Journal of Professional Nursing最新文献

{"title":"Implementing SQUIRE guidelines to improve standardization and rigor of DNP projects","authors":"Doria K. Thiele PhD, CNM, RN ,&nbsp;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 &amp; 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}

{"title":"Establishing an undergraduate nursing program: Four pillars for success","authors":"Frank D. Hicks ,&nbsp;Cheryl Petersen","doi":"10.1016/j.profnurs.2024.12.002","DOIUrl":"10.1016/j.profnurs.2024.12.002","url":null,"abstract":"<div><div>Nurse educators have many resources to help guide them in curriculum design and evaluation and in creating and implementing new teaching-learning practices. However, fewer resources are available that address program creation and development. This article presents the activities that encompassed the development and implementation of the first six years of a traditional undergraduate BSN program. The authors present an organizing framework for program development and posit that a quality program has four pillars: Mission, Student Engagement, NCLEX Success, and Continuous Quality Improvement.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 77-81"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146577","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":"Incorporating value-informed advanced nursing practice into APRN education","authors":"Hilary Barnes ,&nbsp;Betty Rambur ,&nbsp;Laura Black ,&nbsp;Jen Perloff ,&nbsp;Monica O'Reilly-Jacob","doi":"10.1016/j.profnurs.2024.12.001","DOIUrl":"10.1016/j.profnurs.2024.12.001","url":null,"abstract":"<div><div>Value-informed advanced practice nursing capitalizes on the high-value nursing model of care to meet population health needs and address rising healthcare costs. However, nurse practitioners (NPs) often lack knowledge about value-based care, which limits their ability to lead systems-based changes to improve outcomes and lower costs. Identifying the key domains for value-informed advanced nursing practice can support curricular alignment with competency-based education. A review of the peer-reviewed and gray literature identified an initial list of domains that impact the success of value-based NP care. These domains were then confirmed and validated through interviews with eight NP practice owners. The final seven key domains of value-informed advanced nursing practice – Leadership/High Value Culture, Quality and Analytics, Care Coordination, Collaboration and Community Connections, Financial Management, Care Redesign, and IT Infrastructure and Interoperability – align with the sub-competencies established by the American Association of Colleges of Nursing and the National Organization of Nurse Practitioner Faculty. Learning activities are offered to facilitate NP understanding of value-informed nursing practice and meet selected sub-competencies. Incorporating the key domains for value-informed advanced nursing practice into NP and Doctor of Nursing Practice education prepares emerging and seasoned NPs to lead systems-level change and improve care delivery.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 64-70"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147248","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":"Embedding cultural safety in nursing education: A scoping review of strategies and approaches","authors":"Rishma Chooniedass BSc, BN, MN,&nbsp;Manuela Reekie BSc, BSN, MSN,&nbsp;Jacqueline Denison BSN, RN, MSN,&nbsp;Adaleena Mercuri MA, BHK,&nbsp;Roula Nawara,&nbsp;Natasha Purcell,&nbsp;Megan Oelke,&nbsp;Robert Janke BA","doi":"10.1016/j.profnurs.2024.11.005","DOIUrl":"10.1016/j.profnurs.2024.11.005","url":null,"abstract":"<div><h3>Introduction</h3><div>Post-secondary institutions can no longer ignore calls to action. Nursing programs are responsible for addressing racism and discrimination by integrating cultural safety into baccalaureate nursing curricula. This scoping review of peer-reviewed literature will reveal how cultural safety is integrated into nursing education across North American post-secondary institutions.</div></div><div><h3>Materials and methods</h3><div>57 records met the criteria for this scoping review between the dates of January 2016 to July 2024. The database search was conducted from November 7, 2021, to November 9, 2021, and then updated on September 17, 2024, to include articles up to and including July 2024, yielding 3444 total search results (1448 from Medline; 1996 from CINAHL). Results were manually screened, and duplicates found were removed.