Journal of Professional Nursing最新文献

{"title":"Navigating the path less taken: Exploring the experiences and challenges of undergraduate male nursing students in Oman","authors":"Yousuf Hardan,&nbsp;Aziza Al Sawafi,&nbsp;Suha Al Abri,&nbsp;Intisar Al Mawaali,&nbsp;Warda S. Al Siyabi","doi":"10.1016/j.profnurs.2025.04.008","DOIUrl":"10.1016/j.profnurs.2025.04.008","url":null,"abstract":"<div><h3>Background</h3><div>Male nurses are a minority in the nursing profession and often face significant challenges, including stereotypes and gender discrimination, within their educational and clinical environments. Although global research on male nursing students' experiences is growing, limited information is available from Oman. Understanding these experiences is crucial for supporting male students and promoting a sustainable nursing workforce.</div></div><div><h3>Aim</h3><div>To explore the experiences and challenges encountered by male undergraduate nursing students in Oman.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design was employed. Fourteen male nursing students from different cohorts at a college of nursing in Oman were recruited through purposive sampling. Data were collected through semi-structured interviews, audio-recorded, and analyzed using framework analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: “Why nursing”, “From doubt to empowerment: male students' journey toward a rewarding nursing career”, “Beyond bias: male nursing students' struggles” and “How can you help us?”. These themes reveal the complex interplay between motivation, societal stigma, personal development, and structural challenges faced by male nursing students in Oman.</div></div><div><h3>Conclusions</h3><div>The findings highlight the need to address gender-based challenges in nursing education and practice. Nursing educators, administrators, and policymakers must implement targeted strategies to support male students, foster inclusivity, and promote gender diversity within the healthcare workforce.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 1-9"},"PeriodicalIF":2.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of co-teaching in strengthening nursing education amidst a global shortage","authors":"Noriel P. Calaguas PhD, MSHSA, RN, ACRN","doi":"10.1016/j.profnurs.2025.04.007","DOIUrl":"10.1016/j.profnurs.2025.04.007","url":null,"abstract":"<div><div>The global shortage of nurses is compounded by a concurrent deficit of qualified nurse educators, limiting the capacity of academic programs to prepare future nurses. While not a direct solution to faculty shortages, co-teaching offers a structured and supportive strategy for easing the transition of experienced clinicians into academic roles. This article explores the use of co-teaching in nursing education as a professional development and mentoring framework that can enhance teaching quality and support novice educators. Co-teaching involves two or more educators collaboratively planning, delivering, and assessing instruction, with applications across a variety of learning settings. This article examines five established models of co-teaching: One Teach, One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching. It discusses how these models can foster instructional confidence, build mentoring relationships, and improve student engagement. Practical considerations for implementation include structured planning, clear role definitions, faculty development opportunities, and administrative support. Common barriers, such as workload imbalances, inconsistent assessment practices, and logistical limitations, are also addressed. Co-teaching is presented as a promising tool to strengthen faculty capacity, enhance onboarding of novice educators, and support sustainable workforce development in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 27-32"},"PeriodicalIF":2.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842738","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":"Development of an innovative Doctor of Nursing Practice (DNP) project dissemination package at a public university in North Carolina","authors":"Sara Hubbell DNP, APRN, PMHNP-BC, FNP-C,&nbsp;Susan Young PhD, RN, PHNA-BC,&nbsp;Amanda Culp-Roche PhD, APRN, FNP-C, PMHNP-C,&nbsp;Lecia Reardon DNP, RN, FNP-BC, CNE,&nbsp;Stephanie Duea PhD, RN,&nbsp;Erin Wax DNP, RN, FNP-BC,&nbsp;Coleen O'Brien DNP, CPNP-AC/PC,&nbsp;Shannon Ford PhD, RN, CPNP-PC, CNE,&nbsp;Crystal Dodson PhD, RN, MSN, CNE,&nbsp;Lorie Sigmon PhD, DNP, APRN, FNAP,&nbsp;Diane Parker DNP, APRN, FNP-BC","doi":"10.1016/j.profnurs.2025.04.002","DOIUrl":"10.1016/j.profnurs.2025.04.002","url":null,"abstract":"<div><h3>Background</h3><div>Doctor of Nursing Practice (DNP) students acquire the ability to translate knowledge into tangible, real-world solutions through their DNP projects. Flexibility in DNP project requirements has resulted in significant variation across programs.</div></div><div><h3>Problem</h3><div>Due to its expansive growth at one public university, a DNP Project Task Force was formed to re-envision the existing DNP Project structure and products.