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

Teaching Interprofessional Leadership Excellence to Advanced Practice Nursing Students. 高级护理实习学生跨专业卓越领导力教学。

The Journal of nursing education Pub Date : 2025-03-13 DOI: 10.3928/01484834-20250108-05

Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver

{"title":"Teaching Interprofessional Leadership Excellence to Advanced Practice Nursing Students.","authors":"Patricia Daly, Sara J Edmund, Janay Young, Joan L Shaver","doi":"10.3928/01484834-20250108-05","DOIUrl":"https://doi.org/10.3928/01484834-20250108-05","url":null,"abstract":"Background: To strengthen holistic health care delivery, influential interprofessional (IP) leadership skills are crucial for nurse practitioners (NPs) working within typical disease-focused practice settings. To build competencies, an IP leadership learning protocol (ILLP) was developed using an evidence-informed conflict resolution self-study and patient-care video conference (PCVC) for family NP students, which was later adapted for psychiatric mental health (PMH) NP students and measured effectiveness.Method: Flipped-classroom initial self-study of IP leadership strategies and relevant clinical considerations culminated in applying this learning within the PCVC by role-playing deliberately contrived adversarial IP roles with a faculty facilitator intermittently designating students to act as the IP leader.Results: Immediately following the video conference, students completed a validated leadership self-efficacy (LSE) tool and a written evaluation. LSE scores improved significantly (p < .01), and short-answer themes showed positive student-perceived learning value.Conclusion: A well-designed virtual ILLP is effective for improving LSE in NP students. [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":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607634","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

Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage. 重新调整临床护士长课程以应对护理师资短缺问题。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-07-22 DOI: 10.3928/01484834-20240423-03

Bobbi Shatto, Geralyn Meyer, Kristine L'Ecuyer

引用次数: 0

The Changing Landscape of Gendered Language in Pregnancy and Birth: Editors' Experiences. 怀孕和分娩中性别语言的变化：编辑的经验。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240423-04

Karen Trister Grace, Noelene K Jeffers, Tanya Tringali, Cindy L Farley

引用次数: 0

The Nurse Educator Mentoring Dilemma: Novice Nurse Faculty Needs and Outcomes. 护士教育师徒困境：新手护士教师的需求和结果。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241120-03

Virginia Cuellar Tufano, E J Summers

{"title":"The Nurse Educator Mentoring Dilemma: Novice Nurse Faculty Needs and Outcomes.","authors":"Virginia Cuellar Tufano, E J Summers","doi":"10.3928/01484834-20241120-03","DOIUrl":"10.3928/01484834-20241120-03","url":null,"abstract":"Background: Academic literature remains divided regarding the effectiveness of formal mentoring programs vs. informal mentoring of new nurse educators. Understanding effective mentoring strategies can help onboard new nurse educators, reduce their cognitive load and learning curve, and positively influence their continued professional role development. This study explored mentoring methods that nurse educators perceived as beneficial in facilitating their transition to and retention in academia.Method: This descriptive phenomenological study utilized in-depth interviews to explore the essence of participants' lived experiences with both formal and informal mentoring.Results: Four themes emerged: (1) Noted Absence of Formal/Institutional Mentoring; (2) Success of Informal Mentoring; (3) Mentoring Dimensions: How Mentoring Typically Happened for Nurse Educators; and (4) Mentoring Outcomes: Ease of Transition to Academia.Conclusion: A deficiency of formal mentoring programs exists in nursing academia. The findings confirmed the effectiveness of informal mentoring in facilitating transition of clinical nurses to the teaching profession, thereby promoting their retention. [J Nurs Educ. 2025;64(3):177-184.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"177-184"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575001","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

Resilience of U.S. Nursing Students: A Theory-Guided Scoping Review. 美国护理专业学生的弹性：一项理论指导的范围审查。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20240702-05

