Journal of Continuing Education in Nursing最新文献_第10页

Evaluation of a Nursing Education and Competency Algorithm by Clinical Nurse Educators: A Qualitative Study. 临床护理教育者对护理教育和胜任力算法的评价：一项定性研究。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-03-01 DOI: 10.3928/00220124-20251118-03

Vincenza Coughlin, Benjamin Bass, Gail Geraghty, Kathleen E Zavotsky, Alice M Nash

引用次数: 0

Beyond Clinical Skills: Gaps in Patient-Centered Nursing Competence in a Mountainous Area of Vietnam. 超越临床技能：在越南山区以病人为中心的护理能力差距。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-03-01 DOI: 10.3928/00220124-20251117-01

Hung Thanh Phung, Thu Thi Hoai Nguyen, Binh Van Nguyen, Luyen Thi Dang, Nga Thi Tran, Thang Huu Nguyen, My Anh Thi Bui

{"title":"Beyond Clinical Skills: Gaps in Patient-Centered Nursing Competence in a Mountainous Area of Vietnam.","authors":"Hung Thanh Phung, Thu Thi Hoai Nguyen, Binh Van Nguyen, Luyen Thi Dang, Nga Thi Tran, Thang Huu Nguyen, My Anh Thi Bui","doi":"10.3928/00220124-20251117-01","DOIUrl":"10.3928/00220124-20251117-01","url":null,"abstract":"Background: Nurses often face high workloads, limited supervision, and challenging conditions. This study was conducted to assess the competence of clinical nurses and explore driving forces for nursing competence in a mountainous area of Vietnam.Method: A cross-sectional survey was conducted among 356 clinical nurses working at nine district health centers, using a structured self-administered questionnaire. Logistic regression was used to examine factors associated with higher competence.Results: Of the nurses, 67.4% reported good overall competence. The highest rated domains were comprehensive care practice and collaboration with colleagues in patient care. However, notable gaps were noted in patient-centered competencies, especially patient communication and education (62.4%), prioritization of care based on patient needs (70.2%), and medication guidance communication (71.9%). Nurses who reported higher job motivation (odds ratio = 7.9, p < .001) and recent training (odds ratio = 3.6, p < .001) showed notably better competence.Conclusion: These findings highlight critical areas for improvement, particularly in patient-centered communication skills. Targeted training initiatives and strategies to enhance professional motivation are essential interventions to address these competence gaps, thereby improving health care quality and workforce retention in underserved mountainous areas.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 3","pages":"116-124"},"PeriodicalIF":1.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357068","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

Enhancing Clinical Judgment in Head-to-Toe Assessment: Current Practice and Educational Approaches. 加强从头到脚评估的临床判断：目前的实践和教育方法。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-03-01 DOI: 10.3928/00220124-20251209-01

Rachell Nguyen

{"title":"Enhancing Clinical Judgment in Head-to-Toe Assessment: Current Practice and Educational Approaches.","authors":"Rachell Nguyen","doi":"10.3928/00220124-20251209-01","DOIUrl":"10.3928/00220124-20251209-01","url":null,"abstract":"Background: Head-to-toe assessment skills are core to nursing practice, but clinical settings often limit opportunities for skill reinforcement and growth. This study synthesized existing literature on continuing education programs on head-to-toe assessment and presents a case study highlighting a successful educational model that enhances nurses' clinical judgment and early detection skills.Method: This narrative review analyzed current literature on head-to-toe assessment continuing education, along with presenting a detailed case study of a voluntary continuing education program implemented within an integrated health care system.Results: The literature shows that structured, experiential learning methods enhance nurses' confidence and assessment skills. The described continuing education program, based on adult learning principles and simulation-based techniques, resulted in improved clinical judgment, increased confidence, and enhanced recognition of patient deterioration among participating nurses.Conclusion: Continuing education programs on comprehensive head-to-toe assessment that use experiential learning methods effectively enhance nursing clinical skills and improve patient safety outcomes. Regular reinforcement of skills through structured continuing education interventions is crucial for maintaining assessment competency across all levels of nursing experience.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 3","pages":"137-141"},"PeriodicalIF":1.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357034","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

Adaptive Leadership: A Framework to Support Innovation. 适应性领导：支持创新的框架。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20260105-03

Sylvain Trepanier

引用次数: 0

Mastering Midwifery Competencies: Impact of the M.I.D.W.I.F.E. Program on the Knowledge, Clinical Confidence, and Performance of Midwives. 掌握助产能力：M.I.D.W.I.F.E.项目对助产士知识、临床信心和表现的影响。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20251118-02

Nashi M Alreshidi, Afaf M Alrimali, Wadida D Alshammari, Malihah M Alreshidi, Debora M Tabungar, Eida H Alshammari, Melody B Lacbao, Abeer Q Alenezi, Jenifer M Thomas

