Journal of Professional Nursing最新文献

{"title":"A blueprint for integrating nursing history: Performance indicators for competency-based education","authors":"April D. Matthias PhD, RN CNE ,&nbsp;Beth Hundt PhD, APRN, NP-C, ACNS-BC ,&nbsp;Sarah Craig PhD, RN, CCNS, CCRN-K, CHSE, CNE ,&nbsp;Jan L. Lee PhD, RN","doi":"10.1016/j.profnurs.2024.11.006","DOIUrl":"10.1016/j.profnurs.2024.11.006","url":null,"abstract":"<div><div>In 2021, the American Association of Colleges of Nursing published <em>The Essentials: Core Competencies for Professional Nursing Education,</em> a framework to educationally prepare individuals for the discipline of nursing. The framework includes 10 domains and specific expected competencies, sub-competencies, and concepts, with nursing history integrated in <em>Domain 1: Knowledge for Nursing Practice</em>. The delineation of specific competencies and sub-competencies encourages and supports competency-based education, holding students accountable to the mastery of critical areas of study. This article explores practical integration of nursing history into entry- and advanced-level nursing education curricula using a competency-based education approach. Specifically, it provides a blueprint for defining observable behaviors to assess competency associated with knowledge of nursing's history using the American Association for the History of Nursing (AAHN) nursing history framework. Clearly defined performance indicators for entry- and advanced-level nursing education allow students to demonstrate what they can do with what they know about nursing history and role expectations of the professional nurse. The nursing history performance indicators and assessment strategies suggested in this article can aid educators in prioritizing learning goals and measuring mastery for the nursing history-focused sub-competencies.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 49-53"},"PeriodicalIF":2.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746136","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 students' personality traits, sleep quality, social media addiction, and academic performance: A multi-site structural equation model analysis","authors":"Daniel Joseph E. Berdida PhD, RN, RM","doi":"10.1016/j.profnurs.2024.11.004","DOIUrl":"10.1016/j.profnurs.2024.11.004","url":null,"abstract":"<div><h3>Background</h3><div>The associations between personality traits, sleep quality, social media addiction, and academic performance have been well-reported across the literature among university students. However, the interaction among these variables remains understudied among nursing students of underdeveloped countries like the Philippines.</div></div><div><h3>Purpose</h3><div>This study investigated the interrelationships of personality traits, sleep quality, social media addiction, and academic performance among Filipino nursing students.</div></div><div><h3>Methods</h3><div>A correlational, cross-sectional design and convenience sampling was used to recruit nursing students (<em>n</em> = 823) from five nursing colleges in the Philippines. Three standardized instruments (10-item Personality Inventory, 19-item Pittsburgh Sleep Quality Index, and 6-item Bergen Social Media Addiction Scale) were used to collect data from June to August 2023. Covariance-based structural equation modeling (CB-SEM) was employed to analyze the data. STROBE checklist guided in reporting study results.</div></div><div><h3>Results</h3><div>The emerging model demonstrated satisfactory model fit parameters. Nursing students reported high levels of extraversion (x̅=6.13, SD = 2.08) with low scores in emotional stability (x̅ =6.76, SD = 2.30) and openness to experiences (x̅ =8.80, SD = 2.09). The majority had poor sleep quality (x̅=8.35, SD = 3.12) and were at low risk for social media addiction (x̅=17.73, SD = 5.61). Conscientiousness (<em>β</em> = −0.13, <em>p</em> = 0.031) and emotional stability (<em>β</em> = −0.35, <em>p</em> = 0.002) inversely influenced sleep quality. Agreeableness (OR = 1.13, <em>p</em> = 0.007) and openness to experiences (OR = 1.11, <em>p</em> = 0.050) had a positive effect, while conscientiousness (OR = 0.84, <em>p</em> = 0.006) had a negative effect on high-risk social media addiction. Conscientiousness (<em>β</em> = 0.12, <em>p</em> = 0.010) significantly and positively influenced academic performance. Conscientiousness and emotional stability were able to measure 15.00 % of sleep quality's total variance.</div></div><div><h3>Conclusion</h3><div>Policymakers, nursing college administrators, and nurse educators could use these findings to evaluate students' personality traits and create programs that will promote better sleep quality and prevent social media addiction. Hence, enhancing academic performance.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 26-35"},"PeriodicalIF":2.