to have a solid knowledge base; relate rationale for specific nursing and medical interventions; manage information; provide safe, empathic, holistic patient care; employ sound clinical reasoning; and use therapeutic communication in all interactions. In addition, there is an implicit assumption that students will get better and better every day. How does learning come together?Clinical learning: Do faculty teach how to learn?Lynn Engelmann10.1016/j.teln.2010.04.001Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-89394http://www.jtln.org/article/PIIS1557308710000053/abstract?rss=yesAbstract: Evidence-based practice is an expectation of all health care practitioners. Associate degree nurses are no exception. Associate degree nursing students currently have little to no exposure as to how to integrate research into their practice. This article describes a course created and implemented to bring this knowledge to associate degree nursing students at their specified level of mandated competency.The ABCs of evidence-based practice: Integrating evidence-based practice into associate degree nursing curriculumKaren S. Lotz10.1016/j.teln.2010.01.004Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-89597http://www.jtln.org/article/PIIS1557308710000028/abstract?rss=yesAbstract: Forensic nursing is an emerging specialty field of practice for nurses. Nurses have been challenged to share responsibility with the legal system to augment the resources available to patients with liability-related injuries, crime victims, and perpetrators or suspects in police custody. These challenges have prompted collaboration between faculty from nursing and law enforcement technology criminal justice to develop an introductory forensic nursing course utilizing an interdisciplinary teaching approach. Health care and the law often become enmeshed during the critical moments when patient care supersedes the concern for social justice. This interdisciplinary course was designed to increase awareness and practical application of principles of forensic science in the professional nurse. This article describes an interdisciplinary collaboration focusing on student and faculty perceptions of utilizing an interdisciplinary approach for teaching introductory forensic nursing principles.Forensic nursing: An emerging competency for contemporary practiceCharman L. Miller, Camille Leadingham, James R. McKean, Charlotte McManus10.1016/j.teln.2010.01.001Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-898103http://www.jtln.org/article/PIIS1557308710000065/abstract?rss=yesAbstract: Blended learning, combining online and face-to-face instruction, has been in the spotlight as a method to teach nursing students effectively using fewer resources. This article is a review of what was found were best practices in creating a blended nursing pharmacology course, the elements that were useful, and those activities that were not successful. A review of the literature determines evidence-based methods to design, implement, and evaluate a blended course and how to incorporate it into nursing curriculum.Personal experiences and lessons learned from building a blended nursing pharmacology courseVicky J. King, James L. King10.1016/j.teln.2010.01.005Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8104110http://www.jtln.org/article/PIIS1557308710000077/abstract?rss=yesAbstract: Introduced in 2001, the popularity of the iPod has been phenomenal. Today's students expect podcasting to be a component of their instruction and demand its use. The purpose of this study was to examine podcast use in relation to student success. Findings were that students who attended the majority of classes listened to fewer podcasts, and there was a negative, but not statistically significant relationship, between hours spent listening to podcasts and course grade.Student perceptions and the effectiveness of podcasting in an Associate Degree Nursing programPamela K. Kemp, Cheryl E. Myers, Maria R. Campbell, Arlisha P. Pratt10.1016/j.teln.2010.01.006Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8111114http://www.jtln.org/article/PIIS1557308710000302/abstract?rss=yesAbstract: Quality and safety are paramount concerns in today's health care industry. The Quality and Safety Education for Nurses Initiative (QSEN), funded by the Robert Wood Johnson Foundation, has identified six competencies for graduates of all levels of prelicensure programs and the knowledge, skills, and attitudes necessary to meet them. The authors describe the three phases of the QSEN initiative and their experiences as one of two associate degree pilot schools involved in the early phases of QSEN.Reframing nursing education: the Quality and Safety Education for Nurses initiativeRobin Brown, Lisa Feller, Linda Benedict10.1016/j.teln.2010.02.005Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8115118http://www.jtln.org/article/PIIS1557308710000296/abstract?rss=yesAbstract: Encouraging associate degree nursing students to participate during class is an essential step in facilitating learning and encouraging critical thinking. However, students remain reluctant to participate in classroom discussion for a variety of reasons. This project provides insight into students' perspectives on classroom participation and recommendations to increase levels of student participation based on these insights.Classroom participation: A student perspectiveCollette Loftin, Lisa A. Davis, Vicki Hartin10.1016/j.teln.2010.02.004Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8119124http://www.jtln.org/article/PIIS1557308710000284/abstract?rss=yesAbstract: Licensed practical nurses (LPNs) play a vital role in the provision of health care but have limited career mobility. Completing the LPN-to-RN transition option provides expanded opportunities and meets the need for increased registered nurses (RN). Returning to school presents many challenges, and this study reports the issues faced by students at a mid-Atlantic community college. Identifying challenges faced by this student population can increase the faculty understanding of their unique educational needs.Returning to school: The challenges of the licensed practical nurse-to-registered nurse transition studentLinda Cook, Cheryl Dover, Michele Dickson, Barbara Engh10.1016/j.teln.2010.02.003Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8125128http://www.jtln.org/article/PIIS1557308709000377/abstract?rss=yesAbstract: Associate degree nursing is in a unique position to address two challenges currently facing the nursing profession—the shortage of registered nurses and the lack of adequate numbers of baccalaureate degree-prepared nurses. Associate degree nursing programs increase the numbers of adequately prepared nursing graduates through enrollment increases and retention measures while encouraging and assisting associate degree-prepared nurses to obtain their baccalaureate degrees in nursing. Improved patient outcomes can be attained through each of these initiatives.Associate degree nursing: entry into practice—link to the futureSharon S. Starr10.1016/j.teln.2009.03.002Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8129134http://www.jtln.org/article/PIIS1557308710000272/abstract?rss=yesIntrinsic in every undergraduate nursing program is the responsibility to prepare future nurses in the culture of nursing—which includes looking for, recognizing, and acknowledging those people who have contributed to our personal and professional growth as caregivers. The Tapestry of Influence Project provides such a learning opportunity for nursing students ().The tapestry of influence project: Cultivating caring in the caring professionRojann R. Alpers, Kay Jarrell, Roxena Wotring10.1016/j.teln.2010.05.001Teaching and Learning in Nursing 5, 3 (2010)2010-07-01Teaching and Learning in Nursing2010-07-0153S1557-3087(10)X0003-8135136