Journal of Continuing Education in Nursing最新文献_第3页

Effect of Continuing Professional Development on Self-Efficacy for Nurses: A Cross-Sectional Study. 持续专业发展对护士自我效能的影响：一项横断面研究。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-09-01 Epub Date: 2026-05-21 DOI: 10.3928/00220124-20260406-01

Mukhlid Alshammari

{"title":"Effect of Continuing Professional Development on Self-Efficacy for Nurses: A Cross-Sectional Study.","authors":"Mukhlid Alshammari","doi":"10.3928/00220124-20260406-01","DOIUrl":"10.3928/00220124-20260406-01","url":null,"abstract":"Background: Self-efficacy is crucial for nursing performance and is influenced by factors such as education, experience, and continuing professional development (CPD). This study explored the impact of CPD on the self-efficacy of nurses in Saudi Arabia.Method: A cross-sectional study was conducted among 183 nurses across three health care facilities in Eastern Saudi Arabia. Self-efficacy was measured with the General Self-Efficacy Scale (GSE), and CPD was assessed with the Arabic adaptation of the Questionnaire for Professional Development of Nurses.Results: Mean GSE score was 30.11 (SD = 4.54), indicating high self-efficacy. Significant positive correlations were found between GSE and age (r = .181, p = .014), years of experience (r = .201, p = .006), and motivation for professional development (r = .398, p < .001). Regression analysis identified age, motivation for professional development, professional accountability and workplace engagement activities, and graduate nursing education as significant positive predictors of GSE.Conclusion: Domains of CPD, including motivation for professional development and engagement in professional accountability and workplace activities, were significant predictors of nurses' self-efficacy in Saudi Arabia. These findings support structured CPD initiatives that foster motivation and engagement to strengthen nursing practice and patient care outcomes.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"399-406"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147984050","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

Implementing a Rewards Program to Improve Engagement in a Nurse Residency Program. 实施奖励计划以提高护士实习计划的参与度。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-09-01 Epub Date: 2026-07-16 DOI: 10.3928/00220124-20260505-01

Michelle L Grube, Veronica L Bigott, Melissa J Oberle

{"title":"Implementing a Rewards Program to Improve Engagement in a Nurse Residency Program.","authors":"Michelle L Grube, Veronica L Bigott, Melissa J Oberle","doi":"10.3928/00220124-20260505-01","DOIUrl":"10.3928/00220124-20260505-01","url":null,"abstract":"Background: The need to pivot to a virtual learning environment within a nurse residency program presented challenges for nursing professional development practitioners, who reported low engagement via a needs assessment. A rewards program was developed and applied to a nurse residency program to increase engagement.Method: After implementation of the rewards program in pilot cohorts, the institution developed an online survey with two questions that used a 5-point Likert scale. The survey was distributed to more than 1,000 nurse residents to assess their own and their peers' level of engagement during nurse residency sessions.Results: Survey results indicated that 99% of nurse residents strongly agreed or agreed that learners were actively engaged during nurse residency sessions. Positive survey findings supported implementation of the rewards program in all nurse residency cohorts.Conclusion: A rewards program offers nursing professional development practitioners opportunities to enhance nurse residency sessions by motivating learners to be fully engaged.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"423-428"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148450130","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

Closing the Gap: A Clinical Instructor and Preceptor Academy to Address Educator Shortages and Improve Teaching Confidence. 缩小差距：临床辅导员和辅导员学院解决教育人才短缺，提高教学信心。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-09-01 Epub Date: 2026-05-21 DOI: 10.3928/00220124-20260408-01

Elizabeth L Woods, Jeannie B Weston, Maggie S Pustinger, Desiree M Clement, Rose K Hayes, Quyen T Phan

