Journal of Professional Nursing最新文献

{"title":"Reflexivity in nursing qualitative research: A problem of epistemic fluency","authors":"Shira Birnbaum RN, PhD","doi":"10.1016/j.profnurs.2025.02.010","DOIUrl":"10.1016/j.profnurs.2025.02.010","url":null,"abstract":"<div><div>In the field of learning theory, the concept of <em>epistemic fluency</em> describes how students mature into flexible thinkers able to recognize diverse perspectives and value systems, mobilize different bodies of knowledge and logical operations, identity strengths and limitations in their own knowledge and reasoning, and envision multiple possible solutions to complex problems. While epistemic fluency is a significant area of research in sciences, engineering, and medical education, it has received little explicit attention within nursing. This article highlights a connection between epistemic fluency and <em>reflexivity</em>, a far more familiar concept which is associated with qualitative research methodology and has been studied extensively in nursing. The article advances epistemic fluency as an idea which warrants more attention in doctoral-level nursing education and presents an exemplar teaching activity to illustrate application of this approach in a nursing science classroom. Calling students' attention to their own default assumptions and patterns of reasoning about how knowledge is constructed, the activity is a strategy for introducing students to some of the most complex and often elusive aspects of what it means to become a scholar.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 61-67"},"PeriodicalIF":2.8,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143551778","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}

{"title":"A call-to-action: Nurse educator support for changes in acute and critical care nursing preparation","authors":"Christine L. Latham ,&nbsp;Martha A.Q. Curley","doi":"10.1016/j.profnurs.2025.02.001","DOIUrl":"10.1016/j.profnurs.2025.02.001","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages A1-A3"},"PeriodicalIF":2.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577717","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":"Predictors of nursing students' stress, anxiety, and depression during the COVID-19 pandemic in a Hispanic-serving University in South Texas: A cross-sectional study","authors":"Maria I. Diaz ,&nbsp;Eleftherios Gkioulekas ,&nbsp;Nancy Nadeau","doi":"10.1016/j.profnurs.2025.02.007","DOIUrl":"10.1016/j.profnurs.2025.02.007","url":null,"abstract":"<div><h3>Background</h3><div>In nursing education, there have been several studies on the impact of the COVID-19 pandemic on the ability of nursing students to cope while in nursing school.</div></div><div><h3>Purpose statement</h3><div>The goal of this study is to assess undergraduate nursing students' support mechanisms as predictors of stress, anxiety, and depression during the COVID-19 pandemic within a Hispanic-serving institution in South Texas.</div></div><div><h3>Methods</h3><div>Across-sectional design was used in this study. An online survey using self-reported questionnaires was used to gather data from an undergraduate nursing student cohort during the Fall 2021 semester. Linear regression was used to identify the predictors of student mental health.</div></div><div><h3>Results</h3><div>Higher resilience and spiritual well-being were associated with reduced perceived stress, anxiety, and depression. Higher family functioning was associated with reduced perceived stress, and student employment as a salaried worker in a healthcare facility was associated with reduced depression. Finally, recovering from a symptomatic COVID-19 infection was associated with increased perceived stress.</div></div><div><h3>Conclusions</h3><div>The COVID-19 pandemic had a detrimental effect on nursing students' mental health, exacerbated by the transition to virtual learning. Fostering resilience and spiritual well-being in addition to targeted faculty support to nursing students that recovered from COVID-19 may promote improved mental health in a pandemic context, for nursing students immersed in the predominantly Hispanic-American culture of South Texas.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 17-30"},"PeriodicalIF":2.8,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509496","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":"Exploration of Clinical Nurse Specialist Preceptors’ Perception of Competencies","authors":"Kimberly Pate ,&nbsp;Julie M. Linder ,&nbsp;Chelsea Passwater ,&nbsp;Savanna Harrelson ,&nbsp;Allyson Cochran","doi":"10.1016/j.profnurs.2025.02.008","DOIUrl":"10.1016/j.profnurs.2025.02.008","url":null,"abstract":"<div><h3>Background</h3><div>Despite the importance of preceptors in guiding role transitions, limited literature exists on the clinical nurse specialist (CNS) preceptor to support a symbiotic relationship with CNS students.