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702839","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":"Weaving Caring Science into the AACN Essentials: A cross-impact analysis and resource guide","authors":"Sara Horton-Deutsch PhD, RN, PMHCNS, FAAN, ANEF, Caritas Coach™ & Leader ,&nbsp;Danny G. Willis DNS, RN, PMHCNS-BC, FAAN ,&nbsp;Ludy Llasus PhD, RN, APRN, NP-C, Caritas Coach™ ,&nbsp;Mark Beck DNP, MSN, BS, RN, Caritas Coach™, HeartMath Trainer™ ,&nbsp;Kerry Fankhauser DNP, RN, AHN-BC, Caritas Leader ,&nbsp;Deborah Ambrosio-Mawhirter EdD, MS, RN ,&nbsp;Jean Watson PhD, RN, AHN-BC, FAAN, LL (AAN)","doi":"10.1016/j.profnurs.2024.11.001","DOIUrl":"10.1016/j.profnurs.2024.11.001","url":null,"abstract":"<div><div>This article describes Caring Science as a discipline-specific organizing foundation for The Essentials: Core Competencies for Professional Nursing Education, published by the American (AACN) in 2021. Faculty from three AACN-funded schools and three Caring Science scholars used an intentional participatory engagement approach to integrate Caring Science knowledge into the AACN Essentials to educate nursing students for professional practice. These three schools and two practice partners (Kaiser Permanente and Stanford Healthcare) showcase how Caring Science and the 10 Caritas Processes® can advance progressive nursing education and practice. The American Nurses Association's definition informs all of caring as the art and science of nursing. This document also serves as a resource guide for other practice partners and educators who want to situate Caring Science into the AACN Essentials in the established discipline of Nursing.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 36-48"},"PeriodicalIF":2.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing characteristics of underrepresented versus majority student groups enrolled in US nursing programs","authors":"Michelle DeCoux Hampton ,&nbsp;Regine Lopez ,&nbsp;Lynette Apen ,&nbsp;Cynthia Dorantes Cortez ,&nbsp;Claire Palazzo ,&nbsp;Briana Williams ,&nbsp;Filmon Estifanos ,&nbsp;Danielle Quarles-Zamovskis ,&nbsp;Jolie Goolish ,&nbsp;Kyung Mi Kim","doi":"10.1016/j.profnurs.2024.11.002","DOIUrl":"10.1016/j.profnurs.2024.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Health workforce diversity is needed to achieve health equity. However, the 2023 ban on race-conscious admissions could result in reduced access to education for underrepresented students.</div></div><div><h3>Purpose</h3><div>This study examined enrolled US nursing students' reports of program type and admission characteristics to identify access pathways for underrepresented students.</div></div><div><h3>Methods</h3><div>A cross-sectional, quantitative design was used, recruiting students currently enrolled in nursing programs through email, social media, and word-of-mouth.</div></div><div><h3>Results</h3><div>Of 991 nursing students, 58.7 % were non-white. Most (70.2 %) were enrolled in Bachelor of Science in Nursing (BSN) programs, 54.5 % of which were second degree programs. LVN students comprised 13.2 % of the sample. Native American/Alaska Native and Black respondents more frequently reported attending second degree nursing programs and Historically Black Colleges and Universities. They also more frequently reported attending programs that had no prerequisites or grade point average requirements at admission.</div></div><div><h3>Conclusions</h3><div>The findings suggest that second degree programs could provide a more viable pathway for underrepresented students to access nursing education after obtaining a bachelor's degree in another field compared to traditional BSN programs. Recommendations to reduce barriers are discussed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 1-5"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658851","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":"Using data to drive programmatic change: Recalculating NCLEX-RN success","authors":"Lucy Graham ,&nbsp;Mary Jo Stanley ,&nbsp;Erin C. Donovan ,&nbsp;Jeremy Tost","doi":"10.1016/j.profnurs.2024.11.003","DOIUrl":"10.1016/j.profnurs.2024.11.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing schools admit students who are highly qualified using a variety of admission criteria. Even when picking top achievers, it does not guarantee NCLEX-RN success. Nursing programs too often maintain outdated or unvalidated admission processes. Using data to drive decision-making takes time, but improvement processes like the Plan-Do-Study-Act model can make it more achievable.</div></div><div><h3>Aim</h3><div>The purpose of the quality improvement project was to examine a variety of variables readily available to most programs and examine which variables correlated with and predicted the outcome of interest, first-time NCLEX-RN pass success.