Journal of Professional Nursing最新文献

Prelicensure peer mentoring: An integrative review 执照前同伴指导：综合审查

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-07-10 DOI: 10.1016/j.profnurs.2025.06.009

Amy Yarbrough EdD, MSN, RN, RNC-MNN, CNE, Laura K. Phillips EdD, RN, CNE, Katie Morales PhD, RN, CNE, Nancy Capponi EdD, RN, CNE, CCRN-K, CEN

{"title":"Prelicensure peer mentoring: An integrative review","authors":"Amy Yarbrough EdD, MSN, RN, RNC-MNN, CNE, Laura K. Phillips EdD, RN, CNE, Katie Morales PhD, RN, CNE, Nancy Capponi EdD, RN, CNE, CCRN-K, CEN","doi":"10.1016/j.profnurs.2025.06.009","DOIUrl":"10.1016/j.profnurs.2025.06.009","url":null,"abstract":"<div><h3>Background</h3><div>Peer mentoring is a recommended intervention to enhance students' emotional and academic success. Effective understanding of peer-to-peer mentoring by faculty is necessary to promote student success.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review is to summarize and synthesize the literature regarding prelicensure peer mentoring relationships and methods in nursing education.</div></div><div><h3>Methods</h3><div>Using Whittemore and Knafl's framework, electronic databases were searched, following PRISMA guidelines, using the terms: <em>nursing student mentoring, peer mentors, peer-assisted learning, student-assisted learning</em>, and <em>clinical peer mentoring</em>. A total of 12 studies were included in the review. Lichtman's three C's of analysis were used to analyze the selected studies.</div></div><div><h3>Results</h3><div>The themes of priorities, outcomes, and challenges within peer mentoring relationships emerged from the literature.</div></div><div><h3>Conclusion</h3><div>The evidence in this review can inform best practices for pre-licensure nursing students using peer mentoring. Further research is needed to explore the effect of peer mentoring compared to non-peer mentoring on nursing students' knowledge, skills, and attitudes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 57-66"},"PeriodicalIF":2.8,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633059","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}

引用次数: 0

Fostering a culture of gratitude in nursing education 在护理教育中培养感恩的文化

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-07-02 DOI: 10.1016/j.profnurs.2025.07.001

Staci A. Simmons DNP, Kacie Duncan PhD, Heather Cole PhD, Suzanne Prevost PhD

{"title":"Fostering a culture of gratitude in nursing education","authors":"Staci A. Simmons DNP, Kacie Duncan PhD, Heather Cole PhD, Suzanne Prevost PhD","doi":"10.1016/j.profnurs.2025.07.001","DOIUrl":"10.1016/j.profnurs.2025.07.001","url":null,"abstract":"<div><div>The COVID-19 pandemic significantly impacted the morale of healthcare professionals, including nursing faculty and staff. To address this, a college of nursing developed a Gratitude Team to boost morale and create a supportive work environment. Gratitude enhances an individual's sense of value while fostering loyalty, job satisfaction, retention, performance, collaboration, creativity, well-being, and leadership development. Despite extensive research on workplace gratitude, studies on outcomes of gratitude interventions between colleagues are limited. This manuscript details the steps involved in assessing gratitude within a workplace, developing a Gratitude Team to implement gratitude-forward activities, such as intentional note writing, recognition events, and acts of kindness, and evaluating its effectiveness. These activities align with Domain 10 of the <em>AACN Essentials</em>, which emphasizes self-care and well-being in nursing curricula. Gratitude-rooted environments enhance mental health, academic success, and advocacy for healthy workplaces. Incorporation of a Gratitude Team can be an effective method for fostering a culture of gratitude that leaves a lasting impact, building a legacy of compassion, excellence, and resilience in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 53-56"},"PeriodicalIF":2.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570841","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}

引用次数: 0

Advancing disability inclusion in nursing education: A call for national data collection and collective leadership 促进护理教育中的残疾包容：呼吁国家数据收集和集体领导

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-07-01 DOI: 10.1016/j.profnurs.2025.05.009