</div></div><div><h3>Purpose</h3><div>The aim of the study was to explore CNS preceptors' perceptions of their competencies.</div></div><div><h3>Methods</h3><div>A descriptive correlational design was utilized in a convenience sample of CNS preceptors across the state of North Carolina, measuring competency with the Preceptor Self-Assessment Tool (PSAT)-40 in three competency domains: interpersonal and intrapersonal skills and attitudes, knowledge and understanding, and administrative resources and support.</div></div><div><h3>Results</h3><div>The majority of preceptors reported scores in the advanced and proficient range on all three domains, with the administrative resources and support domain demonstrating the lowest scores. The knowledge and understanding domain demonstrated statistically significant correlations with the highest degree held, years of CNS experience, number of CNS students precepted, and recency of last precepting experience. Both years of experience as a nurse and CNS demonstrated statistically significant correlations with the total score, with multivariate analysis also supporting CNS experience.</div></div><div><h3>Conclusions</h3><div>Better understanding CNS preceptor competencies aids in appropriate preceptor selection as well as supports the development and implementation of professional development opportunities to prepare individuals acclimating to the preceptor role.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 39-45"},"PeriodicalIF":2.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509498","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":"Outcomes of post-exam reviews for nursing and health sciences students: An integrative review","authors":"Amanda E. Cornine","doi":"10.1016/j.profnurs.2025.02.009","DOIUrl":"10.1016/j.profnurs.2025.02.009","url":null,"abstract":"<div><h3>Background</h3><div>Post-exam reviews allow students to analyze their exams and receive faculty feedback on their performance. Feedback may help avoid attrition in nursing programs, which is important to address in the face of national nursing shortages and because attrition disproportionally affects students from several underrepresented groups.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review was to synthesize evidence about outcomes of post-exam reviews for nursing and health science students based on <span><span>Knowles' (1978)</span></span> theory of adult learning.</div></div><div><h3>Methods</h3><div>An integrative review of the literature as described by <span><span>Whittemore and Knafl (2005)</span></span> was undertaken. Multiple databases were searched in June 2024; ancestry searching was also used. Data were analyzed using the constant comparison method.</div></div><div><h3>Results</h3><div>Nine studies met inclusion criteria. Four themes emerged from the data: looking back, looking in, looking forward, and general satisfaction. Most outcomes were positive (such as increased grades), although some potentially negative outcomes (such as incivility) were identified.</div></div><div><h3>Conclusions</h3><div>Nursing faculty should seriously consider implementing post-exam reviews in their courses, structuring the reviews to avoid potentially negative outcomes such as incivility.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 1-9"},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488586","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 archetype for the doctoral prepared advanced practice nurse: Mary Bristow Willeford (1900–1941), nurse-midwife and doctor of philosophy","authors":"Janet L. Engstrom PhD, APRN, CNM, WHNP-BC, CNE,&nbsp;Anne Z. Cockerham PhD, APRN, CNM, WHNP-BC, CNE","doi":"10.1016/j.profnurs.2025.02.006","DOIUrl":"10.1016/j.profnurs.2025.02.006","url":null,"abstract":"<div><h3>Objective</h3><div>Advances in nursing education and practice in the early twentieth century are examined using the biography of Mary Bristow Willeford (1900–1941), one of the first nurses in the United States to practice as a nurse-midwife and earn a doctoral degree.</div></div><div><h3>Methods</h3><div>This historiographic research used a social history perspective to examine Willeford's education and career, and the social forces that facilitated her accomplishments.</div></div><div><h3>Findings</h3><div>Willeford practiced as a nurse-midwife beginning in 1926 and earned a Doctor of Philosophy degree in 1932. She held leadership positions at the Frontier Nursing Service and oversaw much of their data systems on the processes, outcomes, and cost of care, and was a founding member of the first professional organization for nurse-midwives in the United States. Willeford later worked as a consultant for the California Department of Health, educating nurses about maternal, infant, and child health, and for the United States Children's Bureau, improving the practice of midwives and developing nurse-midwifery educational programs. Throughout her career, Willeford was well mentored and given educational, professional, and clinical practice opportunities by leaders, educators, and researchers in nursing and other health sciences.