发布求助
文献互助 智能选刊 最新文献

Nurse Educator最新文献

筛选
英文 中文
Re-Envisioning Philosophy of Nursing Science Education to Advance PhD Student Development. 重新构想护理学教育理念促进博士生发展。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-27 DOI: 10.1097/NNE.0000000000001896
Megan Lippe, Carrie Jo Braden, Sara L Gill
{"title":"Re-Envisioning Philosophy of Nursing Science Education to Advance PhD Student Development.","authors":"Megan Lippe, Carrie Jo Braden, Sara L Gill","doi":"10.1097/NNE.0000000000001896","DOIUrl":"10.1097/NNE.0000000000001896","url":null,"abstract":"<p><strong>Background: </strong>A strong foundation in philosophy, theory, and disciplinary knowledge is essential for nurse scientists who engage in rigorous research to advance the discipline. Doctoral education curriculum should meet the learning needs of upcoming generations of technology-proficient students.</p><p><strong>Purpose: </strong>To describe a PhD program's innovative revision of the philosophy of nursing science course.</p><p><strong>Method: </strong>The analyze, design, develop, implement, and evaluate instructional design model and 4 elements of the transformative doctoral education model guided the redesign.</p><p><strong>Results: </strong>Course content revisions resulted in 5 modules that developed students' identity as a nurse scientist, personal philosophy of nursing science, and understanding of philosophical paradigms. Course assignments fostered student skill development in scholarly writing and presentations. Student and program faculty supported positive course outcomes.</p><p><strong>Conclusion: </strong>The revised philosophy of nursing science course facilitated doctoral students' development as future nurse scientists and philosophers.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095883","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 CASE Strategies Transforms Learning Laboratory Analyses Into Piece of Cake. 实施案例策略将学习实验室分析转变为小菜一碟。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001906
Chih-Yu Liu, Chun-Hao Chang
{"title":"Implementing CASE Strategies Transforms Learning Laboratory Analyses Into Piece of Cake.","authors":"Chih-Yu Liu, Chun-Hao Chang","doi":"10.1097/NNE.0000000000001906","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001906","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129055","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
Interprofessional Peer Teaching: Leveraging Expertise for Collaborative Learning. 跨专业同伴教学：利用专业知识进行协作学习。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001913
Susan A Seibert, Stephanie R Rexing
{"title":"Interprofessional Peer Teaching: Leveraging Expertise for Collaborative Learning.","authors":"Susan A Seibert, Stephanie R Rexing","doi":"10.1097/NNE.0000000000001913","DOIUrl":"10.1097/NNE.0000000000001913","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095875","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
Student Self Recording. 学生自录。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001912
Lisa Cross, Amy Kendrick
{"title":"Student Self Recording.","authors":"Lisa Cross, Amy Kendrick","doi":"10.1097/NNE.0000000000001912","DOIUrl":"10.1097/NNE.0000000000001912","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095885","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
Non-Cognitive Factors Influencing the Development of Nursing Students' Clinical Judgment. 影响护生临床判断发展的非认知因素。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001909
Kathryn L Robinson, Barbara Jackson, Nancy York, Lyndsey K Blair
{"title":"Non-Cognitive Factors Influencing the Development of Nursing Students' Clinical Judgment.","authors":"Kathryn L Robinson, Barbara Jackson, Nancy York, Lyndsey K Blair","doi":"10.1097/NNE.0000000000001909","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001909","url":null,"abstract":"<p><strong>Background: </strong>Prelicensure nursing programs are focused on developing students' clinical judgment ability. Non-cognitive traits such as mindset beliefs and goal orientation impact the development of clinical judgment.</p><p><strong>Purpose: </strong>This exploratory study sought to determine if a relationship exists between the non-cognitive factors, mindset beliefs and achievement goal orientation, and the development of clinical judgment.</p><p><strong>Methods: </strong>Using a combination of observation and survey methods, investigators evaluated participants' mindset beliefs, goal orientation, and clinical judgment.</p><p><strong>Results: </strong>Self-assessment and observation data were collected on 103 participants. A moderate negative correlation was found between clinical judgment and mindset beliefs, r = - .43, n = 103, p = < .001, with greater growth mindset associated with better clinical judgment. No relationship was found between achievement goal orientation and clinical judgment.</p><p><strong>Conclusions: </strong>Fostering a growth mindset in the classroom and clinical setting can enhance the development of clinical judgment in undergraduate nursing students.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129077","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
Rest to Thrive: Empowering Nursing Students Through Sleep Awareness. 休息茁壮成长：通过睡眠意识赋予护理学生权力。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001911
Alice Fanning
