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The Effect of AI Education on Nursing Student AI Literacy and Anxiety. 人工智能教育对护生人工智能素养及焦虑的影响
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 DOI: 10.3928/01484834-20250415-04
Albany LaGore, Lindsay Colby, Kristina Sinsabaugh, Claudia Grobbel, Ronald Piscotty
{"title":"The Effect of AI Education on Nursing Student AI Literacy and Anxiety.","authors":"Albany LaGore, Lindsay Colby, Kristina Sinsabaugh, Claudia Grobbel, Ronald Piscotty","doi":"10.3928/01484834-20250415-04","DOIUrl":"https://doi.org/10.3928/01484834-20250415-04","url":null,"abstract":"<p><strong>Background: </strong>The growing use of artificial intelligence (AI) in health care raises concern, as nursing students are not adequately educated on its use in practice. This study evaluated the effect of an AI education module on undergraduate nursing students' AI literacy and anxiety.</p><p><strong>Method: </strong>Students completed surveys measuring AI literacy and anxiety before and after the module, which included videos, articles, a presentation, and an assignment using ChatGPT.</p><p><strong>Results: </strong>Paired-samples t test showed a significant increase in AI literacy from pretest (<i>M</i> = 4.90 [<i>SD</i> = .95]) to posttest (<i>M</i> = 5.72 [<i>SD</i> = .92]), <i>t</i>(111) = -9.49, <i>p</i> < .001 and a significant decrease in AI anxiety from pre-test (<i>M</i> = 4.45 [<i>SD</i> = 1.27]) to posttest (<i>M</i> = 3.58 [<i>SD</i> = 1.32]), <i>t</i>(111) = 7.76, <i>p</i> < .001.</p><p><strong>Conclusion: </strong>The AI education module is an effective teaching tool to increase nursing students' AI literacy and decrease anxiety.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"587-590"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025047","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
Simulating Chaos: Empowering Nursing Students Through a Disaster Response Drill. 模拟混乱：通过灾难应对演习授权护理学生。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-02-12 DOI: 10.3928/01484834-20241029-02
Amanda Hitt, Amy Seay, Beverly Russell, W Paige Martin, Victoria Casson, Nikki Davenport
{"title":"Simulating Chaos: Empowering Nursing Students Through a Disaster Response Drill.","authors":"Amanda Hitt, Amy Seay, Beverly Russell, W Paige Martin, Victoria Casson, Nikki Davenport","doi":"10.3928/01484834-20241029-02","DOIUrl":"10.3928/01484834-20241029-02","url":null,"abstract":"<p><strong>Background: </strong>The 2021 American Association of Colleges of Nursing (AACN) The Essentials: Competencies for Professional Nursing Education revised standards incorporate a focus on population health, including disaster preparation and response. Nursing educators must ensure their curriculum incorporates these concepts in order to prepare nursing students for real-world practice.</p><p><strong>Method: </strong>Faculty created a collaborative mass-casualty simulation involving multiple community disaster response agencies to create a realistic scenario for experiential learning.</p><p><strong>Results: </strong>Faculty perceived three themes that emerged from debriefing: (1) triage process, (2) communication and collaboration, and (3) leadership. Faculty found this learning experience was vital for students to understand the importance of collaboration with multiple community agencies in the navigation of an appropriate disaster response.</p><p><strong>Conclusion: </strong>Nurse educators should tailor simulation-based experiences to incorporate didactic concepts, such as triage, communication, and collaboration, with an emphasis on leadership skills in order to prepare students for real-world disaster response.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"594-597"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392868","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
Development of a Social and Structural Determinants of Health Clinical Debriefing Guide. 制定健康临床汇报指南的社会和结构决定因素。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-03-13 DOI: 10.3928/01484834-20250108-10
Natalie Pool, Jenna Hluwood, Melissa Henry
