Journal of Professional Nursing最新文献

{"title":"Standardized patient simulation in undergraduate mental health nursing education: A scoping review","authors":"Michelle R. Pinto ,&nbsp;Mary K. McCurry ,&nbsp;Jennifer Dunbar Viveiros","doi":"10.1016/j.profnurs.2025.11.004","DOIUrl":"10.1016/j.profnurs.2025.11.004","url":null,"abstract":"<div><h3>Background</h3><div>A global shortage of trained mental health professionals and pervasive stigma towards individuals with mental health conditions have intensified the need to prepare nurses entering practice with the knowledge, skills, and confidence to care for patients with mental health conditions (MHCs). Simulation with standardized patients can be used in undergraduate mental health nursing courses to provide students with realistic opportunities to practice skills and improve self-efficacy.</div></div><div><h3>Objective</h3><div>To map the scope of literature available regarding the use of standardized patient simulation in traditional undergraduate mental health nursing education.</div></div><div><h3>Method</h3><div>A scoping review of published research between 2016 and 2024 was conducted as per the JBI Scoping Review Framework and PRISMA-ScR guidelines. This included systematic search of the electronic databases CINAHL, Medline, and PsycINFO, and a hand search of bibliographies. Study selection followed a three-stage review process. Studies were included if standardized patient simulation was used in the mental health nursing course in a traditional undergraduate nursing program. At the conclusion of stage three, 29 studies were selected for data extraction and charted to facilitate identification of themes in the research.</div></div><div><h3>Results</h3><div>The scope of available research between 2016 and 2024 supports standardized patient simulation positively impacted student preparedness for clinical experiences by increasing confidence and decreasing student anxiety. Students valued realism, a safe environment for practicing skills, and more varied experiences than provided by clinical experiences alone. Two studies measured the effect of standardized patient simulation on student attitudes towards patients with mental illness.</div></div><div><h3>Conclusions</h3><div>The use of standardized patient simulation in mental health nursing education has been studied at universities around the world and across study designs to improve knowledge, skills, confidence, and preparedness for clinical experiences. The addition of standardized patient simulation to mental health nursing clinical courses may reduce negative attitudes towards patients with mental health conditions. Future research on the impact of standardized patient simulation on empathy and attitudes of student nurses towards patients with mental illness is needed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 105-116"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571723","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":"Undergraduate nursing students' knowledge and attitudes toward dementia by country income level: A systematic review and meta-analysis","authors":"Sumandar MSN, RN ,&nbsp;Hsin-Tien Hsu PhD, RN ,&nbsp;Hsiu-Fen Hsieh PhD, RN ,&nbsp;Pi-Ling Chou PhD, RN ,&nbsp;Shu-Fen Wung PhD, MS, RN, ACNP-BC, FAAN ,&nbsp;Pei-Chao Lin PhD, RN","doi":"10.1016/j.profnurs.2025.10.012","DOIUrl":"10.1016/j.profnurs.2025.10.012","url":null,"abstract":"<div><h3>Background</h3><div>It is essential for nursing students to possess a thorough understanding of dementia care and to maintain a positive attitude toward this area of healthcare.</div></div><div><h3>Objective</h3><div>The purpose of this meta-analysis is to examine the knowledge and attitudes of undergraduate nursing students regarding dementia.</div></div><div><h3>Methods</h3><div>A comprehensive search was performed in the PubMed, Web of Science, Embase, CINAHL, and ProQuest databases, covering the period from their inception until March 18, 2025. The primary outcome measures included the Alzheimer's Disease Knowledge Scale (ADKS) and the Dementia Attitudes Scale (DAS). Two independent researchers conducted literature searches, screened the studies, extracted relevant data, and performed critical appraisals. The pooled mean sores for knowledge and attitudes toward dementia were analyzed across all studies and subgroups.</div></div><div><h3>Results</h3><div>A total of 23 studies from 14 countries were included in the analysis. The findings indicate that nursing students demonstrated moderate knowledge (mean score: 19.13, 95 % CI: 17.85–20.42) and moderate positive attitudes (mean score: 95.18, 95 % CI: 94.19–96.17) toward dementia. Subgroup analyses showed that both pooled knowledge and attitudes were significantly higher among students from high-income countries compared to their counterparts from other countries. Sensitivity analyses yielded robust results.</div></div><div><h3>Conclusions</h3><div>There is considerable opportunity for improving nursing students' knowledge and attitudes toward dementia care, particularly in developing countries.