NLN Nursing Education Research Grants
Dorothy Otto Research Award
Hoping to Pass: A Multisite Trial of a One-Time Hope Intervention to Improve Baccalaureate Nursing Students’ Standardized Exam Scores
Alice March, PhD, RN, FNP, CNE, University of Alabama
Nancy Haugen, PhD, RN, Samuel Merritt University
Abstract: This study tested the direct effect of a one-time hope intervention versus progressive muscle relaxation(PMR) on standardized exam(SE) scores and on selected state and trait-level mechanism factors. This study is important to nursing education because SEs are stressful to the point of being high-stakes in nature; thus resulting in compromised learning approaches.Current literature suggests that hope may decrease stress, and increased academic achievement, but this has not been tested in nursing education.Interventions for this randomized, controlled, multiple cohort design study were delivered by trained personnel. Assessment tools (STAI-State, STAI-trait, Goal Specific Hope, Life Orientation Test-Revised, Academic Self-Efficacy, PHQ-9, 12-Item Grit Scale) were collected pre-test (T1), post-test (T2), at the end-of-semester (T3),and at program exit(T4). Two χ2 tests examined the effect of hope versus PMR on SE outcomes. There were no significant group differences. Four repeated-measures ANOVAs examined the effect of hope versus PMR on state variables. There were significant modest improvements across time with one significant interaction; Goal-Specific Hope and Group. A multi step logistic regression analysis examined the relationship between changes in state variables and outcomes in the presence of trait variables; there were no significant findings.
A one-time hope intervention can change hope scores and improve selected state variables, but the increase in hope either did not affect or did not persist long enough to result in higher SE scores. Both groups experienced improvements on state variables that have been associated with improved academic success; therefore, these findings support the use of multiple strategies to help nursing students manage factors that may detract from attaining content mastery. The trajectory of hope research can be furthered by studies offering re-dosing of the intervention. In addition, research should be completed in samples that are more diverse.
Nancy Langston Research Award
What Do Nursing Students Know about Evidence-based Practice? A National Study of EBP Knowledge Across Academic Levels
Amy Hagedorn Wonder, PhD, RN, Indiana University
Darrell Spurlock Jr., PhD, RN, NEA-BC, ANEF, Widener University
Abstract: Little is known about how much nursing students and practicing nurses know about evidence-based practice (EBP). This study addresses the National League for Nursing’s Research Priority II, to advance the science of nursing education through measurement and evaluation, by measuring the EBP knowledge of a sample of 700 nursing students enrolled in baccalaureate, master’s, and doctorate of nursing practice (DNP) programs at six study sites in the United States. This cross-sectional, descriptive, correlational study will utilize the Evidence-based Practice Knowledge Assessment in Nursing (EKAN) to objectively measure and describe levels of EBP knowledge. Given the lack of correspondence between self-reports and objective measures reported throughout the literature, this study will also evaluate the correspondence between scores from the EKAN and a commonly used EBP knowledge self-report measure.
The significance of this study to nursing education centers on the EKAN’s ability to measure a complex construct, EBP knowledge, which is of extreme importance to the discipline. For some time, the discipline has needed an objective measure of EBP knowledge with rigorous validity and reliability evidence (documented across educational levels) for use in research and program evaluation contexts. Only with an objective knowledge measure will it be possible to rigorously evaluate the effectiveness of educational programs, courses, and teaching strategies to facilitate EBP knowledge development across educational levels. This project supports the contributions that academic nursing education can make in meeting the IOM’s goal that by 2020, 90% of all clinical decisions will be evidence-based, to impact practice and optimize patient outcomes.
