May signifies everything we look forward to–time for graduations, pinning ceremonies, vacations, and anticipation for warmer weather; however, for the recent nursing graduate, May also signifies a time for preparation for one of the most important exams they may ever take, NCLEX. Graduates can look forward to taking the NCLEX if they remember PUPS. (More on PUPS below).
As nurse educators, we know that prepping for NCLEX differs from preparing for a classroom exam. For one, the NCLEX is a cumulative exam that focuses on one thing, clinical judgment. Can the student make the best decision for their patient at the bedside?
Secondly, the NCLEX tests integrate processes like safety, infection control, and physiological integrity throughout the test. It’s not divided into pharmacology, pediatrics, and management like nursing school courses and tests. It is a comprehensive evaluation of the nursing graduate’s ability to holistically care for a patient, from basic care and comfort to management of other healthcare staff.
Because of this comprehensive and integrated approach, questions may look different and be perceived as more difficult. Medications and disease processes the student did not learn in class may be tested. For most students, the unknown is a scary concept. However, there are things we can do, even last minute, to prepare our students.
Remember PUPS. If you’re like most nurses, we care for humans and animals. Hopefully, PUPS is an easy to remember mnemonic and one with a positive connotation.
Practice NCLEX-style questions
Understand the NCLEX
Practice anti-anxiety techniques
Show up prepared
Practice NCLEX- style Questions
There are studies and literature that state a student must answer 5000 to 10,000 questions to be deemed ready for NCLEX. There are hundreds of websites that students frequent that provide many different numbers. I have seen very specific numbers, from 2800 questions to as low as 500. Quantity matters, but quality matters more. We must inform our students that practicing NCLEX-like questions is critical to success and where they can find those questions. Please provide them with the names of credible resources and encourage them to practice as many questions as possible.
Practice means answering the questions and remediating them to understand what they do and don’t know. Practice does not mean answering question after question but never reviewing the answers and rationales. The question banks students use for preparation should include an opportunity for testing in an NCLEX-like environment and provide a review of answers with rationales. The practice question banks should also have alternate-type questions on NCLEX and be written at the cognitive levels of application and analysis. Practice means simulating the real testing environment by sitting in a quiet room and answering the questions on the computer while you time yourself. The NCLEX today is 75-145 questions with a five-hour allotment. Encourage your students to take a 75-question minimum test and to take several 145-question tests as well. Practicing a few questions at a time is okay but should be only some of the practice.
Endurance is important. Most students graduate from nursing school and have never taken more than 100 questions at one time. However, they must practice a 145-question test and note when they get tired or lose concentration to take a break in the “real” test. Therefore, a student should never sit for NCLEX without having the benefit of practicing 145-question tests.
Understand the NCLEX
All students taking the NCLEX should have visited the website ncsbn.org many times. They should know the NCLEX blueprint–the definitions of the client need categories tested and at what percentage they are tested. Students want to know what is on the test to feel more comfortable and confident. The NCSBN gives them that information. Maybe not to the specificity the student wants, but it provides much beneficial information, and knowledge is power.
For example, a student must know that physiological adaptation, management of care, and pharmacological and parenteral therapies make up almost 50% of the NCLEX-RN. Therefore, these three areas command more attention than the other five areas of the test plan.
Students should also watch the videos on the ncsbn.org website that explain the testing procedures for check-in and while taking the test. These videos include what you can and cannot bring with you, allowable breaks, accommodation requests, and much more. Knowing what to expect lessens anxiety.
Practice Anti-anxiety Techniques
As mentioned above, one of the reasons students practice questions is to understand their mental and physical endurance. Students should note when they get tired or lose focus while taking a long exam. For some students, that’s around 50 questions. For others, it’s about ten questions. Students need to know this before sitting for NCLEX. When they reach their limit, instruct them to take a mental break. That could mean taking fingers off the keyboard and eyes off the screen, completing a few stretches of the shoulders and neck, or taking a few deep breaths.
A quick note about deep breathing: it’s not just something to do. Deep breathing better oxygenates your brain, stimulating the parasympathetic nervous system, which aids in calmness. Deep breathing is an important anti-anxiety strategy for us all.
