Journal of Professional Nursing最新文献

{"title":"Measuring competency progression across the advanced practice nursing curriculum: A framework for continuous improvement","authors":"Heather L. Johnson DNP, FNP-BC, FAANP,&nbsp;Regina P. Owen DNP, PMHNP-BC,&nbsp;Kenneth Romito DNP, AGCNS-BC, FAORN, LTC, AN,&nbsp;Samantha Jennings DNP, ARNP, FNP-C, CDR, NC, USN,&nbsp;Andrea Hall DNP, CRNA, LTC, AN,&nbsp;Alison L. Patton DNP, FNP-C, MAJ, AN,&nbsp;Connie Braybrook DNP, PMHNP-BC, CAPT, NC, USN,&nbsp;Jonathan R. Beatty DNP, FNP-C, Lt Col, USAF, NC,&nbsp;Godsgrace Tetteyfio MBA,&nbsp;Bethany A. Casper DNP, PMHNP-BC, Lt Col, USAF, NC,&nbsp;Deanna M. Sheets DNP, FNP-C, WHNP-BC, COL, AN,&nbsp;Diane C. Seibert PhD, ARNP, FAANP, FAAN","doi":"10.1016/j.profnurs.2025.09.011","DOIUrl":"10.1016/j.profnurs.2025.09.011","url":null,"abstract":"<div><div>As competency-based education (CBE) becomes a defining expectation in graduate nursing education, many programs face the challenge of systematically evaluating how and where competencies are taught, reinforced, and assessed across the curriculum. This article describes a structured, replicable process used by one graduate nursing program to measure competency progression across five advanced practice registered nurse (APRN) specialties. Using adapted national frameworks, including the 2021 American Association of Colleges of Nursing (AACN) Essentials: Core Competencies for Professional Nursing Education and the 2024 National Organization of Nurse Practitioner Faculties (NONPF) Competency Implementation Guide, the faculty developed faculty-friendly tools to map course assessments to sub-competencies, performance expectations, and developmental frameworks such as Miller's Pyramid and Benner's Novice to Expert Model. A staged implementation approach included custom-designed Google Forms™ and Sheets™ that allowed for real-time visualization, pattern recognition, and faculty reflection. This method promoted a shared understanding of CBE principles, revealed gaps and redundancies in assessment design, and informed curricular refinement. Lessons learned offer practical guidance for other programs seeking to move from traditional objective-based education to a competency-driven model that prepares APRNs for complex and evolving healthcare environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 69-76"},"PeriodicalIF":2.9,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based education for teaching the concept of communication","authors":"Elaine Wittenberg PhD, FACH ,&nbsp;Joy V. Goldsmith PhD ,&nbsp;Jennifer Maffucci Ed.D., RN, ACNS-BC ,&nbsp;Leah Burt PhD, APRN-FPA, ANP-BC, CHSE ,&nbsp;Elizabeth Szwajnos DNP, MSN, RN ,&nbsp;Hanna G. Lee","doi":"10.1016/j.profnurs.2025.08.014","DOIUrl":"10.1016/j.profnurs.2025.08.014","url":null,"abstract":"<div><h3>Background</h3><div>Although AACN standards recognize communication as vital for establishing nurse competency, formal educational materials and direction for teaching and assessing communication are lacking.</div></div><div><h3>Purpose</h3><div>This article explores current implementation efforts and the development and preliminary testing of a competency-based framework for communication.</div></div><div><h3>Methods</h3><div>A three-step process was conducted: (a) a national survey of nursing programs on communication implementation; (b) development of competency-based communication learning objectives; and (c) a scaffolded learning approach to teaching communication competency.</div></div><div><h3>Results</h3><div>Moderate levels of implementation of communication content within BSN programs were reported (mean 7.86 out of 10), with implementation highest in course content on Chronic Disease and lowest in Hospice and Palliative Care. A total of 56 communication learning objectives were evaluated by AACN workgroup members. Out of the learning objectives, 12 scored less than 3.5 out of 5 and were removed, resulting in a finalized list of 44 learning objectives. Seventy-six nursing students participated in a scaffolded learning approach that included an online communication module designed to teach three of the learning objectives. Significant student improvements in communication knowledge and ability to be present were found, as well as satisfaction with the online module. There were no significant changes in the level of comfort with communication. Communication competency post-module was assessed by raters, showing variance among students.</div></div><div><h3>Conclusions</h3><div>This article presents the first theoretically-grounded and systematic approach for competency-based education for teaching communication.