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A Qualitative Exploration of Student Perceptions on the Use of AI in an Undergraduate Nursing Research Course. 大学生在护理研究课程中使用人工智能认知的质性探讨。
IF 1.9
The Journal of nursing education Pub Date : 2025-10-01 DOI: 10.3928/01484834-20250519-03
Beverly W Dabney, Leigh Anne DeNotto
{"title":"A Qualitative Exploration of Student Perceptions on the Use of AI in an Undergraduate Nursing Research Course.","authors":"Beverly W Dabney, Leigh Anne DeNotto","doi":"10.3928/01484834-20250519-03","DOIUrl":"10.3928/01484834-20250519-03","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI) is increasingly integrated into nursing education, yet limited research exists on students' perceptions of AI use in nursing research courses. This study explored undergraduate nursing students' experiences using AI tools (ChatGPT and U-M GPT) in research courses.</p><p><strong>Method: </strong>This qualitative descriptive study used Braun and Clarke's six-step thematic analysis. Data were collected through anonymous written reflections from students enrolled in nursing research courses at two universities.</p><p><strong>Results: </strong>Five key themes emerged: (1) mixed initial perceptions; (2) shifting final perceptions; (3) AI strengths and limitations; (4) ethical concerns; and (5) use of AI in health care. Participants noted the potential of AI to enhance efficiency and provide feedback but expressed concerns about reliability, ethical use, and overreliance.</p><p><strong>Conclusion: </strong>Structured exposure to AI fostered positive perceptions of AI as a learning tool. Findings highlight the need for ethical frameworks and guidelines to support responsible integration, with future research exploring AI literacy and its implications for nursing education.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 10","pages":"620-626"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234791","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
Enhancing Nurse Practitioner Graduates' Transition to Practice Through an Innovative Statewide Collaboration of Academic and Professional Organizations. 通过全州范围内学术和专业组织的创新合作，加强护士执业毕业生向实践的过渡。
IF 1.9
The Journal of nursing education Pub Date : 2025-10-01 Epub Date: 2025-05-19 DOI: 10.3928/01484834-20241224-01
Sara Hubbell, Tracy Vernon Platt, Anna S Hamrick, Leslie Sharpe, Angela Trombley, Carrie Palmer, Amber Vermeesch, Tamara Link, Anka Roberto, Michelle Skipper
{"title":"Enhancing Nurse Practitioner Graduates' Transition to Practice Through an Innovative Statewide Collaboration of Academic and Professional Organizations.","authors":"Sara Hubbell, Tracy Vernon Platt, Anna S Hamrick, Leslie Sharpe, Angela Trombley, Carrie Palmer, Amber Vermeesch, Tamara Link, Anka Roberto, Michelle Skipper","doi":"10.3928/01484834-20241224-01","DOIUrl":"10.3928/01484834-20241224-01","url":null,"abstract":"<p><strong>Background: </strong>Nurse practitioners (NP) are among the fastest-growing occupations in the United States. NPs provide high-quality care and promote health equity by bridging critical gaps in health care delivery. Despite this essential role, new graduates report feeling inadequately prepared as they transition to clinical practice.</p><p><strong>Method: </strong>To address this, a steering committee of NP program leaders in North Carolina developed a pilot project to improve role transition preparedness. They created a webinar series on seven key topics, hosted by the North Carolina Nurses Association (NCNA), and surveyed graduating NP students for feedback.</p><p><strong>Results: </strong>The webinars were well-received and deemed useful for future practice.</p><p><strong>Conclusion: </strong>The goals of the project were successfully met, and the committee recommended expanding the series statewide with the NCNA's support. This pilot program offers a model for enhancing NP education and easing the transition to clinical practice.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"674-677"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144082961","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
Thinking Upstream: Preparing Students to Champion Health Equity. 思考上游：培养学生捍卫健康公平。
IF 1.9
The Journal of nursing education Pub Date : 2025-10-01 DOI: 10.3928/01484834-20250910-01
Teri A Murray
{"title":"Thinking Upstream: Preparing Students to Champion Health Equity.","authors":"Teri A Murray","doi":"10.3928/01484834-20250910-01","DOIUrl":"https://doi.org/10.3928/01484834-20250910-01","url":null,"abstract":"","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 10","pages":"611-612"},"PeriodicalIF":1.9,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145234760","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 Equity-Centered Trauma-Informed Approach to Nursing Education. 以公平为中心的创伤知情护理教育方法。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-24 DOI: 10.3928/01484834-20250530-05
Shandeigh N Berry, Elizabeth Nutter
