Journal of Professional Nursing最新文献

{"title":"Internationalisation at home and its possible development in nursing education: A qualitative descriptive study of nursing faculties' views in two European countries","authors":"Ingrid From ,&nbsp;Kaisa Bjuresäter ,&nbsp;Aurelija Blaževičienė ,&nbsp;Brian Unis ,&nbsp;Berit Gesar","doi":"10.1016/j.profnurs.2025.08.010","DOIUrl":"10.1016/j.profnurs.2025.08.010","url":null,"abstract":"<div><h3>Background</h3><div>Introducing Internationalisation at Home (IaH) means integrating international perspectives into curricula in higher education in order to develop students' intercultural and international competence.</div><div>Introducing international learning objectives in a purposeful way into higher education curricula provides the opportunity for all students to assimilate international skills.</div></div><div><h3>Objective</h3><div>The objective of this study was to explore teachers' views about Internationalisation at Home and its possible development within nursing education.</div></div><div><h3>Method</h3><div>Focus group discussions were carried out at one Lithuanian and two Swedish universities. The transcribed text from the discussions was analysed using qualitative inductive analysis.</div></div><div><h3>Results</h3><div>The analysis generated two main categories: teachers' international competence needs to be improved in order for IaH to be introduced; and, implementing IaH should involve the entire university to be effective.</div></div><div><h3>Conclusion</h3><div>Improvement of IaH in higher education is needed. Teachers should be introduced to the concept of IaH and given training in how to work to promote it. Students will receive the pedagogical benefit of an increased global awareness. This generic competence should prepare them to work internationally. It is essential that higher education institutions prioritise IaH and, via natural progression, incorporate the concept into their teaching and administrative practices.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 62-68"},"PeriodicalIF":2.9,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158015","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":"Exploring baccalaureate degree nursing students' first semester experiences in post-pandemic classrooms: An exploratory descriptive study","authors":"Christopher M. Smith PhD, MSN, RN, GCQM ,&nbsp;Susan H. Lane PhD, MSN, RN","doi":"10.1016/j.profnurs.2025.08.007","DOIUrl":"10.1016/j.profnurs.2025.08.007","url":null,"abstract":"<div><h3>Background</h3><div>Covid-19 pandemic restrictions created unique challenges for nursing students. Little is known about how pandemic restrictions affected nursing students who spent their early years of pre-licensure education in virtual environments.</div></div><div><h3>Purpose</h3><div>Explore traditional junior-level baccalaureate degree nursing students' experiences in post-Covid face-to-face classrooms during their first semester in nursing major courses.</div></div><div><h3>Method</h3><div>This study used an exploratory descriptive qualitative design. Data were collected using an open-ended, semi structured qualitative survey to investigate the experiences of seventeen junior level baccalaureate degree nursing students in post Covid face-to-face classrooms during their first semester in nursing major courses at two 4-year universities in the southeastern United States. Thematic analysis was used to analyze data.</div></div><div><h3>Results</h3><div>Themes included facilitators and barriers to success. Subthemes for facilitators of success included learning style, motivation, and cohort influences. Subthemes for barriers to success included pedagogy, classroom environments, and information overload.</div></div><div><h3>Conclusion</h3><div>The effect of pandemic restrictions may resolve with time. Continued exploration is warranted to explore how students' pedagogical needs align with faculty's instructional methods in post Covid classrooms. Findings support reimagining nursing classrooms to better prepare students for technologically advanced healthcare environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 179-187"},"PeriodicalIF":2.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860495","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":"How to guide students through a DNP project: A practical guide for faculty","authors":"Staci S. Reynolds ,&nbsp;Julee B. Waldrop","doi":"10.1016/j.profnurs.2025.08.006","DOIUrl":"10.1016/j.profnurs.2025.08.006","url":null,"abstract":"<div><h3>Background</h3><div>There has been a rapid increase in Doctor of Nursing Practice (DNP) programs throughout the country. As such, there are more students conducting DNP projects, necessitating the need for more faculty members to serve as DNP project team leaders (also known as chairs or mentors). However, evidence suggests some faculty may not feel comfortable or confident in guiding students through the DNP project process.</div></div><div><h3>Purpose</h3><div>The purpose of this article is to provide faculty a template that can be adapted to their program on how to effectively guide DNP students through the DNP project.