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 52-59"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467937","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":"Adapting for diversity: The case for reshaping nursing education to meet the needs of all students","authors":"Vanessa Segura,&nbsp;Emily Canale,&nbsp;LeAnne Prenovost","doi":"10.1016/j.profnurs.2025.12.003","DOIUrl":"10.1016/j.profnurs.2025.12.003","url":null,"abstract":"<div><div>The purpose of this paper is to examine how traditional nursing education structures inadequately serve the increasingly diverse population of modern nursing students. Many students are now working adults, caregivers, first-generation college attendees, or pursuing nursing as a second career. These students often face financial, familial, and technological barriers that are incompatible with rigid academic schedules, unpaid clinical requirements, and limited institutional support. This review synthesizes current evidence on alternative educational models, including hybrid and part-time programs, paid clinical experiences, and wraparound services such as mentoring, childcare, and digital access support. Results show that these flexible approaches maintain academic rigor while improving student satisfaction, retention, and licensure outcomes. Programs that support students holistically—especially those from underserved backgrounds—are more likely to reduce attrition and strengthen the future nursing workforce. The major conclusion is that student-centered, inclusive reforms are critical for sustaining nursing education and addressing ongoing workforce shortages.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 198-202"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790199","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":"Meeting the need for well-child school and sports physicals with a faculty guided, student-led pop-up clinic","authors":"Jessica Parrott,&nbsp;Karen Karlowicz,&nbsp;Tina Gustin","doi":"10.1016/j.profnurs.2025.11.012","DOIUrl":"10.1016/j.profnurs.2025.11.012","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 203-210"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924096","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":"From confusion to common ground: A call to nurse faculty for critical reflection and action","authors":"Julee Briscoe Waldrop DNP, FNP-C, PNP-C, CNE, EBP-C, NC-BC, CPC, FAANP, FAAN (Associate Editor)","doi":"10.1016/j.profnurs.2025.12.007","DOIUrl":"10.1016/j.profnurs.2025.12.007","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages A1-A2"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183084","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 transition, onboarding, and integration of newly hired faculty into nursing academia: A scoping review","authors":"Cheryl B. Jones PhD, RN, FAAN ,&nbsp;Sinhye Kim PhD, RN ,&nbsp;Mary Killela PhD, RN ,&nbsp;Leah Morgan PhD, RN ,&nbsp;Jill M. Forcina PhD, RN, CNE","doi":"10.1016/j.profnurs.2025.10.010","DOIUrl":"10.1016/j.profnurs.2025.10.010","url":null,"abstract":"<div><h3>Background</h3><div>The inadequate supply of nursing faculty presents challenges in educating nurses and addressing the nursing shortage. While the importance of intentionally onboarding newly hired faculty is widely acknowledged, there is little consensus about the specifics of onboarding program, or their implementation and evaluation.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to examine the scope, characteristics, and effectiveness of faculty onboarding programs in nursing education.</div></div><div><h3>Methods</h3><div>A scoping review of 23 unique research studies published between January 2000 and December 2024 was conducted to answer three questions: 1) How is nursing faculty onboarding defined? 2) What features characterize faculty onboarding programs? and 3) What outcomes are used to assess onboarding program effectiveness?</div></div><div><h3>Results</h3><div>Onboarding programs varied in scope, encompassing orientation, mentorship, and/or pedagogical development. Program features differed in structure, duration, and delivery, and had varying levels of administrative and operational support and oversight. Although onboarding programs were reported as effective in boosting faculty satisfaction, competency, retention, and academic achievements, studies were localized, and limited by small sample sizes, varying methodologies, and differing outcome metrics.</div></div><div><h3>Conclusions</h3><div>Faculty onboarding programs show promise but require further research to evaluate their impact and sustainability. Clear definitions, consistent implementation, and outcome measurement are needed to guide policy and practice in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 66-82"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520516","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":"Building a model for retention: Every student counts","authors":"Gwendolyn C. Sims ,&nbsp;Jennie Alspach ,&nbsp;Kristin Ashley ,&nbsp;Jessica G. Bumpus ,&nbsp;Laketa Huddleston-Pettiway ,&nbsp;Kevin Keane ,&nbsp;Peter Tofan ,&nbsp;Kaitrin Parris ,&nbsp;Linda Moneyham","doi":"10.1016/j.profnurs.2025.10.009","DOIUrl":"10.1016/j.profnurs.2025.10.009","url":null,"abstract":"<div><div>The