{"title":"An Equity-Centered Trauma-Informed Approach to Nursing Education.","authors":"Shandeigh N Berry, Elizabeth Nutter","doi":"10.3928/01484834-20250530-05","DOIUrl":"https://doi.org/10.3928/01484834-20250530-05","url":null,"abstract":"<p><strong>Background: </strong>Diverse nursing students have unique learning needs, requiring a social justice approach to promote student success. This article evaluates the effectiveness of the Student Success Plan (SSP), a trauma-informed, equity-centered approach to nursing education.</p><p><strong>Method: </strong>A retrospective analysis was conducted of six nursing cohorts from Fall 2021 to Spring 2024 examining the retention, examination scores, and NCLEX first-time pass rates of students who received an SSP.</p><p><strong>Results: </strong>For students who received an SSP, the retention rate was 93% with an NCLEX first-time pass rate of 95%. Three patterns were identified in students who received an SSP: (1) first examination of the semester; (2) life events; and (3) students who struggled academically.</p><p><strong>Conclusion: </strong>The SSP program is a trauma-informed equity-centered approach to support diverse nursing students. This holistic approach fosters a sense of belonging. The program was successful in improving examination scores, student retention, and NCLEX first-time pass rates.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":1.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126899","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
Team-Based Learning: Peer Perspectives About Navigating Nursing School. 以团队为基础的学习：护理学校导航的同伴视角。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-24 DOI: 10.3928/01484834-20250529-01
Maria V Hughes
{"title":"Team-Based Learning: Peer Perspectives About Navigating Nursing School.","authors":"Maria V Hughes","doi":"10.3928/01484834-20250529-01","DOIUrl":"https://doi.org/10.3928/01484834-20250529-01","url":null,"abstract":"<p><strong>Background: </strong>The Peer Perspectives About Navigating Nursing School (PANNS) project focuses on developing nursing students' leadership skills, emphasizing teamwork, collaborative leadership, communication, and reflection through a unique group project platform.</p><p><strong>Method: </strong>In team format, senior-level baccalaureate nursing students created a video resource offering first-year nursing students' guidance on how to be successful in nursing school. The teams collaborated to set objectives, develop content, delegate tasks, and provide peer feedback, reinforcing essential teamwork skills.</p><p><strong>Results: </strong>Students gained valuable insights on leadership, strengthened their teamwork and communication skills, and acknowledged collaborative challenges, resulting in greater confidence and improved conflict resolution skills as reflected in the feedback.</p><p><strong>Conclusion: </strong>By participating in PANNS, nursing students developed enhanced leadership, communication, and conflict-resolution skills, preparing them for real-world teamwork. Engaging in shared decision making, conflict management, and effective communication provided practical experiences for building leadership skills.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126869","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
Students Leading Change: Assessing Planetary Health Education at a College of Nursing. 学生引领变革：评估护理学院的全球健康教育。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-24 DOI: 10.3928/01484834-20250529-02
Noah R Carson-Nelson, Luanda I Billups, Melinda J Pajor, Heide Cygan
{"title":"Students Leading Change: Assessing Planetary Health Education at a College of Nursing.","authors":"Noah R Carson-Nelson, Luanda I Billups, Melinda J Pajor, Heide Cygan","doi":"10.3928/01484834-20250529-02","DOIUrl":"https://doi.org/10.3928/01484834-20250529-02","url":null,"abstract":"<p><strong>Background: </strong>Nurses are often the first to observe the effects of climate change on patients and communities, yet nursing education often fails to adequately address these effects. The Planetary Health Report Card (PHRC) is a tool to evaluate integration of planetary health in health professional education. This article describes an effort to complete a PHRC for a College of Nursing (CON).</p><p><strong>Method: </strong>To determine a grade for each evaluation category of the PHRC, students assessed course curricula, institutional opportunities and policies, and faculty projects.</p><p><strong>Results: </strong>Overall, the CON received a 42% (letter grade: C) on the PHRC. The curriculum section scored the highest at 56%.</p><p><strong>Conclusion: </strong>This PHRC provides groundwork for the CON to improve integration of planetary health into nursing education. Scores indicate more work is needed to ensure nurses graduating from the CON are prepared to address climate health needs of patients and communities.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126927","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
Study Mapping to Increase Metacognitive Reading Skills for Test Taking. 研究映射提高应试元认知阅读技能。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-24 DOI: 10.3928/01484834-20250620-01
Marnie Kramer, Kim Mitchell
{"title":"Study Mapping to Increase Metacognitive Reading Skills for Test Taking.","authors":"Marnie Kramer, Kim Mitchell","doi":"10.3928/01484834-20250620-01","DOIUrl":"https://doi.org/10.3928/01484834-20250620-01","url":null,"abstract":"<p><strong>Background: </strong>Postsecondary students read as little as 20% of their assigned course readings. Reading develops students' inferential skills for exam preparation and test taking. Students with higher inferential skills are more likely to notice discrepancies at deeper levels of understanding and directly relate what they are reading into nursing care.</p><p><strong>Method: </strong>Study mapping is an educational strategy aimed at increasing students' inferential reading skills and abilities to organize multiple sources of information for test taking. Students can be taught a three-step process where they connect what they know with what they learn in class and their course readings.</p><p><strong>Results: </strong>Students described the benefits of study mapping, how they adapted it to fit their learning, and its effect on their test-taking skills.</p><p><strong>Conclusion: </strong>Practical learning strategies that encourage active learning and focused reading can improve students' metacognitive strategies for test taking.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":1.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126911","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
