Journal of Nursing Education最新文献_第3页

Environmental Sustainability and Climate Change Content in Canadian Baccalaureate Nursing Programs 加拿大护理学士学位课程中的环境可持续性和气候变化内容

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-04-01 DOI: 10.3928/01484834-20240207-02

Jennifer Stephens, MA, PhD, RN, OCN, CCNE, Kathleen Leslie, PhD, JD, RN

{"title":"Environmental Sustainability and Climate Change Content in Canadian Baccalaureate Nursing Programs","authors":"Jennifer Stephens, MA, PhD, RN, OCN, CCNE, Kathleen Leslie, PhD, JD, RN","doi":"10.3928/01484834-20240207-02","DOIUrl":"https://doi.org/10.3928/01484834-20240207-02","url":null,"abstract":"<section><h3>Background:</h3><p>This study analyzed publicly available resources related to environmental and climate change material available within the Canadian Bachelor of Nursing Program curricula.</p></section><section><h3>Method:</h3><p>This thematic review project contained two stages of data collection: (1) a comprehensive team-based review of Internet materials and (2) a digital survey of program faculties.</p></section><section><h3>Results:</h3><p>Most content reviewed included references to climate change. According to survey responses from program directors (<i>n</i> = 12), barriers to integrating climate change content included lack of institutional support, the perception that content was not important in undergraduate curriculum, a conviction that the material would be more appropriate for public health, and an overall lack of understanding of the topic by course authors.</p></section><section><h3>Conclusion:</h3><p>With increasing emphasis on the importance of geopolitical health and climate change to many facets of nursing practice, nurse educators require support from colleagues and postsecondary institutions to incorporate this material into undergraduate nursing curricula. <strong>[<i>J Nurs Educ</i>. 2024;63(4):212–217.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561506","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

Evolving Licensure Examination: Assessing Student Confidence and Accuracy With Next Generation NCLEX 不断发展的执照考试：评估学生对下一代 NCLEX 的信心和准确性

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-04-01 DOI: 10.3928/01484834-20240207-10

Ashley Helvig Coombe, PhD, RN, CNE, LisaMarie Wands, PhD, RN, CHSE-A, CNE, Shannon Stevenson, EdD, MSN, RNC-OB, RNC-MNN, CNE, Rowena W. Elliott, PhD, RN, CNN, AGNP-C, GS-C, CNE, LNC, ANEF, FAAN

{"title":"Evolving Licensure Examination: Assessing Student Confidence and Accuracy With Next Generation NCLEX","authors":"Ashley Helvig Coombe, PhD, RN, CNE, LisaMarie Wands, PhD, RN, CHSE-A, CNE, Shannon Stevenson, EdD, MSN, RNC-OB, RNC-MNN, CNE, Rowena W. Elliott, PhD, RN, CNN, AGNP-C, GS-C, CNE, LNC, ANEF, FAAN","doi":"10.3928/01484834-20240207-10","DOIUrl":"https://doi.org/10.3928/01484834-20240207-10","url":null,"abstract":"<section><h3>Background:</h3><p>The Next Generation NCLEX (NGN) includes new item types. Little is known about nursing students' confidence and accuracy in answering these questions.</p></section><section><h3>Method:</h3><p>A descriptive comparative study examined prelicensure nursing students' confidence and accuracy in answering NGN-style items versus multiple-choice questions (MCQs) of the same content via a 12-item quiz.</p></section><section><h3>Results:</h3><p>Less than one third of students (<i>n</i> = 194; 32.1%) reported feeling confident in answering NGN questions. Students' confidence levels had no relationship on scores with NGN items. When comparing NGN-style items to MCQs, students' (<i>n</i> = 221) scores on NGN-style items were lower with bowtie or a select-all-that-apply questions but higher with highlight table or matrix multiple-choice questions.</p></section><section><h3>Conclusion:</h3><p>Students' lack of confidence with certain item types suggests faculty should incorporate these item types into classroom activities or course assignments. NGN test-taking strategies also should be incorporated and frequently reinforced throughout the curriculum. <strong>[<i>J Nurs Educ</i>. 2024;63(4):252–255.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561401","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

Creating Structures to Support Quality Matters Certification Within a School of Nursing 在护理学院内创建支持质量事项认证的结构

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-04-01 DOI: 10.3928/01484834-20240207-04

Joanne Noone, PhD, RN, CNE, ANEF, FAAN, Glenise McKenzie, PhD, RN, Lisa Hatfield, EdD, Karen Bean, DNP, RN, Zoe Speidel, MA, Graciela Vidal, MS, MEd