Andra Opalinski, Laurie A Martinez

{"title":"Resilience of U.S. Nursing Students: A Theory-Guided Scoping Review.","authors":"Andra Opalinski, Laurie A Martinez","doi":"10.3928/01484834-20240702-05","DOIUrl":"10.3928/01484834-20240702-05","url":null,"abstract":"Background: Resilience plays a part in how individuals transition from the burnout and stress of an academic program to flourishing in a new professional nursing role. This theory-guided review explored what is known about nursing students and resilience. The long-term aim is to inform evidence-based practice for nurturing resilience of nursing students.Method: This review used the theory-guided literature review, a knowledge synthesis methodology guided by the society-to-cells resilience theory. This 10-step methodology facilitated approaching the review from the lens of nursing theory.Results: Resilience research within this population lacks consistent conceptual and operational definitions of resilience and theory-driven research, and practice change questions. Intervention evidence is scarce and addresses limited sub-factors from the society-to-cells resilience theory.Conclusion: Future research and practice change initiatives should provide consistent and clear conceptual and operational definitions, move from correlational to intervention projects, and target multiple levels of resilience subfactors. [J Nurs Educ. 2025;64(3):145-155.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"145-155"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574991","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 Practical Approach to Integrating a Telehealth Course and Health Informatics Skills Into a Curriculum for Advanced-Level Nursing Students. 将远程保健课程和健康信息学技能纳入高级护理学生课程的实用方法。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240423-01

Sharisse Hebert, Mari Tietze, Chloe Gaines

{"title":"A Practical Approach to Integrating a Telehealth Course and Health Informatics Skills Into a Curriculum for Advanced-Level Nursing Students.","authors":"Sharisse Hebert, Mari Tietze, Chloe Gaines","doi":"10.3928/01484834-20240423-01","DOIUrl":"10.3928/01484834-20240423-01","url":null,"abstract":"Background: Telemedicine and health informatics are a common aspect of patient care delivery in the United States. Graduate-level nursing students must be knowledgeable of telehealth and health informatics prior to entering the workforce as an advanced practice nurse. Nursing educators must provide educational opportunities within the curriculum that focus on telehealth and health informatics concepts that align with competencies. The Essentials: Core Competencies for Professional Nursing Education includes a new Domain #8 called, \"Informatics and Healthcare Technologies,\" where five key subdomains of this competency are defined.Method: This article describes the college's approach to incorporating telehealth and health informatics into the graduate-level curriculum and the associated alignment to the 2022 Essentials.Results: Faculty professional development and course revision strategies improved the infrastructure for teaching telehealth and health informatics.Conclusion: The new Domain, #8, Informatics and Healthcare Technologies, can be successfully infused into the DNP curriculum with student engagement. [J Nurs Educ. 2025;64(3):196-199.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"196-199"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447910","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

Implementing Open Educational Resources: Lessons Learned. 实施开放教育资源：经验教训。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241120-05

Joanne Noone, Tiffany Allen, Emily Elliott, Alanna Lowery, Glenise McKenzie, Ellen Garcia, Laura Mood

{"title":"Implementing Open Educational Resources: Lessons Learned.","authors":"Joanne Noone, Tiffany Allen, Emily Elliott, Alanna Lowery, Glenise McKenzie, Ellen Garcia, Laura Mood","doi":"10.3928/01484834-20241120-05","DOIUrl":"10.3928/01484834-20241120-05","url":null,"abstract":"Background: Effective training of clinical educators and preceptors is needed to support new nurses and to advance national recommendations that nurses be prepared to address health equity. A lack of instructors and preceptors has been identified as a contributing factor to the nursing shortage. Nurse educators and preceptors may not have had preparation in teaching concepts of health equity.Method: The Oregon Nursing Education Academy (ONEA) prepares clinical nurse faculty and preceptors through pathways of achieving a master's in nursing degree or selected graduate coursework in clinical teaching and health equity, respectively.Results: In 2 years, ONEA educated 32 clinical faculty and 46 preceptor scholars. Participant feedback indicates the program is reinvigorating enthusiasm for their career in nursing and substantiates their learning of health equity concepts.Conclusion: ONEA supports nurse educators and preceptors to advance their skill in educational principles and teaching health equity, to improve and transform health care. [J Nurs Educ. 2025;64(3):163-169.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"163-169"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574933","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

