Journal of Professional Nursing最新文献

{"title":"Registered nurses' perspectives on co-designing undergraduate nursing curriculum: a qualitative study","authors":"Monica Peddle ,&nbsp;Rachael Sabrinskas ,&nbsp;Thomas Mathew ,&nbsp;Caroline Borzdynski ,&nbsp;Cindy Hoang ,&nbsp;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,&nbsp;Fangqing Liu,&nbsp;Weiwei Tong,&nbsp;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}

{"title":"An amicus brief in favor of allowing race-based decisions in health professions schools","authors":"Frank D. Hicks PhD, RN, CNE (Professor and Associate Dean),&nbsp;Lisa Rosenberg PhD, RN (Professor Emerita)","doi":"10.1016/j.profnurs.2025.04.016","DOIUrl":"10.1016/j.profnurs.2025.04.016","url":null,"abstract":"<div><div>An amicus curia, translated from the Latin means ‘friend of the court’, is a brief submitted to the court by an individual or interest groups who are not party to a court ruling, but have a strong interest in the matter under consideration by the court. This article represents such an endeavor as it relates to the recent Supreme Court decision barring the use of race-conscious admissions in colleges and universities. Though much has changed since this article was submitted, the thesis of this paper remains relevant: that, like military academies, health profession schools should be allowed to use race-conscious admission processes to ensure a diverse healthcare workforce. Military readiness and health equity are important national priorities and improving both have been linked to workforce and leadership diversification. Legal precedent and empirical data are presented to support the assertion that increased diversity in the health professions improves healthcare outcomes, enhances effective provider-patient communication, and increases patient satisfaction. To achieve better health outcomes for all Americans, deliberate diversification of health profession schools is a must.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 124-129"},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143943122","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":"Implementing peer support in graduate nursing education: A quality improvement initiative","authors":"Jacquelyn Ryer,&nbsp;Barbara Birriel","doi":"10.1016/j.profnurs.2025.04.014","DOIUrl":"10.1016/j.profnurs.2025.04.014","url":null,"abstract":"<div><h3>Background</h3><div>Graduate nursing students encounter a variety of academic and social sources of stress and anxiety. Post COVID pandemic review of mental health reveals worsening statistics for graduate students. Doctor of Nursing Practice (DNP) attrition is increasing, with student support issues and program stressors being two major predictors of attrition. At a large university, academic progression through the first two specialty courses revealed a 5–28 % failure/withdrawal rate. A Peer Support Pilot Program was implemented as a resource for students.</div></div><div><h3>Purpose</h3><div>The purpose of this project was to implement and evaluate a Peer Support Pilot Program for students in the Adult Gerontology-Acute Care Nurse Practitioner/Clinical Nurse Specialist (AG-ACNP/CNS) track DNP program.</div></div><div><h3>Methods</h3><div>The program was designed with literature, faculty, and student engagement. The program was implemented over one semester. An evaluation was completed looking at utilization, academic progression, and student perception. Attendance of in-person events and academic progression were recorded by course faculty. An anonymous Qualtrics Survey was sent to participants assess utilization and perceptions.</div></div><div><h3>Results</h3><div>Students utilized their peer coaches for support throughout the semester (90 %), and half perceived it as contributing to their academic success. There was no measurable change in academic progression for AG-ACNP/CNS students compared to the year prior.</div></div><div><h3>Conclusions</h3><div>A Peer Support Program is a well-known evidence-based intervention to support undergraduate nursing students. There are few studies that look at graduate nursing student's outcomes and utilization with peer support. Although this project revealed graduate nursing students perceived the program contributed to their academic success, there was no impact on academic progression. Further research is needed to assess the impact of peer support on graduate nursing students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 109-113"},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143922448","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 and midwifery faculty experience of emergency remote teaching during Covid-19 pandemic: qualitative evidence synthesis","authors":"Martina Giltenane ,&nbsp;Maura Dowling","doi":"10.1016/j.profnurs.2025.04.013","DOIUrl":"10.1016/j.profnurs.2025.04.013","url":null,"abstract":"<div><h3>Background</h3><div>Many universities switched their pedagogical approach to teach remotely during Covid-19 pandemic for the first time, posing many challenges for faculty including technology infrastructure, lack of technical support, a changed teaching environment and more responsibility for supporting students to meet intended learning.</div></div><div><h3>Aim</h3><div>To Synthesise nursing and midwifery faculty experiences of online teaching during the Covid-19 pandemic.</div></div><div><h3>Method</h3><div>A systematic review of qualitative evidence was completed to systematically synthesise nursing and midwifery faculty experiences of online teaching during Covid-19 pandemic.</div></div><div><h3>Results</h3><div>Nine qualitative and three mixed-methods studies reporting on the experiences of 248 faculty were included in this ‘best fit’ framework using Chickering and Gamson's Seven Principles for Good Practice in Undergraduate Education. The importance of face-to-face interaction between faculty and students was highlighted for effective communication and interpersonal relationships. Clinical placement exposure was deemed imperative. Professional development and managerial support are paramount to effectively incorporate the use of online technologies to support nursing and midwifery education.