</div></div><div><h3>Approach</h3><div>This article provides guidance, including examples of how to identify a problem in practice, develop a project, collect and evaluate data, and disseminate results. Examples are shared from a top-ranked DNP program in the southeastern United States, including a Comprehensive Guide to the DNP Project, a DNP Project Chair toolkit, and a tutorial on how to develop simple flowcharts.</div></div><div><h3>Conclusions</h3><div>Other schools of nursing can use and modify the information presented in this article to develop robust guides for their own DNP programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 173-178"},"PeriodicalIF":2.9,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860494","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":"Generative AI and nursing education: Exploring faculty views on student assessment","authors":"Anthony Summers,&nbsp;Joanne Lee","doi":"10.1016/j.profnurs.2025.08.003","DOIUrl":"10.1016/j.profnurs.2025.08.003","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 168-172"},"PeriodicalIF":2.9,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842278","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":"Workforce development: An academic practice partnership journey","authors":"Robin C. Harris DNP, RN, CNE ,&nbsp;Debra J. Deeken DNP, RN, NE-BC ,&nbsp;Jennifer J. O'Connor PhD, RN, CFCN, CNE ,&nbsp;Amber N. Vroman MSN, RN ,&nbsp;Rebecca S. Graves MLS, AHIP","doi":"10.1016/j.profnurs.2025.08.004","DOIUrl":"10.1016/j.profnurs.2025.08.004","url":null,"abstract":"<div><div>The nursing workforce shortage demands comprehensive, innovative solutions across academic and clinical settings. Beginning in 2019, a strategic partnership was created between a large Midwestern university school of nursing and its associated academic health center to address workforce challenges and implement targeted initiatives. Key initiatives included student apprenticeships to support new graduate nurses, the development of functional teams to ease critical workforce shortages during Covid-19, and the implementation of ‘red carpet clinicals’ to facilitate student experiences in the clinical arena. Additional programs included blended hires and an innovative Unlicensed Assistive Personnel program to support both hospital staffing needs and nursing education preparation. Although these programs yielded various levels of success, the partnership highlighted the importance of transparency, vulnerability, vision, and open communication. We examine the outcomes of these multiple interventions, highlighting lessons learned and focusing on the importance of continuous quality improvement in workforce development and nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 151-156"},"PeriodicalIF":2.9,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809440","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 multi-theory approach to enhancing empathy, communication, problem-solving, and ethical decision-making in nursing students: A mixed-method study using creative drama","authors":"Esin Kavuran ,&nbsp;Tamer Temel ,&nbsp;Aybike Bahçeli","doi":"10.1016/j.profnurs.2025.07.011","DOIUrl":"10.1016/j.profnurs.2025.07.011","url":null,"abstract":"<div><h3>Background</h3><div>Empathy, communication, problem-solving, and ethical decision-making are crucial for nursing students to deliver holistic, patient-centered care. Traditional teaching methods may fall short, highlighting the need for innovative approaches like creative drama.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of creative drama on the empathy, communication, problem-solving, and ethical decision-making skills of nursing students, guided by Kolb's Experiential Learning Theory and Bandura's Social Learning Theory.</div></div><div><h3>Design</h3><div>This study employed a Sequential Explanatory mixed-methods design, combining a quasi-experimental quantitative phase followed by qualitative interviews to deepen the understanding of the results.</div></div><div><h3>Methods</h3><div>The study involved 66 first-year nursing students: 32 in the experimental group (creative drama) and 34 in the control group (traditional education). Data were collected through pre- and post-tests using scales measuring empathy, communication, problem-solving, and ethical decision-making. Semi-structured interviews were conducted with selected participants from both groups to gather qualitative insights. Quantitative data were analyzed using <em>t</em>-tests, and thematic analysis was applied to the qualitative data.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in empathy, communication, problem-solving, and ethical decision-making skills compared to the control group. Qualitative findings revealed increased reflective thinking and improved practical application of theoretical knowledge.</div></div><div><h3>Conclusion</h3><div>The intervention effectively enhanced nursing students' clinical skills. Both quantitative and qualitative results showed that creative drama improves their preparation for practice. Thus, integrating creative drama into the nursing curriculum is recommended.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 157-167"},"PeriodicalIF":2.