longstanding shortage of nurses in the U.S., intensified by the COVID-19 pandemic, has prompted nursing schools to critically assess their capacity to graduate more nurses. Common barriers to expanding enrollment include faculty shortages, limited classroom space, competition for clinical sites and preceptors, and a decline in applications to prelicensure nursing programs. One promising strategy to increase the number of nursing graduates is to improve retention rates in prelicensure nursing programs. This article presents the development, implementation, and evaluation of the Student Success Champion program designed to support prelicensure BSN students at-risk of academic failure by addressing multiple factors influencing academic performance. Key components included risk factor assessment, intrusive advising, and the integration of metacognitive strategies and evidence-based teaching practices. The program mobilized both academic and non-academic resources to create a comprehensive support system. Its impact was immediate: retention rates improved, leading to a higher number of annual BSN graduates while maintaining strong NCLEX-RN pass rates.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 36-44"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419905","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 comfort communication simulation instrument (Sim-Comfort): A relationship-centered approach to assessing communication competency","authors":"Leah Burt ,&nbsp;Elaine Wittenberg ,&nbsp;Joy Goldsmith ,&nbsp;Bob Kiser ,&nbsp;Christine Park","doi":"10.1016/j.profnurs.2025.11.002","DOIUrl":"10.1016/j.profnurs.2025.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Although the importance of person-centered communication was recently recognized in both updated nursing and medical education accreditation standards, few instruments exist to assess relationship-centered communication competency in simulation.</div></div><div><h3>Purpose</h3><div>This study describes development, content validity testing, and interrater reliability of the Comfort Communication Simulation Instrument (Sim-Comfort), meant to assess communication competency during simulation-based education. Sim-Comfort emphasizes holistic and relational person-centered communication, aligning with current competency-based education standards.</div></div><div><h3>Methods</h3><div>The instrument was iteratively developed by an interdisciplinary team representing advanced practice nursing, medicine, and communication studies. Content validity was explored through a standardized patient (SP) simulation scenario, followed by focus groups. Preliminary inter-rater reliability was established by SP raters.</div></div><div><h3>Results</h3><div>The Sim-Comfort instrument consists of seven competency domains to be scored during simulation. Feedback from SPs resulted in significant revisions to increase item clarity yet no new domains were identified, supporting content validity. In the context of interrater reliability, the intraclass correlation coefficient was 0.59, indicating moderate rating consistency.</div></div><div><h3>Conclusions</h3><div>Findings support Sim-Comfort as a promising instrument for structured assessment of relationship-centered communication in simulation. Sim-Comfort represents a novel, theory-based approach to integrating relational communication skills assessment into simulation-based curricula for nursing learners. Future validity and reliability testing is needed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 98-104"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520515","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 students’ experiences of seeking feedback in clinical practice context: A qualitative explorative descriptive study","authors":"Vistolina Nuuyoma (Senior Lecturer) ,&nbsp;Martha Sinvula (Bachelor of Nursing Science (clinical) Honours) ,&nbsp;Agnes Makhene (Associate Professor)","doi":"10.1016/j.profnurs.2025.11.014","DOIUrl":"10.1016/j.profnurs.2025.11.014","url":null,"abstract":"<div><h3>Background</h3><div>Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts.</div></div><div><h3>Aim</h3><div>To explore and describe the experiences of nursing students in seeking feedback in clinical practice.</div></div><div><h3>Design</h3><div>The study followed a qualitative explorative descriptive design.</div></div><div><h3>Methods</h3><div>Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback.</div></div><div><h3>Conclusions</h3><div>The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 172-179"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684338","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":"Letter to the editor: In response to “How to guide students through a DNP project: A practical guide for faculty”","authors":"Clifton P. Thornton ,&nbsp;Margaret A. McCabe","doi":"10.1016/j.profnurs.2025.11.009","DOIUrl":"10.1016/j.profnurs.2025.11.009","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Page 213"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146183024","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}