The Journal of nursing education最新文献

Development of a Social and Structural Determinants of Health Clinical Debriefing Guide.

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-10

Natalie Pool, Jenna Hluwood, Melissa Henry

{"title":"Development of a Social and Structural Determinants of Health Clinical Debriefing Guide.","authors":"Natalie Pool, Jenna Hluwood, Melissa Henry","doi":"10.3928/01484834-20250108-10","DOIUrl":"https://doi.org/10.3928/01484834-20250108-10","url":null,"abstract":"Background: The social and structural determinants of health (SSDOH) should be threaded throughout prelicensure nursing curriculum. However, resources to support nursing instructors in fostering these skills in the clinical setting are lacking.Method: Development of an SSDOH-focused clinical debriefing guide occurred across several phases that included defining the problem, engaging clinical instructors, consulting the literature, and obtaining validation.Results: Clinical instructors completed a survey about a draft SSDOH clinical debriefing guide. Descriptive analysis revealed 87% to 94% of the instructors found each component of the guide to be effective or very effective in facilitating learning about SSDOH. The likelihood of using the activities and prompts during future clinical experiences ranged from 91% to 97%.Conclusion: Teaching resources such as this debriefing guide may make SSDOH more explicit and meaningful for nursing students during postclinical debriefing as they develop the critical skills necessary to reduce health inequity. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607628","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

Emotional Freedom Technique for Stress Reduction in Nursing Students: A Pilot Project.

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-03

Sarah Hendricks-Patel, Kayla Harvey

{"title":"Emotional Freedom Technique for Stress Reduction in Nursing Students: A Pilot Project.","authors":"Sarah Hendricks-Patel, Kayla Harvey","doi":"10.3928/01484834-20250108-03","DOIUrl":"https://doi.org/10.3928/01484834-20250108-03","url":null,"abstract":"Background: College-aged adults, particularly nursing students, experience high stress levels, which can detrimentally affect their academic success. Although current mental health interventions on college campuses are effective, they are hindered by cost and time constraints. However, the emotional freedom technique is a cost-effective, evidence-based technique that can be tailored to individual needs, making it a practical and promising solution for stress management.Method: This quasiexperimental pilot project examined the feasibility of using the emotional freedom technique for stress reduction in first-semester nursing students. Participants attended emotional freedom technique sessions for 13 weeks. The Subjective Units of Distress Scale and the Perceived Stress Scale-10 were used to assess distress and perceived stress levels.Results: The emotional freedom technique was a feasible and effective stress reduction technique.Conclusion: The emotional freedom technique may provide a novel strategy for reducing stress and distress in nursing students in an academic setting. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607631","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

Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators. 通过批判性联合教育者挑战护理教育的 "舒适区"。

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-06

Nadia Prendergast, Priscilla Boakye, Lathania Lewis, Victoria Ranieri

{"title":"Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators.","authors":"Nadia Prendergast, Priscilla Boakye, Lathania Lewis, Victoria Ranieri","doi":"10.3928/01484834-20250108-06","DOIUrl":"https://doi.org/10.3928/01484834-20250108-06","url":null,"abstract":"Background: The coronavirus disease 2019 (COVID-19) pandemic exposed long-standing connections between health inequity and social injustice. With Millennials and Gen Z at the forefront of protests against racial injustices, the disconnect between students and educators is increasing. Students expect educators to trouble the comfort zone of the classroom and clinical settings to address the complex dynamics of anti-Black racism and oppressive practices. Educators are challenged to be critical allies for transformative learning to occur.Method: The innovative co-creation of a teaching and learning model involving educators and students is introduced.Results: Centering educators as critical allies, the model demonstrates how, using the three P components of people, place, and program, educators can integrate the principles of equity, diversity, and inclusion for a transformative experience that will bolster the student-educator relationship.Conclusion: Educators as critical allies are central to dismantling anti-Black racism and other forms of oppression through teaching and learning. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607636","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

Addressing Medication Misuse in Nursing Education: An Interdisciplinary Collaboration.

