The Journal of nursing education最新文献

Outcomes of Concept-Based Curricula: An Integrative Review. 基于概念的课程的成果：综合评述。

The Journal of nursing education Pub Date : 2024-11-01 Epub Date: 2024-07-29 DOI: 10.3928/01484834-20240711-02

Martha Buckner, Sara Camp, Sandra Murabito

{"title":"Outcomes of Concept-Based Curricula: An Integrative Review.","authors":"Martha Buckner, Sara Camp, Sandra Murabito","doi":"10.3928/01484834-20240711-02","DOIUrl":"10.3928/01484834-20240711-02","url":null,"abstract":"Background: Complexity and change in health care environments, the rapid pace of knowledge generation, and changing education policy have led to national calls for change in nursing education. Many nursing programs have adopted a concept-based curriculum (CBC) to address these challenges. Yet, much is still uncertain about the outcomes and effectiveness of CBC, which requires large scale, time-consuming, and resource-intensive change.Method: This integrative review assesses the outcomes of CBC in nursing higher education with a focus on the comparison of CBC to traditional curricula.Results: The four relevant themes that emerged after an extensive literature review were critical thinking/clinical judgment, NCLEX-RN© (National Council Licensure Examination for Registered Nurses) pass rates, graduation rates, and student satisfaction scores. Overall, the evidence base is not robust. A valid and reliable tool to measure clinical judgment is needed. The review specifically addresses CBC effects on student critical thinking and clinical judgment, traditional outcome metrics, (NCLEX-RN success, graduation rates, and student satisfaction), and other perceived benefits.Conclusion: The authors found promising results on the effect CBC may have on critical thinking and clinical judgment and other perceived benefits. Findings were inconclusive on traditional outcome metrics. [J Nurs Educ. 2024;63(11):725-729.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141790700","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

Meeting Quality Improvement Learning Outcomes: Applying the Plan-Do-Study-Act Cycle. 实现质量改进学习成果：应用 "计划-实施-研究-行动 "循环。

The Journal of nursing education Pub Date : 2024-11-01 Epub Date: 2024-09-03 DOI: 10.3928/01484834-20240522-04

Annette M Elliott

引用次数: 0

Fulbright as Opportunity for U.S. Nursing Educators and International Nursing Schools. 富布赖特是美国护理教育工作者和国际护理学校的机遇。

The Journal of nursing education Pub Date : 2024-11-01 Epub Date: 2024-03-27 DOI: 10.3928/01484834-20240308-01

Lynda Boyer-Chu, Thu H T Huynh, Ngoan T N Nguyen, Tuyen K T Bui, Giang H L Ngo, Dao T Vu, Hieu H T Lam, Uyen B T Truong

{"title":"Fulbright as Opportunity for U.S. Nursing Educators and International Nursing Schools.","authors":"Lynda Boyer-Chu, Thu H T Huynh, Ngoan T N Nguyen, Tuyen K T Bui, Giang H L Ngo, Dao T Vu, Hieu H T Lam, Uyen B T Truong","doi":"10.3928/01484834-20240308-01","DOIUrl":"10.3928/01484834-20240308-01","url":null,"abstract":"Background: Nursing education across the globe is rapidly evolving in terms of curricular expectations and professional preparation. While there is a plethora of curricular resources and graduate programs in the United States, in some countries, these resources are limited. Methods: The Fulbright Specialist program, the application process, and challenges as well as the benefits of the role are described. The deliverables by the Fulbright Specialist, e.g. demonstrating classroom pedagogical methods, providing access to an online doctoral program, and explaining publication strategies, are noted.Results: Immediate and 2-month follow-up information regarding the Specialist's deliverables are described. The benefits to the Specialist are also detailed.Conclusion: Nursing educators in the U.S. and leaders of nursing schools outside of the U.S. are invited to share pedagogical practices and provide faculty development through the Fulbright Specialist program. The benefits of a collaboration are mutually beneficial. [J Nurs Educ. 2024;63(11):781-784.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295699","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 : 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":"https://doi.org/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. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","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 : 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":"https://doi.org/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. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","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

