Journal of Professional Nursing最新文献_第5页

Standardizing nurse practitioner clinical education: The Cognitive Preceptorship Model

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-08 DOI: 10.1016/j.profnurs.2024.12.009

Viktoriya Pleshkan

{"title":"Standardizing nurse practitioner clinical education: The Cognitive Preceptorship Model","authors":"Viktoriya Pleshkan","doi":"10.1016/j.profnurs.2024.12.009","DOIUrl":"10.1016/j.profnurs.2024.12.009","url":null,"abstract":"<div><h3>Background</h3><div>Though preparing autonomous advanced nursing providers who are ready to care for complex clients in a variety of settings after graduation is necessary to achieve clinical competence, NP clinical education activities used to achieve competencies are greatly variable and hard to measure. The quality of students' clinical experiences impacts students' achievement of clinical competence (CC) and achieving CC is important for the NPs to successfully transition to practice after graduation.</div></div><div><h3>Aim</h3><div>The purpose of this project is to apply the Cognitive Preceptorship Model (CPM) to design, describe, and explain the clinical activities that are NP role-specific, that scaffold from the American Association of Colleges of Nursing (AACN), and National Organization of Nurse Practitioner Faculties (NONPF) competencies and that help NP students achieve competencies.</div></div><div><h3>Method</h3><div>CPM concepts, AACN and NONPF competencies were cross analyzed. NP role-specific clinical teaching and learning activities were designed, described, and displayed in a table.</div></div><div><h3>Conclusion</h3><div>AACN and NONPF competencies provide the foundation for competencies-based education, which is necessary to standardize NP students' learning outcomes; however, how these outcomes should be achieved in a clinical learning environment (CLE) should also be standardized. Using role-specific theoretical literature that is well aligned with the role competencies to guide the designing of clinical activities should assist in standardizing NP evidence-based clinical education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 26-42"},"PeriodicalIF":2.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134043","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

The power of partnership: The Nurse Educator-Student Relationship (NESR) model

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-07 DOI: 10.1016/j.profnurs.2025.01.001

Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE

{"title":"The power of partnership: The Nurse Educator-Student Relationship (NESR) model","authors":"Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE","doi":"10.1016/j.profnurs.2025.01.001","DOIUrl":"10.1016/j.profnurs.2025.01.001","url":null,"abstract":"<div><h3>Background</h3><div>There is a need to examine factors that can positively influence the retention of nursing educators and students as the nursing profession faces a nursing shortage. The nurse educator-student relationship is the most influential in academia and can affect retention. Focusing on the development of the relationship between the educator and the student may provide insight related to the new role required of the student in nursing academia to be successful.</div></div><div><h3>Purpose</h3><div>This paper aims to present a model that promotes the progression of the educator-student relationship to a partnership that may lead to increasing retention and success of students.</div></div><div><h3>Theoretical framework</h3><div>The nurse educator-student relationship model was developed using professional and personal experience and integrated with three theories/framework components. A systems approach was used to identify challenges and solutions related to the adjustments required in interpersonal and relational skills: trust, respect, confidence, communication, expectations, and knowledge.</div></div><div><h3>Conclusion</h3><div>The nurse-educator-student relationship can be essential in retaining educators and students. This model provides an approach to understanding the progression and skills affected in developing the relationship and establishing a partnership.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 19-25"},"PeriodicalIF":2.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134980","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

A peer-led group intervention based on relaxation (soRELAX) to improve well-being and mental health in nursing students: A mixed method pilot study

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-02 DOI: 10.1016/j.profnurs.2024.12.010

Maria Pilar Ramirez Garcia , Jérôme Leclerc-Loiselle , Christine Genest , Etienne Paradis-Gagné , Caroline Larue , Marikim Poitras-Crête , Sylvie Corbeil , Camille Saseville

