Journal of Nursing Education最新文献

Incorporating Evidence-Based Practice Learning Activities Throughout Family Nurse Practitioner Clinical Practicum Courses. 在家庭护士临床实践课程中融入循证实践学习活动。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240612-01

Monica Lee,Heidi Bobek,Kelly Casler

引用次数: 0

Unveiling the SChematic Organization of Pharmacological Information for Nurses: A New Approach to Pharmacology Education for Nurses. 为护士揭开药理学信息 SChematic 组织的神秘面纱：护士药理学教育新方法》。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240522-03

Rafael Venson

引用次数: 0

Incorporating Social Needs Screening in Simulation for Family Nurse Practitioner Students. 将社会需求筛查纳入家庭护士实习生的模拟教学中。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240521-01

Autherine Abiri,Shaquita Starks,Allison Leppke,Vallea Woodbury,Michael McFarland,Pamela Vohra-Khullar,Amy Becklenberg

{"title":"Incorporating Social Needs Screening in Simulation for Family Nurse Practitioner Students.","authors":"Autherine Abiri,Shaquita Starks,Allison Leppke,Vallea Woodbury,Michael McFarland,Pamela Vohra-Khullar,Amy Becklenberg","doi":"10.3928/01484834-20240521-01","DOIUrl":"https://doi.org/10.3928/01484834-20240521-01","url":null,"abstract":"BACKGROUNDA pilot simulation was implemented at a private university school of nursing to provide an opportunity for family nurse practitioner (FNP) students to apply their knowledge of assessing and addressing social determinants of health (SDOH).METHODThe Social Needs Screening Tool (SNST), developed by the American Academy of Family Physicians, and SDOH content were incorporated into a tele-health simulation-based learning experience. Using Zoom [Zoom Video Communications, Inc.], students encountered a standardized patient who sought care for shoulder pain and shared concerns about transportation and finances.RESULTSThirty-nine FNP students individually completed the simulation. Evaluation was conducted via an adapted Simulation Effectiveness Tool-Modified and written feedback to assess confidence and skills. Eighty-nine percent of students reported they felt more comfortable using the SNST following the simulation.CONCLUSIONIncorporating SDOH content and the SNST within simulation-based learning is an effective learning activity to enhance FNP student confidence and skills in assessing and addressing SDOH. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

The Impact of the Power of NursingTM on Classroom Connectedness. 护理力量 TM 对课堂联系的影响。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240614-01

LiliAnna Baz Radwan,Barbara Baudler,Suzanne Scheller

{"title":"The Impact of the Power of NursingTM on Classroom Connectedness.","authors":"LiliAnna Baz Radwan,Barbara Baudler,Suzanne Scheller","doi":"10.3928/01484834-20240614-01","DOIUrl":"https://doi.org/10.3928/01484834-20240614-01","url":null,"abstract":"BACKGROUNDThe coronavirus disease 2019 pandemic brought awareness to the benefits of creating cultures of belonging and connection in academic and professional settings. The Power of NursingTM (PON), a transformative course focusing on shared experiences, permits the exploration of classroom connectedness from a unique interpersonal perspective where teachers and students meet as equals. The purpose of this study is to measure senior-level nursing students' perceived connectedness following a 5-week PON program.METHODUndergraduate senior-level nursing students' perceived connectedness was measured using the Connected Classroom Climate Inventory. Additionally, a qualitative thematic analysis was applied to responses post-course.RESULTSResults indicated a significant difference in students' perceived connectedness scores, while thematic analysis supported this finding with key themes of generous nonjudgmental listening, vulnerability, sharing experiences, and a want for connection enhancing meaningful learning.CONCLUSIONThe PON provides an excellent platform for cultivating connections with peers and mentors. Students can effectively utilize the insight gained from this course to form and build meaningful connections with their future patients. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Simulation Expert Modeling to Teach Sensitive Screening in Nursing Education. 模拟专家建模在护理教育中教授敏感筛查。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240522-05

