The Journal of nursing education最新文献

Nursing Students' Experiences Caring for Children With Special Needs: An Interpretative Phenomenological Study. 护生照顾特殊需要儿童的经验：解释性现象学研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-16 DOI: 10.3928/01484834-20260917-01

Sevgi Koroglu Gokbel, Gulgun Durat

{"title":"Nursing Students' Experiences Caring for Children With Special Needs: An Interpretative Phenomenological Study.","authors":"Sevgi Koroglu Gokbel, Gulgun Durat","doi":"10.3928/01484834-20260917-01","DOIUrl":"https://doi.org/10.3928/01484834-20260917-01","url":null,"abstract":"Background: Caring for children with special needs in special education settings requires effective communication, caregiving skills, and professional adaptability. Nursing students may face challenges while interacting with these children. Understanding their experiences is important for improving educational preparation and professional development.Method: This qualitative study employed an interpretative phenomenological approach (IPA). Individual semi-structured interviews were conducted with nursing students who completed placements in special education settings. Data were analyzed according to IPA principles.Results: Three themes emerged: encountering uncertainty and initial shock, being caught between closeness and distance, and being transformed: reconstructing professional identity. Students described uncertainty, fear, and inadequacy during initial encounters, followed by emotional attachment, ethical dilemmas, and challenges in maintaining professional boundaries. Over time, these experiences contributed to understanding nursing roles.Conclusion: Caring for children with special needs shaped students' emotional experiences and professional identities, highlighting the need for improved educational preparation.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-9"},"PeriodicalIF":1.9,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Story of Learning: Integrating ePortfolios in Nursing Education. 学习的故事：将电子档案整合到护理教育中。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-16 DOI: 10.3928/01484834-20260914-01

Suzanne Parkman

{"title":"The Story of Learning: Integrating ePortfolios in Nursing Education.","authors":"Suzanne Parkman","doi":"10.3928/01484834-20260914-01","DOIUrl":"https://doi.org/10.3928/01484834-20260914-01","url":null,"abstract":"Background: The transition to competency-based nursing education under the 2021 AACN Essentials has increased the need for evidence of competency development beyond course grades. This nursing program implemented a program-wide ePortfolio using Google Sites to document learning, support reflection, and demonstrate attainment of competencies.Method: Faculty revised program outcomes to align with the AACN Essentials and other standards, then mapped where competencies were introduced, reinforced, and demonstrated. These maps informed a common ePortfolio template, selection of key course-embedded assignments, and structured reflection, rubrics, and feedback. Implementation included faculty development, student orientation, and a year-long soft launch.Results: The ePortfolio enhanced curricular alignment, made competency progression more visible, and supported student reflection, self-assessment, and professional identity development. It also facilitated advising, program assessment, and accreditation documentation, though workload, digital literacy, and gaps for transfer and accelerated students posed challenges.Conclusion: Intentionally integrated ePortfolios can strengthen reflection and assessment in nursing education.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BREATHE: A Longitudinal Competency Framework for AGACNP Professional Formation. 呼吸：AGACNP专业形成的纵向能力框架。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-16 DOI: 10.3928/01484834-20260916-02

Clarissa Michalak

{"title":"BREATHE: A Longitudinal Competency Framework for AGACNP Professional Formation.","authors":"Clarissa Michalak","doi":"10.3928/01484834-20260916-02","DOIUrl":"https://doi.org/10.3928/01484834-20260916-02","url":null,"abstract":"Background: Competency-based graduate nursing education expects learners to develop clinical judgment, systems thinking, and professional identity, yet few longitudinal frameworks make this progression visible in Adult-Gerontology Acute Care Nurse Practitioner (AGACNP) education. BREATHE addresses this gap.Method: BREATHE was developed through iterative conceptual design grounded in the AACN Synergy Model for Patient Care, deliberate practice, and situated learning, informed by national competency and certification standards. It is implemented through an existing learning management system across three clinical semesters; formal outcomes evaluation is planned in a subsequent cohort.Results: BREATHE comprises seven longitudinal components: Build the Story, Recognize Priorities, Evaluate Evidence, Act Thoughtfully, Team and Transition, Humanize Care, and Evolve Practice, each engaged with increasing developmental depth across three clinical semesters.Conclusion: BREATHE positions advanced practice readiness as visible, coached, and cumulative professional formation, extending beyond documentation of clinical exposure toward intentional developmental growth.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Nursing Isn't Just "She/Her/Hers" Anymore: Using Gender-Neutral Language in Nursing Education. 护理不再仅仅是“她/她/她的”：在护理教育中使用中性语言。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-16 DOI: 10.3928/01484834-20260915-01

