The Journal of nursing education最新文献

Exploring Students' Reasons to Pursue Nursing: Unveiling the Call to Care. 探索学生追求护理的理由：揭开护理的呼唤。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250314-02

Jeong-Ah Kim, Linda K Jones, Marianne Biangone, Blake Peck, Daniel Terry

{"title":"Exploring Students' Reasons to Pursue Nursing: Unveiling the Call to Care.","authors":"Jeong-Ah Kim, Linda K Jones, Marianne Biangone, Blake Peck, Daniel Terry","doi":"10.3928/01484834-20250314-02","DOIUrl":"https://doi.org/10.3928/01484834-20250314-02","url":null,"abstract":"Background: The nursing profession faces workforce shortages and high turnover. Understanding nursing career choices is crucial. This study explores the role of interest in fostering grit among nursing students.Method: This qualitative descriptive study examined motivations of first-year Bachelor of Nursing students at a regional university in Australia. Data from \"Grow Your Grit\" program journal entries were analyzed to identify key themes; the study adhered to COREQ guidelines.Results: Four themes emerged: (1) encompassing a passion for helping others; (2) personal experiences with health care; (3) role models' influence; and (4) practical reasons. Students expressed a deep-seated desire to have a positive effect, inspired by personal health care experiences and role models.Conclusion: Intrinsic interests, such as compassion and personal experiences, in choosing a nursing career are vital and may inform educational strategies to sustain student engagement and resilience, contributing to a committed and competent nursing workforce. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532217","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

Alumni Perspectives on Cultural Competence After a Rural Farms Immersion Experience. 校友对农村农场沉浸式体验后文化能力的看法。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250220-03

Lisa F Schiller, Jeanette M Olsen, Jack D MacLeod

{"title":"Alumni Perspectives on Cultural Competence After a Rural Farms Immersion Experience.","authors":"Lisa F Schiller, Jeanette M Olsen, Jack D MacLeod","doi":"10.3928/01484834-20250220-03","DOIUrl":"https://doi.org/10.3928/01484834-20250220-03","url":null,"abstract":"Background: The Rural Farms program is a domestic intercultural immersion in a senior-level community health and leadership nursing clinical course. Students provide on-site health and safety education, health screenings, and immunizations to Latino/a/e workers on rural dairy farms. This study explored the effects of the experience on perceived cultural competence and its translation to nursing practice after graduation.Method: Qualitative data were collected via survey from alumni who completed the Rural Farms program between 2011 and 2018. Data were analyzed using thematic analysis.Results: Three themes depicting dimensions of cultural competence were identified: (1) awareness; (2) attitudes; and (3) behaviors. Responses implied a progressive nature to these themes that was initiated through the experiences of the clinical experience and sustained in nursing practice following graduation.Conclusion: Domestic intercultural immersion may enhance cultural competence while simultaneously expanding clinical opportunities, meeting community health needs and preparing future nurses to advance health equity. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532215","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

Enhancing Health Assessment Skills in Nursing Education Through Structured Practice. 通过结构化实践提高护理教育中的健康评估技能。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250312-01

Herica M Torres Alzate, Karen Aul

{"title":"Enhancing Health Assessment Skills in Nursing Education Through Structured Practice.","authors":"Herica M Torres Alzate, Karen Aul","doi":"10.3928/01484834-20250312-01","DOIUrl":"https://doi.org/10.3928/01484834-20250312-01","url":null,"abstract":"Background: Various teaching methodologies traditionally have been integrated into the curriculum design of a health assessment course for prelicensure nursing students. A consistent and repetitive practice method often is lacking to help students develop mastery of health assessment skills.Method: Concepts of structured practice, a concept rooted in deliberate practice, were integrated into the curriculum of a health assessment course. The course design featured clear objectives, students' comprehension of tasks, repeated attempts to reach desired outcomes, immediate group feedback, and individual guidance.Results: Students actively engaged in their learning, which promoted the development of mastery in their skills. The structured practice approach offered practice opportunities through formative assessments, real-time laboratory sessions, and self-reflective videos, all aimed at delivering constructive feedback and guiding improvement.Conclusion: Nursing students can develop their skills through structured practice in a controlled, supportive environment that prioritizes continuous improvement through feedback. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532216","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

Scaling Up Doctor of Nursing Practice Project Processes for Large Student Cohorts. 为大型学生群体扩大护理实践博士项目流程。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250220-02

