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An Enhanced 4A‑Based Stress‑Management Intervention for Nursing Students: A Randomized Controlled Comparison With a Mobile Self‑Help Program. 基于4A的强化护理学生压力管理干预：与移动自助计划的随机对照比较。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-07 DOI: 10.1097/NNE.0000000000002177
Fatemeh Bakhshi, Fatemeh Fathi, Tahmineh Farajkhoda, Ahmadreza Fallahfaragheh, Elnaz Rabiei, Seyede Arefeh Mosavi Beni
{"title":"An Enhanced 4A‑Based Stress‑Management Intervention for Nursing Students: A Randomized Controlled Comparison With a Mobile Self‑Help Program.","authors":"Fatemeh Bakhshi, Fatemeh Fathi, Tahmineh Farajkhoda, Ahmadreza Fallahfaragheh, Elnaz Rabiei, Seyede Arefeh Mosavi Beni","doi":"10.1097/NNE.0000000000002177","DOIUrl":"https://doi.org/10.1097/NNE.0000000000002177","url":null,"abstract":"<p><strong>Background: </strong>Nursing students frequently experience high levels of clinical stress, which can impair learning, reduce clinical competence, and hinder the development of self-efficacy and professional identity. Structured stress-management approaches may support student well-being.</p><p><strong>Purpose: </strong>In this study, we aimed to compare the effects of an adapted 4A-based stress-management intervention with a mobile self-help program on clinical stress, clinical self-efficacy, and professional identity.</p><p><strong>Methods: </strong>A parallel randomized controlled trial was conducted with 105 undergraduate nursing students. Participants received either a 4A-based, in-person, 5-week intervention using a peer-teaching design or a 5-week mobile self-help program. Outcomes were measured at baseline and 4 weeks after the intervention.</p><p><strong>Results: </strong>The 4A-based intervention produced greater reductions in clinical stress and higher clinical self-efficacy at post-test compared with the mobile program. Neither intervention significantly improved professional identity.</p><p><strong>Conclusions: </strong>The adapted 4A-based intervention was more effective than the mobile self-help program, supporting the value of structured, facilitator-led stress-management training in nursing education.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846161","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
Psychosocial Health of Health Professions Students: A Concept Analysis. 卫生专业学生的心理社会健康：概念分析
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-01-07 DOI: 10.1097/NNE.0000000000002101
Roseanne Moody Fairchild, Jennifer Johnson, Terri B Cluver, Salena Tully, Leah Cordova, Shaina Whitecavage
{"title":"Psychosocial Health of Health Professions Students: A Concept Analysis.","authors":"Roseanne Moody Fairchild, Jennifer Johnson, Terri B Cluver, Salena Tully, Leah Cordova, Shaina Whitecavage","doi":"10.1097/NNE.0000000000002101","DOIUrl":"10.1097/NNE.0000000000002101","url":null,"abstract":"<p><strong>Background: </strong>Enrollment as a student in a health professions program is reported to be stressful and to impact psychosocial health (PH).</p><p><strong>Purpose: </strong>A concept analysis of PH was conducted using Rodgers' method in the context of these programs.</p><p><strong>Methods: </strong>Independent, blinded PRISMA review of 3719 works revealed 35 relevant studies. Narrative summary tables were derived based on evidence synthesis. Antecedents, attributes, consequences, a model case, and a conceptual model were identified.</p><p><strong>Results: </strong>Pre-conditioned by students' developmental, social, and environmental characteristics, attributes of PH were: (1) mental health, stress, coping, locus of control; (2) resilience, emotional intelligence, mindfulness, hope; (3) self-esteem; (4) social support; (5) physical health, self-care; (6) academic work-life balance; and (7) academic pressure, workload, external influences.</p><p><strong>Conclusions: </strong>PH has tangible impacts on academic and clinical performance. Efforts by educators and practicing clinicians to enhance students' PH make a difference.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E176-E182"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145913940","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
Building Metacognitive Skills Around Pre-Rounding for Nurse Practitioner Students. 护理实习学生元认知技能的培养。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2025-12-18 DOI: 10.1097/NNE.0000000000002099
Katherine McCusker
{"title":"Building Metacognitive Skills Around Pre-Rounding for Nurse Practitioner Students.","authors":"Katherine McCusker","doi":"10.1097/NNE.0000000000002099","DOIUrl":"10.1097/NNE.0000000000002099","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E205"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145776731","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
From Paperwork to Presence: Using Postconference Coaching Questions to Promote Clinical Judgment in Undergraduate Nursing Students. 从文书工作到出席：使用会后辅导问题促进本科护理学生的临床判断。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-03-04 DOI: 10.1097/NNE.0000000000002128
Kaitrin Parris, Patricia Kyriakidis
{"title":"From Paperwork to Presence: Using Postconference Coaching Questions to Promote Clinical Judgment in Undergraduate Nursing Students.","authors":"Kaitrin Parris, Patricia Kyriakidis","doi":"10.1097/NNE.0000000000002128","DOIUrl":"10.1097/NNE.0000000000002128","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"174"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357042","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
Intercollegial Report to Optimize Clinical Site Availability and Student Experiences. 校际报告优化临床站点可用性和学生体验。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-03-03 DOI: 10.1097/NNE.0000000000002131
Michelle Ann Plourde
{"title":"Intercollegial Report to Optimize Clinical Site Availability and Student Experiences.","authors":"Michelle Ann Plourde","doi":"10.1097/NNE.0000000000002131","DOIUrl":"10.1097/NNE.0000000000002131","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E228"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357089","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