{"title":"Rest to Thrive: Empowering Nursing Students Through Sleep Awareness.","authors":"Alice Fanning","doi":"10.1097/NNE.0000000000001911","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001911","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129080","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
Reducing PhD Faculty Workload Through a Faculty Fellows Program. 通过教员研究员计划减少博士教员的工作量。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001908
Deborah K Mayer, Donna Havens, Linda Copel
{"title":"Reducing PhD Faculty Workload Through a Faculty Fellows Program.","authors":"Deborah K Mayer, Donna Havens, Linda Copel","doi":"10.1097/NNE.0000000000001908","DOIUrl":"10.1097/NNE.0000000000001908","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095881","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
Moments That Shape Professional Identity in Prelicensure Nursing Students. 塑造护理学生职业身份的时刻。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001893
Beth Ann White, Chelsea Mellett, Paula Kustenbauder, Marianne Adam, Diane Berish, Amy Nagy, Laura Cruz
{"title":"Moments That Shape Professional Identity in Prelicensure Nursing Students.","authors":"Beth Ann White, Chelsea Mellett, Paula Kustenbauder, Marianne Adam, Diane Berish, Amy Nagy, Laura Cruz","doi":"10.1097/NNE.0000000000001893","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001893","url":null,"abstract":"<p><strong>Background: </strong>Professional identity (PI) has been linked to job satisfaction and retention, with research suggesting that fostering a strong PI during nursing education can help mitigate burnout and reduce turnover. However, few studies have explored how various learning experiences contribute to PI development.</p><p><strong>Purpose: </strong>The purpose of this study was to describe the connections between educational experiences and PI.</p><p><strong>Method: </strong>An open-ended prompt was disseminated to prelicensure nursing students. Participants described an experience that connected them to their PI. Thematic analysis was used to analyze responses and identify key themes.</p><p><strong>Results: </strong>Four main themes emerged as influential in PI development: relationships, confidence, autonomy, and hinge moments. Positive relationships with patients, preceptors, and colleagues were identified as critical in strengthening PI. Clinical and classroom experiences that boosted confidence and autonomy were also essential. Hinge moments, such as meaningful patient interactions or significant clinical events, were pivotal in shaping students' PI.</p><p><strong>Conclusion: </strong>Findings identified key factors that shape PI, emphasizing the need for hands-on learning experiences such as simulations and early clinical exposure.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129063","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
Teaching Teams Reimagined for Competency-Based Education. 为能力为本的教育重新构想教学团队。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-23 DOI: 10.1097/NNE.0000000000001914
Cori Heier, Kristin D Ashley, Steven Julaka
{"title":"Teaching Teams Reimagined for Competency-Based Education.","authors":"Cori Heier, Kristin D Ashley, Steven Julaka","doi":"10.1097/NNE.0000000000001914","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001914","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129082","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
Teaching Truth in Turbulent Times: Navigating Politicized Policies on Sex and Gender in Nursing Education. 在动荡时期教授真理：在护理教育中引导性别和性别的政治化政策。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-05-15 DOI: 10.1097/NNE.0000000000001897
Andrew Porter, Nicole Gomez, Beck Graefe, Ashley Falcon, Cynthia Foronda
{"title":"Teaching Truth in Turbulent Times: Navigating Politicized Policies on Sex and Gender in Nursing Education.","authors":"Andrew Porter, Nicole Gomez, Beck Graefe, Ashley Falcon, Cynthia Foronda","doi":"10.1097/NNE.0000000000001897","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001897","url":null,"abstract":"<p><strong>Background: </strong>Nurse educators are confronted with legislative measures that narrowly define sex and gender, potentially excluding transgender and non-binary identities from nursing curricula. This article examines challenges when federal policy directives conflict with scientific consensus and propose strategies for preserving quality education.</p><p><strong>Problem: </strong>Restrictive policies threaten academic freedom, undermine scientific rigor, and compromise ethical obligations to deliver inclusive, culturally humble care for diverse patients.</p><p><strong>Approach: </strong>Guided by an intersectional framework encompassing race, gender identity, socioeconomic status, and transformative learning theory, this article proposes curricular strategies that integrate rigorous scientific content on sexual differentiation, practical faculty development, and community engagement. These interventions emphasize case-based learning, gender-affirming communication, and legal/ethical preparedness.</p><p><strong>Conclusions: </strong>By maintaining academic integrity and prioritizing nuanced understandings of sex and gender, nurse educators can adapt to politically charged climates while advancing person-centered, compassionate care. These efforts uphold the profession's commitment to dignity and justice for all individuals.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144081702","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信