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From Pathophysiology to Prevention: Implementing a Vaccine-Preventable Diseases Project for Pre-Nursing Students. 从病理生理学到预防：为护理预科学生实施疫苗可预防疾病项目。
The Journal of nursing education Pub Date : 2025-05-01 Epub Date: 2024-09-03 DOI: 10.3928/01484834-20240425-02
Sabra Custer, Nikki R Smith, Dwayne Alleyne, Stephanie Turner
{"title":"From Pathophysiology to Prevention: Implementing a Vaccine-Preventable Diseases Project for Pre-Nursing Students.","authors":"Sabra Custer, Nikki R Smith, Dwayne Alleyne, Stephanie Turner","doi":"10.3928/01484834-20240425-02","DOIUrl":"10.3928/01484834-20240425-02","url":null,"abstract":"<p><strong>Background: </strong>Information about vaccine-preventable diseases (VPDs) and vaccinations should be included throughout nursing curricula to prepare future nurses to promote vaccination with patients and combat misinformation.</p><p><strong>Method: </strong>In a large, pre-nursing course, faculty designed a self-directed activity focused on VPDs and vaccinations that required students to analyze various sources and create presentations about these topics.</p><p><strong>Results: </strong>Student feedback indicated the learning outcomes of this educational intervention were largely met and that students felt positive about this type of activity overall.</p><p><strong>Conclusion: </strong>Including information in early nursing courses regarding VPDs and vaccinations can positively influence students' knowledge, confidence, and perceptions of these topics. Independent student projects involving higher cognitive domain levels can be successfully integrated into large pre-nursing courses. <b>[<i>J Nurs Educ</i>. 2025;64(5):e13-e15.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e13-e15"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142116699","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
Beyond Self-Directed Learning: The Role of Self-Regulated Learning in Nursing Education. 超越自主学习：自我调节学习在护理教育中的作用。
The Journal of nursing education Pub Date : 2025-05-01 DOI: 10.3928/01484834-20250108-07
Vicki Dunk, Judy Craft
{"title":"Beyond Self-Directed Learning: The Role of Self-Regulated Learning in Nursing Education.","authors":"Vicki Dunk, Judy Craft","doi":"10.3928/01484834-20250108-07","DOIUrl":"10.3928/01484834-20250108-07","url":null,"abstract":"<p><strong>Background: </strong>Self-directed learning (SDL) is widely adopted in nursing education but has limitations in preparing students for professional practice. Self-regulated learning (SRL) provides a complementary approach, emphasizing strategies learners use to manage their own learning.</p><p><strong>Method: </strong>This article reviews the theoretical distinctions and connections between SDL and SRL, focusing on their application in nursing education. Challenges associated with SDL readiness are examined, alongside the potential of SRL to address these issues.</p><p><strong>Results: </strong>Although SDL emphasizes learner autonomy, SRL focuses on teachable strategies and processes that support cognition, motivation, and behaviors. SRL offers a practical framework to foster academic success and enhance readiness for self-directed learning.</p><p><strong>Conclusion: </strong>Incorporating SRL principles into nursing education can better align teaching practices with student needs, supporting the development of lifelong learning skills and improving readiness for professional challenges. <b>[<i>J Nurs Educ</i>. 2025;64(5):287-293.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 5","pages":"287-293"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144063795","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 Digital Interventions to Support Faculty Development and Enhance Learning Transfer. 利用数字干预支持教师发展和加强学习转移。
The Journal of nursing education Pub Date : 2025-05-01 Epub Date: 2024-07-23 DOI: 10.3928/01484834-20240425-03
Brenda Elliott, Katie A Chargualaf, Barbara Patterson
{"title":"Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer.","authors":"Brenda Elliott, Katie A Chargualaf, Barbara Patterson","doi":"10.3928/01484834-20240425-03","DOIUrl":"10.3928/01484834-20240425-03","url":null,"abstract":"<p><strong>Background: </strong>New approaches to faculty development are needed. A longitudinal multimodal approach to faculty development was undertaken to enhance content learning transfer from a workshop to teaching practice.</p><p><strong>Method: </strong>Ten timed digital interventions were delivered to nurse educators every 3 to 4 weeks over 10 months following a 5-hour workshop. The Kirkpatrick model was used to evaluate the intervention.</p><p><strong>Results: </strong>Postintervention results support timed digital interventions as an innovative way to leverage technology used by faculty every day to facilitate transfer of learning of veteran-centered care content covered during a workshop to their teaching practice.</p><p><strong>Conclusion: </strong>Future considerations include application to other areas of nursing education practice. <b>[<i>J Nurs Educ</i>. 2025;64(5):e3-e5.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e3-e5"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750151","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