</div></div><div><h3>Results</h3><div>The articles were analyzed thematically to identify strategies for integrating cultural safety into undergraduate nursing education. Four main themes were identified: experiential, theoretical, analytical, and multimodal learning.</div></div><div><h3>Conclusion</h3><div>This scoping review highlights nurse educators' role in fostering cultural safety and the importance of considering multiple strategies in curricular development. Strategies include practice experiences, simulations, storytelling, and case-based learning. To provide safe nursing care, education must be inclusive and responsive to people of all races, genders, abilities, and sexual orientations. By applying the concept of cultural safety to nursing education, students are required to acknowledge bias and address issues of power, colonialism, racism, and discrimination that exist in healthcare. These findings provide a foundation for future, more focused research. Further studies could expand on this work by evaluating the effectiveness of specific pedagogical strategies and exploring ways to better support nurse educators in promoting culturally safe learning environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 113-129"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147247","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":"The impact of the Jonas Scholars Program on advancing nursing education, research, and practice","authors":"Zhanette Coffee PhD ,&nbsp;Nia Adimu-Ceja Josiah DNP ,&nbsp;Tonychris Nnaka PhD","doi":"10.1016/j.profnurs.2024.11.009","DOIUrl":"10.1016/j.profnurs.2024.11.009","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages A1-A5"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143463500","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":"Nursing faculty perceptions of entry to nursing practice competencies expected at day one of hire: A statewide study","authors":"Nelda Godfrey ,&nbsp;Joan Insalaco Warren ,&nbsp;Hussein Michael Tahan ,&nbsp;Jennifer Stephenson Zipp ,&nbsp;Ryan MacDonald","doi":"10.1016/j.profnurs.2024.11.007","DOIUrl":"10.1016/j.profnurs.2024.11.007","url":null,"abstract":"<div><h3>Background</h3><div>No universal nursing education framework exists aligning competency expectations of new-to-practice nurses graduating from the varying prelicensure academic degree programs.</div></div><div><h3>Purpose</h3><div>This study aimed to identify a set of core competencies expected of all prelicensure nursing programs in Maryland, including associate degree (ADN), entry-level bachelor of science nursing degree (BSN), and master of science entry into nursing (MSN Entry) programs.</div></div><div><h3>Method</h3><div>A mixed-method approach was used to identify necessary competencies, including a survey consisting of 109 outcome statements and a series of focus groups with faculty representatives from the prelicensure degree programs.</div></div><div><h3>Findings</h3><div>Unexpected findings showed few differences between ADN, BSN, and MSN Entry nursing program faculty perceptions regarding their program graduates' ability to meet the expected competencies. Faculty were not surprised that few differences emerged. Barriers like overloaded curricula, the necessity of prioritizing teaching specific components of nursing content for NCLEX, and competing priorities were faculty concerns.</div></div><div><h3>Conclusions</h3><div>A comprehensive examination of all BSN and MSN entry knowledge not included in the NCLEX-RN is suggested for students, nurse residents, and professional nurses, delineating entry-level and ongoing minimal core competencies expected of a competent professional nurse. Results support the development of a competency-based education framework to clearly communicate learning and performance expectations among the varying degree programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 54-63"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147249","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":"Psychological resilience as a mediator between nurse faculty support and student nurses' clinical adjustment: Implications for nursing education","authors":"Leodoro J. Labrague RN, DM, PHD, CNE ,&nbsp;Rheajane A. Rosales RN, DM, PhD ,&nbsp;Dolores L. Arteche RN, DNS ,&nbsp;Maria Caroline Santos RN, MAN ,&nbsp;Nemia De Leon Calimbas RN, MAN ,&nbsp;Begonia C. Yboa RN, MAN ,&nbsp;Jenette B. Sabio RN, MAN ,&nbsp;Charmaine R. Quina RN, MAN ,&nbsp;Lawrence Quincy Quino RN, MSN ,&nbsp;Mary Ann Apacible RN, MAN","doi":"10.1016/j.profnurs.2024.12.007","DOIUrl":"10.1016/j.profnurs.2024.12.007","url":null,"abstract":"<div><h3>Background</h3><div>Nurse faculty play a critical role in shaping the clinical experience of student nurses through their support and guidance during clinical placements. However, despite this evidence, the mechanism by which nurse faculty support contributes to effective clinical adjustment in students remains unexplored.</div></div><div><h3>Purpose</h3><div>This study examined the intermediary role of psychological resilience in the relationship between nurse faculty support and clinical adjustment among student nurses.</div></div><div><h3>Methods</h3><div>This correlational study involved 506 student nurses from nursing schools in the Philippines. Three standardized scales were used to collect data, including the Nurse Faculty Support Scale (NFSS), Clinical Adjustment Scale – Student Nurse Version (CAS-SN), and the Brief Resilient Scale (BRS).</div></div><div><h3>Results</h3><div>Students perceived high levels of nurse faculty support, moderate to high levels of resilience, and an overall positive clinical adjustment. Nurse faculty support had a direct and positive effect on clinical adjustment (β = 0.406, <em>p</em> &lt; .001). Psychological resilience partially mediated (β = 0.0321, <em>p</em> &lt; .05) the relationship between nurse faculty support and clinical adjustment.</div></div><div><h3>Conclusion</h3><div>Adequate nurse faculty support was associated with increased psychological resilience in student nurses, which, in turn, enhances their adjustment in the clinical area. Fostering supportive relationships and implementing resilience-building strategies within nurse education programs can contribute to students' successful adaptation to the demands of clinical practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 1-7"},"PeriodicalIF":2.8,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A blueprint for integrating nursing history: Performance indicators for competency-based education","authors":"April D. Matthias PhD, RN CNE ,&nbsp;Beth Hundt PhD, APRN, NP-C, ACNS-BC ,&nbsp;Sarah Craig PhD, RN, CCNS, CCRN-K, CHSE, CNE ,&nbsp;Jan L. Lee PhD, RN","doi":"10.1016/j.profnurs.2024.11.006","DOIUrl":"10.1016/j.profnurs.2024.11.006","url":null,"abstract":"<div><div>In 2021, the American Association of Colleges of Nursing published <em>The Essentials: Core Competencies for Professional Nursing Education,</em> a framework to educationally prepare individuals for the discipline of nursing. The framework includes 10 domains and specific expected competencies, sub-competencies, and concepts, with nursing history integrated in <em>Domain 1: Knowledge for Nursing Practice</em>. The delineation of specific competencies and sub-competencies encourages and supports competency-based education, holding students accountable to the mastery of critical areas of study. This article explores practical integration of nursing history into entry- and advanced-level nursing education curricula using a competency-based education approach. Specifically, it provides a blueprint for defining observable behaviors to assess competency associated with knowledge of nursing's history using the American Association for the History of Nursing (AAHN) nursing history framework. Clearly defined performance indicators for entry- and advanced-level nursing education allow students to demonstrate what they can do with what they know about nursing history and role expectations of the professional nurse. The nursing history performance indicators and assessment strategies suggested in this article can aid educators in prioritizing learning goals and measuring mastery for the nursing history-focused sub-competencies.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 49-53"},"PeriodicalIF":2.