Journal of Professional Nursing最新文献

{"title":"The critical role of clinical placement professionals in academic-practice partnerships for nurse education","authors":"Danielle McCamey DNP, ACNP-BC, FAAN, FAANP, FCCP ,&nbsp;Kristy Novak MS, BA ,&nbsp;Carlynda Pasquale MSN, APRN, FNP-BC ,&nbsp;Tamiya Blount BS ,&nbsp;Abigail Smetana MSN, RN ,&nbsp;Emory Kent MSN, RN ,&nbsp;Imelda Reyes DNP, MPH, FNP-BC, CPNP-PC, CNE, FAANP ,&nbsp;Rita D'Aoust PhD, ACNP ANP-BC, CNE, FAANP, FNAP, FAAN","doi":"10.1016/j.profnurs.2025.06.008","DOIUrl":"10.1016/j.profnurs.2025.06.008","url":null,"abstract":"<div><div>Clinical Placement Professionals (CPPs) are instrumental in seamlessly connecting academic learning with practical clinical experiences in nursing education. This paper describes the role, responsibilities, challenges, and recommendations for the CPP profession and explores how the utilization of CPPs across academic disciplines varies significantly, with diverse titles, team structures, and fundamental duties among schools of nursing and healthcare systems. As nursing program enrollments surge and clinical placements remain scarce, the value and standardization of the CPP role become paramount in increasing the number of adequately prepared nurses nationwide. CPPs encounter unique challenges, including managing complex partnerships, navigating technological advancements, and addressing growing demand for clinical placements while facing limited professional development opportunities. The establishment of a nationwide organization aimed at enhancing the clinical placement profession could provide an arena for CPPs to strategically innovate, standardize practices, advocate for resources, and network with peers, ultimately supporting their critical work and contributing to the overall improvement of nursing education and preparation of a skilled nursing workforce.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 67-70"},"PeriodicalIF":2.8,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655436","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":"Fostering a culture of gratitude in nursing education","authors":"Staci A. Simmons DNP,&nbsp;Kacie Duncan PhD,&nbsp;Heather Cole PhD,&nbsp;Suzanne Prevost PhD","doi":"10.1016/j.profnurs.2025.07.001","DOIUrl":"10.1016/j.profnurs.2025.07.001","url":null,"abstract":"<div><div>The COVID-19 pandemic significantly impacted the morale of healthcare professionals, including nursing faculty and staff. To address this, a college of nursing developed a Gratitude Team to boost morale and create a supportive work environment. Gratitude enhances an individual's sense of value while fostering loyalty, job satisfaction, retention, performance, collaboration, creativity, well-being, and leadership development. Despite extensive research on workplace gratitude, studies on outcomes of gratitude interventions between colleagues are limited. This manuscript details the steps involved in assessing gratitude within a workplace, developing a Gratitude Team to implement gratitude-forward activities, such as intentional note writing, recognition events, and acts of kindness, and evaluating its effectiveness. These activities align with Domain 10 of the <em>AACN Essentials</em>, which emphasizes self-care and well-being in nursing curricula. Gratitude-rooted environments enhance mental health, academic success, and advocacy for healthy workplaces. Incorporation of a Gratitude Team can be an effective method for fostering a culture of gratitude that leaves a lasting impact, building a legacy of compassion, excellence, and resilience in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 53-56"},"PeriodicalIF":2.8,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570841","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 disability inclusion in nursing education: A call for national data collection and collective leadership","authors":"Sabrina Ali Jamal-Eddine PhD RN ,&nbsp;Tess Carichner BSN ,&nbsp;Linda Morrow DNP, MBA, RN, NEA-BC ,&nbsp;Vanessa Cameron MSN, RN, NPD-BC, CEN, CNL ,&nbsp;Joy Patrick DNP, APRN, CCNS-AG, COI ,&nbsp;Karen Aul PhD, RN, CNE, CHSE ,&nbsp;Brandy Jackson MSN, MBA, RN ,&nbsp;Lisa M. Meeks PhD, MA","doi":"10.1016/j.profnurs.2025.05.009","DOIUrl":"10.1016/j.profnurs.2025.05.009","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages A1-A3"},"PeriodicalIF":2.8,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605789","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":"Enhancing academic writing confidence and productivity: The impact of TUS WEWRITE!","authors":"Jennifer Moran Stritch","doi":"10.1016/j.profnurs.2025.06.007","DOIUrl":"10.1016/j.profnurs.2025.06.007","url":null,"abstract":"<div><div>Effective scholarly writing is essential for academic success, yet it often presents challenges, including feelings of isolation and imposter syndrome. These challenges can lead to avoidance and procrastination, impeding progress in graduate studies and publications. In response to these common struggles, a virtual writing community called TUS WEWRITE! was piloted for twenty master's and PhD students and research-active faculty and administrative staff at the Technological University of the Shannon (TUS) Midlands Midwest in Ireland. This article reflects on the pilot, its impact on participants and potential future iterations of the programme.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 32-35"},"PeriodicalIF":2.8,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534776","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":"Phenomenological study of preceptors' experiences with fostering nurse practitioner students' professional autonomy development in a clinical learning environment","authors":"Viktoriya Pleshkan PhD, APRN, FNP-C Assistant Professor","doi":"10.1016/j.profnurs.2025.06.006","DOIUrl":"10.1016/j.profnurs.2025.06.006","url":null,"abstract":"<div><h3>Background</h3><div>Nurse practitioner students' progression from observational to more independent clinical activities with minimal preceptor prompting is necessary to prepare students for practice.