- Using simulation-based experiential learning to integrate Screening, Brief Intervention, and Referral to Treatment (SBIRT) in the nursing curriculum. (Interdisciplinary) - Nour Alayan PhD, MSN, RN
This project assesses nurses’ and pediatricians’ substance use screening practices, attitudes, and perceptions towards SBIRT in order to prepare the ground for a national SBIRT training in collaboration with the Ministry of Public Health, Order of Nurses, and Lebanese Pediatric Society in Lebanon. It has interdisciplinary and global/regional implications to improve nurses' and doctors' skills in addressing substance use issues in primary care and beyond and prevent substance use disorders at a larger scale.
Research
Team: Dr.
Nour Alayan (PI), Mrs. Tamar Avedissian (HSON), Dr. Ghada Assaf Najjar (HSON),
and Dr. Dina Madi (HSON)
- Preceptors' Perspectives on their Teaching Practice: Implications for Academia and Service - Lina Abi Fakhr Kantar, EdD, RN
A number of challenges underpin the educational process in the practice environment; preparing clinical instructors and preceptors is one major challenge. The perceived impact of clinical instruction on the outcomes of an educational program mandates an adequate preparation, when, in fact, engagement in clinical teaching of nursing students is hardly based on any preparation for the role. Although notions addressing clinical instruction in nursing are value-laden, further work is still needed in this regard, especially in Lebanon as there is no single work that addresses concerns or issues related to clinical instruction.
The faculty at HSON considered it necessary to assess the educational needs of clinical instructors and preceptors. Results emerging from the study will significantly contribute to the advancement of nursing education in the country. The emergent concepts will guide both academia and service into the development of a curriculum that prepares instructors and preceptors and equips them with teaching practices to adequately perform the clinical instruction role. Such practices will promote seamless academic progression.
Research Team: Mrs. Danielle Damianos
- Rethinking Clinical Instruction through the Zone of Proximal Development - Lina Abi Fakhr Kantar, EdD, RN
The complexity of the learning environment and intricacy of nursing tasks make it difficult for students to learn without the assistance of an expert. Teaching in the zone of proximal development (ZPD) aims at positioning learners in the zone of what they can do and develop with assistance to reach full potential and independence. ZPD is deemed essential to understand how teaching and learning take place; however, its implications for clinical educators are limited and need further exploration.
A team of nurse educators in three recognized schools of nursing in Lebanon sought to explore instructional strategies that preceptors use to guide and support the development of undergraduate nursing students from what they are capable of doing with assistance to what they can become and do independently. Three assistive strategies were assessed among preceptors: (1) emphasis on the clinical experience, (2) teaching beyond student ability, and (3) teaching for autonomy. It is imperative that clinical educators be most receptive to instruction that targets the student's ZPD, as the zone represents a potential phase in student learning.
Reasearch Team: Dr. Sawsan Ezzeddine, and Dr. Ursula Rizk