Janet Adams Tucker,Lisa D Beasley,Jacque Bradford

引用次数: 0

Simulation Experiences Focusing on Addressing Culturally Based Hidden Bias and RacisM (A-CHARM). 以解决基于文化的隐性偏见和种族主义为重点的模拟体验 (A-CHARM)。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240612-04

Jenny S Li,Michaela Patterson,Nathaniel P Gumapac,Crystal Sau,Sumaya Mohamed,Hayan Amina Yusef,Monakshi Sawhney

{"title":"Simulation Experiences Focusing on Addressing Culturally Based Hidden Bias and RacisM (A-CHARM).","authors":"Jenny S Li,Michaela Patterson,Nathaniel P Gumapac,Crystal Sau,Sumaya Mohamed,Hayan Amina Yusef,Monakshi Sawhney","doi":"10.3928/01484834-20240612-04","DOIUrl":"https://doi.org/10.3928/01484834-20240612-04","url":null,"abstract":"BACKGROUNDRacism experienced by nursing students contributes to a loss of confidence and anxiety. The Addressing Culturally Based Hidden Bias and RacisM (A-CHARM) nursing project simulation experiences (SEs) provide opportunities to practice addressing racism/inappropriate comments experienced in the clinical setting. The aim is to describe the development of the A-CHARM nursing project SEs.METHODThe frameworks used in the development of the SEs include the (1) six-step approach, (2) ERASE framework, (3) SENSE debriefing model, and (4) Microaggressions Triangle model.RESULTSFive SEs were created that depicted scenes where a nursing student encounters racism/inappropriate comments. Each SE aligned with one of the frameworks and users utilized the framework to navigate the SE.CONCLUSIONThe A-CHARM nursing SEs may benefit nursing students by enhancing their knowledge and skills related to racism or inappropriate comments in clinical settings. Future research will evaluate the impact of the SEs on nursing students and clinical faculty. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142261185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Innovative Nursing Faculty Education for Novice Educators. 针对教育新手的创新护理师资教育。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-09-20 DOI: 10.3928/01484834-20240522-01

Elizabeth N Austin,Kathleen T Ogle,Nancy M Hannafin,Elizabeth P Crusse,Hayley Mark

引用次数: 0

Preparing for the Next Generation NCLEX Using a Virtual Simulation. 使用虚拟仿真为下一代 NCLEX 做准备。

IF 1.6 4区医学

Journal of Nursing Education Pub Date : 2024-07-01 Epub Date: 2023-07-27 DOI: 10.3928/01484834-20230713-01

Tammy R Legge, Abbey Holthaus, Beth Hallmark, Kayla Alexander

{"title":"Preparing for the Next Generation NCLEX Using a Virtual Simulation.","authors":"Tammy R Legge, Abbey Holthaus, Beth Hallmark, Kayla Alexander","doi":"10.3928/01484834-20230713-01","DOIUrl":"10.3928/01484834-20230713-01","url":null,"abstract":"<p><strong>Background: </strong>Virtual clinical simulation is a digital innovation that augments clinical reasoning and clinical judgment, narrowing the theory-practice gap, preparing new graduates for the Next Generation NCLEX (National Council Licensure Examination), and mitigating the demand for clinical placement and clinical faculty.</p><p><strong>Method: </strong>The purpose of this article is to describe an educational innovation employing a virtual clinical simulation using the tenets of Tanner's Clinical Judgment Model and a National League for Nursing Advancing Care Excellence for Seniors unfolding case.</p><p><strong>Results: </strong>A virtual clinical simulation successfully served to replace direct care clinical for 86 undergraduate nursing students enrolled in a foundation nursing course, augmenting the students' ability to transfer and apply theoretical knowledge to clinical practice.</p><p><strong>Conclusion: </strong>This virtual clinical simulation served as a viable platform for teaching clinical reasoning and clinical judgment, mitigating the education-practice gap for new graduate registered nurses. <b>[<i>J Nurs Educ</i>. 2024;63(7):485-489.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9883546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Post-Exam Wrappers: A Tool for Critical Reflection 考后包装：批判性反思的工具