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to describe and explain NP and physician preceptors' experiences with preparing nurse practitioner students for their transition to becoming autonomous clinicians during their experiences at clinical sites.</div></div><div><h3>Methods</h3><div>This hermeneutic phenomenological qualitative study was based on Van Manen's methodology. A purposive criterion and maximum variation sample of 27 preceptors was recruited. Data were collected using in-depth interviews and analyzed by VanManen's approach.</div></div><div><h3>Results</h3><div>Results showed that within the themes of human relation, lived body, lived time, lived things, and lived space, subthemes of student's characteristics (preparedness, motivation, and confidence), preceptors' characteristics (expectations, trust, feedback), site characteristics (documentation and EMR; preceptors; providers, staff, and resources; patients and patient care complexities), and time (clinical schedule and time to teach) were present. The key factors in fostering students' professional autonomy development were preceptor trust and their entrustment decisions.</div></div><div><h3>Conclusions and implications</h3><div>This study's results can help create preceptor and faculty guidance on how to foster NP students' professional autonomy development and successfully incorporate more independent clinical activities within the clinical learning environment (CLE).</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 36-52"},"PeriodicalIF":2.8,"publicationDate":"2025-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144550045","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 Ottawa Model for Nursing Curriculum Renewal to align a baccalaureate nursing program with the 2021 AACN Essentials","authors":"Miranda Hawks PhD, RN, CNL,&nbsp;Christie Emerson DNS, RN,&nbsp;Rachel E. Myers PhD, RN,&nbsp;Alyson Epp PhD, RN,&nbsp;Jamie Lewis Saye DNP, CNM, APRN, SANE-A,&nbsp;Melissa C. Osborne PhD, MPH,&nbsp;Maureen Garringer EdD, MSN, RN,&nbsp;Diane Keen DNS, RN, CNE,&nbsp;Susan Dyess PhD, RN","doi":"10.1016/j.profnurs.2025.06.005","DOIUrl":"10.1016/j.profnurs.2025.06.005","url":null,"abstract":"<div><div>There is an urgent call to transform nursing education in response to evolving changes in healthcare. It is critical that nursing graduates are prepared to thrive and deliver care in complex environments to increasingly diverse populations. This article describes a nursing school's approach to achieve these goals and presents details of work completed during the early phases of curriculum revision to integrate the American Association of Colleges of Nursing's (AACN's) 2021 publication, <em>The Essentials: Core Competencies for Professional Nursing Education,</em> into the baccalaureate programs. The Ottawa Model for Nursing Curriculum Renewal was utilized to structure this process into three phases: preparatory, active, and evaluation. The preparatory phase focused on creating structure, establishing leadership, defining goals, setting a clear timeline, engaging faculty and stakeholders, conducting needs assessments, and identifying improvement areas. The active phase is still in progress and has centered on the following: finalize goals and priorities, assess current curriculum, plan and make changes, seek approval for changes, and plan and implement curriculum revisions. Evaluation, initiated early, will continue through implementation and conclude with a comprehensive assessment to ensure effective adoption of the <em>Essentials</em>. Examples of lessons learned thus far include the importance of sustained faculty and stakeholder engagement, practice partner collaboration, continuing education, and ongoing evaluation. Details presented about the nursing school's initial planning processes and implementation strategies, experiences encountered, insights gained, and facilitators and barriers experienced may provide valuable guidance for other baccalaureate nursing programs embarking on a similar transformation process.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 107-114"},"PeriodicalIF":2.9,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738820","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":"Collaboration of DNP- and PhD-prepared faculty in an undergraduate nursing research course: Leaning on each other's strengths","authors":"Melissa M. Klamm,&nbsp;Chelsey Andries,&nbsp;Meagan Cherry","doi":"10.1016/j.profnurs.2025.06.004","DOIUrl":"10.1016/j.profnurs.2025.06.004","url":null,"abstract":"<div><div>Doctor of Philosophy (PhD) and Doctor of Nursing Practice (DNP) pathways offer distinct yet complementary approaches to nursing education and research that, when combined, can advance knowledge of nursing science among undergraduate students. Previous studies on DNP- and PhD-prepared nurse collaborations have focused on graduate students and faculty efforts to address practice needs together. However, there is minimal current literature that discusses this collaboration among undergraduate faculty. The purpose of this article is to present a case study of teaching an undergraduate nursing research course supported by the collaboration of DNP- and PhD-prepared faculty. In a revised undergraduate research course, a PhD-prepared faculty focused on components of quality research, while a DNP-prepared faculty emphasized evidence-based practice (EBP) and clinical guidelines. Interactive teaching methods facilitated student engagement and comprehension. Students reported an increased understanding of research components and the application of EBP principles in nursing practice. By incorporating DNP- and PhD-prepared faculty perspectives, nursing students reported an understanding of research and its relevance to their future practice. This approach offers a model for future curriculum development in undergraduate nursing programs by incorporating DNP- and PhD-prepared faculty perspectives.