Sabrina Ali Jamal-Eddine PhD RN , Tess Carichner BSN , Linda Morrow DNP, MBA, RN, NEA-BC , Vanessa Cameron MSN, RN, NPD-BC, CEN, CNL , Joy Patrick DNP, APRN, CCNS-AG, COI , Karen Aul PhD, RN, CNE, CHSE , Brandy Jackson MSN, MBA, RN , Lisa M. Meeks PhD, MA

引用次数: 0

Enhancing academic writing confidence and productivity: The impact of TUS WEWRITE! 提高学术写作的信心和效率：美国大学WEWRITE的影响！

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-30 DOI: 10.1016/j.profnurs.2025.06.007

Jennifer Moran Stritch

引用次数: 0

Phenomenological study of preceptors' experiences with fostering nurse practitioner students' professional autonomy development in a clinical learning environment 临床学习环境下护生专业自主培养经验之现象学研究

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-29 DOI: 10.1016/j.profnurs.2025.06.006

Viktoriya Pleshkan PhD, APRN, FNP-C Assistant Professor

{"title":"Phenomenological study of preceptors' experiences with fostering nurse practitioner students' professional autonomy development in a clinical learning environment","authors":"Viktoriya Pleshkan PhD, APRN, FNP-C Assistant Professor","doi":"10.1016/j.profnurs.2025.06.006","DOIUrl":"10.1016/j.profnurs.2025.06.006","url":null,"abstract":"<div><h3>Background</h3><div>Nurse practitioner students' progression from observational to more independent clinical activities with minimal preceptor prompting is necessary to prepare students for practice.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to describe and explain NP and physician preceptors' experiences with preparing nurse practitioner students for their transition to becoming autonomous clinicians during their experiences at clinical sites.</div></div><div><h3>Methods</h3><div>This hermeneutic phenomenological qualitative study was based on Van Manen's methodology. A purposive criterion and maximum variation sample of 27 preceptors was recruited. Data were collected using in-depth interviews and analyzed by VanManen's approach.</div></div><div><h3>Results</h3><div>Results showed that within the themes of human relation, lived body, lived time, lived things, and lived space, subthemes of student's characteristics (preparedness, motivation, and confidence), preceptors' characteristics (expectations, trust, feedback), site characteristics (documentation and EMR; preceptors; providers, staff, and resources; patients and patient care complexities), and time (clinical schedule and time to teach) were present. The key factors in fostering students' professional autonomy development were preceptor trust and their entrustment decisions.</div></div><div><h3>Conclusions and implications</h3><div>This study's results can help create preceptor and faculty guidance on how to foster NP students' professional autonomy development and successfully incorporate more independent clinical activities within the clinical learning environment (CLE).</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 36-52"},"PeriodicalIF":2.8,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144550045","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}

引用次数: 0

Collaboration of DNP- and PhD-prepared faculty in an undergraduate nursing research course: Leaning on each other's strengths 在本科护理研究课程中，DNP和博士准备教师的合作：相互学习优势

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-23 DOI: 10.1016/j.profnurs.2025.06.004

Melissa M. Klamm, Chelsey Andries, Meagan Cherry

{"title":"Collaboration of DNP- and PhD-prepared faculty in an undergraduate nursing research course: Leaning on each other's strengths","authors":"Melissa M. Klamm, Chelsey Andries, Meagan Cherry","doi":"10.1016/j.profnurs.2025.06.004","DOIUrl":"10.1016/j.profnurs.2025.06.004","url":null,"abstract":"<div><div>Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) pathways offer distinct yet complementary approaches to nursing education and research that, when combined, can advance knowledge of nursing science among undergraduate students. Previous studies on DNP- and PhD-prepared nurse collaborations have focused on graduate students and faculty efforts to address practice needs together. However, there is minimal current literature that discusses this collaboration among undergraduate faculty. The purpose of this article is to present a case study of teaching an undergraduate nursing research course supported by the collaboration of DNP- and PhD-prepared faculty. In a revised undergraduate research course, a PhD-prepared faculty focused on components of quality research, while a DNP-prepared faculty emphasized evidence-based practice (EBP) and clinical guidelines. Interactive teaching methods facilitated student engagement and comprehension. Students reported an increased understanding of research components and the application of EBP principles in nursing practice. By incorporating DNP- and PhD-prepared faculty perspectives, nursing students reported an understanding of research and its relevance to their future practice. This approach offers a model for future curriculum development in undergraduate nursing programs by incorporating DNP- and PhD-prepared faculty perspectives.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 28-31"},"PeriodicalIF":2.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470254","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}