Austin Nation

{"title":"Nursing Isn't Just \"She/Her/Hers\" Anymore: Using Gender-Neutral Language in Nursing Education.","authors":"Austin Nation","doi":"10.3928/01484834-20260915-01","DOIUrl":"https://doi.org/10.3928/01484834-20260915-01","url":null,"abstract":"Background: Although some nursing programs have adopted gender-neutral language practices, adoption remains inconsistent, and gendered terminology continues to appear in nursing education. This curricular initiative integrated gender-neutral language to foster inclusive learning environments.Method: The gender-neutral language integration (GNLI) framework was implemented through syllabus revisions, faculty development workshops, and redesigned high-fidelity simulations. Singular they/them/their pronouns were integrated across course materials and clinical teaching strategies.Results: Outcomes were assessed through curricular audits, faculty adoption of inclusive language, and qualitative student feedback from course evaluations and simulation debriefings. Faculty reported increased confidence modeling inclusive communication, and students described increased awareness of respectful, patient-centered language practices.Conclusion: Integrating gender-neutral language represents a practical curricular strategy that supports inclusive learning environments and prepares nursing students to communicate respectfully with diverse patient populations. Future research should examine student belonging, communication competence, and clinical behaviors.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Designing Clinical Evaluation: Moving From Traditional Grading to Competency Determination. 设计临床评估：从传统的分级到能力确定。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-15 DOI: 10.3928/01484834-20260828-01

Kendra Duran, Jennifer Johnson, Ebony Hardee

{"title":"Designing Clinical Evaluation: Moving From Traditional Grading to Competency Determination.","authors":"Kendra Duran, Jennifer Johnson, Ebony Hardee","doi":"10.3928/01484834-20260828-01","DOIUrl":"https://doi.org/10.3928/01484834-20260828-01","url":null,"abstract":"Background: Competency-based nursing education requires clinical evaluation approaches that support defensible competency determination. Although existing literature describes assessment tools and psychometric properties, limited guidance exists on designing evaluation systems aligned with competency frameworks.Method: A focused review of contemporary literature examined how evidence-based principles of clinical competency assessment can inform clinical evaluation design aligned with the American Association of Colleges of Nursing Essentials.Results: Evidence supports evaluation approaches grounded in observable performance, structured assessment processes, and clearly defined expectations. However, many approaches emphasize developmental progression rather than threshold-based competency determination. Findings highlight a gap between available assessment tools and evaluation systems that support consistent competency decisions. This paper demonstrates how evidence-based principles can be translated into a structured clinical evaluation tool.Conclusion: Intentional evaluation system design supports consistent, transparent, and defensible decisions regarding readiness for practice.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":1.9,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149187286","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 1.9

The Journal of nursing education Pub Date : 2026-10-15 DOI: 10.3928/01484834-20260922-01

Kristina L King, John R Blakeman, Susan M Watkins, MyoungJin Kim, Patricia L Pence

{"title":"Factors Related to the Success of Accelerated Second-Degree Nursing Students: An Integrative Review.","authors":"Kristina L King, John R Blakeman, Susan M Watkins, MyoungJin Kim, Patricia L Pence","doi":"10.3928/01484834-20260922-01","DOIUrl":"https://doi.org/10.3928/01484834-20260922-01","url":null,"abstract":"Background: Accelerated nursing programs address the workforce short; however, current graduation rates are problematic. The purpose of this integrative review was to explore the literature for underlying variables associated with accelerated second-degree nursing students' academic success.Method: A comprehensive, systematic method, guided by Whittemore and Knafl, was used to search, screen, select, evaluate and analyze the records retrieved in 2025.Results: Sixteen articles published in the United States met the inclusion criteria for this review. Findings suggest student success is influenced by a student's science background, high HESI scores and peer support. Factors such as family health, English as a Second Language and receiving \"C\" grades in nursing courses were identified as negative influences on student success.Conclusion: The variation in study designs, methods, and measures compromise the generalizability for uniform student success predictors. Further research to identify consistent success predictors for accelerated nursing students is warranted.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Artificial Intelligence Supported Teaching Approaches in Nursing Education: A Scoping Review. 护理教育中人工智能支持的教学方法：范围综述。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-15 DOI: 10.3928/01484834-20260827-04

Duygu Ceren Güngör, Fatma Orgun

{"title":"Artificial Intelligence Supported Teaching Approaches in Nursing Education: A Scoping Review.","authors":"Duygu Ceren Güngör, Fatma Orgun","doi":"10.3928/01484834-20260827-04","DOIUrl":"https://doi.org/10.3928/01484834-20260827-04","url":null,"abstract":"Background: The increasing integration of artificial intelligence (AI) has generated growing interest in its use to support teaching and learning in nursing education. This scoping review aimed to map the existing literature on AI-supported teaching approaches in nursing education, examine how learning outcome domains are addressed, and identify gaps in the current evidence base.Method: A scoping review followed the Joanna Briggs Institute Framework and PRISMA-ScR (Preferred Reporting Items for Scoping Reviews) guidelines. Eight databases were searched: ProQuest Central, Scopus, ScienceDirect, Web of Science, MEDLINE, Cochrane Library, ERIC, and PubMed.Results: Thirty-eight studies published were included. Three themes emerged: AI tools and applications in nursing education, learning outcome domains and assessment approaches, and current limitations and future directions.Conclusion: AI-supported teaching approaches show promise in nursing education by supporting knowledge and skill development. However, further research using robust designs and clear pedagogical frameworks is needed to inform sustainable educational practice.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-8"},"PeriodicalIF":1.9,"publicationDate":"2026-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149187271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Introducing the Strategic Scripting, Repetitive Practice, Reflection, and Debriefing Model: Evolution of Cognitive Rehearsal to Address Incivility. 介绍策略脚本、重复练习、反思和汇报模型：解决不文明行为的认知排练的演变。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260817-01