Ruth Donnelly Corcoran Research Award
Implementation of a Cyberhub to Support Genomic Nursing Education
Linda D. Ward, PhD, FNP-C, Washington State University
Abstract: Purpose: We developed and implemented a cyberhub to support genomic nursing educational research and collaboration. Design: We migrated a standardized test of genomic literacy for nurses (the Genomic Nursing Concept Inventory (GNCI©)to a dedicated website (cyberhub) and recruited nursing faculty to assign the test as a classroom assignment. Following each test deployment, data were returned to faculty to inform their teaching. Data from consenting students were retained for analysis.Study findings and resources developed as part of the project were shared via the cyberhub. Methods: We asked deans and directors of ADN and BSN programs to forward email invitations to their faculty engaged in teaching genetics-genomics. We applied advanced psychometric analyses to measure genomic knowledge among students and evaluate inventory psychometrics. Based on data analyses and extant literature from biology education research, we developed resources to support nursing faculty charged with genomic education and shared those resources via the hub. Results: Fifty nursing faculty deployed the GNCI©to 4,206 students in 100 cohorts. The mean score of 3913 students who consented to data analysis was 15.96/31 (51.5% correct, SD=6.147) with significant variation across student cohorts. After removing data from repeat testing, psychometric analysis was applied to data from 3,283 unique students. Cronbach’s alpha was .837. Confirmatory factor analysisindicated the GNCI to be unidimensional with satisfactory factor loadings. Analyses using item response theory supported the use of the GNCI for its intendeduse andwill inform further inventory improvement. A faculty testing manual was developed and shared via the cyberhub. Conclusion: The study provided a glimpse into how nursing programs are implementing genomic education, measured genomic literacy in a large, diverse sample of nursing students, generated data to contribute to GNCI validation and improvement, and tested the feasibility of a cyberhub to support nursing education.
Joyce Griffin-Sobel Research Award
Measuring the Effect of QSEN Curriculum Change in Newly Licensed Registered Nurses: Tool Development
Judy Didion, PhD, RN, Oakland University
Christa Koffel, PhD, RN, ProMedica
Abstract: In 1999, there were 98,000 deaths annually from medical errors in hospitals (IOM, 2000). This report was the impetus for the identification and integration of quality and safety competencies in nursing education curriculum. Quality and Safety for Nursing Education (QSEN) is in its eleventh year of operationalizing the competencies into nursing curriculum. Measurement tools for the QSEN competencies are limited; especially for system thinking. Academia and the clinical partners struggle with measuring the long-term effect of the QSEN curriculum integration on practice patterns and outcomes. The purpose of this project is to develop a psychometrically strong tool that will measure the effect of QSEN curriculum change in Newly Licensed Registered Nurses (NLRN). The survey tool will include questions that measure utilization of QSEN competencies for the care of the individual and for organizational system change. The initial phase of tool development includes item writing and reliability and content validity testing. Upon completion, the investigators will embark upon the next phase of this program of research, which is not included in this funding proposal. During this phase, pilot testing will be conducted by inviting participants from a national audience of diverse nurses who plan to attend the 2017 QSEN National Forum. Quality and safety continues to be an essential priority in healthcare. Nurse educators have been charged to prepare a future workforce that can address this priority. This proposed tool development project is a significant evaluation strategy and an important means to achieve this goal.
Mary Anne Rizzolo Doctoral Research Award
Exploring DML Debriefing with the Debriefing for Meaningful Learning Evaluation Scale (DMLES) In Pre-licensure Nursing Education
Cynthia Sherraden Bradley, PhD, MSN, RN, CNE, CHSE, Indiana University
NLN/Midwest Nursing Research Society Research Award
Nursing Students’ Experiences and Responses to Faculty Incivility: A Grounded Theory Study
Heidi Kathleen Holtz, MSN, RN, Indiana University
NLN/Sigma Theta Tau International Research Award
Systematic Review on the Use of Social Media in Nursing Education NLN/Southern Nursing Research Society Doctoral Research Award Learning Experiences of Senior-Level, Prelicensure Nursing Students: An Interpretive Phenomenological Analysis
Siobhan O’ Connor, MSc, RN, University of Manchester
Sarah Watts, MSN, RN, Mercer University