Exploring Variations in Emotional Intelligence and Burnout Among Traditional and Accelerated Baccalaureate Nursing Students. 传统护理学士学位与速成护理学士学位学生情绪智力与倦怠的差异研究。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-24 DOI: 10.3928/01484834-20250908-01
Carrie Ann Bailey, Lynn Beeler, James Lewis
{"title":"Exploring Variations in Emotional Intelligence and Burnout Among Traditional and Accelerated Baccalaureate Nursing Students.","authors":"Carrie Ann Bailey, Lynn Beeler, James Lewis","doi":"10.3928/01484834-20250908-01","DOIUrl":"https://doi.org/10.3928/01484834-20250908-01","url":null,"abstract":"<p><strong>Background: </strong>This study aims to validate a clinical language-centric self-assessment of emotional intelligence (EI) and burnout, examining the differences in EI and burnout subscales between accelerated baccalaureate nursing students (ABSN) and traditional baccalaureate nursing students (TBSN). Findings will inform curricular changes to support EI development.</p><p><strong>Method: </strong>Junior-level TBSN (<i>n</i> = 172) and first-semester ABSN (<i>n</i> = 72) students completed the Maslach Burnout Inventory (MBI) and the Scale for Emotional Functioning in Medicine (SEF: MED). Demographic data also were analyzed. The independent-samples Mann-Whitney U test was used to compare the two groups.</p><p><strong>Results: </strong>Significant differences were found in two subscales: emotional exhaustion (MBI) and emotional management (SEF: MED), indicating varied EI and burnout experiences between the groups.</p><p><strong>Conclusion: </strong>Understanding differences in EI and burnout perceptions among nursing students will enable faculty to design curricular changes that can enhance EI and reduce burnout in future nurses.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145126893","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
Time Allotted for Examination Item Types in Nursing Education. 护理教育考试题型时间分配。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 DOI: 10.3928/01484834-20250516-02
Vicki Moran, Sheila Chery, Heidi Israel, Olivia Moran
{"title":"Time Allotted for Examination Item Types in Nursing Education.","authors":"Vicki Moran, Sheila Chery, Heidi Israel, Olivia Moran","doi":"10.3928/01484834-20250516-02","DOIUrl":"https://doi.org/10.3928/01484834-20250516-02","url":null,"abstract":"<p><strong>Background: </strong>Examinations are used widely in nursing education to evaluate knowledge attainment. New item types were initiated in April 2023 by the National Council of State Boards of Nursing (NCSBN) for use on the Next Generation National Council Licensure Examination for Registered Nurses (NGN NCLEX-RN). Little evidence exists for how much time is needed for exams that use the new item types.</p><p><strong>Method: </strong>Item analysis was conducted on 772 questions that were answered by 14,728 nursing students. Seven item types were analyzed, including calculation, cloze, matrix, ordered response, hot spot, multiple choice, and multiple response.</p><p><strong>Results: </strong>Calculation questions required additional time. Multiple choice items required 1 minute per question. Questions that were more difficult required more time. Exams administered early in the nursing curriculum need more time allocated.</p><p><strong>Conclusion: </strong>Nursing educators should focus on time allotment for examinations based on the item types and difficulty.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"576-579"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025037","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
Exploring Students' Reasons to Pursue Nursing: Unveiling the Call to Care. 探索学生追求护理的理由：揭开护理的呼唤。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-06-30 DOI: 10.3928/01484834-20250314-02
Jeong-Ah Kim, Linda K Jones, Marianne Biangone, Blake Peck, Daniel Terry
{"title":"Exploring Students' Reasons to Pursue Nursing: Unveiling the Call to Care.","authors":"Jeong-Ah Kim, Linda K Jones, Marianne Biangone, Blake Peck, Daniel Terry","doi":"10.3928/01484834-20250314-02","DOIUrl":"10.3928/01484834-20250314-02","url":null,"abstract":"<p><strong>Background: </strong>The nursing profession faces workforce shortages and high turnover. Understanding nursing career choices is crucial. This study explores the role of interest in fostering grit among nursing students.</p><p><strong>Method: </strong>This qualitative descriptive study examined motivations of first-year Bachelor of Nursing students at a regional university in Australia. Data from \"Grow Your Grit\" program journal entries were analyzed to identify key themes; the study adhered to COREQ guidelines.</p><p><strong>Results: </strong>Four themes emerged: (1) encompassing a passion for helping others; (2) personal experiences with health care; (3) role models' influence; and (4) practical reasons. Students expressed a deep-seated desire to have a positive effect, inspired by personal health care experiences and role models.</p><p><strong>Conclusion: </strong>Intrinsic interests, such as compassion and personal experiences, in choosing a nursing career are vital and may inform educational strategies to sustain student engagement and resilience, contributing to a committed and competent nursing workforce.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"549-558"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532217","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
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