引用次数: 0

Lessons learned from a formalized peer mentoring program in a baccalaureate nursing curriculum 从护理学士学位课程中正式的同伴指导计划中学到的经验教训

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-10 DOI: 10.1016/j.profnurs.2025.06.003

Marie M. Prothero, Daphne Thomas, Julie L. Valentine, Katreena Merrill

{"title":"Lessons learned from a formalized peer mentoring program in a baccalaureate nursing curriculum","authors":"Marie M. Prothero, Daphne Thomas, Julie L. Valentine, Katreena Merrill","doi":"10.1016/j.profnurs.2025.06.003","DOIUrl":"10.1016/j.profnurs.2025.06.003","url":null,"abstract":"<div><h3>Background</h3><div>Formal mentoring within the nursing profession has been recognized as an effective approach in teaching critical thinking, leadership skills, communication, and professional socialization. Unfortunately, few baccalaureate nursing programs teach skills specific to mentoring, both as mentees and mentors within a formalized program.</div></div><div><h3>Methods</h3><div>A peer mentoring program with senior students mentoring sophomore students was developed based on Benner's (1984) novice-to-expert theory during the COVID-19 pandemic. Refinements to the program were made with identified lessons learned throughout the process.</div></div><div><h3>Results</h3><div>Following evaluation of the initial program, return to in-person clinical experiences for all nursing students, and adoption of Tanner's (2006) clinical judgment model; substantial changes were made to the formalized peer mentoring program.</div></div><div><h3>Conclusion</h3><div>The formal mentoring program has benefited sophomores and seniors by recognizing the importance of mentoring relationships in professional nursing practice.</div><div>Clear expectations are necessary for students and faculty. Students should receive education about mentoring relationships. Course credit with graded formative and summative assignments reinforces the importance of mentoring.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 9-14"},"PeriodicalIF":2.8,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270148","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}

引用次数: 0

A new academic practice partnership in a rural healthcare setting: leading change with an intentional process 在农村医疗保健设置一个新的学术实践伙伴关系：领导变革与有意的过程

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-08 DOI: 10.1016/j.profnurs.2025.06.002

Charlotte Sortedahl , Carolyn Hughes , Sonja J. Meiers , Beth Evans , Elizabeth Young , Arin VanWormer

{"title":"A new academic practice partnership in a rural healthcare setting: leading change with an intentional process","authors":"Charlotte Sortedahl , Carolyn Hughes , Sonja J. Meiers , Beth Evans , Elizabeth Young , Arin VanWormer","doi":"10.1016/j.profnurs.2025.06.002","DOIUrl":"10.1016/j.profnurs.2025.06.002","url":null,"abstract":"<div><div>Academic-Practice Partnerships (APPs) are formal relationships between academic institutions and healthcare organizations that aim to improve healthcare delivery by preparing practice-ready nurses who readily transition into the workforce. The purpose of this article is to describe the intentional process used to create a new APP between a healthcare organization in a rural setting with a medium sized Midwestern university. The focus of the APP is to enhance leadership experiences for prelicensure students from the academic setting and make the meaningful work and impact of the practice partner nurse leaders visible to students. The overall goal of the APP is to advance nursing knowledge that improves and supports the health of individuals, their families, and their rural communities. The American Association of Colleges of Nursing (AACN) and American Organization for Nursing Leadership (AONL) Guiding Principles (AACN, 2012) were used as a framework. The APP created an intentional nine-stage process to form a new partnership and develop capacity for nursing leadership. Exemplars within the stage are presented. The approach can be used to inform vital APP partnerships.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 15-22"},"PeriodicalIF":2.8,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280712","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}

引用次数: 0

Influence of nursing students' perceptions of clinical instructor caring on their professional values 护生对临床指导员关怀的认知对其职业价值观的影响

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-06-06 DOI: 10.1016/j.profnurs.2025.06.001

