Journal of Professional Nursing最新文献_第3页

Black nursing faculty: Overcoming challenges on the road to earning tenure and promotion

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-28 DOI: 10.1016/j.profnurs.2025.01.009

Wilma J. Calvert PhD MPE MS RN , Mopelola Adeola PhD RN , E. Paulette Isaac-Savage EdD , Jessica Keller MSN RN CCRN-K

{"title":"Black nursing faculty: Overcoming challenges on the road to earning tenure and promotion","authors":"Wilma J. Calvert PhD MPE MS RN , Mopelola Adeola PhD RN , E. Paulette Isaac-Savage EdD , Jessica Keller MSN RN CCRN-K","doi":"10.1016/j.profnurs.2025.01.009","DOIUrl":"10.1016/j.profnurs.2025.01.009","url":null,"abstract":"<div><h3>Background</h3><div>Approximately 9 % of nursing faculty are Black (National League for Nursing, 2020). Black faculty seldom seek tenure and promotion. Tenure and promotion represent a professional and academic accomplishment, reflecting a scholar's ability to achieve success in research, teaching, and service.</div></div><div><h3>Purpose</h3><div>The purpose of this research was to explore how Black nursing faculty described their experiences in working to earn tenure and promotion.</div></div><div><h3>Methods</h3><div>Using a qualitative descriptive design, we used email surveys for data collection. We recruited tenured and tenure-track participants who were of African descent from the American Association of Colleges of Nursing and Association of Black Nursing Faculty.</div></div><div><h3>Results</h3><div>A total of 42 participants were included in the study. We identified three major themes: Mixed Support System, Inequities, and Mentoring.</div></div><div><h3>Conclusions</h3><div>Even though there are some similarities with their White counterparts, Black nursing faculty may face additional challenges such as “tokenism,” inconsistent support (internally adequate, internally inadequate, internally absent, and external), and microaggressions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 92-99"},"PeriodicalIF":2.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134368","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}

引用次数: 0

Creating a student-led PhD in nursing diversity, equity, and inclusion advisory council

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-27 DOI: 10.1016/j.profnurs.2025.01.005

Shameka Rodgers Phillips PhD, MSN, CRNP, FNP-C , Asiah Ruffin BSN, RN , Alexis Long BSN, RN , T'Anya Marye Carter PhD, MSN, CRNA , joyce gillie gossom EdD; MEd, BS-SED , Doreen Harper PhD, MSN, FAAN , Felesia Bowen PhD, DNP, RN, PPCNP-BC, FAAN , Deborah Ejem PhD, MA

{"title":"Creating a student-led PhD in nursing diversity, equity, and inclusion advisory council","authors":"Shameka Rodgers Phillips PhD, MSN, CRNP, FNP-C , Asiah Ruffin BSN, RN , Alexis Long BSN, RN , T'Anya Marye Carter PhD, MSN, CRNA , joyce gillie gossom EdD; MEd, BS-SED , Doreen Harper PhD, MSN, FAAN , Felesia Bowen PhD, DNP, RN, PPCNP-BC, FAAN , Deborah Ejem PhD, MA","doi":"10.1016/j.profnurs.2025.01.005","DOIUrl":"10.1016/j.profnurs.2025.01.005","url":null,"abstract":"<div><h3>Background</h3><div>Challenges arising from the COVID-19 pandemic and social injustice complicated the nursing workforce, nursing education, and personal life inequities faced by Doctor of Philosophy (PhD) in Nursing students from historically marginalized and minoritized communities (MMC). This article describes the process of forming a PhD in Nursing Student-Led Diversity, Equity, and Inclusion (DEI) Advisory Council to address these inequities.</div></div><div><h3>Methods</h3><div>The authors provide a blueprint for developing a similar group through supporting research and experiences.</div></div><div><h3>Results</h3><div>The group developed and worked towards their mission to “strengthen diversity, equity, inclusion, and justice in nursing science and research through scholarship, community-building and advocacy.”</div></div><div><h3>Conclusion</h3><div>A student-led DEI advisory group is a great way to establish a community for nursing students at a high risk for isolation and stress and improve retention of students, especially those from MMC.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 60-67"},"PeriodicalIF":2.8,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134365","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}

