The Journal of nursing education最新文献_第3页

An Exploration of Student Nurses' Perceptions of Clinical Preceptors. 护生对临床导师认知的探讨。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-05-28 DOI: 10.3928/01484834-20260505-01

Kimberly Silver Dunker, Melissa D Duprey, Jennifer Gunberg Ross, Sharon Aka

{"title":"An Exploration of Student Nurses' Perceptions of Clinical Preceptors.","authors":"Kimberly Silver Dunker, Melissa D Duprey, Jennifer Gunberg Ross, Sharon Aka","doi":"10.3928/01484834-20260505-01","DOIUrl":"10.3928/01484834-20260505-01","url":null,"abstract":"Background: A critical component of student nurses' training is preceptorship, which supports the attainment of knowledge, skills, and attitudes to meet learning outcomes. As such, the preceptor-student relationship is critical to students' success as they complete their prelicensure program.Method: A descriptive correlational design examined senior students' perceptions of preceptor competence using the adapted PSAT-40, measuring skills/attitudes, knowledge/understanding, administrative resources, and support.Results: Students rated preceptors as proficient across all domains. Students with health care backgrounds, including certified nursing assistant, paramedic, or emergency medical technician, reported significantly different perceptions. Preceptors who received training had higher total PSAT scores (p = .007, p < .05).Conclusion: Students with prior medical experience perceived their preceptors as significantly more proficient. Providing administrative resources/support and onboarding strengthens preceptor preparedness, further supporting the achievement of clinical learning objectives and the need for formal training for this role.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"591-599"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039088","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

Effectiveness of the Socratic Dialogue Method in a Graduate Nursing Ethics Course: A Mixed-Methods Study. 苏格拉底对话法在研究生护理伦理学课程中的有效性：一项混合方法研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-05-21 DOI: 10.3928/01484834-20260504-02

Mei-Hsiu Lee, Szu-Mei Hsiao, Chin-Chin Hsu

引用次数: 0

Code Cracked: Using Artificial Intelligence to Transform Nursing Case Studies Into Virtual Escape Rooms. 破解密码：使用人工智能将护理案例研究转化为虚拟逃生室。

IF 1.9

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

Rebecca D Toothaker, Ashlie J Fritz

{"title":"Code Cracked: Using Artificial Intelligence to Transform Nursing Case Studies Into Virtual Escape Rooms.","authors":"Rebecca D Toothaker, Ashlie J Fritz","doi":"10.3928/01484834-20260316-01","DOIUrl":"10.3928/01484834-20260316-01","url":null,"abstract":"Background: Artificial intelligence (AI) is transforming nursing education by offering innovative strategies to support clinical judgment, engagement, and competency development.Method: This project integrated an AI platform to generate escape-room prompts and NCLEX-style questions that were embedded into virtual unfolding case studies for undergraduate nursing students. The AI-generated scenarios included evidence-based clinical challenges and branching decision-making pathways, which were customized by faculty and incorporated into the gamified virtual environment.Results: Preliminary findings showed increased student engagement, perceived knowledge retention, and strengthened collaboration skills based on faculty observation, student feedback, and cohort-level examination performance comparisons across academic terms.Conclusion: AI-enhanced virtual escape rooms represent a promising, faculty-guided instructional strategy that enriches unfolding case-based learning while supporting the development of clinical judgment, teamwork, and communication in undergraduate nursing education.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"623-625"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147793615","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 Effect of Intramuscular Injection Training Delivered via the Pecha Kucha Method on Nursing Students' Knowledge, Skill, and Satisfaction Levels: A Randomized Controlled Trial. Pecha Kucha法肌肉注射训练对护生知识、技能和满意度的影响：一项随机对照试验。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 Epub Date: 2026-05-28 DOI: 10.3928/01484834-20260421-02

Hilal Türkben Polat, Ömer Öztürk, Gizem Nur Kati

{"title":"The Effect of Intramuscular Injection Training Delivered via the Pecha Kucha Method on Nursing Students' Knowledge, Skill, and Satisfaction Levels: A Randomized Controlled Trial.","authors":"Hilal Türkben Polat, Ömer Öztürk, Gizem Nur Kati","doi":"10.3928/01484834-20260421-02","DOIUrl":"10.3928/01484834-20260421-02","url":null,"abstract":"Background: This study examined the effect of intramuscular (IM) injection training delivered using the Pecha Kucha (PK) method on nursing students' knowledge, skill, and satisfaction levels.Method: A single-blind, randomized controlled trial was conducted with 76 first-year nursing students. The intervention group received training through the PK method, while the control group was trained using a traditional PowerPoint presentation. Data were collected using a descriptive information form, the Knowledge Test for Intramuscular Injection in the Ventrogluteal Region, the Skill Test for Intramuscular Injection in the Ventrogluteal Region, and the Visual Analog Satisfaction Scale.Results: Although the PK group had higher scores, there were no statistically significant differences between the PK and traditional PowerPoint groups in terms of mean IM knowledge, skill, and satisfaction scores (p > .05).Conclusion: The PK approach should be implemented in diverse samples and various nursing skill training sessions to broaden applicability.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"601-606"},"PeriodicalIF":1.9,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148039113","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

Taking the Essentials Out of The Essentials: A Response to the 2026 Revisions. 从要点中剔除要点：对2026年修订的回应。

IF 1.9

The Journal of nursing education Pub Date : 2026-10-01 DOI: 10.3928/01484834-20260922-02