{"title":"Creating Structures to Support Quality Matters Certification Within a School of Nursing","authors":"Joanne Noone, PhD, RN, CNE, ANEF, FAAN, Glenise McKenzie, PhD, RN, Lisa Hatfield, EdD, Karen Bean, DNP, RN, Zoe Speidel, MA, Graciela Vidal, MS, MEd","doi":"10.3928/01484834-20240207-04","DOIUrl":"https://doi.org/10.3928/01484834-20240207-04","url":null,"abstract":"<section><h3>Background:</h3><p>Best practices for online course design aim to improve teaching and learning by emphasizing the relationship between a course's learning outcomes and all other parts of the course, from assessments to technology to student interaction with peers and instructors. The transition and expanded opportunities to online or hybrid learning in nursing education demonstrate the need for quality online learning experiences.</p></section><section><h3>Method:</h3><p>A university initiative to ensure high quality remote courses focused on expanding Quality Matters (QM) certification of hybrid and online courses, which ensures that a course has been developed according to standards for online learning.</p></section><section><h3>Results:</h3><p>Currently, 20 courses within a school of nursing are QM certified with 4 more actively preparing for formal review this academic year.</p></section><section><h3>Conclusion:</h3><p>This experience can aid schools to develop faculty competencies in evidence-based, online navigation and course design, and systematically improve the online learning experiences for all students. <strong>[<i>J Nurs Educ</i>. 2024;63(4):205–211.]</strong></p></section>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140561408","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

Shaping Social Justice Values Through Inclusive Assessment and Debriefing of eLearning Modules. 通过电子学习模块的包容性评估和汇报塑造社会正义价值观。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2024-01-01 Epub Date: 2023-07-27 DOI: 10.3928/01484834-20230612-09

Laura Killam, Marian Luctkar-Flude, Jane Tyerman

{"title":"Shaping Social Justice Values Through Inclusive Assessment and Debriefing of eLearning Modules.","authors":"Laura Killam, Marian Luctkar-Flude, Jane Tyerman","doi":"10.3928/01484834-20230612-09","DOIUrl":"10.3928/01484834-20230612-09","url":null,"abstract":"<p><strong>Background: </strong>Nurses need to recognize how intersectionality shapes the experiences of individuals and families navigating complex health systems. Guided reflection on complex social justice issues serves as an approach to move beyond simply understanding social determinants of health toward shaping core professional values of developing nurses to promote lasting change.</p><p><strong>Method: </strong>Third-year Canadian undergraduate prelicensure nursing students co-created assignment expectations, completed online modules, and submitted initial reflections before class in a mandatory social justice course. In-class debriefing was based on students' reflections and cofacilitated by subject matter experts. Students completed a final reflection that focused on advocating for social change.</p><p><strong>Results: </strong>Student feedback, reflections, and grades as well as faculty observations support the success of this interactive student-centered approach.</p><p><strong>Conclusion: </strong>A flexible approach to debriefing modular content informed by universal design for learning and simulation theory enables nurse educators to promote in-depth, meaningful, and lasting student learning. <b>[<i>J Nurs Educ</i>. 2024;63(1):48-52.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9883550","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

Facilitating a Virtual International Experience for Undergraduate Students: Creating Global Awareness and Connection. 促进大学生的虚拟国际体验:建立全球意识和联系。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-11-01 Epub Date: 2023-07-17 DOI: 10.3928/01484834-20230404-08

Renee S Kumpula, Kelly A Krumwiede

{"title":"Facilitating a Virtual International Experience for Undergraduate Students: Creating Global Awareness and Connection.","authors":"Renee S Kumpula, Kelly A Krumwiede","doi":"10.3928/01484834-20230404-08","DOIUrl":"10.3928/01484834-20230404-08","url":null,"abstract":"<p><strong>Background: </strong>Preparing nursing students for practice is supported by developing a global perspective of health care delivery models. However, many schools of nursing and students lack the resources for study abroad.</p><p><strong>Method: </strong>Using a virtual stay-in place model, 42 international students applied an evidenced-based approach to study statistics, research, transitions in care, and elder care models that supported collaboration among peers from Austria, Switzerland, Chile, the United Kingdom, and the United States. Students explored social, economic, and reimbursement factors not encountered in the typical classroom.</p><p><strong>Results: </strong>Student beliefs and perspectives changed after completing a program with global peers. Survey results and themes in reflection papers indicated increased ability to conceptualize content in new ways, including holistic elder care, cultural practices and reimbursement options, and effects on future practice.</p><p><strong>Conclusion: </strong>Virtual international learning experiences are an effective education innovation that allows student to connect and learn from one another using a stay-in place model. <b>[<i>J Nurs Educ</i>. 2023;62(11):647-649.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9817242","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

