Journal of Continuing Education in Nursing最新文献

Effect of Assertive Communication Training on the Confidence of New Graduate Nurses.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-07

Elizabeth A Zwilling, Jason W Osborne

{"title":"Effect of Assertive Communication Training on the Confidence of New Graduate Nurses.","authors":"Elizabeth A Zwilling, Jason W Osborne","doi":"10.3928/00220124-20250121-07","DOIUrl":"https://doi.org/10.3928/00220124-20250121-07","url":null,"abstract":"Background: New graduate nurses (NGNs) often face challenges during conflicts with health care providers, fellow nurses, and patients.Method: A pilot educational session was created to address conflict challenges in communication. The session discussed assertive communication, communication tools to be used in practice, and video simulations with standardized clients.Results: A total of 17 NGNs in a transition to practice program completed the pretest, educational session, and posttest measuring confidence in managing conflicts. The NGNs rated their belief in their ability to be assertive in communication, and a significant improvement in confidence was seen from pre- to posttest. Specifically, NGNs reported an 18.03% increase in confidence when discussing difficult care decisions with health care providers and a 20.07% increase when discussing decisions with more experienced nurses. Posttest qualitative vignettes supported these quantitative findings, highlighting NGNs' growing confidence in advocating for patient care concerns.Conclusion: Educational interventions similar to this one may benefit other transition to practice programs and prelicensure nursing programs. [J Contin Educ Nurs. 2025;56(2):71-77.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"56 2","pages":"71-77"},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068878","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Game On! Improving Learning Engagement Among Massachusetts School Nurses Through Gamification.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-04

Lesly Zapata, Katherine E Davis, Beverly Heinze-Lacey, Erin Sivak, Christian Mazimpaka, Patricia Elliott

引用次数: 0

Learning From Life-and From Death.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-01

Patricia S Yoder-Wise

引用次数: 0

No Shortage of Adversity: Courageous Nurses Welcome to Apply.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-03

Kelsey Zwang

引用次数: 0

Mobile Microlearning in Continuing Professional Development for Nursing: A Scoping Review.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-05

Norma Hilsmann, Crystal Dodson

{"title":"Mobile Microlearning in Continuing Professional Development for Nursing: A Scoping Review.","authors":"Norma Hilsmann, Crystal Dodson","doi":"10.3928/00220124-20250121-05","DOIUrl":"https://doi.org/10.3928/00220124-20250121-05","url":null,"abstract":"Background: Mobile microlearning (MML) provides concise and engaging educational activities that correspond with various learning preferences and styles. Microlearning is defined as bite-sized instruction, with modules ranging from approximately 90 seconds to 5 minutes. To consider MML as a form of continuing professional development it is essential first to identify the learning preferences of a new generation of nurses entering the professional field of health care.Method: This scoping review addresses generational learning preferences using current technological approaches to identify nurses' interest in using MML as a form of continuing professional development.Results: A total of 34 articles were identified for this scoping review.Conclusion: Little information was available on microlearning and nursing addressing both formal education and continuing professional development. Among the studies evaluated on MML for this project, a thread of discrepancy included (a) inconsistent definitions of time limitations, (b) the significance of MML for continuing professional development, and (c) application to knowledge translation and research dissemination. [J Contin Educ Nurs. 2025;56(2):53-62.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"56 2","pages":"53-62"},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Narrative and Visual Arts for Empathy Enhancement in Nursing Postgraduate Education: A Mixed Method Study.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-08

Sichen Yi, Xuerong Cao, Xiaodan Wang, Qi Zhang

{"title":"Comparing Narrative and Visual Arts for Empathy Enhancement in Nursing Postgraduate Education: A Mixed Method Study.","authors":"Sichen Yi, Xuerong Cao, Xiaodan Wang, Qi Zhang","doi":"10.3928/00220124-20250121-08","DOIUrl":"https://doi.org/10.3928/00220124-20250121-08","url":null,"abstract":"Background: Traditional empathy teaching methods fall short in addressing the heightened empathy demands of in-service postgraduate nurses. Art-based approaches offer potential solutions.Method: We adopted a mixed method study with a quasi-experimental design. Two groups of in-service postgraduate nurses participated in narrative (n = 14) and visual (n = 13) arts interventions. Participants underwent four 45-minute sessions, including theory lectures and art-based interventions. Pre- and postcourse questionnaires assessed empathy and psychological capital.Results: The narrative arts group showed increased resilience (t = -2.775, p = .016) and secondary traumatic stress (t = -2.320, p = .037) postcourse. The visual arts group showed enhanced compassion satisfaction (t = -3.431, p = .005). Qualitative analysis identified two themes: empathy among participants and the benefits and challenges of the curriculum.Conclusion: Incorporating both narrative and visual arts into nursing education could enhance empathy and well-being. Narrative arts enhanced resilience but increased secondary traumatic stress. Visual arts improved compassion satisfaction and offered a calming experience. [J Contin Educ Nurs. 2025;56(2):78-84.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"56 2","pages":"78-84"},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Improving the Perception of Support Through Mentoring of New to Practice Nurses.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-02

Kristen Evans

引用次数: 0

Community of Inquiry-Guided Design of Asynchronous Online Continuing Professional Development for Pediatric Nurses.

