Nurse Educator最新文献_第5页

Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review. 产生多项选择题的卫生专业学生的学习成果：范围回顾。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-07-14 DOI: 10.1097/NNE.0000000000001926

Patricia B Griffith, Patricia Pawlow

{"title":"Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review.","authors":"Patricia B Griffith, Patricia Pawlow","doi":"10.1097/NNE.0000000000001926","DOIUrl":"10.1097/NNE.0000000000001926","url":null,"abstract":"Background: Multiple-choice questions (MCQs) are the foundation for certification exams and remain relevant despite the competency-based education shift. MCQ writing by students is an evidence-based learning modality; however, studies on graduate nursing education use are limited. Writing an MCQ may develop and assess a higher competence level than answering an MCQ.Purpose: Identify and synthesize the evidence on learning outcomes of health professions students who construct MCQs as a learning modality.Methods: Two reviewers queried 4 databases and independently assessed all studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Arsksey and O'Malley's scoping review framework guided charting and theme generation.Results: MCQ quality improved with faculty involvement. Working in small groups increased knowledge and positive perception, as did exam inclusion of student-generated MCQs.Conclusions: Writing MCQs may be a valuable active learning strategy for graduate health students who take high-stakes MCQ examinations.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"247-252"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638730","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

Defining Population-Specific Nurse Practitioner Educational Parameters. 定义特定人群的护士执业教育参数。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-04-29 DOI: 10.1097/NNE.0000000000001884

Marcy Ainslie, Tracey Chan, Mary Beth Bigley

{"title":"Defining Population-Specific Nurse Practitioner Educational Parameters.","authors":"Marcy Ainslie, Tracey Chan, Mary Beth Bigley","doi":"10.1097/NNE.0000000000001884","DOIUrl":"10.1097/NNE.0000000000001884","url":null,"abstract":"Background: Nurse practitioner (NP) education is structured around patient needs and categorized by NP populations.Problem: The scope of educational preparation within NP populations is poorly defined, resulting in institutional variability of graduate preparedness. This article describes a national workgroup effort to clearly define the scope of educational preparation for each NP population.Approach: The National Organization of Nurse Practitioner Faculties (NONPF) facilitated an inclusive, consensus-based collaborative workgroup.Outcomes: NP population-specific narratives and visual depictions were developed to differentiate educational preparation. Patient-centered, NP population-specific educational parameters established categorical limits according to patient age, severity of presentation, and visit content.Conclusions: Transparent definitions of NP population-specific educational parameters can reduce institutional differences and create a predictive model for successful transition into practice. This initiative informs educators, clinical agencies, prospective students, and policymakers about NP education while advancing professional autonomy and integrity of the NP role.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"242-246"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144040680","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

Competency: The Sum of the Parts Does Not Equal the Whole. 能力：部分的总和不等于整体。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-04-16 DOI: 10.1097/NNE.0000000000001873

Molly Jackson, James Brown, Patricia Kyriakidis

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 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-08-20 DOI: 10.1097/NNE.0000000000001906

Chih-Yu Liu, Chun-Hao Chang

引用次数: 0

Icebreaker Activities: Formative Evaluation in a Simulation. 破冰活动：模拟中的形成性评价。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-08-20 DOI: 10.1097/NNE.0000000000001904

Magalie Alcindor

引用次数: 0

A Bibliometric Analysis of 50 Years of Publication of Nurse Educator. 《护理教育者》50年出版文献计量学分析。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 DOI: 10.1097/NNE.0000000000001971

Marilyn H Oermann, Cynthia M Clark, Karen T Pardue, Cynthia Foronda, Joni Tornwall, Joan Such Lockhart, Ann Nielsen, Elizabeth R Blackwood, Monika S Schuler, Richard L Pullen, Debra A Hagler, Janice J Hoffman, Aaliyah J Alvin

