Journal of Professional Nursing最新文献

{"title":"Touching the future: How haptic technology and AI are revolutionizing nursing simulations: A systematic scoping review","authors":"Wesam Taher Almagharbeh ,&nbsp;Wafaa Ramadan Ahmed ,&nbsp;Hazem AbdulKareem Alfanash ,&nbsp;Khaldoon Aied Alnawafleh ,&nbsp;Othman Hammad Tajoury","doi":"10.1016/j.profnurs.2025.12.010","DOIUrl":"10.1016/j.profnurs.2025.12.010","url":null,"abstract":"<div><h3>Aim/objective</h3><div>This systematic scoping review evaluates the effectiveness of haptic- and/or artificial intelligence (AI)-enabled virtual simulation in nursing education on clinical skill acquisition/performance, clinical decision-making/clinical reasoning, engagement/satisfaction, and implementation challenges/barriers.</div></div><div><h3>Background</h3><div>Virtual simulation is increasingly used to address constraints in traditional clinical training. Haptic interfaces provide tactile/force feedback during simulated procedures, and AI can deliver adaptive guidance and feedback; however, evidence has been synthesized inconsistently across haptic-only, AI-only and combined approaches.</div></div><div><h3>Methods</h3><div>PubMed, CINAHL, Google Scholar and the Cochrane Library were searched for English-language, peer-reviewed studies published 1 January 2014–31 December 2024. We included empirical studies involving pre-licensure undergraduate/graduate nursing students using virtual simulation incorporating haptics and/or AI, and extracted outcomes mapped to the four prespecified domains. Study selection followed PRISMA. Risk of bias was appraised using established tools. Where outcomes were sufficiently comparable, random-effects meta-analysis was used; otherwise, structured narrative synthesis was undertaken.</div></div><div><h3>Results</h3><div>Nineteen studies met inclusion criteria. Haptic-enabled simulations were associated with improvements in psychomotor/procedural performance and practice, while AI-enabled simulations supported decision-making and communication/clinical reasoning in complex scenarios. Learners generally reported high engagement and satisfaction. Substantial heterogeneity in interventions, comparators and outcome measures limited pooling for several outcomes, so synthesis was primarily narrative.</div></div><div><h3>Conclusions</h3><div>Haptic and/or AI-enhanced virtual simulation appears beneficial for nursing education, but conclusions are tempered by heterogeneity and variable study quality. Standardized outcome measures, transparent reporting of implementation feasibility and costs, and longer-term evaluation of retention and clinical transfer are priorities for research and practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 18-25"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927933","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":"Second-degree bachelor of science in nursing students' perspectives on nursing leadership: A phenomenological study","authors":"Fan-Ko Sun ,&nbsp;Ann Long ,&nbsp;Chu-Yun Lu ,&nbsp;Ling-Chun Lu ,&nbsp;YuChun Yao","doi":"10.1016/j.profnurs.2025.12.011","DOIUrl":"10.1016/j.profnurs.2025.12.011","url":null,"abstract":"<div><h3>Background</h3><div>Leadership is a critical nursing competency. Existing research has focused predominantly on traditional Bachelor of Science in Nursing (BSN) students - those who enter nursing programs directly after high school - and their perspectives on leadership.</div></div><div><h3>Aim</h3><div>The aim of this study was to explore the perspectives of second-degree BSN students on nursing leadership.</div></div><div><h3>Methods</h3><div>A phenomenological approach was employed. Final-year second-degree BSN students enrolled in a 2.5-year program at a university in Taiwan participated. Data were collected through in-depth, semi-structured interviews conducted in 2023, with saturation achieved after interviewing 16 participants. Data were analyzed using Colazzi's seven-step method with the aid of NVivo software.</div></div><div><h3>Results</h3><div>Five themes with 14 sub-themes emerged: (1) Personal meaning of leadership: requirements, values, and perceptions of becoming a leader; (2) Positive leadership: effective leaders showed communication, crisis management, and team-building skills; (3) Negative leadership: authoritarianism and scapegoating; (4) Nurturing work environments: promoting retention, compassion, and manageable workloads; (5) Enhancing care quality: understanding unit operations and applying effective planning and management.</div></div><div><h3>Conclusion</h3><div>This study could guide nursing educators and leaders in understanding second-degree BSN students' leadership perspectives and designing educational courses that emphasize compassionate and system-oriented leadership.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 33-40"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978973","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":"Preparing AI-literate nurses: Transforming generative AI from educational challenge to professional competency","authors":"Zekai Yu ,&nbsp;Enjian Liu ,&nbsp;Yuwen Feng","doi":"10.1016/j.profnurs.2026.01.007","DOIUrl":"10.1016/j.profnurs.2026.01.007","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 88-89"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189004","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":"An interprofessional health education program developed by nutrition and nursing faculty and students","authors":"Viktoriya Pleshkan ,&nbsp;Marie Gill ,&nbsp;Amy Gray ,&nbsp;Ashlyn Hall ,&nbsp;Marie Van der Merwe","doi":"10.1016/j.profnurs.2026.01.002","DOIUrl":"10.1016/j.profnurs.2026.01.002","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 82-87"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189006","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":"Crafting veteran to baccalaureate nursing programs","authors":"Deborah L. Sikes ,&nbsp;Melinda Mitchell Jones ,&nbsp;Myrna