</div></div><div><h3>Approach</h3><div>The Task Force used the Johns Hopkins Evidence-Based Practice Model (4th ed.) as a framework to design a 3-semester-3-course series with one faculty member leading each DNP Project group of six students throughout project development, implementation, and evaluation.</div></div><div><h3>Outcomes</h3><div>The DNP Project Dissemination Package includes an abstract, an executive summary, and a conference-style poster that meet program/university requirements and that are appropriate for future professional presentation and/or publication.</div></div><div><h3>Limitations</h3><div>Though scalable and adaptable for widespread implementation, factors such as university-based requirements and faculty workload assignment may impact broader adoption of the Dissemination Package.</div></div><div><h3>Discussion</h3><div>The DNP Project Dissemination Package empowers DNP graduates to serve as change agents, share their impactful work and showcase the extent to which DNP projects can be timely and widely disseminated to ensure translation of evidence into practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842816","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":"Humanization and empathy in undergraduate nursing students: a cross-sectional study","authors":"Elena Sutil-Rodríguez ,&nbsp;Cristina Liébana-Presa ,&nbsp;Cristian Martín-Vázquez ,&nbsp;Lucía Ortega-Donaire ,&nbsp;David Bermejo-Martínez ,&nbsp;Elena Fernández-Martínez","doi":"10.1016/j.profnurs.2025.04.005","DOIUrl":"10.1016/j.profnurs.2025.04.005","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is a critical component of providing humanized care. However, its incorporation into the training of future nurses is currently limited.</div></div><div><h3>Aim</h3><div>To examine the relationship between empathy and humanization in nursing students and analyze their association with sociodemographic factors, clinical practice starts year and completed internship periods.</div></div><div><h3>Methods</h3><div>A cross-sectional, multicenter correlational study was conducted with 369 nursing students with clinical experience. Data collection took place from October 2023 to February 2024. The study utilized the Strengthening the Reporting of Observational Studies in Epidemiology checklist and employed the Healthcare Professional Humanization Scale and the Jefferson Empathy Scale for Health Professionals. Data were analyzed using statistical software package 28.0.</div></div><div><h3>Results</h3><div>Results showed low empathy scores with no significant sex differences. Compassionate care and the ability to empathize decreased with more clinical experience. Humanization values were low to medium and unaffected by sociodemographic factors. A positive correlation was found between empathy and humanization, with students in the high humanization group showing higher empathy and cognitive empathy.</div></div><div><h3>Conclusion</h3><div>Empathy exerts a positive influence on the humanization process. As the amount of clinical experience increases, the level of empathy tends to decline. Developing interventions that foster the growth of emotional competencies in students will allow for quality and more humanized healthcare.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 20-26"},"PeriodicalIF":2.8,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842818","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":"Advancing pre-licensure nursing competency for social determinants of health","authors":"Autherine Abiri ,&nbsp;Lalita Kaligotla ,&nbsp;Jasmine Irish ,&nbsp;Rebekah Chance-Revels ,&nbsp;Quyen Phan ,&nbsp;Roxana Chicas ,&nbsp;Jill Hamilton ,&nbsp;Elizabeth Downes ,&nbsp;Carrie McDermott","doi":"10.1016/j.profnurs.2025.04.006","DOIUrl":"10.1016/j.profnurs.2025.04.006","url":null,"abstract":"<div><div>Social determinants of health (SDOH) significantly impact health outcomes and health disparities. A dedicated SDOH curriculum workgroup utilized the American Association of Colleges of Nursing (AACN) Essentials to identify and incorporate SDOH competencies into nursing curricula. Fifty-two SDOH sub-competencies from AACN Essentials were identified and categorized as either social, environmental, cultural, or policy. Pre-licensure learning activities in a didactic and clinical course were revised to integrate identified SDOH sub-competencies ensuring that students develop a foundational understanding of how social factors impact health outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842817","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":"Negative experiences of undergraduate nursing students in simulation training: A meta-synthesis of qualitative studies","authors":"Di Qian ,&nbsp;Ying Wu ,&nbsp;Yawen Li ,&nbsp;Luotong Wang ,&nbsp;Yunfeng Li","doi":"10.1016/j.profnurs.2025.04.004","DOIUrl":"10.1016/j.profnurs.2025.04.004","url":null,"abstract":"<div><h3>Background</h3><div>Currently, simulation training programs are widely used in the teaching of undergraduate nursing students. Studies has focused more on the positive experiences of learners and less on the negative experiences, which hinders the improvement and upgrading of nursing simulation training programs.