Public Service Announcements: An Innovative Strategy for Introducing Competencies in Population Health. 公共服务公告:在人口健康中引入能力的创新战略。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-11-01 Epub Date: 2023-08-14 DOI: 10.3928/01484834-20230612-07

Julie A Kruse, Deana Hays

{"title":"Public Service Announcements: An Innovative Strategy for Introducing Competencies in Population Health.","authors":"Julie A Kruse, Deana Hays","doi":"10.3928/01484834-20230612-07","DOIUrl":"10.3928/01484834-20230612-07","url":null,"abstract":"<p><strong>Background: </strong>Teaching health concepts using a variety of strategies has been shown to enhance students' critical thinking skills and learning outcomes. Educational strategies highlighting the effects of social determinants of health (SDOH) on communities and populations are considered essential nursing curricula by the American Association of Colleges of Nursing.</p><p><strong>Method: </strong>A public service announcement (PSA) assignment was developed and implemented for a community nursing course with approximately 100 students.</p><p><strong>Results: </strong>The PSA assignment was a multifaceted project that incorporated knowledge development (e.g., public health topics, group dynamics, and SDOH factors) as well as skill development (e.g., navigating web-based databases, creating an annotative bibliography, designing developmentally and culturally appropriate educational messages, and conducting self-evaluation and peer-evaluation).</p><p><strong>Conclusion: </strong>This assignment allowed faculty to assess 28 subcompetencies of student learning and provided students with the opportunity to explore a population health issue that considered cultural, developmental, and social determinants of health needs. <b>[<i>J Nurs Educ</i>. 2023;62(11):650-652.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9990932","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

Activating the American Association of Colleges of Nursing Essentials Through Competency-Based Leadership in Graduate Student Organizations. 通过研究生组织中基于能力的领导力，激活美国护理学院协会。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-10-01 Epub Date: 2023-08-11 DOI: 10.3928/01484834-20230731-01

Amy Manderscheid, Anne McKay, Dianne Slager, April Butler, Julie Hubner, Paige Bekker, Rebecca Sabo

{"title":"Activating the American Association of Colleges of Nursing Essentials Through Competency-Based Leadership in Graduate Student Organizations.","authors":"Amy Manderscheid, Anne McKay, Dianne Slager, April Butler, Julie Hubner, Paige Bekker, Rebecca Sabo","doi":"10.3928/01484834-20230731-01","DOIUrl":"10.3928/01484834-20230731-01","url":null,"abstract":"<p><strong>Background: </strong>As nursing programs across the nation shift toward a competency-based education model, academic institutions are working to quantify student learning outcomes based on the new American Association of Colleges of Nursing (AACN, 2021) Essentials, domains, competencies, and sub-competencies.</p><p><strong>Method: </strong>Leveraging AACN Essentials, faculty and graduate nursing students engage in student organizations with the focus of Population Health, Professionalism, and Personal, Professional and Leadership Development (AACN, 2021).</p><p><strong>Results: </strong>Graduate student members are involved in practicum activities throughout the course of their education. Through collaboration with faculty, the student body, and other community partners, student leaders integrate experiences applicable to professional roles outside of academia (AACN, 2021). As a result, students gain skills in leadership and communication, while also gaining confidence and professional identity formation.</p><p><strong>Conclusion: </strong>Other academic institutions may replicate this approach in promoting competency-based education, experiences and development in alignment with the AACN Essentials. <b>[<i>J Nurs Educ</i>. 2023;62(10):580-583.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9990938","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

Development and Implementation of an Asynchronous Online Interprofessional Course in LGBTQ+ Health. LGBTQ+健康异步在线跨专业课程的开发和实施。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-10-01 Epub Date: 2023-07-18 DOI: 10.3928/01484834-20230404-06

Jan Oosting

引用次数: 0

Applying Social Determinants of Health to Prescribing Education. 将健康的社会决定因素应用于处方教育。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-10-01 Epub Date: 2023-07-31 DOI: 10.3928/01484834-20230612-12

Jennifer Vanderlaan, Aaron Bellow

引用次数: 0

"It's So Easy" for Prelicensure Nursing Students to Enter a Patient's Room. “这是如此的容易”预保护理学生进入病人的房间。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-09-01 Epub Date: 2023-07-17 DOI: 10.3928/01484834-20230509-11

Laura Vogelsang

引用次数: 0