L. Armstrong","doi":"10.1016/j.profnurs.2026.02.003","DOIUrl":"10.1016/j.profnurs.2026.02.003","url":null,"abstract":"<div><div>Upon leaving the military, veteran health care personnel have difficulty finding commensurate civilian employment, yet their military transcripts document a strong record of health care education and experience. Vigorous Veterans' Bachelor of Science in Nursing (VBSN) programs can provide military personnel with opportunities to become registered nurses. This article describes the incremental planning, curriculum design, prior-learning evaluation option implementation, and student veteran results from one VBSN program with a ten-year history of successful, sustainable delivery. Formation of a multidisciplinary team that possesses ingenuity, knowledge of military culture, and persistence are important for program development. Over 170 veterans have already graduated from this Texas university, with their National Council Licensure Examination (NCLEX) first time pass rates results at 90%, with retakes of 99%. Gender, racial, and ethnic diversity of these graduates exceeds national averages. Information about this VBSN program provides further evidence of effective strategies used to promote development of new veteran-specific programs regarding recruitment, retention, and graduation.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 112-115"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189091","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":"Navigating ethical challenges in global health clinical settings: A collaborative approach between nursing students, faculty, and preceptors","authors":"Iris Mujica ,&nbsp;Heather Cross ,&nbsp;Louela Manankil-Rankin ,&nbsp;Lyndsay Howitt ,&nbsp;Deborah Davidson","doi":"10.1016/j.profnurs.2025.12.001","DOIUrl":"10.1016/j.profnurs.2025.12.001","url":null,"abstract":"<div><h3>Background</h3><div>Ethical challenges encountered in global health settings during clinical placements shape nursing students' moral development and professional integrity.</div></div><div><h3>Purpose</h3><div>This study aimed to explore how 4th-year baccalaureate nursing students and recent nursing graduates navigate ethical challenges in resource-limited global health settings, from the perspectives of students, faculty members, and preceptors.</div></div><div><h3>Design</h3><div>This qualitative study utilized Sally Thorne's interpretive description methodology to generate knowledge that could inform teaching practices within a Canadian School of Nursing.</div></div><div><h3>Methods</h3><div>Purposive sampling and one-on-one semi-structured interviews were carried out with 17 participants including 4th-year nursing students and recent nursing graduates who completed clinical placements in resource-limited international settings, faculty members who taught them, and clinical preceptors who supervised their clinical rotations. Data analysis followed a constant comparative and iterative approach.</div></div><div><h3>Findings</h3><div>The proposed Relational Interplay model illustrates participants' experiences, and emphasizes the interdependent roles of students, preceptors, and faculty in navigating ethical challenges. Four key themes emerged: grappling with cognitive dissonance, engaging in an internal process, undergoing personal transformation, and deepening relational practice.</div></div><div><h3>Conclusions</h3><div>Findings from this study may inform the development of global health nursing practicum curricula and provide valuable insights for faculty, preceptors, and students involved in global health nursing experiences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 48-57"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978974","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":"Validity and reliability testing of a competency-based assessment instrument for nurse practitioner students","authors":"Katie L. McDermott PhD, MEHP, RN, CPNP-AC ,&nbsp;Ke Yan PhD ,&nbsp;Melodee A. Liegl MA ,&nbsp;Dora L. Clayton-Jones PhD, RN, CPNP-PC, FAAN ,&nbsp;Amy R. Newman PhD, RN, CPNP-PC ,&nbsp;Christine A. Schindler PhD, DNP, RN, CPNP-AC/PC ,&nbsp;Kristina Thomas Dreifuerst PhD, RN, FAAN","doi":"10.1016/j.profnurs.2026.01.004","DOIUrl":"10.1016/j.profnurs.2026.01.004","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is in the process of transition to competency-based education (CBE) for both prelicensure and graduate students. Competency-based assessment is one of the biggest challenges facing CBE implementation as there are few rigorous instruments available.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to modify the Creighton Competency Evaluation Instrument (CCEI) for use with nurse practitioner (NP) students and to evaluate the validity and reliability of the CCEI-NP.</div></div><div><h3>Methods</h3><div>Surveys were used to conduct the content and construct validity testing of the CCEI-NP. Content validity testing evaluated whether each CCEI-NP item was essential to be included, reflective of the category in which it was included, and easy to understand. Further validity testing evaluated representativeness by determining the alignment between each CCEI-NP items' ability to assess the AACN (2023) Essentials' competencies. Interrater reliability was evaluated as part of CCEI-NP instrument training completed by clinical preceptors.</div></div><div><h3>Results</h3><div>The CCEI-NP demonstrated strong validity and reliability evidence. The CCEI-NP instrument was determined to be able to assess 76% (or 34 of the 45) of the AACN Essentials competencies.</div></div><div><h3>Conclusions</h3><div>An instrument like the CCEI-NP, firmly established in the Essentials competencies and supporting the core principles of competency-based assessment, is important for consistent evaluation of NP students across specialties. Further testing to establish additional psychometric rigor is warranted.