Journal of Professional Nursing最新文献

{"title":"Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions","authors":"Ebtesam Alzahrani ,&nbsp;Monirah Albloushi","doi":"10.1016/j.profnurs.2025.12.004","DOIUrl":"10.1016/j.profnurs.2025.12.004","url":null,"abstract":"<div><h3>Background</h3><div>Academic burnout in undergraduate nursing students is well documented, but limited studies have explored its causes and consequences.</div></div><div><h3>Aim</h3><div>This paper aims to define the attributes, antecedents, and consequences of academic burnout among undergraduate nursing students.</div></div><div><h3>Method</h3><div>This study used Walker and Avant's eight-step concept analysis method. A literature search for articles published from January 2020 to September 2024 was conducted using keyword combinations in PubMed, Scopus, CINAHL, and Google Scholar. Of the 2800 articles found in the initial screening, 125 met inclusion criteria and 25 were included in the study.</div></div><div><h3>Result</h3><div>Of these 25 studies, 19 were empirical studies (14 quantitative, 2 qualitative, and 3 systematic reviews), and six provided theoretical or measurement foundations for academic burnout. The analysis identified emotional exhaustion, low self-concept, low engagement, fatigue, loss of motivation, irritability, and cynicism as attributes. The consequences were high absenteeism rate, low motivation, low academic performance and satisfaction, and dropping out. The antecedents were internal factors such as stress, depression, and personality, and external factors such as lack of family presence and social support, having a child, and financial issues.</div></div><div><h3>Conclusion</h3><div>This analysis defines academic burnout among undergraduate nursing students to ensure consistent evaluation and focused interventions within nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 58-63"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023329","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":"Socialization into the world of academia: Mentoring experiences of nursing faculty seeking tenure","authors":"Wei Liu","doi":"10.1016/j.profnurs.2026.01.006","DOIUrl":"10.1016/j.profnurs.2026.01.006","url":null,"abstract":"<div><h3>Background</h3><div>Mentoring is advocated as a strategy to facilitate career development of nursing faculty. Faculty development needs vary based on their academic track. Little is known about the mentoring experiences of faculty seeking tenure in nursing academia.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to explore mentoring as experienced by nursing faculty in their pursuit of academic tenure.</div></div><div><h3>Methods</h3><div>Qualitative interpretative phenomenology was the research design of the study. Semi-structured interviews were conducted with 16 faculty who had experienced mentoring while holding a full-time tenure-track position. The faculty participants came from 15 academic institutions across all four geographic regions of the United Sates. Interpretive phenomenological analysis was followed to construct the meaning of mentoring experiences of nursing faculty seeking tenure.</div></div><div><h3>Results</h3><div>Four major themes were interpreted as follows: 1) Faculty onboarding: craving for mentorship; 2) navigating challenges: socialization into the world of academia; 3) significance of mentoring relationship: making or breaking a career; 4) looking forward: not eating their young.</div></div><div><h3>Conclusions</h3><div>Despite various mentoring approaches, faculty have unmet needs striving for tenure, in particular the need for supporting scholarly activities while maintaining their teaching, service, and practice responsibilities. This calls for structured mentoring programs to foster tenure-track faculty socialization into academia and demystify the process of seeking tenure.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 73-81"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189002","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":"The cost of quiet: Why nursing must reclaim its voice","authors":"Raymond Zakhari","doi":"10.1016/j.profnurs.2026.02.002","DOIUrl":"10.1016/j.profnurs.2026.02.002","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages A1-A3"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147379214","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":"The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review","authors":"Muhammad K.I.E.B. Mohamad Azmi PhD, BN, MSc (e.g. PhD, BN) ,&nbsp;Aisling Smyth PhD, BN, MSc ,&nbsp;Naomi Keith BN (Hons)","doi":"10.1016/j.profnurs.2026.02.008","DOIUrl":"10.1016/j.profnurs.2026.02.008","url":null,"abstract":"<div><h3>Background</h3><div>The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps.</div></div><div><h3>Objectives</h3><div>This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps.</div></div><div><h3>Methods</h3><div>Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool.</div></div><div><h3>Results</h3><div>Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support.