Journal of Professional Nursing最新文献

{"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}

{"title":"Workplace incivility: A comparison of nursing faculty and administrator perspectives","authors":"Wendy Moore PhD, RN-C, CNE","doi":"10.1016/j.profnurs.2025.03.008","DOIUrl":"10.1016/j.profnurs.2025.03.008","url":null,"abstract":"<div><h3>Background</h3><div>Workplace incivility is an ongoing concern in nursing education. Faculty and administrators who experience incivility are more likely to leave nursing education, contributing to the already significant nursing faculty shortage. While faculty rely on administrators to address incivility, administrators often feel unprepared and unsupported in their attempts to address incivility.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to compare experiences of workplace incivility between nursing faculty and academic administrators.</div></div><div><h3>Methods</h3><div>The Workplace Incivility/Civility Survey (WICS) was used to collect data for this study. Descriptive statistics were calculated to compare the experience of workplace incivility between faculty and administrators. Content analysis was used to determine themes in the narrative data.</div></div><div><h3>Results</h3><div>The perception of workplace incivility was similar between faculty and administrators. Academic administrators reported witnessing or experiencing workplace incivility more frequently than faculty.</div></div><div><h3>Conclusion</h3><div>Both faculty and academic administrators need support to effectively address workplace incivility and create a culture of civility and respect.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 112-118"},"PeriodicalIF":2.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747859","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":"Professional identity among nursing students: A longitudinal analysis of student experiences and developmental pathways","authors":"Pauline Ho","doi":"10.1016/j.profnurs.2025.03.009","DOIUrl":"10.1016/j.profnurs.2025.03.009","url":null,"abstract":"<div><h3>Background</h3><div>Professional identity formation is a complex and dynamic process influenced by individual experiences, educational contexts, and socio-historical factors.</div></div><div><h3>Purpose</h3><div>Applying a developmental-contextual approach, this study traced changes in nursing students' professional identity development from pre-college through college.</div></div><div><h3>Method</h3><div>In this longitudinal, qualitative study, interview data were collected from ten final-year nursing students from diverse ethnic and racial backgrounds enrolled in one of the two traditional Bachelor of Science in Nursing programs in the United States.</div></div><div><h3>Results</h3><div>Throughout their Bachelor of Science in Nursing programs and clinical rotations, participants experienced increasing clarity and confidence in their roles, shaped by their evolving understanding of nursing through relevant experiences. Participants' narratives revealed four distinct types of professional identity in nursing, each with its own developmental trajectory influenced by the interplay of various factors. These trajectories reflected different perspectives on the nursing profession and the qualities desired in nurses.</div></div><div><h3>Conclusions</h3><div>The study highlights the importance of considering both personal characteristics and external influences and their interactions in understanding the development of professional identity trajectories and content.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 104-111"},"PeriodicalIF":2.8,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739521","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":"Evolution of plagiarism processes in online graduate nursing programs","authors":"Katherine Bloompott PhD, RN ,&nbsp;Amy Grugan PhD, RN ,&nbsp;Rachel Borton PhD, MSN, FNP-FPA, NRCME ,&nbsp;Karin Smith DNP, RN, NEA-BC, CENP, CCRN","doi":"10.1016/j.profnurs.2025.03.007","DOIUrl":"10.1016/j.profnurs.2025.03.007","url":null,"abstract":"<div><div>Plagiarism is the most common academic integrity violation in nursing education. With a plethora of online graduate nursing education programs, nursing faculty are challenged to ensure that written work follows professional standards of originality and integrity. The evolution of developing a consistent process and departmental policy to address instances of student plagiarism helped current faculty mentor students and novice faculty. Strategies to help students included orientation sessions to outline expectations of academic integrity, duplication software, APA-style writing, and the department and university policies on plagiarism. The addition of a one credit-hour course as an introduction to the graduate program covered scholarly writing, proper citation, ethical use of artificial intelligence (AI), and use of the library database. For faculty, it was important to review and revise policies to align with those of the university, and provide ongoing education regarding similarity report interpretation and use of the software. Sessions also led to college-wide initiatives to educate non-nursing faculty on university policies and clarify the reporting processes within the college. Scrutiny of nursing policies and processes will ultimately assist both faculty and students with professional writing skills.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 93-96"},"PeriodicalIF":2.8,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726136","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":"Charting new frontiers: Advancing practice-based scholarship in nursing academia","authors":"Heide Cygan DNP, RN, PHNA-BC ,&nbsp;Angela Moss PhD, APRN, FAAN","doi":"10.1016/j.profnurs.2025.03.006","DOIUrl":"10.1016/j.profnurs.2025.03.006","url":null,"abstract":"<div><h3>Background</h3><div>Nursing leaders have long called for the advancement of nursing science through practice scholarship. Clinical track nursing faculty are well-positioned to lead practice-based scholarship. However, there is often a lack of coordinated and strategic support for clinical nursing faculty to engage in and disseminate scholarship.</div></div><div><h3>Purpose</h3><div>The purpose of this article is to describe the implementation and outcomes of a strategic infrastructure designed to support clinical track nursing faculty in developing practice-based scholarship.</div></div><div><h3>Methods</h3><div>The <em>Practice Scholarship Advisor</em> role (0.2 FTE) was created to support scholarship for clinical track faculty engaged in academic-practice partnerships. Comprehensive strategies for quality improvement planning and dissemination support were piloted from 2022 to 2024.