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

Emotional Freedom Technique for Stress Reduction in Nursing Students: A Pilot Project. 情绪释放技术在护理学生减压中的应用：一个试点项目。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2025-03-13 DOI: 10.3928/01484834-20250108-03

Sarah Hendricks-Patel, Kayla Harvey

{"title":"Emotional Freedom Technique for Stress Reduction in Nursing Students: A Pilot Project.","authors":"Sarah Hendricks-Patel, Kayla Harvey","doi":"10.3928/01484834-20250108-03","DOIUrl":"10.3928/01484834-20250108-03","url":null,"abstract":"Background: College-aged adults, particularly nursing students, experience high stress levels, which can detrimentally affect their academic success. Although current mental health interventions on college campuses are effective, they are hindered by cost and time constraints. However, the emotional freedom technique is a cost-effective, evidence-based technique that can be tailored to individual needs, making it a practical and promising solution for stress management.Method: This quasiexperimental pilot project examined the feasibility of using the emotional freedom technique for stress reduction in first-semester nursing students. Participants attended emotional freedom technique sessions for 13 weeks. The Subjective Units of Distress Scale and the Perceived Stress Scale-10 were used to assess distress and perceived stress levels.Results: The emotional freedom technique was a feasible and effective stress reduction technique.Conclusion: The emotional freedom technique may provide a novel strategy for reducing stress and distress in nursing students in an academic setting. [J Nurs Educ. 2025;64(7):436-439.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"436-439"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607631","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

Policy Recommendations to Address the Nurse Educator Shortage: Nominal Group Technique Findings. 解决护理教育工作者短缺的政策建议：名义上的小组技术发现。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250221-01

Shellye A Vardaman, Tracy Holt, Edwin-Nikko R Kabigting, Kristi S Miller, Edmund J Y Pajarillo, Maria Bajwa, Jan L Lee, Susan M Seibold-Simpson

{"title":"Policy Recommendations to Address the Nurse Educator Shortage: Nominal Group Technique Findings.","authors":"Shellye A Vardaman, Tracy Holt, Edwin-Nikko R Kabigting, Kristi S Miller, Edmund J Y Pajarillo, Maria Bajwa, Jan L Lee, Susan M Seibold-Simpson","doi":"10.3928/01484834-20250221-01","DOIUrl":"https://doi.org/10.3928/01484834-20250221-01","url":null,"abstract":"Background: There is a critical shortage of academic nurse educators (ANEs) in the United States. Using the nominal group technique, this qualitative study aims to comprehend the challenges ANEs face and provides a call to action for policy changes, addressing the persistent shortage.Method: A convenience sample of volunteers was recruited through an inquiry posted on a national professional nursing education organization's community discussion forum. Participants were informed of the workgroup's objective to formulate a systematic strategy to alleviate the ANE shortage.Results: Actionable strategies identified include increased funding, facilitation of ANE preparation, promotion of academic-practice partnerships, establishing a national center for nursing education, and elevation of the ANE role.Conclusion: Neglecting these measures will perpetuate the shortage of ANEs, affecting the availability of practicing nurses and consequently affecting the health and well-being of the population. [J Nurs Educ. 2025;64(7):415-422.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"415-422"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593260","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

Secondary Traumatic Stress in Baccalaureate Nursing Students: A Pilot Study. 护理本科学生继发性创伤应激：一项试点研究。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250129-03

Kristen N Oakley, Linda Carman Copel, Jennifer Gunberg Ross

{"title":"Secondary Traumatic Stress in Baccalaureate Nursing Students: A Pilot Study.","authors":"Kristen N Oakley, Linda Carman Copel, Jennifer Gunberg Ross","doi":"10.3928/01484834-20250129-03","DOIUrl":"https://doi.org/10.3928/01484834-20250129-03","url":null,"abstract":"Background: Nursing students completing clinical training are at risk for secondary traumatic stress (STS) development; however, STS measurement in students is limited. The purpose of this pilot study was to gather preliminary evidence of STS prevalence and severity in nursing students and determine its relationship to personal and clinical learning environment factors.Method: A descriptive, correlational multimethod pilot study design was used. One hundred twenty-three baccalaureate nursing students participated in the study. Descriptive and inferential statistics and thematic analysis were used to evaluate the data.Results: Fifty-six percent of the sample reported moderate to severe STS; 24% of the participants met preliminary posttraumatic stress disorder criteria related to secondary trauma exposure. STS correlates and qualitative findings are also reported.Conclusion: Given students' trauma exposure both personally and clinically, nurse educators should implement trauma-informed educational strategies. Further exploration of STS is warranted with additional nursing student populations. [J Nurs Educ. 2025;64(7):445-448.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"445-448"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593263","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