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828220","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":"Understanding the phenomenon of failure to fail in unsafe prelicensure nursing students in the clinical setting: A grounded theory approach","authors":"Alice Jane Haines","doi":"10.1016/j.profnurs.2025.07.010","DOIUrl":"10.1016/j.profnurs.2025.07.010","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Failure to fail involves assigning passing grades to students who have not achieved course or clinical objectives at a satisfactory level. The literature has shown that this phenomenon occurs more frequently in the clinical setting due to several issues, including the increased subjectivity of clinical evaluation tools and processes, unclear policies, and lack of administrative support to fail students. The question remains: What is the thought process that is used by faculty to determine if a student passes or fails in a clinical experience?&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Purpose&lt;/h3&gt;&lt;div&gt;To explore the decision-making process used by pre-licensure clinical nursing faculty when they are determining whether to pass or fail an unsafe student enrolled in a clinical course.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A qualitative constructivist grounded theory design was selected. Grounded theory explores a process about which little is known. The decision-making process used by faculty to determine if a student passes or fails a clinical course has never been described in literature. Participants were sixteen prelicensure clinical nursing faculty from associate degree, diploma and baccalaureate programs located in ten United States. Participants were recruited from multiple Facebook nurse educator websites and a group of diploma programs in Western Pennsylvania. A link to the study and consent was provided to each potential participant. Following signing of the consent and providing contact information, faculty were contacted by the investigator. Two semi-structured interviews were conducted with each participant. Data was coded with SPSS version 26, NVivo Pro version 12, and analyzed manually.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Six unsafe clinical behaviors that caused students to reach the failure threshold were identified; lack of ability to synthesize the client's plan of care, ineffective interpersonal communication, unacceptable pattern of skills performance, disrespectful mindset/attitude, and deceitful/amoral conduct. Six reasons for faculty failing to fail were also discovered; lack of administrative support to fail unsafe students, ineffective clinical evaluation tools, inconsistent policy enforcement, time pressures, fear of appeals, grievances and lawsuits, and the core category which was identified as role conflict. Lack of support from administration was defined as an absence of backing from the faculty member's immediate supervisor when presented with written documentation proving that a student was clearly unsafe in the clinical setting. In this study, there was a refusal by the administration to allow the faculty member to fail the unsafe student. A substantive theory emerged from the data and was entitled &lt;em&gt;“The Complex Conundrum of Clinical Evaluation.”&lt;/em&gt; The theory contained four phases: seeing red flags (identifying the unsafe behaviors), seeking validation (meeting with administration), selecting an outcome ","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 133-143"},"PeriodicalIF":2.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757502","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":"Innovative strategies for online RN to BSN curriculum revision: Meeting the essentials","authors":"Sharon Imes PhD, RN, CNE ,&nbsp;Susan Hendricks EdD, RN, MSN, CNE, ANEF ,&nbsp;Stephanie Pratt DNP, RN, CNE","doi":"10.1016/j.profnurs.2025.07.009","DOIUrl":"10.1016/j.profnurs.2025.07.009","url":null,"abstract":"<div><h3>Background</h3><div>The 2021 release of <em>The Essentials: Core Competencies for Professional Nursing Education</em> by the American Association of Colleges of Nursing has prompted widespread curricular revision among nursing programs. Limited literature exists on how RN to BSN online nursing programs are responding to the New Essentials. These challenges are further compounded within large statewide university systems that include many locations. This article examines the comprehensive process of integrating the New Essentials into an online RN-BSN curriculum across nine campuses within a large, public university. Faculty engagement and student feedback were vital components in guiding meaningful and responsive change.</div></div><div><h3>Innovation</h3><div>To facilitate the curricular revision process, a strategic approach was used in addition to two uniquely designed and innovative tools: Competency Recipe Cards© and the Complete Curriculum Bundle©. These tools were designed to align coursework with the New Essentials and promote curricular cohesion across multiple campuses.