The Journal of nursing education最新文献

Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention. 加强护生的反馈寻求策略：针对性的教育干预。

The Journal of nursing education Pub Date : 2025-07-16 DOI: 10.3928/01484834-20250415-03

Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova

{"title":"Enhancing Feedback-Seeking Strategies Among Nursing Students: A Targeted Educational Intervention.","authors":"Sally Ann Martens, Julia Sparks, Steven E Davison, Nadiia Lypova","doi":"10.3928/01484834-20250415-03","DOIUrl":"https://doi.org/10.3928/01484834-20250415-03","url":null,"abstract":"Background: Feedback-seeking behavior is crucial for the growth and adaptability of advanced learners. This project aimed to enhance feedback-seeking behaviors in Accelerated Bachelor of Science in Nursing (ABSN) students through an evidence-based educational intervention.Method: Feedback-seeking behaviors were assessed via pre- and posttests. Quantitative data were analyzed using descriptive and inferential statistics, while open-ended responses underwent content analysis. The intervention included an in-person educational session on feedback-seeking behavior.Results: The intervention significantly boosted students' confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, p < .0104). Faculty responses supported these findings (mean difference = 1.33, p < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).Conclusion: The educational intervention positively influenced ABSN students' feedback-seeking behaviors and is recommended for broader application. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144644492","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 Effect of Global Citizenship Education on Nursing Students' Meeting Sustainable Development Goals: A Pre- and Poststudy Assessing Effectiveness and Implementation. 全球公民教育对护理学生实现可持续发展目标的影响：学习前后评估效果与实施。

The Journal of nursing education Pub Date : 2025-07-16 DOI: 10.3928/01484834-20250609-01

Özlem Karatana

{"title":"The Effect of Global Citizenship Education on Nursing Students' Meeting Sustainable Development Goals: A Pre- and Poststudy Assessing Effectiveness and Implementation.","authors":"Özlem Karatana","doi":"10.3928/01484834-20250609-01","DOIUrl":"https://doi.org/10.3928/01484834-20250609-01","url":null,"abstract":"Background: This study examined the effectiveness of a global citizenship education program to improve nursing students' ability to meet sustainable development goals.Method: This quasiexperimental study with a pretest-post-test design included 68 senior nursing students. Global citizenship education was delivered to the nursing students throughout nine sessions.Results: Results indicated global citizenship education significantly increased the mean scores of intention to meet sustainable development goals of the nursing students in the intervention group (p < .05). Findings also demonstrated that global citizenship education increased intervention group students' attitudes regarding environment, economy, social, and education in line with sustainable development goals.Conclusion: Integrating global citizenship education into the nursing curriculum encourages nursing education planners and educators to design and implement education for nursing students to achieve sustainable development goals. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-10"},"PeriodicalIF":0.0,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144644493","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 Belonging in Nursing Using Narrative Pedagogy. 利用叙事教学法在护理学中教授归属感。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240626-02

Kristin Lambert

{"title":"Teaching Belonging in Nursing Using Narrative Pedagogy.","authors":"Kristin Lambert","doi":"10.3928/01484834-20240626-02","DOIUrl":"10.3928/01484834-20240626-02","url":null,"abstract":"Background: As Abraham Maslow asserts, belonging is essential to achieving self-esteem and self-actualization. With increasing numbers of novice nurse burnout and a perceived education-practice gap, promoting a sense of belonging is important to nurses' growth and psychological well-being and should start in nursing school.Method: An elective course, Belonging in Nursing, was developed to assist undergraduate nursing students in understanding the importance of belonging through narrative pedagogy. Course topics include the concept of belonging, managing moral distress, professional identity and boundaries, and readiness for practice.Results: Student feedback was positive, including the promotion of belonging in the class through hearing others express their fears and doubts and an increased awareness of moral distress and professional boundaries.Conclusion: Teaching Belonging in Nursing through narrative pedagogy aids in integrating this vital concept into the undergraduate nursing curriculum. Promoting belonging should start in nursing school and continue into novice nurse practice. [J Nurs Educ. 2025;64(7):e79-e82.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e79-e82"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524047","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

Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership. 通过独特的学术与临床合作，让护理专业学生参与临床研究。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240611-01

Kathryn Reilly, Mary Heitschmidt, Monique Reed

{"title":"Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership.","authors":"Kathryn Reilly, Mary Heitschmidt, Monique Reed","doi":"10.3928/01484834-20240611-01","DOIUrl":"10.3928/01484834-20240611-01","url":null,"abstract":"Background: A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students.Method: Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation.Results: Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable.Conclusion: Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [J Nurs Educ. 2025;64(7):e71-e75.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e71-e75"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515683","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

Erratum for "Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study". “澳大利亚偏远护理安置的混合教育：一项描述性定性研究”的勘误。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250611-02

引用次数: 0

Current Concerns of Nursing Students: Opportunities to Achieve Selected AACN Essentials. 护理学生当前关注的问题：实现选定AACN要点的机会。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250221-02

