Journal of Nursing Education最新文献_第9页

Next Generation NCLEX: Why Simulation Matters. 下一代NCLEX:为什么模拟很重要。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230306-04

Christine Boev

引用次数: 0

Academic Differences in BSN Admission Routes: Implications for Persistence. BSN入学途径的学术差异:对持久性的影响。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230306-07

Leslie A Jennings, Regina W Urban, Daisha J Cipher

{"title":"Academic Differences in BSN Admission Routes: Implications for Persistence.","authors":"Leslie A Jennings, Regina W Urban, Daisha J Cipher","doi":"10.3928/01484834-20230306-07","DOIUrl":"https://doi.org/10.3928/01484834-20230306-07","url":null,"abstract":"Background: To increase retention of prelicensure nursing students, several routes are used for admission to nursing programs. Students can be accepted as an early matriculation (EM) student at the point of university admission or they can follow a traditional competitive approach (TR) for admission.Method: A retrospective matched cohort study design was used to explore the differences among selected academic variables in two groups of prelicensure undergraduate students (n = 136) in the same program.Results: EM students had significantly lower science grade point averages (GPAs), pre-program GPAs, and junior-level GPAs than TR students. However, there were no significant differences between the two groups in scores on the RN Fundamentals ATI examination, an important predictor of future NCLEX-RN success.Conclusion: EM students were as successful as their counterparts on standardized examinations in the first semester of a nursing program. More research is needed to understand program outcomes associated with students entering nursing programs via different routes. [J Nurs Educ. 2023;62(5):302-306.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"302-306"},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9417679","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

Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula. 不再隐藏:在护理学校课程中解决LGBTQIA+个体的健康和保健问题。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230306-01

Jeff Day, Marianne Snyder, Dalmacio Dennis Flores

{"title":"Hidden No More: Addressing the Health and Wellness of LGBTQIA+ Individuals in Nursing School Curricula.","authors":"Jeff Day, Marianne Snyder, Dalmacio Dennis Flores","doi":"10.3928/01484834-20230306-01","DOIUrl":"https://doi.org/10.3928/01484834-20230306-01","url":null,"abstract":"Background: Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual (LGBTQIA+) individuals face barriers to equitable health care access. During clinical encounters, LGBTQIA+ individuals interact with nurses and health care providers who often lack a thorough understanding of LGBTQIA+ cultures, terminology, and strategies for culturally affirming care. This article details the process undertaken to include LGBTQIA+ health elective courses.Method: To outline LGBTQIA+ health education, a curriculum crosswalk was conducted. Course descriptions, objectives, and outcomes were crafted with faculty input. Priority LGBTQIA+ areas were analyzed, and textbook content was cross-referenced to identify topics for inclusion.Results: In Spring 2022, two LGBTQIA+ courses were launched. Undergraduate students at New York University Meyers (n = 27) and undergraduate and graduate students at the University of Pennsylvania (n = 18) comprised the inaugural classes.Conclusion: LGBTQIA+ individuals experience poorer health outcomes due to longstanding health inequities. These disparities are partly fueled by the minimal exposure nursing students receive in their undergraduate education. Guidelines on the development of courses designed to highlight needs may address disparities, leading to better health outcomes. [J Nurs Educ. 2023;62(5):307-311.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"307-311"},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9424572","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: 1

Cohen's and Hedges' g. 科恩和赫奇斯的。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230415-02

John M Taylor, Sattam Alanazi

引用次数: 1

Phases and Transitions of Serious Illness: A Structure for Teaching Palliative Care. 大病的阶段和转变:姑息治疗教学的结构。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-240230306-05

Karen L Harden, Deborah M Price, April D Bigelow, Heidi Mason

{"title":"Phases and Transitions of Serious Illness: A Structure for Teaching Palliative Care.","authors":"Karen L Harden, Deborah M Price, April D Bigelow, Heidi Mason","doi":"10.3928/01484834-240230306-05","DOIUrl":"https://doi.org/10.3928/01484834-240230306-05","url":null,"abstract":"Background: Palliative care (PC) focuses on listening to patient preferences, goals, and values to help health care providers educate, support, and collaborate during challenging disease processes, demanding treatments, and difficult decision-making.Method: A recently developed Phases and Transitions Model for Serious Illness helps guide nursing students in initiating therapeutic conversations about PC. Each phase and transition shows unique characteristics of illness and treatment to clarify the importance of introducing PC for that phase. Interventions in education, support, and treatment help students guide patients and families through the trajectory of serious illness.Results: The Phases and Transitions Model for Serious Illness and PC interventions provide a clear and practical structure to educate and empower nursing students to engage in PC conversations.Conclusion: Nursing educators can integrate this new model to broaden the perspective of PC as an everyday nursing practice for patients who have a serious illness. [J Nurs Educ. 2023;62(5):279-284.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"279-284"},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9417676","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

Faculty as Learners: Neuroscience in Action. 教师作为学习者:神经科学在行动。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230306-02

Barbara J Patterson, Susan Forneris

{"title":"Faculty as Learners: Neuroscience in Action.","authors":"Barbara J Patterson, Susan Forneris","doi":"10.3928/01484834-20230306-02","DOIUrl":"https://doi.org/10.3928/01484834-20230306-02","url":null,"abstract":"Background: Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach.Method: For this descriptive study, nurse faculty (N = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator's teaching practice.Results: Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time.Conclusion: The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education. [J Nurs Educ. 2023;62(5):291-297.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"291-297"},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9417680","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 a Culture of Belonging. 创造归属感的文化。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230415-01