</div></div><div><h3>Purpose</h3><div>To systematically synthesize qualitative data on the negative experiences of undergraduate nursing students in simulation training.</div></div><div><h3>Design</h3><div>We conducted a meta-synthesis of qualitative studies. Data sources included PubMed, Web of Science, Embase, CINAHL, CNKI, Wanfang, VIP and CBM.</div></div><div><h3>Methods</h3><div>The review follows the PRISMA guidelines. Qualitative studies focusing on undergraduate nursing students' negative experiences in simulation training were included. Joanna Briggs Institute tools and approaches were used for methodology quality evaluation, data extraction and findings synthesis.</div></div><div><h3>Results</h3><div>A total of 13 articles were included in this study, and 39 findings were integrated into six categories and three themes: stress and emotional problems, inadequate immersion, and limited learning effect. The categories are as follows: stress issues, negative emotions, lack of realism, device usage issues, limited immediate learning outcomes, and limited simulation training opportunities.</div></div><div><h3>Conclusions</h3><div>This study integrated the negative experiences of undergraduate nursing students in simulation training. This meta-synthesis can serve as a reference to assist in the management of negative experiences encountered by undergraduate nursing students during simulation training. Furthermore, it can promote the development and implementation of simulation training programs within the context of nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 147-156"},"PeriodicalIF":2.8,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828195","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":"Clinical time and national council licensure exam results for baccalaureate programs","authors":"Samantha Schmitz,&nbsp;Miriam R.B. Abbott","doi":"10.1016/j.profnurs.2025.03.012","DOIUrl":"10.1016/j.profnurs.2025.03.012","url":null,"abstract":"<div><h3>Background</h3><div>Providing direct care, quantified by clinical hour reporting, is an integral component of nursing programs. Despite calls for research, current literature provides little evidence for best practices related to quantity of clinical practice hours. Licensure exams, a common means to measure student mastery of essential components in nursing, may provide such evidence.</div></div><div><h3>Aim</h3><div>The study aims to investigate a potential relationship between licensure exam performance and time in clinical hours.</div></div><div><h3>Methods</h3><div>The researchers examined the relationship between NCLEX® performance and clinical hours in 38 baccalaureate programs over a four year period.</div></div><div><h3>Results</h3><div>The correlation study indicated a very weak negative correlation between the number of clinical hours completed and NCLEX performance. The data did not demonstrate a statistically significant relationship, <em>r(38) = −0.051, p = 0.760</em>.</div></div><div><h3>Conclusion</h3><div>Clinical hours may be valuable for reasons that are not measurable. However, the absence of data supporting a particular time commitment to clinical hours may ground questions regarding patterns of resource investments in nursing education. The current measurable evidence fails to validate particular time commitments in clinical hours.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 119-121"},"PeriodicalIF":2.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143777460","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":"Clinical educators and non-native English-speaking nursing students in first clinical placements: A qualitative exploration","authors":"Weili Gao RN, PhD,&nbsp;Auxillia Madhuvu RN, PhD,&nbsp;Kaori Shimoinaba RN, PhD","doi":"10.1016/j.profnurs.2025.04.001","DOIUrl":"10.1016/j.profnurs.2025.04.001","url":null,"abstract":"<div><h3>Background</h3><div>Clinical experiences are a part of a university nursing program plan of study in which nursing students may apply the skills they have learned in their classes to a clinical environment. In addition to trying to adapt to a new social, working and educational culture, first-year non-native English-speaking international nursing students must also work around language barriers, familiarising themselves with new vocabulary as well as medical terminology. In the clinical setting, educators work closely with students to provide guidance and support, assess and evaluate students' learning and practices.</div></div><div><h3>Purpose</h3><div>This study aims to explore the experiences of non-native English-speaking international nursing students' and clinical educators during their first clinical placement in Victoria, Australia.</div></div><div><h3>Methods</h3><div>A qualitative descriptive approach was used, and data were collected through semi-structured interviews with 10 non-native English-speaking international nursing students and 11 clinical educators in Australia.</div></div><div><h3>Results</h3><div>Four main themes emerged from the experiences of non-native English-speaking international nursing students and clinical educators. For students, the themes were Challenges and Concerns, and Reflections. For clinical educators, the themes centered on Perceptions of Students' Challenges, and Suggestions for Improvement.