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746136","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 importance, challenges, and proposed solutions for preceptors to educate the nursing workforce","authors":"Garrett K. Chan PhD, ARPN, FAEN, FPCN, FNAP, FCNS, FAANP, FAAN (Associate Adjunct Professor, Co-Founder of the Benner Institute at HealthImpact) ,&nbsp;Natalie R. Baker DNP, CRNP, GS-C, CNE, FAANP, FAAN (Professor) ,&nbsp;Cindy Cooke DNP, FNP-C, FAANP (Adjunct Faculty) ,&nbsp;Mollie R. Cummins PhD, RN, FAAN (Professor, Jon M. Huntsman Presidential Chair, Associate Dean for Research and the PhD Program) ,&nbsp;M. Lindell Joseph PhD, RN, FAONL, FAAN (Distinguished Scholar in Nursing and Clinical Professor) ,&nbsp;Mikki Meadows-Oliver PhD, PNP-BC, FAAN (Clinical Professor) ,&nbsp;Betty Rambur PhD, RN, FAAN (Professor and Routhier Endowed Chair for Practice)","doi":"10.1016/j.profnurs.2024.11.008","DOIUrl":"10.1016/j.profnurs.2024.11.008","url":null,"abstract":"<div><div>Preceptors are essential in the clinical education of prelicensure registered nursing and advanced practice registered nursing students. However, there is a growing scarcity of preceptors available to provide clinical education. Additionally, preceptors have not uniformly received professional development in the practice of teaching that is essential in delivering high quality clinical education, and clinical education in nursing is an unfunded mandate. This article reviews the current state of preceptors, the importance and challenges of preceptors in clinical education, the lack of funding for clinical education by preceptors, and proposed solutions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 75-84"},"PeriodicalIF":2.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134369","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":"Nursing students' personality traits, sleep quality, social media addiction, and academic performance: A multi-site structural equation model analysis","authors":"Daniel Joseph E. Berdida PhD, RN, RM","doi":"10.1016/j.profnurs.2024.11.004","DOIUrl":"10.1016/j.profnurs.2024.11.004","url":null,"abstract":"<div><h3>Background</h3><div>The associations between personality traits, sleep quality, social media addiction, and academic performance have been well-reported across the literature among university students. However, the interaction among these variables remains understudied among nursing students of underdeveloped countries like the Philippines.</div></div><div><h3>Purpose</h3><div>This study investigated the interrelationships of personality traits, sleep quality, social media addiction, and academic performance among Filipino nursing students.</div></div><div><h3>Methods</h3><div>A correlational, cross-sectional design and convenience sampling was used to recruit nursing students (<em>n</em> = 823) from five nursing colleges in the Philippines. Three standardized instruments (10-item Personality Inventory, 19-item Pittsburgh Sleep Quality Index, and 6-item Bergen Social Media Addiction Scale) were used to collect data from June to August 2023. Covariance-based structural equation modeling (CB-SEM) was employed to analyze the data. STROBE checklist guided in reporting study results.</div></div><div><h3>Results</h3><div>The emerging model demonstrated satisfactory model fit parameters. Nursing students reported high levels of extraversion (x̅=6.13, SD = 2.08) with low scores in emotional stability (x̅ =6.76, SD = 2.30) and openness to experiences (x̅ =8.80, SD = 2.09). The majority had poor sleep quality (x̅=8.35, SD = 3.12) and were at low risk for social media addiction (x̅=17.73, SD = 5.61). Conscientiousness (<em>β</em> = −0.13, <em>p</em> = 0.031) and emotional stability (<em>β</em> = −0.35, <em>p</em> = 0.002) inversely influenced sleep quality. Agreeableness (OR = 1.13, <em>p</em> = 0.007) and openness to experiences (OR = 1.11, <em>p</em> = 0.050) had a positive effect, while conscientiousness (OR = 0.84, <em>p</em> = 0.006) had a negative effect on high-risk social media addiction. Conscientiousness (<em>β</em> = 0.12, <em>p</em> = 0.010) significantly and positively influenced academic performance. Conscientiousness and emotional stability were able to measure 15.00 % of sleep quality's total variance.</div></div><div><h3>Conclusion</h3><div>Policymakers, nursing college administrators, and nurse educators could use these findings to evaluate students' personality traits and create programs that will promote better sleep quality and prevent social media addiction. Hence, enhancing academic performance.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 26-35"},"PeriodicalIF":2.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702839","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}