{"title":"Mastering Midwifery Competencies: Impact of the M.I.D.W.I.F.E. Program on the Knowledge, Clinical Confidence, and Performance of Midwives.","authors":"Nashi M Alreshidi, Afaf M Alrimali, Wadida D Alshammari, Malihah M Alreshidi, Debora M Tabungar, Eida H Alshammari, Melody B Lacbao, Abeer Q Alenezi, Jenifer M Thomas","doi":"10.3928/00220124-20251118-02","DOIUrl":"10.3928/00220124-20251118-02","url":null,"abstract":"Background: Midwives play a central role in maternal and newborn outcomes, yet many face gaps in clinical competence and confidence because of limited training.Method: This quasi-experimental study evaluated the Mastering Integrated Development for Women's and Infants' Focused Excellence (M.I.D.W.I.F.E.) program. A total of 32 midwives were randomly assigned to either an intervention group or a control group. The intervention included interactive lectures, simulation-based learning, and a supervised clinical practicum. Outcomes (knowledge, clinical competency, and confidence) were assessed at baseline, posttraining, and at 3-month follow-up with validated tools.Results: The intervention group showed significant improvements in knowledge (from 80.19% to 86.88%, p < .001, Cohen's d = 2.8), clinical competency (91.3% vs. 81.4%, p < .001, d = 3.7), and confidence across all domains (p < .001, d > 2.0). Confidence gains were sustained at follow-up.Conclusion: The M.I.D.W.I.F.E. program effectively enhanced knowledge, skills, and confidence. Structured, simulation-based training with supervised practice holds promise for improving the quality of midwifery care.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 2","pages":"81-89"},"PeriodicalIF":1.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195911","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

Short Shares for a Short Month. 短月做空股票。

IF 1.4 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20260105-01

Patricia S Yoder-Wise

引用次数: 0

Evolving Standards for Advanced Practice Provider Fellowship Accreditation: A Comparative Analysis of 2023 Versus 2027 Standards. 高级执业医师奖学金认证标准的演变：2023年与2027年标准的比较分析。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20260105-02

Sheri Cosme

引用次数: 0

Collaborating with Nursing Organizations to Support Research and Mentoring. 与护理组织合作，支持研究和指导。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20260105-04

Jennifer L Embree, Katie Feley, Cathy Wichman, Matthew S Howard, Tatiana Laitano Rodriguez, Caroline Mullins

引用次数: 0

Leveling Up: A Video Game for Critical Care Nursing Education. 升级：重症护理教育的视频游戏。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20251113-01

James S Cho, Stephanie Chan, Min Yang, Harmony Huang, Laura Ream, Daniel Saddawi-Konefka, David Hao

{"title":"Leveling Up: A Video Game for Critical Care Nursing Education.","authors":"James S Cho, Stephanie Chan, Min Yang, Harmony Huang, Laura Ream, Daniel Saddawi-Konefka, David Hao","doi":"10.3928/00220124-20251113-01","DOIUrl":"10.3928/00220124-20251113-01","url":null,"abstract":"Background: Gamified learning may offer an accessible, time-efficient, and engaging modality for continuing education for nurses working in an intensive care unit (ICU). This study evaluated the effectiveness of a role-playing video game in improving ICU nurses' knowledge of train-of-four monitoring and assess attitudes toward gamified learning.Method: A single-arm pretest-posttest study was conducted with 17 nurses working in a surgical ICU. Participants completed an eight-item test before and after a 15-minute tablet-based game involving clinical decision-making. The Wilcoxon signed-rank test was used to compare pretest and posttest results. An 11-item postgame survey was used to assess engagement, usability, and the learning experience.Results: Mean scores improved from 3.41 to 7.12 of a possible score of 8 (p < .001). Most nurses found the game engaging (88.2%), easy to use (94.1%), and educationally effective (100%). Participant comments praised its relevance and interactivity.Conclusion: A short, gamified intervention was well received and was associated with improved knowledge of train-of-four monitoring. Gamification may be a valuable tool for the future of clinical education.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 2","pages":"74-80"},"PeriodicalIF":1.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195989","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

If You Build It, They Might Not Come: Barriers to APRN ECHO Engagement in Missouri. 如果你建了它，他们可能不会来：密苏里州APRN ECHO参与的障碍。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20251118-01

Karry L Weston, Linda K Anderson, Rachel E Mutrux

{"title":"If You Build It, They Might Not Come: Barriers to APRN ECHO Engagement in Missouri.","authors":"Karry L Weston, Linda K Anderson, Rachel E Mutrux","doi":"10.3928/00220124-20251118-01","DOIUrl":"10.3928/00220124-20251118-01","url":null,"abstract":"Background: Historically, advanced practice registered nurses (APRNs) have participated in Show-Me Project Extension for Community Health Care Outcomes (ECHO) sessions at lower rates than physicians and other clinicians. This study explored reasons for low APRN attendance.Method: With an explanatory sequential mixed methods design, the study began with an investigator-developed survey, followed by semi-structured interviews for deeper insight.Results: Data from 116 surveys and 14 interviews were analyzed to identify program improvements. Four key themes emerged: (1) time constraints and limited financial incentives, (2) varying familiarity and engagement with ECHO, (3) influence of colleagues and collaborators, and (4) perceived benefits of participation.Conclusion: Although APRNs value peer learning, barriers, including scheduling challenges and limited awareness, reduce participation. Employers should allow protected time for attendance, and Show-Me ECHO should enhance outreach efforts to APRNs to improve engagement and ultimately patient care.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 2","pages":"91-96"},"PeriodicalIF":1.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195936","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