</div></div><div><h3>Conclusions</h3><div>These themes highlight ongoing issues and challenges for non-native English-speaking nursing students and clinical educators during clinical placements. The findings emphasise the need for clear clinical assessment requirements to support international student learning and performance. To enhance their placement experiences, students should improve their English proficiency and communication skills beforehand, which can positively impact their clinical learning outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 139-146"},"PeriodicalIF":2.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807955","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 qualitative inquiry into stress and coping among baccalaureate students in preparation for entering the nursing workforce","authors":"Adrianna Watson ,&nbsp;Dillon Harper ,&nbsp;Carly Peterson ,&nbsp;Matthew Anderson ,&nbsp;Calvin Reed ,&nbsp;Chelsey Young ,&nbsp;Angela Madeux ,&nbsp;Lori Willard ,&nbsp;Gabby Sutton-Clark","doi":"10.1016/j.profnurs.2025.03.010","DOIUrl":"10.1016/j.profnurs.2025.03.010","url":null,"abstract":"<div><h3>Background</h3><div>Nursing is often synonymous with a high-pressure, fast-paced workplace environment. Similarly, nursing students experience high stress levels due to the demanding nature of academic and clinical responsibilities. These stressors can significantly impact students' mental and physical health, leading to issues such as insomnia, depression, and anxiety. Understanding how nursing students cope with stress is crucial for developing supportive interventions and preparing them to enter the nursing workforce.</div></div><div><h3>Purpose</h3><div>This study aims to explore the lived experiences of nursing students regarding stress and coping mechanisms.</div></div><div><h3>Methods</h3><div>The design of this study was a qualitative interpretive phenomenological inquiry. An online platform with open-ended prompts was used to elicit data from a purposive sample of nursing students (<em>n</em> = 12) in the Western United States. Data were inductively analyzed. Emerging themes were then further contextualized for application using Lazarus and Folkman's Stress and Coping Theory.</div></div><div><h3>Results</h3><div>Five major themes emerged from the data: (1) <em>Barriers to Prioritizing Wellness</em>, (2) <em>Sleep Issues</em>, (3) <em>Mental Health Concerns</em>, (4) <em>Intrinsic Coping Mechanisms</em>, and (5) <em>Extrinsic Institution-Based Resources.</em> Findings suggest nursing students struggle to balance academic and professional responsibilities with personal health and well-being. Self-initiated coping mechanisms, such as volunteering, meditation, and seeking support from school resources, were identified. However, effectiveness varied among students.</div></div><div><h3>Conclusions</h3><div>Stress affects nursing students' well-being, with inconsistent coping effectiveness. Balancing academics and personal wellness can be challenging, and without institutional support, novice nurses may enter the workforce unprepared. Nursing educators must enhance teaching and resources to equip students with effective coping strategies and support access for career longevity.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 122-131"},"PeriodicalIF":2.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784053","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":"Trends of growing disparities in baccalaureate nursing graduation rates for Hispanic students","authors":"Tiffany Thompkins,&nbsp;Crystal Shannon,&nbsp;Charles Hobson","doi":"10.1016/j.profnurs.2025.03.011","DOIUrl":"10.1016/j.profnurs.2025.03.011","url":null,"abstract":"<div><div>Despite the growing Hispanic population in the United States, significant diversity gaps persist in the nursing profession. The disparity underscores the urgent need for greater Hispanic representation in nursing to effectively address the needs of a diverse patient population. The study analyzes longitudinal data on Hispanic and White baccalaureate nursing graduates from 2003 to 2022, sourced from the American Association of Colleges of Nursing (AACN). Applying the “four- fifths rule” from the Uniform Federal Guidelines on Employee Selection, the research evaluates adverse impact (apparent discrimination) and racial disparities in graduation rates. The present study sought to estimate the time required to achieve parity and examine racial disparities in graduation rates between White and Hispanic nursing students. Results predict adverse impact will occur in 2028 and parity will never be achieved between the two groups. A less culturally diverse nursing workforce with similar backgrounds and cultural norms is detrimental for delivering health care to a growing Hispanic population. The research provides valuable insights into existing achievement gaps and offers guidance for strategies to improve diversity within the nursing workforce.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 132-138"},"PeriodicalIF":2.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785911","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}