Nurse Educator最新文献_第10页

Video Journals: A Dynamic Approach to Nursing Externship Reflection. 视频期刊：护理实习反思的动态方法。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001868

Deidra D Morgan, Keyshawnna Lee

引用次数: 0

Post-Traumatic Growth in Nursing Students: Examining Resilience, Secondary Stress, Burnout, and Satisfaction in Clinical Practice. 护理学生的创伤后成长：临床实践中心理弹性、二次压力、倦怠和满意度的检验。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001866

Yara Alkrenawi, George Haddad, Sima Haj Yahya, Violetta Rozani

{"title":"Post-Traumatic Growth in Nursing Students: Examining Resilience, Secondary Stress, Burnout, and Satisfaction in Clinical Practice.","authors":"Yara Alkrenawi, George Haddad, Sima Haj Yahya, Violetta Rozani","doi":"10.1097/NNE.0000000000001866","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001866","url":null,"abstract":"Background: Nursing students encounter stressful and emotionally charged situations in clinical training, which can lead to post-traumatic growth-a positive psychological change following adversity. However, factors influencing post-traumatic growth in clinical education remain underexplored.Purpose: To examine the associations between resilience, traumatic stress, burnout, and satisfaction with post-traumatic growth among nursing students.Methods: A cross-sectional study included 105 students.Results: Post-traumatic growth correlated positively with resilience (r = 0.54, P < .01) and satisfaction (r = 0.26, P < .01) and negatively with burnout (r = -0.35, P < .01). Additionally, resilience (β = 0.555, P < .001), traumatic stress (β = 0.250, P = .022), and burnout (β = -0.248, P = .031) were significantly associated with post-traumatic growth.Conclusion: Educators should prioritize interventions that reduce burnout, enhance resilience, and foster satisfaction. These strategies are vital to supporting nursing students' psychological well-being and promoting their capacity for professional growth.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784621","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

Effect of the Jigsaw Technique on Achievement and Attitude in Teaching Statistics to Nursing Students: An Experimental Study. 拼图技术对护生统计学教学成绩和态度影响的实验研究。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001852

Duygu Koçak

{"title":"Effect of the Jigsaw Technique on Achievement and Attitude in Teaching Statistics to Nursing Students: An Experimental Study.","authors":"Duygu Koçak","doi":"10.1097/NNE.0000000000001852","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001852","url":null,"abstract":"Background: Negative attitudes toward statistics can hinder nursing students' performance, but the cooperative Jigsaw technique can boost collaboration, improving both achievement and attitudes.Purpose: This study explored the effect of the Jigsaw technique on nursing students' achievement in statistics and their attitudes toward the subject.Methods: This research used a pretest-posttest control group experimental design. The experimental group was taught using the Jigsaw technique.Results: The Jigsaw technique significantly improved nursing students' statistical achievement compared to traditional methods, and this effect persisted in the follow-up test. Additionally, the Jigsaw method led to a positive shift in students' attitudes toward statistics, while no changes were observed in the control group.Conclusions: The Jigsaw technique is an effective method for improving statistical achievement and attitudes in nursing students. It can be incorporated into nursing education to enhance performance and reduce negative perceptions.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784550","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 Trauma Informed Approaches to Enhance Teaching and Learning. 使用创伤知情方法加强教与学。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001865

Doria K Thiele, Rana Halabi Najjar

引用次数: 0

Efficacy of a Virtual Diversity Training to Improve Knowledge, Self-Efficacy, and Ethnocultural Empathy in Undergraduate Students. 虚拟多样性训练对大学生知识、自我效能和民族文化共情的提升效果。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001853

Katie Butte, Bomin Shim, Jarrett Mentink, Allie Zaccharias

{"title":"Efficacy of a Virtual Diversity Training to Improve Knowledge, Self-Efficacy, and Ethnocultural Empathy in Undergraduate Students.","authors":"Katie Butte, Bomin Shim, Jarrett Mentink, Allie Zaccharias","doi":"10.1097/NNE.0000000000001853","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001853","url":null,"abstract":"Background: There is a need to offer evidence-based diversity trainings that are in a flexible format for nursing students.Purpose: Examine the efficacy of a hybrid diversity training course to improve knowledge, self-efficacy, and ethnocultural empathy in health profession students. We also examined satisfaction with and adherence to the training.Methods: Participants (N = 32) were nursing and pre-physical therapy students who completed 4 online asynchronous modules and a discussion debrief. Pre-post quantitative survey measures assessed knowledge, self-efficacy, and ethnocultural empathy. Qualitative debrief data were analyzed to reflect emerging themes from discussions.Results: Knowledge, self-efficacy, and empathy all significantly increased (P < .05). There was a high compliance (80%) and satisfaction. Qualitative data from discussion debriefs confirmed survey findings.Conclusions: Findings provide strong evidence for offering evidence-based diversity training courses in a flexible format for health profession students and continuing education.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784611","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

Reinforcing Statistical Literacy in Graduate Nursing Courses. 加强研究生护理课程的统计素养。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001847

Joanne Keefe, Billie Anne Gebb, Lucinda Farina, Linda Cole, Gail Spake, Sally A Weiss

{"title":"Reinforcing Statistical Literacy in Graduate Nursing Courses.","authors":"Joanne Keefe, Billie Anne Gebb, Lucinda Farina, Linda Cole, Gail Spake, Sally A Weiss","doi":"10.1097/NNE.0000000000001847","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001847","url":null,"abstract":"Background: Advanced practice registered nurses (APRNs) learn statistical literacy skills to read and interpret research relevant to evidence-based practice. Faculty desired a resource for students to review, reinforce, and retain statistical competencies.Problem: Faculty in courses that used assessments requiring statistical competence found it necessary to review statistical content because students were not retaining concepts taught earlier.Approach: This project used cognitive load theory to create a modular LibGuide along with self-assessments and low-stakes quizzes, enhancing statistical literacy while optimizing learning efficiency and minimizing cognitive overload.Outcomes: The LibGuide was viewed 3,198 times in 2 years. Views were highest the first month of each academic term. The majority of views came from the course where the LibGuide was embedded.Conclusions: Embedding a review resource to assist students with their cognitive processing and retention of statistical concepts is recommended in APRN courses requiring statistical literacy skills.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784623","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 Clinical Reasoning With Situation Awareness in Simulation. 运用情境感知在模拟中构建临床推理。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001863

Chantal Skon, Kelleigh Beatty

引用次数: 0

Transforming Traditional Lectures With Technology. 用技术改造传统讲座。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-04-04 DOI: 10.1097/NNE.0000000000001861

Amanda J Safford

引用次数: 0

Using Generative AI to Role Play Difficult Patient Conversations for Nursing Students. 使用生成式人工智能为护理学生扮演困难的病人对话。