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Background: Resilience is a phenomenon known to buffer the negative effects of stress. Resilience is important in the lives of nursing students and nurse educators. Method: An integrative literature review was conducted to explore the current state of knowledge of resilience in the context of nursing education. Implications from the review findings were deduced for nursing education practice and research. Results: Three theoretical papers and 16 empirical reports were included in the review. Three themes emerged from the analysis: (a) Resilience Is Important in Nursing Education, (b) Resilience Is Conceptualized as Either a Trait or a Process, and (c) Resilience Is Related to Protective Factors. Conclusion: The findings provide data to support interventions to enhance the resilience of nursing students and nurse educators and offer a foundation for further research of resilience in nursing education. [ABSTRACT FROM AUTHOR]

The study purpose was to explore clinical instructors' (CIs') perceptions of empowerment in academic nursing environments. Clinical instructors, often part-time faculty, facilitate learning in professional practice environments. However, they also need to function within the academic environment to learn about the curriculum and how students are to be evaluated. The qualitative description method was used to obtain an understanding of CIs' empowerment experiences and to interpret their perceptions within the frameworks of Kanter's structural empowerment and Spreitzer's psychological empowerment theories. Eight CIs from two nursing programs were interviewed for this study. The empowerment components of support and confidence were important, yet insufficient, in CIs' perceptions of their role effectiveness. An implication for CIs was slow development of confidence in their ability to facilitate student learning that was consistent with curriculum goals. Recommendations for CIs and academic faculty are offered to support and retain clinical faculty. [J Nurs Educ. 2014;53(5):265-270.] [ABSTRACT FROM AUTHOR]

Baccalaureate nursing education prepares students to become registered nurses in evolving health care systems. During their program, students' perceptions of empowerment in the nursing profession begin to form, and they are introduced to the process of reflective thinking. The purpose of this integrative literature review is unique in that three concepts are examined and linked--structural empowerment (as conceptualized by Kanter), psychological empowerment (as described by Spreitzer), and reflective thinking (as characterized by Mezirow)--and a theoretical model for testing is proposed. In examining the conceptual links, it is apparent that all three are required for learning and nursing practice. By preparing students to be empowered, reflective professionals, it is proposed that they will be more effective in their academic and future practice work. The conceptual links and proposed model described in this article provide the foundation for building a body of evidence to support or refute this contention. [ABSTRACT FROM AUTHOR]

The article focuses on the effect of classroom simulation on nursing students' self-efficacy related to health teaching. Because health teaching is a primary component of nursing practice and a dimension of nurse caring, nurses are legally and professionally expected to teach. Simulation can help nursing students broaden their knowledge of the teaching-learning process, identify common experiences, generate explanations and analyses, and address a number of issues important to their practice experiences. The study presented in this article investigated the effect of classroom simulation on third-year baccalaureate nursing students' confidence related to health teaching. Studies of case study and role play simulations for undergraduate, RN-to-BSN, and graduate nursing students have included simulations of a typical hospital day, an emergency room experience, care of visually impaired individuals, surgical clients, oncology and health assessments, and leadership and health care issues in an international partnership.

Discusses the strengths and limitations of the pragmatic and productive learning approach for preparing future nurse educators for their role as curriculum developers. Description of the two teaching approaches; Benefits and disadvantages of the two teaching approaches.

The purpose of this longitudinal study was to explore perspectives, needs, and expectations of residents (N = 6) and family members (N = 3) of the resident's first year in a long-term care facility. The narrative method and a semi-structured interview guide were used to obtain participants' views at 2 and 6 weeks, and 3, 6, 9, and 12 months after admission. During data analysis, six themes emerged, which suggest implications for gerontological nursing education and practice. The authors conclude that by listening to residents and family members, nurses can use this information to improve life for residents and dignify them as individuals. [ABSTRACT FROM AUTHOR]