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

Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being. 发展试点课程以提高本科生的福利。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240723-02

Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann

{"title":"Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being.","authors":"Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann","doi":"10.3928/01484834-20240723-02","DOIUrl":"https://doi.org/10.3928/01484834-20240723-02","url":null,"abstract":"Background: The purpose of this article is to describe the development and implementation of a program to improve well-being in undergraduate students and promote positive transitions into the workplace. College students experience anxiety, depression, and impaired coping, which were exacerbated during the COVID-19 (coronavirus disease 2019) pandemic. As students transition into their career, it is imperative they develop positive coping strategies and resiliency to manage workplace stress.Method: The Personal Leadership Collective (PLC) is designed as a four-semester series for third- and fourth-year nursing and business students. Four themes guided the activities: awareness, connection, agility, and growth. Students participated in asynchronous online learning modules and in-person activities. Fourth-year students who completed the series served as peer mentors to third-year students.Results: The program is undergoing formal evaluation. Anecdotal feedback from participants is positive.Conclusion: The PLC is a program that could enhance professional development in undergraduate students. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804219","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

"They Assume I'm Not Intelligent Just Because I Have an Accent": Supporting Retention of Nursing Students Who Speak English as an Additional Language. “他们认为我不聪明，只是因为我有口音”：支持保留说英语的护理专业学生。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240724-02

Cristina Dominguez De Quezada, Diane B Monsivais

{"title":"\"They Assume I'm Not Intelligent Just Because I Have an Accent\": Supporting Retention of Nursing Students Who Speak English as an Additional Language.","authors":"Cristina Dominguez De Quezada, Diane B Monsivais","doi":"10.3928/01484834-20240724-02","DOIUrl":"https://doi.org/10.3928/01484834-20240724-02","url":null,"abstract":"Background: Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.Method: A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.Results: A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.Conclusion: The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804213","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

Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study. 了解NCLEX-RN复写者的学习需求：一项先导发展设计研究。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240724-01

Marnie Kramer

{"title":"Understanding NCLEX-RN Repeat Writers' Learning Needs: A Pilot Developmental Design Research Study.","authors":"Marnie Kramer","doi":"10.3928/01484834-20240724-01","DOIUrl":"https://doi.org/10.3928/01484834-20240724-01","url":null,"abstract":"Background: Graduates who fail the National Council Licensing Examination for Registered Nurses (NCLEX-RN) require evidence-informed educational support.Method: This educational development study tested an online program created by a nurse educator and researcher for Canadian-educated nursing students (n = 19) who were taking the NCLEX-RN for the second time. Data collected were biweekly virtual meetings with detailed field notes, program completion data, and self-reported NCLEX-RN results. Formative evaluation of the online program was completed after each of the three research cycles.Results: Ten students passed and two students failed the next examination, five students were lost to follow-up, and two students withdrew from the study. Participants had challenges completing the online program. Two types of repeat writers emerged and included students who had an under or over attention to their studying during remediation. Given these findings, specific education design principles are suggested for repeat NCLEX-RN test takers.Conclusion: Students who take the NCLEX-RN a second time require combined cognitive and affective learning supports to combat the stress of failing. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804174","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

Metacognition Across the Curriculum. 跨课程的元认知。

The Journal of nursing education Pub Date : 2024-12-01 Epub Date: 2024-09-18 DOI: 10.3928/01484834-20240522-02

Amber Young-Brice, Andrea Blissitt

引用次数: 0

Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce. 行动呼吁：支持日益减少的儿科护理队伍。

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20240725-01

Marti Rice, Sherita Etheridge, Alexandria Armstrong, Elizabeth Coleman, Jessica Corcoran, Heather Hyde, Jeremy Jordan, Sigrid Barrett, Pamela Bryant, Tedra S Smith

{"title":"Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce.","authors":"Marti Rice, Sherita Etheridge, Alexandria Armstrong, Elizabeth Coleman, Jessica Corcoran, Heather Hyde, Jeremy Jordan, Sigrid Barrett, Pamela Bryant, Tedra S Smith","doi":"10.3928/01484834-20240725-01","DOIUrl":"10.3928/01484834-20240725-01","url":null,"abstract":"Background: Pediatric workforce shortages became more apparent with coronavirus disease 2019 (COVID-19) and the rise in other viruses. Among factors affecting these shortages are undergraduate and graduate curricula that include pediatric content and clinical experiences.Method: A narrative review was conducted to examine the state of the pediatric nursing workforce, describe curricular models in undergraduate and graduate programs, and determine the effects of these models on pediatric content and clinical experiences as well as subsequent employment in pediatric nursing.Results: Curricula affect knowledge of pediatric content and clinical ability to practice, potentially resulting in direct care pediatric workforce shortages and subsequently the number of pediatric nurse practitioners, nurse scientists, and faculty.Conclusion: Research is needed on specific shortages in the pediatric workforce, standardization of required pediatric content and clinical hours, and simulation versus in-person clinical experience to prepare graduates for practice, as well as practice perspectives of new graduates' ability to practice. [J Nurs Educ. 2024;63(12):806-812.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"806-812"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789564","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 and Learning About the Transgender Population: Student Reflections. 变性人的教与学：学生反思。

