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Development of a Telehealth Simulation Using Intraprofessional Collaboration. 利用专业内合作开发远程医疗模拟。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-03-19 DOI: 10.1097/01.NEP.0000000000001251
Kimberly Rumsey, Shinu Joy, Dwayne More, Morgan Cangelosi, Juan Feng, Margaret Touw
{"title":"Development of a Telehealth Simulation Using Intraprofessional Collaboration.","authors":"Kimberly Rumsey, Shinu Joy, Dwayne More, Morgan Cangelosi, Juan Feng, Margaret Touw","doi":"10.1097/01.NEP.0000000000001251","DOIUrl":"10.1097/01.NEP.0000000000001251","url":null,"abstract":"<p><strong>Abstract: </strong>Telehealth allows access to high-quality, holistic patient care, including diagnosis, interventions, treatments, monitoring, and patient education. As the use of telehealth continues to increase, faculty considered the need for entry-level nursing students to be introduced to telehealth and its services. Faculty from the medical-surgical II and mental health courses developed a learning experience for students that blends concepts from both courses, as patients often present with multiple problems. The telehealth experience helped students utilize assessment skills, learn delegation, and connect concepts from two courses to provide care for a patient remotely.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"129-130"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140159306","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
Barriers to Nursing School Admissions for Students With Physical or Sensory Disabilities: Do Essential Abilities Requirements Align With Licensure Standards and Legal Precedence? 护理学校录取身体或感官残疾学生的障碍：基本能力要求是否符合执照标准和法律优先权？
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-11-15 DOI: 10.1097/01.NEP.0000000000001334
Sarah Llewellyn, Jenny Alderden, Leslie Madsen, Jadison Christenson, Sharece Mecham, Corinna Trujillo Tanner
{"title":"Barriers to Nursing School Admissions for Students With Physical or Sensory Disabilities: Do Essential Abilities Requirements Align With Licensure Standards and Legal Precedence?","authors":"Sarah Llewellyn, Jenny Alderden, Leslie Madsen, Jadison Christenson, Sharece Mecham, Corinna Trujillo Tanner","doi":"10.1097/01.NEP.0000000000001334","DOIUrl":"10.1097/01.NEP.0000000000001334","url":null,"abstract":"<p><strong>Aim: </strong>The aim of the study was to examine sensory and motor essential abilities required by nursing boards and assess their inclusion in prelicensure nursing program admissions.</p><p><strong>Background: </strong>The nursing workforce should mirror diverse patient populations for better concordance; however, essential abilities restrictions hinder admissions for students with disabilities.</p><p><strong>Method: </strong>Requirements for licensure were collected from state boards of nursing and compared with essential abilities admissions requirements from 58 prelicensure programs.</p><p><strong>Results: </strong>No state boards mandated sensory or motor abilities for licensure. Thirty-one (53%) programs had restrictive essential abilities criteria. Some criteria conflicted with safety standards or the Americans with Disabilities Act.</p><p><strong>Conclusion: </strong>Disparity of essential abilities requirements was observed. Restrictive essential abilities criteria may create barriers to admission of students with disabilities, thus limiting the diversity and capacity of the nursing workforce.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"91-96"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142984968","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
Engaging Interprofessional Health Students in a Prescription Produce Plan. 让跨专业医学生参与处方药生产计划。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-09-11 DOI: 10.1097/01.NEP.0000000000001333
Kimberly Battle, Katherine H Falls, Leland Waters, Patricia W Slattum, Pamela L Parsons, Jered M Wendte, Ana F Diallo
{"title":"Engaging Interprofessional Health Students in a Prescription Produce Plan.","authors":"Kimberly Battle, Katherine H Falls, Leland Waters, Patricia W Slattum, Pamela L Parsons, Jered M Wendte, Ana F Diallo","doi":"10.1097/01.NEP.0000000000001333","DOIUrl":"10.1097/01.NEP.0000000000001333","url":null,"abstract":"<p><strong>Abstract: </strong>Nursing students participated in an interprofessional student-led prescription produce program (PPP) serving low-income older adults attending a community-based wellness and care coordination program. Students engaged in an online training module covering nutrition education and health promotion, integral components of a PPP. Ninety-five percent of students self-rated themselves as somewhat confident/very confident to participate in the PPP after completing an online learning module. Further investigation is needed on integrating students from diverse health professions to address the multifaceted factors related to nutrition and other social determinants of health affecting the management of chronic diseases.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"112-113"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142298685","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
Building Consensus on the Essential Quantitative Competencies, Skills, and Practices for Entry-Level Nurses. 建立对初级护士基本定量能力、技能和实践的共识。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2025-02-07 DOI: 10.1097/01.NEP.0000000000001377
Daniel Ozimek, Heather Bowers, Lindsay Good, Beth Kelch, Maryann Valcourt