{"title":"A Bibliometric Analysis of 50 Years of Publication of Nurse Educator.","authors":"Marilyn H Oermann, Cynthia M Clark, Karen T Pardue, Cynthia Foronda, Joni Tornwall, Joan Such Lockhart, Ann Nielsen, Elizabeth R Blackwood, Monika S Schuler, Richard L Pullen, Debra A Hagler, Janice J Hoffman, Aaliyah J Alvin","doi":"10.1097/NNE.0000000000001971","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001971","url":null,"abstract":"Background: Nurse Educator has been published for 50 years, but no bibliometric studies have been done.Purpose: The aim was to analyze the focus and characteristics of articles in Nurse Educator through its 50-year history.Methods: This was a bibliometric analysis of the journal.Results: There were 4551 articles published from 1976 through 2024. As expected, the number of articles published has increased steadily over the years, from 13 articles in 1976 to 304 articles in 2024. Of the 66 387 keywords, the top individual keyword was \"nursing students\" (n = 3911). Most of the articles, especially in recent years, disseminate research in nursing education. Changes in the focus of articles over the years were examined in relation to key events in health care and nursing education.Conclusions: Articles that disseminate research had the largest number of keywords (n = 8790), suggesting the importance of the journal in the development of the science of nursing education and of nursing education as a field of study.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144978958","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

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 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub 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":"50 5","pages":"E298-E302"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979273","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 Trauma-Informed Approach in Nursing Education: A Scoping Review. 护理教育中的创伤知情方法：范围审查。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-07-25 DOI: 10.1097/NNE.0000000000001943

Valerie Eschiti, Lori McElroy, Stacy King

{"title":"A Trauma-Informed Approach in Nursing Education: A Scoping Review.","authors":"Valerie Eschiti, Lori McElroy, Stacy King","doi":"10.1097/NNE.0000000000001943","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001943","url":null,"abstract":"Background: Trauma can affect nursing students' academic progression. A trauma-informed approach (TIA) focuses on trauma awareness to create environments that foster resilience.Purpose: The purpose of this scoping review was to examine literature pertaining to a TIA in nursing education, with the objective of delineating the state of knowledge and identifying gaps for further inquiry.Methods: The guideline for scoping reviews by the Joanna Briggs Institute was used. The PRISMA-ScR checklist was used to report the flow of the search and review. A health sciences librarian searched the following databases via the Ovid interface: MEDLINE, APA PsycINFO, Embase, and ERIC; the CINAHL Ultimate database was searched via EBSCOhost. Initial searches were completed on April 23, 2024, and search updates were run on November 19, 2024, to capture any recently published literature. Twenty-five articles were eligible for data extraction.Results: Eight of the 25 articles were research-based, including academic settings involving nursing students and faculty. Findings were promising, including reported pedagogical benefits.Conclusions: There is a significant need to examine whether implementing a TIA can improve nursing education outcomes. Given the positive impacts shown in the few studies conducted, it is a worthy endeavor to test further.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":"50 5","pages":"E270-E273"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144979317","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

An Escape Game for Neonatal Nurse Practitioner Students: Is Time on Your Side? 新生儿护理专业学生的逃生游戏：时间在你这边吗？

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-03-11 DOI: 10.1097/NNE.0000000000001842

Colleen Reilly Moss, Helen Nation, Eric Hall

{"title":"An Escape Game for Neonatal Nurse Practitioner Students: Is Time on Your Side?","authors":"Colleen Reilly Moss, Helen Nation, Eric Hall","doi":"10.1097/NNE.0000000000001842","DOIUrl":"10.1097/NNE.0000000000001842","url":null,"abstract":"Background: Literature supports integration of active learning strategies into curriculum.Purpose: This article highlights an innovative approach to engage students in application of didactic lecture into a clinical management scenario through creation of a neonatal escape game.Methods: A case-based escape game required students to critically evaluate laboratory values, assessment findings, and perform calculations to solve clues to \"escape\" within a 20-minute period. Pre- and post-surveys measured confidence related to clinical reasoning.Results: Three out of 4 teams successfully \"escaped\" within the set time limit. Simulation Effectiveness Tool-Modified (SET-M) mean scores (n = 13) across prebrief, scenario, and debrief showed increased confidence. Curriculum content comparison between pre- ( M = 3.36) and post-assessment ( M = 3.97) revealed an 18.15% growth with P <.05. All students reported the experience contributed to their learning.Conclusion: Alternative learning activities, such as an escape game, enhance application of didactic material before transition into clinical practice.","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":"E312-E316"},"PeriodicalIF":3.0,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607137","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

Fostering an Attitude of Gratitude: Promoting Mental Health Wellness and Resilience in Nursing Students. 培养感恩的态度：促进护生的心理健康和适应能力。

IF 3 3区医学

Nurse Educator Pub Date : 2025-09-01 Epub Date: 2025-08-20 DOI: 10.1097/NNE.0000000000001877

Catherine A Stubin

引用次数: 0