Association of Peer Mentoring on Nursing Student Retention: A Systematic Literature Review. 同伴辅导对护理学生保留的影响：系统文献综述。
The Journal of nursing education Pub Date : 2025-05-01 DOI: 10.3928/01484834-20250108-08
Ashley N Tomlinson, Nancy G Cameron
{"title":"Association of Peer Mentoring on Nursing Student Retention: A Systematic Literature Review.","authors":"Ashley N Tomlinson, Nancy G Cameron","doi":"10.3928/01484834-20250108-08","DOIUrl":"https://doi.org/10.3928/01484834-20250108-08","url":null,"abstract":"<p><strong>Background: </strong>Strategies focused on nursing student retention and success in education programs can reduce and mitigate the nursing shortage. This review examines the evidence on peer mentoring programs among baccalaureate nursing students and the association of program retention, academic success, and effective transition to practice.</p><p><strong>Method: </strong>CINAHL, PubMed, Web of Science, and Cochrane Library databases were searched for peer-reviewed articles from 2018 to 2024 to identify outcomes related to peer mentoring programs in nursing education.</p><p><strong>Results: </strong>Seven articles met the inclusion criteria using PRISMA guidelines. Evidence demonstrated the benefits of peer mentoring programs in nursing education included improved student retention, academic success, and professional development for mentor and mentee participants.</p><p><strong>Conclusion: </strong>Peer mentoring programs in nursing education are an effective strategy to increase student retention, success, and preparation for professional practice. Further research is needed regarding program design and implementation. <b>[<i>J Nurs Educ</i>. 2025;64(5):294-298.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 5","pages":"294-298"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144033930","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
Flipping the Switch: Moving from Emotional and Cognitive Empathy to Empathetic Concern. 拨动开关：从情感和认知移情到移情关怀。
The Journal of nursing education Pub Date : 2025-05-01 DOI: 10.3928/01484834-20250409-01
Mona Newsome Wicks
{"title":"Flipping the Switch: Moving from Emotional and Cognitive Empathy to Empathetic Concern.","authors":"Mona Newsome Wicks","doi":"10.3928/01484834-20250409-01","DOIUrl":"https://doi.org/10.3928/01484834-20250409-01","url":null,"abstract":"","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 5","pages":"276-277"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144029426","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 Effects of Practice on Graduate Nursing Students' Objective Structured Clinical Examination Scores. 实习对护理研究生客观结构化临床考试成绩的影响。
The Journal of nursing education Pub Date : 2025-05-01 Epub Date: 2025-01-21 DOI: 10.3928/01484834-20240828-01
Shannon Linder, Morgan Wiggins
{"title":"The Effects of Practice on Graduate Nursing Students' Objective Structured Clinical Examination Scores.","authors":"Shannon Linder, Morgan Wiggins","doi":"10.3928/01484834-20240828-01","DOIUrl":"10.3928/01484834-20240828-01","url":null,"abstract":"<p><strong>Background: </strong>Objective structured clinical examinations (OSCEs) are an important part of the graduate nursing curriculum at The Ohio State University, including in the psychiatric mental health nurse practitioner (PMHNP) program. Despite positive feedback from the OSCE assignments, students often reported experiencing anxiety before the assignments. In 2023, the PMHNP faculty implemented a pre-OSCE practice assignment designed for students to review an initial psychiatric evaluation by interviewing a peer. The authors proposed exposure to the pre-OSCE practice assignment would improve subsequent students' OSCE scores.</p><p><strong>Method: </strong>Mean OSCE scores were compared using independent samples t test.</p><p><strong>Results: </strong>No significant differences were found in mean OSCE scores for the group with the pre-OSCE practice assignment and the group without the pre-OSCE practice assignment.</p><p><strong>Conclusion: </strong>Further exploration is warranted. <b>[<i>J Nurs Educ</i>. 2025;64(5):310-312.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"310-312"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019346","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 Program Effectiveness for Nursing Accreditation: Outcome Specification and Measurement. 解决护理认证的程序有效性：结果规范和测量。
