Nurse Educator最新文献_第2页

Simulation Sequencing in Nursing Education and Its Impact on Student Learning Outcomes: A Scoping Review. 护理教育中的模拟排序及其对学生学习结果的影响：一项范围综述。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-02-06 DOI: 10.1097/NNE.0000000000001828

Brandy Falconer, Sue Lasiter, Sarah Patel

{"title":"Simulation Sequencing in Nursing Education and Its Impact on Student Learning Outcomes: A Scoping Review.","authors":"Brandy Falconer, Sue Lasiter, Sarah Patel","doi":"10.1097/NNE.0000000000001828","DOIUrl":"10.1097/NNE.0000000000001828","url":null,"abstract":"Background: Simulation is commonly used as a teaching modality to replace in-hospital clinical practice. Standards for simulated patient encounters have been developed; however, the sequencing of simulation experiences has not been well-established. Sequencing purposefully manipulates the order of nursing content delivery including didactic, simulation, and clinical practice. Limited supportive research has prevented the development of sequencing standards that may improve student learning.Purpose: To determine what is known about simulation sequencing in nursing education and if sequencing impacts learning.Methods: Using Arksey and O'Malley's framework, PubMed, CINAHL, MEDLINE, Scopus, and ERIC databases were systematically searched for relevant articles.Results: The initial search yielded 184 articles. After removing duplicates and articles not meeting inclusion criteria, 5 articles were retained for review.Conclusions: Standards are established for building, conducting, and evaluating simulations. Current literature does not provide specific recommendations for sequencing simulations. Therefore, the sequencing of didactic and simulation is the logical next step in developing the science of simulation.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E196-E200"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143257445","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

Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation. 通过协同试题生成培养临床推理和临床判断能力。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-02-25 DOI: 10.1097/NNE.0000000000001833

Tania T Von Visger, Amarjot S Gill, Young Sik Seo, Catherine M Mann

{"title":"Developing Clinical Reasoning and Clinical Judgment Competency Through Collaborative Exam Generation.","authors":"Tania T Von Visger, Amarjot S Gill, Young Sik Seo, Catherine M Mann","doi":"10.1097/NNE.0000000000001833","DOIUrl":"10.1097/NNE.0000000000001833","url":null,"abstract":"Background: The American Association of Colleges of Nursing promotes competency-based education (CBE) to foster learning, producing competent graduates. Effective CBE necessitates innovative teaching strategies to optimize academic performance.Purpose: The purpose of this study was to initiate early clinical reasoning and clinical judgment competency development while enhancing the academic performance and engagement of undergraduate nursing students through collaborative learning and digital engagement strategies.Methods: We conducted a retrospective academic records review of nursing students in the undergraduate program enrolled in fall 2023 and spring 2024 in an online statistic course.Results: Ninety-six student records were included in the review. Student engagement predicted academic success as measured by collaborative exam generation ( r = .50, p < .001), time spent in course content ( B = 5.22, SE = 1.55, t = 3.34, p = .001), and student discussion posts ( B = 7.22, SE = 1.42, t = 5.11, p < .001).Conclusions: Active, collaborative learning approaches can be introduced in nursing prerequisite courses to develop competency in critical reasoning, clinical judgment, and respectful communication strategies to build interprofessional partnerships.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E213-E218"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143506134","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

A Competency-Based Approach to Evidence-Based Writing. 基于能力的循证写作方法。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-06-18 DOI: 10.1097/NNE.0000000000001882

Cibele C Webb, Nicole Mentag

引用次数: 0

Boosting Creative Problem-solving With Design Thinking. 用设计思维促进创造性解决问题。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-04-24 DOI: 10.1097/NNE.0000000000001886

Mary T Antonelli, Andrea Delaney, Ricardo Poza, Mary T Reed

引用次数: 0

Evaluating New Graduate Nurse Readiness for Practice: Implications for Nursing Education. 评估新毕业护士的实践准备：对护理教育的启示。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-01-27 DOI: 10.1097/NNE.0000000000001817

