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Triggered? An Introduction To Student Perspectives On Trigger Warnings In Nursing Education. 触发?介绍学生对护理教育中触发警告的看法。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-04 DOI: 10.1097/01.NEP.0000000000001526
Helen Rees, Alison Gayton
{"title":"Triggered? An Introduction To Student Perspectives On Trigger Warnings In Nursing Education.","authors":"Helen Rees, Alison Gayton","doi":"10.1097/01.NEP.0000000000001526","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001526","url":null,"abstract":"<p><strong>Aim: </strong>To increase understanding of student nursing perspectives regarding the use of trigger warnings in nursing education.</p><p><strong>Background: </strong>Several UK universities have policies about the use of trigger warnings, but no evidence is available about implementation in undergraduate nursing education.</p><p><strong>Method: </strong>A survey designed to explore how trigger warnings are used was sent by email to undergraduate nursing students at two universities. Responses were anonymized and analyzed using thematic analysis.</p><p><strong>Results: </strong>Analysis of the response of 89 students identified four themes and nine subthemes. The main themes were 1) The way trigger warnings are delivered impacts how they are received. 2) Some topics are perceived as having inherent potential to distress. 3) The response to trigger warnings is not uniform. 4) Meeting support needs may change the way trigger warnings are experienced.</p><p><strong>Conclusion: </strong>Further research is indicated to increase consistency in the support available to undergraduate nursing students.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844535","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
Technology Dependence in Educational Practice: Evaluating the Scientific and Practical Impacts. 教育实践中的技术依赖：评估科学与实践影响。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-04-07 DOI: 10.1097/01.NEP.0000000000001533
Matthew D Byrne
{"title":"Technology Dependence in Educational Practice: Evaluating the Scientific and Practical Impacts.","authors":"Matthew D Byrne","doi":"10.1097/01.NEP.0000000000001533","DOIUrl":"10.1097/01.NEP.0000000000001533","url":null,"abstract":"","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"201"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628910","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
Professional Identity and Professionalism in Nursing Education: A Call for Scholarly Attention. 护理教育中的职业认同与专业精神：对学术界关注的呼吁。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-04-07 DOI: 10.1097/01.NEP.0000000000001534
Richard L Pullen, Roxanne M Schroeder
{"title":"Professional Identity and Professionalism in Nursing Education: A Call for Scholarly Attention.","authors":"Richard L Pullen, Roxanne M Schroeder","doi":"10.1097/01.NEP.0000000000001534","DOIUrl":"10.1097/01.NEP.0000000000001534","url":null,"abstract":"","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"139-140"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628961","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
Evaluation of Undergraduate Nursing Students' Clinical Competence Using a Mental Health Objective Structured Clinical Examination (OSCE). 用心理健康客观结构化临床测验（OSCE）评价本科护生临床能力
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-02-03 DOI: 10.1097/01.NEP.0000000000001498
Cherrill Stockmann, Theresa Adelman-Mullally, Megan Kupferschmid, Megan Rappleyea
{"title":"Evaluation of Undergraduate Nursing Students' Clinical Competence Using a Mental Health Objective Structured Clinical Examination (OSCE).","authors":"Cherrill Stockmann, Theresa Adelman-Mullally, Megan Kupferschmid, Megan Rappleyea","doi":"10.1097/01.NEP.0000000000001498","DOIUrl":"10.1097/01.NEP.0000000000001498","url":null,"abstract":"<p><p>This follow-up study was conducted to establish the preliminary psychometrics of a 12-station mental health Objective Structure Clinical Examination (OSCE). Knowledge is limited regarding OSCE use in undergraduate mental health nursing education. A convenience sample of 63 second-semester junior-level undergraduate nursing students participated. Tools included a demographic and student perceptions questionnaire. Interrater reliability and criterion validity were statistically significant. Students perceived the OSCE as beneficial and challenging. This OSCE was established as a valid, reliable tool that may be used to assess mental health nursing knowledge, skills, and attitudes in combination with existing clinical assessment methods.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"168-170"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146133267","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 Utility of Collaborative Teamwork for Nursing Students in the Acute Care Setting. 团队合作在护理学生急症护理中的应用。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2025-07-10 DOI: 10.1097/01.NEP.0000000000001447
Jennifer Hunt, Janelle Delle, Shelley Moses
