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

Innovative Exercise for Nursing PhD Students: Addressing Biases During Integrative Literature Reviews. 护理学博士生的创新练习：解决综合文献综述中的偏见。

The Journal of nursing education Pub Date : 2024-08-22 DOI: 10.3928/01484834-20240501-01

Knar Sagherian, Katy Malone, Karen Rose

{"title":"Innovative Exercise for Nursing PhD Students: Addressing Biases During Integrative Literature Reviews.","authors":"Knar Sagherian, Katy Malone, Karen Rose","doi":"10.3928/01484834-20240501-01","DOIUrl":"https://doi.org/10.3928/01484834-20240501-01","url":null,"abstract":"Background: Nursing PhD students face the difficulty of conducting integrative literature reviews that may lead to bias and lack of rigor particularly in the literature search, data evaluation, and data analysis stages. This article describes the development and use of an arts-based learning exercise to identify potential biases and improve on the critical and writing skills of students during the integrative literature review process.Method: The exercise consisted of visits to the university's museum, moderated discussions with nursing faculty and the museum educator, visual analyses of artwork, building art portfolios, and writing assignments. The exercise was modified over 3 years based on student feedback.Results: Students reported the exercise helped in critical and writing skills, in identifying areas of potential bias, and in enhancing the methodological rigor of the review process.Conclusion: Conducting literature reviews is integral in doctoral nursing education and this innovative exercise can facilitate this process. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038144","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

Innovative Insights: Teaching Best Debriefing Practices Through Debriefing the Debrief. 创新见解：通过汇报汇报，传授最佳汇报方法。

The Journal of nursing education Pub Date : 2024-08-22 DOI: 10.3928/01484834-20240425-01

Chelsea Lebo, Alyssa Ryan

{"title":"Innovative Insights: Teaching Best Debriefing Practices Through Debriefing the Debrief.","authors":"Chelsea Lebo, Alyssa Ryan","doi":"10.3928/01484834-20240425-01","DOIUrl":"https://doi.org/10.3928/01484834-20240425-01","url":null,"abstract":"Background: Debriefing is essential in nursing education, aiding self-reflection and knowledge comprehension. Following the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice for Debriefing is key in promoting self-awareness and achieving learning objectives. Nurse educator students must practice designing, prebriefing, facilitating, and debriefing simulations to identify areas for improvement.Method: A simulation experience was developed for graduate nurse educator students who participated in a postoperative scenario as nurses. Debriefing followed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method. Students debriefed the debrief gaining insight from an educator's perspective.Results: The experience was valuable, gaining insights into the application of simulation. Debriefing the debrief allowed for reflection and dialogue from the educators' perspective.Conclusion: Debriefing the debrief allows nurse educator students to effectively analyze simulation-based education. Utilizing the PEARLS method allows for active engagement and reflection, improving the simulation's debrief. Deliberate practice and reflective debriefing prepare nurse educator students for their roles, by enhancing simulation outcomes and nursing education. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038145","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

Prevalence of Academic Burnout Among Nursing Students: A Systematic Review and Meta-Analysis. 护理专业学生学术倦怠的普遍性：系统回顾与元分析》。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240502-04

José Ángel Hernández-Mariano, Erika Hurtado-Salgado, María Del Carmen Velázquez-Núñez, Lea A Cupul-Uicab

{"title":"Prevalence of Academic Burnout Among Nursing Students: A Systematic Review and Meta-Analysis.","authors":"José Ángel Hernández-Mariano, Erika Hurtado-Salgado, María Del Carmen Velázquez-Núñez, Lea A Cupul-Uicab","doi":"10.3928/01484834-20240502-04","DOIUrl":"10.3928/01484834-20240502-04","url":null,"abstract":"Background: Nursing students are prone to academic burnout (AB) as the result of frequent exposure to stressful situations. AB is associated with physical and mental health problems; thus, identifying the burden of AB is crucial for prevention. This review sought to estimate the global prevalence of AB among nursing students.Method: PubMed, Web of Science, EBSCO, SciELO, CUIDEN, LILACS, and BASE databases were searched. The prevalence of AB was estimated using random effects meta-analysis.Results: A total of 34 studies (n = 9,554 students) were included. The pooled prevalence of AB was 35% (95% CI [24%, 47%]; n = 23 studies), with the highest prevalence (58%) observed in Asia. The pooled prevalence of high emotional exhaustion, high depersonalization, and low personal accomplishment was 40%, 23%, and 30%, respectively.Conclusion: AB is more common than previously estimated among nursing students. Academic institutions should consider AB in their core curriculum. [J Nurs Educ. 2024;63(8):533-539.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"533-539"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908758","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

