Journal of Professional Nursing最新文献

{"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}

{"title":"Artificial intelligence-based technology in communication training in nursing education: A scoping review","authors":"Joanna Wing Yan Yeung ,&nbsp;Ken Hok Man Ho ,&nbsp;Jasmine Cheung ,&nbsp;Jenny Tsun Yee Tsang ,&nbsp;Daphne Ka Yan Chong","doi":"10.1016/j.profnurs.2025.04.011","DOIUrl":"10.1016/j.profnurs.2025.04.011","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) with advanced natural language processing capabilities holds significant promise for navigating the complexities of digital communication by providing personalized and interactive communication training. Communication skills are crucial in nursing education. However, there is a lack of comprehensive information about its use in nursing education.</div></div><div><h3>Objective</h3><div>This scoping review aims to map and synthesize the literature on the applications and experiences relating to learning and teaching nursing communication skills using AI.</div></div><div><h3>Methods</h3><div>Searches were conducted across five databases, to identify relevant papers published between January 2003 to June 2023. PAGER framework was employed to collate, summarize, and report the results.</div></div><div><h3>Results</h3><div>Four articles were included in this review. Students had mixed learning experiences, while teaching experiences were minimally reported. Learning outcomes included self-efficacy, communication skills and knowledge, and learning attitude. Barriers included cultural and social barriers, technical problems, and logistical challenges. Nevertheless, AI-based communication training offers instant feedback, professional guidance, and psychological safety.</div></div><div><h3>Conclusions</h3><div>This scoping review summarized the application of AI in communication training in nursing education. Positive and negative learning experiences were reported, but teaching experiences were underreported and learning outcomes were inconclusive. More robust studies involving all stakeholders, including IT developers and teachers, are recommended.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 40-50"},"PeriodicalIF":2.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876583","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 integrative literature review for the clinical expert transitioning to a nurse faculty role","authors":"Patricia M. Speck DNSc, CRNP, FNP-BC, AFN-C, IVSE-C, DF-IAFN, FAAFS, DF-AFN, FAANP, FAAN ,&nbsp;Gary W. Milligan DNP, MSHA ,&nbsp;Stephanie A. Hammond DNP, CRNP, ANP-BC, COHN-S ,&nbsp;Melanie Gibbons Hallman DNP, CRNP, CNS, FAEN, FAANP, FAAN ,&nbsp;Laura A. Steadman Ed.D., CRNP, MSN, CNS, RN","doi":"10.1016/j.profnurs.2025.04.003","DOIUrl":"10.1016/j.profnurs.2025.04.003","url":null,"abstract":"<div><h3>Background</h3><div>Clinical experts with graduate academic credentials are a solution to registered nurse shortages in nursing education globally. However, expert clinician roles are without translation in academic appointments.</div></div><div><h3>Purpose</h3><div>Explore published evidence in an integrated literature review, identifying the categories for successful transitions from expert clinician to novice nurse faculty.</div></div><div><h3>Design &amp; method</h3><div>The design is an integrative literature review of citation databases, organizations, and grey literature. Authors used search terms, <em>nurse educat*</em>, <em>novice nurse educat*</em>, <em>mentor*</em>, <em>academ*</em>, and <em>transition to academic position</em>. Inclusion criteria were 2018–24, English only, and peer-reviewed. The authors used Covidence™ PRISMA for analysis. Four electronic data sources were searched, including the Cumulative Index to Nursing &amp; Allied Health Literature (CINAHL), PubMed, Scopus, and Google Scholar. The authors used grey literature, organizations' websites, and citation lists of articles.</div></div><div><h3>Results</h3><div>Analysis of 36 relevant peer-reviewed articles, four organizational websites and grey literature resulted in the identification of five categories (<em>Faculty Introduction to Academia</em>, <em>Pedagogical Approaches</em>, <em>Academic Freedom in Education</em>, <em>Academic Complexity</em>, and <em>Teaching Philosophy and Goals</em>) with sub-category sources. Organizational sites contributed to knowledge about academic hierarchy, learning theories, pedagogical application to curriculum, alignment to national standards, technological skills development, and other attitudes and skills. Authors identified gaps with recommendations.</div></div><div><h3>Conclusions</h3><div>The study organizes published evidence to support graduate-prepared expert clinician novice faculty learning and competence essential following an academic appointment, suggesting ©<em>Boutique Mentoring</em> as a personal method to promote self-reflection and skill building for smooth transition in and maintenance of benchmarks in academic faculty roles.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 78-87"},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898886","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":"Comparing perceptions of marginality in urban and rural midwestern universities' healthcare programs","authors":"Sarah J. Jennings ,&nbsp;D. Martin Raymond ,&nbsp;Anne Stein ,&nbsp;Meriam Caboral-Stevens ,&nbsp;Katherine Menard ,&nbsp;Melissa Copenhaver ,&nbsp;Deanna Kowaleski ,&nbsp;Casey Hopper ,&nbsp;Michael Williams","doi":"10.1016/j.profnurs.2025.04.009","DOIUrl":"10.1016/j.profnurs.2025.04.009","url":null,"abstract":"<div><h3>Background</h3><div>Schools are expected to be sites for academic and social preparations, yet they are also a place where marginalization is found. Marginalization affects academic and work performance and sense of belongingness, impacting individual success and retention, in a time when the shortage of healthcare workers is a national concern. There is evidence, albeit very limited, on marginality in higher education.</div></div><div><h3>Purpose</h3><div>The purpose of the study was to explore perceptions of marginality between rural and urban universities, roles within the university, and health profession programs.</div></div><div><h3>Method</h3><div>A cross-sectional, descriptive quantitative design. Surveys were distributed to faculty, staff, and students in health professions programs from one rural and one urban university. The Englund Marginality Index measure marginality among health professional students, faculty, and staff.</div></div><div><h3>Results</h3><div>Greater racial and ethnic diversity at the urban university and also higher perceived marginalization scores. Also, faculty at the urban university had a statistically higher score in the Power subscale as compared to students. No significant differences were identified between health profession programs.</div></div><div><h3>Conclusion</h3><div>An increase in diversity on a college campus did not indicate a decrease in perceptions of marginalization in this study. Additional interventions aimed at removing barriers and narrowing gaps in support for marginalized individuals may improve the overall sense of belonging and optimize success of faculty, students, and administrative staff.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 51-60"},"PeriodicalIF":2.8,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879423","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}