引用次数: 0

The value of comprehensive evaluation DNP projects

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-27 DOI: 10.1016/j.profnurs.2025.01.007

Josephine Howard-Ruben PhD, RN, Barbara Hinch DNP, ACNP-BC, FAHA, Sarah Livesay DNP, APRN, FAAN

引用次数: 0

A measure of wellness among nursing faculty

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-24 DOI: 10.1016/j.profnurs.2025.01.008

George A. Zangaro PhD, RN, FAAN , Cynthia Leaver PhD, RN , Robert Rosseter MBA, MS, FAAN

{"title":"A measure of wellness among nursing faculty","authors":"George A. Zangaro PhD, RN, FAAN , Cynthia Leaver PhD, RN , Robert Rosseter MBA, MS, FAAN","doi":"10.1016/j.profnurs.2025.01.008","DOIUrl":"10.1016/j.profnurs.2025.01.008","url":null,"abstract":"<div><h3>Background</h3><div>Nurse faculty play a critical role in sustaining the nursing workforce and meeting the nation's healthcare needs. Given the ongoing concerns about faculty supply, ensuring the well-being of nurse educators is critical concern for academic institutions and the larger nursing profession.</div></div><div><h3>Purpose</h3><div>This study was conducted to assess the level of well-being among nursing faculty in undergraduate and graduate programs.</div></div><div><h3>Methods</h3><div>A descriptive cross-sectional research design was employed to examine the level of well-being of nursing faculty. An internet-based survey was administered to faculty in over 1000 schools of nursing in the United States. Well-being was measured using the 100 Million Healthier Lives instrument.</div><div>Results: A total of 3489 nursing faculty completed the survey. Among all participants, over 40 % (<em>n</em> = 1532) of the faculty reported that they were struggling or suffering in relation to current and future life evaluation. When faculty ranks were compared for most all variables full professors reported a higher mean score as compared to the more junior faculty and lecturers/instructors.</div></div><div><h3>Conclusions</h3><div>The effects of the COVID-19 pandemic have heightened our awareness of the importance of nurse well-being. Creating a culture of wellness in an academic institution will allow faculty, staff, and students to excel in a healthy working and learning environment.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 68-74"},"PeriodicalIF":2.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134366","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}

引用次数: 0

Student Selection Framework for work-integrated learning experiences: Enhancing the decision-making process for assigning students

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-23 DOI: 10.1016/j.profnurs.2025.01.006

Megan Kirkpatrick, J. David Patterson, Stacy Oke

{"title":"Student Selection Framework for work-integrated learning experiences: Enhancing the decision-making process for assigning students","authors":"Megan Kirkpatrick, J. David Patterson, Stacy Oke","doi":"10.1016/j.profnurs.2025.01.006","DOIUrl":"10.1016/j.profnurs.2025.01.006","url":null,"abstract":"<div><h3>Introduction</h3><div>Approximately 50 % of post-secondary students attend work-integrated learning (WIL) experiences. In an undergraduate nursing program, the student selection team assigns students to each available WIL experience, but there are no known frameworks to guide this decision-making process. This paper describes the Student Selection Framework (SSF) developed by nursing faculty to support the decision-making process. The purpose of sharing this work is to fill a gap in the literature on structured processes for assigning students to WIL experiences.</div></div><div><h3>Background literature</h3><div>While there is some literature about the placement process from a broader perspective, there is a gap in the literature about the decision-making process of selecting students for WIL experiences.</div></div><div><h3>Discussion</h3><div>The Student Selection Framework highlights several factors to consider, including student placement preference; student placement history; student supporting statement; instructor feedback and recommendation; cumulative grade point average; and student self-reflection. This initiative has been modified over four terms to enhance the selection process.</div></div><div><h3>Conclusion</h3><div>Implementing this framework has resulted in refined objectivity of student selection, enhanced transparency of the selection process, and efficiency of student placement decisions. The Student Selection Framework can be used as a guide and modified by post-secondary faculty who assign students to WIL experiences in practice disciplines.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 46-50"},"PeriodicalIF":2.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Holistic admissions review in BSN programs: A literature review

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-23 DOI: 10.1016/j.profnurs.2025.01.004