Nursing Students' Enhanced Cultural Competence After Study Abroad: A Mixed-Methods Study. 护生海外留学后文化能力提升：一项混合方法研究。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20250108-01

Kaitlyn S Louis, Anne White, Austin Brown

{"title":"Nursing Students' Enhanced Cultural Competence After Study Abroad: A Mixed-Methods Study.","authors":"Kaitlyn S Louis, Anne White, Austin Brown","doi":"10.3928/01484834-20250108-01","DOIUrl":"10.3928/01484834-20250108-01","url":null,"abstract":"Background: Cultural competence is an integral component of undergraduate nursing education. However, there is a lack of consensus on the best way to develop students' cultural competence. Although evidence supports short-term study abroad, few studies have used a mixed-methods theory-driven design.Method: This convergent mixed-methods study measured the change in cultural competence among baccalaureate nursing (BSN) degree students enrolled in an immersive study abroad program. Quantitative data from the instrument were analyzed to compare pre- and postexperience cultural competence scores. Reflective journal transcriptions were analyzed using deductive content analysis.Results: Results showed a statistically significant improvement in postexperience scores compared with preexperience scores. Major themes included embracing diversity, transformative journeys, emotional engagement, cross-cultural experiences, and joyful appreciation.Conclusion: This study emphasizes the effectiveness of theory-designed study abroad in enhancing BSN students' cultural competence and analyzes the effects on the individual theoretical constructs of cultural competence. [J Nurs Educ. 2025;64(3):185-191.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"185-191"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574934","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 Emotional and Physical Health Profile of Students Enrolled in a Public Nursing Program: A Cross-Sectional Study. 公立护理专业学生的身心健康状况：一项横断面研究。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241030-02

Kelley Strout, Rebecca Schwartz-Mette, Jade McNamara, Liam M O'Brien, Kayla Parsons, Dyan Walsh, Jen Bonnet, Maile Sapp

{"title":"An Emotional and Physical Health Profile of Students Enrolled in a Public Nursing Program: A Cross-Sectional Study.","authors":"Kelley Strout, Rebecca Schwartz-Mette, Jade McNamara, Liam M O'Brien, Kayla Parsons, Dyan Walsh, Jen Bonnet, Maile Sapp","doi":"10.3928/01484834-20241030-02","DOIUrl":"10.3928/01484834-20241030-02","url":null,"abstract":"Background: This study aimed to analyze the health status of northeastern U.S. baccalaureate nursing students.Method: The sample for this cross-sectional analysis included 292 nursing students. Matriculated full- and part-time nursing students were invited to participate. Most of the sample represented individuals identifying as White, heterosexual women younger than age 25 years who lived off campus. Students across all 4 years of school were at high risk for burnout and experienced high rates of perceived stress but were satisfied with their lives.Results: Significant differences were found between housing status, physical activity, and burnout (t = -3.7926, df = 154.87, p = 2.13 × 10 - 5). On-campus students (n = 67) were significantly more active (t [65.8] = 1.69, p = .095) and less burned out than off-campus students (n = 189, t [154.8] = -3.79, p < .001).Conclusion: Future research is needed to examine academia's role in the workforce's burnout crisis, especially concerning students younger than age 25 years. [J Nurs Educ. 2025;64(3):156-161.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"156-161"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574931","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 Code of Ethics for Nurses-Implications for Nursing Faculty. 护士职业道德准则——对护理学院的启示。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20250212-01

Deborah J Kenny, Mona Pearl Treyball

引用次数: 0