Other techniques to combat anxiety include getting adequate sleep (which is especially important the night before the test); eating a good meal before the test so that you are not hungry (do not overdo it on carbs or sugar, which can cause sleepiness); proper hydration preferably with water and a bathroom break before the exam; positive talk before and during the exam (You got this!); eating peppermint candy or chewing peppermint gum which can decrease anxiety and possibly increase mental alertness (I’ve had several students who swear by peppermint); and the most crucial technique to combat anxiety, is tip #4–show up prepared.
Show Up Prepared
There is no better technique for success than attending an exam and feeling well-prepared. Know where the testing center is and leave early to give yourself plenty of time for unexpected traffic. Students should double-check with ncsbn.org that they have the correct documents to get into the test.
At this point in their preparation, they know the content, the process, and what to expect. There are no surprises because they have used PUPS – practiced thousands of questions, understand how the test works and what is being tested, know how to calm anxiety because they have practiced calming techniques, and are showing up prepared and confident.
Hanson-Zalot, M. , Gerolamo, A. and Ward, J. (2019) The Voices of Graduates: Informing Faculty Practices to Establish Best Practices for Readying NCLEX-RN Applicants. Open Journal of Nursing, 9, 125-136. doi: 10.4236/ojn.2019.92012.
The annual celebration of Student Nurses Day recognizes the hard work and ambition of nurses who are pursuing additional education to help them be the best nurses possible.
Student nurses today face an entirely different world than nurses entering school many years ago did. The global pandemic changed the face of nursing in ways that will take years to understand. Because of their valuable skills and knowledge, student nurses found themselves providing patient care even before they had a degree in hand. And while it was trial by fire for many, student nurses learned skills that will carry through their career lifespan.
As a whole, the nursing industry is constantly changing and evolving, and students are frequently drawn to the profession for those reasons. They enjoy the fast pace and the continual opportunities for lifelong learning. They also see a career where they can make a difference in individual patient’s lives and in their communities. And with rapid developments in medical science, nurses are constantly assessing their skills to improve and provide the best patient care.
And even if their careers haven’t officially begun, student nurses can take steps while in school to ensure optimum career readiness.
Clinicals give nursing students a broad understanding of different areas of nursing. Through different rotations, they might get glimpses into everything from obstetrics to pediatrics. But if student nurses find a particular interest in one specialty, pursuing more opportunities in that area will help develop additional skills. Gaining more exposure to particular specialties will also help student nurses determine what they like about that area of nursing and if they want to move their career in that direction. Shadow a nurse in a particular area of interest, ask for an informational interview, or volunteer time in a unit if allowed.
Network Everywhere
As student nurses begin to seek additional career opportunities, networking is essential. Nurses are frequently recruited through word of mouth and personal connections, so networking is an important job skill. Professional organizations are a great place to network with other nurses who are both novice and experienced. Connections with fellow student nurses and faculty, colleagues at clinicals, and peers at conferences can provide an excellent entry into a job or role you didn’t know existed.
Show Up
Be the nurse who asks to go to conferences or who is willing to offer a presentation or sit on a panel. Volunteer at a vaccine clinic or a blood drive. Bring together other student nurses to speak at a local high school and tell younger students about nursing and nursing school. Speak up and do the work needed to get your presence known. You’ll gain experience, but you’ll also help educate others or fill a need in the community.
Nursing students shoulder a heavy workload and any other steps they can take now will help them in the future. Celebrate all student nurses do this week!
Trust between a nurse and their patient is one of the strongest assets a healthcare provider can carry in their repertoire. Unfortunately, social and health discrimination against minority groups around the world makes offering trust more difficult.
Lansing, Mich.-based nurse practitioner Kristal Richardson-Aubrey and her team aim to approach this reality with empathy and understanding.
“When we don’t have an awareness of it, then we tend to play into the issue,” says Aubrey-Richardson, who runs an outpatient clinic and is an alumna of the Michigan State University College of Nursing. “It’s not seen every day, so we think it’s gone. But we still have to understand that they exist, and we should work to eliminate or, at least, decrease some of these disparities.”
Increasingly, nurses and advanced practice registered nurses are receiving the experience and education they need in their nursing programs to address disparities in healthcare and to, thereby, provide this type of holistic care. But there is still a long way to go.
MSU nurse practitioner student Trevor Gabel-Baird, who identifies as a queer man, has experienced a lack of empathy in healthcare and wants to create positive change for all.
“I’ve felt judged for who I am as a person, I wanted to eliminate those barriers that prevent people from being seen, and that stops them from going to their physicians or nurse practitioners,” explains Gabel-Baird.