Jessica Hertig MSN, Anne Dressel PhD

{"title":"Holistic admissions review in BSN programs: A literature review","authors":"Jessica Hertig MSN, Anne Dressel PhD","doi":"10.1016/j.profnurs.2025.01.004","DOIUrl":"10.1016/j.profnurs.2025.01.004","url":null,"abstract":"<div><h3>Background</h3><div>Holistic admission review has been promoted as a strategy to increase the diversity of the nursing student body by considering an applicant's unique experiences and attributes along with traditional academic measures. Diversifying the student body is intended to lead to a more diverse nursing workforce where nurses resemble the people and populations being cared for.</div></div><div><h3>Purpose</h3><div>The purpose of this article is to present the methods and results of a scoping review on the holistic admission review process in Bachelor of Science in Nursing (BSN) programs in the United States as a means of understanding the review processes' impact on workforce diversity.</div></div><div><h3>Method</h3><div>CINAHL, PubMed, ERIC, and Education Research Complete databases were searched for English language studies on the topic in BSN programs in the United States.</div></div><div><h3>Results</h3><div>A prominent theme uncovered in the review is an overall lack of quantitative and qualitative research on holistic admission review with most of the literature summarizing the implementation process. The few existing studies do support the use of holistic admission review to increase diversity and report maintaining academic outcomes.</div></div><div><h3>Conclusions</h3><div>The impact of holistic admission review on the diversity of the nursing workforce appears to be minimal though underreported in this body of evidence.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 53-59"},"PeriodicalIF":2.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134046","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}

引用次数: 0

Integrating generative artificial intelligence in a writing intensive course for undergraduate nursing students

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-15 DOI: 10.1016/j.profnurs.2025.01.003

Vidya C. Chan MSN, RN

{"title":"Integrating generative artificial intelligence in a writing intensive course for undergraduate nursing students","authors":"Vidya C. Chan MSN, RN","doi":"10.1016/j.profnurs.2025.01.003","DOIUrl":"10.1016/j.profnurs.2025.01.003","url":null,"abstract":"<div><div>While generative artificial intelligence (AI) has been around for many years, it has only recently become available for use by the public. This powerful resource has changed the landscape for higher education and many instructors fear the negative effects it can have on academic integrity and student creativity in the writing process. However, it is certain that AI is here to stay, and it is crucial that educators embrace this technology and teach students to use this resource carefully and wisely.</div><div>Communication is an essential component in nursing practice and cultivating competent writing skills is a vital aspect of nursing education. However, nursing students struggle with scholarly writing especially at the undergraduate level. Integrating generative artificial intelligence into a writing intensive course offers a unique approach to aid students in improving their writing. In this pilot project, students were given an assignment to actively engage with generative artificial intelligence and critically analyze the response using current nursing literature to support or refute the output. This assignment was used to springboard class discussion on advantages and disadvantages of using artificial intelligence for scholarly writing. This novel approach has the potential to build confidence and competence in novice writers which supports their success in nursing school and in clinical practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 85-91"},"PeriodicalIF":2.8,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134367","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}

引用次数: 0

The development of the Postdoctoral Nurses Competence Scale: A Delphi consensus and content validity study

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-15 DOI: 10.1016/j.profnurs.2025.01.002

