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Scholarly Writing Development: A Descriptive-Interpretive Study of Nurse Faculty. 学术写作的发展：护士教师的描述性-解释性研究。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-10-16 DOI: 10.1097/01.NEP.0000000000001608
Brenda Elliott, Nancy J Frank, Anna Gale
{"title":"Scholarly Writing Development: A Descriptive-Interpretive Study of Nurse Faculty.","authors":"Brenda Elliott, Nancy J Frank, Anna Gale","doi":"10.1097/01.NEP.0000000000001608","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001608","url":null,"abstract":"<p><strong>Aim: </strong>The aim of this study was to examine how nurse educators develop as scholarly writers.</p><p><strong>Background: </strong>To broaden the body of knowledge used to inform practice, nurses need to develop scholarly writing skills. However, writing skill acquisition is inconsistent, resulting from wide variation in or absence of deliberate writing development across all levels of nursing education.</p><p><strong>Method: </strong>A descriptive-interpretive design underpinned by naturalistic inquiry using semistructured interviews of nursing faculty (N = 16) was used.</p><p><strong>Results: </strong>Five stages of writing skill acquisition emerged from the data: foundational, beginner, proficient, advanced proficient, and mastery.</p><p><strong>Conclusion: </strong>Nursing students and nurses need intentional practice at all stages of their academic preparation to develop scholarly writing skills. Ongoing professional development is essential to support nurse educators' progressive skill acquisition and, ultimately, continued advancement of nursing science and practice.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197098","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
Recalibrating Nursing Education: A Call to Action for Moving from Pedagogy to Andragogy. 重新调整护理教育：从教育学到教育学的行动呼吁。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-10-13 DOI: 10.1097/01.NEP.0000000000001589
Tim Porter-O'Grady, Kathy Malloch, Kathy Scott
{"title":"Recalibrating Nursing Education: A Call to Action for Moving from Pedagogy to Andragogy.","authors":"Tim Porter-O'Grady, Kathy Malloch, Kathy Scott","doi":"10.1097/01.NEP.0000000000001589","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001589","url":null,"abstract":"<p><strong>Aim: </strong>The time has come for nursing education to fully abandon historic pedagogical models and embrace andragogical principles that honor the adult learner's capacity for self-direction and ownership of their professional development.</p><p><strong>Background: </strong>Evidence demonstrates that andragogical approaches that emphasize self-direction, experiential learning, and problem-centered education better serve adult learners. Yet formal deep embrace remains uneven across nursing programs globally.</p><p><strong>Method: </strong>This analysis examines evidence distinguishing pedagogical from andragogical approaches in nursing education.</p><p><strong>Results: </strong>Andragogical approaches incorporating neuroscience principles consistently outperform traditional methods. Nursing graduates from adult learning-centered programs demonstrate stronger critical thinking, clinical reasoning, and professional confidence. Effective strategies include problem-based learning, peer teaching, simulation experiences, and technology-enhanced environments that support learner autonomy and collaborative practice.</p><p><strong>Conclusion: </strong>The profession cannot continue preparing nurses using obsolete educational models. This transformation demands comprehensive curriculum redesign, faculty development in adult learning competencies, and strategic technology integration.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185258","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
Cultural Humility, Nursing Students, and Aging Adults: A Descriptive Phenomenological Study. 文化谦逊、护生与老年人：一项描述现象学研究。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-10-13 DOI: 10.1097/01.NEP.0000000000001611
Adrianna L Watson, Petr Ruda, Annalee Beard
