Benike, Linnea

OBJECTIVE: Accurate assessment of skin and skin changes across diverse populations is critical for patient health. To promote the knowledge and skills nurses need in practice to identify skin changes, nurse educators must include content on assessment of diverse skin tones in nursing education programs. This study’s objective was to develop and pilot education modules about the assessment of diverse skin tones to be part of an undergraduate nursing course. METHODS: In this quality improvement project, modules highlighted the importance of skin assessment and appropriate techniques for assessing erythema, pallor, cyanosis, and jaundice on diverse skin tones. Undergraduate nursing students completed a questionnaire evaluating the modules and their learning experience. RESULTS: The majority of students (≥70%) agreed or highly agreed that the modules were interesting, informative, engaging, and increased their knowledge. Comments to open-ended questions supported their evaluation ratings. CONCLUSIONS: Undergraduate nursing students positively received education modules on assessing patients with diverse skin tones. Students perceived the modules as having the potential to enhance their learning and assessment skills to prevent and detect skin changes associated with pressure injury. The modules serve as an example of a strategy to integrate education content about diverse skin tones into nursing curricula.

Background: This systematic review examined differences in learner outcomes between traditional learning models (TLMs) and dedicated education units (DEUs) in undergraduate nursing programs. Method: Six databases were searched to identify peer-reviewed literature published between 2000 and 2025. Fifteen articles informed this review. Results: Included studies focused on various student outcomes including evaluation of students' perceptions and student performance. Themes around student perception included learning environment, learning opportunities, and learning performance. Themes around performance included standardized exams, course exams, competency exams, and preceptor evaluation of competency development. Conclusion: Main findings indicate the DEU model for clinical education enhances student satisfaction with the learning environment, increases learning opportunities, and improves self-perceived learning performance. The effects of DEUs on student performance outcomes require additional research, but preliminary research suggests a positive relationship between the DEU and competency development.

Literature has long suggested that collaboration and interprofessional communication are associated with improved provider satisfaction, patient satisfaction, and the provision of individualized care. More recent literature has documented the favorable influence of a collaborative culture on patient outcomes. In response to the growing need for enhanced nurse–physician partnership and recognition of its impact on the patient experience, nurses are designing unit-based programs to bring the two professions together for opportunities to enhance partnership. This article discusses two approaches to enhancing nurse–resident physician partnership introduced by Benike and Clark (2013) and identifies common elements that were critical to the programs ‘success.