</div></div><div><h3>Method</h3><div>The quality improvement project used a retrospective quantitative descriptive design to compare pre-admission criteria, demographic variables, Kaplan exam scores, and nursing program course failures with NCLEX-RN first attempt pass rates for four cohorts of traditional BSN students at a public, regional university of approximately 10,000 students situated in the western U.S. serving largely rural counties.</div></div><div><h3>Results</h3><div>Course failure while in nursing school was the strongest predictor of NCLEX-RN first-time failure. Pre-nursing school GPA and pre-admission overall Kaplan scores were statistically significant predictors, with pre-nursing school GPA accounting for greater variance in NCLEX-RN first-time failure rates.</div></div><div><h3>Conclusion</h3><div>A full review of program data is needed for transformational action and changes to occur, moving programs past fleeting change that does not essentially “move the needle.”</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 6-11"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658852","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":"Advancing diversity, equity, inclusion, and belonging within academic nursing.","authors":"Sheria G Robinson-Lane, Rushika V Patel, Patricia Coleman-Burns","doi":"10.1016/j.profnurs.2024.10.008","DOIUrl":"https://doi.org/10.1016/j.profnurs.2024.10.008","url":null,"abstract":"<p><p>The lack of diversity in professional nursing education curricula, practices, and policies is reflective of its colonialist history. Despite increasing calls for action and organizational position statements affirming the importance of advancing diversity, equity, inclusion, and belonging, this deeply rooted history has led to embedded structural racism and other forms of bias that have remained rife in the discipline. The desire to maintain a status quo that ignores the institutional and structural effects of bias has even led some states to defund and disempower institutions historically charged with advancing knowledge and fostering inclusive education. Ongoing inattentiveness to addressing bias and practices that center idealized Whiteness diminishes our disciplinary capacity for innovation and reduces the likelihood of achieving key nursing aims such as the optimization of health for all and the adequate preparation of a civically engaged and socially conscious workforce. The following commentary examines how centering diversity, equity, inclusion, and belonging as key values provides a basis for a culture change that can decolonize the discipline.</p>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"A1-A3"},"PeriodicalIF":2.8,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819546","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":"Expanding clinical placement opportunities: Exploring night shift experiences for nursing students","authors":"Vanessa Segura DNP, MBA, MSN-Ed., RN, CNEcl, PHN, ACUE","doi":"10.1016/j.profnurs.2024.10.007","DOIUrl":"10.1016/j.profnurs.2024.10.007","url":null,"abstract":"<div><div>Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 162-166"},"PeriodicalIF":2.8,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Newly graduated and nurse resident competencies: Perceptions of nurse faculty and acute care hospital leaders in the state of Maryland","authors":"Joan Insalaco Warren PhD, RN, NPD-BC, NEA-BC, FAAN ,&nbsp;Hussein Michael Tahan PhD, RN, FAAN ,&nbsp;Nelda Godfrey PhD, RN, FAAN ,&nbsp;Jennifer Stephenson Zipp DNP, RN ,&nbsp;Ryan MacDonald PhD","doi":"10.1016/j.profnurs.2024.10.001","DOIUrl":"10.1016/j.profnurs.2024.10.001","url":null,"abstract":"<div><h3>Background</h3><div>The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.</div></div><div><h3>Purpose</h3><div>This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.</div></div><div><h3>Method</h3><div>A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.</div></div><div><h3>Results</h3><div>Results suggested that 90 % of the nursing programs could collectively meet 18 of the 109 outcomes by NGN program completion, with few differences in responses from the varying academic programs. Faculty attributed these low results to the heavy focus on preparing students for the NCLEX examination, overloaded curricula, and competing priorities. Practice leaders perceived NGNs only partially met/did not meet most competencies, viewing many as unrealistic. Findings support requirements for NGNs to complete an NRP and the existence of a practice-education gap.</div></div><div><h3>Conclusions</h3><div>Research findings can help inform the development of a nationally accepted, competency-based educational framework for students, new-to-practice nurse residents, and professional nurses to help align entry-level nursing practice expectations with those of nursing programs and NRPs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 152-161"},"PeriodicalIF":2.8,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142530577","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":"Competence of the academic clinical nurse educator: A concept analysis","authors":"Jennifer L. Hull MSN, RN, CNE","doi":"10.1016/j.profnurs.2024.10.004","DOIUrl":"10.1016/j.profnurs.2024.10.004","url":null,"abstract":"<div><h3>Background</h3><div>The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.