Cynthia M Clark

{"title":"Introducing the Strategic Scripting, Repetitive Practice, Reflection, and Debriefing Model: Evolution of Cognitive Rehearsal to Address Incivility.","authors":"Cynthia M Clark","doi":"10.3928/01484834-20260817-01","DOIUrl":"https://doi.org/10.3928/01484834-20260817-01","url":null,"abstract":"Background: Incivility in nursing remains a pervasive and complex issue that undermines nurse well-being, team functioning, and patient safety. For two decades, cognitive rehearsal (CR) has served as a foundational evidence-based strategy to help nurses mitigate uncivil behaviors.Method: Traditional CR relies on linear, scripted responses and may not fully prepare nurses for the dynamic, unpredictable, and high-stakes nuances of real-world academic and health care work environments. The author reconceptualizes CR as a rigorous, experiential process and introduces scenario-based simulation with strategic scripting, repetitive practice, reflection, and debriefing (S3R2D).Results: This framework prioritizes three S pillars: set-up and safety, scenario development with strategic scripting, and simulation as precursors to the two R pillars of repetitive practice and reflection with debriefing.Conclusion: S3R2D builds communication competence and emotional regulation through active experiential learning. While leadership must address systemic issues, S3R2D empowers nurses to advocate for a safer, more positive work culture.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Sequential Analysis of Collaborative Problem Solving in Educational Escape Rooms. 教育逃生室协同问题解决的序贯分析。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260819-01

Chaewon Kim, Veronica Brewer

{"title":"Sequential Analysis of Collaborative Problem Solving in Educational Escape Rooms.","authors":"Chaewon Kim, Veronica Brewer","doi":"10.3928/01484834-20260819-01","DOIUrl":"https://doi.org/10.3928/01484834-20260819-01","url":null,"abstract":"Background: Escape rooms are increasingly used in nursing education to foster collaborative problem-solving (CPS) skills, yet the detailed temporal dynamics of student interactions remain poorly understood. Sequential pattern mining (SPM) offers a promising method to uncover these hidden processes.Method: This study analyzed nursing students' conversations during escape room activities using the Prefixspan algorithm for SPM. We compared the sequential patterns of CPS between low- and high-GPA groups to identify differences in their collaborative behaviors.Results: High-GPA groups demonstrated more structured and frequent three-step CPS sequences, such as providing information → showing agreement → expressing opinion, reflecting more organized and regulative behaviors. Low-GPA groups exhibited less consistent patterns, often followed by instructor debriefings.Conclusion: SPM effectively reveals the temporal and sequential nature of CPS in escape rooms, shedding light on previously hidden interaction patterns. These insights can inform targeted instructional strategies to enhance teamwork and clinical reasoning in nursing education.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Reliable Assessment of Clinical Judgment Skills in Simulation Environments. 在模拟环境中支持临床判断技能的可靠评估。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260820-01

Megan Stuhlman, Darla S Morton, Amy Smith, Jennifer Noble, Crystal Bencken, Cherice Avila, Pamela D Buck, Stacy S Capel, Kendra Mickens, Catherine B Trent

{"title":"Supporting Reliable Assessment of Clinical Judgment Skills in Simulation Environments.","authors":"Megan Stuhlman, Darla S Morton, Amy Smith, Jennifer Noble, Crystal Bencken, Cherice Avila, Pamela D Buck, Stacy S Capel, Kendra Mickens, Catherine B Trent","doi":"10.3928/01484834-20260820-01","DOIUrl":"https://doi.org/10.3928/01484834-20260820-01","url":null,"abstract":"Background: Clinical judgment skills, a key component of nursing competency, are difficult to accurately and consistently assess. To support evaluation of these skills using Lasater's (2007) clinical judgment rubric (LCJR), rater training resources were developed and evaluated.Method: A one-group pretest-posttest design evaluated the effect of developed resources on agreement between two novice raters (NRs) and resource developers. NR-CE had content expertise; NR-NNE had no nursing experience.Results: Pre-training, total scores showed poor agreement between novice and trained raters (ICCabsolute(2,1) LCJRtotal for NR-CE = -.59; LCJRtotal for NR-NNE = .24). Posttraining, agreement was higher (ICCabsolute(2,1) LCJRtotal NR-CE = .70; LCJRtotal NR-NNE = .76). Dimension-level scoring showed more variability in reliability estimates.Conclusion: Training supported raters with and without content expertise in developing a shared mental model of CJS. Future work should replicate these findings with larger samples for more confidence in results and examine convergent validity by comparing ratings to external benchmarks.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0