Caitlin M Nye, Melicia Escobar, Rae Walker

引用次数: 0

Advancing Clinical Skills for the Nurse Practitioner Student: A Screen-Based Simulation Approach. 提高护士执业学生的临床技能：基于屏幕的模拟方法。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-23 DOI: 10.3928/01484834-20260827-03

Hiboombe Haamankuli, Somali Nguyen, Tracie White, Sarah Khalidi, Andres Azuero, Adam Kinsaul, Sabrina Kopf

{"title":"Advancing Clinical Skills for the Nurse Practitioner Student: A Screen-Based Simulation Approach.","authors":"Hiboombe Haamankuli, Somali Nguyen, Tracie White, Sarah Khalidi, Andres Azuero, Adam Kinsaul, Sabrina Kopf","doi":"10.3928/01484834-20260827-03","DOIUrl":"https://doi.org/10.3928/01484834-20260827-03","url":null,"abstract":"Background: Effective clinical documentation is essential to safe patient care, making early training critical for nurse practitioner (NP) students. This project implemented an innovative instructional approach using three Screen-Based Simulation (SBS) cases to introduce history-taking and documentation skills prior to students' first clinical rotation.Method: A longitudinal single-cohort design was used, and students completed surveys at two points: immediately after completing the SBS cases and again following their initial clinical rotation.Results: Quiz performance showed small improvements from post-SBS to post-clinical (d = 0.17, p = .348; matched d = 0.20, p = .415), with generally stable response patterns and slight increases in correct answers. Students also reported greater confidence and moderate perceived preparedness for history-taking and documentation after completing SBS activities.Conclusion: Overall, findings suggest that SBS is a valuable strategy for NP education, offering early exposure to essential assessment and documentation skills and helping build students' confidence before entering clinical practice.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042909","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

"I Didn't Know I Carried That": Confronting Bias From Emotional Imprints in Substance Use Disorder Nursing Education. “我不知道我带了那个”：面对物质使用障碍护理教育中情感印记的偏见。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-23 DOI: 10.3928/01484834-20260826-02

Valerie A Seney, Natalie Correia, Hugo Vieira

{"title":"\"I Didn't Know I Carried That\": Confronting Bias From Emotional Imprints in Substance Use Disorder Nursing Education.","authors":"Valerie A Seney, Natalie Correia, Hugo Vieira","doi":"10.3928/01484834-20260826-02","DOIUrl":"https://doi.org/10.3928/01484834-20260826-02","url":null,"abstract":"Background: Substance use disorder (SUD) remains one of the most stigmatized and emotionally complex conditions in health care. Although addiction is recognized as a chronic, relapsing disease, nursing students often experience implicit bias and emotional activation when caring for individuals with SUD, leading to stigma and reduced therapeutic engagement. This study examined how hearing the lived experience of an RN in recovery influenced nursing students' perceptions, empathy, and self-awareness.Method: Using a qualitative descriptive design, 115 junior and senior nursing students in a mental health nursing course completed an anonymous reflective survey after hearing a guest lecture by a nurse in recovery from fentanyl diversion. Thematic analysis identified cognitive and emotional shifts related to stigma, empathy, and self-awareness.Results: Six themes emerged: stigma reduction, empathy, recognition of addiction as disease, universality, unresolved pain, and emotional awakening.Conclusion: Narrative exposure fostered empathy, reflection, and compassionate, person-centered care.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042776","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

From Academic Chaos to Professional Preparedness: Time Management to Support Student Self-Efficacy. 从学术混乱到专业准备：时间管理支持学生自我效能。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-23 DOI: 10.3928/01484834-20260826-04

Cristy Baker

引用次数: 0

LInking Nursing Knowledge and GEnomics (LINKAGE): Development of a Knowledge Engagement Hub. 链接护理知识和基因组学（链接）：知识参与中心的发展。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-23 DOI: 10.3928/01484834-20260709-01

Sarah L Dewell, Trina K Walker, Noopur B Swadas, Carla S Ginn, Karen M Benzies

引用次数: 0

A Regional Delivery Model for Rural Graduate Nurse Practitioner Education: A Mixed-Methods Evaluation. 农村执业护士研究生教育的区域交付模式：混合方法评价。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-23 DOI: 10.3928/01484834-20260827-02

Rebecca M Martinez, Cynthia K Perry, Seiko Izumi, Tyler C Chipman, Heather Franklin

{"title":"A Regional Delivery Model for Rural Graduate Nurse Practitioner Education: A Mixed-Methods Evaluation.","authors":"Rebecca M Martinez, Cynthia K Perry, Seiko Izumi, Tyler C Chipman, Heather Franklin","doi":"10.3928/01484834-20260827-02","DOIUrl":"https://doi.org/10.3928/01484834-20260827-02","url":null,"abstract":"Background: There is a shortage of primary and mental health care providers in rural U.S. communities, contributing to poor health outcomes among rural populations. We developed a Regional Delivery Model as part of a Doctor of Nursing practice (DNP) program to address this shortage.Method: Annual surveys for rural students included a Likert-type scale and open-ended questions. We tracked enrollment, dropout and graduation rates, and employment data. Descriptive statistics were calculated for all survey responses. Qualitative descriptive analysis was conducted for open-ended responses.Results: Ninety-five percent of students remained in their rural communities after graduation to provide health care. Strengths of our program include educating distance students in their communities, improved peer connection through in-person intensives, and strong faculty support for virtual videoconferencing.Conclusion: Our regional delivery model demonstrates that DNP students taught within their rural communities overwhelmingly remain in their rural communities postgraduation.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2026-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149042883","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