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A partnership between a nursing program and a rural obstetric office provided education to pregnant and postpartum women about coping with infant crying and the dangers of shaking a baby. Undergraduate nursing students delivered the Period of PURPLE Crying ( PURPLE ) educational program to 148 mothers. Change in knowledge about infant crying and the community clinical experience was evaluated. Pre and post intervention data were collected. Descriptive statistics indicated higher scores on mothers' posttest for knowledge about normal newborn crying behaviors and coping strategies. Students further developed the role of educator and researcher. These findings suggest the intervention contributed to mothers' improved knowledge about infant crying. Results of the pilot study are encouraging because the intervention had a significant effect on mothers' knowledge about infant crying and Shaken Baby Syndrome (SBS).

Background: To adapt to COVID-19 restrictions, a virtual pediatric skills day was developed to provide nursing students with practical experience prior to entering the pediatric clinical setting. Student assessment before and after participation indicate a virtual skills day is helpful in building student confidence prior to pediatric clinicals., Methods: This mixed-method study involved a cross-sectional approach with a six-item survey administered before and immediately after the virtual pediatric skills day intervention to undergraduate junior nursing students. Outcome measures included comfort and preparation for pediatrics and families of pediatric patients., Findings: After exploring outcomes from 93 students complete pre and post intervention measures, we addressed comfort themes including excited, nervous, and readiness while preparedness themes highlighted concerns with parental interactions, upset children, and COVID-19 restrictions., Discussion: It is beneficial for nursing students to have clinical experiences with children prior to visiting a pediatric clinical setting. Such experiences decrease student stress and anxiety and allow meaningful opportunities to occur., Competing Interests: Declaration of Competing Interest No author has declare conflict of interest with this study. No primary funders included in this research., (Copyright © 2022 Elsevier Inc. All rights reserved.)

Background: Clinical instructors noted students in an advanced medical-surgical nursing course frequently struggled to identify cardiac rhythms in clinical settings. Course faculty redesigned a skills lab incorporating the Just-in-Time Teaching (JiTT) teaching approach, which was selected to guide teaching practices and encourage interactions among students and faculty during the lab., Method: This mixed-methods study examined student perceptions of implementing JiTT to enhance learning. Data were collected through the use of a questionnaire that included 10 Likert-type and four open-ended questions completed by 269 baccalaureate nursing students., Results: Students provided high evaluative remarks regarding the teaching approach. The following four themes were noted from qualitative data: assessed prior knowledge, student-centered, interactive, and provided clarity., Conclusion: Students reported incorporation of a JiTT skills lab provided an effective approach to gain a greater understanding of cardiac rhythms and prepare for clinical practice. [ J Nurs Educ . 2021;60(8):472-475.] .

Background: Nurse educators are relentlessly in search of innovative measures that enhance student learning and offer opportunities that prepare them for clinical practice. Collaborative opportunities between schools of nursing and community settings are beneficial for students and the community., Method: One strategy was developed by a southeastern baccalaureate nursing program through the assistance of the National Institutes of Health mini-grants program, related to their Safe Sleep campaign. Safe Sleep subject matter was integrated into the curriculum, where students learned content, developed teaching strategies, and taught community members components of Safe Sleep., Results: The project provided faculty and baccalaureate nursing students with an opportunity to implement a community outreach education project addressing Safe Sleep. Students learned cultural assessment, teaching, and communication skills, and community members benefited from learned knowledge of health promotion programs., Conclusion: Future educational outreach projects are recommended to further examine program effectiveness and the value of teaching-learning strategies. [J Nurs Educ. 2018;57(4):240-244.]., (Copyright 2018, SLACK Incorporated.)

Background: The purpose of this study was to identify variables associated with scores achieved on the Health Education Systems, Inc. (HESI) exit examination and successful first-time NCLEX-RN ® pass rates., Method: A retrospective descriptive study examined the administrative data of 211 baccalaureate nursing students., Results: Students who completed the program in sequence and scored higher in certain HESI course examinations were more likely to have a better performance on the HESI exit examination. The higher the scores students achieved on the HESI exit examination, the more likely they were to pass the NCLEX-RN on their first attempt., Conclusion: These findings add to the growing body of literature seeking to identify variables associated with success in first-time NCLEX-RN success. Further research is needed to identify strategies that can be implemented to ensure timely progression, program completion, and licensure examination success. [J Nurs Educ. 2017;56(9):542-545.]., (Copyright 2017, SLACK Incorporated.)

Nurse educators claim accountability to ensure their students are prepared to assume leadership responsibilities upon graduation. Although front-line nurse leaders and nurse executives feel new graduates are not adequately prepared to take on basic leadership roles, professional nursing organizations such as the American Nurses Association (ANA) and the Association of Colleges of Nursing (AACN) deem leadership skills are core competencies of new graduate nurses. This study includes comparison of a leadership-focused multi-patient simulation and the traditional leadership clinical experiences in a baccalaureate nursing leadership course. The results of this research show both environments contribute to student learning. There was no statistical difference in the overall score. Students perceived a statistically significant difference in communication with patients in the traditional inpatient environment. However, the students perceived a statistical significant difference in teaching-learning dyad toward simulation.