{"title":"Cultural Humility, Nursing Students, and Aging Adults: A Descriptive Phenomenological Study.","authors":"Adrianna L Watson, Petr Ruda, Annalee Beard","doi":"10.1097/01.NEP.0000000000001611","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001611","url":null,"abstract":"<p><p>This study explored how engagement with older adults promotes the development of cultural humility in prelicensure nurses. Using a descriptive phenomenological approach informed by Mezirow's transformative learning theory and Kolb's experiential learning theory, nine nursing students were interviewed following their volunteer experience at an international senior athletic competition. Four themes emerged: reframing aging, patient-centered connection, dismantling power dynamics, and shifting from medicalization to holistic care. Findings suggest that meaningful interactions with older adults foster openness, self-reflection, and respect for diversity, highlighting the value of integrating experiential learning into nursing education to prepare the workforce for equitable, person-centered geriatric care.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149185195","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
Thank You to Our Peer Reviewers. 感谢我们的同行评审。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-10-08 DOI: 10.1097/01.NEP.0000000000001625
{"title":"Thank You to Our Peer Reviewers.","authors":"","doi":"10.1097/01.NEP.0000000000001625","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001625","url":null,"abstract":"","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149138923","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
Harnessing Artificial Intelligence to Develop Competence in Addressing Social Determinants of Health. 利用人工智能发展解决健康社会决定因素的能力。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-22 DOI: 10.1097/01.NEP.0000000000001606
Angel Anthamatten, Jannyse Tapp, Carol Ziegler
{"title":"Harnessing Artificial Intelligence to Develop Competence in Addressing Social Determinants of Health.","authors":"Angel Anthamatten, Jannyse Tapp, Carol Ziegler","doi":"10.1097/01.NEP.0000000000001606","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001606","url":null,"abstract":"<p><p>We developed an innovative simulation using generative artificial intelligence to immerse nurse practitioner students in an experience focused on screening and addressing social determinants of health (SDOH). A persona prompt enabled students to engage in a realistic conversation with a virtual patient, complete a screening, and provide education regarding relevant community resources. An action plan synthesized the experience. During the simulation, students practiced key competencies associated with SDOH. The students' most common one-word reaction was \"helpful\" (n = 83), and their leading takeaway was identifying SDOH resources. Student feedback signaled meaningful learning, and their performance demonstrated developing competence.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018185","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
Cradling Communities: Nursing Students Lead Tiny Cubs Baby Showers for Education. 摇篮社区：护理学生为教育带领小小熊宝宝聚会。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-22 DOI: 10.1097/01.NEP.0000000000001609
Ann-Marie Irons, Melissa DeFoor, Amanda Hitt, LaKeva Harris, Nikki Davenport
{"title":"Cradling Communities: Nursing Students Lead Tiny Cubs Baby Showers for Education.","authors":"Ann-Marie Irons, Melissa DeFoor, Amanda Hitt, LaKeva Harris, Nikki Davenport","doi":"10.1097/01.NEP.0000000000001609","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001609","url":null,"abstract":"<p><p>Nurse faculty created an innovative service-based learning opportunity to raise awareness about infant mortality while offering senior nursing students a leadership opportunity in promoting perinatal public health. To evaluate its impact, student perceptions were analyzed using a pretest-posttest survey, and debriefing sessions for faculty were facilitated. The strategy increased student confidence and their ability to provide patient education.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018209","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
Pilot Clinical Instructor Intervention Raises Potential Clinical Faculty Confidence. 试点临床教师干预提高潜在临床教师的信心。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-22 DOI: 10.1097/01.NEP.0000000000001607
Sandra Nielsen, John R Blakeman, Karen Baur, Janet LoVerde, Carrie Carls, Robin Cross
{"title":"Pilot Clinical Instructor Intervention Raises Potential Clinical Faculty Confidence.","authors":"Sandra Nielsen, John R Blakeman, Karen Baur, Janet LoVerde, Carrie Carls, Robin Cross","doi":"10.1097/01.NEP.0000000000001607","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001607","url":null,"abstract":"<p><p>Lack of self-confidence in clinical teaching roles may discourage potential nurse faculty. Academic-clinical partners studied practicing nurses' responses to an intervention regarding teaching confidence and intent. Researchers used a one-group nonrandom pretest/posttest design with two subscales of the Clinical Nurse Educator Skill Acquisition Assessment tool and open-ended questions. Confidence increased with self-rated d = -1.08 (95% confidence interval [CI], -1.60, 0.54), and CNESSA at d = -1.47 (95% CI, -2.07, -0.85) and d = -2.01 (95% CI, -2.74, -1.27), respectively. Several participants intended to pursue teaching. A multicomponent educational intervention may help reduce the nurse educator shortage, warranting future research.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149018160","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 Relationship Between Nursing Faculty Sense of Belonging and Intent to Stay. 护理教师归属感与留下来意向的关系。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-01 Epub Date: 2026-06-30 DOI: 10.1097/01.NEP.0000000000001573
