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

Operationalizing Scholarship: A Scaffolded Micro-Credentialing Approach to Evidence-Based Practice Education. 操作性奖学金：基于证据的实践教育的支架微证书方法。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260827-01

Whitnie Willis

{"title":"Operationalizing Scholarship: A Scaffolded Micro-Credentialing Approach to Evidence-Based Practice Education.","authors":"Whitnie Willis","doi":"10.3928/01484834-20260827-01","DOIUrl":"https://doi.org/10.3928/01484834-20260827-01","url":null,"abstract":"Background: Undergraduate nursing students often engage in evidence-based practice (EBP) as a course requirement but have limited opportunities to develop sustained scholarly behaviors. Innovative approaches are needed to operationalize EBP competencies and promote deeper engagement.Method: A scaffolded micro-credentialing badge system was implemented in an undergraduate EBP course (N = 91). Six sequential badges aligned with scholarly competencies: critical appraisal, professional communication, scholarly peer review, scholarly writing, scholarly dissemination, and emerging scholar. Participation was voluntary. Descriptive statistics were used to evaluate engagement and progression.Results: Twenty-six students (28.6%) participated. Among participants, 61.5% completed peer review, 34.6% completed scholarly writing, and 19.2% advanced to dissemination. Three students (11.5%) completed all six badges, and 38.5% earned four or more badges.Conclusion: A scaffolded badge system promoted sustained scholarly engagement among participating students and offers a transferable model for advancing scholarly engagement and professional identity formation in undergraduate nursing education.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121405","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

Strengths and Weaknesses of Faculty Teaching Performance Reported by Graduate Nursing Students: A Descriptive Study. 护理研究生教师教学绩效报告的优势与劣势：一项描述性研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260826-01

Jennifer L Sipe, Janice M Beitz, Joseph J Cipriano

{"title":"Strengths and Weaknesses of Faculty Teaching Performance Reported by Graduate Nursing Students: A Descriptive Study.","authors":"Jennifer L Sipe, Janice M Beitz, Joseph J Cipriano","doi":"10.3928/01484834-20260826-01","DOIUrl":"https://doi.org/10.3928/01484834-20260826-01","url":null,"abstract":"Background: Research on graduate-level faculty performance is surprisingly limited yet quality teaching is critically important for students, patients, and the profession.Method: The study purpose was to describe graduate nursing students' perceptions of faculty strengths and weaknesses using retrospective qualitative design. The convenience sample represented 26 graduate didactic and clinical nursing courses taught from Fall 2019 through Spring 2024. Conceptual content analysis per Bengtsson was used to derive themes and subthemes.Results: Perceived performance strengths included: displaying teaching competence, displaying content mastery and competency, demonstrating good communication, promoting critical thinking and intellectual growth, creating a positive learning environment, and exhibiting caring faculty-student relationships. Perceived weaknesses included: delayed communication and feedback, displaying poor organization, displaying uncaring and nonsupportive behaviors, exhibiting weak clinical competence, displaying unprofessional demeanor and behavior, and displaying poor teaching competence. Students had inappropriate assumptions about faculty members' roles.Conclusion: Faculty strengths and weaknesses can inform faculty orientation and development.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121401","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 Developmental Diagnostic Reasoning Framework: A Faculty Guide for PMHNP Education. 发展性诊断推理框架：PMHNP教育的教师指南。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260826-03

Bobbie Posmontier, Raymond Zakhari

{"title":"The Developmental Diagnostic Reasoning Framework: A Faculty Guide for PMHNP Education.","authors":"Bobbie Posmontier, Raymond Zakhari","doi":"10.3928/01484834-20260826-03","DOIUrl":"https://doi.org/10.3928/01484834-20260826-03","url":null,"abstract":"Background: Psychiatric Mental Health Nurse Practitioner (PMHNP) students are expected to synthesize complex patient data, formulate differential diagnoses, and justify management decisions despite limited opportunities to develop diagnostic reasoning early in clinical training. PMHNP education lacks a developmental framework that aligns learner progression with faculty teaching, scaffolding, and assessment.Method: This conceptual article presents the five-phase developmental diagnostic reasoning framework (DDRF), integrating Benner's novice-to-expert framework, Stoltenberg's integrated developmental model, and meta-cognitive modeling to guide developmentally matched teaching, scaffolding, and assessment.Results: The DDRF aligns learner developmental readiness with progressive teaching strategies, scaffolding, assessment indicators, and a case exemplar to intentionally develop diagnostic reasoning.Conclusion: The DDRF reframes diagnostic reasoning as a developmental process and provides faculty with a practical roadmap for curriculum design, clinical supervision, learner assessment, and diagnostic reasoning development in PMHNP education.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-8"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121343","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