{"title":"A peer-led group intervention based on relaxation (soRELAX) to improve well-being and mental health in nursing students: A mixed method pilot study","authors":"Maria Pilar Ramirez Garcia , Jérôme Leclerc-Loiselle , Christine Genest , Etienne Paradis-Gagné , Caroline Larue , Marikim Poitras-Crête , Sylvie Corbeil , Camille Saseville","doi":"10.1016/j.profnurs.2024.12.010","DOIUrl":"10.1016/j.profnurs.2024.12.010","url":null,"abstract":"<div><h3>Background</h3><div>The well-being of nursing students is strongly affected by their mental health.</div></div><div><h3>Purpose</h3><div>The aim was to evaluate the feasibility, acceptability, and preliminary effects of a peer-led support group intervention based on autogenic training (soRELAX) on the well-being and mental health of nursing students.</div></div><div><h3>Methods</h3><div>A pilot mixed convergent design was used with a single group and three assessments: baseline, at 7 weeks, and at 12 weeks. The intervention was delivered online by 15 trained peers in small groups over 7 weeks. Recruitment, attrition, and completion rates were calculated. Well-being, stress, distress, anxiety, depression, social support, mindfulness, and performance were measured. Participants' perceptions were collected in online semistructured interviews.</div></div><div><h3>Results</h3><div>Three-quarters of the 55 nursing students completed at least six sessions. Results showed a significant increase in well-being and mindfulness and a significant decrease in stress, distress, anxiety, and depression symptoms at 7 and 12 weeks. Participants said that they felt more self-aware and more aware of what was causing them stress.</div></div><div><h3>Conclusions</h3><div>soRELAX is a relatively feasible and acceptable intervention. Nursing students' well-being, mental health, and mindfulness were significantly improved after the intervention. This improvement was maintained at three months.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 8-18"},"PeriodicalIF":2.8,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134047","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

Examining the effect of modified motivational interviewing intervention on nursing students' self-care

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.12.003

Jehad A. Rababah PhD, RN, Mohammed Munther Al-Hammouri PhD, IBA, CHPE, RN

{"title":"Examining the effect of modified motivational interviewing intervention on nursing students' self-care","authors":"Jehad A. Rababah PhD, RN, Mohammed Munther Al-Hammouri PhD, IBA, CHPE, RN","doi":"10.1016/j.profnurs.2024.12.003","DOIUrl":"10.1016/j.profnurs.2024.12.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students have overwhelming academic responsibilities that negatively affect their self-care and well-being. Consequently, it is necessary to study the effectiveness of interventions that could improve nursing students' self-care.</div></div><div><h3>Purpose</h3><div>To examine the effect of the modified motivational interviewing (MMI) intervention on nursing students' self-care.</div></div><div><h3>Methods</h3><div>An experimental design two groups (intervention and control) and two data collection time points was used. The sample comprised 137 nursing students: intervention (n = 70) and control (n = 67). The intervention group participants received a modified motivational interviewing intervention. Those in the control group were on a waiting list and were offered the intervention after finishing the data collection. The Self-Care Inventory and Self-Care Self-Efficacy scale were used to collect the data. Repeated measures MANOVA was the main statistical analysis test and followed by ANOVA and <em>t</em>-test.</div></div><div><h3>Results</h3><div>The results showed that the intervention had a statistically significant effect on the linear combination of the dependent variables: Pillai's Trace = 0.07, F (4, 132) = 2.57, <em>P</em> = .04. Follow up analyses revealed that the intervention group participants had statistically significant higher mean scores of the three Self-Care Inventory scales and self-care self-efficacy post-intervention than the control group participants.</div></div><div><h3>Conclusion</h3><div>This study showed the potential of the modified motivational interviewing intervention in improving nursing students' self-care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 71-76"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146576","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

Navigating the nursing incivility epidemic: Understanding and addressing incivility in nursing education