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-04-29 DOI: 10.3928/01484834-20240417-01

Emily G. Chin, PhD, RNC, CNE, Ginger Schroers, PhD, RNC, CNE, Laura Gonzalez, PhD, Lise Hauser, DNP, RN, Olga Lazala, PhD, APRN, Yeyin Yi, DNP, APRN, AGACNP-BC

{"title":"Post-Exam Wrappers: A Tool for Critical Reflection","authors":"Emily G. Chin, PhD, RNC, CNE, Ginger Schroers, PhD, RNC, CNE, Laura Gonzalez, PhD, Lise Hauser, DNP, RN, Olga Lazala, PhD, APRN, Yeyin Yi, DNP, APRN, AGACNP-BC","doi":"10.3928/01484834-20240417-01","DOIUrl":"https://doi.org/10.3928/01484834-20240417-01","url":null,"abstract":"<section><h3>Background:</h3><p>Post-exam review sessions that reveal a completed exam to students can be time-consuming and ineffective. Additionally, the review may jeopardize exam integrity by exposing the individual items.</p></section><section><h3>Method:</h3><p>To promote critical reflection, an exam wrapper, without the return of a completed exam, was implemented. Students were encouraged to take deeper ownership of learning and be active in the process of exam review.</p></section><section><h3>Results:</h3><p>Most students strongly agreed or agreed that they adjusted their study strategies based on their self-reflection (68.5%) or on the instructor feedback (66.7%) provided through the wrapper. All faculty stated the process of using wrappers was much more or more valuable and efficient, compared to prior post-exam feedback methods.</p></section><section><h3>Conclusion:</h3><p>Using an exam wrapper as a stand-alone, post-exam debrief, students assume a more proactive role by reflecting on individual exam preparation and learning strategies without the return of a completed exam. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140842514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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

Engaging Undergraduate Nursing Students in Collaborative Research 让护理专业本科生参与合作研究

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-04-12 DOI: 10.3928/01484834-20240318-01

Louise Sullivan, PhD, RN, ANP-BC, Ellen F. McCarty, PhD, RN, PMHCNS-BC, Emily Wood, PhD, RNMH, Emily Cabral, BS

{"title":"Engaging Undergraduate Nursing Students in Collaborative Research","authors":"Louise Sullivan, PhD, RN, ANP-BC, Ellen F. McCarty, PhD, RN, PMHCNS-BC, Emily Wood, PhD, RNMH, Emily Cabral, BS","doi":"10.3928/01484834-20240318-01","DOIUrl":"https://doi.org/10.3928/01484834-20240318-01","url":null,"abstract":"<section><h3>Background:</h3><p>Nurses are expected to base practice on evidence from research, which requires an understanding of the research process. However, baccalaureate nursing students may find research courses uninteresting or feel unprepared to conduct research. Participation in experiential research projects may affect their research attitudes, knowledge, and skills.</p></section><section><h3>Method:</h3><p>Nursing investigators engaged nursing students in an experiential, active learning research project centered on the effects of pet interaction involving university students. Faculty mentored and partnered with nursing students, immersing them in all research processes.</p></section><section><h3>Results:</h3><p>Students confirmed that participation in the project enhanced their understanding of research, improved their clinical and communication skills, and fostered professional growth. Students presented results in a scientific poster at the University's research event.</p></section><section><h3>Conclusion:</h3><p>Collaborative faculty-student research projects enhance students' interest in and appreciation of evidence-based research, and support professional development, confidence in assuming research roles, and feelings of connection with faculty, each other, and the university. <strong>[<i>J Nurs Educ</i>. 2024;63(X):XXX–XXX.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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