Journal of Professional Nursing最新文献_第7页

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-09-19 DOI: 10.1016/j.profnurs.2025.09.002

Nezienwa Ezenwa

引用次数: 0

Conceptual model and design of an initiative to build nurses' resilience and ethical practice 概念模型和设计的倡议，以建立护士的弹性和道德实践

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-08-19 DOI: 10.1016/j.profnurs.2025.08.008

Cynda Hylton Rushton PhD , Sandra M. Swoboda DNP , Nancy Reller BS , Laura C. Sarver DNP , Erin M. Wright DNP , Krysia Warren Hudson DNP , Robie Victoria Hughes DNS , Ginger C. Hanson PhD , Rita D'Aoust PhD

{"title":"Conceptual model and design of an initiative to build nurses' resilience and ethical practice","authors":"Cynda Hylton Rushton PhD , Sandra M. Swoboda DNP , Nancy Reller BS , Laura C. Sarver DNP , Erin M. Wright DNP , Krysia Warren Hudson DNP , Robie Victoria Hughes DNS , Ginger C. Hanson PhD , Rita D'Aoust PhD","doi":"10.1016/j.profnurs.2025.08.008","DOIUrl":"10.1016/j.profnurs.2025.08.008","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare faces a nursing crisis with high turnover, burnout, and faculty shortages, which requires innovative educational approaches that bridge the gap between education and practice.</div></div><div><h3>Purpose</h3><div>To present the conceptual model and design of a statewide, trans-institutional academic-practice collaboration that holistically builds nurses' resilience and ethical practice across the education-to-practice continuum.</div></div><div><h3>Method</h3><div>Development of the Renewal, Resilience, and Retention (R<sup>3</sup>) Initiative based on adaptation of the Mindful Ethical Practice and Resilience Academy (MEPRA), social ecological framework, and stakeholder input across eight schools of nursing and five hospitals in Maryland.</div></div><div><h3>Results</h3><div>The R<sup>3</sup> Initiative created a scalable conceptual model with four foundational constructs supported by 42 evidence-informed educational resources, faculty development workshops, and multi-tiered learning communities that enable integration of resilience content into existing curricula without major redesign.</div></div><div><h3>Conclusions</h3><div>The R<sup>3</sup> Initiative provides a replicable framework for building nursing workforce resilience through coordinated education-practice partnerships and evidence-informed interventions that address individual and systemic factors contributing to burnout and disengagement.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 33-40"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913107","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

Between silence and speech: The power of listening in psychiatric care 在沉默与说话之间：聆听在精神科护理中的力量

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI: 10.1016/j.profnurs.2025.09.004

Ziad Saade

引用次数: 0

Internationalisation at home and its possible development in nursing education: A qualitative descriptive study of nursing faculties' views in two European countries 国内的国际化及其在护理教育中的可能发展：两个欧洲国家护理学院观点的定性描述性研究

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-08-19 DOI: 10.1016/j.profnurs.2025.08.010

Ingrid From , Kaisa Bjuresäter , Aurelija Blaževičienė , Brian Unis , Berit Gesar

{"title":"Internationalisation at home and its possible development in nursing education: A qualitative descriptive study of nursing faculties' views in two European countries","authors":"Ingrid From , Kaisa Bjuresäter , Aurelija Blaževičienė , Brian Unis , Berit Gesar","doi":"10.1016/j.profnurs.2025.08.010","DOIUrl":"10.1016/j.profnurs.2025.08.010","url":null,"abstract":"<div><h3>Background</h3><div>Introducing Internationalisation at Home (IaH) means integrating international perspectives into curricula in higher education in order to develop students' intercultural and international competence.</div><div>Introducing international learning objectives in a purposeful way into higher education curricula provides the opportunity for all students to assimilate international skills.</div></div><div><h3>Objective</h3><div>The objective of this study was to explore teachers' views about Internationalisation at Home and its possible development within nursing education.</div></div><div><h3>Method</h3><div>Focus group discussions were carried out at one Lithuanian and two Swedish universities. The transcribed text from the discussions was analysed using qualitative inductive analysis.</div></div><div><h3>Results</h3><div>The analysis generated two main categories: teachers' international competence needs to be improved in order for IaH to be introduced; and, implementing IaH should involve the entire university to be effective.</div></div><div><h3>Conclusion</h3><div>Improvement of IaH in higher education is needed. Teachers should be introduced to the concept of IaH and given training in how to work to promote it. Students will receive the pedagogical benefit of an increased global awareness. This generic competence should prepare them to work internationally. It is essential that higher education institutions prioritise IaH and, via natural progression, incorporate the concept into their teaching and administrative practices.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 62-68"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158015","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

