International Journal of Nursing Education Scholarship最新文献

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

Exploring the link of educational environment and self-esteem with critical thinking in undergraduate nursing university students: a cross-sectional study. 探讨护理本科学生批判性思维与教育环境、自尊的关系：一项横断面研究。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-07-15 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2025-0010

Antonios Christodoulakis, Izolde Bouloukaki, Michail Zografakis-Sfakianakis, Katerina Margetaki, Athina Patelarou, Konstantinos Giakoumidakis, Georgios Fotakis, Evridiki Patelarou, Ioanna Tsiligianni

{"title":"Exploring the link of educational environment and self-esteem with critical thinking in undergraduate nursing university students: a cross-sectional study.","authors":"Antonios Christodoulakis, Izolde Bouloukaki, Michail Zografakis-Sfakianakis, Katerina Margetaki, Athina Patelarou, Konstantinos Giakoumidakis, Georgios Fotakis, Evridiki Patelarou, Ioanna Tsiligianni","doi":"10.1515/ijnes-2025-0010","DOIUrl":"10.1515/ijnes-2025-0010","url":null,"abstract":"Objectives: To assess CT, SE, and perceptions of EE of nursing students in Greece, and explore the potential associations between them.Methods: This cross-sectional study was conducted in a Nursing department from February to May 2024. We used the Dundee Ready Education Environment Measure (DREEM), the Critical Thinking Disposition Scale (CTDS), and the Rosenberg Self-Esteem Scale (RSE) questionnaires.Results: A total of 185 nursing students participated. EE was generally positive, with moderate CT disposition and positive self-esteem. Robust regression showed a positive association between EE and CT disposition. Structural equation modeling indicated that SE mediates this association between EE and the Reflective Skepticism sub-scale of CTDS.Conclusions: Suitable interventions could be implemented to enhance the CT of nursing students through the utilization of SE and EE.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638300","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

Navigating global mobility: a comparative study of nursing education in Nepal and Australia. 导航全球流动：尼泊尔和澳大利亚护理教育的比较研究。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-07-11 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0108

Animesh Ghimire, Mamata Sharma Neupane

{"title":"Navigating global mobility: a comparative study of nursing education in Nepal and Australia.","authors":"Animesh Ghimire, Mamata Sharma Neupane","doi":"10.1515/ijnes-2024-0108","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0108","url":null,"abstract":"Objectives: The global nursing shortage and increasing international migration of nurses highlight the urgent need for greater harmonization in nursing education. Variations in curricula worldwide pose significant challenges to the integration of internationally educated nurses (IENs). Therefore, the objective is to examine how disparities in nursing education between Nepal and Australia - particularly regarding curriculum structure, clinical hours, program length, and licensure requirements - affect the global mobility of IENs.Methods: A descriptive qualitative study was conducted using three online focus group discussions with 14 final-year nursing students from Nepal and Australia. Data analysis employed a two-cycle coding process, guided by a constructivist paradigm, to identify key themes.Results: Five major themes emerged: 1) Clinical Hours and Hands-on Experience; 2) Differing Program Lengths; 3) Curriculum Content and Specialization; 4) National Licensure Examination; and 5) Global Mobility Prospects.Conclusions: This study reveals that variations in nursing education between Nepal and Australia create significant barriers to the global mobility of IENs, affecting both their perceived readiness for practice and the recognition of their qualifications. These findings underscore the critical need for a globally harmonized nursing curriculum framework. Incorporating core competencies yet allowing for contextual adaptation, this framework is essential for facilitating nurse mobility, improving the quality and comparability of nursing qualifications, and addressing the global nursing shortage.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144609839","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 impact of simulation-based ethical education on nursing students' moral distress levels. 模拟伦理教育对护生道德困扰水平的影响。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-05-30 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0089

Jennifer Dalton, Karen L Gordes

{"title":"The impact of simulation-based ethical education on nursing students' moral distress levels.","authors":"Jennifer Dalton, Karen L Gordes","doi":"10.1515/ijnes-2024-0089","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0089","url":null,"abstract":"Objectives: The purpose of this study was to determine whether integrating ethical simulation-based education (SBE) into prelicensure nursing students' curriculum would impact moral distress levels.Methods: A longitudinal mixed methods design was used to measure moral distress levels and collect qualitative data related to the SBE.Results: In the final sample (n=48), there was no statistically significant difference among moral distress scores over the three measured time points. Thematic analysis revealed four primary themes: (1) powerlessness as a student; (2) students have a basic moral understanding; (3) discomfort in speaking up with integrity; and (4) students understand the importance of emotional intelligence.Conclusions: The final and lowest survey score, combined with the results of the thematic analysis, indicates that integrating ethical SBE throughout curriculum could impact moral distress. In addition, training educators in maintaining psychologically safe environments can empower students and potentially reduce burnout.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144209699","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

Pedagogical matters: a dialogue of diverse persons, perspectives, and programs. 教学问题：不同的人、观点和项目之间的对话。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-05-22 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0034

Kathie Lasater, Iain M Atherton, Gearóid K Brennan, Freya Collier-Sewell, Leila ElAlti, Emma Hughes, Richard G Kyle, Catherine Mahoney, Elizabeth A Richards, Mark Siemon, Jane Sime