{"title":"The Utility of Collaborative Teamwork for Nursing Students in the Acute Care Setting.","authors":"Jennifer Hunt, Janelle Delle, Shelley Moses","doi":"10.1097/01.NEP.0000000000001447","DOIUrl":"10.1097/01.NEP.0000000000001447","url":null,"abstract":"<p><p>This article discusses an innovative and experiential learning assignment provided to prelicensure nursing students during an adult acute care clinical experience. The objective of the assignment was to introduce students to the awareness of the roles of interprofessional health care team members and the value of interprofessional collaboration and communication. We discuss the development of the assignment, the evaluation of outcomes and student feedback, and lessons learned, as well as suggested next steps for future implementation.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"194-195"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144601945","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 Grand Rounds: A Tool for Improving Clinical Judgment in Prelicensure Nursing Students. 护理大查房：提高护生临床判断能力的工具。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2025-07-31 DOI: 10.1097/01.NEP.0000000000001449
Jacey Walker, Ashley Scism, Jamie Adam, Angela Lane, Tammy Legge
{"title":"Nursing Grand Rounds: A Tool for Improving Clinical Judgment in Prelicensure Nursing Students.","authors":"Jacey Walker, Ashley Scism, Jamie Adam, Angela Lane, Tammy Legge","doi":"10.1097/01.NEP.0000000000001449","DOIUrl":"10.1097/01.NEP.0000000000001449","url":null,"abstract":"<p><p>Nursing Grand Rounds is an innovative, faculty-led teaching strategy designed to enhance clinical judgment in nursing students by using the NCSBN Clinical Judgment Measurement Model and Next Generation NCLEX scenarios. During monthly voluntary sessions, students engaged in active learning, cross-level mentoring, and expert-facilitated debriefings. The initiative successfully fostered critical thinking, collaborative learning, and higher-level cognitive skills. Positive student feedback highlights its potential as a low-stakes but high-impact approach to teaching clinical judgment to nursing students of all levels.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"196-197"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754847","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
Understanding How Nurse Faculty Advisors Perceive Voluntary Attrition Among 4-Year Baccalaureate Degree Nursing Students: A Qualitative Descriptive Study. 了解护士指导教师如何感知四年制学士学位护理学生的自愿流失：一项定性描述性研究。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-03-20 DOI: 10.1097/01.NEP.0000000000001521
Danielle E Shaver, Jennifer Dunbar Viveiros, Susan Hunter Revell, Christine Ann Devine
{"title":"Understanding How Nurse Faculty Advisors Perceive Voluntary Attrition Among 4-Year Baccalaureate Degree Nursing Students: A Qualitative Descriptive Study.","authors":"Danielle E Shaver, Jennifer Dunbar Viveiros, Susan Hunter Revell, Christine Ann Devine","doi":"10.1097/01.NEP.0000000000001521","DOIUrl":"10.1097/01.NEP.0000000000001521","url":null,"abstract":"<p><strong>Background: </strong>Nursing faculty advisors facilitate students' academic success and professional development, but their role in voluntary attrition is not well understood.</p><p><strong>Method: </strong>A qualitative, descriptive design was used to explore nursing faculty advisors' perceptions of the extrinsic, intrinsic, and mediating factors that influence 4-year baccalaureate students' decisions to voluntarily leave nursing programs. Rubin and Rubin's responsive interviewing was used to conduct semi-structured interviews with 12 participants.</p><p><strong>Results: </strong>Thematic analysis revealed four intrinsic themes (preparedness, fear, maturity, and personal crisis) and four extrinsic themes (external motivations, interpersonal relationships, program barriers, and life circumstances). Mitigating factors identified were academic/support services, socialization/belonging, and mentoring. The impact of the COVID-19 pandemic was a significant influence across all themes.</p><p><strong>Conclusion: </strong>Nurse educators and faculty advisors can use these findings to better support students considering elective attrition and to inform strategies to reduce voluntary attrition.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"147-153"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147487868","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 Gamification on Nursing Students' Academic Performance: An Integrative Review. 游戏化对护理学生学业成绩的影响：一项综合评价。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-04-07 DOI: 10.1097/01.NEP.0000000000001525
Alana Azoulay, Fidelindo Lim