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 54-61"},"PeriodicalIF":2.9,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing nursing student diversity with diversity, equity, and inclusion recruitment, admissions, and enrollment practices.","authors":"Sarah White","doi":"10.1016/j.profnurs.2025.08.001","DOIUrl":"https://doi.org/10.1016/j.profnurs.2025.08.001","url":null,"abstract":"<p><p>Increasing the diversity of nursing students is an essential step toward diversifying the nursing workforce. There is a growing number of publications on ways to utilize diversity, equity, and inclusion (DEI) principles to better attract, admit, and enroll students from traditionally underrepresented backgrounds. This paper presents a synthesis of 31 articles found on this topic. Significant findings include ensuring that DEI principles are embedded throughout a nursing school's mission, vision, values, and strategic plan. To improve recruitment, inclusive recruitment practices should be considered alongside the development of pathway and outreach programs between baccalaureate colleges of nursing and minority-serving schools and community colleges. Admission should follow holistic admission practices guided by the holistic admission rubrics. To improve the enrollment of admitted students from underrepresented backgrounds, nursing schools should consider hosting admitted student and family days and providing financial assistance for enrollment-related fees to those who qualify. This synthesis was completed in the fall of 2024. Since then, numerous socio-political changes have occurred in the United States, necessitating updated recommendations for incorporating DEI principles to diversify the nursing workforce. A discussion of these recommendations based on findings from this synthesis is presented.</p>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"144-150"},"PeriodicalIF":2.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145016525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thanks to William O'Connor: Celebrating 35 years of dedication to the American Association of Colleges of Nursing","authors":"Patricia Gonce Morton PhD, RN, ACNP-BC, FAAN ,&nbsp;Robert Rosseter MBA, MS, FAAN","doi":"10.1016/j.profnurs.2025.07.012","DOIUrl":"10.1016/j.profnurs.2025.07.012","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Page A1"},"PeriodicalIF":2.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Education and development as factors inspiring nursing leaders: A qualitative study","authors":"Nasra Abdelhadi RN PhD ,&nbsp;Irit Schwartz-Attias RN PhD ,&nbsp;Brurya Orkaby RN PhD ,&nbsp;Noga Visel RN MA ,&nbsp;Fadi Yamin RN MPH ,&nbsp;Nava Gross-Feldman RN PhD ,&nbsp;Shirly Luz RN PhD ,&nbsp;Shoshy Goldberg RN PhD ,&nbsp;Semyon Melnikov RN PhD","doi":"10.1016/j.profnurs.2025.07.002","DOIUrl":"10.1016/j.profnurs.2025.07.002","url":null,"abstract":"<div><h3>Background</h3><div>Nursing leadership plays a crucial role in advancing healthcare, yet young nurses and nursing students face barriers to pursuing leadership roles, such as resource constraints and personal challenges.</div></div><div><h3>Purpose</h3><div>This study aimed to explore the perceptions of young nurses and nursing students regarding factors that influence their willingness to pursue leadership roles in nursing.</div></div><div><h3>Methods</h3><div>Qualitative descriptive exploratory design with interviews. Qualitative research was conducted from April to July 2022. Semi-structured interviews were held with 21 participants (15 nurses with less than 10 years of experience and six nursing students), all born between 1980 and 2002. Data were analyzed using an inductive methodology.</div></div><div><h3>Results</h3><div>Participants identified advanced nursing certificates, postgraduate degrees, workshops, and hands-on projects as key to leadership development. While they distinguished leadership from management, overlapping competencies were noted in vision and change orientation. Barriers included organizational resource limitations and personal challenges, particularly for women balancing family and career. Structured leadership programs and mentorship were emphasized as critical support mechanisms.</div></div><div><h3>Conclusions</h3><div>Young nurses and nursing students value leadership roles and believe that empowerment, goal-setting, and practical involvement can cultivate leadership skills. These findings can guide managers and policymakers in developing programs to support leadership aspirations and career advancement in nursing.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 188-196"},"PeriodicalIF":2.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Baccalaureate nursing students' perceptions of their stress and coping behaviors","authors":"Janice Farber PhD RN ,&nbsp;Madison Amorim RN BSN","doi":"10.1016/j.profnurs.2025.08.013","DOIUrl":"10.1016/j.profnurs.2025.08.013","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students encounter stress throughout their academic career that impacts their emotional, physical, and psychological well-being, however, there is limited literature on specific coping behaviors and their effectiveness in managing high stress levels.</div></div><div><h3>Purpose</h3><div>The purpose of this research was to identify nursing students perceptions of stress and describe the effective or ineffective self-reported coping behaviors used while in a nursing program.