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  1. Article ; Online: Teaching Online Graduate Nursing Students Cultural Diversity From an Ethnic and Nonethnic Perspective.

    Levey, Janet A

    Journal of transcultural nursing : official journal of the Transcultural Nursing Society

    2019  Volume 31, Issue 2, Page(s) 202–208

    Abstract: Introduction: ...

    Abstract Introduction:
    MeSH term(s) Adult ; Cultural Competency/education ; Cultural Competency/psychology ; Cultural Diversity ; Education, Nursing, Graduate/methods ; Education, Nursing, Graduate/standards ; Education, Nursing, Graduate/trends ; Educational Measurement/methods ; Female ; Humans ; Male ; Middle Aged ; Students, Nursing/psychology ; Transcultural Nursing/education ; Universities/organization & administration ; Universities/statistics & numerical data
    Language English
    Publishing date 2019-08-20
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1291524-5
    ISSN 1552-7832 ; 1043-6596
    ISSN (online) 1552-7832
    ISSN 1043-6596
    DOI 10.1177/1043659619868760
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 4389: Show issues Location:
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  2. Article: Shaping the Future of Nursing Education: Next Generation NCLEX Question Writing and the Power of Psychometrics.

    Palazzo, Steven J / Levey, Janet

    Nursing education perspectives

    2024  Volume 45, Issue 2, Page(s) 69–70

    MeSH term(s) Humans ; Psychometrics ; Education, Nursing ; Education, Nursing, Baccalaureate ; Writing ; Licensure, Nursing ; Educational Measurement ; Students, Nursing
    Language English
    Publishing date 2024-02-05
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2075410-3
    ISSN 1943-4685 ; 1536-5026
    ISSN (online) 1943-4685
    ISSN 1536-5026
    DOI 10.1097/01.NEP.0000000000001243
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 3023: Show issues Location:
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  3. Article ; Online: Development and Psychometric Examination of the Inclusive Teaching Strategies in Nursing Education Instrument.

    Levey, Janet A

    Journal of nursing measurement

    2017  Volume 25, Issue 2, Page(s) 130–151

    Abstract: Background and purpose: Nurse educators might be unknowingly excluding learners secondary to teaching practices. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it ... ...

    Abstract Background and purpose: Nurse educators might be unknowingly excluding learners secondary to teaching practices. Universal design for instruction (UDI) prepares and delivers accessible content and learning environments for diverse learners; however, it is not well known in nursing education. The aim of the study was to examine the psychometric properties of the Inclusive Teaching Strategies in Nursing Education (ITSinNE) 55-item instrument.
    Methods: Confirmatory factor analysis was performed on a sample of 311 educators in prelicensure programs.
    Results: The ITSinNE scales had good to adequate estimates of reliability. The exogenous model fit the sample and model-implied covariance matrix; however, the endogenous model was not a good fit.
    Conclusions: Further instrument development is required. Measuring factors influencing nurse educators' willingness to adopt UDI will enable intervention research to enhance professional development fostering content and environmental access for all learners.
    MeSH term(s) Adult ; Aged ; Cultural Diversity ; Curriculum ; Education, Nursing, Baccalaureate ; Faculty, Nursing/psychology ; Female ; Humans ; Male ; Middle Aged ; Program Evaluation ; Psychometrics ; Reproducibility of Results ; Surveys and Questionnaires ; Teaching
    Language English
    Publishing date 2017-08-01
    Publishing country United States
    Document type Evaluation Studies ; Journal Article
    ZDB-ID 1180408-7
    ISSN 1945-7049 ; 1061-3749
    ISSN (online) 1945-7049
    ISSN 1061-3749
    DOI 10.1891/1061-3749.25.2.E130
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    Zs.A 3722: Show issues Location:
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  4. Article: Universal Design for Instruction in Nursing Education: An Integrative Review.

    Levey, Janet A

    Nursing education perspectives

    2017  Volume 39, Issue 3, Page(s) 156–161

    Abstract: Aim: The aim of the study was to explore the use of universal design for instruction (UDI) in nursing education.: Background: Educators seek to employ innovative pedagogies accessible to diverse learners across learning environments. UDI, an ... ...

    Abstract Aim: The aim of the study was to explore the use of universal design for instruction (UDI) in nursing education.
    Background: Educators seek to employ innovative pedagogies accessible to diverse learners across learning environments. UDI, an inclusive strategy for meeting this goal is not well known in nursing education.
    Method: An integrative review was used to meet the study's aim. Five databases were searched for literature published between 2000 and 2013.
    Results: Of 45 articles retrieved, only three studies and 14 feature articles met the inclusion criteria. A literature matrix was used to synthesize major concepts to create theme labels: marginalized students as a vulnerable population, faculty lack of knowledge of UDI, reactive versus proactive instructional design, and best teaching practices.
    Conclusion: The lack of UDI knowledge by educators is a barrier to its usage. Implications and recommendations for adopting universal design in nursing education are discussed.
    MeSH term(s) Education, Nursing ; Faculty ; Humans ; Learning ; Students, Nursing
    Language English
    Publishing date 2017-12-06
    Publishing country United States
    Document type Journal Article ; Review
    ZDB-ID 2075410-3
    ISSN 1943-4685 ; 1536-5026
    ISSN (online) 1943-4685
    ISSN 1536-5026
    DOI 10.1097/01.NEP.0000000000000249
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 3023: Show issues Location:
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  5. Article: Measuring Nurse Educators' Willingness to Adopt Inclusive Teaching Strategies.