</div></div><div><h3>AIM</h3><div>This study aimed to define the competence of the ACNE by using Walker and Avant's concept analysis method.</div></div><div><h3>Method</h3><div>Walker and Avant's concept analysis method was used to analyze the concept of competence as it applies to the ACNE.</div></div><div><h3>Results</h3><div>The analysis identified factors contributing to ACNE competence, including maintaining licensure, obtaining advanced nursing degrees, practical clinical experience, and institutional support. The defining attributes of ACNE competence include the knowledge, skills, attitudes, and behaviors needed to educate, mentor, and evaluate nursing students effectively. The study highlighted the importance of ongoing professional development, mentorship, and a commitment to lifelong learning.</div></div><div><h3>Conclusion</h3><div>Regular assessment of ACNE competence can guide mentorship and faculty development needs. Continuous development, evaluation, and support are essential for evolving competence. Further research is needed to establish best practices for developing, maintaining, and evaluating ACNE competence as well as to provide better preparation and structured orientation for novice ACNEs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 146-151"},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440875","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":"Improving the evaluation of clinical competence in undergraduate students; evidence and technology: An integrative review","authors":"Amanda O'Rae,&nbsp;Kaleigh Peters,&nbsp;Zahra Shajani,&nbsp;Justin Burkett,&nbsp;Catherine Laing","doi":"10.1016/j.profnurs.2024.10.003","DOIUrl":"10.1016/j.profnurs.2024.10.003","url":null,"abstract":"<div><h3>Background</h3><div>Assessment of clinical practice is integral to determining nursing students' knowledge, critical thinking, and overall clinical competency to ensure patients are receiving quality care. There are no best practice approaches to evaluating competency in undergraduate nursing students despite the necessity to attest to how students are meeting regulatory standards upon graduation. The use of technology in healthcare and post-secondary institutions has increased, however, within nursing education, technology use for clinical evaluation remains largely underused.</div></div><div><h3>Purpose</h3><div>This integrative narrative review aimed to synthesize literature on evaluating undergraduate nursing students' clinical competence and the role of technology in enhancing the assessment process.</div></div><div><h3>Methods</h3><div>An integrative review was conducted to inform quality improvement projects relative to the assessment of students' clinical performance in an undergraduate nursing program in Canada. Authors searched the Cumulative Index to Nursing and Allied Health Literature (CINAHL) database for articles relating to competency, clinical performance evaluation, clinical evaluation tools, formative and summative evaluation, and technology in clinical evaluation. The main questions guiding this review were: <em>How is competence assessed in relation to undergraduate students' clinical performance?</em> And, <em>how can technology enhance the assessment of students' clinical performance?</em></div></div><div><h3>Results</h3><div>A total of 34 articles were included in this review. Current clinical evaluation processes use a combination of methods and tools to evaluate students' competence, however, there remains room for ongoing advancements. Adopting technology into the evaluation process can help students better understand competencies and learning outcomes, receive near real-time feedback from clinical instructors, and promote critical self-reflection. Technology has also reduced student and faculty workload with a more efficient and streamlined process. Further research is needed to understand how technology can best be incorporated into clinical evaluation processes.</div></div><div><h3>Conclusion</h3><div>Though under-researched, technology has been shown to be a valuable tool in the clinical evaluation process to promote student engagement in the assessment of clinical performance. In addition, considering factors such as the student and faculty relationship, preferences for feedback, and overall workload in the design of clinical evaluation processes is necessary.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 19-25"},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702838","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}