MSU nurse practitioner student Trevor Gabel-Baird has experienced a lack of empathy in healthcare and wants to create positive change for all
One instance Gabel-Baird could recall was with a charge nurse in a prior role, who misgendered a transgender patient who had ended up in the intensive care unit after they made an attempt on their life.
“It was very off-putting to me to witness my peer and someone I’m supposed to look up to, especially as a brand-new nurse, putting the patient at risk, and that’s what drove me to apply for the nurse practitioner program,” Gabel-Baird says. “I felt healthcare needs more people that can speak to the lived experiences of the LGBTQIA community.”
In the LGBTQIA+ community, more than one in six adults have reported they avoid seeking healthcare due to anticipated discrimination. More than 20 percent of transgender adults reported discrimination in healthcare according to the National Library of Medicine.
Nurses Gaining Access to Varied experiences, Curriculum
“To be a nurse practitioner requires a stronger compassionate trait,” says Dr. Kara Schrader, MSU’s Primary Care Nurse Practitioner Program Director. “Nurse practitioners tend to work with marginalized populations, many of which have difficulty with healthcare access. Nurses need to be empathic when it comes to the care we provide.”
Schrader said it is important to identify these disparities early in a nurse’s career. One way to do that is by ensuring students have access to varied experiences and a comprehensive curriculum.
The end game, she said, is that nursing colleges produce students who are prepared for and representative of the communities they serve, whether as a nurse, nurse practitioners, clinical nurse specialists, nurse anesthetists, or nurse scientists.
Students like Gabel-Baird and Richardson-Aubrey, are putting that type of education to work.
“We’re able to identify the contributing factors of the medical condition to help the patient be well entirely,” Richardson-Aubrey says. “We’re not just treating them with medicine but treating the other aspects that play into the medical condition.”
Learn more about graduate programs at the MSU College of Nursing.
As a nursing student, I loved watching the show “Trauma: Life in the ER.” This show was based on real-life medical stories in the ER of various cities such as New Orleans, Las Vegas, and Detroit. As I watched, I said to myself that is what I want to do! I am going to be a Trauma Nurse in the ER.
In my last semester of nursing school, I requested to be in the Emergency Department, and thankfully, I was placed there for my last rotation. Well, that’s where I fell in love with Nursing. The adrenaline, fast-paced environment, and uncertainty of what will happen next kept me on my toes.
One of my clinical instructors asked me what type of nurse I wanted to be, and I told her with excitement, “I want to be an ER nurse,” and she replied, “you will never be an ER nurse.” I was shocked! I thought, wow, how could an educator be so negative and deter me from following my dream? Well, you already know my stubborn head did not listen. Watch me, I thought to myself. I am going to be a badass ER Nurse. I’m going to save lives.
I developed such great relationships during my clinical rotation that they encouraged me to apply! As a result, I got offered the ER position as a new nurse before I graduated or took my nursing boards in Canada. Hey, hey, hey! I was jumping up and down for joy when I got the offer. I got two offers, but I selected the ER with the trauma center.
Moral of the story: “Follow Your Dreams!”
I have worked in various Emergency Departments in Canada and the U.S., including level 1 trauma centers. I worked in the ER at Detroit Receiving Hospital where the show Trauma: Life in the ER was filmed and at New York Presbyterian Weill Cornell where NY ER was filmed. I also became a nurse educator and TNCC instructor and taught clinicals as an Adjunct Faculty. I hold the following three board certifications for Emergency Nursing: CEN-Certified Emergency Nurse, CPEN-Certified Pediatric Emergency Nurse, and TCRN-Trauma Certified RN.
These certifications can be obtained from the Board of Certification for Emergency Nursing (BCEN) once you have at least two years of experience in the Emergency Department.
My mission is to empower all nurses, especially new nurses, to follow their passion and dreams. For this reason, I decided to open up my own nurse coaching business in June 2021. I provide 1-1 coaching and group coaching to nurses. I teach you how to confidently land your dream position and be Badass Nurses too.
You, too, can become an Emergency Nurse if you want! IT IS POSSIBLE!
Was I nervous to start? Yes, but you will get a proper orientation and a preceptor to guide you along the way! Think about it, there is always an attending physician there, 24/7, nurses, charge nurses, respiratory therapists, and the list goes on! You are not alone!