Embedding Undergraduate Nursing Students as Patient Navigators in Federally Qualified Health Centers. 将本科护理学生纳入联邦合格医疗中心的患者导航员行列。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-05 DOI: 10.3928/01484834-20260816-01

Nuha K Wareg, Chloe M Zink, Joseph Niizawa, Ying Liu, F Alicia Vaca, Morgan Shahan, Casey McCormick, Kevin D Everett, Jane A McElroy

{"title":"Embedding Undergraduate Nursing Students as Patient Navigators in Federally Qualified Health Centers.","authors":"Nuha K Wareg, Chloe M Zink, Joseph Niizawa, Ying Liu, F Alicia Vaca, Morgan Shahan, Casey McCormick, Kevin D Everett, Jane A McElroy","doi":"10.3928/01484834-20260816-01","DOIUrl":"https://doi.org/10.3928/01484834-20260816-01","url":null,"abstract":"Background: Enhancing nursing care coordination systems supports improvement of colorectal cancer (CRC) screening rates. This project implemented a nursing student-led patient navigation model to address open colonoscopy referrals while providing experiential, systems-based learning aligned with Kolb's experiential learning theory.Method: Undergraduate nursing students in a community-focused clinical course were trained as patient navigators and partnered with nine federally qualified health centers (FQHC) to review and act on open colonoscopy referrals.Results: Students assessed 303 open referrals, resulting in 26% completed colonoscopies, 43% nonadherent cases, and 21% scheduled but wait listed. Through hands-on navigation activities, students strengthened competencies in communication, care coordination, workflow problem solving, and health equity advocacy.Conclusion: A student-led navigation model is feasible and educationally valuable while improving CRC screening processes. This scalable approach enhances workforce readiness by providing real-world systems practice and supports FQHCs in reducing persistent screening barriers.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149121333","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

Operationalizing Trauma-Informed Care in Undergraduate Clinical Supervision: An Integrative Review. 在本科临床监督中实施创伤知情护理：一项综合综述。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-05-21 DOI: 10.3928/01484834-20260422-01

Robert Colin Blenis

{"title":"Operationalizing Trauma-Informed Care in Undergraduate Clinical Supervision: An Integrative Review.","authors":"Robert Colin Blenis","doi":"10.3928/01484834-20260422-01","DOIUrl":"10.3928/01484834-20260422-01","url":null,"abstract":"Background: Traditional models of clinical nursing supervision have relied on hierarchical evaluation structures and corrective approaches to error remediation that may inadvertently impair student learning by triggering neurobiological stress responses. Despite growing endorsement of trauma-informed care (TIC) principles in health professions education, their operationalization in clinical supervision remains underdeveloped.Method: An integrative review following Whittemore and Knafl's method was conducted across five databases (CINAHL, PubMed, PsycINFO, ERIC, Scopus) for literature published from 2015 to 2025. Twenty-nine sources were analyzed using thematic synthesis.Results: Four themes emerged: (1) theoretical frameworks grounding trauma-informed supervision (5R framework, emotion-cognition-action model); (2) structural anxiety-reduction strategies (psychological safety contracts and graded assertiveness), (3) restorative error remediation (shame resilience and advocacy-inquiry debriefing); and (4) systemic implementation barriers (academic-practice gap and policy misalignment).Conclusion: Psychological safety is a cognitive prerequisite for clinical reasoning, not merely a wellness initiative. The evidence supports a shift from evaluative to relational supervision models. Gaps in longitudinal outcome data and in-situ clinical research warrant further investigation.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"573-580"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147984974","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

