The purpose of this study was to determine the reliability of the Level of Reflection-on-Action Assessment (LORAA). The LORAA is an instrument developed to identify the level of reflection achieved by students on their reflective journal entries and includes prompts for the educator to guide students to higher levels of reflection. The LORAA was developed based on a literature review and was content validated by a panel of three experts in reflective learning. Interrater reliability was achieved when pilot tested using five sample student journal entries rated at 0.67 by three independent raters on four entries and at 0.80 with two raters on all five entries. On further testing using a larger sample of 18 student journal entries, interrater reliability was achieved at 0.94 with two raters. The results suggest that the LORAA can be used to determine the level of reflection achieved by students on reflective journal entries. [J Nurs Educ. 2013;52(x):xxx-xxx.].

The number of accelerated second-degree baccalaureate nursing (ABSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ABSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ABSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ABSN programs. [J Nurs Educ. 2013;52(x):xxx-xxx.].

During the past decade, there has been increasing emphasis on nurses leading and participating in quality improvement (QI) activities, creating a need for nursing students to learn QI skills. There is minimal information that explains how to teach QI skills or provide nursing students with the opportunity to participate in actual QI projects. Faculty in a prelicensure diploma RN program developed a project that provides an opportunity for senior students to participate in an interdisciplinary team related to the development, planning, and implementation of QI projects in a geriatric setting. [J Nurs Educ. 2013;52(x):xxx-xxx.].

Although the literature has highlighted the use of virtual worlds in teaching-learning, little is known about the concepts associated with this technology in nursing education. Moreover, the application of virtual worlds to education has been underdeveloped theoretically, with much of the work being exploratory. Thus, the aim of this integrative review was to identify the current evidence on the use of virtual worlds in the education of nursing and other health professional students and to describe emerging themes surrounding this phenomenon. We searched seven electronic databases for relevant articles and used Whittemore's and Knafl's integrative review method to synthesize the literature. Twelve articles met the selection criteria for this review, from which three overarching themes emerged: (a) critical reasoning skills, (b) student-centered learning, and (c) instructional design considerations. This integrative review extends our understanding of virtual worlds in nursing education and the potential barriers and facilitators of their use. [J Nurs Educ. 2013;52(x):xxx-xxx.].

The tele-intensive care unit (ICU) offers students an opportunity to observe the decision-making process of nurses working in consultative teams in a high-acuity environment, providing a unique opportunity for novices to "see" into the thinking and the communication of expert nurses. Students are often overwhelmed by the physical environment of an ICU-specifically, its noise, technology, and pace-and often are relegated to the sidelines when a patient becomes unstable. Clinical education in the tele-ICU allows students to participate safely in the care of complex, unstable patients. Nurse educators, as experienced tele-ICU nurses, can help students to process complex information and can model intradisciplinary and interdisciplinary communication about patient concerns. The experience moves the students from engagement in tasks and a linear process of thinking to engagement in decision making and a more complex understanding of the nurse's role in patient care. [J Nurs Educ. 2013;52(x):xxx-xxx.].

University students are trained in specific disciplines, which can benefit disabled individuals in a variety of ways, including education, health promotion, assistive technologies, logistics, or design improvement. However, collaboration with other disciplines can have a greater impact on improving the health of disabled individuals than can training in one discipline alone. The University of Detroit Mercy Colleges of Engineering and Nursing have partnered to develop and provide assistive devices to disabled individuals while teaching innovation, technology, and collaboration to students. After 4 years of developing and implementing our multidisciplinary program, numerous unique and helpful assistive devices have been designed, created, and delivered to individuals in our community. More nursing schools should initiate multidisciplinary programs to train and prepare students for workplaces where such innovative, collaborative skills are increasingly sought. Nurses need to be at the forefront of such collaborative work. [J Nurs Educ. 2013;52(x):xxx-xxx.].

Publication is a common expectation for both faculty and graduate students in schools of nursing. Little is known about the perceptions of students and faculty regarding what supports or interferes with students' success in writing for publication. Perceptions of supports and barriers to writing for publication and the differences in perceptions between graduate nursing students and faculty were examined. A descriptive comparative design was used to sample master's (n = 62), Doctor of Nursing Practice (n = 66), and Doctor of Philosophy (n = 7) students and graduate faculty (n = 35) using two investigator-developed surveys. Students (71.1%) and faculty (57.6%) identified working with faculty and mentors as the greatest support. Students' primary barrier was finding time (64.5%). Faculty identified not knowing how to get started (63.6%) as the students' greatest barrier. Findings support that mentoring and finding sufficient time for writing are priorities for the development of a plan to support students in writing for publication. [J Nurs Educ. 2013;52(x):xxx-xxx.].

The number of culturally and linguistically diverse (CALD) students seeking enrollment in higher education courses in Western countries where English is the predominant language has grown considerably in the past decade, especially in undergraduate health care courses. When enrolled in nursing courses, students are required to complete clinical placements. Such experiences can create significant challenges for CALD students where language, cultural differences, and interpretation of cultural norms complicate the learning process. To assist CALD nursing students to transition successfully, an extracurricular integrated curriculum program was developed and implemented at a university in Queensland, Australia. The program is a series of interactive workshops based on the principles of caring pedagogy and student-centered learning. The program applies strategies that combine small-group discussions with peers, role-plays, and interactions with final-year nursing student volunteers. Evaluation of the program suggests it has assisted most of the students surveyed to be successful in their clinical studies. [J Nurs Educ. 2013;52(x):xxx-xxx.].