When embarking on the task of identifying scholarly articles for school work, it’s crucial to adopt a systematic approach to ensure the selection of reliable and authoritative sources. One of the primary strategies is to utilize academic databases such as CINAHL, PubMed, or Google Scholar, which house extensive collections of scholarly articles across various disciplines. By inputting specific keywords related to your topic of interest and employing Boolean operators to refine searches, you can narrow down results to find relevant articles. Once you’ve retrieved a list of potential articles, it’s essential to scrutinize them for credibility.
Look for articles published in peer-reviewed journals, as this indicates that the research has undergone rigorous evaluation by experts in the field. Pay attention to the credentials of the authors, affiliations, and previous publications to assess their expertise and authority on the subject matter. Additionally, reviewing abstracts and keywords provides insight into the study’s objectives, methods, and findings. It’s also crucial to consider the publication dates of the articles, as newer research often reflects the most current developments and findings in the field. Furthermore, checking for reviews or citations of the article by other scholars can help gauge its significance and impact within the academic community. Finally, ensure that you have access to the full text of the selected articles and keep track of your sources using citation management tools to facilitate proper referencing and citation in your school work. By following these steps, you can effectively identify scholarly articles that contribute to the quality and credibility of your academic research.
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Evidence-based practice (EBP) is essential for providing high-quality, safe patient care in nursing. To prepare future nurses to engage in EBP, nursing education programs must utilize evidence-based teaching strategies that effectively develop students’ EBP knowledge and skills. This paper examines current evidence on effective teaching approaches for promoting EBP competencies in pre-licensure nursing students.
Interactive Teaching Strategies
Research indicates that interactive, student-centered teaching methods are more effective than traditional lecture-based approaches for developing EBP skills. Several studies have found that problem-based learning, small group work, and flipped classroom models enhance students’ abilities to formulate clinical questions, search for evidence, and critically appraise research (Horntvedt et al., 2018; Culyer et al., 2018). These interactive strategies allow students to actively engage with EBP concepts and apply them to clinical scenarios.
Simulation and clinical integration are also valuable for bridging the gap between EBP theory and practice. Studies show that incorporating EBP activities into simulation experiences and clinical rotations improves students’ confidence in implementing evidence-based interventions (Estalella et al., 2023). Having students present evidence-based recommendations in simulated clinical settings can reinforce EBP skills in a low-stakes environment. Examples of some active learning exercises could include
Think-Pair-Share:
Pose an open-ended question
Give students 1-2 minutes to think and write a response individually
Have students pair up to discuss their responses
Call on pairs to share with the whole class
One Minute Paper:
At the end of class, ask students to write brief response to one question like: “What are the two most important points from today’s session?” “What was the muddiest (least clear) point?”
Collect responses anonymously as students leave
Address key points in the next class
Peer Instruction:
Pose a conceptual question
Have students answer individually (can use clickers)
Have students discuss in pairs and try to convince each other
Have students answer again after discussion
Small Group Activities:
Break class into small groups (3-4 students)
Give groups a problem or question to discuss/solve
Have groups report back to the class
Jigsaw:
Divide a topic into smaller “pieces”
Assign each student/group to become an expert on one piece
Have students teach their piece to others
3-2-1:
Have students write down: 3 things they learned 2 things they found interesting 1 question they still have
Four Corners:
Post a question/statement in each corner of the room
Have students move to the corner that matches their view
Discuss within corner groups
Muddiest Point:
Have students identify the most confusing or unclear point from the lesson
You can follow up to clarify questions
via email
via LMS system announcement
via start of next class
Note-Sharing:
Have students pair up to compare and discuss their notes
Write down confusing questions as they go
via email
via LMS system announcement
via start of next class
Minute Paper:
Give students 1 minute to write on a specific prompt or question
Collect as students leave the room
Technology-Enhanced Learning (TEL)
Online and blended learning approaches show promise for teaching EBP. Asynchronous online modules, virtual simulations, and interactive e-learning tools can effectively deliver EBP content and allow for self-paced learning (Patelarou et al., 2020). These technology-enhanced methods may be particularly useful for teaching information literacy skills like database searching and critical appraisal of research.
TEL refers to the implementation of technology into teaching methods to enhance the learning process. It primarily involves digital technologies, though some analog technologies may be included. Enables self-paced learning by providing greater access to resources (e-books, video tutorials, etc.), allowing for more interactive and engaging content, supporting different learning styles, and facilitating real-time interaction through livestreaming. Some examples of TEL include E-books, digital devices (computers, tablets, smartphones), gamification of learning, livestream learning platforms, video and audio tools, social media for education, virtual and augmented reality, and artificial intelligence in education.
It is important for faculty to use TEL in that is aligned with the students’ technology skill level. TEL prepares students for a technology driven world which can be used in both remote and hybrid learning models. TEL also helps to improve student engagement, especially with students who are more introverted in the class room setting. TEL also provides more resources for teachers and students.
Faculty do need to be aware of several strategies when implementing TEL so that deployment goes smoothly. Faculty may want to use digital course materials, textbook, applications, and resources. It is important to optimize all content for mobile access such as cell phones or tablets. Design activities that prioritize interaction and clinical judgment over just content delivery. Overall, TEL is seen as increasingly essential in modern education, offering numerous benefits when implemented thoughtfully and effectively.
Applications that I have found to be particularly effective in either the classroom setting or in an online format. Remember that new applications are being created all of the time.
Kritik – create individual or group assignments, ensure peer reviewing occurs in an appropriate manner, this application grades student work for you and uploads to many LMS system.