引用次数: 0

Affective learning assessment of beginning nursing students. 护生情感学习评价。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-05-19 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0077

Susan A Seibert, Ashley N Carter, Christina F Buxton, Erin M Reynolds

{"title":"Affective learning assessment of beginning nursing students.","authors":"Susan A Seibert, Ashley N Carter, Christina F Buxton, Erin M Reynolds","doi":"10.1515/ijnes-2024-0077","DOIUrl":"10.1515/ijnes-2024-0077","url":null,"abstract":"Objectives: Nursing education commonly includes aspects of cognitive, psychomotor, and affective learning. Subsequently, the evaluation of student affective learning has been recognized as an important aspect within educational processes. Affective learning is crucial to professional nursing role development. However, a gap in the literature exists in measuring and evaluating affective learning in nursing students. Using the taxonomy developed by Krathwohl, Bloom, and Masia (1964. Taxonomy of educational objectives, handbook II: affective domain. Philadelphia: David McKay Company, Inc.), faculty developed a tool for students to rate their perceived level of affective learning.Methods: Faculty launched a quality improvement project to evaluate the accuracy of student self-assessments of affective learning at the end of their first nursing course.Results: Student and expert identification of the level of affective learning were not statistically different, which demonstrated that students accurately identified their affective level. The sample demonstrated competency through the first level of affective learning (i.e., receiving).Conclusions: Cultivating professional values can significantly impact the lives of patients and communities. Use of the tool may lead to a deeper understanding of student nurse development of affective competencies.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144152144","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

Predictors of classroom exams, standardized exams, and nursing licensure exams in U.S. and international undergraduate RN and PN nursing programs: a scoping review. 美国和国际本科RN和PN护理课程课堂考试、标准化考试和护理执照考试的预测因素：范围综述

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-04-30 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0092

Carolyn J Kerns, Andrea Sartain, Kimberly Rogers

{"title":"Predictors of classroom exams, standardized exams, and nursing licensure exams in U.S. and international undergraduate RN and PN nursing programs: a scoping review.","authors":"Carolyn J Kerns, Andrea Sartain, Kimberly Rogers","doi":"10.1515/ijnes-2024-0092","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0092","url":null,"abstract":"Objectives: This scoping review aimed to identify and summarize the findings in the literature on established predictors (not mere correlations) of classroom exams, standardized exams, and nursing licensure exams in US and international undergraduate registered nurse and practical nurse programs.Methods: PubMed, CINAHL, ERIC ProQuest, PsycINFO, and Cochrane databases were searched for articles from 2008 to 2024 following a formal scoping review protocol. A three-person team followed the PRISMA reporting guidelines.Results: The review included 79 articles with a significant predictive relationship. Most articles focused on licensure exams. Predictors were grouped into categories for classroom, standardized, and licensure exams.Conclusions: While the findings yielded many predictors, standardized test scores, course grades, and GPA were the three most common predictors for the exam types overall. This scoping review can help nursing faculty decide which predictors likely apply to their nursing students to improve classroom, standardized, and licensure exam success.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144017333","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

Examining perspectives of instructors and students on the instruction of care plans within the nursing process - a qualitative inquiry. 在护理过程中检查教师和学生对护理计划指导的观点-定性调查。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2025-04-23 eCollection Date: 2025-01-01 DOI: 10.1515/ijnes-2024-0079

Meltem Özduyan Kılıç, Fatoş Korkmaz

{"title":"Examining perspectives of instructors and students on the instruction of care plans within the nursing process - a qualitative inquiry.","authors":"Meltem Özduyan Kılıç, Fatoş Korkmaz","doi":"10.1515/ijnes-2024-0079","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0079","url":null,"abstract":"Objectives: This study aims to systematically explore the perspectives of nursing instructors and students concerning the pedagogical aspects of patient care plan instruction.Methods: This qualitative descriptive study was conducted between October 10, 2022, and January 17, 2023, at a public university in Ankara, Turkey. Data were gathered through seven focus group interviews involving eight instructors and 27 students, employing semi-structured interview questions. Thematic analysis was used.Results: The average age of the nurse educators was 36.87 years; all were female, 75 % had a Ph.D. degree, and the average number of years of professional experience was 10.12. The average age of the students was 20.40 years; 66.67 % were female, and 40.74 % were second-year students. After examining interview data, three overarching themes emerged for instructors and students: Clinical Teaching Conditions of the Nursing Process, Engaging with Care Plans in Practice, and Strengthening Care Plan Teaching.Conclusions: The findings underscored a notable challenge: instructors struggled to provide optimal interaction with students due to overwhelming group sizes during care plan activities. Concurrently, students faced difficulties across all phases of the nursing process when formulating patient care plans. To strengthen the teaching of specific patient care planning, it is recommended that the number of faculty members be increased and that information and communication technologies be used in clinical education.Implications for an international audience: This study's findings can help nursing faculties understand the various dimensions of the needs of nursing process education. Furthermore, nurse instructors' and students' opinions can promote technology integration in nursing education.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144064727","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