Susan J McKee, Wendy D Greenwood, Muna Bhattarai, Arica A Brandford

{"title":"Current Concerns of Nursing Students: Opportunities to Achieve Selected AACN Essentials.","authors":"Susan J McKee, Wendy D Greenwood, Muna Bhattarai, Arica A Brandford","doi":"10.3928/01484834-20250221-02","DOIUrl":"https://doi.org/10.3928/01484834-20250221-02","url":null,"abstract":"Background: Nursing students are preparing for practice amid unprecedented changes in educational practices and competencies, testing formats, and post-coronavirus disease 2019 (COVID-19) health care delivery. This study aimed to identify current student concerns and inform faculty interventions to support student success.Method: Three focus groups with 31 prelicensure baccalaureate nursing students from a South-Central United States public college of nursing explored concerns about education and practice transition.Results: Four themes emerged: (1) academic concerns (faculty turnover, curriculum challenges, and financial costs); (2) personal concerns (work-life balance and emotional stress); (3) internal protective factors (resilience and self-confidence); and (4) external protective factors (peer support and faculty mentorship). These findings aligned with Domains 9 and 10 in the AACN Essentials competencies for professional identity and personal development.Conclusion: Faculty should integrate stress management throughout the curriculum while maintaining academic rigor. Programs must balance technical competency with professional development and supporting students through targeted academic and personal support interventions. [J Nurs Educ. 2025;64(7):423-428.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"423-428"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593256","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

Investigating Self-Care Behaviors for Prelicensure Nursing Students: Baseline Findings. 护理预科学生自我护理行为调查：基线调查结果。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250103-01

Betty Parisek, Stephanie A Kelly, Stacey C Nseir, Alice Pasvogel

{"title":"Investigating Self-Care Behaviors for Prelicensure Nursing Students: Baseline Findings.","authors":"Betty Parisek, Stephanie A Kelly, Stacey C Nseir, Alice Pasvogel","doi":"10.3928/01484834-20250103-01","DOIUrl":"https://doi.org/10.3928/01484834-20250103-01","url":null,"abstract":"Background: Prelicensure nursing students face multiple stressors specific to their nursing education. Due to the nursing shortage, identifying methods to mitigate stress in nursing students is a priority. Adding integrative health modalities to the prelicensure nursing curriculum may encourage student resiliency and well-being.Method: A 3-year prospective repeated measures cohort trial for prelicensure nursing students entering one of three tracts was conducted at a southwestern United States university. Students were followed for four semesters of the nursing program and for 6 months after graduation. Valid and reliable measures were used to explore anxiety, depressive symptoms, stress, resilience, and self-care.Results: Baseline findings showed a relationship between mental health and self-care.Conclusion: The findings highlight several important points including the link between self-care and mental health. A significant positive correlation was observed between engaging in self-care activities and improved mental health indicators. [J Nurs Educ. 2025;64(7):440-444.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"440-444"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593259","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

Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education. 学生自主选择题：对能力本位教育的创新回应。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-12-10 DOI: 10.3928/01484834-20240723-04

Patricia C Pawlow, Patricia B Griffith

{"title":"Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education.","authors":"Patricia C Pawlow, Patricia B Griffith","doi":"10.3928/01484834-20240723-04","DOIUrl":"10.3928/01484834-20240723-04","url":null,"abstract":"Background: The shift to competency-based education inspired reflection on using multiple-choice questions (MCQs) to develop and assess student competency. Student-authored MCQs in other fields demonstrate a higher level of knowledge; however, a gap examining the use of this teaching methodology in nurse practitioner education exists.Method: Nurse practitioner students created MCQs addressing content objectives. Faculty reviewed each MCQ's accuracy; students integrated feedback and revised questions. Finalized MCQs were posted in a question bank for examination preparation.Results: The question bank contained 112 questions covering 32 topics. Students demonstrated increasing success on these questions in subsequent examinations. Questions sometimes revealed content misunderstanding, which faculty addressed and clarified. Student surveys revealed interest in assignment integration in all courses.Conclusion: This assignment has progressed to a group project, and a competency-based rubric, mapped to the level 2 American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education, was added. Using student-authored MCQs is a novel method to develop \"knows how\" competencies. [J Nurs Educ. 2025;64(7):e85-e88.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e85-e88"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804222","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

Using Podcasts to Facilitate Textbook Readings in a Medical-Surgical Nursing Course. 在内外科护理课程中使用播客促进教科书阅读。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240612-02

Elizabeth Zwilling

引用次数: 0

Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being. 发展试点课程以提高本科生的福利。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-12-10 DOI: 10.3928/01484834-20240723-02

Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann

{"title":"Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being.","authors":"Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann","doi":"10.3928/01484834-20240723-02","DOIUrl":"10.3928/01484834-20240723-02","url":null,"abstract":"Background: The purpose of this article is to describe the development and implementation of a program to improve well-being in undergraduate students and promote positive transitions into the workplace. College students experience anxiety, depression, and impaired coping, which were exacerbated during the COVID-19 (coronavirus disease 2019) pandemic. As students transition into their career, it is imperative they develop positive coping strategies and resiliency to manage workplace stress.Method: The Personal Leadership Collective (PLC) is designed as a four-semester series for third- and fourth-year nursing and business students. Four themes guided the activities: awareness, connection, agility, and growth. Students participated in asynchronous online learning modules and in-person activities. Fourth-year students who completed the series served as peer mentors to third-year students.Results: The program is undergoing formal evaluation. Anecdotal feedback from participants is positive.Conclusion: The PLC is a program that could enhance professional development in undergraduate students. [J Nurs Educ. 2025;64(7):e89-e93.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e89-e93"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804219","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