Journal of Professional Nursing最新文献

{"title":"Undergraduate Nursing Faculty Knowledge, Beliefs, and Experiences with Teaching LGBTQ+ Content: A Scoping Review","authors":"Caitlin M. Nye,&nbsp;Jennifer A. Livingston,&nbsp;Kelly Foltz-Ramos,&nbsp;Amy Hequembourg","doi":"10.1016/j.profnurs.2024.07.010","DOIUrl":"10.1016/j.profnurs.2024.07.010","url":null,"abstract":"<div><h3>Background</h3><p>Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics.</p></div><div><h3>Purpose</h3><p>The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content.</p></div><div><h3>Methods</h3><p>Six EBSCO databases were searched for manuscripts published between 2012 and 2023. Peer-reviewed articles, published in English, describing studies of pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ health content were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was used to guide inclusion of studies for review.</p></div><div><h3>Results</h3><p>The literature search yielded 612 results, of which 58 were selected for full text screening. Twelve total studies were retained for this scoping review.</p></div><div><h3>Conclusions</h3><p>Faculty knowledge related to LGBTQ+ health is framed by a “deficit narrative,” emphasizing physical and mental health risks and negative outcomes. Faculty beliefs are often measured with instruments that reflect cisnormativity or heteronormativity. There is an ongoing need to research the experiences of inclusion of LGBTQ+ content by pre-licensure, undergraduate nursing faculty.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 205-215"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944078","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 interprofessional approach to teaching genetics in an undergraduate nursing curriculum","authors":"Valerie Clary-Muronda PhD, MSN-Ed, RNC-OB ,&nbsp;Hannah R. Smith PhD","doi":"10.1016/j.profnurs.2024.07.007","DOIUrl":"10.1016/j.profnurs.2024.07.007","url":null,"abstract":"<div><h3>Background</h3><p>Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families.</p></div><div><h3>Method</h3><p>To address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate.</p></div><div><h3>Results</h3><p>The teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive.</p></div><div><h3>Conclusion</h3><p>Multiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 224-227"},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141841185","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":"Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study","authors":"Fatemeh Darban PhD ,&nbsp;Jamileh Farokhzadian PhD ,&nbsp;Monirsadat Nematollahi PhD ,&nbsp;Nastaran Heydarikhayat PhD ,&nbsp;Motahareh Faramarzpour PhD","doi":"10.1016/j.profnurs.2024.05.010","DOIUrl":"10.1016/j.profnurs.2024.05.010","url":null,"abstract":"<div><h3>Background</h3><p>To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students.</p></div><div><h3>Purpose</h3><p>This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students.</p></div><div><h3>Method</h3><p>In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators affiliated with three medical sciences universities in southeastern Iran. Purposive data sampling and analysis were performed using Graneheim and Lundman's conventional content analysis methods.</p></div><div><h3>Results</h3><p>One main theme, 5 categories, and 18 subcategories were extracted. The main theme was “cultural equality, the essence of care and education”. Categories included “Toward culturally-based caring and education”, “Charter of cultural rights”, “The need for cultural competence facilitators”, “Cultural exposure”, and “Modifying the curriculum policies”.</p></div><div><h3>Conclusion</h3><p>This study shows that nursing educators strive to take into account students' cultural competence, even though cultural competence is not explicitly integrated into nursing curricula. The acquisition of cultural competence requires multifaceted changes in education, in clinical centers, and in the creation of cultural infrastructure.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 142-150"},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951282","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":"Innovating to meet AACN essentials in a bachelor of science in nursing program","authors":"Maeve Howett ,&nbsp;Hannah Murphy ,&nbsp;Amy Daniels ,&nbsp;Jana Goodwin ,&nbsp;Katie McElroy ,&nbsp;Nicole Smith ,&nbsp;Mary Pat Ulicny","doi":"10.1016/j.profnurs.2024.03.012","DOIUrl":"10.1016/j.profnurs.2024.03.012","url":null,"abstract":"<div><p>Our large, two campus (one urban and one suburban) and two track (RN-BSN and Entry-level BSN) program has revised our BSN curriculum to reflect the new Level One American Association of Colleges of Nursing (AACN) <em>The Essentials:</em> Core Competencies for Professional Nursing Education (AACN, 2021). This article describes the work to revise the curriculum to meet the demands of contemporary nursing education with increased elective choices for Generation Z learners, professional role courses on wellness and resiliency, a course on palliative care and symptom management, increased clinical hours to include virtual simulation and more community and public health experiences, and increased innovative student experiences with our clinical partners. A revised clinical evaluation tool (CET) was also developed to evaluate students in competency-based education and to reflect our new program outcomes.