Padlet – Digital canvases for whiteboards, lessons, and activities.
Packback – Engage curiosity, increase motivation, build community, and support writing practice with our award-winning student discussion platform with built-in AI coaching that helps students develop better questions and responses. Packback also improves student writing skills and confidence on written assignments through instant AI-powered coaching. Streamline the grading of writing assignments through an AI grading assistant that is tied to your specific rubric.
Nearpod – There’s a reason why Nearpod is so popular; it works. I’ve never met a teacher who didn’t like using it because it takes what you already have (Google Slides, Powerpoint, YouTube Video) and makes it interactive. From polls to game-based quizzes, virtual reality, and simulations, there are so many ways to bring your students from passive recipients to active learners.
Kahoot – Quizzing and fun activities to promote learning
GoNoodle – Get up and move activities. Some of these may be for younger than college age students, but there are many that will still work this this age group too.
Prezi – Presentations are a core part of the curriculum, but let’s face it, PowerPoint isn’t terribly engaging. Prezi allows students to create presentations that are more creative and exciting than what PP has to offer. Not only will this make the presentation creation process more interesting for students, but it will also make watching presentations more interesting. Prezi presentations are published publicly on students’ accounts, so their classmates can access them later to check their notes.
Factile – A Jeopardy platform that is fun to play.
Gimkit – Gameshow platform for learning and fun activities.
Flip – Flip (formerly Flipgrid) is a social media–style video discussion platform great for generating class discussion around topics, videos, or links posted to the class grid. Students can video-record their responses to share with the teacher or class. It’s a great tool for supporting your students to make their thinking visible.
Mentimeter – Mentimeter lets you add polls, word clouds, Q&As, and more to presentations and create an interactive experience for students, who can vote on/respond to questions and engage with the presentation in real time. This made our list because there’s so much variety in the types of formative assessments you can give in real time.
Jamboard – Jamboard is a digital whiteboard that is compatible with Google Workspace (formerly G Suite) services. It’s a game changer for emphasizing the process of learning over the product. Math teachers love how students solve and explain their solution. If you don’t use Google, Padlet is our runner-up.
Reflective Practice
Reflective practice is a systematic approach to continuous learning and professional development that involves critically examining one’s own experiences, actions, and decisions. It is the ability to reflect on one’s actions to engage in a process of ongoing learning and improvement. This concept, popularized by Donald Schön in the 1980s, has become integral to many professional fields, including education, healthcare, social work, and business.
At its core, reflective practice involves thoughtfully considering one’s experiences, analyzing them, and using the insights gained to inform future actions. It goes beyond simply thinking about past events; it requires a deliberate and structured approach to examining one’s thoughts, feelings, and behaviors in various situations. This process allows practitioners to identify areas for improvement, challenge their assumptions, and develop new strategies for handling similar situations in the future.
Reflective practice can take many forms, including reflection-in-action (thinking on your feet during an experience) and reflection-on-action (analyzing an experience after it has occurred). It often involves asking critical questions about one’s practice, such as “What worked well?”, “What could I have done differently?”, and “How does this experience align with my theoretical knowledge?” Practitioners may use various tools to facilitate reflection, such as journaling, peer discussions, mentoring sessions, or structured frameworks like Gibbs’ Reflective Cycle.
The benefits of reflective practice are numerous. It can lead to improved self-awareness, enhanced problem-solving skills, and a deeper understanding of one’s professional role and responsibilities. It also promotes continuous learning and adaptation, helping professionals stay current in their field and respond effectively to new challenges. In educational settings, reflective practice can improve teaching methods and student outcomes. In healthcare, it can lead to better patient care and safety.
However, effective reflective practice requires certain skills and attitudes. These include open-mindedness, self-awareness, critical thinking, and a willingness to question one’s own assumptions and practices. It also requires time and commitment, as meaningful reflection often involves deep thinking and analysis that cannot be rushed.
Scaffolded Approach
A scaffolded approach to teaching involves providing temporary, structured support to students as they learn new concepts or skills, gradually removing that support as students gain mastery. To implement scaffolding effectively, start by assessing students’ current knowledge and skills to determine their starting point. Then, break down complex tasks or concepts into smaller, more manageable steps. Begin by modeling the task or concept for students, clearly demonstrating each step and explaining your thought process. Next, guide students through the process together as a class, encouraging participation and providing immediate feedback. As students become more comfortable, transition to having them work in small groups or pairs, offering support as needed. Finally, allow students to work independently, stepping in only when necessary.
Throughout this process, use various scaffolding techniques such as visual aids, graphic organizers, or think-alouds to support learning. Provide clear instructions and expectations, using rubrics or checklists to help students understand the goals. Offer frequent opportunities for practice and feedback, gradually increasing the complexity of tasks as students progress. Be prepared to adjust the level of support based on individual student needs, providing more assistance to struggling students and challenging advanced learners with extension activities.
As students demonstrate proficiency, begin to remove scaffolds gradually, encouraging them to take more responsibility for their learning. This might involve reducing the amount of guidance provided, asking students to explain their thought processes, or having them teach concepts to peers. Remember that scaffolding is a flexible process, and you may need to reintroduce support if students encounter difficulties with new applications of the skill or concept. By using a scaffolded approach, you can help students build confidence, develop independence, and achieve higher levels of understanding and performance.