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 28-31"},"PeriodicalIF":2.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144470254","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":"Lessons learned from a formalized peer mentoring program in a baccalaureate nursing curriculum","authors":"Marie M. Prothero,&nbsp;Daphne Thomas,&nbsp;Julie L. Valentine,&nbsp;Katreena Merrill","doi":"10.1016/j.profnurs.2025.06.003","DOIUrl":"10.1016/j.profnurs.2025.06.003","url":null,"abstract":"<div><h3>Background</h3><div>Formal mentoring within the nursing profession has been recognized as an effective approach in teaching critical thinking, leadership skills, communication, and professional socialization. Unfortunately, few baccalaureate nursing programs teach skills specific to mentoring, both as mentees and mentors within a formalized program.</div></div><div><h3>Methods</h3><div>A peer mentoring program with senior students mentoring sophomore students was developed based on Benner's (1984) novice-to-expert theory during the COVID-19 pandemic. Refinements to the program were made with identified lessons learned throughout the process.</div></div><div><h3>Results</h3><div>Following evaluation of the initial program, return to in-person clinical experiences for all nursing students, and adoption of Tanner's (2006) clinical judgment model; substantial changes were made to the formalized peer mentoring program.</div></div><div><h3>Conclusion</h3><div>The formal mentoring program has benefited sophomores and seniors by recognizing the importance of mentoring relationships in professional nursing practice.</div><div>Clear expectations are necessary for students and faculty. Students should receive education about mentoring relationships. Course credit with graded formative and summative assignments reinforces the importance of mentoring.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 9-14"},"PeriodicalIF":2.8,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144270148","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 new academic practice partnership in a rural healthcare setting: leading change with an intentional process","authors":"Charlotte Sortedahl ,&nbsp;Carolyn Hughes ,&nbsp;Sonja J. Meiers ,&nbsp;Beth Evans ,&nbsp;Elizabeth Young ,&nbsp;Arin VanWormer","doi":"10.1016/j.profnurs.2025.06.002","DOIUrl":"10.1016/j.profnurs.2025.06.002","url":null,"abstract":"<div><div>Academic-Practice Partnerships (APPs) are formal relationships between academic institutions and healthcare organizations that aim to improve healthcare delivery by preparing practice-ready nurses who readily transition into the workforce. The purpose of this article is to describe the intentional process used to create a new APP between a healthcare organization in a rural setting with a medium sized Midwestern university. The focus of the APP is to enhance leadership experiences for prelicensure students from the academic setting and make the meaningful work and impact of the practice partner nurse leaders visible to students. The overall goal of the APP is to advance nursing knowledge that improves and supports the health of individuals, their families, and their rural communities. The American Association of Colleges of Nursing (AACN) and American Organization for Nursing Leadership (AONL) Guiding Principles (AACN, 2012) were used as a framework. The APP created an intentional nine-stage process to form a new partnership and develop capacity for nursing leadership. Exemplars within the stage are presented. The approach can be used to inform vital APP partnerships.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 15-22"},"PeriodicalIF":2.8,"publicationDate":"2025-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280712","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":"Influence of nursing students' perceptions of clinical instructor caring on their professional values","authors":"Eva María Domínguez-Martís ,&nbsp;Laura López-González ,&nbsp;María Jesús Núñez-Iglesias ,&nbsp;Manuel Freire-Garabal-Núñez ,&nbsp;Ana Fernández-Feito ,&nbsp;Diego Gabriel Mosteiro-Miguéns ,&nbsp;Silvia Novío","doi":"10.1016/j.profnurs.2025.06.001","DOIUrl":"10.1016/j.profnurs.2025.06.001","url":null,"abstract":"<div><h3>Background</h3><div>Caring is an integral part of the nursing profession. The standards that guide nurses when caring for patients are the professional values which are learned throughout the career. In this process of learning, clinical instructors might play an important role since they have been identified as powerful role models for their students.</div></div><div><h3>Purpose</h3><div>This study aimed to examine the relationship between nursing students' perceptions of clinical instructor caring and students' professional values.</div></div><div><h3>Methods</h3><div>A cross-sectional study was carried out between January and July 2024. A total of 407 nursing students from the University of Santiago de Compostela (Spain), ≥18 years old of both sexes were invited to complete the Spanish version of the scales: Nursing Students' Perception of Instructor Caring scale (S-NSPIC) and Nursing Professional Values (S-EVPS).</div></div><div><h3>Results</h3><div>A statistically significant correlation was found between nursing students' perceptions of clinical instructor caring and students' professional values (<em>r</em> = 0.279, <em>p</em> ≤0.01), with the subscale “Confidence through caring” explaining 7 % of the total S-EVPS score.</div></div><div><h3>Conclusion</h3><div>Clinical instructors contribute to shape students' professional values, being instructors' expressive caring behavior a key factor that contribute to students' learning of professionalism.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 1-8"},"PeriodicalIF":2.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144253786","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}