Amy J Barton

引用次数: 1

Hybrid Concept Analysis: Peer Collaborative Clinical Decision-Making in Nursing Simulation. 混合概念分析:护理模拟中的同伴协同临床决策。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-05-01 DOI: 10.3928/01484834-20230306-06

Thye Peng Ngo, Roxie Barnes, Deanna Reising

{"title":"Hybrid Concept Analysis: Peer Collaborative Clinical Decision-Making in Nursing Simulation.","authors":"Thye Peng Ngo, Roxie Barnes, Deanna Reising","doi":"10.3928/01484834-20230306-06","DOIUrl":"https://doi.org/10.3928/01484834-20230306-06","url":null,"abstract":"Background: Nursing students collaborate and make clinical decisions in simulation scenarios. However, the literature does not clearly define the concept of peer collaborative clinical decision-making (PCCDM). This hybrid concept analysis explored and established the definition of PCCDM among nursing students in simulation.Method: A total of 19 articles were reviewed, and 11 dyads of nursing students were interviewed after participating in virtual reality simulation for their perspectives on PCCDM.Results: Five major themes were identified: group (1) communication; (2) awareness; (3) regulation; (4) reasoning; and (5) emotion. The conceptual definition of PCCDM is a dynamic, nonhierarchical, and group-level process of cognitive and socioemotional interactions among peers about a clinical situation that involves group communication, awareness, and regulation of reasoning and emotion within the collaborative space.Conclusion: This analysis provides a conceptual definition of PCCDM in nursing simulation as well as a pathway for developing a theoretical framework and instrument. [J Nurs Educ. 2023;62(5):269-277.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 5","pages":"269-277"},"PeriodicalIF":2.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9417675","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 Use of Structured, Active, In-Person Learning to Connect Didactic Content with Clinical Scenarios in a Senior Level Nursing Leadership Course. 在高级护理领导课程中使用结构化的、主动的、面对面的学习将教学内容与临床情景联系起来。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-04-01 DOI: 10.3928/01484834-20230104-02

Christine Reger, Victoria Sherry, Elizabeth Lewis, Anne Caputo

{"title":"The Use of Structured, Active, In-Person Learning to Connect Didactic Content with Clinical Scenarios in a Senior Level Nursing Leadership Course.","authors":"Christine Reger, Victoria Sherry, Elizabeth Lewis, Anne Caputo","doi":"10.3928/01484834-20230104-02","DOIUrl":"https://doi.org/10.3928/01484834-20230104-02","url":null,"abstract":"Background: The senior leadership course at the University of Pennsylvania School of Nursing includes both didactic and clinical components. The didactic portion delves into leadership topics and during clinical rotations the students witness nurses and patients navigate through complicated and emotional patient care experiences.Method: Structured, active, in-class learning (SAIL) activities in a classroom were used to connect didactic content with clinical scenarios. Different specialty-related clinical scenarios were presented to the students, and they were allocated a certain amount of time for discussion in small groups before sharing their outcomes with the whole group (think-pair-share).Results: Student evaluations showed that the percentage of students who rated each session as excellent increased each semester and feedback remained overwhelmingly positive; the consistently identified area for improvement is the timing and we plan to lengthen the sessions to address that.Conclusion: Our team discovered that by shifting most of our simulation scenarios to SAIL, we provided the students with ample opportunities to speak in a dialectically rich environment about clinical scenarios while maintaining the interrelation between theory and practice. [J Nurs Educ. 2023;62(4):257-262.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 4","pages":"257-262"},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9316408","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

Queering the Classroom: Teaching Nurses Against Oppression. 让教室变酷:教护士反抗压迫。

IF 2 4区医学

Journal of Nursing Education Pub Date : 2023-04-01 DOI: 10.3928/01484834-20230208-02

Caitlin M Nye, Jess Dillard-Wright

{"title":"Queering the Classroom: Teaching Nurses Against Oppression.","authors":"Caitlin M Nye, Jess Dillard-Wright","doi":"10.3928/01484834-20230208-02","DOIUrl":"https://doi.org/10.3928/01484834-20230208-02","url":null,"abstract":"Background: Teaching about oppression risks replicating harm and reproducing othering. This occurs despite nurse educators' best intentions, with implications for both learners and recipients of nursing care. Teaching against oppression attends to the interlocking matrices of domination that construct otherness and propagate harm.Method: This article presents a norm-critical approach to education that interrogates the power and praxes that structure nursing education through a queer theoretical lens. First, terms, such as norm-criticism, norms, power, othering, and queerness, are defined. Next, the stakes of norm-critical, queer perspectives in nursing education praxis are discussed. Finally, these concepts are applied to brief case scenarios.Results: A queered perspective reveals the co-construction of norms, power, and othering in familiar nursing education praxis scenarios.Conclusion: This article serves as a call to action for nursing educators, inviting them into critical reflexivity by offering a queered lens through which to dismantle oppression within the practice and praxis of nursing education. [J Nurs Educ. 2023;62(4):193-198.].","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":"62 4","pages":"193-198"},"PeriodicalIF":2.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9318002","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