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 : 2024-10-28 DOI: 10.3928/01484834-20240612-02

Elizabeth Zwilling

引用次数: 0

Infographics: A Novel Approach to Improve Faculty-Preceptor Communication. 信息图表：改善教师与实习生交流的新方法。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240626-03

Brenda B McNeil, Annette Jakubisin Konicki

{"title":"Infographics: A Novel Approach to Improve Faculty-Preceptor Communication.","authors":"Brenda B McNeil, Annette Jakubisin Konicki","doi":"10.3928/01484834-20240626-03","DOIUrl":"https://doi.org/10.3928/01484834-20240626-03","url":null,"abstract":"Background: Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience.Method: Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences.Results: Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience.Conclusion: Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524045","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

Embracing Artificial Intelligence: Incorporating Artificial Intelligence Into Classroom Instruction. 拥抱人工智能：将人工智能融入课堂教学。

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

Michelle Cullen, Megan Kirkpatrick

{"title":"Embracing Artificial Intelligence: Incorporating Artificial Intelligence Into Classroom Instruction.","authors":"Michelle Cullen, Megan Kirkpatrick","doi":"10.3928/01484834-20240626-01","DOIUrl":"https://doi.org/10.3928/01484834-20240626-01","url":null,"abstract":"Background: Instructors used generative artificial intelligence (AI) as a teaching tool in a third-year baccalaureate nursing leadership course to help students understand and critique a change management proposal.Method: Instructors used generative AI to develop a sample section of a change proposal for students to critique in class followed by a class discussion.Results: Using generative AI enabled instructors to quickly develop a sample section of a change proposal for students to critique. During this learning activity, students recognized the importance of verifying information generated by AI sources for accuracy with evidence-informed sources. Students reported that critically appraising the sample provided clarity on the assignment.Conclusion: Leveraging generative AI in the classroom is a time-effective way for instructors to create learning activities for students, clarify the expectations for the assignment, and promote the importance of verifying information from AI sources. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524044","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

Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience. 高级实践注册护士学生跨专业程序培训：有效合作与学生体验。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240612-03

Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely

{"title":"Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience.","authors":"Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely","doi":"10.3928/01484834-20240612-03","DOIUrl":"https://doi.org/10.3928/01484834-20240612-03","url":null,"abstract":"Background: Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care.Method: Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture.Results: During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations.Conclusion: Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515682","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

Interprofessional Education Simulation Project Using the Collaborative Care Model. 使用协作护理模式的跨专业教育模拟项目。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240613-02

Therese Mathews, Stephanie Burge, Jill Reed, Margaret Emerson, Kevin Kupzyk

{"title":"Interprofessional Education Simulation Project Using the Collaborative Care Model.","authors":"Therese Mathews, Stephanie Burge, Jill Reed, Margaret Emerson, Kevin Kupzyk","doi":"10.3928/01484834-20240613-02","DOIUrl":"https://doi.org/10.3928/01484834-20240613-02","url":null,"abstract":"Background: Integrated behavioral health care (IBH), a team-based approach to care, involves behavioral health providers (BHP) to be utilized in primary care settings. Unfortunately, many BHP and primary care advanced practice nursing students do not receive IBH content in their educational curriculum. This article describes an innovative interprofessional simulation project (ISP) in a virtual IBH setting with primary care nurse practitioner and master's level counseling students.Method: The ISP involved students role-playing using case studies while enacting the roles exemplified in the Collaborative Care model (CoCM). Interprofessional faculty collaborated in developing the project and training facilitators and interprofessional students.Results: Of the students and faculty who completed a postsurvey, 87.7% reported an increase in preparedness in learning the CoCM, and 92.6% responded the preparation time for the project was \"appropriate.\"Conclusion: The ISP project resulted in high satisfaction and perceived increased preparedness for students and faculty to practice and teach IBH. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524046","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