</div></div><div><h3>Findings</h3><div>Clinical track faculty submitted professional conference abstracts (<em>n</em> = 12) and peer-reviewed journal manuscripts (<em>n</em> = 6). First time presenters and authors accounted for most submissions. Clinical track faculty were promoted and became enthusiastic about scholarship.</div></div><div><h3>Conclusion</h3><div>Practice-based scholarship support requires distinct strategies and resources that when strategically resourced and implemented, yield increased scholarship for clinical track nursing faculty. In turn, nursing scholarship and innovation are amplified, thereby advancing nursing science.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 97-103"},"PeriodicalIF":2.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739520","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 end-of-life nursing education consortium (ELNEC) regional approach to integrating primary palliative care in nursing education","authors":"Toni L. Glover ,&nbsp;Olga Ehrlich ,&nbsp;Andra Davis ,&nbsp;Megan Lippe ,&nbsp;Carrie L. Cormack ,&nbsp;Theresa Jizba ,&nbsp;Amanda J. Kirkpatrick ,&nbsp;Susan Meskis","doi":"10.1016/j.profnurs.2025.03.004","DOIUrl":"10.1016/j.profnurs.2025.03.004","url":null,"abstract":"<div><div>With the concurrent movement toward competency-based nursing education and the incorporation of <em>Hospice, Palliative, and Supportive Care</em> as one of the four spheres of care in the latest AACN <em>Essentials</em>, nurse educators face a myriad of challenges in incorporating palliative care content into undergraduate and graduate curricula. The challenges include: a lack of faculty expertise in palliative care education; a lack of administrative or faculty support to include primary palliative care content in nursing curricula; a lack of evidence-based teaching strategies on primary palliative care nursing education; and, a lack of funding to support the development of robust, evidence-based strategies to strengthen primary palliative care nursing education. The purpose of this article is to describe an innovative regional approach advancing primary palliative care nursing education. A network of palliative care educators was established to support faculty in developing palliative care content in their curricula. To ensure nursing students are practice-ready, both undergraduate and graduate programs must provide education that builds knowledge and competency in primary palliative nursing care. Sustained funding is essential to enhance faculty expertise and further develop effective teaching innovations within this field.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 77-82"},"PeriodicalIF":2.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682855","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":"Lived experience of student responders with leadership in a mass casualty simulation","authors":"Matthew Anderson DNP, APRN, FNP-C (Assistant Teaching Professor),&nbsp;Calvin Reed BSN. RN (Research Assistant),&nbsp;Adrianna Watson PhD, MSN-ED, RN, CCRN, TCRN, CNEn (Assistant Professor),&nbsp;Jeanette Drake PhD, RN, ACNP-BC (Assistant Professor),&nbsp;Sondra Heaston MS, NP-C, CEN, CNE, CHSE, FAEN (Teaching Professor),&nbsp;Pyper Schmutz SN (Research Assistant),&nbsp;Rylie Rasmussen SN, CNA (Research Assistant)","doi":"10.1016/j.profnurs.2025.03.005","DOIUrl":"10.1016/j.profnurs.2025.03.005","url":null,"abstract":"<div><h3>Background</h3><div>Mass casualty situations create leadership opportunities for nurses and emergency responders, yet there is a notable gap in current literature regarding the benefits of interdisciplinary training on student leadership development.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to explore the lived experience of leadership emergence within undergraduate nursing and emergency medical technician students in the context of a mass casualty incident simulation.</div></div><div><h3>Methods</h3><div>Retrospective analysis of post-drill survey responses was conducted with 357 nursing and 99 EMT students during an MCIS. The study design was a qualitative, interpretive phenomenological study using the hermeneutic circle for analysis.</div></div><div><h3>Results</h3><div>Three main themes emerged organically from the data: 1) A Good Leader Knows and Acts, 2) Leaders Inspire and Help, and 3) Respect and Trust Each Other.</div></div><div><h3>Conclusion</h3><div>This study contributes to current experiential learning and leadership education literature. An MCIS experience can be a valuable tool to cultivate the next generation of leaders, particularly in nursing and emergency responders.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 83-92"},"PeriodicalIF":2.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715014","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":"Key components of holistic admission in schools of nursing: A scoping literature review","authors":"Andria Hinds,&nbsp;Ericka Sanner-Stiehr","doi":"10.1016/j.profnurs.2025.03.002","DOIUrl":"10.1016/j.profnurs.2025.03.002","url":null,"abstract":"<div><h3>Background</h3><div>Admission to nursing programs traditionally focuses on academic metrics. However, this approach fails to capture the full range of qualities that make a successful nurse. Overemphasis on academic metrics can exclude students with qualities like empathy and communication skills but may not have the highest grades.</div></div><div><h3>Purpose</h3><div>The purpose of this work was to identify key components of holistic admission being utilized in pre-licensure, undergraduate nursing programs.</div></div><div><h3>Methods</h3><div>A scoping literature search was conducted using multiple databases, examining peer-reviewed studies published between 2003 and 2023 on holistic admission in U.S. nursing programs. The PRISMA process guided this review, and the QI-MCS appraisal tool was used to review included articles.</div></div><div><h3>Results</h3><div>Ten quality improvement projects met inclusion criteria and described use of holistic admission implementations across nursing programs. Characteristics beyond academic metrics included experiences, attributes, and potential for contributions to nursing. Long-term outcomes, student support strategies, graduating cohort diversity data, and overall attrition rates were missing.</div></div><div><h3>Conclusion</h3><div>Holistic admission considers a range of qualities that contribute to the nursing workforce. This review highlights the need for standardizing holistic admission to optimize effectiveness, increase adoption across nursing programs, and develop best practices to support students after holistic admission.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 33-39"},"PeriodicalIF":2.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859424","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}