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.12.008

Barbara Jeanne Pinchera DNP, ANP-BC, Casey N. Burnett DNP, RN

{"title":"Navigating the nursing incivility epidemic: Understanding and addressing incivility in nursing education","authors":"Barbara Jeanne Pinchera DNP, ANP-BC, Casey N. Burnett DNP, RN","doi":"10.1016/j.profnurs.2024.12.008","DOIUrl":"10.1016/j.profnurs.2024.12.008","url":null,"abstract":"<div><div>Nurse educators must address the uncivil behaviors that disrupt the learning process. This may help to prevent students from becoming desensitized and enculturated to incivility. Beginning early in nursing education may reverse the trend and decrease the eventual deleterious effect on the profession. Interventions to address incivility in nursing education include: role modeling, communication, civility training, and developing civility codes. It is imperative that nursing educators create safe learning environments where students feel comfortable to hold discussions, ask questions, and engage in civil discourse. For the past 40 years, this topic has been explored, and evidence-based interventions have been developed. It is time to embed these interventions into nursing curriculum. By doing so, we can cultivate a culture of civility and professionalism in nursing education that benefits students and the profession and ultimately patient care outcomes. This comprehensive approach will ensure a more respectful and effective learning environment for future nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 82-84"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146596","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

The effects of workplace violence on nursing students from the perspectives of clinical facilitators or preceptors

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.12.006

Hila Ariela Dafny RN, BSN, MPH, PhD , Nicole Snaith RN, BN, MHN, PhD , Paul Cooper RN, BN , Nasreena Waheed RN, BN, MNSc, DrPH , Christine McCloud RN, BN, Peri-Op Cert 1, PhD , Stephanie Champion BHSc, BSocSC, PhD

{"title":"The effects of workplace violence on nursing students from the perspectives of clinical facilitators or preceptors","authors":"Hila Ariela Dafny RN, BSN, MPH, PhD , Nicole Snaith RN, BN, MHN, PhD , Paul Cooper RN, BN , Nasreena Waheed RN, BN, MNSc, DrPH , Christine McCloud RN, BN, Peri-Op Cert 1, PhD , Stephanie Champion BHSc, BSocSC, PhD","doi":"10.1016/j.profnurs.2024.12.006","DOIUrl":"10.1016/j.profnurs.2024.12.006","url":null,"abstract":"<div><h3>Background</h3><div>Violence is well documented in the nursing profession and is compounded by an increasing incidence of workplace violence towards nursing students. Poor clinical experiences where violence is witnessed or experienced have long-term consequences for both the student and the profession.</div></div><div><h3>Purpose</h3><div>This study aimed to ascertain clinical facilitators' perceptions about the impact of workplace violence on nursing students during their clinical placements.</div></div><div><h3>Methods</h3><div>Phenomenology guided qualitative research methods were used in this study. Eleven clinical facilitators employed in various South Australian healthcare settings were interviewed, and the qualitative data was transcribed and thematically analysed manually assisted by NVivo 12 software.</div></div><div><h3>Results</h3><div>Three major themes emerged from the data: Academic and future career impacts, Impact on personal life, and mental and physical health. Clinical facilitators described how baccalaureate nursing students feared for their emotional, mental and physical safety, questioned their career choices and described the impact of violent experiences on their personal lives.</div></div><div><h3>Conclusion</h3><div>Clinical facilitators were often unable to prevent such experiences from happening to nursing students and, at times, felt unprepared or inadequately supported by universities. A combined University and healthcare facility approach that prepares, manages, supports and reduces the incidence of workplace violence for nursing students and clinical facilitators is urgently required to safeguard the mental, physical and emotional health of student nurses and clinical facilitators.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 104-112"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146602","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

Collaborative nursing education between advanced practice registered nurses

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.10.006

Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE

{"title":"Collaborative nursing education between advanced practice registered nurses","authors":"Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE","doi":"10.1016/j.profnurs.2024.10.006","DOIUrl":"10.1016/j.profnurs.2024.10.006","url":null,"abstract":"<div><div>The surge in healthcare demands requires academic institutions to address and enhance the expanded education needs of Advanced Practice Registered Nurses (APRNs). Increasing cohort size while effectively and efficiently teaching students the newest best practice is particularly challenging amidst nurse faculty shortages in specialty areas. Faculty voids stem from factors such as lack of pay competitiveness with clinical positions, and a shortage of doctoral-prepared nurses seeking faculty positions. Despite efforts to recruit and retain nursing faculty, the shortage persists and necessitates innovative approaches to teaching and best utilizing the strengths of existing faculty. This article explores the collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs. Teaching areas focus on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. Students receiving synchronous or online asynchronous teaching received overwhelmingly positive feedback from faculty not in their learning specialty. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand collaboration among advanced practice specialties that rarely interact. These interactions foster mutual respect and prepare students for effective interdisciplinary healthcare teamwork.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 131-134"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464413","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

