The Journal of nursing education最新文献_第10页

Collaborative Mentorship: Two Innovative Approaches for New Faculty Success. 合作指导：促进新教师成功的两种创新方法。

The Journal of nursing education Pub Date : 2025-02-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240422-02

Peggy Bergeron, Ann-Marie Irons, Clarissa Hall

{"title":"Collaborative Mentorship: Two Innovative Approaches for New Faculty Success.","authors":"Peggy Bergeron, Ann-Marie Irons, Clarissa Hall","doi":"10.3928/01484834-20240422-02","DOIUrl":"10.3928/01484834-20240422-02","url":null,"abstract":"Background: Much like the transition from novice to experienced nurse, the transition of an experienced nurse to a nurse faculty member can be difficult and daunting. One way to prepare new nurse faculty is to establish a mentor-ship program. The Mentor the Mentors project (seasoned faculty) and the Mentorship Academy (new faculty) provided knowledge, tips, and resources to mentors and new nurse faculty to achieve faculty success, satisfaction, and retention.Method: The Mentor the Mentors project and the Mentorship Academy were implemented for 1 year. Time-lines were established for mentors for how often to meet with mentees. Selected orientation topics, such as university support services, promotion and tenure guidelines, active learning strategies, learning management system navigation, and university guidelines, were reviewed with mentees. Two-group midpoint and endpoint surveys were utilized for this descriptive pilot study.Results: All mentors reported that they felt very supported and confident in their abilities to mentor to new faculty. All of the mentees reported that their participation in the Mentorship Academy empowered them to succeed in their new faculty role.Conclusion: Information gained will guide future program planning for faculty mentorship. [J Nurs Educ. 2025;64(2):125-127.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"125-127"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447911","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

Understanding Nursing Backwards: The Evolution of Nursing as a Profession. 逆向理解护理：护理专业的演变。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20241004-04

Denise J Drevdahl, Mary K Canales

{"title":"Understanding Nursing Backwards: The Evolution of Nursing as a Profession.","authors":"Denise J Drevdahl, Mary K Canales","doi":"10.3928/01484834-20241004-04","DOIUrl":"10.3928/01484834-20241004-04","url":null,"abstract":"Background: Becoming a profession, attaining professionalism, and transmitting a professional identity have been ongoing projects within nursing since the 1860s. To gain an understanding of nursing's attention on these three processes, the authors examined them from the context of self-regulation, a key hallmark of professionalism.Method: Historical understandings of self-regulatory processes associated with nursing organizational representation, education standards, and regulatory requirements were traced. Mapping these understandings involved searching the literature and websites to outline historical events aligned with formation of professional nursing organizations for education, practice, and regulation, including accreditation and licensure.Results: Past opportunities for nursing professional organizations to coordinate and collaborate with respect to self-regulation were missed such that fragmentation exists and persists within the discipline, with multiple organizations overseeing numerous professional and self-regulatory standards and processes.Conclusion: Different paths need to be taken to create a future that better serves the discipline and meets its public obligations. [J Nurs Educ. 2025;64(2):99-108.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"99-108"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392880","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

Innovating Nursing Education Through Partnership With Individuals With Intellectual and Developmental Disabilities. 通过与智力和发育障碍人士合作创新护理教育。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20240923-03

Mark J Fisher, J Carolyn Graff, Cindy Hill, Julie LaMothe, Serge' R Nelson, Kathleen A Kent, Cecily L Betz