</div></div><div><h3>Methods</h3><div>A descriptive cross-sectional study was conducted on a population of pre-licensure baccalaureate nursing students (N = 111) at a small university.</div></div><div><h3>Results</h3><div>Study results indicated that nursing students are moderately stressed with the junior class having the highest stress scores. Narrative responses provide insight into the contributing factors to stress and include themes of academic workload, finances, personal and relationship concerns, and lack of balance. The most used coping behavior was emotion-focused coping. Students reported that distractions were used to some degree of effectiveness but were short-lived.</div></div><div><h3>Discussion</h3><div>Stress is evident in nursing students in nursing programs, but a gap exists in identifying the effective behaviors students use to cope with stress. There are opportunities to screen students and provide continual reassessment and support through faculty, peers, and academic and financial resources.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 41-53"},"PeriodicalIF":2.9,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Curricular resources used in nursing education to teach diverse patient care: A discursive paper","authors":"Amanda L. Gromer MSN, RN, CNEn,&nbsp;Steven R. Chesnut PhD,&nbsp;Sarah E. Patel PhD, RN, C-EFM","doi":"10.1016/j.profnurs.2025.08.011","DOIUrl":"10.1016/j.profnurs.2025.08.011","url":null,"abstract":"<div><h3>Background</h3><div>This article discusses textbooks and open educational resources (OER) used in nursing education, and their effectiveness in representing care of diverse populations to provide educators with an objective comparison for selection of materials.</div></div><div><h3>Purpose</h3><div>The purpose of this discursive article is to discuss publisher textbooks and OER used in nursing education and their effectiveness in representing diverse patient care.</div></div><div><h3>Method</h3><div>Textbooks and OER were compared and evaluated for their overall representation of diverse populations. Data sources included published articles from CINAHL, EBSCOHost, and PubMed (publication dates from 2016 or later).</div></div><div><h3>Results</h3><div>Both resources provide unique benefits but have limitations. Terminology misuse and a lack of representation were noted throughout both resources. When outdated information is used to teach nursing students about diverse patient care, bias is introduced, leading to poor patient outcomes.</div></div><div><h3>Conclusions</h3><div>There is not a superior resource for representation of diverse populations. Integrating content from both resources could strengthen students' learning while overcoming some of the deficits associated when limited to one resource. Using outdated resources can lead to knowledge deficits on diverse patient care. Educators involved in selecting resources should evaluate them for accuracy and address any gaps to best prepare students to deliver inclusive care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 1-6"},"PeriodicalIF":2.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gerontological competencies for entry-level professional nursing: Alignment with AACN Essentials","authors":"Christine Mueller PhD, RN, FGSA, FAAN ,&nbsp;Selena Gilles DNP, ANP-BC, FAAN, CNEcl, ANEF, FNYAM ,&nbsp;Ying-Ling Jao PhD, RN, FGSA ,&nbsp;Alisha Johnson PhD, RN ,&nbsp;Letha Joseph DNP, AGPCNP-C, FFNMRCSI, FAANP ,&nbsp;Barbara J. King PhD, RN, APRN-BC, FAAN ,&nbsp;Claudia K.Y. Lai PhD, RN, FHKCERN, FHKCGN, FAAN ,&nbsp;Florence Mandebvu DNP, RN, GCNS-BC, DEGN ,&nbsp;Andrea Silner PhD, GCNS-BC, RN ,&nbsp;Ju Young Shin PhD, APRN, DEGN, ANP-C","doi":"10.1016/j.profnurs.2025.08.012","DOIUrl":"10.1016/j.profnurs.2025.08.012","url":null,"abstract":"<div><h3>Background</h3><div>The Recommended Baccalaureate Competencies and Curricular Guidelines for the Nursing Care of Older Adults was published in 2010. The core competencies for professional nursing education were published by the American Association of Colleges of Nursing (AACN) in 2021. This article describes the process of developing new gerontological nursing competencies aligned with the AACN core competencies (<em>Essentials</em>).</div></div><div><h3>Methods</h3><div>A three-phase process was used to develop and validate the gerontological nursing competencies. For the first phase, the National Hartford Center for Gerontological Nursing Excellence convened a workgroup of gerontological nursing education experts to review and align competencies for nursing care of older adults to the new AACN <em>Essentials</em>, resulting in 39 competencies. In phase two, another group of gerontological nursing education experts reviewed the 39 competencies and provided feedback for further revision. The third phase used a Delphi process with experts in gerontological nursing practice and education with the final result of 37 validated gerontological nursing competencies.</div></div><div><h3>Results</h3><div>The 37 gerontological nursing competencies mapped to all the AACN <em>Essentials</em> domains and 43 of the 45 main competencies.