The Journal of nursing education Pub Date : 2024-12-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240419-01

Catherine Paradiso, Danna L L Curcio, Susan J Brillhart, Karen Arca-Contreras, Jennifer Macchiarola

{"title":"Teaching and Learning About the Transgender Population: Student Reflections.","authors":"Catherine Paradiso, Danna L L Curcio, Susan J Brillhart, Karen Arca-Contreras, Jennifer Macchiarola","doi":"10.3928/01484834-20240419-01","DOIUrl":"10.3928/01484834-20240419-01","url":null,"abstract":"Background: Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary.Method: An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections.Results: Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience.Conclusion: The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(12):857-864.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"857-864"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447927","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 Eliminating Idiomatic American English From High-Stakes Nursing Examinations. 高风险护理考试取消美语习惯的影响。

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20240725-02

Timothy M Parker, Kathleen O'Connell

{"title":"The Effects of Eliminating Idiomatic American English From High-Stakes Nursing Examinations.","authors":"Timothy M Parker, Kathleen O'Connell","doi":"10.3928/01484834-20240725-02","DOIUrl":"https://doi.org/10.3928/01484834-20240725-02","url":null,"abstract":"Background: In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.Method: This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.Results: Nursing students performed significantly better on the experimental (M = 79.9 [7.48]) than on the control examination (M = 75.08 [10.51]), t(151.8) = 2.973, p = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (M = 81.48 [SD = 6.05]) versus the control examinations (M = 72.21 [10.09]), t(60.9) = 4.975, p = .001.Conclusion: Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. [J Nurs Educ. 2024;63(12):818-825.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"818-825"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789589","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

Educating Nursing and Health Care Professionals to Create Sustainable Change Through Innovation Education. 教育护理和医疗保健专业人员通过创新教育创造可持续变革。

The Journal of nursing education Pub Date : 2024-12-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240419-02

Tiffany F Kelley, Molly Higgins, Maria Latta, Kelsey M Rynkiewicz

{"title":"Educating Nursing and Health Care Professionals to Create Sustainable Change Through Innovation Education.","authors":"Tiffany F Kelley, Molly Higgins, Maria Latta, Kelsey M Rynkiewicz","doi":"10.3928/01484834-20240419-02","DOIUrl":"10.3928/01484834-20240419-02","url":null,"abstract":"Background: Health care needs new solutions to address enduring challenges faced by our nurses, health care professionals, patients, and populations. This paper describes the need for preparing nurses and health care professionals with health care innovation education.Method: One School of Nursing formalized innovation education through a new health care innovation online graduate certificate program. The Health Care Innovation certificate program is a 12 credit, four course online program open to nurses and health care professionals aiming to create positive change in the health care industry.Results: Graduates of the Health Care Innovation Certificate program reflected on 1) their motivations to pursue the program; 2) how the program helped inform their innovation knowledge to develop their innovations; and 3) how the program supported their life transformative education.Conclusion: There is great potential to drive positive change for our health care industry through the availability of formalized innovation education for nurses and health care professionals in the United States. [J Nurs Educ. 2024;63(12):865-868.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"865-868"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447913","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

Trauma-Sensitive Teaching Strategies in Clinical Nursing Education: An Integrative Review. 临床护理教育中创伤敏感教学策略的综合评价。

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20240702-01

Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham

{"title":"Trauma-Sensitive Teaching Strategies in Clinical Nursing Education: An Integrative Review.","authors":"Bailee Jo Yvette Bourassa, Tania Bergen, Holly Graham","doi":"10.3928/01484834-20240702-01","DOIUrl":"https://doi.org/10.3928/01484834-20240702-01","url":null,"abstract":"Background: Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.Method: A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.Results: Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.Conclusion: This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. [J Nurs Educ. 2024;63(12):797-805.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"797-805"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789590","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

Is the DNP Appropriate for the Nurse Educator? DNP适合护士教育者吗？

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20241113-01

Frank D Hicks

引用次数: 0