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 90-98"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189005","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":"Utilization and impact of simulation-based education in prelicensure nurse education; an integrative review","authors":"Robyn Cant ,&nbsp;Colleen Ryan","doi":"10.1016/j.profnurs.2025.12.006","DOIUrl":"10.1016/j.profnurs.2025.12.006","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education has gained momentum as a teaching technique in prelicensure nurse education programs but actual utilization and evidence of learning impact require further examination.</div></div><div><h3>Aim</h3><div>To review contemporary research literature to describe the use and effectiveness of simulation-based education for prelicensure nursing students.</div></div><div><h3>Method</h3><div>An integrative review of literature was conducted. A search was made in four major healthcare databases using MeSH terminology and keywords for relevant contemporary English language nursing simulation studies during the decade 2016–2025. Thirty-four studies were included: 20 primary studies that report first-hand data and 14 literature reviews.</div></div><div><h3>Results</h3><div>Primary research emanating in 11 countries suggests widespread simulation utilization. Clinical nursing knowledge and skills performance were the main learning objectives. Simulation modalities included high fidelity, medium and low fidelity with most simulations conducted face-to-face in a simulation laboratory or classroom. Outcome assessments included surveys and measured competencies. The studies consistently confirmed positive impacts of nursing student simulation education experiences. Many of the 34 studies presented robust evidence of intervention effects.</div></div><div><h3>Conclusion</h3><div>All levels of simulation fidelity (high, medium, low) are confirmed as beneficial for learning. Future longitudinal research should examine knowledge retention and determine the transfer of competencies into nursing practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 6-17"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886404","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":"Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education","authors":"Holly Stith ,&nbsp;Andrew Makowski ,&nbsp;Julie Perry","doi":"10.1016/j.profnurs.2025.12.005","DOIUrl":"10.1016/j.profnurs.2025.12.005","url":null,"abstract":"<div><div>Many graduate nursing programs are increasingly adopting hybrid learning models, challenging educators to deliver hands-on, competency-based experiences with limited face-to-face instruction. This article presents an innovative approach using educational escape rooms to enhance engagement, clinical reasoning, and collaboration among psychiatric mental health nurse practitioner (PMHNP) students. A pilot escape room activity was implemented at the University of Kentucky, simulating a diagnostic reasoning scenario focused on differentiating between unipolar and bipolar depression. This activity intended to assess critical thinking, teamwork, and communication skills that align with the AACN Essentials. Post-activity student surveys, debriefings, and faculty observations using the Jefferson Teamwork Observation Guide showed positive outcomes in diagnostic confidence, peer connection, and real-world applicability. While most students found the experience engaging and educational, feedback suggested areas of improvement for future iterations including smaller groups and differentiating content by experience level. This activity supports the notion that escape rooms are a valuable, low-stakes experiential learning strategy to reinforce clinical competencies and build community in graduate nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 41-47"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978975","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":"Engaging clinical partners using nominal group technique","authors":"Bev Wilgenbusch,&nbsp;Sara Arter,&nbsp;Katy E. Gilb,&nbsp;Kaneesha Ogle,&nbsp;Britt S. Cole","doi":"10.1016/j.profnurs.2026.02.007","DOIUrl":"10.1016/j.profnurs.2026.02.007","url":null,"abstract":"<div><h3>Background</h3><div>In alignment with evolving accreditation standards, nursing education is shifting toward competency-based models that require students to demonstrate essential clinical competencies prior to graduation.</div></div><div><h3>Purpose</h3><div>Recognizing the critical role of clinical partners in shaping practice readiness, this project employed the Nominal Group Technique (NGT) to engage clinical stakeholders in identifying and prioritizing key competencies for undergraduate nursing students.</div></div><div><h3>Methods</h3><div>Two virtual NGT sessions were conducted with nine participants representing eight healthcare organizations across diverse practice settings.</div></div><div><h3>Results</h3><div>Participants reached consensus (greater than 70% agreement) on 87 sub-competencies derived from the American Association of Colleges of Nursing (AACN) Essentials, with the greatest emphasis placed on Domain 2: Person-Centered Care and Domain 9: Professionalism. These findings highlight clinical partners' expectations for students to exhibit ethical, professional behaviors alongside individualized, safe patient care.</div></div><div><h3>Conclusion</h3><div>The NGT method proved effective in promoting inclusive participation, structured discussion, and consensus-building within a limited timeframe. This approach offers a replicable model for nursing programs seeking to strengthen academic-practice collaboration and align curricula with real-world expectations. Limitations included uneven representation across clinical settings and constrained opportunities for in-depth discussion. Future work should explore segmented NGT sessions by specialty to ensure broader input across all spheres of care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 108-111"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189001","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}