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}
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}
{"title":"Opportunities for improvement of neonatal nurse practitioner education: complex care and pediatric advanced life support","authors":"Tracey Bell , Desi M. Newberry","doi":"10.1016/j.profnurs.2025.05.007","DOIUrl":"10.1016/j.profnurs.2025.05.007","url":null,"abstract":"<div><h3>Background</h3><div>The scope of practice for the neonatal nurse practitioner is to provide care for patients from birth up to age two. Specific areas often not adequately addressed in the NNP curriculum include complex care of infants and toddlers up to age 2 and resuscitation outside the delivery room.</div></div><div><h3>Purpose</h3><div>This quality improvement project aimed to assess NNP interest and curriculum needs related to complex care of infants and toddlers up to two years, and the current state of NRP and PALS inclusion in NNP curriculum. The first survey was intended to assess the need for and interest in additional education on complex care of the infant and toddler up to two years of age. The second survey was intended to assess if NNP education addresses pediatric as well as neonatal resuscitation.</div></div><div><h3>Results</h3><div>Sixty-nine practicing NNPs responded to the first survey and 99 % identified a need for more education in the NNP programs on complex care. The second survey had 37 responses with 84 % requiring students to have neonatal resuscitation program provider status while 14 % require pediatric acute life support certification.</div></div><div><h3>Conclusion</h3><div>As the age for viability decreases with increased survival, the NNP will be responsible for caring for infants in the hospital for longer periods of time. Additionally, more infants will require post- discharge care for complex medical needs. Improving NNP education on age-appropriate resuscitation and complex care for neonatal patients as they age will improve patient and family outcomes and allow the NNP to practice to the full scope of their license.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 164-169"},"PeriodicalIF":2.8,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167856","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":"A naturalistic inquiry of Nigerian immigrant nursing student experiences in U.S. baccalaureate nursing programs","authors":"Shatoi T. King PhD, MSN-Ed, RN, CNE","doi":"10.1016/j.profnurs.2025.05.008","DOIUrl":"10.1016/j.profnurs.2025.05.008","url":null,"abstract":"<div><h3>Background</h3><div>Nigerian immigrant nursing students often struggle to understand Western culture vocabulary and terminology used in U.S. nursing program curricula, which can lead to isolation and prevent Nigerian students from seeking help to overcome their language barrier. The paucity of research on acclimation of Nigerian immigrant students to U.S. nursing programs and lack of understanding likely impede effective instruction and diminish student success.</div></div><div><h3>Purpose</h3><div>The study presented here explored how Nigerian immigrant nursing students acclimate to the teaching-learning environment in U.S. baccalaureate nursing programs.</div></div><div><h3>Method</h3><div>Guided by Lincoln and Guba's, 1985 work on Naturalistic Inquiry, the five themes emerged from the data analyzed. These included Stepping into America, Navigating the Rough Waters, Unexpected Changes, Searching for Consistency, and Hopes of Finding Clarity.</div></div><div><h3>Results</h3><div>The study found that Nigerian immigrant nursing students have both positive and negative encounters with faculty and classmates, as well as challenges and obstacles related to American English, their heavy accent, family expectations, and work obligations.</div></div><div><h3>Conclusion</h3><div>These findings could inform more effective U.S. nursing school strategies to assist Nigerian immigrant nursing students better acclimate to Western culture and increase positive program experiences and outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 155-163"},"PeriodicalIF":2.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138047","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}
Sara E. Hart PhD, RN , Kathryn Sexson APRN, FNP-BC , Connie Perkins PhD, RN, CNE , Hui Zhao PhD, RN , Nannette Cowen PhD, FNP-BC , Tanya Seward DNP APRN AGNP FNP , Andra Davis PhD, RN , Jennifer Mongoven MPH
{"title":"Family caregiving competencies for level one nursing education","authors":"Sara E. Hart PhD, RN , Kathryn Sexson APRN, FNP-BC , Connie Perkins PhD, RN, CNE , Hui Zhao PhD, RN , Nannette Cowen PhD, FNP-BC , Tanya Seward DNP APRN AGNP FNP , Andra Davis PhD, RN , Jennifer Mongoven MPH","doi":"10.1016/j.profnurs.2025.05.006","DOIUrl":"10.1016/j.profnurs.2025.05.006","url":null,"abstract":"<div><div>The Consortium for Family Caregiving Competencies in Nursing Education (the Consortium) formed in response to the need for nursing education to better prepare the future workforce to identify, value, integrate, and support family caregivers. The Consortium is comprised of expert educators and champions of family caregivers, representing diverse nursing education settings (rural, urban, online), types (Bachelor of Science in Nursing, Associate Degree in Nursing, Registered Nurse-to-Bachelor of Science in Nursing), and geographical locations across the United States. Rigorous processes were employed to identify and validate entry-level nursing education competencies for family caregiving. The 19 Family Caregiving Competencies for Level One Nursing Education cover four domains: The Nature of Family Caregiving, Family Caregiving Identification and Assessment, Providing Family-centered Care, and the Systems-based Context of Family Caregiving and have been crosswalked with the American Association of Colleges of Nursing Essentials: Core Competencies for Professional Nursing Education (2021).</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 138-147"},"PeriodicalIF":2.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125317","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}
