Journal of Professional Nursing最新文献_第5页

Workplace incivility: A comparison of nursing faculty and administrator perspectives 工作场所的不文明行为：护理教师和管理人员观点的比较

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-28 DOI: 10.1016/j.profnurs.2025.03.008

Wendy Moore PhD, RN-C, CNE

{"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}

引用次数: 0

Professional identity among nursing students: A longitudinal analysis of student experiences and developmental pathways 护生职业认同：学生经历与发展路径的纵向分析

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-27 DOI: 10.1016/j.profnurs.2025.03.009

Pauline Ho

{"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}

引用次数: 0

Evolution of plagiarism processes in online graduate nursing programs 在线护理研究生课程中抄袭过程的演变

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-23 DOI: 10.1016/j.profnurs.2025.03.007

Katherine Bloompott PhD, RN , Amy Grugan PhD, RN , Rachel Borton PhD, MSN, FNP-FPA, NRCME , Karin Smith DNP, RN, NEA-BC, CENP, CCRN

{"title":"Evolution of plagiarism processes in online graduate nursing programs","authors":"Katherine Bloompott PhD, RN , Amy Grugan PhD, RN , Rachel Borton PhD, MSN, FNP-FPA, NRCME , 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}

引用次数: 0

Charting new frontiers: Advancing practice-based scholarship in nursing academia 开辟新领域：推进护理学术实践为基础的奖学金

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-18 DOI: 10.1016/j.profnurs.2025.03.006

Heide Cygan DNP, RN, PHNA-BC , Angela Moss PhD, APRN, FAAN

{"title":"Charting new frontiers: Advancing practice-based scholarship in nursing academia","authors":"Heide Cygan DNP, RN, PHNA-BC , 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}

引用次数: 0

An end-of-life nursing education consortium (ELNEC) regional approach to integrating primary palliative care in nursing education 临终护理教育联盟（ELNEC）将初级姑息治疗纳入护理教育的区域方法

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-18 DOI: 10.1016/j.profnurs.2025.03.004

Toni L. Glover , Olga Ehrlich , Andra Davis , Megan Lippe , Carrie L. Cormack , Theresa Jizba , Amanda J. Kirkpatrick , Susan Meskis

{"title":"An end-of-life nursing education consortium (ELNEC) regional approach to integrating primary palliative care in nursing education","authors":"Toni L. Glover , Olga Ehrlich , Andra Davis , Megan Lippe , Carrie L. Cormack , Theresa Jizba , Amanda J. Kirkpatrick , 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}

引用次数: 0

Lived experience of student responders with leadership in a mass casualty simulation 学生在大规模伤亡模拟中发挥领导作用的生活经验

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-18 DOI: 10.1016/j.profnurs.2025.03.005

Matthew Anderson DNP, APRN, FNP-C (Assistant Teaching Professor), Calvin Reed BSN. RN (Research Assistant), Adrianna Watson PhD, MSN-ED, RN, CCRN, TCRN, CNEn (Assistant Professor), Jeanette Drake PhD, RN, ACNP-BC (Assistant Professor), Sondra Heaston MS, NP-C, CEN, CNE, CHSE, FAEN (Teaching Professor), Pyper Schmutz SN (Research Assistant), Rylie Rasmussen SN, CNA (Research Assistant)

{"title":"Lived experience of student responders with leadership in a mass casualty simulation","authors":"Matthew Anderson DNP, APRN, FNP-C (Assistant Teaching Professor), Calvin Reed BSN. RN (Research Assistant), Adrianna Watson PhD, MSN-ED, RN, CCRN, TCRN, CNEn (Assistant Professor), Jeanette Drake PhD, RN, ACNP-BC (Assistant Professor), Sondra Heaston MS, NP-C, CEN, CNE, CHSE, FAEN (Teaching Professor), Pyper Schmutz SN (Research Assistant), 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}

引用次数: 0

Key components of holistic admission in schools of nursing: A scoping literature review 护理学校整体录取的关键组成部分：范围文献综述

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-08 DOI: 10.1016/j.profnurs.2025.03.002

Andria Hinds, Ericka Sanner-Stiehr

{"title":"Key components of holistic admission in schools of nursing: A scoping literature review","authors":"Andria Hinds, 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}

引用次数: 0

Using specifications grading in a BSN honors program to promote engagement and competency 在BSN荣誉项目中使用规范评分来促进参与和能力

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-06 DOI: 10.1016/j.profnurs.2025.03.001

Allison R. Jones PhD, RN, CNS, CNE , Leigh Ann Bray PhD, RN, CNL, CNE , Peter A. Jones PhD

引用次数: 0

Reflexivity in nursing qualitative research: A problem of epistemic fluency 护理质性研究中的反身性：认知流畅性问题

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-03 DOI: 10.1016/j.profnurs.2025.02.010

Shira Birnbaum RN, PhD

{"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}

引用次数: 0

A call-to-action: Nurse educator support for changes in acute and critical care nursing preparation 行动呼吁：护士教育支持急危护理准备的变化

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-03-01 DOI: 10.1016/j.profnurs.2025.02.001

Christine L. Latham , Martha A.Q. Curley

引用次数: 0