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-04

Jennifer Dush, Kelsey K Schmuhl, Molly N Downing, Katherine E Summers, Brittany S Lovatt, Tessa L Miracle, Nicole C Kwiek

{"title":"Addressing Medication Misuse in Nursing Education: An Interdisciplinary Collaboration.","authors":"Jennifer Dush, Kelsey K Schmuhl, Molly N Downing, Katherine E Summers, Brittany S Lovatt, Tessa L Miracle, Nicole C Kwiek","doi":"10.3928/01484834-20250108-04","DOIUrl":"https://doi.org/10.3928/01484834-20250108-04","url":null,"abstract":"Background: Medication misuse is a threat to public health and patient safety, and strategies to prevent medication misuse should be incorporated in nursing education.Method: An interdisciplinary nursing and pharmacy team collaborated on a pilot project with graduate FNP students to adapt and evaluate a training program for pharmacy students on the prevention of medication misuse for nursing based on the publicly available online program Generation Rx.Results: Of 39 students who participated in the training, 74% (n = 29) completed pre- and posttest surveys. Results showed the training program effectively improved participants' perceived skills and abilities related to Generation Rx and improved knowledge in certain areas about medication misuse.Conclusion: Interdisciplinary collaboration brings new concepts and skills to nursing. This pilot project highlights the importance of addressing medication misuse in nursing education and serves as an example with lessons learned for future interdisciplinary educational efforts. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607621","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

Adaptation, Innovation, and Resilience: Serendipitous Outcomes of a Rapid Transition to Virtual Learning.

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20241029-03

Catherine Durham, Simone Chinnis, Angela Stanley, Elizabeth Harmon, Theresa Stephens

{"title":"Adaptation, Innovation, and Resilience: Serendipitous Outcomes of a Rapid Transition to Virtual Learning.","authors":"Catherine Durham, Simone Chinnis, Angela Stanley, Elizabeth Harmon, Theresa Stephens","doi":"10.3928/01484834-20241029-03","DOIUrl":"https://doi.org/10.3928/01484834-20241029-03","url":null,"abstract":"Background: The COVID-19 pandemic presented challenges but also opportunities for growth and innovation in education, especially in advanced practice registered nursing programs. This article explores the rapid shift from in-person to virtual learning and highlights the positive outcomes.Method: The study examines the impact of this transition on grades, evaluations, preceptor feedback, and board certification pass rates.Results: Clinical training was initially affected, but overall educational outcomes remained robust and even improved in some cases.Conclusion: The rapid shift to remote learning led to the development of digital tools and platforms for virtual instruction. This change prompted a re-evaluation of educational strategies, emphasizing self-paced learning, digital literacy, and real-world application integration. The move highlighted the importance of accessibility and inclusivity, leading to initiatives to bridge the digital divide. Thus, while disruptive, the pandemic has fostered resilience and innovation that has positively advanced the future of nursing education. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607616","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

Teaching Interprofessional Leadership Excellence to Advanced Practice Nursing Students.

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-05

Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver

{"title":"Teaching Interprofessional Leadership Excellence to Advanced Practice Nursing Students.","authors":"Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver","doi":"10.3928/01484834-20250108-05","DOIUrl":"https://doi.org/10.3928/01484834-20250108-05","url":null,"abstract":"Background: To strengthen holistic health care delivery, influential interprofessional (IP) leadership skills are crucial for nurse practitioners (NPs) working within typical disease-focused practice settings. To build competencies, an IP leadership learning protocol (ILLP) was developed using an evidence-informed conflict resolution self-study and patient-care video conference (PCVC) for family NP students, which was later adapted for psychiatric mental health (PMH) NP students and measured effectiveness.Method: Flipped-classroom initial self-study of IP leadership strategies and relevant clinical considerations culminated in applying this learning within the PCVC by role-playing deliberately contrived adversarial IP roles with a faculty facilitator intermittently designating students to act as the IP leader.Results: Immediately following the video conference, students completed a validated leadership self-efficacy (LSE) tool and a written evaluation. LSE scores improved significantly (p < .01), and short-answer themes showed positive student-perceived learning value.Conclusion: A well-designed virtual ILLP is effective for improving LSE in NP students. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607634","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

Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage. 重新调整临床护士长课程以应对护理师资短缺问题。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-07-22 DOI: 10.3928/01484834-20240423-03

Bobbi Shatto, Geralyn Meyer, Kristine L'Ecuyer

引用次数: 0

The Changing Landscape of Gendered Language in Pregnancy and Birth: Editors' Experiences. 怀孕和分娩中性别语言的变化：编辑的经验。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240423-04

Karen Trister Grace, Noelene K Jeffers, Tanya Tringali, Cindy L Farley

引用次数: 0

The Nurse Educator Mentoring Dilemma: Novice Nurse Faculty Needs and Outcomes.

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241120-03

Virginia Cuellar Tufano, E J Summers

{"title":"The Nurse Educator Mentoring Dilemma: Novice Nurse Faculty Needs and Outcomes.","authors":"Virginia Cuellar Tufano, E J Summers","doi":"10.3928/01484834-20241120-03","DOIUrl":"https://doi.org/10.3928/01484834-20241120-03","url":null,"abstract":"Background: Academic literature remains divided regarding the effectiveness of formal mentoring programs vs. informal mentoring of new nurse educators. Understanding effective mentoring strategies can help onboard new nurse educators, reduce their cognitive load and learning curve, and positively influence their continued professional role development. This study explored mentoring methods that nurse educators perceived as beneficial in facilitating their transition to and retention in academia.Method: This descriptive phenomenological study utilized in-depth interviews to explore the essence of participants' lived experiences with both formal and informal mentoring.Results: Four themes emerged: (1) Noted Absence of Formal/Institutional Mentoring; (2) Success of Informal Mentoring; (3) Mentoring Dimensions: How Mentoring Typically Happened for Nurse Educators; and (4) Mentoring Outcomes: Ease of Transition to Academia.Conclusion: A deficiency of formal mentoring programs exists in nursing academia. The findings confirmed the effectiveness of informal mentoring in facilitating transition of clinical nurses to the teaching profession, thereby promoting their retention. [J Nurs Educ. 2025;64(3):177-184.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"177-184"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575001","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

A Practical Approach to Integrating a Telehealth Course and Health Informatics Skills Into a Curriculum for Advanced-Level Nursing Students. 将远程保健课程和健康信息学技能纳入高级护理学生课程的实用方法。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240423-01

Sharisse Hebert, Mari Tietze, Chloe Gaines

{"title":"A Practical Approach to Integrating a Telehealth Course and Health Informatics Skills Into a Curriculum for Advanced-Level Nursing Students.","authors":"Sharisse Hebert, Mari Tietze, Chloe Gaines","doi":"10.3928/01484834-20240423-01","DOIUrl":"10.3928/01484834-20240423-01","url":null,"abstract":"Background: Telemedicine and health informatics are a common aspect of patient care delivery in the United States. Graduate-level nursing students must be knowledgeable of telehealth and health informatics prior to entering the workforce as an advanced practice nurse. Nursing educators must provide educational opportunities within the curriculum that focus on telehealth and health informatics concepts that align with competencies. The Essentials: Core Competencies for Professional Nursing Education includes a new Domain #8 called, \"Informatics and Healthcare Technologies,\" where five key subdomains of this competency are defined.Method: This article describes the college's approach to incorporating telehealth and health informatics into the graduate-level curriculum and the associated alignment to the 2022 Essentials.Results: Faculty professional development and course revision strategies improved the infrastructure for teaching telehealth and health informatics.Conclusion: The new Domain, #8, Informatics and Healthcare Technologies, can be successfully infused into the DNP curriculum with student engagement. [J Nurs Educ. 2025;64(3):196-199.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"196-199"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447910","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