5 Tips to Help You on Your Journey to Becoming an Emergency Nurse
Request your last clinical rotation/placement to be in the Emergency Department
If you are a nursing student, get any job in the Emergency Department, such as a Patient Care Tech, EKG Tech, Patient transporter, etc.
Join the Emergency Nurses Association (ENA) as a student or a Nurse. (discounted price for students, access to ENA Journal, conferences, and educational content)
Get a nursing mentor and or nursing coach who can guide you along your journey (hint: contact me)
Develop your skills, build your resume, and get any certification:
We’ve seen the statistics showing that nurses and future nurses need mental well-being more than ever.
With healthcare staffing shortages all over the country, healthcare facilities and consumers cannot afford to lose more nurses. At the root of it is that nursing is an incredibly stressful profession, with 63% of nurses reporting significant workplace stress, 70% saying they put the safety and well-being of the patient above their own, and 31% reporting a workload assignment higher than which they felt comfortable (American Nurses Association, 2021).
In addition, 29% of nurses reported feeling sad, down, or depressed for two weeks before the pandemic, with an increase to 34% during the pandemic (American Nurses Association, 2021).
So how do educators ensure future nurses don’t enter the workforce without the skills to cope with the demands of the job? Modeling support for students in nursing school is the start for future nurses to learn resilience through the challenges of school so that they can manage the stress throughout their nursing career.
Nursing school is a demanding career path and one of the most challenging programs. Students enter the field from diverse backgrounds and often with many personal struggles – from academic challenges, medical conditions, strenuous family responsibilities, mental health challenges, and even prior traumas.
In addition, many students worked through the pandemic assisting nurses who were helping to save lives while experiencing high levels of stress and depression.
When faculty understand and agree that nursing students are experiencing stress and mental health issues, this is the time to provide support and model how to endure these challenges for long-term success. To give students the instruction they need to care for patients holistically, Chamberlain University established the Chamberlain CARE® model.
Educating Students on Mental Health
My career goal has been to combat the stigma of mental illness. The Chamberlain CARE® model has further inspired me to support students through nursing school to become strong and compassionate nurses. As a faculty of mental health nursing, it is crucial to educate students on mental health because every patient and family member they meet will likely experience some form of anxiety.
When patients and families come in, they often deal with a long list of emotions – from apprehension about a diagnosis, severity of the condition, recommended treatment, long-term implications, and even future medical bills. When experiencing this anxiety, the patients and families may display uncharacteristic behaviors as they try to cope with an unpredictable and stressful situation.
It is important to remember the feelings of fear and anxiety people have when seeking healthcare services, as these can be their most vulnerable moments. As nurses, we are in hospitals routinely and become comfortable with the environment. However, we are generally not the ones dealing with an illness or injury and facing uncertainties. Therefore, all nurses must interact with patients compassionately and without judgment.
When teaching mental health, we connect the students to a true understanding of the individual in crisis to develop greater compassion and empathy. We are in a unique position because there is greater subjectivity involved. Diagnosing and treating mental illness involves creating trust with the patient so they feel comfortable disclosing their deepest thoughts, fears, and feelings.
As educators, our role is to provide delicate guidance to help connect the students’ emotions to the reality of the patient’s trauma and life horrors. Without this connection, the students will more likely display stigmatizing behavior that prevents patients from seeking and complying with treatment.
Mental illness is a critical issue, and stigma infects societal attitudes. Many need mental health services but never seek treatment due to that stigma. As a result, some patients can accept their diagnosis, while others grapple with the idea of being seen from a vulnerable and stigmatized perspective. In healthcare, everyone is perceived as caring and compassionate, but empathy toward those with mental health issues is lacking.
This prevents follow-through on appropriate treatment and services and exacerbates the mental health issues, potentially leading to further development of mental illness diagnoses. Interventions to combat stigma are critical to the stability of these individuals and society.
Everyone Has Bias
If we confront the preconceptions nursing students may have, we can help reduce the stigma toward individuals with mental illness throughout all areas of healthcare. The first point to recognize is that everyone has bias.
We all have certain beliefs about people or groups formed throughout childhood and other experiences. Some biases we have are not even rational. Some thoughts jump into our heads, but then we may even realize that we do not believe or support those thoughts. The most important part is acknowledging that we have these thoughts. Without acknowledgment, we allow our behaviors to support those biases. For example, common biases toward mental illness are that these individuals are more aggressive or do not take care of themselves. If a nurse has these thoughts about a patient and does not acknowledge them, that nurse is likely to judge and stigmatize.