{"title":"Building Consensus on the Essential Quantitative Competencies, Skills, and Practices for Entry-Level Nurses.","authors":"Daniel Ozimek, Heather Bowers, Lindsay Good, Beth Kelch, Maryann Valcourt","doi":"10.1097/01.NEP.0000000000001377","DOIUrl":"10.1097/01.NEP.0000000000001377","url":null,"abstract":"<p><strong>Aim: </strong>Nursing and mathematics educators sought to establish consensus on the essential quantitative competencies, skills, and practices for entry-level nurses.</p><p><strong>Background: </strong>National recommendations have called for the identification of quantitative skills and competencies necessary for safe nursing practice.</p><p><strong>Method: </strong>A descriptive survey design was utilized to gather input from educators across the United States. Individuals were asked to classify 64 quantitative-related items as essential, not essential but nice to have, or not necessary for safe practice. Responses were analyzed using a three-item Likert scale. Fisher's exact test was used to explore differences between associate and bachelor's levels.</p><p><strong>Results: </strong>Individuals across 31 states ( n = 76) completed the survey. Items within five content domains were identified as essential. Significant differences were identified within probability and statistics.</p><p><strong>Conclusion: </strong>The findings offer a basis for further collaborative efforts to identify the most appropriate educational offerings and practices to support nursing students' quantitative education.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E12-E17"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366346","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
Integrating Experiential Informatics and Quality Improvement in Baccalaureate Education. 在学士学位教育中整合体验信息学和质量改进。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-01-16 DOI: 10.1097/01.NEP.0000000000001236
Mallory Brunel, Jenny Allert
{"title":"Integrating Experiential Informatics and Quality Improvement in Baccalaureate Education.","authors":"Mallory Brunel, Jenny Allert","doi":"10.1097/01.NEP.0000000000001236","DOIUrl":"10.1097/01.NEP.0000000000001236","url":null,"abstract":"<p><strong>Abstract: </strong>Current education for prelicensure students addresses informatics, typically focusing on theory, terminology, and an overview of systems. This leaves health partners with the burden of teaching \"bedside\" informatics skills. Utilizing an innovative new model, a course was developed to bridge the gap between theory and practical application. Students join mock clinical practice councils and perform chart audits to understand the important role of informatics in quality improvement. By using practical bedside informatics tools and applications, students learn to improve patient outcomes and safe care environments in alignment with current expectations.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"124-125"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139479459","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
Discussion of Identity and Implicit Bias: A Strategy to Address Racism and Social Justice in Pediatric Nursing Education. 讨论身份和隐性偏见：儿科护理教育中解决种族主义和社会公正问题的策略。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 DOI: 10.1097/01.NEP.0000000000001033
Kristen E Stevens, Elizabeth G Choma, Julia A Clarke, Jennifer M Walsh
{"title":"Discussion of Identity and Implicit Bias: A Strategy to Address Racism and Social Justice in Pediatric Nursing Education.","authors":"Kristen E Stevens, Elizabeth G Choma, Julia A Clarke, Jennifer M Walsh","doi":"10.1097/01.NEP.0000000000001033","DOIUrl":"10.1097/01.NEP.0000000000001033","url":null,"abstract":"<p><strong>Abstract: </strong>Nurse educators must weave discussions of systemic racism, social justice, social determinants of health, and psychosocial influences throughout the curriculum. For an online pediatric course, an activity was developed to raise awareness of implicit bias. This experience interfused assigned readings from the literature, introspection of identity, and guided discussion. Framed by principles of transformative learning, faculty facilitated an online dialogue involving groups of 5 to 10 students through aggregated self-descriptors and open prompts. Ground rules for the discussion established psychological safety. This activity complements other schoolwide racial justice initiatives.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"119-121"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9083607","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 and Faculty Attitudes, Perceptions, and Behavioral Intentions of Artificial Intelligence Use in Nursing Education: An Integrative Review. 护理学生和教师在护理教育中使用人工智能的态度、感知和行为意图：一项综合综述。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2025-01-24 DOI: 10.1097/01.NEP.0000000000001372
Mollie Ostick, Bette Mariani, Catherine Lovecchio, Helene Moriarty
{"title":"Nursing Student and Faculty Attitudes, Perceptions, and Behavioral Intentions of Artificial Intelligence Use in Nursing Education: An Integrative Review.","authors":"Mollie Ostick, Bette Mariani, Catherine Lovecchio, Helene Moriarty","doi":"10.1097/01.NEP.0000000000001372","DOIUrl":"10.1097/01.NEP.0000000000001372","url":null,"abstract":"<p><strong>Aim: </strong>This integrative review critiques and synthesizes current research on nursing faculty and students' attitudes, perceptions, and behavioral intentions toward artificial intelligence (AI)-based tools in nursing education.</p><p><strong>Background: </strong>AI's rapid integration into health care offers transformative potential in nursing across clinical care, education, policy, and research.</p><p><strong>Method: </strong>Following Whittemore and Knafl's methodology, Pubmed, CINAHL, and ERIC were searched for studies written in English assessing attitudes, perceptions, and behavioral intentions of nursing students and faculty regarding AI use in nursing education.</p><p><strong>Results: </strong>Six quantitative studies encompassing 2,430 participants across five countries were included. They revealed generally positive attitudes toward the use of AI in nursing education. Only one study included faculty.</p><p><strong>Conclusion: </strong>A logical next step is to compare and contrast student and faculty perceptions of using AI. Generative AI tools must be studied within nursing education to allow for informed integration and the development of appropriate training programs.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E7-E11"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143034020","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 and Using Poetry to Teach Theoretical and Conceptual Nursing Content. 创造并运用诗歌讲授护理理论与概念内容。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 DOI: 10.1097/01.NEP.0000000000001196