{"title":"Closing the Gap: A Clinical Instructor and Preceptor Academy to Address Educator Shortages and Improve Teaching Confidence.","authors":"Elizabeth L Woods, Jeannie B Weston, Maggie S Pustinger, Desiree M Clement, Rose K Hayes, Quyen T Phan","doi":"10.3928/00220124-20260408-01","DOIUrl":"10.3928/00220124-20260408-01","url":null,"abstract":"Background: Clinical instructors and preceptors (CIPs) are essential to nursing education, yet many registered nurses and advanced practice registered nurses are asked to assume CIP roles and expected to initiate those roles without formal training, potentially compromising the confidence of CIPs and the quality of instruction.Method: The authors designed and implemented a comprehensive academy to address CIP learning needs in underserved Southeastern U.S. communities. The development process began with a needs assessment conducted across the region to inform curricular design. Formative and summative evaluation data were collected at each program cycle, enabling continuous program refinement.Results: The academy offers an accessible, affordable training option for CIPs, demonstrating how structured professional development can strengthen the nursing workforce in resource-limited settings. The ongoing collection and analysis of evaluation data enabled iterative improvements to curriculum content, delivery methods, and program structure.Conclusion: The academy shows how structured, evidence-based professional development can strengthen the nursing workforce in resource-limited settings, offering a replicable and sustainable model.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"407-413"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983967","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

First Years in Nursing: Relationship and Risk Factors Between Reality Shock and Attitudes Toward Medical Errors. 护理第一年：现实冲击与医疗差错态度的关系及风险因素。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-09-01 Epub Date: 2026-06-17 DOI: 10.3928/00220124-20260414-02

Duru Berra Harman, Muzaffer Berna Doğan

{"title":"First Years in Nursing: Relationship and Risk Factors Between Reality Shock and Attitudes Toward Medical Errors.","authors":"Duru Berra Harman, Muzaffer Berna Doğan","doi":"10.3928/00220124-20260414-02","DOIUrl":"10.3928/00220124-20260414-02","url":null,"abstract":"Background: This study examined the relationship between reality shock and attitudes toward medical errors in newly graduated nurses.Method: A descriptive and correlational design was used. Data were obtained from 300 nurses with 3 to 24 months of experience. Information was collected with the personal information form, Reality Shock Scale, and Medical Error Attitude Scale.Results: Reality shock was positively correlated with medical error perception (cognitive perception of medical errors), approach, and reasons. Higher Reality Shock Scale scores were associated with unwillingness to work in clinics, mixed shifts, dissatisfaction, and limited support. Scores on the Medical Error Attitude Scale were positively related to professional knowledge and responsibility. Working in university or emergency settings and reporting all errors improved attitudes, whereas mixed shifts and heavy workloads reduced attitudes.Conclusion: For new nurses, reality shock negatively affects error awareness (sensitivity to error-related situations in practice) and willingness to report errors. Supportive education and mentorship can ease this transition and encourage a culture of error reporting.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"414-422"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266693","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

Development of Reflective Practice for Newly Hired Nurses: A Pre-Intervention/Post-Intervention Study. 新入职护士反思实践的发展：干预前/干预后研究

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-09-01 Epub Date: 2026-05-21 DOI: 10.3928/00220124-20260406-03

Firdous M Usman, Syed Ali Bokhari, Maryam H Darwish

{"title":"Development of Reflective Practice for Newly Hired Nurses: A Pre-Intervention/Post-Intervention Study.","authors":"Firdous M Usman, Syed Ali Bokhari, Maryam H Darwish","doi":"10.3928/00220124-20260406-03","DOIUrl":"10.3928/00220124-20260406-03","url":null,"abstract":"Background: Reflective practice is essential for nursing professional development, yet its implementation is inconsistent, particularly in non-Western health care systems with diverse international workforces. This study evaluated the immediate impact of a structured educational intervention on reflective practice among newly hired nurses.Method: A total of 16 newly hired nurses at a United Arab Emirates tertiary hospital received a single educational session based on Gibbs' Reflective Cycle. Pre-intervention and post-intervention surveys measured familiarity, understanding, and intent to practice reflection. Optional written reflections were collected within 2 weeks.Results: The intervention significantly improved familiarity with reflective practice (2.21 to 3.64; p < .001) and clarity on writing reflections (2.30 to 4.10; p < .001). Post-intervention, 71.4% reported high confidence. However, only 28.6% submitted written reflections, citing time constraints.Conclusion: Brief structured education significantly enhances understanding of reflective practice, but sustained action requires institutional support, including protected time and mentorship.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"429-436"},"PeriodicalIF":1.2,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983973","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