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-02-01 DOI: 10.3928/00220124-20250121-06

Clare Davis, Laurie Posey, Nonhlanhla Mtolo, Ilana Webber, Lee-Ann White, Minette Coetzee

{"title":"Community of Inquiry-Guided Design of Asynchronous Online Continuing Professional Development for Pediatric Nurses.","authors":"Clare Davis, Laurie Posey, Nonhlanhla Mtolo, Ilana Webber, Lee-Ann White, Minette Coetzee","doi":"10.3928/00220124-20250121-06","DOIUrl":"https://doi.org/10.3928/00220124-20250121-06","url":null,"abstract":"Background: Nurses play a pivotal role in the provision of health care for children across Africa. With limited pediatric nursing content in undergraduate nursing programs and few available pediatric postgraduate nursing programs, there is a need for additional continuing professional development opportunities to prepare nurses with the knowledge, skills, and confidence needed to care for children.Method: To address this need, and mindful of the unique profile of potential participants, the Children's Nursing Development Unit at the University of Cape Town developed a suite of asynchronous short online courses. Course design was grounded in the Community of Inquiry framework, a widely adopted and researched framework that integrates cognitive, social, and teaching presences for optimal online learning.Results: This article illustrates how the three Community of Inquiry presences were integrated into the courses.Conclusion: As evidenced by the examples, nurse educators effectively used the Community of Inquiry framework to create deep and meaningful learning experiences in an asynchronous online professional development program for pediatric nurses. [J Contin Educ Nurs. 2025;56(2):63-69.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"56 2","pages":"63-69"},"PeriodicalIF":1.1,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143068703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It's All About Empowerment and Confidence: Experience of Newly Registered Nurses in an Intensive Clinical Training Course. 关键在于授权和自信：新注册护士在强化临床培训课程中的体验。

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2025-01-01 Epub Date: 2024-11-12 DOI: 10.3928/00220124-20241107-02

Muhammad W Darawad, Maysoon S Abdalrahim, Elham H Othman, Ahmad H Abu Raddaha, Mansour Mansour

{"title":"It's All About Empowerment and Confidence: Experience of Newly Registered Nurses in an Intensive Clinical Training Course.","authors":"Muhammad W Darawad, Maysoon S Abdalrahim, Elham H Othman, Ahmad H Abu Raddaha, Mansour Mansour","doi":"10.3928/00220124-20241107-02","DOIUrl":"10.3928/00220124-20241107-02","url":null,"abstract":"Background: This study investigated how intensive clinical nursing training influences the confidence of newly registered nurses in speaking up about their opinions and concerns within their current work settings.Method: A qualitative approach with thematic analysis was used. In-depth interviews were conducted with 64 newly graduated RNs to explore their experience in attending an undergraduate intensive clinical training course.Results: Four main themes emerged from the texts: (a) facing the workplace reality with confidence, (b) being equipped with knowledge and skills, (c) merging with the health care team, and (d) being empowered with high self-esteem.Conclusion: The newly graduated nurses believed that the intensive clinical nursing training course enhanced their confidence, improved their communication skills, and empowered them to speak up for their rights and those of their patients. [J Contin Educ Nurs. 2025;56(1):14-19.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"14-19"},"PeriodicalIF":1.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Partnering With School Nurses for Continuing Education in Inflammatory Bowel Disease. 与学校护士合作开展炎症性肠病继续教育。

IF 1.1 4区医学

Journal of Continuing Education in Nursing Pub Date : 2024-12-01 Epub Date: 2024-10-02 DOI: 10.3928/00220124-20240927-02

Jing Marrero, Bradley Jerson, Michael Brimacombe, Dena Hopkins, Katherine A Hinderer, Jeffrey S Hyams

{"title":"Partnering With School Nurses for Continuing Education in Inflammatory Bowel Disease.","authors":"Jing Marrero, Bradley Jerson, Michael Brimacombe, Dena Hopkins, Katherine A Hinderer, Jeffrey S Hyams","doi":"10.3928/00220124-20240927-02","DOIUrl":"10.3928/00220124-20240927-02","url":null,"abstract":"Background: With the rising incidence of inflammatory bowel disease (IBD) in pediatric populations, school nurses are increasingly called on to care for and support these students.Method: The research team surveyed Connecticut school nurses about their experiences, knowledge, and confidence in addressing IBD in the school setting. The team also developed and implemented an online education intervention to improve knowledge and confidence gaps during the 2022-2023 academic year.Results: Most participants have cared for one to two (46%, n = 66) or several (30%, n = 44) students with IBD. However, 24% (n = 35) have not cared for any students with IBD. School nurses shared their perspectives with three themes identified from the qualitative feedback: (a) limited knowledge and experience with IBD, (b) importance of support at school, and (c) need for interprofessional collaborative practice.Conclusion: The online education significantly improved school nurses' knowledge (p < .001) and confidence scores (p < .001). Participants found this intervention beneficial to their work. [J Contin Educ Nurs. 2024;55(12):589-595.].","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"589-595"},"PeriodicalIF":1.1,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142373347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0