Enhancing your career journey with insights from the Wizard of Oz 从《绿野仙踪》中汲取灵感，提升你的职业生涯

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-10-09 DOI: 10.1016/j.profnurs.2025.10.002

Dianne Morrison-Beedy PhD, RN, CGNC, FFNMRCSI, FANP, FAANP, FAAN

{"title":"Enhancing your career journey with insights from the Wizard of Oz","authors":"Dianne Morrison-Beedy PhD, RN, CGNC, FFNMRCSI, FANP, FAANP, FAAN","doi":"10.1016/j.profnurs.2025.10.002","DOIUrl":"10.1016/j.profnurs.2025.10.002","url":null,"abstract":"<div><div>Nursing offers a host of career opportunities across settings and roles. Despite recruitment and retention challenges still faced by our profession, there are sound recommendations and evidence-based approaches that can help nurses experience career success and fulfillment, no matter their career stage. Using Dorothy and the Wizard of Oz as a metaphor, this article provides career roadmap insights and exemplifies how rewarding and long-term nursing careers are established through thoughtful and evidence-based career guidance. Key aspects for career development to thrive (not just survive) in a nursing career include seeking mentorship, establishing well-defined career goals, being smart and selective about choices and opportunities, acting courageously in the face of failure, and aligning career goals with personal passions. Attention to developing work-life balance requires a focus on integrating physical, emotional, social, and professional “success” approaches presented in this article. The practical strategies offered act as a flexible guide for empowering nurses to take control of their careers and find personal success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 137-141"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362578","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 heart of hope 希望之心

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI: 10.1016/j.profnurs.2025.09.005

Roz Agheli

引用次数: 0

No Estás Sola 你并不孤单

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-09-19 DOI: 10.1016/j.profnurs.2025.09.003

Maria Jose Gomez

引用次数: 0

Competency-based education for teaching the concept of communication 以能力为本的教育，教导沟通的概念

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-09-03 DOI: 10.1016/j.profnurs.2025.08.014

Elaine Wittenberg PhD, FACH , Joy V. Goldsmith PhD , Jennifer Maffucci Ed.D., RN, ACNS-BC , Leah Burt PhD, APRN-FPA, ANP-BC, CHSE , Elizabeth Szwajnos DNP, MSN, RN , Hanna G. Lee

{"title":"Competency-based education for teaching the concept of communication","authors":"Elaine Wittenberg PhD, FACH , Joy V. Goldsmith PhD , Jennifer Maffucci Ed.D., RN, ACNS-BC , Leah Burt PhD, APRN-FPA, ANP-BC, CHSE , Elizabeth Szwajnos DNP, MSN, RN , Hanna G. Lee","doi":"10.1016/j.profnurs.2025.08.014","DOIUrl":"10.1016/j.profnurs.2025.08.014","url":null,"abstract":"<div><h3>Background</h3><div>Although AACN standards recognize communication as vital for establishing nurse competency, formal educational materials and direction for teaching and assessing communication are lacking.</div></div><div><h3>Purpose</h3><div>This article explores current implementation efforts and the development and preliminary testing of a competency-based framework for communication.</div></div><div><h3>Methods</h3><div>A three-step process was conducted: (a) a national survey of nursing programs on communication implementation; (b) development of competency-based communication learning objectives; and (c) a scaffolded learning approach to teaching communication competency.</div></div><div><h3>Results</h3><div>Moderate levels of implementation of communication content within BSN programs were reported (mean 7.86 out of 10), with implementation highest in course content on Chronic Disease and lowest in Hospice and Palliative Care. A total of 56 communication learning objectives were evaluated by AACN workgroup members. Out of the learning objectives, 12 scored less than 3.5 out of 5 and were removed, resulting in a finalized list of 44 learning objectives. Seventy-six nursing students participated in a scaffolded learning approach that included an online communication module designed to teach three of the learning objectives. Significant student improvements in communication knowledge and ability to be present were found, as well as satisfaction with the online module. There were no significant changes in the level of comfort with communication. Communication competency post-module was assessed by raters, showing variance among students.</div></div><div><h3>Conclusions</h3><div>This article presents the first theoretically-grounded and systematic approach for competency-based education for teaching communication.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 54-61"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145010676","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