</div></div><div><h3>Conclusions</h3><div>Clinical placement and practical skills training are essential to be delivered in-person. Face-to-face programmes could be enhanced using online components. Professional development and managerial support, together with collaboration among Higher Educational Institutions, Clinical Practice Partners and Regulatory Bodies is imperative for effective blended programmes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 88-99"},"PeriodicalIF":2.8,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143911699","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":"Technostress among digital generations nurse educators in South-Central Mindanao Philippines","authors":"Jessie T. Oraño RN, RM, MMHA, MAN ,&nbsp;Charlie C. Falguera RN, RM, MAN","doi":"10.1016/j.profnurs.2025.04.015","DOIUrl":"10.1016/j.profnurs.2025.04.015","url":null,"abstract":"<div><h3>Background</h3><div>Technostress is a modern adaptation issue resulting from the difficulty of adapting to technological use. Integrating technology in teaching and learning during the sudden shift of teaching modalities exposes nursing educators to technostress.</div></div><div><h3>Aim</h3><div>To determine and compare the levels of technostress experienced by digital native and digital immigrant nurse educators during the abrupt change in the teaching-learning environment brought on by the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>A descriptive-comparative design was employed involving 115 nurse educators in the South-Central Mindanao region, Philippines, who were categorized into digital natives and digital immigrants. A 28-item Teacher's Technostress Level Determination Scale (TTLDS) questionnaire was used to collect the data. An unpaired <em>t</em>-test was used to compare the data between the two groups.</div></div><div><h3>Results</h3><div>Both groups reported having high technostress in the learning-teaching process-oriented domain. Digital natives reported low technostress in the personal-oriented domain, while digital immigrants have low technostress in profession-oriented and technical-issue-oriented domains. However, the <em>t</em>-test results showed no significant difference in the stress levels that both groups perceived.</div></div><div><h3>Conclusions</h3><div>Technology use was reported to have a negative psychological impact on nurse educators, especially regarding stress. Better exploration of technostress and how the technology affects nurse educators may help protect their physical and psychological well-being.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 73-77"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898884","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":"Balancing academic scholarship and educational technology resources in nursing education","authors":"Miranda Hawks PhD, RN, CNL","doi":"10.1016/j.profnurs.2025.03.003","DOIUrl":"10.1016/j.profnurs.2025.03.003","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages A1-A2"},"PeriodicalIF":2.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935772","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":"Addressing the nurse educator shortage: transitioning bedside nurses to clinical faculty by demystifying roles and responsibilities","authors":"John R. Blakeman ,&nbsp;Karen Baur ,&nbsp;Sandra Nielsen ,&nbsp;Janet LoVerde ,&nbsp;Carrie Carls ,&nbsp;Robin Cross","doi":"10.1016/j.profnurs.2025.04.012","DOIUrl":"10.1016/j.profnurs.2025.04.012","url":null,"abstract":"<div><div>There is a shortage of nurse educators in the United States; barriers exist to nurses taking on teaching roles, including a lack of confidence and familiarity with the role. This project was part of an academic-practice partnership between a large health system and a university in Illinois. Building on collaboration between the health system and university and after consulting the teaching-learning literature, a 3.5-hour educational course was developed with the intent of increasing bedside nurses' knowledge of, and confidence related to, the clinical faculty teaching role. These sessions were delivered in June 2023, October 2023, and March 2024, and 27 nurses participated. The course was well-received, and the participants reported that the educational content addressed misconceptions and inspired them to further explore clinical teaching roles. In this article, we describe the design and implementation of this course, including the collaborative approach that existed between the health system and university. We also provide lessons learned and resources for others to consider when developing and implementing similar sessions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 61-67"},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887304","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":"Reimagining nursing education curriculum using a backward course design in an undergraduate fundamental nursing course","authors":"Tanya Naguszewski,&nbsp;Pamela Dunagan,&nbsp;Quetina Howell,&nbsp;Kathleen A. Morales","doi":"10.1016/j.profnurs.2025.04.010","DOIUrl":"10.1016/j.profnurs.2025.04.010","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Colleges of Nursing (AACN) introduced the <em>Essentials</em> to address the education-to-practice gap and produce competent nurses. Competency-based education requires students to meet progression indicators, demonstrating competency attainment. Wiggins and McTighe's (2005) three-stage learning-centered approach enables nurse educators to create outcome-based learning experiences.</div></div><div><h3>Purpose and significance</h3><div>The purpose of this article is to apply the backward course design to the AACN (2021b) quality and safety competencies and provide an example for implementation in a proposed undergraduate fundamental nursing course.</div></div><div><h3>Results</h3><div>An iterative process was followed using backward course design aligning with competency-based education. The AACN's <em>Essentials</em> competencies provided the <em>learning outcomes</em> in the first stage. In the second stage, <em>assessments</em> of students' competence in knowledge, skills, and attitudes related to the learning outcomes were developed. In the final stage, <em>learning activities</em> were developed to ensure student success in the aligned assessments.</div></div><div><h3>Recommendations</h3><div>Outcomes, including progression indicators, for assessment of competency attainment must be identified throughout the curriculum. Methods to assess and track students' competency, leveled across the curriculum, must also be developed along with aligned learning activities. Faculty must keep a clear understanding of the steps involved in the backward course design and consider developing a formalized process for students who are not able to progress.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 68-72"},"PeriodicalIF":2.8,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891332","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}