</div></div><div><h3>Summary</h3><div>Willeford was a pioneering nurse whose career exemplifies the work that can be accomplished by nurses with a strong educational foundation, advanced practice opportunities, and ongoing mentorship across the health sciences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 10-16"},"PeriodicalIF":2.8,"publicationDate":"2025-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509495","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":"Trends and hotspots of design thinking in nursing research: A bibliometric analysis","authors":"Dongyu Wang RN, MSN ,&nbsp;Jiayi Zhu RN, MSN Candidate ,&nbsp;Xiaofeng Xie MSc, PhD, Post Doctoral Researcher ,&nbsp;Ruben Martin-Payo Ph.D. Professor ,&nbsp;Linyan Xu RN, MSN ,&nbsp;Fengying Zhang RN, Ph.D. Professor","doi":"10.1016/j.profnurs.2025.02.005","DOIUrl":"10.1016/j.profnurs.2025.02.005","url":null,"abstract":"<div><h3>Background</h3><div>The increasing research on design thinking in nursing underscores its potential to improve patient care and optimize healthcare systems. However, a comprehensive bibliometric analysis of this emerging field is still lacking.</div></div><div><h3>Purpose</h3><div>This study aims to provide a thorough overview of existing research on design thinking in nursing using bibliometric indicators to examine trends and draw insights.</div></div><div><h3>Methods</h3><div>VOSviewer was used to conduct a bibliometric analysis, providing insights into the characteristics of the academic literature on design thinking in nursing. This study analyzed the literature from the inception of the database until March 20, 2024, using sources from the Web of Science Core Collection and the Cumulative Index to Nursing and Allied Health Literature database.</div></div><div><h3>Results</h3><div>The results reveal a substantial increase in research on design thinking in nursing, with 264 publications contributed by 1477 authors representing 634 organizations across 47 countries. These articles were published across 190 journals and referenced 10,093 sources from 5153 journals. The United States led in search contributions with 117 publications, while Stanford University stood out as the most prolific institution, averaging 40.3 citations per publication, highlighting its significant influence in the field. The study primarily explores broad themes in nursing, emphasizing key areas such as human-centered design, digital health, telemedicine, artificial intelligence (AI), education, innovation, and quality improvement. These findings reflect the increasing recognition of design thinking as a vital approach to enhancing nursing practice and education.</div></div><div><h3>Conclusion</h3><div>This study highlights the growing global focus on design thinking in nursing, with Western regions emerging as key contributors to research in the field. The recognition of key areas, including human-centered design, digital health, telemedicine, AI, education, innovation, implementation science, and quality improvement, underscores the need for nursing to advance its design thinking approaches. The results emphasize the importance of nursing educators and practitioners adopting and integrating design thinking principles, as this approach can significantly improve educational outcomes and patient care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 51-60"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533992","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}

{"title":"Utilization of backward design in health professional education: A rapid review","authors":"Kailey Rinaldi PhD, APRN, CPNP-PC, CNE ,&nbsp;Monica Messer PhD, DNP, RN ,&nbsp;Ardis Hanson PhD ,&nbsp;Janet Chan MLIS, RN","doi":"10.1016/j.profnurs.2025.02.004","DOIUrl":"10.1016/j.profnurs.2025.02.004","url":null,"abstract":"<div><h3>Background</h3><div>Transformative changes in nursing education are compelling nursing programs to transition to a backward design-driven competency- and clinical judgment-based curriculum design. Little guidance exists on backward design application in nursing.</div></div><div><h3>Purpose</h3><div>This rapid review aims to identify what is known about the use, implementation, and outcomes of backward design (BWD) in healthcare professional education programs.</div></div><div><h3>Methods</h3><div>A rapid review of the literature was conducted using the Interim Guidance for Rapid Reviews Methods in concert with the PRISMA-P protocol, the PRISMA 2020 explanation and elaboration, and the PRISMA 2020 reporting guidelines.