{"title":"Innovating Nursing Education Through Partnership With Individuals With Intellectual and Developmental Disabilities.","authors":"Mark J Fisher, J Carolyn Graff, Cindy Hill, Julie LaMothe, Serge' R Nelson, Kathleen A Kent, Cecily L Betz","doi":"10.3928/01484834-20240923-03","DOIUrl":"10.3928/01484834-20240923-03","url":null,"abstract":"Background: Health disparities of individuals with intellectual and developmental disabilities (IDD) have been a longstanding public health concern. Unlike the engagement of service sectors and governmental entities in advocating for human rights and health equity, the nursing profession remains absent from these discussions. Transformational changes are needed to promote systemic changes that will improve health outcomes of individuals with IDD.Method: Strategic planning is needed to effect transformational changes in nursing education. Innovation in nursing education involves an informed understanding of health care barriers that individuals with IDD experience and the necessary processes to effectively engage in partnerships with this population.Results: An approach for change in nursing education is proposed based on IDD concepts in federal legislation and initiatives, social policies, and the self-advocacy movement, and its application in nursing education is described.Conclusion: Integrating IDD concepts into nursing curricula can improve health care equity and health outcomes of individuals with IDD. [J Nurs Educ. 2025;64(2):75-80.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"75-80"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392875","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

Integrating Implicit Bias Training for Undergraduate Holistic Admission Reviewers. 将隐性偏见培训纳入本科生整体入学审查员培训。

The Journal of nursing education Pub Date : 2025-02-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240423-02

Angela D Alston, Amy Jauch

{"title":"Integrating Implicit Bias Training for Undergraduate Holistic Admission Reviewers.","authors":"Angela D Alston, Amy Jauch","doi":"10.3928/01484834-20240423-02","DOIUrl":"10.3928/01484834-20240423-02","url":null,"abstract":"Background: The need to create a diverse nursing work-force has increased the use of a holistic admission process across the country. Holistic admission processes alone are insufficient to addressing bias that may have unintentional impact on the review process. Intentionality with implicit bias training is necessary to create a more equitable admission process.Method: Integration of implicit bias training was multipronged and included overview information and individual activities, including the practice of reviewing applicants. Data from the practice reviews were aggregated and used for small group discussion.Results: Since integration of implicit bias training, overall admission rates for underrepresented racial and ethnic applicants increased from 14.5% in 2019 to 29.1% in 2022.Conclusion: While other factors cannot be ruled out in contributing to the increased diversity, the integration of implicit bias education and bias-mitigating strategies throughout the required training for holistic admission reviewers is beneficial to increasing diversity in nursing admissions. [J Nurs Educ. 2025;64(2):128-131.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"128-131"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447926","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

Development of the "Through the Eyes of …" Program for Improving Cultural Awareness. 制定 "通过......的眼睛 "计划提高文化意识计划。

The Journal of nursing education Pub Date : 2025-02-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240422-04

Dana Tschannen, Patricia Tillman-Meakins, Megan Keiser, Melissa Bathish, Carman Turkelson

{"title":"Development of the \"Through the Eyes of …\" Program for Improving Cultural Awareness.","authors":"Dana Tschannen, Patricia Tillman-Meakins, Megan Keiser, Melissa Bathish, Carman Turkelson","doi":"10.3928/01484834-20240422-04","DOIUrl":"10.3928/01484834-20240422-04","url":null,"abstract":"Background: Understanding the role implicit bias plays in health inequities can aid students in adopting a culturally humble approach to working with diverse communities. This article describes the development of the \"Through the Eyes of …\" training program, aimed at improving cultural humility, empathy, and implicit bias awareness of nursing students.Method: A series of simulated experiences using 360-degree video capture was developed, allowing students to explore personal and societal responses to the experiences of the populations served within the community. The training materials were pilot tested with a group of prelicensure nursing students.Results: Students (N = 25) reported strong agreement that the simulations provided adequate information, necessary support, problem-solving ability, time for feedback/reflection, and fidelity. The students enjoyed hearing other perspectives and the realistic nature of the simulated scenarios.Conclusion: The program allowed students the opportunities to explore with the goal of improving nursing practice and patient outcomes. [J Nurs Educ. 2025;64(2):136-140.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"136-140"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447912","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

An Augmented Reality System for Enhancing a Didactic Baccalaureate Nursing Course. 增强现实系统用于提高护理学学士学位课程的教学效果。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20240925-01