</div></div><div><h3>Conclusion</h3><div>Nurses, as frontline healthcare providers, are strategically positioned to address the complex health needs of older adults. Incorporating gerontological nursing competencies into the curricula is essential to guide faculty in the preparation of nurses competent in caring for older adults.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 28-32"},"PeriodicalIF":2.9,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing faculty and undergraduate nursing students’ perceptions and experiences of collaborative learning: A scoping review","authors":"Quratulain Damani,&nbsp;Gulzar Malik,&nbsp;Sharon Bourke","doi":"10.1016/j.profnurs.2025.08.009","DOIUrl":"10.1016/j.profnurs.2025.08.009","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative learning has been used commonly in contemporary nursing education, valued for fostering critical thinking, enhancing problem-solving skills, and deepening understanding of learning outcomes. However, there is a lack of comprehensive evidence synthesis regarding the experiences of nursing faculty and nursing students in collaborative learning, which is necessary to gain better insights into this process.</div></div><div><h3>Objective</h3><div>To synthesise the literature on the perceptions and experiences of nursing faculty and undergraduate nursing students regarding collaborative learning in pre-licensure nursing programs.</div></div><div><h3>Method</h3><div>A scoping review was conducted using the Joanna Briggs Institute Methodology for Scoping Reviews, following the framework originally developed by Arksey and O'Malley (2005).</div></div><div><h3>Results</h3><div>Twenty-two studies were included for data extraction and synthesis. Thematic synthesis, guided by Braun and Clarke's approach, revealed three primary themes: benefits of collaborative learning, barriers to collaborative learning, and recommendations for improvement. Each theme was further divided into sub-themes. Both nursing faculty and students identified several benefits, such as personal, professional benefits and impact on nursing practice. However, they also identified barriers, including issues related to planning and implementation, as well as student engagement. Overall, the findings indicate a scarcity of studies that explore nursing faculty's perspectives and collaborative learning as a cohesive process.</div></div><div><h3>Conclusion</h3><div>Despite the established benefits of collaborative learning in nursing education, certain barriers necessitate a more thorough exploration of collaborative learning as a dynamic process to enhance its further effectiveness in nursing education. The limited emphasis on faculty's perspectives underscores the need for a deeper investigation into collaborative learning environments, particularly from the faculty viewpoint, to provide comprehensive understanding of this crucial process.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 7-27"},"PeriodicalIF":2.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Conceptual model and design of an initiative to build nurses' resilience and ethical practice","authors":"Cynda Hylton Rushton PhD ,&nbsp;Sandra M. Swoboda DNP ,&nbsp;Nancy Reller BS ,&nbsp;Laura C. Sarver DNP ,&nbsp;Erin M. Wright DNP ,&nbsp;Krysia Warren Hudson DNP ,&nbsp;Robie Victoria Hughes DNS ,&nbsp;Ginger C. Hanson PhD ,&nbsp;Rita D'Aoust PhD","doi":"10.1016/j.profnurs.2025.08.008","DOIUrl":"10.1016/j.profnurs.2025.08.008","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare faces a nursing crisis with high turnover, burnout, and faculty shortages, which requires innovative educational approaches that bridge the gap between education and practice.</div></div><div><h3>Purpose</h3><div>To present the conceptual model and design of a statewide, trans-institutional academic-practice collaboration that holistically builds nurses' resilience and ethical practice across the education-to-practice continuum.</div></div><div><h3>Method</h3><div>Development of the Renewal, Resilience, and Retention (R³) Initiative based on adaptation of the Mindful Ethical Practice and Resilience Academy (MEPRA), social ecological framework, and stakeholder input across eight schools of nursing and five hospitals in Maryland.</div></div><div><h3>Results</h3><div>The R³ Initiative created a scalable conceptual model with four foundational constructs supported by 42 evidence-informed educational resources, faculty development workshops, and multi-tiered learning communities that enable integration of resilience content into existing curricula without major redesign.</div></div><div><h3>Conclusions</h3><div>The R³ Initiative provides a replicable framework for building nursing workforce resilience through coordinated education-practice partnerships and evidence-informed interventions that address individual and systemic factors contributing to burnout and disengagement.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 33-40"},"PeriodicalIF":2.9,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}