Mind the gap: Bridging leadership skill development in entry-level professional nursing through competency-based education 注意差距：通过以能力为基础的教育，在初级专业护理中架起领导技能发展的桥梁

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-10-13 DOI: 10.1016/j.profnurs.2025.10.005

Jihane Frangieh PhD, MSN, RN,CNE , Dorna Hairston PhD, RN, NEA-BC, NPD-BC , Linda Johanson , Laura Lucas DNP, APRN-CNS, RNC-OB , Victoria Hughes DNS, MA, RN, FAAN

{"title":"Mind the gap: Bridging leadership skill development in entry-level professional nursing through competency-based education","authors":"Jihane Frangieh PhD, MSN, RN,CNE , Dorna Hairston PhD, RN, NEA-BC, NPD-BC , Linda Johanson , Laura Lucas DNP, APRN-CNS, RNC-OB , Victoria Hughes DNS, MA, RN, FAAN","doi":"10.1016/j.profnurs.2025.10.005","DOIUrl":"10.1016/j.profnurs.2025.10.005","url":null,"abstract":"<div><div>Competencies are observable and measurable behaviors cultivated across a nursing program. Building on the American Association of Colleges of Nursing (AACN) essentials and competency-based education (CBE), leadership training must be integrated into entry level professional nursing education to meet practice demands and prepare nurses to lead from the start. Many nurses enter leadership roles without formal education, highlighting the urgent need for structured leadership development. The American Organization for Nursing Leadership (AONL) offers a strong framework for developing these competencies. Leadership education is essential, not just for clinical proficiency, but for empowering nurses to lead change within healthcare systems and communities. Nurses must graduate with the ability to communicate clearly, think critically, and manage time effectively. This article reviews current evidence on entry level leadership education and explores how AACN competencies align with the AONL framework. Strategies for embedding leadership skills into nursing education and early practice are delineated to ensure a smooth transition into the first year of clinical practice with essential leadership capabilities. Integrating leadership training into simulations and coursework can transform nursing education and outcomes, equipping early-career nurses to serve as capable leaders and mentors. This shift has broad implications for healthcare institutions and policymakers alike.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 127-136"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320459","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

Profiles of academic resilience and associated factors among undergraduate nursing students: A latent profile analysis 本科护生学业弹性及相关因素分析

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2025-11-01 Epub Date: 2025-10-10 DOI: 10.1016/j.profnurs.2025.09.014

Ting Yi , Shimeng Dai , Jingrui Tao , Yifan Chen , Yan Wang , Yiwen Hu , Chaoqun Dong

{"title":"Profiles of academic resilience and associated factors among undergraduate nursing students: A latent profile analysis","authors":"Ting Yi , Shimeng Dai , Jingrui Tao , Yifan Chen , Yan Wang , Yiwen Hu , Chaoqun Dong","doi":"10.1016/j.profnurs.2025.09.014","DOIUrl":"10.1016/j.profnurs.2025.09.014","url":null,"abstract":"<div><h3>Background</h3><div>Undergraduate nursing students face significant academic and practical challenges, with their responses reflecting their academic resilience. However, most studies have overlooked the differences in their levels of academic resilience and the factors contributing to these differences.</div></div><div><h3>Purpose</h3><div>To identify the latent profiles of undergraduate nursing students' academic resilience and to analyze their influencing factors.</div></div><div><h3>Methods</h3><div>A cross-sectional study was carried out among 1795 undergraduate nursing students from November 2022 to October 2023 by employing the general information questionnaire, the academic resilience questionnaire for college students, and the brief 2-way social support scale. Latent profile analysis (LPA) was used to analyze the latent profiles of academic resilience, and multiple logistic regression was utilized to explore the factors associated with the identified profiles.</div></div><div><h3>Results</h3><div>Four potential profiles were identified: low academic resilience group, moderate academic resilience group, high academic resilience but low focus and dissociation group, and high academic resilience group. Residence, attitude towards the nursing profession, self-directed study duration, academic performance rank, received and provided instrumental support were found to be associated with the different profiles.</div></div><div><h3>Conclusions</h3><div>These findings highlight the heterogeneity in academic resilience and support tailored educational interventions based on students' specific academic resilience profiles.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 116-126"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320458","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