Eva Westergren , Mirka Toivonen , Annika Skogster , Titta Sainio , Ann Lykkegaard Soerensen
{"title":"Not just a checklist: Ethical, patient-centred use of the ten rights in Nordic nursing education","authors":"Eva Westergren , Mirka Toivonen , Annika Skogster , Titta Sainio , Ann Lykkegaard Soerensen","doi":"10.1016/j.profnurs.2025.05.005","DOIUrl":"10.1016/j.profnurs.2025.05.005","url":null,"abstract":"<div><div>Medication administration errors occur frequently, highlighting the importance of safe medication practices in nursing education. Various checklists, such as “Five rights” or “Nine rights”, have been developed to support the implementation of safe medication administration. However, the lists alone are not enough to guarantee medication safety. The Nordic Medication Educators' Collaboration identified the need for a more comprehensive and educationally grounded framework and developed “The Ten Rights” in medication administration. These rights aim to support safe, ethical, and patient-centred nursing practice by providing a structured yet flexible guide to medication administration. This article outlines the development of “The Ten Rights” in Medication Administration, how “The Ten Rights” were born, and how we see these rights as a possibility for clarifying the complexity of medication administration while providing a structure for healthcare professionals handling medications. Throughout the article, recommendations are presented for integrating “The Ten Rights” into nursing curricula across the Nordic countries to enhance medication safety and support professional accountability.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 23-27"},"PeriodicalIF":2.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144296882","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":"A descriptive phenomenological study of postgraduate nursing students' experiences with ChatGPT","authors":"Funda Aslan","doi":"10.1016/j.profnurs.2025.05.004","DOIUrl":"10.1016/j.profnurs.2025.05.004","url":null,"abstract":"<div><h3>Background</h3><div>Postgraduate education plays a critical role in preparing nurses for advanced practice and leadership roles. Although ChatGPT has recently emerged as a potential tool in education, its integration into postgraduate nursing education remains underexplored. Existing studies largely focus on undergraduate settings. This study investigates the interactions and experiences of postgraduate nursing students (PGNSs) using ChatGPT, providing insights for nursing educators.</div></div><div><h3>Aim</h3><div>To explore the experiences of PGNSs enrolled in Master's and Doctoral programs who utilized ChatGPT to prepare seminar assignments.</div></div><div><h3>Design</h3><div>A descriptive phenomenological design was adopted. The study involved 13 PGNSs enrolled in the same course. Data were collected through in-depth, semi-structured online interviews conducted between April and October 2024. Data analysis followed Colaizzi's method.</div></div><div><h3>Results</h3><div>Analysis revealed three overarching themes and nine thematic clusters. Participants identified a range of opportunities associated with ChatGPT, including time-saving and support for learning. However, they also reported uncertainties regarding its ethical use and application. Furthermore, participants shared practical recommendations for integrating ChatGPT into nursing education.</div></div><div><h3>Conclusion</h3><div>ChatGPT is poised to become a valuable tool in postgraduate nursing education. To support this integration, educators must understand how students interact with AI tools like ChatGPT and address related pedagogical and ethical concerns. Alternative assessment strategies and targeted guidance should be developed collaboratively by educators and experts to ensure effective and responsible use.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 148-154"},"PeriodicalIF":2.8,"publicationDate":"2025-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125379","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":"Registered nurses' perspectives on co-designing undergraduate nursing curriculum: a qualitative study","authors":"Monica Peddle , Rachael Sabrinskas , Thomas Mathew , Caroline Borzdynski , Cindy Hoang , Hosu Ryu","doi":"10.1016/j.profnurs.2025.05.001","DOIUrl":"10.1016/j.profnurs.2025.05.001","url":null,"abstract":"<div><h3>Background</h3><div>This article reports a qualitative study exploring perspectives of registered nurses when engaging in co-designing undergraduate nursing curricula. Outcomes can be used to inform the development of revised Bachelor of Nursing curriculum.