Deconstructing the Stigma
Before delving into mental illness diagnoses, we have a class discussion about stigma. We discuss what it is, where it comes from, and how it impacts everyone involved. We examine cases of some of the worst traumatic experiences and how the surviving individuals will struggle for the rest of their lives no matter the other circumstances of their lives. From that understanding, we can recognize that any one of us is a moment away from the potential of a similar life-changing tragedy.
One of the key points to remember is that those without a mental illness diagnosis are not so different from those with a diagnosis. Many patients we help in an inpatient behavioral health setting have a history of trauma, hence the greater insistence on more mainstream trauma-informed care. In the current healthcare environment, it is becoming increasingly common for nurses to experience trauma through violent events and the workplace’s compounding stress.
Impactful Self-Assessment Activity
One of the other activities the class participates in is a self-assessment using the Adverse Childhood Experiences (ACEs) scale. Ten traumatic experience categories are tallied to determine an ACEs score. The range is from zero to 10 in the scoring of traumatic childhood experiences. Once the students confidentially calculate their scores, I have them anonymously enter them into a poll that presents the class scores on the screen for everyone to see.
It is an incredibly impactful experience for the students to see the scores of their classmates. Through discussion, we realize how many students in that class have experienced high levels of trauma, primarily as they reflect on the description of each question. Some realize they are not alone in their traumatic childhoods while also, at times recognizing for the first time that those experiences are not typical for a child to experience.
This has become one of the most important activities I have implemented. It causes the students to recognize that they do not even know their classmates well enough, so how would they be able to understand their patients well enough to justify judging them? As we reflect on the numbers, I emphasize to the students that none deserved any of those traumas, just as none of our patients deserve the traumas that destabilized their mental well-being.
Support is often the most critical factor in overcoming and enduring trauma, mental illness, and life challenges. Throughout the course, there is a continual emphasis on self-care and coping skills for teaching others and as a resource for themselves. We know what nursing today looks like with nurses experiencing stress and trauma. Collectively reducing stigma can strengthen the mental health support and treatment we can provide, which can also help the nursing field. With a non-judgmental approach from healthcare professionals, we can better support each other in our times of need.
The impact of self-realization that my students experience drives me to continue supporting them. And notes from students like Larry Pitts, a senior at Chamberlain’s Addison campus who is finalizing his program, are my inspiration. “In 2020, I wasn’t doing the best in school. I was careless, unfocused, and unmotivated. Once I found my motivation and started doing better in school, Professor Mayo always made it her priority to acknowledge my progress and let me know I was doing a great job! She was a haven because she welcomed everyone to discuss anything without passing any judgment. I am forever thankful for her.”
Culturally competent nursing mentorship for nursing students, nurses, or faculty often remains challenging when the mentor needs to reflect on the mentee. Understanding diversity in higher education and the strategies to improve culturally competent guidance is looked at through the lens of mentoring.
Brief History
The term ‘mentor’ was adopted from Mentor, a Greek mythological figure in Homer’s “Odyssey.” Mentor was placed in charge of Odyssey’s son, Telemachus. Their mythological relationship consisted of Mentor imparting wisdom, guiding, and sharing knowledge with Telemachus. In modern times the word mentor has come to mean a very experienced and trusted advisor. A mentee is the term for the person in the position of receiving the mentor’s training, guidance, advice, or wisdom (Grant & Hazel, 1993).
Nursing Mentorship
Becoming a nurse, advancing a nursing degree, or being a nursing professor all require skills and knowledge to be learned. A part of that learning comes from mentor-mentee relationships. Ideally, each nursing student or new faculty should have an available mentor sensitive to the mentee’s needs. Mentors that reflect or identify with their mentees would be optimal (Schuler, 2021). However, in the absence of availability, the mentor must practice culturally competent mentorship. The importance of the mentorship role becomes evident when the mentee does not reach their full potential or partake in opportunities within the profession.
U.S. Census Statistics and Nursing Numbers
According to the U.S. Census Bureau (2020), 57.8% of the American population is White, forming the majority; Hispanic and Latino Americans are the largest ethnic minority comprising 18.7%; Black or African Americans are the largest racial minority making up 12.1% of the population. Also noted on the census was an increase in multicultural populations. Additionally, according to the National Council of the Board of Nursing statistics (2021), ethnic/racial minorities represent 19.2% of the RN workforce. According to the numbers that represent the U.S. population and the population of the nursing workforce, there is a representation of minority nurses ranging from the bedside to academia.