Interprofessional Collaboration
Interprofessional collaboration significantly enhances the educational experience by fostering a comprehensive and integrated approach to learning. This collaborative model brings together students and professionals from various healthcare disciplines, creating an environment that mirrors real-world healthcare settings. By learning alongside peers from different fields, students gain a deeper understanding of the roles, responsibilities, and expertise of other healthcare professionals. This exposure helps break down silos between disciplines and promotes a team-based approach to patient care.The collaborative learning environment encourages students to develop crucial skills such as effective communication, conflict resolution, and shared decision-making. Through interprofessional education activities like case studies, simulations, and group projects, students learn to articulate their professional perspectives while also valuing and incorporating insights from other disciplines. This process enhances critical thinking and problem-solving skills as students tackle complex healthcare scenarios from multiple angles.
Moreover, interprofessional collaboration in education prepares students for the realities of modern healthcare delivery. It helps them understand the importance of coordinated care plans and how different professionals contribute to holistic patient assessment and treatment. Students also develop a broader perspective on healthcare challenges and solutions, fostering adaptability and lifelong learning attitudes essential in the ever-evolving healthcare landscape.
The benefits extend beyond skill development. Interprofessional education cultivates mutual respect and appreciation for diverse expertise among future healthcare professionals. It builds professional relationships across disciplines, creating networks that can be valuable throughout their careers. This collaborative approach also aligns with the growing emphasis on patient-centered care, teaching students to work together towards common goals that prioritize patient outcomes.
By participating in interprofessional education, students are better prepared to enter the workforce as effective team members. They develop a more comprehensive understanding of healthcare systems and how different professionals can work together to improve patient safety, reduce errors, and enhance overall care quality. This experience not only enriches their educational journey but also equips them with the collaborative skills and mindset necessary for success in modern healthcare environments.
Faculty Development
Lifelong learning and faculty development are crucial components in teaching nursing using evidence-based practice (EBP) guidelines. As healthcare continues to evolve rapidly, nursing educators must stay current with the latest research, best practices, and technological advancements to provide the highest quality education to their students. Engaging in lifelong learning allows faculty to continually update their knowledge base, refine their teaching strategies, and model the importance of ongoing professional development for their students. This commitment to continuous learning ensures that nursing education remains relevant, effective, and aligned with the ever-changing healthcare landscape.Faculty development programs play a vital role in supporting educators in their lifelong learning journey and in implementing EBP guidelines effectively in their teaching. These programs provide opportunities for nursing faculty to enhance their pedagogical skills, learn new teaching methodologies, and stay informed about the latest developments in nursing research and practice. Through workshops, seminars, and collaborative learning experiences, faculty can develop expertise in integrating EBP into their curriculum, fostering critical thinking skills in students, and utilizing innovative teaching technologies. Additionally, faculty development initiatives often focus on enhancing skills in research methodology, grant writing, and scholarly publication, which are essential for advancing the field of nursing education and contributing to the body of evidence that informs EBP guidelines.
The integration of EBP guidelines in nursing education requires faculty to not only understand the guidelines themselves but also to develop effective strategies for teaching students how to apply these guidelines in clinical practice. This necessitates a deep understanding of both the content and the pedagogical approaches that best facilitate learning and application of EBP. Through ongoing learning and development, faculty can refine their ability to bridge the gap between theoretical knowledge and practical application, ensuring that students are well-prepared to deliver evidence-based care in their future nursing careers.
Moreover, lifelong learning and faculty development foster a culture of inquiry and innovation within nursing education programs. This culture encourages educators to critically evaluate their teaching practices, seek out new evidence to inform their instruction, and collaborate with colleagues to develop and implement best practices in nursing education. By embracing lifelong learning and participating in faculty development initiatives, nursing educators demonstrate to their students the importance of continuous professional growth and the value of evidence-based practice in delivering high-quality patient care.
Conclusion
Implementing evidence-based teaching strategies is crucial for developing strong EBP competencies in pre-licensure nursing students. Interactive, technology-enhanced, and reflective approaches show the most promise based on current research. A scaffolded curriculum that progressively builds EBP skills and incorporates interprofessional experiences can effectively prepare students for evidence-based nursing practice. Ongoing research is needed to continue refining optimal teaching methods as both nursing practice and educational technologies evolve.
References
Culyer, L. M., Jatulis, L., Cannistraci, P., & Brownell, C. A. (2018). Evidenced-based teaching strategies that facilitate transfer of knowledge between theory and practice: What are nursing faculty using?. Teaching and Learning in Nursing, 13(3), 174-179.
Estalella, I., Román, Ó., Reichenberger, T. N., Larrea, I., Garate-Echenique, L., & Juvé-Udina, M. E. (2023). Impact of a teaching strategy to promote evidence-based practice on nursing students’ knowledge and confidence in simulated clinical intervention choices. BMC nursing, 22(1), 1-11.
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 1-11.
Patelarou, A. E., Mechili, E. A., Ruzafa-Martinez, M., Dolezel, J., Gotlib, J., Skela-Savič, B., … & Patelarou, E. (2020). Educational interventions for teaching evidence-based practice to undergraduate nursing students: A scoping review. International journal of environmental research and public health, 17(17), 6351.
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The Site may contain (or you may be sent through the Site) links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THE SITE OR ANY WEBSITE OR FEATURE LINKED IN ANY BANNER OR OTHER ADVERTISING. WE WILL NOT BE A PARTY TO OR IN ANY WAY BE RESPONSIBLE FOR MONITORING ANY TRANSACTION BETWEEN YOU AND THIRD-PARTY PROVIDERS OF PRODUCTS OR SERVICES.
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The Site cannot and does not contain medical/health advice. The medical/health information is provided for general informational and educational purposes only and is not a substitute for professional advice. Accordingly, before taking any actions based upon such information, we encourage you to consult with the appropriate professionals. We do not provide any kind of medical/health advice. THE USE OR RELIANCE OF ANY INFORMATION CONTAINED ON THE SITE IS SOLELY AT YOUR OWN RISK.
