Faculty's experience in developing and implementing concept-based teaching of baccalaureate nursing education in the Chinese context: A descriptive qualitative research study.

Nursing education faces daunting challenges in preparing graduates to think critically in the context of the complex healthcare system of practice. Concept-based teaching (CBT) is an effective approach used in curriculum reform to cultivate critical thinking and active learning abilities in nursing students. This research aims to investigate faculty's experiences while developing and implementing CBT, and clarify barriers to and facilitators of CBT reform in China. A descriptive qualitative study. A university in middle China. Full-time teachers teaching in a four-year undergraduate nursing program that offers CBT. This study used a purposive sampling method and collected data through semi-structured interviews. The researchers digitally recorded and transcribed each interview verbatim. The conventional content analysis method was used to examine the faculty's experiences while developing and implementing CBT. Theoretical saturation was achieved using ten educators due to the group's high homogeneity. Through the data analysis process, five themes emerged from the participants' descriptions: questioning themselves, taking responsibility, struggling with conflict and stress, recognizing support, and feeling worthwhile. Thirteen subthemes were also identified. The overarching themes extracted from the participants' experiences were struggling with conflict and stress and feeling worthwhile. The faculty's CBT experiences ranged from curiosity and expectation at the initial stage to confusion in the face of challenges at the middle stage. The faculty ultimately believed that their time and energy were well-invested. Faculty faced significant challenges due to students' resistance, peer maladjustment, and inner conflict during the reform process, but the administrators supported their transition and helped them overcome difficulties through change theory-based workshop training. Developing effective strategies was indispensable to reduce both faculty's and students' resistance and negative reactions.

Zhu Y ，Pei X ，Chen X 《-》

Using lecture capture: a qualitative study of nursing faculty's experience.

As lecture capture technology becomes widely available in schools of nursing, faculty will need to master new technological skills and make decisions about recording their classroom lectures or other activities. This study sought to understand faculty's experience of using a new lecture capture system. This qualitative study used Kruger's systematic approach to explore undergraduate nursing faculty's first-time experience using a lecture capture system purchased by the university. Four focus groups were conducted with a total of fourteen undergraduate faculty using lecture capture for the first-time. The interviews were recorded and transcribed and then analyzed by the researchers. Four themes were identified from the faculty interviews. Two of the themes expressed faculty's concerns about the teaching role, and two themes expressed the faculty's concerns about student learning. Participants experienced stress when learning to use the new lecture capture technology and struggled to resolve it with their own beliefs and teaching values. The impact of lecture capture on student learning, impact on class attendance, and the promotion of a culture of lecturing were revealed as important issues to consider when lecture capture becomes available.

Freed PE ，Bertram JE ，McLaughlin DE 《-》

Faculty's perceptions of humanistic teaching in nursing baccalaureate programs.

Chou SM ，Tang FI ，Teng YC ，Yen M ... -  《Journal of Nursing Research》

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.

MacKinnon K ，Marcellus L ，Rivers J ，Gordon C ，Ryan M ，Butcher D ... -  《-》

Teaching Ethics in Classroom Settings: Nursing Faculty Perceptions in Baccalaureate Programs.

The complexity of the current health care system has resulted in increasing demands on nurses to act as patient advocates and moral agents. Understanding faculty's experiences teaching ethics is instrumental to deliver ethically competent care. The purpose of this study was to explore the experiences of nursing faculty teaching ethics content in the classroom setting to prelicensure baccalaureate nursing students. This qualitative, descriptive phenomenological design asked 11 nursing faculty with recent experience teaching ethics within prelicensure baccalaureate nursing programs to complete qualitative interviews. Participants expressed the importance of teaching ethics in undergraduate nursing curricula but experienced significant challenges. Three main themes were identified in the data analysis: Lacking Prior Preparation, Difficult Content, and No Place Holder for Ethics Content. Intentional curriculum design incorporating ethics content is necessary for the preparation of prelicensure nursing students, along with formal and informal opportunities for faculty to explore ethics including philosophical underpinnings. [J Nurs Educ. 2020;59(9):506-509.].

Grason S 《-》