International Journal of Nursing Education Scholarship最新文献

Translation and validation of the nursing students' perceptions of clinical stressors scale (NSPCSS) in the Indonesian version. 护生临床压力源量表（NSPCSS）印尼语版本的翻译与验证。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2026-04-28 eCollection Date: 2026-01-01 DOI: 10.1515/ijnes-2025-0058

Henny Dwi Susanti, Muzaki Putra Sofyansah, Min-Huey Chung, Su-Ru Chen

引用次数: 0

Becoming a nurse: pedagogical care and professional formation in a concept-based curriculum. 成为一名护士：基于概念课程的教学护理和专业形成。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2026-04-28 eCollection Date: 2026-01-01 DOI: 10.1515/ijnes-2025-0091

Josie D Bolianatz, Wanda M Chernomas, Diana E McMillan

{"title":"Becoming a nurse: pedagogical care and professional formation in a concept-based curriculum.","authors":"Josie D Bolianatz, Wanda M Chernomas, Diana E McMillan","doi":"10.1515/ijnes-2025-0091","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0091","url":null,"abstract":"Objectives: To explore how students navigate the emotional, relational, and structural dimensions of learning the nursing profession within a concept-based curriculum (CBC).Methods: Guided by Husserlian phenomenology and Wenger's Social Theory of Learning, van Manen's hermeneutic approach informed conversational interviews with eight final-year nursing students.Findings: Becoming a nurse emerged as a process fueled by reciprocity of care and marked by personal transformation, reflected in evolving experiences of personhood, understanding, and growth. Five experiential structures shaped the learner's lifeworld: Being Evaluated, The Cohort Thing, Educational Choice, Experiencing Nursing, and The Presentation of Nursing.Implications for an international audience: As CBCs expand, pedagogical care is central to nurse formation across contexts. The experiential structures offer a lens for educators and academic leaders to examine how learning environments shape professional identity.Conclusions: Learning the nursing profession is a process of formation, revealing nursing education as a site of meaning-making and professional becoming.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147783526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of a hybrid educational escape room on undergraduate nursing students' nursing process knowledge. 混合型教育逃生室对本科护生护理流程知识的影响。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2026-01-09 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0024

Iñigo Lorenzo Ruiz, Garazi Monasterio Gangoiti, Itziar Hoyos Cillero

{"title":"The effect of a hybrid educational escape room on undergraduate nursing students' nursing process knowledge.","authors":"Iñigo Lorenzo Ruiz, Garazi Monasterio Gangoiti, Itziar Hoyos Cillero","doi":"10.1515/ijnes-2025-0024","DOIUrl":"10.1515/ijnes-2025-0024","url":null,"abstract":"Objectives: This study examined differences in declarative knowledge acquisition between a hybrid educational escape room and traditional lecture-based learning (LBL), and explored students' experiences with the gamified intervention.Methods: A quasi-experimental pre-test/post-test design was conducted with 152 second-year nursing students. The experimental group completed a hybrid escape room combining on-site and digital tasks, while the control group received LBL. Declarative knowledge was assessed in both groups, and game-related experiences were measured in the experimental group.Results: Students in the experimental group showed significantly greater improvements in learning outcomes compared to those in the control group. Participants also reported positive experiences, including enjoyment, activation, creative thinking, autonomy and absorption.Conclusions: Hybrid educational escape rooms can enhance learning outcomes while fostering positive learning experiences. Implications for international audience: Hybrid escape rooms may be effective across diverse educational systems, suggesting that knowledge gains can occur independently of changes in motivation or subjective enjoyment.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145946134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Use of simulation-based education to enhance clinical judgment among prelicensure nursing students. 运用模拟教学提高护生临床判断能力。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-12-03 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0051

Kathryn J Vanderzwan, Alisha A Betka, Christine Freer, Teresa Krassa, Krista Lynn Jones

{"title":"Use of simulation-based education to enhance clinical judgment among prelicensure nursing students.","authors":"Kathryn J Vanderzwan, Alisha A Betka, Christine Freer, Teresa Krassa, Krista Lynn Jones","doi":"10.1515/ijnes-2025-0051","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0051","url":null,"abstract":"Objectives: Clinical judgment is a foundational competency for nursing students but difficult to assess in nursing education. The Lasater Clinical Judgment Rubric can evaluate clinical judgment competence among prelicensure nursing students.Methods: A simulation-based intervention was implemented across three campuses at a United States college of nursing. Prelicensure nursing students (N=113) completed a simulation followed by a self-evaluation of clinical judgment competence using the Lasater Clinical Judgment Rubric.Results: Simulation can influence competent behavioral performance and is an effective pedagogy to cultivate clinical judgment skills in nursing students. Students self-reported advanced or exemplary competency levels for clinical judgment behaviors assessed.Conclusions: Simulation-based self-assessment using the Lasater Clinical Judgment Rubric may be a feasible approach to evaluating nursing students' perceptions of clinical judgment competence; however, further research using objective measures is recommended.Implications for international audience: Clinical judgment is a universal competency required by nurses across practice settings internationally.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145655418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Innovative strategies for supporting disadvantaged nursing students in rural areas. 支持农村地区弱势护理学生的创新策略。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-11-26 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0047