Kateryna Metersky, Rezwana Rahman, Christy Hoang
{"title":"Creating and Using Poetry to Teach Theoretical and Conceptual Nursing Content.","authors":"Kateryna Metersky, Rezwana Rahman, Christy Hoang","doi":"10.1097/01.NEP.0000000000001196","DOIUrl":"10.1097/01.NEP.0000000000001196","url":null,"abstract":"<p><strong>Abstract: </strong>In nursing academia, educators are faced with the longstanding challenge of bridging the theory-practice gap. In a second-year nursing theory course, students were introduced to poetry on a biweekly basis, written by their educator in response to student needs in understanding complex theoretical and conceptual nursing topics. Through anecdotal evidence from clinical instructors and students, the sharing of poetry and subsequent discussions helped students to develop and enhance their critical thinking and clinical judgment, reasoning, and decision-making skills. This transformative pedagogical approach offers an alternative teaching strategy that can provide the basis for meaningful discussion and bridge the theory-practice gap.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"133-135"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71487415","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
When Leaders Don't Walk the Walk: A National Survey of Academic Nurse Leader Perceptions of Staff Burnout. 当领导不付诸行动：一项关于学术护士领导对员工倦怠的看法的全国调查。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-11-15 DOI: 10.1097/01.NEP.0000000000001338
Adrienne Martinez-Hollingsworth, Dawn Goodolf, Nia Martin, Linda Kim, Jennifer Saylor, Jennifer Evans, Annette Hines, Jin Jun
{"title":"When Leaders Don't Walk the Walk: A National Survey of Academic Nurse Leader Perceptions of Staff Burnout.","authors":"Adrienne Martinez-Hollingsworth, Dawn Goodolf, Nia Martin, Linda Kim, Jennifer Saylor, Jennifer Evans, Annette Hines, Jin Jun","doi":"10.1097/01.NEP.0000000000001338","DOIUrl":"10.1097/01.NEP.0000000000001338","url":null,"abstract":"<p><strong>Aim: </strong>This survey explored nurse leaders' impressions of burnout on college/school of nursing (CON/SON) administrative staff and leadership-facilitated strategies used to promote resilience building/mitigate burnout.</p><p><strong>Background: </strong>Administrative staff are foundational to the success of a university's CON/SON, yet few studies have explored the impact of burnout in this group.</p><p><strong>Method: </strong>Cross-sectional survey distributed to associate dean and business officer attendees of the 2022 American Association of Colleges of Nursing, Business Officers of Nursing Schools meeting (summer 2022) ( n = 64).</p><p><strong>Results: </strong>Most respondents lacked a burnout mitigation plan (46/64, 72%); many also lacked a personal strategy for managing their own burnout (46/64, 72%) and did not personally participate in university activities to maintain their well-being (45/64, 70%).</p><p><strong>Conclusion: </strong>This study highlights the impact of nurse leaders who fail to model self-care, which may limit the benefit of costly burnout mitigation activities and resources in their universities.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"79-84"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939088/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142985129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Development and Validation of the Curriculum Evaluation Tool-Diversity, Equity, and Inclusion: A Tool for Evaluating Diversity, Equity, and Inclusion in Nursing Curricula. 课程评估工具 - 多样性、公平性和包容性的开发与验证：评估护理课程多样性、公平性和包容性的工具。
IF 0.9
Nursing Education Perspectives Pub Date : 2025-03-01 Epub Date: 2024-04-29 DOI: 10.1097/01.NEP.0000000000001273
Claire McKinley Yoder, Kala Mayer, Sally Rothacker-Peyton, Gordon Williamson, Arden McKown, Chivon Ou
{"title":"Development and Validation of the Curriculum Evaluation Tool-Diversity, Equity, and Inclusion: A Tool for Evaluating Diversity, Equity, and Inclusion in Nursing Curricula.","authors":"Claire McKinley Yoder, Kala Mayer, Sally Rothacker-Peyton, Gordon Williamson, Arden McKown, Chivon Ou","doi":"10.1097/01.NEP.0000000000001273","DOIUrl":"10.1097/01.NEP.0000000000001273","url":null,"abstract":"<p><strong>Abstract: </strong>Professional organizations and experts are calling for nursing education to be more diverse. The nursing education curriculum has been identified as one structural barrier to a diverse workforce. This article describes the development and initial validation of the CET-DEI, a curriculum evaluation tool for diversity, equity, and inclusion in nursing education. The results of a survey to establish validity are presented. Continued development of this tool shows promise for future integration in curriculum evaluation, an important first step in dismantling barriers to diversity in nursing education and the workforce.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"109-111"},"PeriodicalIF":0.9,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140866944","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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