However, the reality of these numbers is striking. Due to the lower numbers of minorities in the nursing field, mentors must commit themselves to cultivate culturally appropriate mentoring relationships. Working within the framework of who is represented then requires solutions to effective and appropriate mentoring. Employing creative and Evidence-Based Practice (EBP) mentoring styles is mandatory for successful mentor-mentee relationships.
Relevance
Mentoring advances the science of nursing; it helps develop and move forward the discipline along with its leaders and educators. However, cultural awareness and carefully suited mentoring styles to accommodate minoritized mentees are imperative for successful outcomes. Diversity is defined as different or varied. Whether the diversity is cultural, racial, religious, gender, class, or sexual orientation of a mentee, it must be acknowledged and understood by the mentor to help build a stronger mentoring relationship. This will add to the mentee’s development and foster meaningful results (Dirks, 2021).
Challenges
Some causes of the underrepresentation of minorities in nursing have been noted as lack of opportunity, educational finances, emotional and social support from the discipline, and lack of diversified mentors (Firth, 2021). However, when focusing on the need for diversified mentorship in the formation of nursing students, new nurses, RN to BSN students, and new nursing faculty, there are many obstacles for the mentor.
Some examples of challenges a mentor may face include assessing a mentee’s motivation, having the proper time to mentor, setting reasonable goals, and the mentor’s ability to properly assess the mentee’s knowledge, skills, or background. One prominent challenge in mentee assessment is correctly identifying diversity to incorporate appropriate mentoring into the relationship. Schuler (2021) states that nurse mentees recognize support and are thankful for shared insights from culturally competent mentors.
Recommendations
While acknowledging the low numbers of minority students, nurses, and faculty, how then will professors of any ethnic, racial, religious, or any diverse background be a mentor to their diverse minoritized students or new faculty? The answer is already in practice.
The very steps that the professors teach their nursing students to form nurse-patient relationships regarding cultural diversity. The movement to include culturally competent care in nursing is currently operational in practice and academia. Nursing professors teach their students to be culturally competent as it is woven throughout EBP curricula (Hung et al., 2019). Students are taught the values and how to incorporate, accommodate, and respect culture into their healthcare-providing practices. This level of teaching students culturally competent care must be transferred and utilized with mentor-mentee relationships between professors and students, nurse administrators and new nurses, and professors and new faculty.
First and foremost, the mentor must self-reflect on their thoughts and feelings. They must recognize any biases and explore how this will affect the mentoring relationship, therefore working to acknowledge and eliminate them honestly. Secondly, they must get to know their mentees through inquiry. Asking mentees to share their backgrounds and how they prefer to learn is an act of openness and accommodation.
Thirdly, the mentor must create an atmosphere of judgment-free mentoring to allow the mentee to receive the advice in their way.
Finally, and perhaps most importantly, the mentor and mentee must commit to being open, honest, and respectful in their roles. Without their commitment, the relationship is not built on a trusted foundation, and all that follows may be tainted. The lack of diverse nursing mentors may or may not be able to be wholly addressed by looking purely at the census numbers.
As nursing advances, there is a recommendation to include and support minoritized nurses in all roles of the profession. Regardless, whoever is in the role of mentor, must accept the current challenges and comply with the prerequisite to pledge to deliver EBP culturally competent guidance using the above-mentioned mentoring strategies.
Firth, S. (2021, August 12). Why are they so few people of color in nursing? Washington Correspondent, Medpage Today. https://www.medpagetoday.com/nursing/nursing/94025
Grant, M., & Hazel, J. (1993). Gods and Mortals in Classical Mythology. Springfield: Merriam-Webster.
Hung, H., Y., Wanf, Y., W., Feng, J., Y., Wang, C., J., Lin, E., C., L., & Chang, Y., J. (2019). Evidenced-based practice curriculum development for undergraduate nursing students:The preliminary results of an action research study in Taiwan. Journal of Nursing Research, 27(4), 30. doi: 10.1097/jnr.0000000000000298
Schuler, E. (2021). Evaluation of an evidence-based practice mentorship programme in a paediatric quaternary care setting. Journal of Research in Nursing, 26(1-2),149-165.