Multicenter Online Nursing Education to Improve Venous Thromboembolism Prophylaxis Administration: A Descriptive Post-Education Survey. 多中心在线护理教育改善静脉血栓栓塞预防管理：一项描述性教育后调查。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-08-18 DOI: 10.3928/00220124-20260529-01

Oluwafemi P Owodunni, Brandyn D Lau, Dauryne L Shaffer, Ashley N Moreno, Cynthia L Villarreal, Michelle A Price, Peggy S Kraus, Mujan Varasteh Kia, Stephanie M Armocida, Christine G Holzmueller, Michael B Streiff, Elliott R Haut

{"title":"Multicenter Online Nursing Education to Improve Venous Thromboembolism Prophylaxis Administration: A Descriptive Post-Education Survey.","authors":"Oluwafemi P Owodunni, Brandyn D Lau, Dauryne L Shaffer, Ashley N Moreno, Cynthia L Villarreal, Michelle A Price, Peggy S Kraus, Mujan Varasteh Kia, Stephanie M Armocida, Christine G Holzmueller, Michael B Streiff, Elliott R Haut","doi":"10.3928/00220124-20260529-01","DOIUrl":"https://doi.org/10.3928/00220124-20260529-01","url":null,"abstract":"Background: Venous thromboembolism (VTE) causes preventable harm, and risk-appropriate prophylaxis administration is often suboptimal because of inconsistent practices and gaps in knowledge. The authors disseminated a validated web-based interactive nurse education module on VTE prevention and evaluated nurses' perspectives.Method: A descriptive cross-sectional electronic post-education survey of trauma nurses was conducted at nine Level I to II centers in the Consortium of Leaders in the study Of Traumatic Thromboembolism (CLOTT) Network. Data were summarized descriptively and with conventional content analysis.Results: Of 922 participants, 817 completed the post-education survey (88.6% response rate). A high proportion of positive ratings were received for applicability (96%), communication (95%), appropriateness (92%), engagement (87%), satisfaction (78%), and preference over other online clinical education modules (77%). Qualitatively, 53.7% responded positively (appropriateness and satisfaction), whereas 40.7% responded negatively (technology and variation in institutional electronic systems).Conclusion: Nurses rated the module as applicable to bedside practice. Feedback highlighted role-specific relevance and realistic scenarios and identified cross-site technology and workflow fit as considerations for broader dissemination.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"1-11"},"PeriodicalIF":1.2,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765831","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

Impact of a Trauma-Informed Digital Storytelling Continuing Education Module on Health Care Professionals' Attitudes Toward Transgender and Gender-Diverse Individuals. 创伤信息数字化讲故事继续教育模块对医疗保健专业人员对跨性别和性别多样化个体态度的影响

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-08-18 DOI: 10.3928/00220124-20260528-01

Karen L McCrea, Elke J Zschaebitz, Amy J Culberston, Nancy A Crowell, Melody R Wilkinson

{"title":"Impact of a Trauma-Informed Digital Storytelling Continuing Education Module on Health Care Professionals' Attitudes Toward Transgender and Gender-Diverse Individuals.","authors":"Karen L McCrea, Elke J Zschaebitz, Amy J Culberston, Nancy A Crowell, Melody R Wilkinson","doi":"10.3928/00220124-20260528-01","DOIUrl":"https://doi.org/10.3928/00220124-20260528-01","url":null,"abstract":"Background: Transgender and gender-diverse (TGD) individuals experience stigma and discrimination that contribute to health inequities. Many health care providers receive limited education on TGD-specific care. This study evaluated the impact of a trauma-informed digital storytelling (DST) continuing education (CE) module on health care professionals' attitudes, beliefs, and comfort regarding the care of TGD individuals.Method: A single-group pre-post study design was conducted with clinicians and allied health staff in a regional health system (n = 154). Participants completed the Transgender Attitudes and Beliefs Scale (TABS) before and after a 1-hour asynchronous module featuring digital stories from TGD individuals and a parent of a TGD child, plus open-ended reflections.Results: Statistically significant improvements were observed in Interpersonal Conflict (median increase = 2.5), Sex/Gender Beliefs (median increase = 2.0), and total TABS scores (median increase = 4.5; all p < .001).Conclusion: Trauma-informed DST-based CE is feasible and may promote reflective learning and more inclusive attitudes toward TGD patient care.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"1-6"},"PeriodicalIF":1.2,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762926","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