Social Media Use and Psychological Distress Among Undergraduate Nursing Students: A Review. 社交媒体的使用与护理专业本科生的心理压力：综述。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240502-03

Chloe E Davis, Ijeoma Julie Eche-Ugwu, Nadia Alcindor

{"title":"Social Media Use and Psychological Distress Among Undergraduate Nursing Students: A Review.","authors":"Chloe E Davis, Ijeoma Julie Eche-Ugwu, Nadia Alcindor","doi":"10.3928/01484834-20240502-03","DOIUrl":"10.3928/01484834-20240502-03","url":null,"abstract":"Background: Undergraduate nursing students experience high stress and use social media sites at high rates. Yet, there is a paucity of literature focused on understanding the association between social media use and psychological distress among undergraduate nursing students.Method: Guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), a systematic review was conducted on the association between social media use and psychological distress among undergraduate nursing students.Results: Ten articles met the inclusion criteria. Most of the included studies used cross-sectional designs. The findings indicated that undergraduate nursing students who followed social media sites were more likely to report symptoms of psychological distress, particularly significant depressive and anxiety symptoms.Conclusion: Undergraduate nursing students who use social media are likely to experience psychological distress. Combined interventions focused on minimizing social media use and reducing academic stress may help foster the psychological health of nursing students. [J Nurs Educ. 2024;63(8):540-545.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"540-545"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908760","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

Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study. 翻转式护理课程中的知识获取与保留：一项准实验研究。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240404-03

Emily Ka Lai Ng

{"title":"Knowledge Acquisition and Retention in a Flipped Nursing Course: A Quasiexperimental Study.","authors":"Emily Ka Lai Ng","doi":"10.3928/01484834-20240404-03","DOIUrl":"https://doi.org/10.3928/01484834-20240404-03","url":null,"abstract":"Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"501-506"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908755","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

Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education? 护理教育中的有意识学习：它能促进基于能力的教育取得成功吗？

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240426-02

Sarah Mollman

{"title":"Intentional Learning in Nursing Education: Can It Foster Success in Competency-Based Education?","authors":"Sarah Mollman","doi":"10.3928/01484834-20240426-02","DOIUrl":"https://doi.org/10.3928/01484834-20240426-02","url":null,"abstract":"Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.Method: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473).Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"552-555"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908754","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

Mentoring Experiences of New Nontenured Faculty in Undergraduate Nursing: A Qualitative Study. 本科护理学非终身制新教师的指导经验：定性研究。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240503-01

Dione Sandiford, Shira Birnbaum, Charlotte Thomas-Hawkins

{"title":"Mentoring Experiences of New Nontenured Faculty in Undergraduate Nursing: A Qualitative Study.","authors":"Dione Sandiford, Shira Birnbaum, Charlotte Thomas-Hawkins","doi":"10.3928/01484834-20240503-01","DOIUrl":"https://doi.org/10.3928/01484834-20240503-01","url":null,"abstract":"Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching.Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs.Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role.Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"525-532"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908757","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

Advancing Equity and Justice in Academic Nursing Through Trauma-Informed Education Practice. 通过创伤知情教育实践促进护理学术的公平与公正。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240502-01

Rana Halabi Najjar, Kupiri Ackerman-Barger

{"title":"Advancing Equity and Justice in Academic Nursing Through Trauma-Informed Education Practice.","authors":"Rana Halabi Najjar, Kupiri Ackerman-Barger","doi":"10.3928/01484834-20240502-01","DOIUrl":"https://doi.org/10.3928/01484834-20240502-01","url":null,"abstract":"Background: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development.Method: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy.Results: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building.Conclusion: Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507-514.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"507-514"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908794","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

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review. 通过学术辅导促进护理教育中的学术成功：范围界定综述。

The Journal of nursing education Pub Date : 2024-08-01 DOI: 10.3928/01484834-20240501-02

Sharon Rose Mingo, Olivia Fitch, Lindsay Tierney, Debora Nesbitt

{"title":"Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.","authors":"Sharon Rose Mingo, Olivia Fitch, Lindsay Tierney, Debora Nesbitt","doi":"10.3928/01484834-20240501-02","DOIUrl":"10.3928/01484834-20240501-02","url":null,"abstract":"Background: Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success.Method: A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success.Results: Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design.Conclusion: Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 8","pages":"515-524"},"PeriodicalIF":0.0,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141908759","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

Developing Formative Strategies to Support Undergraduate Nursing Student's Learning in the Lab. 制定形成性策略，支持护理专业本科生在实验室学习。

The Journal of nursing education Pub Date : 2024-08-01 Epub Date: 2024-02-01 DOI: 10.3928/01484834-20240122-02

Giuliana Harvey, Heather MacLean, Mohamed El Hussein, Stephanie Zettel, Daniella Benacchio

引用次数: 0