Bryce Catarelli, Lara Thompson, Xiaoxi Zhang, Michael Weaver

{"title":"Evaluating New Graduate Nurse Readiness for Practice: Implications for Nursing Education.","authors":"Bryce Catarelli, Lara Thompson, Xiaoxi Zhang, Michael Weaver","doi":"10.1097/NNE.0000000000001817","DOIUrl":"10.1097/NNE.0000000000001817","url":null,"abstract":"Background: New graduate nurses (NGNs) often feel unprepared to enter the nursing workforce. Nurse educators can collaborate with clinical partners to identify gaps in practice readiness to meet the current needs of novice nurses and improve their preparation for practice.Purpose: To evaluate perceived practice readiness among NGNs on hire and to identify areas for potential improvement in the nursing curriculum.Methods: A retrospective cross-sectional study was conducted on NGN readiness using Casey-Fink Graduate Nurse Experience Surveys. Data from 273 NGNs hired between 2021 and 2023 within 1 large nonprofit academic hospital were analyzed.Results: Over 75% of NGNs reported feeling comfortable/confident with communication, delegation, and organizing/prioritizing patient care needs. The primary challenges highlighted included lack of confidence and providing end-of-life care. NGNs often feel uncomfortable independently managing codes, ventilators, and chest tubes.Conclusion: Nurse educators should prioritize clinical experiences to increase confidence and reinforce training for providing end-of-life care and complex hands-on skills.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":"50 4","pages":"E236-E241"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144337270","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 and Educator Evaluation of the Five-Minute Peer Writing Activity. 学生与教师对五分钟同侪写作活动的评价。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-02-25 DOI: 10.1097/NNE.0000000000001830

Andrew J Richards, Zachary Hall

引用次数: 0

Promoting Inclusion Through Diverse Simulation Equipment. 通过多样化的模拟设备促进包容性。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-04-02 DOI: 10.1097/NNE.0000000000001845

Patricia L Pence, Valerie M Wright, MyoungJin Kim, Kileigh J Guido

引用次数: 0

Seeing is Perceiving: Using Visual Art to Explore Undergraduate Nursing Students' Perceptions of Older Adults. 看即是感知：用视觉艺术探讨护理本科生对老年人的感知。

IF 2.4 3区医学

Nurse Educator Pub Date : 2025-07-01 Epub Date: 2025-04-01 DOI: 10.1097/NNE.0000000000001849

N Beth Collier, Leslie F Taylor, David W M Taylor, Omolara Fyle-Thorpe, Kathy E Davis, Emma El-Shami, Susan W Miller

{"title":"Seeing is Perceiving: Using Visual Art to Explore Undergraduate Nursing Students' Perceptions of Older Adults.","authors":"N Beth Collier, Leslie F Taylor, David W M Taylor, Omolara Fyle-Thorpe, Kathy E Davis, Emma El-Shami, Susan W Miller","doi":"10.1097/NNE.0000000000001849","DOIUrl":"10.1097/NNE.0000000000001849","url":null,"abstract":"Background: Nursing students often have negative perceptions of caring for older adults and show less interest in working with this population. It is essential to prepare nurses to meet the unique needs of this population.Purpose: To assess the implementation and utility of a health humanities-based activity for nursing students to reflect on their perceptions of older adults.Methods: Using a mixed-methods, retrospective pre-posttest design, students (N = 50) observed photographs of older adults living in the community. A consensual qualitative approach analyzed students' written reflections and investigators' field notes. An investigator-developed experience survey was analyzed using nonparametric paired t -tests.Results: Four themes emerged from the qualitative analysis: relatedness, assumptions about aging, appreciation of aging, and professional formation. Significant improvements were noted on all experience survey items.Conclusion: The findings support using a health-humanities teaching strategy to foster nursing students' positive perceptions toward older adults.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"211-215"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143765834","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

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 : 2025-07-01 Epub Date: 2025-06-18 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 : 2025-07-01 Epub Date: 2025-04-05 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":"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":"189-194"},"PeriodicalIF":2.4,"publicationDate":"2025-07-01","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