    Levey, Janet A

    Nursing education perspectives

    2016  Volume 37, Issue 4, Page(s) 215–220

    Abstract: Aim: The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS).: Background: Adopting more inclusive ... ...

    Abstract Aim: The purpose of the study was to examine the characteristics and relationships of nurse educators' teaching practices, knowledge, support, and willingness to adopt inclusive teaching strategies (WillAdITS).
    Background: Adopting more inclusive teaching strategies based on universal design for instruction is an innovative way for educators to reach today's diverse student body. However, the pedagogy has not diffused into nursing education.
    Method: Descriptive statistics and hierarchical multiple regression were used for analyzing data from 311 nurse educators in prelicensure and RN to BSN programs.
    Findings: The model explained 44.8 percent of the variance in WillAdITS. The best indicators for this pedagogy were knowledge of universal design for instruction, social system support for inclusive teaching strategies, multiple instructional formats, and years of teaching.
    Conclusion: Knowing factors influencing the adoption of inclusive teaching strategies can inform schools of nursing of areas needing further development in the preparation of novice to experienced educators to teach diverse learners.
    MeSH term(s) Education, Nursing ; Faculty, Nursing ; Humans ; Teaching
    Language English
    Publishing date 2016-10-11
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2075410-3
    ISSN 1943-4685 ; 1536-5026
    ISSN (online) 1943-4685
    ISSN 1536-5026
    DOI 10.1097/01.NEP.0000000000000021
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 3023: Show issues Location:
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  6. Article ; Online: COVID-19 Pandemic: Universal Design Creates Equitable Access.

    Levey, Janet A / Burgstahler, Sheryl / Montenegro-Montenegro, Esteban / Webb, Aubree

    Journal of nursing measurement

    2021  Volume 29, Issue 2, Page(s) 185–187

    MeSH term(s) COVID-19/epidemiology ; Health Services Accessibility ; Humans ; Pandemics ; Universal Design
    Language English
    Publishing date 2021-07-29
    Publishing country United States
    Document type Editorial
    ZDB-ID 1180408-7
    ISSN 1945-7049 ; 1061-3749
    ISSN (online) 1945-7049
    ISSN 1061-3749
    DOI 10.1891/JNM-D-21-00048
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 3722: Show issues Location:
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  7. Article ; Online: The Psychometric Properties of the Universal Design in Healthcare Education Instrument.

    Levey, Janet A / Burgstahler, Sheryl / Montenegro-Montenegro, Esteban / Webb, Aubree

    Journal of nursing measurement

    2021  Volume 29, Issue 2, Page(s) 188–212

    Abstract: Background and purpose: Universal design (UD) teaching approaches provide access to learning environments for diverse postsecondary students; however, UD practices in healthcare education have rarely been examined. The purpose of this study was to ... ...

    Abstract Background and purpose: Universal design (UD) teaching approaches provide access to learning environments for diverse postsecondary students; however, UD practices in healthcare education have rarely been examined. The purpose of this study was to evaluate the construct validity and reliability of the revised Universal Design in Healthcare Education (UDinHE) instrument.
    Methods: The exploratory structural equation model (ESEM).
    Results: The ESEM revealed an acceptable model with good internal consistency for the subscales, except trialability (α = .59). All scales had a Cronbach's alpha > .70, except social system support. In the final CFA without trialabiity, the model showed good adjustment to the data Χ²(334, n = 222) = 651.188, comparative fit index (CFI) = 0.91, Tucker-Lewis index (TLI) = 0.90, root mean square error of approximation (RMSEA) = 0.90, 95% confidence interval [CI] [0.06, 0.07]).
    Conclusion: This instrument performs similarly with a broader population of healthcare educators as with nurse educators; however, future instrument refinement is warranted.
    MeSH term(s) Adult ; Cross-Sectional Studies ; Delivery of Health Care/statistics & numerical data ; Education, Medical, Graduate/methods ; Factor Analysis, Statistical ; Female ; Health Personnel/education ; Health Personnel/statistics & numerical data ; Humans ; Male ; Middle Aged ; Psychometrics/standards ; Reproducibility of Results ; Surveys and Questionnaires/standards ; Universal Design
    Language English
    Publishing date 2021-07-28
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 1180408-7
    ISSN 1945-7049 ; 1061-3749
    ISSN (online) 1945-7049
    ISSN 1061-3749
    DOI 10.1891/JNM-D-20-00014
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 3722: Show issues Location:
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  8. Article ; Online: Service Dogs in the Perioperative Setting.

