The Journal of nursing education最新文献_第2页

Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study. 护士教育工作者对人工智能使用的看法：一项定性研究。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-01

Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin

{"title":"Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study.","authors":"Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin","doi":"10.3928/01484834-20250130-01","DOIUrl":"https://doi.org/10.3928/01484834-20250130-01","url":null,"abstract":"Background: The integration of generative artificial intelligence (GAI) into nursing education raises concerns owing to nursing's strong emphasis on human-centered care. This study explored novice nurse educators' perceptions of GAI in nursing education, examining the challenges, opportunities, and factors influencing their decisions regarding their use, as well as their vision for GAI's future role.Method: A descriptive qualitative study involving 17 nursing educators from various institutions was conducted using snowball sampling. Semistructured interviews conducted face-to-face and via Zoom were analyzed thematically using NVivo14 software.Results: Four themes emerged: (1) limited engagement and understanding of GAI; (2) challenges and skepticism; (3) readiness for GAI use; and (4) recommendations for improving GAI integration. Participants expressed mixed perceptions of the effects of GAI on nursing education.Conclusion: Despite skepticism, nurse educators have recognized the potential of GAI. Educational institutions must raise awareness of the benefits of GAI, provide targeted training, and develop infrastructure to support its adoption. [J Nurs Educ. 2025;64(6):339-345.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"339-345"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259804","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

Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program. 护理研究生课程的多样性、公平性和包容性能力。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-04

Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith

{"title":"Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program.","authors":"Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith","doi":"10.3928/01484834-20240513-04","DOIUrl":"10.3928/01484834-20240513-04","url":null,"abstract":"Background: The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students.Method: A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach.Results: Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms.Conclusion: The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2025;64(6):e35-e39.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e35-e39"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038141","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 Contemplative Activities in Course Design to Impart Caring Values. 在课程设计中利用沉思活动传递关爱价值观。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240429-01

Brandi B Stanley

引用次数: 0

Don't Fold Nursing Science-Fund It! 不要隐瞒护理科学——资助它！

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250512-02

Teri A Murray, Ashley Darcy Mahoney

引用次数: 0

Preparing for the Next Pandemic: Perceptions of Prelicensure Nursing Student Competencies. 为下一次大流行做准备：对护理学预科学生能力的看法。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2025-02-11 DOI: 10.3928/01484834-20241004-03

Rachel Cox Simms

引用次数: 0

Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review. 掀起护理中客观结构化临床检查实践的帷幕：一项范围综述。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-02

Lina Kantar

{"title":"Raising the Curtain on Objective Structured Clinical Examination Practices in Nursing: A Scoping Review.","authors":"Lina Kantar","doi":"10.3928/01484834-20250130-02","DOIUrl":"https://doi.org/10.3928/01484834-20250130-02","url":null,"abstract":"Background: Amid calls to transform nursing curricula to competency-based education, assessments to capture the intricacy and complexity of practice remains inconsistent. The ubiquitous integration of the objective structured clinical examination (OSCE) in evaluation systems necessitated a consolidative review to determine practices that garner its effectiveness.Method: The review leaned on an extensive search of literature targeting nursing OSCEs between 2015 and 2024, guided by inclusion criteria. Of the 77 reviewed abstracts, only 16 primary studies met the criteria. Data were categorized into aims, designs, assessed competencies, psychometric properties, stakeholder preparation, implications, and recommendations.Results: The review converged on four OSCE principles: (1) design; (2) competencies; (3) psychometrics; and (4) stakeholder preparation. In-depth analysis unveiled the following OSCE practice themes: (a) deciding on the design; (b) deciding what to assess; (c) emulating clinical environment; and (d) safeguarding psychometrics.Conclusion: The derived OSCE practices can guide educators in their assessment practices to positively affect the educational process. [J Nurs Educ. 2025;64(6):356-364.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"356-364"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259805","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 Disaster Nursing Competencies: Strategies to Succeed. 灾害护理能力教学：成功的策略。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-01

Joanne C Langan, Karen S Moore

引用次数: 0

Harnessing the Untapped Potential of Ambulatory Clinical Placements in Prelicensure Nursing Education. 在执业前护理教育中挖掘非住院临床实习的潜力。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240429-03

Carrie Jeffrey, Tressa Quayle, Diane Rindlisbacher

{"title":"Harnessing the Untapped Potential of Ambulatory Clinical Placements in Prelicensure Nursing Education.","authors":"Carrie Jeffrey, Tressa Quayle, Diane Rindlisbacher","doi":"10.3928/01484834-20240429-03","DOIUrl":"10.3928/01484834-20240429-03","url":null,"abstract":"Background: The purpose of this academic-practice partnership was to expand nursing prelicensure educational opportunities beyond the walls of acute care hospital settings and into communities and ambulatory environments to address clinical placement shortages and support clinical practice recruiting efforts.Method: Leaders from Annie Taylor Dee School of Nursing, Weber State University and Intermountain Health collaborated to design and implement a plan for innovative clinical placements across the state through regular work sessions, frequent communication, shared electronic cloud documents, and real-time adaptations and adjustments.Results: The successful implementation of the project resulted in the placement of 296 prelicensure students from 36 clinical groups in various ambulatory and community health environments, which increased total clinical rotation days and decreased reliance on hospital and long-term care facilities.Conclusion: Through innovative planning and implementation, academic-practice partnerships can address clinical placement site shortages and harness the untapped potential of underutilized clinical placement opportunities outside acute care hospital settings. [J Nurs Educ. 2025;64(6):381-384.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"381-384"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038142","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

Improving Prelicensure Student Learning and Experience With Interactive Online Learning Modules. 利用交互式在线学习模块改善执业前学生的学习和体验。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-03

Megan E Stuffle

{"title":"Improving Prelicensure Student Learning and Experience With Interactive Online Learning Modules.","authors":"Megan E Stuffle","doi":"10.3928/01484834-20240513-03","DOIUrl":"10.3928/01484834-20240513-03","url":null,"abstract":"Background: Fundamentals of Nursing students at a large school of nursing in the Midwest reported difficulty using their course textbooks. There was also an increase in course failures and a decrease in performance on a Fundamentals of Nursing National Council Licensure Examination (NCLEX-RN®) preparatory proctored examination.Method: A pilot project was implemented to evaluate the effectiveness of interactive, online learning modules compared to textbook readings on student performance, access and use of resources, and student experience.Results: Following the pilot there was a significant improvement in course grades among traditional but not accelerated students using the modules compared to those using the textbook. Students reported that the modules were more engaging, cost-effective, and appealing to various learning styles. Weaknesses identified were the module lengths and technological concerns.Conclusion: The online, interactive modules engaged students with course materials, reduced costs, and may have changed student performance. Additional research is needed among students in other courses and programs. [J Nurs Educ. 2025;64(6):e48-e51.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e48-e51"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038143","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

Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory. 应对本科生社区健康护理临床中的挑战：科尔布的体验式学习理论。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-03 DOI: 10.3928/01484834-20240513-02

Modjadji Choshi

{"title":"Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory.","authors":"Modjadji Choshi","doi":"10.3928/01484834-20240513-02","DOIUrl":"10.3928/01484834-20240513-02","url":null,"abstract":"Background: The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.Method: Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.Results: The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.Conclusion: Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [J Nurs Educ. 2025;64(6):e31-e34.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e31-e34"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142116696","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