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Succeeding in nursing school requires a combination of dedication, effective study habits, clinical skills development, and self-care. Here are some tips to help you navigate and succeed in nursing school:
Forgive yourself, you are not perfect. Show yourself grace, you are still learning. show yourself patience you are on a journey.
Stay Organized:
Use planners, calendars, or digital tools to keep track of assignments, exams, and clinical rotations.
Prioritize tasks and create a study schedule to manage your time effectively.
Develop Strong Study Habits:
Find a study environment that works for you, whether it’s a quiet space at home or a dedicated area in the library.
Break down your study sessions into manageable chunks with breaks in between.
Use active learning techniques, such as flashcards, concept mapping, and practice questions.
Actively Participate in Class:
Attend lectures and actively engage in class discussions.
Take thorough notes and ask questions to clarify any concepts you find challenging.
Collaborate with Peers:
Form study groups to discuss and reinforce your understanding of course material.
Collaborating with peers allows you to gain different perspectives and share study strategies.
Practice Critical Thinking:
Nursing requires strong critical thinking skills. Practice applying theoretical knowledge to real-life scenarios.
Participate in case studies, simulations, or clinical scenarios to enhance your problem-solving abilities.
Stay Current with Reading:
Keep up with assigned readings to ensure a solid understanding of the theoretical foundations of nursing.
Read not only what is required but also additional materials that interest you or provide extra context.
Utilize Resources:
Take advantage of resources offered by your school, such as tutoring services, academic advisors, and workshops.
Seek out online resources, textbooks, and reputable websites to supplement your learning.
Master Time Management:
Nursing programs can be demanding, and effective time management is crucial. Learn to balance coursework, clinical rotations, and personal life.
Prioritize self-care to avoid burnout.
Excel in Clinical Rotations:
Approach clinical rotations with a positive attitude and a willingness to learn.
Be proactive in seeking opportunities to apply theoretical knowledge to real-world situations.
Seek feedback from clinical instructors and use it to improve your skills.
Develop Effective Communication Skills:
Effective communication is essential in nursing. Practice clear and concise communication in both written and verbal forms.
Work on your interpersonal skills, as building rapport with patients and healthcare team members is vital.
Take Care of Your Physical and Mental Health:
Adequate sleep, regular exercise, and a healthy diet contribute to overall well-being.
Manage stress through relaxation techniques, mindfulness, or activities you enjoy.
Seek Support:
Nursing school can be challenging, and it’s essential to have a support system. Connect with classmates, friends, family, or mentors who understand the demands of the program.
Ask your teachers and professors for help when you are feeling frustrated
Stay Professional:
Approach your studies and clinical experiences with a professional demeanor.
Adhere to ethical standards and maintain confidentiality in all patient interactions.
Remember that success in nursing school is a journey, and continuous learning and adaptation are key. Stay committed, be resilient, and embrace the opportunities for growth and development that nursing school provides.
The Site may contain (or you may be sent through the Site) links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THE SITE OR ANY WEBSITE OR FEATURE LINKED IN ANY BANNER OR OTHER ADVERTISING. WE WILL NOT BE A PARTY TO OR IN ANY WAY BE RESPONSIBLE FOR MONITORING ANY TRANSACTION BETWEEN YOU AND THIRD-PARTY PROVIDERS OF PRODUCTS OR SERVICES.
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The Site cannot and does not contain medical/health advice. The medical/health information is provided for general informational and educational purposes only and is not a substitute for professional advice. Accordingly, before taking any actions based upon such information, we encourage you to consult with the appropriate professionals. We do not provide any kind of medical/health advice. THE USE OR RELIANCE OF ANY INFORMATION CONTAINED ON THE SITE IS SOLELY AT YOUR OWN RISK.
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Clinical reasoning is a fundamental process used by healthcare professionals, including doctors, nurses, and other medical practitioners, to analyze patient information, make diagnoses, and develop treatment plans. It involves critical thinking, problem-solving, and the application of medical knowledge to provide the best possible care to patients. Here are the basics of clinical reasoning:
Data Gathering: The first step in clinical reasoning is gathering relevant information about the patient’s medical history, symptoms, physical examination findings, and any diagnostic test results. This process involves active listening, effective communication with the patient, and using appropriate questioning techniques.
Recognizing Patterns: Healthcare professionals must recognize patterns and identify potential relationships between the patient’s signs and symptoms. This involves comparing the patient’s presentation to known medical conditions and recognizing typical and atypical presentations.
"Clinical reasoning is the cognitive processing and decision-making surrounding healthcare practice" Thiani & Mershen (2023)
Generate Hypotheses: Based on the gathered data and pattern recognition, clinicians generate possible diagnoses or hypotheses. These hypotheses guide further investigation and are essential for the diagnostic process.
Differential Diagnosis: Healthcare professionals consider a list of potential diagnoses, known as a differential diagnosis. This list ranks possible explanations for the patient’s condition from most to least likely based on available evidence.
Prioritization: After generating a differential diagnosis, clinicians prioritize the potential conditions based on their severity, urgency, and impact on the patient’s health. This helps in identifying the most critical issues that need immediate attention.
Further Testing: To confirm or rule out the hypotheses, additional diagnostic tests or examinations may be ordered. These tests could include laboratory tests, imaging studies, or consultations with other specialists.
Evaluation: The results of the tests are evaluated, and clinicians compare them to the expected findings for each potential diagnosis. This evaluation helps in refining the differential diagnosis and narrowing down the possible conditions.