    Levey, Janet A / Chappy, Sharon L

    AORN journal

    2017  Volume 105, Issue 4, Page(s) 365–369

    Abstract: Service dogs are critical for the independence of individuals with disabilities because they assist with daily living activities and help these individuals navigate society. Perioperative nurses need a working knowledge of disability laws pertaining to ... ...

    Abstract Service dogs are critical for the independence of individuals with disabilities because they assist with daily living activities and help these individuals navigate society. Perioperative nurses need a working knowledge of disability laws pertaining to service dogs to provide patient-centered care for individuals using service dogs. This article provides information on the Americans With Disabilities Act regulations regarding service dogs, makes recommendations for the care of patients with service dogs across the perioperative continuum, and offers policy directives to ensure that safe, high-quality care is delivered to patients using service dogs.
    MeSH term(s) Activities of Daily Living ; Animals ; Disabled Persons/legislation & jurisprudence ; Dogs ; Humans ; Nurse's Role ; Patient-Centered Care ; Perioperative Nursing ; Quality of Health Care ; United States
    Language English
    Publishing date 2017-04
    Publishing country United States
    Document type Journal Article
    ZDB-ID 603972-8
    ISSN 1878-0369 ; 0001-2092
    ISSN (online) 1878-0369
    ISSN 0001-2092
    DOI 10.1016/j.aorn.2017.01.012
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  9. Article ; Online: Enhancing group interactions and reducing classroom cliques.

    Levey, Janet

    Nurse educator

    2010  Volume 35, Issue 4, Page(s) 144–145

    MeSH term(s) Education, Nursing/organization & administration ; Friends ; Group Processes ; Humans ; Interpersonal Relations ; Schools ; Schools, Nursing/organization & administration ; Students, Nursing ; Teaching ; Universities/organization & administration ; Wisconsin
    Language English
    Publishing date 2010-07
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1034267-9
    ISSN 1538-9855 ; 0363-3624
    ISSN (online) 1538-9855
    ISSN 0363-3624
    DOI 10.1097/NNE.0b013e3181e337be
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  10. Article ; Online: Comparison of faculty and student perceptions of sexual and gender minority content in a preclerkship medical curriculum.

    Crosby, Benjamin / Gell-Levey, Isabelle M / Monroe, Janet / Streed, Carl G / Siegel, Jennifer / Carter, Erin E / Mulkey, Nat / Zumwalt, Ann C

    BMC medical education

    2023  Volume 23, Issue 1, Page(s) 973

    Abstract: Background: Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than ... ...

    Abstract Background: Sexual and gender minority (SGM) persons experience stark health disparities. Efforts to mitigate disparities through medical education have met some success. However, evaluations have largely focused on subjective perspectives rather than objective measures. This study aimed to quantify Boston University School of Medicine's sexual and gender minority (SGM) education through surveys of course directors (CDs) and medical students regarding where SGM topics were taught in the preclerkship medical curriculum. Responses were compared to identify concordance between faculty intention and student perceptions regarding SGM education.
    Methods: A cross-sectional survey was distributed to preclerkship CDs and current medical students in Spring 2019 and 2021, respectively, regarding where in the mandatory preclerkship curriculum CDs deliberately taught and where first- and second-year students recalled having learned 10 SGM topic domains.
    Results: 64.3% of CDs (n = 18), 47.0% of the first-year class (n = 71), and 67.3% of the second-year class (n = 101) responded to the surveys. Results indicate that, as anticipated, deliberate SGM teaching correlates with greater student recall as students recalled topics that were reported by CDs as intentionally taught at a significantly higher rate compared to those not intentionally taught (32.0% vs. 15.3%; p < 0.01). Students most commonly recalled learning SGM-related language and terminology, which is likely partly but not entirely attributed to curricular modifications and faculty development made between distribution of the faculty and student surveys, indicating the importance of all faculty being trained in appropriate SGM terminology and concepts. Discordance between faculty intention and student recall of when topics were taught reveals opportunities to enhance the intentionality and impact of SGM teaching.
    Conclusions: Students perceive and recall SGM content that is not listed as learning objectives, and all faculty who utilize this material in their teachings should receive foundational training and be thoughtful about how information is framed. Faculty who intentionally teach SGM topics should be explicit and direct about the conclusions they intend students to draw from their curricular content.
    MeSH term(s) Humans ; Cross-Sectional Studies ; Curriculum ; Sexual and Gender Minorities ; Students, Medical ; Faculty, Medical
    Language English
    Publishing date 2023-12-19
    Publishing country England
    Document type Journal Article
    ZDB-ID 2044473-4
    ISSN 1472-6920 ; 1472-6920
    ISSN (online) 1472-6920
    ISSN 1472-6920
    DOI 10.1186/s12909-023-04925-7
    Database MEDical Literature Analysis and Retrieval System OnLINE

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