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 Nursing1557-308751January 2010 © 2010 National Organization for Associate Degree Nursing. Published by Elsevier Inc. All rights reserved. healthpermissions@elsevier.comhttp://www.jtln.org/article/PIIS1557308709000845/abstract?rss=yesIn a generic sense, every person and every organization has a mission. When we refer to “a man with a mission,” we are suggesting that the individual has a singular purpose and is totally committed to that purpose. Well known for their commitment to their three-pronged mission of access, affordability, and excellence (), community colleges, as is characteristic of other public entities, are focused on contributing to the public good (). Their goal, collectively, is to provide ready access to higher education at a reasonable cost while offering good value.MissionMaris A. Lown10.1016/j.teln.2009.10.001Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-313http://www.jtln.org/article/PIIS1557308709000171/abstract?rss=yesAbstract: Competently prepared nurses are expected to provide clinical care and advocate for client care. Preceptors are an important aspect of the solution for assisting student nurses to bridge the gaps between classroom and practice. Findings from this literature review found that formal orientation, employer support, and relationships with educational settings enhance preceptor roles. While the literature supplies many opinions and ‘how to’ papers, the body of research that has investigated relationships between preceptor characteristics, preceptor orientation, and student outcomes is still limited.Relationships between formalized preceptor orientation and student outcomesAlicia L. Warren, Sharon A. Denham10.1016/j.teln.2009.02.003Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-3411http://www.jtln.org/article/PIIS1557308709000535/abstract?rss=yesAbstract: As teachers, we strive to motivate and inspire our students to participate actively in the learning process. Gaming is an innovative teaching strategy that is an effective use of active learning pedagogy and should be considered by faculty for test preparation. According to K. Mangold (2007), the millennial generation expects learning to be fun and interactive, which gaming accomplishes. During the evaluation of the game Jeopardy as a test-preparation strategy, the author discovered that students perceive this method is an enjoyable tool to enhance the learning experience.The effects of Jeopardy as a test preparation strategy for nursing studentsTina Bayer-Hummel10.1016/j.teln.2009.05.002Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-31215http://www.jtln.org/article/PIIS1557308709000523/abstract?rss=yesAbstract: There are many factors that influence nurse faculty job satisfaction including professional achievement and growth, interpersonal relations, leadership, recognition, responsibility, salary, and working conditions. However, much of the research in this area is limited to the clinical nurse setting. There are few studies that focus on nurse faculty job satisfaction in the community college setting. One of the primary drivers for the current nursing shortage in the United States is a shortage of faculty. Better understanding of the factors influencing job satisfaction among faculty may be helpful in addressing the faculty shortage. The purpose of this study was to explore the constructs of job satisfaction and intent to stay. Community college nursing faculty was chosen given that all of the authors were nursing faculty in this type of setting. Examining the relationship between job satisfaction and intent to stay of nurse faculty in community colleges in Florida could provide information for deans and administrators of nursing programs to address the nurse faculty shortage. The sample was drawn from Associate in Science Programs faculty from the 23 community colleges in Florida that offer a nursing program. The qualitative part of this study focused on the perceptions or feelings of nurse faculty. The open-ended questions were based on the subscales of Herzberg's Motivation to Work Theory. The findings revealed that nurse faculty were most passionate about the salary and the work itself. The overwhelming majority response was that the faculty loved their jobs. This study found that overall job satisfaction can be used as a predictor for intent to stay. Findings further revealed that nurse faculty in community colleges in Florida are generally satisfied with their jobs and have intent to stay.A study of nurse faculty job satisfaction in community colleges in FloridaKathleen A. Lane, Joni Esser, Betty Holte, Marie Anne McCusker10.1016/j.teln.2009.05.001Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-31626http://www.jtln.org/article/PIIS1557308709000547/abstract?rss=yesAbstract: Socioeconomic, professional, and personal desires all provide rationales for nurses to further their education. Online learning is one method many are choosing. It has been shown to be a practical and effective method for the busy nurse to take advantage of education without having to leave the comfort of his or her home. This form of education is a very exciting field that has great interest for nurses today. This article takes a look at online learning and supports the notion it is a viable option for nurses to have positive, motivational, educational outcomes via the online environment. Methods to facilitate positive outcomes will be discussed.Online learning: getting comfortable in the cyber classLisa McCord, Walter McCord10.1016/j.teln.2009.05.003Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-32732http://www.jtln.org/article/PIIS1557308709000626/abstract?rss=yesAbstract: Nursing education is an evolutionary process that has experienced a metamorphosis through different pedagogies from an apprenticeship model in the exclusive clinical setting to a holistic model in the college setting. Recent developments in adult education and research have strongly influenced the need to revolutionize nursing education to cultivate future nurses who can provide safe, effective care based on the individual client needs and their situations. Nursing missions, values, and curricula should reflect a program that promotes learning as the center of student development. Learning empowers nursing students to engage in reflection, praxis, and effective dialogue. However, the revolution of nursing pedagogy involves a transformational process from the traditional conservative model of instruction where the student is the passive recipient of information to a critical model where the student is engaged in the process of developing autonomy and empowerment. To meet these requirements for the future generation of nurses, leaders will be challenged to create a paradigm shift in nursing pedagogy using a transformational process among faculty and students in the organization.The revolution of nursing pedagogy: a transformational processSheryl Allen10.1016/j.teln.2009.07.001Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-33338http://www.jtln.org/article/PIIS1557308709000833/abstract?rss=yesAbstract: Associate degree nursing (ADN) education developed from Mildred Montag's research and differentiated practice vision in 1952. From the first set of graduates, Montag's differentiated practice vision did not take hold. Lack of differentiation of nurses' role and functions in practice based on education preparation continues today. The “BSN in 10” legislative proposals raise questions about the role of the ADN nurse in practice. This article is an invitation for further historical study and dialogue.The intersection of the history of associate degree nursing and “BSN in 10”: Three visible pathsApril D. Matthias10.1016/j.teln.2009.08.006Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-33943http://www.jtln.org/article/PIIS1557308709000808/abstract?rss=yesAbstract: The National League of Nursing began requiring schools of nursing to implement professional portfolios in an effort to integrate theory, to demonstrate the mastery of curriculum and skills, and to enhance the assessment process. The purpose of this study was to determine the usefulness of professional portfolios in the hiring process of associate degree nurses. Survey questionnaires were used and analyzed using Statistical Program for the Social Sciences.The effectiveness of the professional portfolio in the hiring process of the associate degree nurseIrish Patrick-Williams, Russell Bennett10.1016/j.teln.2009.08.003Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-34448http://www.jtln.org/article/PIIS1557308709000857/abstract?rss=yesIn every nursing instructor's mind is the passion and desire to help groom the next generation of nurses. In every class and clinical taught, what we are really attempting to accomplish is to help create not only the next generation of nurses but also great nurses. We describe theories that help organize and guide our practice; we demonstrate and role-model patient care skills so that our theories are put into practice; and we share our stories of caring, courage, advocacy, compassion, frustration, and triumph—in other words, we are transmitting the culture of nursing. We can, however, only transmit so much before it becomes essential for students to seek, define, develop, and demonstrate this culture of nursing we try so hard to pass along.What makes a great nurse: An assignment that pays off!Rojann R. Alpers, Kay Jarrell, Roxena Wotring10.1016/j.teln.2009.10.002Teaching and Learning in Nursing 5, 1 (2010)2010-01-01Teaching and Learning in Nursing2010-01-0151S1557-3087(09)X0005-34950