Diagnosis: Using all available information, including the patient’s history, examination findings, test results, and clinical expertise, the healthcare professional arrives at a final diagnosis. This is the identification of the underlying medical condition responsible for the patient’s symptoms.
Treatment Plan: Once the diagnosis is established, a treatment plan is developed. This may include medications, procedures, lifestyle changes, or referrals to specialists for further management.
Monitoring and Reevaluation: Healthcare professionals continuously monitor the patient’s response to treatment and adjust the management plan as needed. Reevaluation is crucial if the patient’s condition changes or if new information becomes available.
Reflection and Learning: Clinical reasoning is an ongoing process, and healthcare professionals reflect on their decisions and outcomes to learn and improve their skills continuously.
Clinical reasoning requires a balance between theoretical medical knowledge, practical experience, and critical thinking skills. It is an essential aspect of providing high-quality and patient-centered care in the medical field.
References
Pillay, T., & Pillay, M. (2023). The power struggle: exploring the reality of clinical reasoning. Health: An Interdisciplinary Journal for the Social Study of Health, Illness & Medicine, 27(4), 559–587. https://doi-org.proxy.mul.missouri.edu/10.1177/13634593211054008
Trinidad, D. R., & Wung, S.-F. (2023). Excellence via Strategic Experiential Learning (ExSEL): A Continuous Improvement Project for Developing Clinical Reasoning and Management. Clinical Simulation in Nursing, 81, N.PAG. https://doi-org.proxy.mul.missouri.edu/10.1016/j.ecns.2023.05.003
van Sassen, C. G. M., van den Berg, P. J., Mamede, S., Knol, L., Eikens-Jansen, M. P., van den Broek, W. W., Bindels, P. J. E., & Zwaan, L. (2023). Identifying and prioritizing educational content from a malpractice claims database for clinical reasoning education in the vocational training of general practitioners. Advances in Health Sciences Education, 28(3), 893–910. https://doi-org.proxy.mul.missouri.edu/10.1007/s10459-022-10194-8
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The Site cannot and does not contain medical/health advice. The medical/health information is provided for general informational and educational purposes only and is not a substitute for professional advice. Accordingly, before taking any actions based upon such information, we encourage you to consult with the appropriate professionals. We do not provide any kind of medical/health advice. THE USE OR RELIANCE OF ANY INFORMATION CONTAINED ON THE SITE IS SOLELY AT YOUR OWN RISK.
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Most doctoral students have to complete a written and/or oral comprehensive (comps) exam to enter candidacy. The comprehensive exam’s purpose is to determine if the learner is adequately prepared to enter the dissertation research stage of their education.
“This past August, I sat my doctoral comprehensive exams. It was a grueling, exhausting process, and the months leading up to the exams were some of the most stressful of my life. I don’t think that I have ever cried so much in my life; from exhaustion, stress, fear, and from the worst bout of impostor syndrome I had felt since beginning grad school.”
~Stephanie Hedge, a PhD Candidate at Ball State University
Image created with Bing Image Creator
The comprehensive exam is a test of your preparation to work as an independent scholar at the highest level. These are typically completed after the learner has completed coursework. The learner must be able to demonstrate :
competency and mastery of concepts in the field of the learner’s academic discipline.
expertise in the breadth of the literature the learner’s field/specialty.
knowledge of the research methodologies (quantitative, qualitative, and mixed methods) and how to apply them in the learner’s areas of specialization
theories and concepts that contribute to the body of knowledge in the learner’s discipline.
What your written exam will look like depends on your department. You may be asked to respond to a series of questions to test your broad knowledge of your field. You may be required to generate a grant proposal or prepare full articles for publication. The key is to talk to your supervisor and find out what is expected. Then prepare!
Ways to Prepare for Comps
1. Take notes. Establish a note-taking system, do this when you begin your studies. Some people organize their notes in a spiral notebook, while others use a digital system. Tag each entry with keywords. If you have an open book exam, or if you end up writing a proposal for your written component, these digital systems can be extremely helpful. When you’re looking for an article or book during an exam, these tags can save you time.
2. Keep your literature organized. Organize your literature in the way you learn best. That may be a file box with paper copies, or electronic copies of each article. In Ph.D. programs, you will read thousands of articles, therefore, you need to begin your program of study with an organization method and stick to it throughout your program.
3. Educate yourself. As you read and take notes, try to determine where you need to fill knowledge gaps. Are you up on the latest research in the field? Do you need to look for more sources?
4. Study. Review your previous written papers (with faculty feedback on them), and re-read articles on specific topics. Pay special attention to concepts that you are less familiar with or feel unsure about.
5. Gain the Support of Others. Get your support group together. Tell them how they can support you as you move into this milestone. Find a study partner or group, they do not need to be experts in your specific field, but if they can be there to bounce ideas off of, it helps. Ask other students about their exam experiences. It is easy to feel isolated and alone when studying, but including others in your study plan can help make studying easier (and more fun!)
Once the Written Portion is Done, Begin to Get Ready for your Orals
1. Once you have completed your written exam, begin to practice for your oral exam. Practice answering aloud, speaking slowly and deliberately. If you’re nervous during your exam, you’ll naturally speed up a bit. Come up with different ways to ask your committee clarifying questions. When you get a question you don’t understand, or you draw a blank, ask for clarification, or say you do not know, but can find out and will get back to them. Use a water bottle or beverage to give you time to think of your answer. Take a drink and think through your response.
2. Rephrase. Rephrase questions before answering. This saves the questioner from interrupting you with a rephrasing of the question or, worse, you not answering the question.