</div></div><div><h3>Method</h3><div>This study used a qualitative descriptive exploratory design with in-depth individual interviews to investigate experiences of registered nurses when engaging in co-design activities in development of undergraduate nursing curricula.</div></div><div><h3>Results</h3><div>Five in-depth individual interviews were completed between 2022 and 2023. Three themes including perceptions of co-design, factors impacting co-design and essential structures supporting co-design were recognised each with subthemes.</div></div><div><h3>Conclusion</h3><div>The findings suggest co-design in nursing curriculum design is poorly understood amongst stakeholders. However, co-design is increasingly being implemented across higher education to improve partnerships, learner engagement and professional preparation. To promote wider engagement in co-design academics and clinicians need to collaborate to effectively develop and deliver relevant educational services and programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 178-188"},"PeriodicalIF":2.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144203467","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":"Bullying of nursing students: A bibliometric analysis based on Web of Science database","authors":"Yiting Wang, Fangqing Liu, Weiwei Tong, Hongchen Zhang","doi":"10.1016/j.profnurs.2025.05.003","DOIUrl":"10.1016/j.profnurs.2025.05.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students bullying remains a key issue affecting their career preparation and development in healthcare. It is necessary to analyze research hotspots, trends through bibliometric statistics in order to identify the future research directions and provide targeted interventions.</div></div><div><h3>Aim</h3><div>The researchers conducted a bibliometric review on the bullying of nursing students.</div></div><div><h3>Methods</h3><div>We used the Web of Science Core Collection database to determine the most frequently cited studies on the bullying of nursing students. VOSviewer and CiteSpace were used to conduct bibliometric analysis.</div></div><div><h3>Results</h3><div>A total of 152 documents were retrieved from the WOSCC database, and we observed an increasing trend in publications over time. The United States was the leading contributor for research productivity. The author with the highest number of publications and the most cited author was Birks M. <em>Nurse Education Today</em> was the top journal in this area. ‘Bullying in the Nursing Profession’ by Randle J. was the most cited article. The research hotspots include three main areas: the types of bullying behaviors, experiential dimensions, and intervention. The burst vocabulary showed that the health, harassment, and intention of bullying of nursing students have a significant potential to become an emerging hotspot.</div></div><div><h3>Conclusion</h3><div>There is a growing body of research examining the bullying of nursing students. These findings provide invaluable insights for nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 114-123"},"PeriodicalIF":2.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143928785","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":"A journey of mentoring and sponsorship excellence: A case study of a Black woman academic nurse leader's professional identity development","authors":"Kech Iheduru-Anderson EdD, DNP, RN, CNE, CWCN","doi":"10.1016/j.profnurs.2025.05.002","DOIUrl":"10.1016/j.profnurs.2025.05.002","url":null,"abstract":"<div><h3>Background</h3><div>Mentorship and sponsorship are critical to the career development and advancement of academic nursing professionals, fostering leadership, scholarly productivity, and career progression. However, disparities in access to these opportunities can hinder the growth of underrepresented faculty. This study addresses how targeted support can help close these gaps.</div></div><div><h3>Purpose</h3><div>This study explored the mentoring and sponsorship experiences of Dr. Hassani, a Black woman academic nurse leader, and examined how these relationships shaped her professional identity and career advancement in nursing academia.</div></div><div><h3>Methods</h3><div>A qualitative case study design was used, drawing on a 104-min, in-depth audio-recorded interview with Dr. Hassani, supplemented by insights from one of her mentees. Data were analyzed thematically using Social Cognitive Career Theory (SCCT) as the guiding framework.</div></div><div><h3>Findings</h3><div>Four key themes were identified: definition of professional identity, early nursing career, transition to academia and emerging opportunities, and academic leadership. Findings underscore how intentional mentorship fosters identity development, while sponsorship offers critical access to leadership pathways.</div></div><div><h3>Conclusion</h3><div>Mentoring and sponsorship play a pivotal role in advancing the careers of underrepresented faculty in academic nursing. The study calls on institutions to implement equitable, identity-affirming mentorship models that support faculty retention, leadership development, and inclusive excellence.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 100-108"},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143916603","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}