The Journal of nursing education最新文献

The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence. ChatGPT 效应：护理教育与生成式人工智能。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-02-01 DOI: 10.3928/01484834-20240126-01

Maxim Topaz, Laura-Maria Peltonen, Martin Michalowski, Gregor Stiglic, Charlene Ronquillo, Lisiane Pruinelli, Jiyoun Song, Siobhan O'Connor, Shoko Miyagawa, Hiroki Fukahori

{"title":"The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence.","authors":"Maxim Topaz, Laura-Maria Peltonen, Martin Michalowski, Gregor Stiglic, Charlene Ronquillo, Lisiane Pruinelli, Jiyoun Song, Siobhan O'Connor, Shoko Miyagawa, Hiroki Fukahori","doi":"10.3928/01484834-20240126-01","DOIUrl":"10.3928/01484834-20240126-01","url":null,"abstract":"This article examines the potential of generative artificial intelligence (AI), such as ChatGPT (Chat Generative Pre-trained Transformer), in nursing education and the associated challenges and recommendations for their use. Generative AI offers potential benefits such as aiding students with assignments, providing realistic patient scenarios for practice, and enabling personalized, interactive learning experiences. However, integrating generative AI in nursing education also presents challenges, including academic integrity issues, the potential for plagiarism and copyright infringements, ethical implications, and the risk of producing misinformation. Clear institutional guidelines, comprehensive student education on generative AI, and tools to detect AI-generated content are recommended to navigate these challenges. The article concludes by urging nurse educators to harness generative AI's potential responsibly, highlighting the rewards of enhanced learning and increased efficiency. The careful navigation of these challenges and strategic implementation of AI is key to realizing the promise of AI in nursing education. [J Nurs Educ. 2025;64(6):e40-e43.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e40-e43"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673971","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 a Collaborative Classroom on Clinical Judgment Development in Nursing Students. 协作课堂对护生临床判断发展的影响。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-03

Josephine Dawes, Elizabeth Landers

{"title":"The Effect of a Collaborative Classroom on Clinical Judgment Development in Nursing Students.","authors":"Josephine Dawes, Elizabeth Landers","doi":"10.3928/01484834-20250130-03","DOIUrl":"https://doi.org/10.3928/01484834-20250130-03","url":null,"abstract":"Background: Clinical judgment and collaborative practice are critical nursing skills essential for safe and effective patient care. Nursing educators are tasked with developing pedagogical approaches that foster these competencies in students.Method: This study explored nursing students' perceptions of a collaborative classroom environment designed to enhance clinical judgment. Students participated in simulation activities focused on complex patient scenarios. Their experiences and insights were captured using a qualitative, exploratory design involving focus groups and thematic analysis.Results: Findings revealed that students perceived synergy in collaborative learning, increased self-efficacy, strengthened clinical reasoning, and a more seamless integration of clinical judgment theory into practice.Conclusion: A collaborative classroom structure may support students in building critical clinical reasoning skills, enhancing self-efficacy, and bridging the theory-practice gap, potentially aiding in a smoother transition to professional practice. Further research is needed to expand these findings in diverse nursing education settings. [J Nurs Educ. 2025;64(6):365-371.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"365-371"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259806","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 Correlational Study of Burnout and Mitigating Psychological Factors in Undergraduate Nursing Students. 护理本科生职业倦怠与缓解心理因素的相关研究。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2025-01-17 DOI: 10.3928/01484834-20240827-05

Kathleen M Horan

{"title":"A Correlational Study of Burnout and Mitigating Psychological Factors in Undergraduate Nursing Students.","authors":"Kathleen M Horan","doi":"10.3928/01484834-20240827-05","DOIUrl":"10.3928/01484834-20240827-05","url":null,"abstract":"Background: Evidence indicates that many nursing students exhibit signs of burnout and consider leaving nursing during nursing school. However, there is scant literature on the extent of this problem or mitigating factors.Method: Undergraduate nursing students (n = 129) participated in a correlational study examining patterns of burnout and Psychological Capital (PsyCap), a four-pronged construct that captures hope, efficacy, resilience, and optimism. Burnout and PsyCap were measured using the Maslach Burnout Survey (MBI-GS) and the PsyCap Questionnaire (PCQ-24). Burnout prevalence was calculated. Correlations were assessed using MBI-GS subscales and the PCQ-24. Bivariate regressions were used to assess the effects of PsyCap on burnout dimensions.Results: High levels of exhaustion were identified, with 38.8% of the participants scoring in the overextended range, the first stage of burnout. Moderate PsyCap levels were found to be protective against burnout.Conclusion: Strategies to increase PsyCap in nursing students may enhance well-being and reduce dropout. [J Nurs Educ. 2025;64(6):376-380.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"376-380"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019419","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

Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study. 护士教育工作者对人工智能使用的看法：一项定性研究。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-01

Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin

{"title":"Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study.","authors":"Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin","doi":"10.3928/01484834-20250130-01","DOIUrl":"https://doi.org/10.3928/01484834-20250130-01","url":null,"abstract":"Background: The integration of generative artificial intelligence (GAI) into nursing education raises concerns owing to nursing's strong emphasis on human-centered care. This study explored novice nurse educators' perceptions of GAI in nursing education, examining the challenges, opportunities, and factors influencing their decisions regarding their use, as well as their vision for GAI's future role.Method: A descriptive qualitative study involving 17 nursing educators from various institutions was conducted using snowball sampling. Semistructured interviews conducted face-to-face and via Zoom were analyzed thematically using NVivo14 software.Results: Four themes emerged: (1) limited engagement and understanding of GAI; (2) challenges and skepticism; (3) readiness for GAI use; and (4) recommendations for improving GAI integration. Participants expressed mixed perceptions of the effects of GAI on nursing education.Conclusion: Despite skepticism, nurse educators have recognized the potential of GAI. Educational institutions must raise awareness of the benefits of GAI, provide targeted training, and develop infrastructure to support its adoption. [J Nurs Educ. 2025;64(6):339-345.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"339-345"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259804","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

Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program. 护理研究生课程的多样性、公平性和包容性能力。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-04

Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith

{"title":"Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program.","authors":"Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith","doi":"10.3928/01484834-20240513-04","DOIUrl":"10.3928/01484834-20240513-04","url":null,"abstract":"Background: The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students.Method: A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach.Results: Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms.Conclusion: The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2025;64(6):e35-e39.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e35-e39"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038141","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 Contemplative Activities in Course Design to Impart Caring Values. 在课程设计中利用沉思活动传递关爱价值观。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240429-01

Brandi B Stanley

引用次数: 0

Don't Fold Nursing Science-Fund It! 不要隐瞒护理科学——资助它！

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250512-02

Teri A Murray, Ashley Darcy Mahoney

引用次数: 0

Preparing for the Next Pandemic: Perceptions of Prelicensure Nursing Student Competencies. 为下一次大流行做准备：对护理学预科学生能力的看法。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2025-02-11 DOI: 10.3928/01484834-20241004-03

Rachel Cox Simms

引用次数: 0

Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review. 掀起护理中客观结构化临床检查实践的帷幕：一项范围综述。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-02

Lina Kantar

{"title":"Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review.","authors":"Lina Kantar","doi":"10.3928/01484834-20250130-02","DOIUrl":"https://doi.org/10.3928/01484834-20250130-02","url":null,"abstract":"Background: Amid calls to transform nursing curricula to competency-based education, assessments to capture the intricacy and complexity of practice remains inconsistent. The ubiquitous integration of the objective structured clinical examination (OSCE) in evaluation systems necessitated a consolidative review to determine practices that garner its effectiveness.Method: The review leaned on an extensive search of literature targeting nursing OSCEs between 2015 and 2024, guided by inclusion criteria. Of the 77 reviewed abstracts, only 16 primary studies met the criteria. Data were categorized into aims, designs, assessed competencies, psychometric properties, stakeholder preparation, implications, and recommendations.Results: The review converged on four OSCE principles: (1) design; (2) competencies; (3) psychometrics; and (4) stakeholder preparation. In-depth analysis unveiled the following OSCE practice themes: (a) deciding on the design; (b) deciding what to assess; (c) emulating clinical environment; and (d) safeguarding psychometrics.Conclusion: The derived OSCE practices can guide educators in their assessment practices to positively affect the educational process. [J Nurs Educ. 2025;64(6):356-364.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"356-364"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259805","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 Disaster Nursing Competencies: Strategies to Succeed. 灾害护理能力教学：成功的策略。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-01

Joanne C Langan, Karen S Moore

引用次数: 0