3. It’s okay to say, “I don’t know.” The oral exam is meant to find out what you know…and what you don’t. When you get a question that’s beyond your area of knowledge, you might say something like, “I haven’t thought about that, but I will look into this concept further.
4. Keep some brief notes. Keep a few notes at the ready and a copy of your written exam answers if allowed. You can look down at those papers when you are formulating your response, or verify the definition of a word or two.
5. Know Your Literature. You will not, of course, be expected to provide detailed citations. But, you should demonstrate familiarity and facility with a range of the literature. You should be able to appropriately reference the scholars whose arguments are relevant to a particular issue. You may occasionally include the name of a book or article and the date of its publication.
“The interview process in this exam is challenging, but it is generally a collegial experience. The examiners are looking to test, but not destroy your confidence. By the time you get to that point, if there is a question about your overall competence it should have surfaced on the written portion of the exam.”
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Nursing is a highly sought-after career choice today. Nurses are in very high demand and the nursing shortage makes that demand even higher. Students, practicing nurses, and educators may find the following resources useful. Check them out.
The Health Resources and Services Administration, or HRSA, is working to ensure that everyone has access to a broad spectrum of public health services. HRSA programs provide equitable health care to people who are geographically isolated and economically or medically vulnerable. This includes programs that deliver health services to people with HIV, pregnant people, mothers, and their families, those with low incomes, residents of rural areas, American Indians, Alaska Natives, and those otherwise unable to access high-quality health care. HRSA programs also support health infrastructure, including training health professionals and distributing them to areas where they are needed most, providing financial support to health care providers, and advancing telehealth. In addition, HRSA oversees programs for providing discounts on prescription drugs to safety net providers, facilitating organ, bone marrow, and cord blood transplantation, compensating individuals injured by a vaccination, and maintaining data on healthcare malpractice payments.
Nurse Tim is an online platform for nursing educators. Nurse Tim offers webinars, conferences, consultations, and a blog for answering common questions. Nurse Tim has created NurseThink which provides resources for testing, simulations, and NextGen NCLEX writing, among other resources. Educational resources on teaching clinical judgment and reasoning are of high priority. Many institutions use Nurse Tim’s resources to help them frame their courses.
The Learning Nurse Resources Network is an online professional development center for nurses. This is a great website that provides independent, safe, free resources. To maintain and continue education for nurses, the website is divided into three main sections: an assessment section, an e-learning section, and a library.
The assessment portion of the website is filled with apps, quizzes, and nursing games for students. Helping students to locate the gaps in their knowledge allows them to study more effectively.
The Educational Resource Center of the American Nurses Association (ANA) is a portal focused on providing continuing nursing learning resources. This organization provides numerous fact sheets and tips covering topics relevant to the nursing profession. The ANA is working to make the Education Resource Center a go-to repository for information regarding nursing education.
This website provides links to a multitude of resources for nurses including lists of e-books, other nursing websites, dissertations, anatomy resources, and much more. The site itself is a great jumping-off point for nurses looking to build up online nursing resources. Furthermore, the Nursing and Allied Health Resources section has links to style and plagiarism guides, powerful tools for those that have not written papers.
The anatomy resources page provides connections to online activities and nursing games, compiling some of the most interesting videos and studies from a wide range of universities and higher education institutions. There is also a compilation of medical databases.
The Nurse.com website includes educational and professional advice and career resources. Nurse.com is consistently an innovative space for nurses to develop professionally, learn field-relevant skills and read compelling news.
Resources include several financial aid links and resources. The student news section allows you to hear from students, their experiences, and best practices. For anyone who is currently working as a nurse, or for those who are looking to go back to school and continue their nursing education, these online professional resources can be extremely important to help you continue your learning and growth opportunities.
Keith, a Ph.D.-prepared nursing educator, is driven by a passion to help educators and students in learning clinical judgment. He has developed a series of textbooks, and case studies to help develop these clinical reasoning skills. Keith offers resources in both free and paid versions. These case studies and other materials are key to advancing the clinical judgment of our students.
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Most nursing school exams, use a multiple-choice format, however, you might also see multiple answer format, hot spot (or point at the answer on an image), or a case study format. Before taking an application exam, students need to develop some test-taking savvy.
The question stem consists of the necessary “background” information or context then a question or an unfinished statement.
The stem begins with a patient scenario or other key information which usually includes the central idea, problem, concept, definition, or procedure. Images could also be included. In an application-level question, information in the stem covers the context to help you understand what is occurring.
Example: Mr. G is 87 years old; he has been admitted with congestive heart failure and pulmonary edema. He has been on a nonrebreather mask at 15 liters/minute. Today his oxygen saturation levels have been dropping to less than 87%.
After the student has read the context, a question is posed. The student must decide how to answer based on the answer choices provided.
The question is usually worded in one of two basic formats: (1) a question, or (2) a partial sentence (sentence fragment). Let’s look at some example questions.
What would you tell Mr. G’s wife? or You should explain this situation to Mr. G’s wife as …
Therefore, the patient scenario (i.e., what is happening), along with the question, constitutes the entire stem.
The answer options
In a multiple-choice test item, there are several options. Usually, there are 4 options, but occasionally there are 3 or 5 options. There are two kinds of options within one exam item: The correct answer, and the distractors.
The correct answer. One option is the correct answer.
Distractors. The other options are called distractors. A distractor is an incorrect response used to give you other possibilities to answer.
The example (#4 above) is an application-level question. Why? The question asks you to make a decision based on a case scenario. First, you must know what a normal pulse ox is. Second, you must know how many liters/minutes of oxygen given in a
nonrebreather mask is the maximum.