Sara Hubbell, Stephanie R Duea, Erin Wax, Coleen O'Brien, Shannon Ford, Crystal Dodson, Lorie Sigmon, Diane Parker, Susan Young, Amanda Culp-Roche, Lecia Reardon

{"title":"Scaling Up Doctor of Nursing Practice Project Processes for Large Student Cohorts.","authors":"Sara Hubbell, Stephanie R Duea, Erin Wax, Coleen O'Brien, Shannon Ford, Crystal Dodson, Lorie Sigmon, Diane Parker, Susan Young, Amanda Culp-Roche, Lecia Reardon","doi":"10.3928/01484834-20250220-02","DOIUrl":"https://doi.org/10.3928/01484834-20250220-02","url":null,"abstract":"Background: A Doctor of Nursing Practice (DNP) Program extended its admission criteria to include both Masters- and Bachelor of Science in Nursing-prepared students, thereby increasing annual average enrollment from 12 to over 100 students. This increased enrollment precipitated a time-sensitive need to overhaul the DNP Project process to accommodate large student cohorts.Method: A task force was formed and charged with designing the structure, processes, and outcome measures of a DNP Project to accommodate large student cohorts and be scalable in response to future fluctuations in cohort sizes.Results: Three DNP Project courses, delivered in a series, were redesigned and successfully implemented. Additionally, an innovative faculty workload model was developed and approved by school administration.Conclusion: Training DNP students to engage in the health care system, implement actions to improve care, and evaluate effectiveness can drive significant improvements in health care and health outcomes and expand their skills as DNP-prepared nurse leaders. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532219","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 PEARLS to Guide Supportive Conversations With Nursing Students After Clinical Related Critical Incidents. 在临床相关的重大事件后，使用珍珠指导与护理学生的支持性对话。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250312-02

Jaime Gallaher, Giuliana Harvey

{"title":"Using PEARLS to Guide Supportive Conversations With Nursing Students After Clinical Related Critical Incidents.","authors":"Jaime Gallaher, Giuliana Harvey","doi":"10.3928/01484834-20250312-02","DOIUrl":"https://doi.org/10.3928/01484834-20250312-02","url":null,"abstract":"Background: Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The risk of exposure to critical incidents coupled with the potential for re-traumatization from past personal experiences adds complexity to teaching and learning in the clinical environment.Method: Providing clinical nurse educators with tools to facilitate timely and supportive conversations with students who have experienced clinical related critical incidents are imperative. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework, with emphasis of a trauma-informed approach (TIA), may be used by clinical educators to guide supportive conversations with students who have experienced these unexpected events.Results: Clinical educators' use of the PEARLS debriefing framework underpinned by a TIA creates opportunities for students to express their initial emotions, explore new insights, and navigate next steps.Conclusion: Supporting nursing students after a clinical related critical incident requires educators to be flexible and adaptable by offering individualized and personalized assistance to learners. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532193","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

Substance Use Education: An Open Access Module for Undergraduate Nursing Students. 药物使用教育：本科护理学生开放获取模块。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250313-04

Nicole Adams, Karen J Foli, Wanju Huang

引用次数: 0

Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs. 本科护理学制预备课程之基因基因组学能力发展。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250220-01

Jeffrey Willey, Karen Whitt, Ruth Lucas, Mary Hanson-Zalot

{"title":"Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs.","authors":"Jeffrey Willey, Karen Whitt, Ruth Lucas, Mary Hanson-Zalot","doi":"10.3928/01484834-20250220-01","DOIUrl":"https://doi.org/10.3928/01484834-20250220-01","url":null,"abstract":"Background: Precision health is emerging as standard of care in acute and ambulatory settings. Foundational education of genetic and genomic content is needed in prelicensure nursing curriculum. An International Society of Nurses in Genetics task force was created to identify key content for entry-level practitioners.Method: The task force reviewed the literature and syllabi from existing undergraduate courses to inform the development of entry-level student genomic competencies.Results: Nine genomic competencies were identified. A crosswalk mapped the competencies to select professional organization standards.Conclusion: The crosswalk assists prelicensure nursing faculty to integrate genomic competencies into existing curriculum programs or stand-alone courses. Future steps include consultation with international nursing genomic experts to standardize curricular competencies for use by nurse educators around the world. The crosswalk links these competencies to professional standards, which provides robust demonstration of attention to accreditation requirements. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532218","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 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