Infographics: A Novel Approach to Improve Faculty-Preceptor Communication. 信息图表：改善教师与实习生交流的新方法。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240626-03

Brenda B McNeil, Annette Jakubisin Konicki

{"title":"Infographics: A Novel Approach to Improve Faculty-Preceptor Communication.","authors":"Brenda B McNeil, Annette Jakubisin Konicki","doi":"10.3928/01484834-20240626-03","DOIUrl":"10.3928/01484834-20240626-03","url":null,"abstract":"Background: Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience.Method: Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences.Results: Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience.Conclusion: Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. [J Nurs Educ. 2025;64(7):e76-e78.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e76-e78"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524045","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 Mortality and Morbidity Conferences in Advanced Practice Nurse Education to Enhance Student Self-Efficacy. 在高级实践护士教育中利用死亡率和发病率会议提高学生的自我效能。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240613-01

Kayla Bellinger, Cleo Nicholas, Jacqueline Mainwaring, Jane Tobias

{"title":"Using Mortality and Morbidity Conferences in Advanced Practice Nurse Education to Enhance Student Self-Efficacy.","authors":"Kayla Bellinger, Cleo Nicholas, Jacqueline Mainwaring, Jane Tobias","doi":"10.3928/01484834-20240613-01","DOIUrl":"10.3928/01484834-20240613-01","url":null,"abstract":"Background: The integration of morbidity and mortality (M and M) conferences into advanced practice nurse (APN) nursing curricula is a novel approach aimed at enhancing education, reflective learning, and continuous improvement. M and M conferences have traditionally been a standard practice for medical specialties, yet a gap exists in their utilization within APN education.Method: A quasiexperimental pilot study with 20 student registered nurse anesthetists was conducted at a large urban academic center. The General Self-Efficacy Scale was utilized to evaluate student self-efficacy and confidence in managing adverse events.Results: Significant improvement in self-efficacy scores (p = .003) postintervention indicated the educational benefits of M and M conferences. All participants reported increased confidence in navigating unexpected events.Conclusion: The M and M conference is a valuable tool within APN education for cultivating self-efficacy and confidence in navigating adverse events. [J Nurs Educ. 2025;64(7):458-461.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"458-461"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515684","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

Declining PhD-Prepared Nurses: What Are the Solutions? 博士护士人数下降：解决办法是什么？

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250611-01

Marie N Fongwa, Sharon K Titus, Kathleen Ruccione

引用次数: 0

Questionable Research Practices: Cherry Picking. 有问题的研究实践：挑选樱桃。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250507-01

John M Taylor

引用次数: 0

Embracing Artificial Intelligence: Incorporating Artificial Intelligence Into Classroom Instruction. 拥抱人工智能：将人工智能融入课堂教学。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240626-01

Michelle Cullen, Megan Kirkpatrick

引用次数: 0

Interprofessional Education Simulation Project Using the Collaborative Care Model. 使用协作护理模式的跨专业教育模拟项目。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240613-02

Therese Mathews, Stephanie Burge, Jill Reed, Margaret Emerson, Kevin Kupzyk

{"title":"Interprofessional Education Simulation Project Using the Collaborative Care Model.","authors":"Therese Mathews, Stephanie Burge, Jill Reed, Margaret Emerson, Kevin Kupzyk","doi":"10.3928/01484834-20240613-02","DOIUrl":"10.3928/01484834-20240613-02","url":null,"abstract":"Background: Integrated behavioral health care (IBH), a team-based approach to care, involves behavioral health providers (BHP) to be utilized in primary care settings. Unfortunately, many BHP and primary care advanced practice nursing students do not receive IBH content in their educational curriculum. This article describes an innovative interprofessional simulation project (ISP) in a virtual IBH setting with primary care nurse practitioner and master's level counseling students.Method: The ISP involved students role-playing using case studies while enacting the roles exemplified in the Collaborative Care model (CoCM). Interprofessional faculty collaborated in developing the project and training facilitators and interprofessional students.Results: Of the students and faculty who completed a postsurvey, 87.7% reported an increase in preparedness in learning the CoCM, and 92.6% responded the preparation time for the project was \"appropriate.\"Conclusion: The ISP project resulted in high satisfaction and perceived increased preparedness for students and faculty to practice and teach IBH. [J Nurs Educ. 2025;64(7):462-466.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"462-466"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524046","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

Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience. 高级实践注册护士学生跨专业程序培训：有效合作与学生体验。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240612-03

Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely

{"title":"Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience.","authors":"Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely","doi":"10.3928/01484834-20240612-03","DOIUrl":"10.3928/01484834-20240612-03","url":null,"abstract":"Background: Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care.Method: Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture.Results: During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations.Conclusion: Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2025;64(7):e64-e67.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e64-e67"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515682","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