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 134-141"},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951281","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":"Institutional factors that affect faculty mentoring in academic nursing programs","authors":"Katie Ruth Busby PhD, RN, CNE ,&nbsp;Claire Burke Draucker PhD, RN, FAAN","doi":"10.1016/j.profnurs.2024.07.006","DOIUrl":"10.1016/j.profnurs.2024.07.006","url":null,"abstract":"<div><h3>Background</h3><p>Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty.</p></div><div><h3>Purpose</h3><p>To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors.</p></div><div><h3>Method</h3><p>A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis.</p></div><div><h3>Results</h3><p>Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring.</p></div><div><h3>Conclusion</h3><p>The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 164-170"},"PeriodicalIF":2.8,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141852145","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":"Publication patterns of graduates from a DNP program with submission of a manuscript as a degree requirement","authors":"Julee Briscoe Waldrop,&nbsp;Marion E. Broome","doi":"10.1016/j.profnurs.2024.06.021","DOIUrl":"10.1016/j.profnurs.2024.06.021","url":null,"abstract":"<div><h3>Background</h3><p>Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication.</p></div><div><h3>Purpose</h3><p>The purpose of this article is to share an evaluation of the effectiveness of this approach.</p></div><div><h3>Methods</h3><p>The authors used a bibliometric study design.</p></div><div><h3>Results</h3><p>This study demonstrates that manuscripts authored by students based on the DNP projects they conduct while earning their DNP degree can be published and are cited by other scholars. Additionally, the majority of these authors continue to publish scholarly work in the nursing and broader health-focused literature after they graduate.</p></div><div><h3>Conclusion</h3><p>Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 194-197"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141842256","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":"Beliefs and experiences of educators when involved in the design of a Learning-by-concordance tool: A qualitative interpretative study","authors":"Marie-France Deschênes RN., PhD ,&nbsp;Bernard Charlin MD, PhD ,&nbsp;Haifa Akremi PT, PhD ,&nbsp;Lise Lecours M Ed ,&nbsp;Ahmed Moussa MD ,&nbsp;Vincent Jobin MD ,&nbsp;Nicolas Fernandez PhD","doi":"10.1016/j.profnurs.2024.07.004","DOIUrl":"10.1016/j.profnurs.2024.07.004","url":null,"abstract":"<div><h3>Background</h3><p>Based on the involvement of qualified educators in its design, the Learning-by-Concordance tool aims to promote the learning of reasoning in contexts of uncertainty. However, data are still scarce on the experience of educators in terms of sharing and exposing their reasoning processes using this tool.</p></div><div><h3>Purpose</h3><p>This study sought to explore the beliefs and experiences of educators when involved in the design of a Learning-by-Concordance tool.</p></div><div><h3>Method</h3><p>This research used a descriptive qualitative design. Four dialogue groups were conducted with educators with different roles and responsibilities while designing a Learning-by-Concordance tool. A descriptive interpretative analysis of educators' verbatim quotes was done.</p></div><div><h3>Findings</h3><p>A total of 14 participants took part in the study. The results show the discomfort of educators despite their recognized expertise. Three themes emerged: 1- the need to be reassured by the opinions of colleagues; 2-feeling like impostors; and 3- concerns for the quality of instructional supports.</p></div><div><h3>Conclusions</h3><p>The role taken by educators for teaching reasoning in contexts of uncertainty is to draw on practical experience where different types of knowledge intersect and are mobilized, to overcome feelings of insecurity, and to engage in close and authentic conversation with learners.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 180-188"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141843813","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 influence of individual factors on the career preferences and specialty choices of final-year nursing students","authors":"Edah Anyango ,&nbsp;Irene Ngune ,&nbsp;Janie Brown ,&nbsp;Esther Adama","doi":"10.1016/j.profnurs.2024.06.020","DOIUrl":"10.1016/j.profnurs.2024.06.020","url":null,"abstract":"<div><h3>Background</h3><p>Statistical evidence shows that nursing students prefer a professional career in hospital settings, leading to a lack of career interest in non-hospital settings such as community and residential aged care facilities. The lack of preference for non-hospital settings has persisted over several decades and presents a need for different approaches that may reveal new information to better understand the individual factors that influence specialty choices and preferences from the students' viewpoints.</p></div><div><h3>Purpose</h3><p>The aims of this study were to (1) explore individual factors that impact the nursing specialty choices of final-year nursing students and (2) explore how these factors influence the final-year nursing students' career decision-making process.</p></div><div><h3>Method</h3><p>A narrative inquiry approach using semi-structured interviews was carried out with purposively sampled nursing students (<em>n</em> = 12) who had undertaken a final-year clinical placement(s). Data was analysed using two main steps. First, the interviews were restoried and then analysed using the three-dimensional framework. Subsequently, thematic analysis was applied to generate themes.</p></div><div><h3>Results</h3><p>Data analysis generated three main themes: demographic factors, social factors, and career goals. Participants' characteristics and interactions with other individuals and systems influenced their nursing specialty preferences and professional career plans.