</div></div><div><h3>Implications</h3><div>The systematic process and strategies discussed offer a replicable model for other universities facing curriculum reform. These tools offer many advantages including consistency, streamlined instruction, enhanced organization, and foster a smoother accreditation process across diverse locations united under one collaborative program.</div></div><div><h3>Conclusion</h3><div>A smooth RN-BSN online curricular revision aligned with the New Essentials was achieved through the use of intentional planning, inclusive collaboration, and uniquely designed tools. This innovative approach offers a tangible option for nursing programs to navigate curriculum revision- transforming a typically complex process into one that is structured, collaborative, and achievable.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 115-122"},"PeriodicalIF":2.9,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738821","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":"Exploring priority areas to establish quality improvement education partnerships: A nominal group technique study","authors":"Verity Mak,&nbsp;Gabrielle Brand,&nbsp;Nicole Kovach,&nbsp;Julia Morphet","doi":"10.1016/j.profnurs.2025.07.008","DOIUrl":"10.1016/j.profnurs.2025.07.008","url":null,"abstract":"<div><h3>Background</h3><div>Quality improvement partnerships between higher education and healthcare organizations are emerging as a valuable way to engage pre-licensure nursing students in this content. There are no agreed guidelines to assist with the establishment of these partnerships.</div></div><div><h3>Aim</h3><div>To convene key stakeholders with the objective of reaching consensus on the following question: What needs to happen to establish quality improvement education partnerships between higher education and healthcare organizations?</div></div><div><h3>Methods</h3><div>A nominal group technique was used, adhering to the STROBE guidelines. Participants generated ideas to answer the question individually before sharing and discussing them within the group. Participants then independently voted and ranked the ideas in order of priority to reach consensus.</div></div><div><h3>Results</h3><div>Thirty-nine ideas were generated during the nominal group technique meeting by the five participants. A consensus was reached on ten priority areas required to establish quality improvement education partnerships.</div></div><div><h3>Conclusion</h3><div>These priority areas can be used as a starting point for the establishment of quality improvement education partnerships for pre-licensure nursing students. The results can be used internationally to guide pre-licensure nursing and health professions academics towards the inclusion of quality improvement education partnerships in curricula to develop quality improvement knowledge and skills of students which they can apply on entering the workforce.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 101-106"},"PeriodicalIF":2.9,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721803","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 effect of chatbot-supported instruction on nursing students' history-taking questioning skills and stress level: A randomized controlled study","authors":"Sıdıka Kestel PhD, RN ,&nbsp;Afra Çalık PhD, RN ,&nbsp;Mustafa Kuş BsC","doi":"10.1016/j.profnurs.2025.07.004","DOIUrl":"10.1016/j.profnurs.2025.07.004","url":null,"abstract":"<div><h3>Background</h3><div>Comprehensive history-taking is crucial for patient assessment, prioritisation of care, and planning of care. While direct instruction methods effectively explain history-taking processes and components, they provide insufficient opportunities for practice, necessitating the implementation of supplementary teaching strategies.</div></div><div><h3>Objective</h3><div>This study aimed to examine the effects of AI chatbot-supported history-taking training on nursing students' questioning skills and clinical stress levels.</div></div><div><h3>Methods</h3><div>This randomized controlled study with pretest-posttest was conducted with 82 “first-year” nursing students. The students were randomly assigned to either an intervention (n = 41) or a control (n = 41) group. The intervention group underwent history-taking using the traditional teaching method (theoretical training, watching a video, and clinical practice) plus an artificial intelligence (AI) chatbot; the students in the control group were trained only with the traditional method.</div></div><div><h3>Results</h3><div>The intervention group demonstrated significantly superior performance in two specific components: history of present illness and review of systems (p &lt; 0.05). Clinical stress levels showed mixed results, with significant differences in Challenge and Benefit subscales but no difference in overall stress scores between groups.</div></div><div><h3>Conclusion</h3><div>Chatbot-based history-taking instruction is efficacious in improving students' history-taking questioning skills in specific components of history-taking, but not in clinical stress.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 93-100"},"PeriodicalIF":2.8,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144695285","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}