Eva María Domínguez-Martís , Laura López-González , María Jesús Núñez-Iglesias , Manuel Freire-Garabal-Núñez , Ana Fernández-Feito , Diego Gabriel Mosteiro-Miguéns , Silvia Novío

{"title":"Influence of nursing students' perceptions of clinical instructor caring on their professional values","authors":"Eva María Domínguez-Martís , Laura López-González , María Jesús Núñez-Iglesias , Manuel Freire-Garabal-Núñez , Ana Fernández-Feito , Diego Gabriel Mosteiro-Miguéns , Silvia Novío","doi":"10.1016/j.profnurs.2025.06.001","DOIUrl":"10.1016/j.profnurs.2025.06.001","url":null,"abstract":"<div><h3>Background</h3><div>Caring is an integral part of the nursing profession. The standards that guide nurses when caring for patients are the professional values which are learned throughout the career. In this process of learning, clinical instructors might play an important role since they have been identified as powerful role models for their students.</div></div><div><h3>Purpose</h3><div>This study aimed to examine the relationship between nursing students' perceptions of clinical instructor caring and students' professional values.</div></div><div><h3>Methods</h3><div>A cross-sectional study was carried out between January and July 2024. A total of 407 nursing students from the University of Santiago de Compostela (Spain), ≥18 years old of both sexes were invited to complete the Spanish version of the scales: Nursing Students' Perception of Instructor Caring scale (S-NSPIC) and Nursing Professional Values (S-EVPS).</div></div><div><h3>Results</h3><div>A statistically significant correlation was found between nursing students' perceptions of clinical instructor caring and students' professional values (<em>r</em> = 0.279, <em>p</em> ≤0.01), with the subscale “Confidence through caring” explaining 7 % of the total S-EVPS score.</div></div><div><h3>Conclusion</h3><div>Clinical instructors contribute to shape students' professional values, being instructors' expressive caring behavior a key factor that contribute to students' learning of professionalism.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 1-8"},"PeriodicalIF":2.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144253786","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}

引用次数: 0

A study of the profiles of transition shock and their influencing factors among nursing interns: A latent profile analysis 护理实习生过渡性休克特征及其影响因素研究：潜在特征分析

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-05-26 DOI: 10.1016/j.profnurs.2025.05.010

Jiayi Hou , Mengjie Li , Yuxiang Pan , Yuhui Fang , Manyi Fu , Ming Shi , Guijuan He

{"title":"A study of the profiles of transition shock and their influencing factors among nursing interns: A latent profile analysis","authors":"Jiayi Hou , Mengjie Li , Yuxiang Pan , Yuhui Fang , Manyi Fu , Ming Shi , Guijuan He","doi":"10.1016/j.profnurs.2025.05.010","DOIUrl":"10.1016/j.profnurs.2025.05.010","url":null,"abstract":"<div><h3>Background</h3><div>Nursing interns often experience transition shock during clinical adaptation, which reduces their work efficiency, damages health, and hinders the transition to professional nurse role. However, most studies have overlooked the individual characteristics of nursing interns, the differences in the level of transition shock and factors causing these differences.</div></div><div><h3>Purpose</h3><div>To identify the latent profiles of nursing interns' transition shock and to analyze their influencing factors.</div></div><div><h3>Methods</h3><div>A convenience sample of 330 nursing interns from a Chinese Medical University in Zhejiang province, China, was surveyed between June and July 2024. Data were collected using a sociodemographic questionnaire, the Transition Shock Scale, and the Connor-Davidson Resilience Scale. Latent profile analysis (LPA) was conducted to identify the subtypes of transition shock, and multivariate logistic regression was used to analyze their influencing factors.</div></div><div><h3>Results</h3><div>Transition shock among nursing interns was categorized into three latent profiles: high shock group, moderate shock group, and low shock group. The results showed that psychological resilience, nursing professional attitudes, and workplace violence experiences significantly influenced these transition shock profiles.</div></div><div><h3>Conclusion</h3><div>Based on the identified transition shock profiles, this study suggests formulating personalized intervention strategies for nursing interns to address clinical transition challenges, thereby enhancing the quality of their internship experiences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 170-177"},"PeriodicalIF":2.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144178492","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}

引用次数: 0