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

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

From Classroom to Clinical Confidence: An Integrative Review of Mentorship for New Nurses. 从课堂到临床信心：新护士导师制的综合评价。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-02-01 DOI: 10.3928/00220124-20251114-01

Courtney Matchey, Heather M Englund, Brent MacWilliams

{"title":"From Classroom to Clinical Confidence: An Integrative Review of Mentorship for New Nurses.","authors":"Courtney Matchey, Heather M Englund, Brent MacWilliams","doi":"10.3928/00220124-20251114-01","DOIUrl":"10.3928/00220124-20251114-01","url":null,"abstract":"Background: New graduate registered nurses (NGRNs) frequently experience stress, low confidence, and difficulty adjusting to clinical practice. Without adequate support, these challenges can contribute to burnout, dissatisfaction, and early attrition. Structured mentorship programs are a key strategy to facilitate transition, promote clinical competence, and enhance retention.Method: An integrative review of 15 peer-reviewed studies published between 2011 and 2025 was conducted with CINAHL, MEDLINE, PsycINFO, and EBSCOhost. The studies focused on structured mentorship programs for NGRNs within their first year of practice and were analyzed with inductive thematic analysis.Results: Five themes regarding mentorship emerged: It improves retention, enhances job satisfaction, supports professional development, provides emotional support, and faces barriers to implementation. Mentorship was linked to improved self-confidence, communication, decision-making, and team integration.Conclusion: Structured mentorship supports NGRNs during transition to practice, improving outcomes and workforce resilience. Health care organizations should prioritize implementing and evaluating mentorship as part of retention strategies.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 2","pages":"65-73"},"PeriodicalIF":1.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146195963","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

Brilliant at the Basics Part II: An Academic- Practice Partnership Collaboration and Its Impact on the Nursing and Health Care Leadership Workforce. 辉煌的基础第二部分：学术-实践伙伴关系协作及其对护理和卫生保健领导劳动力的影响。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-01-01 DOI: 10.3928/00220124-20251009-02

Louis Davis, Arthur Ko, Jill A Turner, Renay Gagleard

{"title":"Brilliant at the Basics Part II: An Academic- Practice Partnership Collaboration and Its Impact on the Nursing and Health Care Leadership Workforce.","authors":"Louis Davis, Arthur Ko, Jill A Turner, Renay Gagleard","doi":"10.3928/00220124-20251009-02","DOIUrl":"10.3928/00220124-20251009-02","url":null,"abstract":"Background: The Brilliant at the Basics Leadership Presentation Series represents an output of a strategic collaboration between academic and clinical partners that addresses the gap between theoretical leadership education and practical application in health care settings.Method: In response to evolving post-pandemic challenges and changing organizational needs, this initiative delivered an enhanced 8-month program focused on developing core leadership competencies (e.g., decision-making, conflict resolution, and communication) among nursing and interprofessional leaders that built on the framework of the original series from 2018.Results: Participant feedback reflected overall program satisfaction, and both partners regarded the leadership series as beneficial.Conclusion: This article offers insight for nurses and institutions interested in offering continuing education in leadership development, especially within the academic-practice partnership setting. In addition, this article describes an academic-practice partnership that successfully collaborated in sustaining a much needed up-to-date training program.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":"57 1","pages":"47-52"},"PeriodicalIF":1.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145851565","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

AI for Nurses: Did You Know There Is an AI for That? 护士人工智能：你知道有这样的人工智能吗？

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-01-01 DOI: 10.3928/00220124-20251209-02

Linda Travis Macomber

引用次数: 0

The Effect of Short Messaging on Improving Nurses' Hand Hygiene Behaviors: A Randomized Controlled Trial. 短信对改善护士手卫生行为的影响：一项随机对照试验。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-01-01 DOI: 10.3928/00220124-20251009-01

Bahar Özduran Ören, Duygu Kes

引用次数: 0