Donna Zimmaro Bliss, Mary Steffes, Nate Wilson, Erica Timko Olson, Cynthia Sherraden Bradley, Carol Flaten, Olga V Gurvich, Lily Bastian, Jared Laine Dyreson, Alexandra Weinberger, Molly Conway, Adam Becker

{"title":"An Augmented Reality System for Enhancing a Didactic Baccalaureate Nursing Course.","authors":"Donna Zimmaro Bliss, Mary Steffes, Nate Wilson, Erica Timko Olson, Cynthia Sherraden Bradley, Carol Flaten, Olga V Gurvich, Lily Bastian, Jared Laine Dyreson, Alexandra Weinberger, Molly Conway, Adam Becker","doi":"10.3928/01484834-20240925-01","DOIUrl":"10.3928/01484834-20240925-01","url":null,"abstract":"Background: Potential benefits of enhancing nursing education using augmented reality (AR) invite further investigation of its applications. This study evaluated an AR system augmenting classes on complex cardiac problems in an undergraduate didactic nursing course.Method: This study used a mixed-methods, quasiexperimental, and non-concurrent controlled design. Pre- and posttest scores for self-assessment quizzes and two examinations were compared for control group participants who received usual teaching (n = 51) and intervention group participants who received AR-enhanced teaching (n = 39).Results: Usual teaching and the AR system were rated positively for realism, effectiveness, and usefulness by approximately 40% of the participants in both groups. The AR system had positive ratings for innovation, capturing interest, and engagement. Quiz and examination scores increased in both groups but were not significantly different between groups.Conclusion: AR is an innovative approach promoting student engagement and interest in learning. [J Nurs Educ. 2025;64(2):81-89.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"81-89"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392873","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

Impact of Preceptors: Doctor of Nursing Practice Alumni Perceptions. 导师的影响：护理实践博士校友的看法。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20241031-01

Terese Blakeslee, Wilawan Christraksa, Mary Theisen, Amanda Pena, Ashley Rainey, Jennifer Carrera, Carol Klingbeil, Julia Snethen

{"title":"Impact of Preceptors: Doctor of Nursing Practice Alumni Perceptions.","authors":"Terese Blakeslee, Wilawan Christraksa, Mary Theisen, Amanda Pena, Ashley Rainey, Jennifer Carrera, Carol Klingbeil, Julia Snethen","doi":"10.3928/01484834-20241031-01","DOIUrl":"10.3928/01484834-20241031-01","url":null,"abstract":"Background: Proliferation of Doctor of Nursing Practice (DNP) programs has increased the demand for quality preceptors. This program evaluation project was developed to identify alumni perspectives of their precepted experience. DNP graduates offered insights that could be a future foundation for further exploration of the essential nature of the preceptor role in the DNP student experience.Method: Individual interviews of graduates (n = 30) were conducted anonymously via Zoom (Zoom Communications, Inc.) using a semistructured question format. Data were analyzed using the six phases of thematic analysis process described by Braun and Clarke (2006).Results: An overarching theme was that preceptors are essential to DNP education. Participants discussed finding and compensating preceptors, as well as preceptor expectations and relationships with students.Conclusion: High-quality preceptors are essential to DNP education. Alumni described a deep appreciation for preceptor expertise. Research is needed to further investigate graduates' insights and recommendations. [J Nurs Educ. 2025;64(2):115-120.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"115-120"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392874","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

Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study. 了解NCLEX-RN复写者的学习需求：一项先导发展设计研究。

The Journal of nursing education Pub Date : 2025-02-01 Epub Date: 2024-12-09 DOI: 10.3928/01484834-20240724-01