Annika Sterkenburg MSc , Lisa J.C. van Dongen MSc , Thóra B. Hafsteinsdóttir PhD

{"title":"The development of the Postdoctoral Nurses Competence Scale: A Delphi consensus and content validity study","authors":"Annika Sterkenburg MSc , Lisa J.C. van Dongen MSc , Thóra B. Hafsteinsdóttir PhD","doi":"10.1016/j.profnurs.2025.01.002","DOIUrl":"10.1016/j.profnurs.2025.01.002","url":null,"abstract":"<div><h3>Background</h3><div>PhD prepared nurses advance nursing science through research and integration of findings into practice. They demonstrate expertise in research, education, patient care, and policy. Various professional competencies are required for success in research, clinical practice, and education. Assessment of professional competencies is expected to stimulate competence and career development.</div></div><div><h3>Aim</h3><div>To reach consensus on professional competencies, develop an instrument to measure professional competencies of PhD prepared nurses and assess the content validity of the instrument.</div></div><div><h3>Method</h3><div>A Delphi consensus and content validity study was conducted using online questionnaires completed by international PhD prepared nurse researchers. The relevance of and agreement with the competencies were measures using Likert-scales and open-ended questions to determine consensus. The Postdoctoral Nurses Competence Scale was developed, and its content validity evaluated.</div></div><div><h3>Results</h3><div>Initially, four of 15 competencies were deemed ‘very’ or ‘fairly’ important by 18 PhD prepared nurses. In the second round with 13 adjusted competencies, eight competencies were rated ‘very’ or ‘fairly’ important. The content validity index scored 0.91.</div></div><div><h3>Conclusion</h3><div>Consensus was reached on most professional competencies, and the 13-item self-assessment instrument demonstrated excellent content validity. Further research is recommended to evaluate additional clinimetric properties before use of the instrument.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 43-52"},"PeriodicalIF":2.8,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Standardizing nurse practitioner clinical education: The Cognitive Preceptorship Model

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-08 DOI: 10.1016/j.profnurs.2024.12.009

Viktoriya Pleshkan

{"title":"Standardizing nurse practitioner clinical education: The Cognitive Preceptorship Model","authors":"Viktoriya Pleshkan","doi":"10.1016/j.profnurs.2024.12.009","DOIUrl":"10.1016/j.profnurs.2024.12.009","url":null,"abstract":"<div><h3>Background</h3><div>Though preparing autonomous advanced nursing providers who are ready to care for complex clients in a variety of settings after graduation is necessary to achieve clinical competence, NP clinical education activities used to achieve competencies are greatly variable and hard to measure. The quality of students' clinical experiences impacts students' achievement of clinical competence (CC) and achieving CC is important for the NPs to successfully transition to practice after graduation.</div></div><div><h3>Aim</h3><div>The purpose of this project is to apply the Cognitive Preceptorship Model (CPM) to design, describe, and explain the clinical activities that are NP role-specific, that scaffold from the American Association of Colleges of Nursing (AACN), and National Organization of Nurse Practitioner Faculties (NONPF) competencies and that help NP students achieve competencies.</div></div><div><h3>Method</h3><div>CPM concepts, AACN and NONPF competencies were cross analyzed. NP role-specific clinical teaching and learning activities were designed, described, and displayed in a table.</div></div><div><h3>Conclusion</h3><div>AACN and NONPF competencies provide the foundation for competencies-based education, which is necessary to standardize NP students' learning outcomes; however, how these outcomes should be achieved in a clinical learning environment (CLE) should also be standardized. Using role-specific theoretical literature that is well aligned with the role competencies to guide the designing of clinical activities should assist in standardizing NP evidence-based clinical education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 26-42"},"PeriodicalIF":2.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134043","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}

引用次数: 0

The power of partnership: The Nurse Educator-Student Relationship (NESR) model

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-07 DOI: 10.1016/j.profnurs.2025.01.001

Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE

{"title":"The power of partnership: The Nurse Educator-Student Relationship (NESR) model","authors":"Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE","doi":"10.1016/j.profnurs.2025.01.001","DOIUrl":"10.1016/j.profnurs.2025.01.001","url":null,"abstract":"<div><h3>Background</h3><div>There is a need to examine factors that can positively influence the retention of nursing educators and students as the nursing profession faces a nursing shortage. The nurse educator-student relationship is the most influential in academia and can affect retention. Focusing on the development of the relationship between the educator and the student may provide insight related to the new role required of the student in nursing academia to be successful.</div></div><div><h3>Purpose</h3><div>This paper aims to present a model that promotes the progression of the educator-student relationship to a partnership that may lead to increasing retention and success of students.</div></div><div><h3>Theoretical framework</h3><div>The nurse educator-student relationship model was developed using professional and personal experience and integrated with three theories/framework components. A systems approach was used to identify challenges and solutions related to the adjustments required in interpersonal and relational skills: trust, respect, confidence, communication, expectations, and knowledge.</div></div><div><h3>Conclusion</h3><div>The nurse-educator-student relationship can be essential in retaining educators and students. This model provides an approach to understanding the progression and skills affected in developing the relationship and establishing a partnership.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 19-25"},"PeriodicalIF":2.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134980","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}

引用次数: 0