Integrating Digital Health and Informatics Competencies in Nursing Curricula: A Framework for Nurse Educators. 在护理课程中整合数字健康和信息学能力：护士教育者的框架。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-01-20 DOI: 10.1097/NNE.0000000000002117
Chito A Belchez, Dorcas Kunkel, Brenda Kulhanek, Mari F Tietze, Barbara Pinekenstein
{"title":"Integrating Digital Health and Informatics Competencies in Nursing Curricula: A Framework for Nurse Educators.","authors":"Chito A Belchez, Dorcas Kunkel, Brenda Kulhanek, Mari F Tietze, Barbara Pinekenstein","doi":"10.1097/NNE.0000000000002117","DOIUrl":"10.1097/NNE.0000000000002117","url":null,"abstract":"<p><strong>Background: </strong>Nursing education needs to prepare students for rapidly evolving technology-driven care. The Multimodal Nursing Informatics Framework (MNIF) guides faculty in integrating digital health and informatics competencies to meet evolving educational and workforce needs.</p><p><strong>Problem: </strong>Many nurse educators lack the confidence and tools to teach informatics effectively within their curricula, creating gaps in students' readiness for practice.</p><p><strong>Approach: </strong>The Nursing Knowledge Big Data Science Initiative Education Workgroup developed the MNIF, which combines conceptual foundations and practical strategies to support competency-based education.</p><p><strong>Outcomes: </strong>The MNIF integrates 5 models into a cohesive framework that links theory, reflection, and practice to prepare students for technology-enabled care.</p><p><strong>Conclusions: </strong>The MNIF strengthens nursing informatics, clinical reasoning, and technology proficiency, advancing curricula and workforce readiness.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"158-162"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012918","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
Bridging Human-Centered Design and Science: An Innovation Curriculum Challenge for Doctoral Education. 桥接以人为本的设计与科学：博士教育的创新课程挑战。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-01-07 DOI: 10.1097/NNE.0000000000002070
Dana M Hansen, Mary K Anthony
{"title":"Bridging Human-Centered Design and Science: An Innovation Curriculum Challenge for Doctoral Education.","authors":"Dana M Hansen, Mary K Anthony","doi":"10.1097/NNE.0000000000002070","DOIUrl":"10.1097/NNE.0000000000002070","url":null,"abstract":"<p><strong>Background: </strong>The next generation of PhD-prepared nurses must be forward-thinking and equipped to solve existing and emerging health care problems requiring educators to reimagine curricula to surpass conventional scientific methods.</p><p><strong>Problem: </strong>Limited guidance exists on effectively integrating human-centered design (HCD) with scientific methods in doctoral education.</p><p><strong>Approach: </strong>Grounded in a learner-centered paradigm, faculty developed a doctoral-level innovation and intervention course that blended HCD with traditional research methodologies. This article explores the course's philosophical approach, design and implementation, highlighting challenges as well as areas of convergence and divergence between the 2 approaches. Emphasis is placed on how these dynamics shaped teaching strategies and student learning.</p><p><strong>Outcome: </strong>A pedagogical model emerged structured around the 3 integrated domains of the course: design thinking, philosophical and theoretical frameworks, and complementary research methods.</p><p><strong>Conclusions: </strong>The model supports the development of adaptive nurse scientists equipped to engage with complex health care problems through iterative, stakeholder-informed inquiry.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E218-E223"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145913806","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
Using Secret White Text to Prompt Artificial Intelligence for Flawed Answers in Assignment Instructions. 在作业说明中使用秘密白色文本提示人工智能错误答案。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2026-03-03 DOI: 10.1097/NNE.0000000000002137
Rebecca A Carson
{"title":"Using Secret White Text to Prompt Artificial Intelligence for Flawed Answers in Assignment Instructions.","authors":"Rebecca A Carson","doi":"10.1097/NNE.0000000000002137","DOIUrl":"10.1097/NNE.0000000000002137","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"121"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147357670","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
Review of an Evidence-Based Orientation Program for Novice Nurse Educators. 新护士教育工作者循证导向计划的回顾。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2025-12-29 DOI: 10.1097/NNE.0000000000002102
Abby Suarez, Rebecca Lane, Tara O'Brien, Wendy Bowles, Tara Spalla King, Joni Tornwall
{"title":"Review of an Evidence-Based Orientation Program for Novice Nurse Educators.","authors":"Abby Suarez, Rebecca Lane, Tara O'Brien, Wendy Bowles, Tara Spalla King, Joni Tornwall","doi":"10.1097/NNE.0000000000002102","DOIUrl":"10.1097/NNE.0000000000002102","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E231-E232"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145859072","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
AI With a Personal Touch: Crafting a Custom GPT Tutor for Stronger Scholarly Writing. 人工智能与个人接触：打造一个自定义的GPT导师更强的学术写作。
IF 3 3区 医学
Nurse Educator Pub Date : 2026-05-01 Epub Date: 2025-12-22 DOI: 10.1097/NNE.0000000000002096
Crystal Paunan
{"title":"AI With a Personal Touch: Crafting a Custom GPT Tutor for Stronger Scholarly Writing.","authors":"Crystal Paunan","doi":"10.1097/NNE.0000000000002096","DOIUrl":"10.1097/NNE.0000000000002096","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E187"},"PeriodicalIF":3.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145806241","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
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