</p></div><div><h3>Conclusion</h3><p>Nursing students' career interests are influenced by individual factors external to their nursing education, such as their age, gender, and life experiences. These student characteristics and experiences facilitated or inhibited a career in some nursing specialties, with the students gauging their ability to practice in a specialty during their CPs. Nursing education should expose and inform students about the core skills, career opportunities, and how to advance their careers in the different nursing specialties. Most importantly, final-year students may need formal career guidance to encourage nursing students' positive attitudes and career interests in different nursing specialties and make realistic career decisions.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 126-133"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324001121/pdfft?md5=057327b37e454ac2c22b3c40c9cd97d6&pid=1-s2.0-S8755722324001121-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853232","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":"Defining sense of belonging in nurisng - An evolutionary concept analysis","authors":"Sarah E. Patel ,&nbsp;Jessica Varghese ,&nbsp;Kerry Hamm","doi":"10.1016/j.profnurs.2024.07.003","DOIUrl":"10.1016/j.profnurs.2024.07.003","url":null,"abstract":"<div><h3>Objectives</h3><p>The purpose of this analysis is to develop the concept of sense of belonging in nursing. The secondary purpose is to identify the antithesis or direct opposite beyond the negative consequences related to a lack of belonging in nursing.</p></div><div><h3>Design</h3><p>Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing.</p></div><div><h3>Data sources</h3><p>Following PRISMA guidelines, peer-reviewed English articles and dissertations were reviewed from PubMed, ERIC, CINAHL, and PsychINFO. Forty-seven articles describing sense of belonging in the nursing profession, both academic and workforce, were included.</p></div><div><h3>Review methods</h3><p>Inductive thematic analysis was used to determine recurring themes of the antecedents, attributes, consequences, and antithesis of belonging in nursing.</p></div><div><h3>Results</h3><p>A welcoming, positive atmosphere encouraging a culture of mentorship is key to developing an environment of belonging. The attributes of belonging include being trusted, valued, and an accepted part of the team, and encouraging a connection to the community. Nurses and nursing students have improved confidence, self-esteem, and motivation to learn when a sense of belonging is present. They feel supported and respected in the environment. However, historically minoritized students and nurses report discrimination, bias, and condescension resulting in feeling invisible, isolated, excluded, and neglected. Nurses and nursing students feel invisible, isolated, excluded, and neglected without a sense of belonging.</p></div><div><h3>Conclusion</h3><p>Developing a sense of belonging in nurses and nursing students is critical to our profession. Further research is essential to develop interventions and strategies for cultivating a sense of belonging in nursing.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 151-163"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853852","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":"Application of virtual reality in nursing communication education: A systematic review","authors":"Yueyang Dong MSc ,&nbsp;Juanjuan Sun MSc ,&nbsp;Meng He MSc,&nbsp;Xiangning Zhu MSc,&nbsp;Shuang Zhang MSc,&nbsp;Wenxia Wang PhD,&nbsp;Shuyan Fang PhD,&nbsp;Haitao Song Bachelor of Nursing,&nbsp;Jiao Sun PhD","doi":"10.1016/j.profnurs.2024.07.005","DOIUrl":"10.1016/j.profnurs.2024.07.005","url":null,"abstract":"<div><h3>Background</h3><p>Communication skills are very important for nursing students. As a developing teaching technology, virtual reality is used in nursing communication education. However, the teaching effect and the effective teaching elements are not clear.</p></div><div><h3>Objective</h3><p>This systematic review was designed to summarize the characteristics of interventions and teaching design of nursing communication education based on virtual reality and to extract the common positive features to provide a reference for further nursing communication education.</p></div><div><h3>Methods</h3><p>Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, we systematically searched eight databases in December 2021, and an updated search was performed in June 2023. The Mixed Methods Appraisal Tool was used for study appraisal.</p></div><div><h3>Results</h3><p>A total of thirteen studies were included in the systematic review. Although differences were observed in the designs, evaluations and communication results of these studies, we extracted some elements that can be used to promote positive communication results, such as a combination of an intervention design based on theory with communication strategies, positive feedback and reporting.</p></div><div><h3>Conclusions</h3><p>Virtual reality-based education shows mixed teaching effect in improving nursing students' communication cognition and skills. Further studies are necessary to verify the practical influence of intervention design combined with teaching methods on improving nursing students' communication and clinical communication coping ability.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 171-179"},"PeriodicalIF":2.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846888","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}