Operating Room Nurses' Attitudes Toward Evidence-Based Nursing and Practices to Prevent Surgical Site Infections. 手术室护士对循证护理的态度及预防手术部位感染的实践。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-08-18 DOI: 10.3928/00220124-20260506-03

Hatice Azizoğlu, Hatice Akaltun, Zeynep Gürkan

{"title":"Operating Room Nurses' Attitudes Toward Evidence-Based Nursing and Practices to Prevent Surgical Site Infections.","authors":"Hatice Azizoğlu, Hatice Akaltun, Zeynep Gürkan","doi":"10.3928/00220124-20260506-03","DOIUrl":"https://doi.org/10.3928/00220124-20260506-03","url":null,"abstract":"Background: This study examined the relationship between operating room nurses' attitudes toward evidence-based nursing and their practices for preventing surgical site infections.Method: This descriptive correlational study was conducted in the operating rooms of two hospitals in Turkey. Of the 150 nurses in the target population, 109 voluntarily participated. Data were collected between January and May 2025 using the Evidence-Based Nursing Attitude Questionnaire and the Nursing Practices for the Prevention of Surgical Site Infection Scale.Results: Nurses showed positive attitudes toward evidence-based nursing and high levels of surgical site infection prevention practices. A strong positive association was identified between attitudes and practices (r ≈ 0.80; p < .001).Conclusion: Positive attitudes toward evidence-based nursing were strongly associated with higher surgical site infection prevention practices, underscoring the importance of ongoing professional learning in operating room settings.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"1-10"},"PeriodicalIF":1.2,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765579","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

Relationship of Certified Nurse Educator Certification to Teaching, Service, and Scholarship: A Pilot Study. 注册护士教育师认证与教学、服务和奖学金的关系：一项试点研究。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-08-18 DOI: 10.3928/00220124-20260621-01

Gina L Panozzo, Raine Prather

{"title":"Relationship of Certified Nurse Educator Certification to Teaching, Service, and Scholarship: A Pilot Study.","authors":"Gina L Panozzo, Raine Prather","doi":"10.3928/00220124-20260621-01","DOIUrl":"https://doi.org/10.3928/00220124-20260621-01","url":null,"abstract":"Background: The Certified Nurse Educator (CNE®) credential highlights competency in nursing education and is part of continuing education and professional development for nurse educators. There is limited research on the relationship between CNE certification and teaching, service, and scholarship (TSS). This pilot study explored the relationship of CNE certification and TSS.Method: A mixed-methods study survey approach was used with snowball sampling. The total study sample included 213 nursing educators who held the CNE credential, were currently in an academic or clinical teaching role, were at least 18 years old, and taught in the United States.Results: Findings suggest that participants perceived connections between CNE certification and all three domains of academic role expectations, with the strongest relationship observed in teaching, followed by service and scholarship. Three subthemes emerged related to teaching: confidence, capability development, and validation of the educator role. Participants described increased comfort in course design, test construction, and student evaluation after CNE certification.Conclusion: The pilot study's findings contribute to the limited body of literature examining the role of the CNE credential in academic nursing and suggest that certification may relate to integrated faculty role development. Further research using longitudinal designs and objective measures of TSS outcomes may provide additional insight into how certification relates to sustained professional growth.","PeriodicalId":49295,"journal":{"name":"Journal of Continuing Education in Nursing","volume":" ","pages":"1-5"},"PeriodicalIF":1.2,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148765922","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

Gamification as an In Situ Educational Strategy for Nurses in the Clinical Setting. 游戏化作为护士在临床环境中的原位教育策略。

IF 1.2 4区医学

Journal of Continuing Education in Nursing Pub Date : 2026-08-18 DOI: 10.3928/00220124-20260615-02

Rachel M Gagliasso, Lacy J Hinkle, Andrea L Schammel, Lauren R Stevens, Emma L Thurmes, Bobbi Jo R Rohwer

引用次数: 0