Alham Abuatiq, Karin A Emery

{"title":"Innovative strategies for supporting disadvantaged nursing students in rural areas.","authors":"Alham Abuatiq, Karin A Emery","doi":"10.1515/ijnes-2025-0047","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0047","url":null,"abstract":"Objectives: Nurse educators play a vital role in supporting disadvantaged nursing students, especially in rural areas. This project implemented innovative strategies including full scholarships, academic support, and mentorship panels featuring rural nurse leaders role models to improve student success at a rural public university in the Midwest U.S.Methods: Disadvantaged students-including those from low-income households, first-generation college backgrounds, and rural underserved communities-encounter substantial barriers to successfully completing nursing programs. To address these challenges, targeted interventions are essential to support their admission, retention, graduation, and transition into employment, particularly in rural and medically underserved communities (MUCs). This study analyzed admission, retention and graduation outcomes of 73 scholarship recipients. An online survey evaluated the effectiveness of various support strategies.Results: Admission and retention outcomes for disadvantaged nursing students improved substantially over the course of the project. Admission rates increased more than fourfold, rising from a baseline of 5 % in 2019 to 24.3 % by 2025. Among the 73 disadvantaged scholarship recipients, the retention rate reached 88 %, and all graduates achieved a 100 % pass rate on the RN licensure examination. Student feedback also reflected that 95.2 % of participants rating the mentorship panels as \"very effective\".Conclusion: Scholarships and structured academic and social support programs improved disadvantaged students' success, contributing to a more diverse and competent nursing workforce. Holistic support, equity-focused access, and alignment with underserved community needs offer a practical framework for international nursing education to strengthen workforce diversity and reduce health disparities.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145597870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to: Pedagogical matters: a dialogue of diverse persons, perspectives, and programs, International Journal of Nursing Education Scholarship, vol. 22, no. 1, 2025. https://doi.org/10.1515/ijnes-2024-0034. 《教学问题：不同的人、观点和项目的对话》的勘误表，《国际护理教育奖学金杂志》，第22卷，第2期。1, 2025。https://doi.org/10.1515/ijnes - 2024 - 0034。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-11-17 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-2001

Kathie Lasater

引用次数: 0

A computer-based educational program for promoting student cultural competence. 以电脑为基础的教育计划，以提升学生的文化能力。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-10-24 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0102

Hsiu-Chin Chen, Jamie Russell, Francine B Jensen, Natalie Monson, Candice L Brunger, Nyree-Dawn Nichols

引用次数: 0

Higher education nursing students' literacy skills: an scoping review. 高等教育护理学生的读写能力：一个范围审查。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-09-15 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0096

Mira Palonen, Minna Elomaa-Krapu, Pia Keiski

{"title":"Higher education nursing students' literacy skills: an scoping review.","authors":"Mira Palonen, Minna Elomaa-Krapu, Pia Keiski","doi":"10.1515/ijnes-2024-0096","DOIUrl":"10.1515/ijnes-2024-0096","url":null,"abstract":"Objectives: The study aims to identify and summarize existing knowledge on how information literacy (IL) is demonstrated among health students in higher education.Methods: A scoping review approach with a systematic search of scholarly databases.Results: Of the 3,770 results obtained, 14 studies were included in this review. Two main approaches to IL were identified: (1) perceived, and (2) applied IL among health education students. IL was commonly measured using eight previously validated instruments and three purpose-designed instruments. Perceived IL skills ranged from moderate to high levels, while applied skills appeared to be moderate. Perceived IL was significantly associated with students' self-perception of importance; whereas, applied IL was significantly associated with age and academic seniority in nursing.Conclusions: The IL of higher education health students seems to range from moderate to high levels. However, the vast number of IL instruments used indicates the need for further scale standardization and validation.Implications for international audience: In education, greater emphasis should be placed on integrating (IL) aspects into the curriculum across all levels, rather than treating it as a separate, conceptual entity.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145087499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Nursing student needs assessment and preferences for faculty-led mentoring. 护理学生需要评估和教师主导的指导偏好。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-08-20 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0006

Stephanie Dunn, Jill Johnson, Halie Hansen, Francine Jensen

{"title":"Nursing student needs assessment and preferences for faculty-led mentoring.","authors":"Stephanie Dunn, Jill Johnson, Halie Hansen, Francine Jensen","doi":"10.1515/ijnes-2025-0006","DOIUrl":"10.1515/ijnes-2025-0006","url":null,"abstract":"Objectives: Nursing students encounter a myriad of challenges as they prepare for licensure. This study aims to identify specific needs and mentoring preferences of pre-licensure nursing students at various stages to inform faculty-led mentoring.Methods: A needs assessment of 224 pre-licensure nursing students gathered quantitative and qualitative data on students' perceived needs, mentoring preferences, and mentorship settings.Results: The majority expressed strong interest in faculty mentorship, preferring in-person, informal meetings with mentors, and opportunities for electronic interactions. Students identified needs related to licensure exam preparation, study strategies, and balancing academics with personal responsibilities.Conclusions: Faculty-led mentoring may help address academic and personal challenges faced by pre-licensure nursing students. Institutions should consider formal faculty-led mentorship programs based on student-identified needs to enhance student success.Implications for an international audience: Findings can inform global pre-licensure nursing programs' faculty-led mentorship initiatives tailored around student-identified needs, and preferences for faculty mentoring.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144875594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring nurse faculty perceptions of notetaking. 探索护士教师对记笔记的看法。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-07-31 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0036

Lisa Cross, Amy Kendrick

引用次数: 0