Journal of Professional Nursing最新文献

{"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}

{"title":"Beyond the lecture: Using formative assignments to overcome classroom challenges","authors":"David Sanford,&nbsp;Amy Snow","doi":"10.1016/j.profnurs.2025.11.001","DOIUrl":"10.1016/j.profnurs.2025.11.001","url":null,"abstract":"<div><h3>Background</h3><div>Effective knowledge transfer in the classroom requires overcoming challenges for both students and faculty.</div></div><div><h3>Problem</h3><div>Varied learning preferences and classroom constraints create challenges to the receiving and sending of information effectively. The need for student engagement and restricted time allowances for class are two examples of hindrances to education goals.</div></div><div><h3>Approach</h3><div>Using supplemental content (SC), reinforcing activities (RA), and practice/performance support (PS) (SCRAPS) through formative style assignments supports a pedagogical style of knowledge transfer to stimulate multiple modes of learning, expand classroom parameters, and achieve a deeper level of learning to promote success in program outcomes. Qualitative data obtained through multiple surveys reveal positive feedback from students, including an appreciation of opportunities to demonstrate content understanding beyond the traditional exam style assessment.</div></div><div><h3>Conclusions</h3><div>The use of Supportive Content, Reinforcing Activities, and Practice/ Performance Support allows faculty to overcome classroom boundaries while engaging the diverse learning styles of students to achieve a higher quality learning experience.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 92-97"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520548","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":"Stress, extraversion, social support, and resilience in pre-nursing students: A correlational study","authors":"Leslie A. Jennings,&nbsp;Regina W. Urban,&nbsp;Kelle N. George,&nbsp;Daisha J. Cipher","doi":"10.1016/j.profnurs.2025.11.013","DOIUrl":"10.1016/j.profnurs.2025.11.013","url":null,"abstract":"<div><h3>Background</h3><div>To address the persistent nursing shortage, universities are increasingly focusing on nursing student retention. However, nursing students face numerous obstacles that hinder academic progress. In pre-nursing students who haven't started formal nursing education or clinical courses, a negative correlation exists between stress and persistence. Understanding the relationships between stress, extraversion, social support, and resilience will provide new insights into pre-nursing student well-being, success, and retention.</div></div><div><h3>Aim/objective</h3><div>The aim of this research study is to describe the differences between and relationships among perceived stress, extraversion, social support, and resilience levels in two groups of pre-nursing students taking an Introduction to Nursing course: those opting for a traditional, on-campus (OC) modality, and those choosing an accelerated online (AO) modality.</div></div><div><h3>Design/methods</h3><div>This IRB-approved study used a survey-based cross-sectional design with convenience sampling. Pre-nursing students preparing to apply to the University of Texas at Arlington were invited to participate during the fall of 2024.</div></div><div><h3>Results</h3><div>Participants (<em>n</em> = 319) were female (88.1 %), ethnically diverse (Hispanic 31.0 %, Black 22.6 %, Asian 22.3 %, White 21.3 %), first generation students (52.4 %), and a mean age of 23.3 years. Relationships among social support, stress, and resilience were statistically significant, and perceived support from friends was negatively associated with stress and positively associated with resilience.</div></div><div><h3>Conclusion</h3><div>The consistent findings between pre-nursing students and those in formal nursing programs suggest that aspects of well-being are present before entering nursing school, but research on how extraversion and social support influence pre-nursing student persistence and success is lacking. Focusing on psychosocial health and social support can help educators tailor early interventions for pre-nursing students to manage stress, increase resilience, and enhance social support, thereby promoting future nursing student success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 180-187"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736134","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 quality improvement project on creating a curriculum development process to integrate the AACN essentials","authors":"Jennifer Brodie,&nbsp;Jelena Peric Kljajic,&nbsp;Ximena Gonzales","doi":"10.1016/j.profnurs.2025.11.005","DOIUrl":"10.1016/j.profnurs.2025.11.005","url":null,"abstract":"<div><div>Nursing education is currently undergoing significant curriculum revisions to transition to competency-based education framework. This shift is guided by the 2021 American Association of Colleges of Nursing (AACN) <em>Essentials: Core Competencies for Professional Nursing Education</em>, a comprehensive framework for professional nursing education programs. Grounded in evidence-based practice, the AACN <em>Essentials</em> aims to prepare future nursing graduates with the skills and readiness required for competent patient care. The purpose of this article is to share the quality improvement project aimed at integrating the <em>Essentials</em> into Level I and Level II programs through a reflection on the development process at Grand Canyon University. While integrating the <em>Essentials</em> framework, the project team created a detailed curriculum development process, outlining and organizing each development phase. The authors of this quality improvement project share checklists that outline the development phases created to organize tasks and maintain efficient timelines. Nursing educators play a crucial role in facilitating these program changes through collaboration and dedication to the curriculum development process. This article details our quality improvement project delivering a collaborative curriculum development process that guides the organized integration of the <em>Essentials</em> framework utilized in all levels of nursing programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 83-91"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520549","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":"Incivility beyond nursing education: Is it becoming a pandemic?","authors":"Yassar Alamri MBChB, PhD","doi":"10.1016/j.profnurs.2025.10.011","DOIUrl":"10.1016/j.profnurs.2025.10.011","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 214-215"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183105","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}