{"title":"The Impact of Gamification on Nursing Students' Academic Performance: An Integrative Review.","authors":"Alana Azoulay, Fidelindo Lim","doi":"10.1097/01.NEP.0000000000001525","DOIUrl":"10.1097/01.NEP.0000000000001525","url":null,"abstract":"<p><strong>Aim: </strong>This integrative review appraises the literature on the impact of gamification on academic performance among prelicensure nursing students.</p><p><strong>Background: </strong>Traditional classroom lectures in nursing education often rely on passive teaching strategies, limiting student engagement. Game-based learning has emerged as an innovative approach to enhance active learning and improve learning outcomes.</p><p><strong>Method: </strong>Following Whittemore and Knafl's guidelines, a systematic search of the Cumulative Index to Nursing and Allied Health Literature database identified research studies published after 2000. Critical appraisal was conducted using evidence-based tools, yielding 18 quantitative studies that met the inclusion criteria.</p><p><strong>Results: </strong>Four key themes were identified: enhanced academic performance, improved knowledge retention, increased student satisfaction, and strengthened clinical skills.</p><p><strong>Conclusion: </strong>Findings suggest that gamification positively influences knowledge retention in nursing didactic courses. Further research is needed to explore its impact on competency development and clinical application. Faculty development optimizing the use of gamification is needed.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"160-167"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628904","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
Predicting Academic Threat Appraisal: The Impact of Stress, Resilience, and Grit on First-Semester Nursing Students. 预测学业威胁评估：压力、心理弹性和毅力对一学期护生的影响。
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-03-23 DOI: 10.1097/01.NEP.0000000000001520
Leslie A Jennings, Beth L Hultquist, Libby E Rosonet, Ceil Flores, Daisha J Cipher
{"title":"Predicting Academic Threat Appraisal: The Impact of Stress, Resilience, and Grit on First-Semester Nursing Students.","authors":"Leslie A Jennings, Beth L Hultquist, Libby E Rosonet, Ceil Flores, Daisha J Cipher","doi":"10.1097/01.NEP.0000000000001520","DOIUrl":"10.1097/01.NEP.0000000000001520","url":null,"abstract":"<p><strong>Background: </strong>Prelicensure nursing students face significant stress and retention challenges. Understanding how students perceive their resources versus demands, academic resilience, grit, and stress may improve their persistence and success in nursing programs.</p><p><strong>Aim: </strong>Explore the prevalence of and relationships among academic resilience, grit, perceived stress, and threat appraisal in first-semester students.</p><p><strong>Method: </strong>This study utilized a cross-sectional, observational research design in a sample of 68 nursing students enrolled in three large undergraduate universities in the southwestern United States.</p><p><strong>Results: </strong>Average perceived stress stores were higher than the normed average. There was a significant correlation between academic resilience and both stress ( p < .001) and grit ( p < .001). After controlling for resilience and grit, higher stress significantly increased the likelihood of a threat state.</p><p><strong>Conclusion: </strong>Strategies to reduce stress and boost academic resilience may enhance nursing students' performance by using the academic threat appraisal scale to identify and support struggling students.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"141-146"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147500178","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
Development and Pilot Testing of the Readiness to Teach LGBTQ+ Health-Related Care Tool. LGBTQ+健康相关护理教学工具的开发和试点测试
IF 1.4
Nursing Education Perspectives Pub Date : 2026-05-01 Epub Date: 2026-04-07 DOI: 10.1097/01.NEP.0000000000001524
Susan Dalbey
{"title":"Development and Pilot Testing of the Readiness to Teach LGBTQ+ Health-Related Care Tool.","authors":"Susan Dalbey","doi":"10.1097/01.NEP.0000000000001524","DOIUrl":"10.1097/01.NEP.0000000000001524","url":null,"abstract":"<p><strong>Aim: </strong>This study aimed to share the results of developing and pilot testing a tool designed to measure nurse faculty's readiness to teach lesbian, gay, bisexual, transgender, queer, or another sexual or gender minority (LGBTQ+) health-related care.</p><p><strong>Background: </strong>Growing LGBTQ+ populations increase the demand for culturally competent nursing education, yet no validated tool exists to assess faculty readiness.</p><p><strong>Method: </strong>A 41-item self-report instrument was created based on existing models and concept analysis. Content validity was established, and a test-retest design was used with 25 faculty participants over a 10- to 14-day interval.</p><p><strong>Results: </strong>Mean scores were stable across time points, with no significant differences. Cronbach's alpha values ranged from .68 to .94, indicating good to excellent internal consistency. One item consistently scored below acceptable thresholds at all four data points.</p><p><strong>Conclusion: </strong>The tool demonstrates strong reliability and stability for assessing readiness to teach LGBTQ+ health-related care. Further testing with larger, more diverse samples is needed to refine problematic items and strengthen validation.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E20-E23"},"PeriodicalIF":1.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147628948","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
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