Learn how to deal with keywords in the stem
An exam item about the MOST urgent action, the BEST response, or the FIRST step implies that more than one of the options listed might be appropriate. But only one is most, or best, or first. Very frequently, application-level exam questions have keywords in the stem.
I recommend circling that keyword or writing it down on scratch paper.
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Answering discussion question posts effectively involves a combination of thoughtful consideration, clear communication, and engagement with the topic. Here are some tips to help you provide strong responses to discussion questions:
Understand the Question:
Ensure you are answering the question posed
Identify key terms and concepts to address in your response.
Organize Your Thoughts:
Structure your response with a clear introduction, body, and conclusion.
Use paragraphs to break down different points or aspects of your answer.
Offer information directly related to the question.
Support your points with examples, evidence, or relevant facts to strengthen your response.
Avoid unnecessary jargon or overly complex language that may confuse others.
Aim for clarity and brevity while still conveying your ideas effectively.
Maintain a respectful and professional tone in your responses.
Even if you disagree with someone, express your thoughts in a constructive and considerate manner.
When appropriate, share relevant personal experiences to illustrate your points.
This can add a personal touch to your response and make it more relatable.
Focus on addressing the core elements of the question and avoid going off on tangents.
If your response introduces a new idea, make sure it’s still closely related to the main topic.
Demonstrate Critical Thinking:
Analyze the question and provide insights rather than just stating facts.
Consider different perspectives and discuss the implications of your ideas.
Engage with Others:
If the discussion allows, respond to other participants’ comments to build on their ideas or respectfully challenge their viewpoints.
Encourage further discussion by asking questions or seeking clarification.
Use Proper Grammar and Spelling:
Proofread your response to catch any grammatical errors or typos.
Clear and well-written responses are more likely to be well-received.
Cite Sources (if applicable):
If you’re discussing factual information, provide citations or references to support your statements.
Students are often asked to respond to their peers or faculty in the discussion area. Sometimes it can be difficult to know what to respond to. However, if you consider what a specific person has posted, you can usually come up with some content and then a question or two. Here are some great ideas for responses:
Build on Previous Responses:
Reference specific points made by others in the discussion.
Example: “I found your point about [specific idea] interesting. Could you elaborate on how you think [related concept] might impact this?”
Seek Clarification:
If someone’s response is unclear or you want more details, ask for clarification.
Example: “I’m curious to know more about [specific aspect] you mentioned. Can you provide more details or examples to help me understand better?”
Encourage Diverse Perspectives:
Invite others to share their opinions or experiences.
Example: “I appreciate the insights shared so far. Anyone else have a different perspective or personal experience to add to the discussion?”
Explore the Why and How:
Go deeper into the reasoning behind someone’s response.
Example: “You mentioned [specific viewpoint]. What led you to that conclusion, and how do you see it playing out in different situations?”
Relate to the Real World:
Connect the discussion to real-world scenarios or current events.
Example: “Given the current [relevant situation], do you think the ideas discussed here apply, or are there additional factors to consider?”
Challenge Ideas Respectfully:
Politely question or challenge a viewpoint to stimulate further debate.
Example: “I see your perspective, but have you considered [alternative viewpoint]? I’m interested in hearing your thoughts on that.”
Connect to Course Material:
Relate the discussion to the course content or readings.
Example: “How does the concept we’re discussing align with the theories we’ve learned in class? Are there any contradictions or notable connections?”
Propose Hypothetical Scenarios:
Introduce a hypothetical situation to explore different potential outcomes.
Example: “If we were to apply this idea in a hypothetical scenario [describe scenario], how do you think it would play out, and what challenges might arise?”
Invite Personal Reflection:
Encourage participants to reflect on their personal experiences.
Example: “Can you share a personal example that relates to the topic we’re discussing? How did your experience shape your perspective?”
Summarize and Synthesize:
Summarize key points from the discussion and ask participants to reflect on the overall theme.
Example: “We’ve covered a lot of ground in this discussion. What do you think are the most significant takeaways, and how do they contribute to our understanding of [topic]?”
Remember that the goal of a discussion post is often to foster a meaningful exchange of ideas. By contributing thoughtful and well-organized responses, you can enhance the overall quality of the discussion and promote a positive learning environment.
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Succeeding in nursing school requires a high level of focus and dedication. In order to have success, it is important to take a few key steps. First and foremost, it is important to create a study schedule and stick to it. Establishing a consistent routine for studying ahead of time can help prevent last minute cramming and make preparing for exams more manageable. It can be beneficial to break down the material into days or weeks and include rest periods within the schedule. Additionally, make sure to choose a study space that is comfortable and free of distractions. Second, do not forget to make use of resources. Most nursing schools offer a variety of resources such as tutoring or academic workshops to help improve knowledge and skills. Additionally, reach out to faculty or peers if there are concepts that require additional clarification. Third, stay organized. This can help nursing students stay on top of assignments and due dates. Be sure to keep track of what needs to be done, when it is due, and any associated notes. Additionally, it can be beneficial to create a binder to hold important documents, such as textbook readings or lectures, that can be referenced when needed. Finally, practice time-management. Make sure to plan ahead and allow enough time for studying, family, and leisure activities. Know when to say no if an activity takes away from study time, and ensure that you are getting enough sleep. This can help prevent burnout and fatigue. Overall, succeeding in nursing school takes effort and dedication. By creating a study schedule, taking advantage of resources, staying organized, and practicing time-management, nursing students can ensure their success in the program.