Heather Bowers
{"title":"The Relationship Between Nursing Faculty Sense of Belonging and Intent to Stay.","authors":"Heather Bowers","doi":"10.1097/01.NEP.0000000000001573","DOIUrl":"10.1097/01.NEP.0000000000001573","url":null,"abstract":"<p><p>The retention of nurse faculty is essential to address the nursing and nurse faculty shortage. This correlational study explored the relationship between the factors of organizational belonging and intent to stay in the organization for nursing faculty. A statistically significant relationship was found between the factors of organizational belonging and intent to stay ( p < .001), and the factors of organizational belonging added to the importance of belonging and intent to stay ( p < .001). Administrators should explore strategies to promote a workplace sense of belonging in nursing faculty.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"294-296"},"PeriodicalIF":1.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363089","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
Mission Caritas: Developing an Evidence-Based Training and Mentoring Curriculum for Nurse Residents. 明爱使命：为住院护士发展循证训练及辅导课程。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-01 Epub Date: 2026-07-01 DOI: 10.1097/01.NEP.0000000000001575
Joy Nichole Goodie
{"title":"Mission Caritas: Developing an Evidence-Based Training and Mentoring Curriculum for Nurse Residents.","authors":"Joy Nichole Goodie","doi":"10.1097/01.NEP.0000000000001575","DOIUrl":"10.1097/01.NEP.0000000000001575","url":null,"abstract":"<p><p>New graduate nurses experience high stress during the transition to practice, increasing risk for burnout and early workforce attrition. This educational project evaluated a Caritas-based training and mentoring protocol grounded in Watson's theory of human caring within a nurse residency program. Using a quasi-experimental evaluation design, residents participated in three structured mentoring sessions emphasizing caring behaviors, reflective practice, and self-care. Outcomes included high participant satisfaction, perceived applicability of Caritas principles, and engagement with reflective learning activities. Findings suggest that integrating caring science into nurse residency education is a feasible strategy to support nurse well-being, professional identity development, and retention-related factors.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"288-290"},"PeriodicalIF":1.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148363107","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
Creating a Healthy Learning Environment: Implementing Yearly Orientation for Nursing Students. 营造健康的学习环境：实施护生年度培训。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-09-01 Epub Date: 2026-06-30 DOI: 10.1097/01.NEP.0000000000001572
Laura Skoronski Chavez, Barbara Buxton
{"title":"Creating a Healthy Learning Environment: Implementing Yearly Orientation for Nursing Students.","authors":"Laura Skoronski Chavez, Barbara Buxton","doi":"10.1097/01.NEP.0000000000001572","DOIUrl":"10.1097/01.NEP.0000000000001572","url":null,"abstract":"<p><p>Generation Z nursing students often experience test anxiety and uncertainty about clinical placements, which can undermine performance and well-being. Yearly orientations foster psychological safety and resilience by providing clarity, support, and active learning opportunities. A mixed-methods descriptive design with a convenience sample was used. Students reported productive learning and adopting new approaches. Three themes emerged: good information about the future, help with anxiety, and engaging activities. By presenting clear goals and offering interactive experiences, yearly orientations contribute to a healthy academic environment that promotes confidence, engagement, and overall student success.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"291-293"},"PeriodicalIF":1.5,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362626","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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