Adapting the Lasater Clinical Judgment Rubric for Student Self-Assessment. 应用激光临床判断标准进行学生自我评价。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-04-17 DOI: 10.3928/01484834-20260227-05

Bev A Wilgenbusch, Victoria D Jurevic, Katy E Gilb, Caitlin E Jeanmougin, Alexis R Zehler, Britt S Cole, Jason Osborne

引用次数: 0

Strengthening Undergraduate Palliative Nursing Education Through Interprofessional Collaboration and Community Partnerships. 通过跨专业合作和社区伙伴关系加强本科姑息护理教育。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-04-01 DOI: 10.3928/01484834-20260227-03

Catherine Mbango, Brandi Felderhoff, Kailey Null

{"title":"Strengthening Undergraduate Palliative Nursing Education Through Interprofessional Collaboration and Community Partnerships.","authors":"Catherine Mbango, Brandi Felderhoff, Kailey Null","doi":"10.3928/01484834-20260227-03","DOIUrl":"10.3928/01484834-20260227-03","url":null,"abstract":"Background: Undergraduate nursing students are expected to demonstrate primary palliative care competencies upon graduation. The growing aging population and rising prevalence of complex chronic illnesses highlight an urgent need to prepare nurses who can deliver high-quality palliative care. Despite the 2021 AACN Essentials outlining revised primary palliative care competencies, new graduates continue to report insufficient preparation in these competencies.Method: A quasi-nonexperimental design with a purposeful sample of prelicensure nursing students was utilized. An interprofessional multimodal teaching approach was implemented to deliver the course content.Results: UNPCKS-2.0 scores increased from preintervention (M = 17.60 [SD = 4.52]) to postintervention (M = 18.60 [SD = 1.34]). CARES PC 2.0 results showed improved interprofessional communication, with \"strongly agree\" responses increasing from 27% preintervention to 71% postintervention.Conclusion: Survey data and student reflections demonstrated improved understanding of goals of care and quality-of-life support. Findings support integrating palliative care competencies throughout undergraduate nursing curricula.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"619-622"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597210","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

Aggression Management Training for Nursing Students: A Feasibility Study. 护生攻击管理训练的可行性研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-04-27 DOI: 10.3928/01484834-20260316-03

Paula Baisden, Danielle Cray

引用次数: 0

Bridging the Gap: Human Trafficking Education Improves Nursing Students' Knowledge and Confidence. 弥合差距：人口贩运教育提高护理专业学生的知识和信心。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-04-17 DOI: 10.3928/01484834-20260227-04

Stephanie P Arceneaux, Sharon Boudreaux

引用次数: 0

Revisiting Critical Thinking and Clinical Judgment in Nursing Education. 再论护理教育中的批判性思维与临床判断。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-06-04 DOI: 10.3928/01484834-20260422-02

Cheryl Thompson

{"title":"Revisiting Critical Thinking and Clinical Judgment in Nursing Education.","authors":"Cheryl Thompson","doi":"10.3928/01484834-20260422-02","DOIUrl":"10.3928/01484834-20260422-02","url":null,"abstract":"Background: Although critical thinking remains foundational to clinical judgment, it is often treated as a capability students have rather than a cognitive process to be intentionally developed. As competency frameworks and assessment models emphasize observable performance, the thinking processes that support learning and judgment development may receive less attention in nursing curricula. The purpose of this article is to revisit and clarify the role of critical thinking in the development of clinical judgment within nursing education.Method: The distinctions among critical thinking, clinical reasoning, clinical decision-making, and clinical judgment are reviewed within the framework of educational strategies that may position critical thinking as implicit, despite its pivotal role in clinical judgment.Results: Literature suggests that critical thinking underlies clinical reasoning and clinical judgment, but may receive inadequate attention when educational frameworks prioritize observable performance outcomes and competency demonstration.Conclusion: Clinical judgment cannot be developed or assessed without deliberate attention to the thinking processes that support it. Strengthening critical thinking requires intentional strategies that make thinking visible and integral to the application of learning in practice.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"607-610"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145672","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