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The Site may contain (or you may be sent through the Site) links to other websites or content belonging to or originating from third parties or links to websites and features in banners or other advertising. Such external links are not investigated, monitored, or checked for accuracy, adequacy, validity, reliability, availability, or completeness by us. WE DO NOT WARRANT, ENDORSE, GUARANTEE, OR ASSUME RESPONSIBILITY FOR THE ACCURACY OR RELIABILITY OF ANY INFORMATION OFFERED BY THIRD-PARTY WEBSITES LINKED THROUGH THE SITE OR ANY WEBSITE OR FEATURE LINKED IN ANY BANNER OR OTHER ADVERTISING. WE WILL NOT BE A PARTY TO OR IN ANY WAY BE RESPONSIBLE FOR MONITORING ANY TRANSACTION BETWEEN YOU AND THIRD-PARTY PROVIDERS OF PRODUCTS OR SERVICES.
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Medication pharmacovigilance plays a vital role in safeguarding public health by monitoring the safety and efficacy of pharmaceutical products. With millions of people relying on medications to treat various ailments, it becomes imperative to establish robust systems that identify, assess, and prevent adverse drug reactions. This essay explores the significance of medication pharmacovigilance, its objectives, methodologies, and the crucial role it plays in ensuring drug safety for better healthcare outcomes.
Definition and Objectives of Medication Pharmacovigilance:
Medication pharmacovigilance can be defined as the science and activities related to the detection, assessment, understanding, and prevention of adverse effects or any other drug-related problems. Its primary objectives are:
Detection of Adverse Drug Reactions (ADRs):
Pharmacovigilance systems aim to identify and document any unexpected or harmful reactions caused by medications, including known side effects and previously unknown reactions.
Assessment of Benefit-Risk Profile: By evaluating the benefits and risks of medications, pharmacovigilance contributes to establishing a comprehensive understanding of a drug’s therapeutic potential, thus aiding in regulatory decision-making.
Monitoring Drug Safety: Pharmacovigilance systems ensure continuous monitoring of drug safety during clinical trials, post-marketing surveillance, and throughout a drug’s lifecycle.
Promoting Rational Drug Use: By identifying medication-related problems and potential risks, pharmacovigilance promotes rational and safe drug utilization, minimizing the occurrence of preventable adverse events.
Methodologies and Systems:
Adverse Event Reporting: Pharmacovigilance relies on healthcare professionals, patients, and pharmaceutical companies to report any adverse events associated with medication use. Robust reporting systems enable the collection of essential data that can be analyzed for safety signals and patterns.
Signal Detection and Data Analysis: Advanced statistical and analytical techniques are employed to identify potential safety concerns or patterns in the reported data. These signals serve as early warnings, prompting further investigation and actions to minimize risks.
Risk Assessment and Benefit Analysis: Pharmacovigilance experts conduct comprehensive assessments of reported adverse events, taking into account various factors such as the severity and frequency of reactions, patient demographics, and the benefits provided by the drug.
Regulatory Intervention: Based on the findings of pharmacovigilance activities, regulatory agencies can take appropriate actions, such as issuing warnings, updating product labeling, or even withdrawing drugs from the market to ensure public safety.
The Role of Medication Pharmacovigilance in Better Healthcare: a) Enhancing Patient Safety: Pharmacovigilance ensures that potential risks associated with medications are identified and mitigated promptly, safeguarding patient health and minimizing harm caused by adverse drug reactions.
Improving Drug Development: By continuously monitoring drug safety throughout the product lifecycle, pharmacovigilance provides critical data to improve the design and development of new drugs. This information helps optimize dosages, refine indications, and identify patient populations that may benefit the most.
Supporting Regulatory Decision-Making: Pharmacovigilance data guides regulatory agencies in making informed decisions regarding drug approval, labeling, and post-marketing surveillance. These decisions aim to strike a balance between ensuring patient safety and facilitating timely access to effective treatments.
Strengthening Healthcare Systems: Effective pharmacovigilance systems contribute to the overall strength and credibility of healthcare systems. Trust in medications increases when patients and healthcare professionals know that robust monitoring mechanisms are in place to address safety concerns.
Medication pharmacovigilance plays a critical role in ensuring the safety and effectiveness of medications used in healthcare. Through its comprehensive monitoring, assessment, and reporting mechanisms, pharmacovigilance can improve the healthcare of older adults and reduce adverse medication reactions.
References:
Bencivenga, L., De Souto Barreto, P., Rolland, Y., Hanon, O., Vidal, J. S., Cestac, P., Vellas, B., & Rouch, L. (2022). Blood pressure variability: A potential marker of aging. Ageing research reviews, 80, 101677. https://doi.org/10.1016/j.arr.2022.101677
Brivio, P., Paladini, M. S., Racagni, G., Riva, M. A., Calabrese, F., & Molteni, R. (2019). From Healthy Aging to Frailty: In Search of the Underlying Mechanisms. Current medicinal chemistry, 26(20), 3685–3701. https://doi.org/10.2174/0929867326666190717152739
Cruz-Jimenez M. (2017). Normal Changes in Gait and Mobility Problems in the Elderly. Physical medicine and rehabilitation clinics of North America, 28(4), 713–725. https://doi.org/10.1016/j.pmr.2017.06.005
Fang, Y., Gong, A. Y., Haller, S. T., Dworkin, L. D., Liu, Z., & Gong, R. (2020). The ageing kidney: Molecular mechanisms and clinical implications. Ageing research reviews, 63, 101151. https://doi.org/10.1016/j.arr.2020.101151
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Nursing Notes 