</div></div><div><h3>Conclusion</h3><div>Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 116-127"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189090","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":"Gap analysis methodology for mapping baccalaureate and graduate nursing curricula to the AACN essentials: A step-wise approach","authors":"Joyce Pittman ,&nbsp;Jennifer Anderson ,&nbsp;Emily Bentley ,&nbsp;Clista Clanton ,&nbsp;Linda Sue Hammonds ,&nbsp;Kathleen T. McCoy ,&nbsp;Jo Ann Otts ,&nbsp;Bettina H. Riley ,&nbsp;Terry Ann Sturm","doi":"10.1016/j.profnurs.2025.12.009","DOIUrl":"10.1016/j.profnurs.2025.12.009","url":null,"abstract":"<div><h3>Background</h3><div>The 2021 AACN Essentials introduced a competency-based framework organized into ten domains, eight concepts, and 45 competencies across entry-level and advanced nursing education. Nursing programs require structured, replicable approaches to assess alignment of existing curricula with the Essentials, particularly those domains related to diversity, equity, inclusion, and social determinants of health.</div></div><div><h3>Purpose</h3><div>To describe a step-by-step, replicable methodology for assessing baccalaureate and graduate nursing curricula using a faculty-engaged gap analysis approach aligned with the AACN Essentials.</div></div><div><h3>Methods</h3><div>Using participatory action research principles and backward design, faculty stakeholders conducted an integrative literature review, identified evidence-informed educational practices, mapped selected undergraduate and graduate courses, and completed a validated gap analysis.</div></div><div><h3>Outcomes</h3><div>The project produced a scalable curriculum assessment process that engaged faculty, identified curricular gaps, and facilitated alignment with AACN Essentials competencies at both entry and advanced levels.</div></div><div><h3>Conclusion</h3><div>This gap analysis methodology provides nurse educators with a step-wise approach to curriculum assessment and revision.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 26-32"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927934","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":"Action-based Mentoring in Scientific Writing (AMSW) for nurse researchers: A concept analysis","authors":"Remya U. Rajendran ,&nbsp;Mamatha Shivananda Pai ,&nbsp;Baby S. Nayak ,&nbsp;Judith Angelitta Noronha","doi":"10.1016/j.profnurs.2026.01.003","DOIUrl":"10.1016/j.profnurs.2026.01.003","url":null,"abstract":"<div><h3>Background</h3><div>Mentorship is crucial for enhancing research productivity and scholarly development in research publications among nurse researchers. Despite its importance, the concept of action-based mentoring in scientific writing (AMSW) is not clearly defined, leading to inconsistent mentorship practices and limited research dissemination in nursing.</div></div><div><h3>Aim</h3><div>This review aimed to analyse the concept of AMSW to provide a clear understanding, define its characteristics, and explore its implications for improving scientific writing skills and research dissemination among nurse researchers.</div></div><div><h3>Methods</h3><div>Walker and Avant's eight-step method of concept analysis was used.</div></div><div><h3>Data sources</h3><div>Five databases were searched (PubMed, Scopus, ProQuest, CINAHL and Ovid Medline), and 14 articles were identified for analysis. The selected studies explored mentorship strategies, writing programs, collaborative writing, and the impact of mentorship on research productivity.</div></div><div><h3>Results</h3><div>Five defining attributes of AMSW were identified: collaborative learning, interactive guidance, skill development, structured support, and outcome orientation. The antecedents included limited writing experience, a lack of confidence in scholarly writing, and barriers such as time constraints and inadequate mentorship. The consequences of effective AMSW included enhanced writing skills, increased research productivity, successful publications, and strengthened research networks. Empirical referents, such as publication output, research productivity, improved writing skills, professional development, and mentee satisfaction, provide a basis for measuring the impact of AMSW.</div></div><div><h3>Conclusion</h3><div>The findings highlight that AMSW effectively addresses nurses' scholarly writing and publication challenges. The application of AMSW can enhance mentorship practices, promote research dissemination, and empower nurse researchers to contribute effectively.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 64-72"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146078635","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":"2015–2024 trends in nursing faculty vacancies across the United States","authors":"George A. Zangaro PhD, RN, FAAN ,&nbsp;Karen Kesten DNP, APRN, CCNS, CNE, FAAN","doi":"10.1016/j.profnurs.2026.01.008","DOIUrl":"10.1016/j.profnurs.2026.01.008","url":null,"abstract":"<div><h3>Background</h3><div>Faculty vacancies across the United States have been a growing concern for the nursing education community over the past decade and have a significant impact on preparing the future nursing workforce.</div></div><div><h3>Purpose</h3><div>The article outlines the full-time faculty vacancy rate, along with the top four critical issues and barriers related to full-time faculty recruitment and hiring encountered over the past decade.</div></div><div><h3>Methods</h3><div>Data from 2015 to 2024 were extracted from the annual reports of the American Association of Colleges of Nursing regarding faculty vacancy rates in the United States. The data on full-time faculty vacancy rates were reported in aggregate at the national and regional levels.