</div></div><div><h3>Results</h3><div>There was no empirical evidence of the efficacy of BWD in achieving competency-based outcomes. Results focused on strengths and benefits for students and faculty and provided implementation tips. BWD better assured the alignment of course learning outcomes, assessments, and learning activities. There was more student engagement and mastery of skills, and greater faculty effectiveness in the learner-centered BWD approach.</div></div><div><h3>Conclusions</h3><div>Our findings show the utility of BWD in healthcare education and provide models for application of BWD as an effective curricular framework in nursing. Our review shows the importance of the adoption of a standardized curricular framework in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 31-38"},"PeriodicalIF":2.8,"publicationDate":"2025-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143509497","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 the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education","authors":"Mary Cassandra Pearson Ed.D, MSN, RN,&nbsp;Jennifer Shumway Ed.D., LAT, ATC","doi":"10.1016/j.profnurs.2025.02.003","DOIUrl":"10.1016/j.profnurs.2025.02.003","url":null,"abstract":"<div><h3>Background</h3><div>Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes.</div></div><div><h3>Purpose</h3><div>This study examined the experiences of faculty implementing a competency-based education program utilizing <em>The Essentials: Core Competencies for Professional Nursing Education</em> (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs.</div></div><div><h3>Methods</h3><div>A qualitative research design using phenomenology was chosen to explore the experiences of eight faculty and gain insight into perceived challenges experienced during the implementation of <em>The Essentials</em> recommendations through semi-structured interviews. Data was analyzed using a manual content analysis with a constant comparative technique.</div></div><div><h3>Results</h3><div>The data analysis revealed three primary themes focused on the faculty's initial uncertainty, the challenges associated with change processes and faculty engagement, and the strategies employed to develop and implement a competency-based program.</div></div><div><h3>Conclusion</h3><div>The findings provide insight into the faculty experience during The Essentials implementation, proposing strategies for curriculum alignment and overcoming resistance to change. Faculty continue to seek validation for their work while also facing the challenge of balancing implementation demands and broader institutional responsibilities. Continued discussions on faculty role development and resource identification are essential for future competency-based education program advancements.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 139-147"},"PeriodicalIF":2.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143387632","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":"Trauma-informed leadership strategies to improve baccalaureate nursing student engagement and well-being","authors":"Carolyn Bradley DNP, RN,&nbsp;Tyler Traister DNP, RN","doi":"10.1016/j.profnurs.2025.02.002","DOIUrl":"10.1016/j.profnurs.2025.02.002","url":null,"abstract":"<div><div>Trauma-informed leadership is a critical strategy in enhancing nursing student success by fostering a supportive and empowering educational environment. The inclusion of trauma-informed practices in nursing education emphasizes the importance of understanding this generation of students impacted by the COVID-19 pandemic and other potential traumas. Strategies for how trauma-informed leadership was implemented in a baccalaureate nursing program are detailed in this article. In an enhanced relationship-centered environment, opportunities were developed to build relationships and trust with students during scheduled faculty-student lunches, and open virtual hours in the evening with the program director. Through a senior-class art therapy project, students enjoyed the opportunity for creativity and healing. Supportive resources were provided to students, such as counseling and academic support specialists. However, the limitations of this approach include the need for ongoing faculty development and potential challenges in tailoring support to individual student needs. Despite these limitations, the trauma-informed leadership approach targeted student well-being, resilience, trust, and a sense of belonging. The implications for nursing educational practice underscore the necessity of adopting trauma-informed approaches to better prepare a resilient and engaged pipeline of nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 129-132"},"PeriodicalIF":2.8,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234244","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}