ABSTRACTThe purpose of this project was to discover how expert nurse faculty teach noticing and cue recognition skills to undergraduate nursing students. The current health care environment is complex, requiring new nurses to apply sound clinical judgment for safe patient care. New nurses often struggle with the first phase of clinical judgment, which includes noticing or cue recognition. Nurse educators often say that they teach clinical judgment skills, however specific guidelines to accomplish this task are limited. This study employed a qualitative exploratory descriptive design. Expert nursing faculty (N=18) from across the USA were nominated by peers and participated in semistructured interviews in person or via webinar. Interviews were recorded, transcribed, verified, and then coded using open and axial coding procedures in a grounded theory approach. Themes were confirmed by three educators with experience in teaching clinical judgment. Fifteen themes emerged. Faculty employed a variety of methods to teach cue recognition skills. In the clinical setting, faculty reported using orientation to the environment, Socratic questioning, role modeling, guidance in cue collection, and open discussion. Faculty teaching in simulation settings reported manipulating cues to reflect real time consequences of missing cues and manipulating cues based on best available evidence related to the scenarios. Authentic clinical environments and human patient simulation provide opportunities for undergraduate nursing students to learn cue recognition and noticing skills. However, students need the support of nurse educators to guide their learning and maintain overall safety. Expert nurse faculty possess a wealth of knowledge in how to teach clinical judgment. Nurse educators reported using methods suitable across settings and methods specific to clinical or simulation settings. The methods and strategies that expert nurse educators reported for supporting students in clinical judgment can be used to build and refine professional development programs for novice and continuing nurse educators.

This work is a mixed-methods study performed to evaluate the variance in patients’ hospital experiences at different stages of life. A survey of patients’ personal experience was designed based on information on healthcare practice from peer-reviewed journals and concepts from the Hospital Consumer Assessment of Healthcare Providers and Systems survey (Centers for Medicare & Medicaid Services, 2020). This study examined differences in how patients perceive memories of the hospital at the time of admission to the perception of their memories in the present day. The strength of association between past perceptions of overall experience with various aspects of the hospital experience was analyzed by calculating eta. The percent of variance in perception of experience that is explained by each aspect of the experience was then calculated by eta squared. Results were separated by age group at the time of admission to determine factors most likely to affect each group’s experience. Age groups 10 years and younger and 11-14 years were both concerned with the atmosphere of the hospital. All groups complained about their quality of sleep and the quality of the food, however, a majority of the complaints came from age groups 15-17 years and 18-21 years. The four age groups from 22-35+ years did not have enough participants to draw age specific conclusions by themselves and were therefore combined into one group, 22+ years. The 22+ years age group complained the most about noise, they complained about day noise in addition to night noise.

This paper focuses on our research of analyzing the implementation of AHCCCS's Targeted Investment Program at Children's Rehabilitative Services. Our main focus throughout the paper is analyzing the specific steps and requirements it took to implement this program successfully. By analyzing these steps, we developed complexities and enablers it took for the clinic to implement this program.

Due to deficient student and new graduate nursing knowledge regarding critical care nursing skills, this project was designed to create additional resources to support increased education and competency. The specific skills identified by veteran nurses as an area of knowledge deficiency among student and new graduate nurses were those relating to intra-arterial catheter management. Resources, including checklists and videos, were determined the most appropriate method for providing this education. Content for these resources was derived from a literature review to determine the most evidence-based methods for completing intra-arterial catheter management in practice. These resources were reviewed by an expert panel of critical care nurses and included feedback from a student as the end user of the resources.

This paper reviews a creative project designed to enhance the simulation experience for College of Nursing and Health Innovation nursing students at Arizona State University. Simulation allows students to practice imperative skills in a safe environment, free from the risk of injury to patients and the consequences of making these errors, in order to master skills that are essential in the clinical setting. Students are able to practice a wide range of invasive and noninvasive skills and hone in on their clinical judgement and critical thinking to make decisions that may be life threatening in a clinical situation. The group members designed written training materials and created corresponding video vignettes that would be utilized to enhance the confederate role and provide the students a deeper understanding of their simulated patient and the simulation scenario. The written training materials that were developed include confederate background information, patient and family education, and guided questions and answers for the video vignettes. The written training materials will be used to guide the students that are portraying the family member during the simulation. Trained standardized patients were hired to play the confederate role in the four video vignettes. The video vignettes portrayed interviews with a family member of the patient that delved into how they felt about their family member's hospitalization and what they hoped to learn from the nurses during their family member's hospitalization. The vignettes will be used to guide students to the needs of the patients and families in the corresponding scenarios. These vignettes will be accessible by students before the start of simulation in order to enhance understanding of the patient and ultimately, the scenario.

The purpose of the study was to determine the impact of social interaction with children on the symptoms of depression in elderly participants at the John C. Lincoln Adult Day Healthcare center when compared to depressive symptoms in the elderly who do not regularly interact with children. This organization provides care to elderly members of the community in a dignified and stimulating manner. It allows caregivers of participants to take a break from day to day responsibilities while providing the participants with a safe and active environment. It shares premises with the Lincoln Learning Center, which is a care/educational facility for children ages 6 weeks to 12 years of age. The children and the elderly interact one day a week for half an hour in a planned activity in the Adult Day Healthcare Center. The Geriatric Depression Scale- Short Form was used to assess for presence of depressive symptoms in both the control group (those who did not regularly interact with children) and the experimental group (those who did regularly interact with the children). The scale consisted of 15 yes-or-no questions regarding the average emotions the participants experienced in a week. A total of 15 people participated in the study, eight in the control group and seven in the experimental group. Eight of the participants were male, seven were female and they ranged in age from 58 to 96 years old. An independent sample t-test was performed to assess the data for statistical significance.