Marnie Kramer

{"title":"Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study.","authors":"Marnie Kramer","doi":"10.3928/01484834-20240724-01","DOIUrl":"10.3928/01484834-20240724-01","url":null,"abstract":"Background: Graduates who fail the National Council Licensing Examination for Registered Nurses (NCLEX-RN) require evidence-informed educational support.Method: This educational development study tested an online program created by a nurse educator and researcher for Canadian-educated nursing students (n = 19) who were taking the NCLEX-RN for the second time. Data collected were biweekly virtual meetings with detailed field notes, program completion data, and self-reported NCLEX-RN results. Formative evaluation of the online program was completed after each of the three research cycles.Results: Ten students passed and two students failed the next examination, five students were lost to follow-up, and two students withdrew from the study. Participants had challenges completing the online program. Two types of repeat writers emerged and included students who had an under or over attention to their studying during remediation. Given these findings, specific education design principles are suggested for repeat NCLEX-RN test takers.Conclusion: Students who take the NCLEX-RN a second time require combined cognitive and affective learning supports to combat the stress of failing. [J Nurs Educ. 2025;64(2):121-124.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"121-124"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804174","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

Overcoming Obstacles: The Stories of Nursing and Psychiatric Nursing Students With Disabilities. 克服障碍：护理和精神科残疾护理学生的故事。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20241030-01

Andrea E Thomson, Catherine Baxter, Nicole Brasseur, Michelle Magnusson, Sherri Dyck

{"title":"Overcoming Obstacles: The Stories of Nursing and Psychiatric Nursing Students With Disabilities.","authors":"Andrea E Thomson, Catherine Baxter, Nicole Brasseur, Michelle Magnusson, Sherri Dyck","doi":"10.3928/01484834-20241030-01","DOIUrl":"10.3928/01484834-20241030-01","url":null,"abstract":"Background: Efforts should be made to promote inclusion of people with disabilities within nursing education. However, nursing students have reported inaccessible educational instruction, challenges accessing accommodations, and discriminatory practices.Method: Narrative inquiry was used to explore the stories of six nursing and psychiatric nursing students who self-identify with disabilities.Results: The stories shared included experiences during the coronavirus disease 2019 (COVID-19) pandemic, self-disclosure, use of accommodations and adaptive technology, experiences of stigma, and overcoming obstacles. The narratives highlighted the added challenges of balancing classroom requirements with clinical practice responsibilities. As a result of the competing demands, participants experienced burnout.Conclusion: Despite legislative mandates, inclusive practices in nursing education continue to be overlooked. Focusing on strengths, providing appropriate accommodations, and fostering a culture of inclusivity and support can ensure aspiring nurses have equal opportunities to pursue their education and contribute to the nursing profession. [J Nurs Educ. 2025;64(2):109-114.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"109-114"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392876","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 Effects of Nursing Assistant Work on Academics, Anxiety, and Clinical Judgment. 护理助理工作对学业、焦虑及临床判断的影响。

The Journal of nursing education Pub Date : 2025-02-01 DOI: 10.3928/01484834-20240925-02

Janet Marie Reed, Loretta Aller, Richard E Ferdig

{"title":"The Effects of Nursing Assistant Work on Academics, Anxiety, and Clinical Judgment.","authors":"Janet Marie Reed, Loretta Aller, Richard E Ferdig","doi":"10.3928/01484834-20240925-02","DOIUrl":"10.3928/01484834-20240925-02","url":null,"abstract":"Background: Nursing students increasingly are working as nursing assistants (NA) while pursuing their nursing education. The literature discusses both the stressors and benefits of students working as an NA during nursing school; however, there is limited research on the direct effects of students having NA experience during nursing school.Method: This repeated measures study examined the effects of NA experience on grade point average, anxiety levels, and clinical judgment in simulation among undergraduate nursing students.Results: No significant differences were found in grade point average or anxiety levels between nursing students with and without NA experience. However, nursing students with at least 12 months of NA experience demonstrated significantly higher clinical judgment in individual simulations, particularly in the responding phase of Tanner's model.Conclusion: Although NA work experience may not significantly affect grade point average or anxiety, it may enhance nursing students' clinical judgment, particularly when they respond to clinical situations. [J Nurs Educ. 2025;64(2):91-97.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 2","pages":"91-97"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392878","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