The effect of a mindfulness based cognitive therapy program on depression, anxiety, stress, and cognitive flexibility in nursing students: A randomized clinical trial

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.12.005

Ferhan Acikgoz, Aysel Karaca

{"title":"The effect of a mindfulness based cognitive therapy program on depression, anxiety, stress, and cognitive flexibility in nursing students: A randomized clinical trial","authors":"Ferhan Acikgoz, Aysel Karaca","doi":"10.1016/j.profnurs.2024.12.005","DOIUrl":"10.1016/j.profnurs.2024.12.005","url":null,"abstract":"<div><h3>Background</h3><div>It is known that the depression, anxiety, and stress levels of the nursing students are higher compared to the general student population. Nursing educators should use evidence-based, effective, and innovative interventions to help students recognize and reduce their mental symptoms.</div></div><div><h3>Aim</h3><div>This study aimed to determine the effect of the online mindfulness-based cognitive therapy program, which was implemented for nursing students, on depression, anxiety, stress and cognitive flexibility levels.</div></div><div><h3>Methods</h3><div>This randomized controlled trial study adopted a pretest-posttest-follow-up test research design.</div></div><div><h3>Results</h3><div>As a result of the analyses, the intervention group had lower scores in the post-test and follow-up test measurements of the depression, anxiety and stress dimensions of the Depression-Anxiety and Stress Scale compared to the control group, and there was a statistically significant difference between them (<em>p</em> < 0.05). The post-test and follow-up test Cognitive Flexibility Inventory scores of intervention students were higher than those of the students in the control group and there was a statistically significant difference between them (<em>p</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>The results of this study demonstrate that this program can reduce depression, anxiety, stress and increase cognitive flexibility levels among nursing students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 94-103"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147250","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

Implementing SQUIRE guidelines to improve standardization and rigor of DNP projects

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.12.004

Doria K. Thiele PhD, CNM, RN , Gail Armstrong PhD, DNP, ACNS-BC, RN, CNE, FAAN

{"title":"Implementing SQUIRE guidelines to improve standardization and rigor of DNP projects","authors":"Doria K. Thiele PhD, CNM, RN , Gail Armstrong PhD, DNP, ACNS-BC, RN, CNE, FAAN","doi":"10.1016/j.profnurs.2024.12.004","DOIUrl":"10.1016/j.profnurs.2024.12.004","url":null,"abstract":"<div><div>School of Nursing administrators and educators across the United States are seeking guidelines for structuring and administering their Doctor of Nursing Practice (DNP) degree programs. There is a lack of consistent guidelines for increasing rigor and standardization across DNP Projects, the terminal product of most DNP Programs. Employers expect nurses holding a DNP degree to conduct quality improvement projects that positively impact patient health or the organization. As schools transition to a competency-based education model based on 2021 AACN Essentials, DNP Programs will benefit from well-defined models for guiding DNP Projects. At Oregon Health & Science University (OHSU) School of Nursing, the faculty undertook a curricular modification to phase out the master's programs for Advanced Practice Registered Nurses (APRN) and provide a DNP-only degree program. This curricular innovation focused on using the Standards for Quality Improvement Reporting Excellence 2.0 (SQUIRE 2.0) used as the framework to guide course content, culminating in the DNP Projects courses. The use of SQUIRE as a guiding model for design, implementation, evaluation, and dissemination has proven to be effective at increasing precision and standardization across the six APRN specialties at OHSU. This article describes the process and outcomes of scaffolding SQUIRE across a DNP Program to enhance DNP Project outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 85-93"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146597","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

Corrigendum to “Collaborative nursing education between advanced practice registered nurses”. [Journal of Professional Nursing 54C [September/October 2024] 245–248]

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.profnurs.2024.10.005

Ryan Richey, Katie Woodfin, Somali Nguyen, Sabrina Kopf, Hiboombe Haamankuli, Susan McMullan, Amy Yerdon

引用次数: 0