</div></div><div><h3>Results</h3><div>The 10-year national average full-time faculty vacancy rate from 2015 to 2024 was 7.64%. The Midwest and South had the lowest full-time faculty vacancy rates; the West and North Atlantic had the highest full-time faculty vacancy rates. Issues critical to faculty recruitment were noncompetitive salaries, finding faculty with the necessary teaching experience, finding faculty with the right specialty mix, and a limited pool of PhD prepared nurses in their geographical area. Barriers to hiring full time faculty were insufficient funds, administrative constraints, and inability to recruit qualified full-time faculty due to competition and unavailability.</div></div><div><h3>Conclusions</h3><div>The faculty shortages across the U.S. are a complex problem that require a multi-pronged approach. Strategic recommendations were proposed to include investments in better compensation and faculty development, development of a dashboard to demonstrate regional shortages, and innovative approaches to capture the contributions of other than full-time faculty.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 99-107"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using the World Cafe approach to address essential questions of the discipline with PhD nursing students","authors":"Jesica Pagano-Therrien PhD, RN, CPNP-PC ,&nbsp;Teri Aronowitz PhD, APRN, FNP-BC, FAAN ,&nbsp;James Fain PhD, RN, BC-ADM, FAAN ,&nbsp;Nancy S. Morris PhD, RN, ANP-BC ,&nbsp;Donna J. Perry PhD, RN","doi":"10.1016/j.profnurs.2025.12.008","DOIUrl":"10.1016/j.profnurs.2025.12.008","url":null,"abstract":"<div><div>PhD in nursing programs focus on the development of scholars to become stewards of the discipline. Rooted in the philosophy of Lonergan (Lonergan, 1957/2000), our PhD in nursing program began an “Essential Questions Seminar,” bringing together faculty and students to engage in dialogue around questions central to the discipline. Over time, we adopted a more structured approach to facilitate small group conversation and broader discussion known as the World Cafe method. Students participated in robust conversations on a variety of matters of disciplinary importance and reported gaining important insights from one another. Faculty observed this method to be highly valuable in promoting interactions and idea-sharing among different cohorts of PhD students. The World Cafe method is a novel approach to address essential questions in nursing and facilitate the development of future stewards of the discipline.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 1-5"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145871713","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":"Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study","authors":"Danielle Scott Ph.D., RN, CEN","doi":"10.1016/j.profnurs.2025.11.011","DOIUrl":"10.1016/j.profnurs.2025.11.011","url":null,"abstract":"<div><h3>Background</h3><div>Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.</div></div><div><h3>Objectives</h3><div>This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.</div></div><div><h3>Methods</h3><div>A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.</div></div><div><h3>Results</h3><div>Statistically significant improvements were observed across all subscales (<em>p</em> &lt; .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.</div></div><div><h3>Conclusions</h3><div>Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 167-171"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684339","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":"Evaluating nurse practitioner faculty compensation, workload, and job satisfaction: A descriptive study","authors":"Tricia Neu,&nbsp;Jennifer Rode,&nbsp;Ashlyn Johnson","doi":"10.1016/j.profnurs.2025.12.002","DOIUrl":"10.1016/j.profnurs.2025.12.002","url":null,"abstract":"<div><h3>Background</h3><div>There is a growing demand for qualified nurse practitioner faculty. Barriers to attracting and retaining nurse practitioner faculty include high workload demands and significantly lower salaries than clinical practice.</div></div><div><h3>Purpose</h3><div>The purpose of this study is to identify program characteristics, workload models, and compensation factors associated with nurse practitioner job satisfaction.</div></div><div><h3>Methods</h3><div>This descriptive study employed a quantitative descriptive design using a cross-sectional survey to explore nurse practitioner faculty programs, workload policies, and compensation. Data was collected to assess participant demographics, program characteristics, workload structures, compensation structures, and job satisfaction.</div></div><div><h3>Results</h3><div>Seventy percent of respondents (<em>n</em> = 171) reported no workload reduction for clinical practice. A chi-square test of independence revealed that nurse practitioner perception of fair compensation had a significant association with nurse practitioner faculty job satisfaction (1, <em>n</em> = 111) = 12.918, <em>p</em> ≤0.001). Qualitative analysis also identified the need to increase faculty salaries to align with clinical practice as the theme present across all open-ended questions.</div></div><div><h3>Conclusion</h3><div>To support recruitment and retention of qualified nurse practitioner faculty, universities may need to re-evaluate compensation structures so that they are better aligned with those in clinical practice. Furthermore, universities should consider developing workload policies that recognize clinical practice as a valuable contribution to workload.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 188-197"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790200","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}