Susan J McKee, Wendy D Greenwood, Muna Bhattarai, Arica A Brandford
{"title":"Current Concerns of Nursing Students: Opportunities to Achieve Selected AACN Essentials.","authors":"Susan J McKee, Wendy D Greenwood, Muna Bhattarai, Arica A Brandford","doi":"10.3928/01484834-20250221-02","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Nursing students are preparing for practice amid unprecedented changes in educational practices and competencies, testing formats, and post-coronavirus disease 2019 (COVID-19) health care delivery. This study aimed to identify current student concerns and inform faculty interventions to support student success.</p><p><strong>Method: </strong>Three focus groups with 31 prelicensure baccalaureate nursing students from a South-Central United States public college of nursing explored concerns about education and practice transition.</p><p><strong>Results: </strong>Four themes emerged: (1) academic concerns (faculty turnover, curriculum challenges, and financial costs); (2) personal concerns (work-life balance and emotional stress); (3) internal protective factors (resilience and self-confidence); and (4) external protective factors (peer support and faculty mentorship). These findings aligned with Domains 9 and 10 in the AACN Essentials competencies for professional identity and personal development.</p><p><strong>Conclusion: </strong>Faculty should integrate stress management throughout the curriculum while maintaining academic rigor. Programs must balance technical competency with professional development and supporting students through targeted academic and personal support interventions. <b>[<i>J Nurs Educ</i>. 2025;64(7):423-428.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"423-428"},"PeriodicalIF":1.9000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of nursing education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3928/01484834-20250221-02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Nursing students are preparing for practice amid unprecedented changes in educational practices and competencies, testing formats, and post-coronavirus disease 2019 (COVID-19) health care delivery. This study aimed to identify current student concerns and inform faculty interventions to support student success.
Method: Three focus groups with 31 prelicensure baccalaureate nursing students from a South-Central United States public college of nursing explored concerns about education and practice transition.
Results: Four themes emerged: (1) academic concerns (faculty turnover, curriculum challenges, and financial costs); (2) personal concerns (work-life balance and emotional stress); (3) internal protective factors (resilience and self-confidence); and (4) external protective factors (peer support and faculty mentorship). These findings aligned with Domains 9 and 10 in the AACN Essentials competencies for professional identity and personal development.
Conclusion: Faculty should integrate stress management throughout the curriculum while maintaining academic rigor. Programs must balance technical competency with professional development and supporting students through targeted academic and personal support interventions. [J Nurs Educ. 2025;64(7):423-428.].
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