The Journal of nursing education Pub Date : 2025-05-01 DOI: 10.3928/01484834-20250108-09
Frank D Hicks, Shirleatha T Dunlap
{"title":"Addressing Program Effectiveness for Nursing Accreditation: Outcome Specification and Measurement.","authors":"Frank D Hicks, Shirleatha T Dunlap","doi":"10.3928/01484834-20250108-09","DOIUrl":"https://doi.org/10.3928/01484834-20250108-09","url":null,"abstract":"<p><strong>Background: </strong>Determining meaningful faculty and student program outcomes is important for demonstrating nursing program quality. For many faculty who are not experienced in program development and evaluation, outcomes specification can be a daunting task.</p><p><strong>Method: </strong>This article draws on established measurement principles and accreditation standards found in the literature, focusing on the topic of faculty and program outcome specification and measurement.</p><p><strong>Results: </strong>Important principles of outcome determination and measurement, and how to effectively present the data to demonstrate outcome achievement are presesnted.</p><p><strong>Conclusion: </strong>Practical examples of what to do, and what not to do, are provided to illustrate these specification and measurement principles. <b>[<i>J Nurs Educ</i>. 2025;64(5):299-302.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 5","pages":"299-302"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144060119","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
Rolling Through the Complications With the Clinical Judgment Model. 用临床判断模型克服并发症。
The Journal of nursing education Pub Date : 2025-05-01 Epub Date: 2024-08-22 DOI: 10.3928/01484834-20240429-02
Laura Nugteren, Ann E Holland
{"title":"Rolling Through the Complications With the Clinical Judgment Model.","authors":"Laura Nugteren, Ann E Holland","doi":"10.3928/01484834-20240429-02","DOIUrl":"10.3928/01484834-20240429-02","url":null,"abstract":"<p><strong>Background: </strong>Nurse educators have been challenged to creatively implement the clinical judgment model (CJM) across the curriculum. Opportunities exist to utilize rich patient data in clinical debriefing.</p><p><strong>Method: </strong>Rolling Through the Complications with the CJM, a scripted clinical debriefing tool, was created to help students think beyond the clinical day and apply clinical judgment to potential complications. In a pilot study, five medical-surgical clinical instructors implemented the clinical debriefing tool.</p><p><strong>Results: </strong>Survey responses from 29 students following the clinical debriefing expressed the activity was a positive experience encouraging focused analysis beyond typical post-conference discussions. Comments focused on critical thinking, collaborative learning, application to future practice, and holistic care.</p><p><strong>Conclusion: </strong>Clinical post-conferences offer excellent opportunities to implement scripted debriefing encompassing the CJM. <b>[<i>J Nurs Educ</i>. 2025;64(5):e26-e29.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e26-e29"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038147","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
Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation. 护理本科课堂中的跨语言教学：教育创新。
The Journal of nursing education Pub Date : 2025-05-01 Epub Date: 2024-07-23 DOI: 10.3928/01484834-20240424-01
Jan Oosting
{"title":"Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation.","authors":"Jan Oosting","doi":"10.3928/01484834-20240424-01","DOIUrl":"10.3928/01484834-20240424-01","url":null,"abstract":"<p><strong>Background: </strong>Translanguaging is \"the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential\" (Skutnabb-Kangas et al., 2009). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments.</p><p><strong>Method: </strong>Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language.</p><p><strong>Results: </strong>Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English.</p><p><strong>Conclusion: </strong>Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. <b>[<i>J Nurs Educ</i>. 2025;64(5):327-330.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"327-330"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750150","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 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 : 2025-05-01 Epub 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":"10.3928/01484834-20240501-01","url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Conducting literature reviews is integral in doctoral nursing education and this innovative exercise can facilitate this process. <b>[<i>J Nurs Educ</i>. 2025;64(5):e22-e25.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e22-e25"},"PeriodicalIF":0.0,"publicationDate":"2025-05-01","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
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