{"title":"Development of a Social and Structural Determinants of Health Clinical Debriefing Guide.","authors":"Natalie Pool, Jenna Hluwood, Melissa Henry","doi":"10.3928/01484834-20250108-10","DOIUrl":"10.3928/01484834-20250108-10","url":null,"abstract":"<p><strong>Background: </strong>The social and structural determinants of health (SSDOH) should be threaded throughout prelicensure nursing curriculum. However, resources to support nursing instructors in fostering these skills in the clinical setting are lacking.</p><p><strong>Method: </strong>Development of an SSDOH-focused clinical debriefing guide occurred across several phases that included defining the problem, engaging clinical instructors, consulting the literature, and obtaining validation.</p><p><strong>Results: </strong>Clinical instructors completed a survey about a draft SSDOH clinical debriefing guide. Descriptive analysis revealed 87% to 94% of the instructors found each component of the guide to be effective or very effective in facilitating learning about SSDOH. The likelihood of using the activities and prompts during future clinical experiences ranged from 91% to 97%.</p><p><strong>Conclusion: </strong>Teaching resources such as this debriefing guide may make SSDOH more explicit and meaningful for nursing students during postclinical debriefing as they develop the critical skills necessary to reduce health inequity.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e140-e143"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607628","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 Current State of Recognition Ceremonies for Entry-Level Nursing Graduates. 初级护理毕业生表彰仪式的现状。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 DOI: 10.3928/01484834-20250516-01
Patti Ludwig-Beymer, Barbara Pudelek, Mary Morrow, Amanda Kratovil
{"title":"The Current State of Recognition Ceremonies for Entry-Level Nursing Graduates.","authors":"Patti Ludwig-Beymer, Barbara Pudelek, Mary Morrow, Amanda Kratovil","doi":"10.3928/01484834-20250516-01","DOIUrl":"https://doi.org/10.3928/01484834-20250516-01","url":null,"abstract":"<p><strong>Background: </strong>Ceremonies and symbols have been used to create a professional identity and recognize nursing graduates. This study describes the current use of recognition programs and the relationship between pinning ceremonies and demographic variables.</p><p><strong>Method: </strong>A researcher-constructed survey, with forced-choice and open-ended questions, was distributed electronically to deans and directors of accredited entry-level nursing programs.</p><p><strong>Results: </strong>The response rate was 29% (<i>n</i> = 547). The majority of programs (<i>n</i> = 489 [89.3%]) reported holding a pinning ceremony for graduating senior nursing students. Statistically significant differences were found based on program entry level, type of accreditation, and the era of program establishment. Participants also hosted events to recognize milestones throughout the program.</p><p><strong>Conclusion: </strong>Many programs maintain a pinning ceremony and celebrate nursing student accomplishments. Nursing programs should consider logical milestones to celebrate student accomplishments in a meaningful and inclusive manner. Further research is needed to determine the types of celebrations important for students.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"580-586"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025108","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
Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators. 通过批判性联合教育者挑战护理教育的 "舒适区"。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-03-13 DOI: 10.3928/01484834-20250108-06
Nadia Prendergast, Priscilla Boakye, Lathania Lewis, Victoria Ranieri
{"title":"Troubling the Comfort Zone of Nursing Education Through Critical Allied Educators.","authors":"Nadia Prendergast, Priscilla Boakye, Lathania Lewis, Victoria Ranieri","doi":"10.3928/01484834-20250108-06","DOIUrl":"10.3928/01484834-20250108-06","url":null,"abstract":"<p><strong>Background: </strong>The coronavirus disease 2019 (COVID-19) pandemic exposed long-standing connections between health inequity and social injustice. With Millennials and Gen Z at the forefront of protests against racial injustices, the disconnect between students and educators is increasing. Students expect educators to trouble the comfort zone of the classroom and clinical settings to address the complex dynamics of anti-Black racism and oppressive practices. Educators are challenged to be critical allies for transformative learning to occur.</p><p><strong>Method: </strong>The innovative co-creation of a teaching and learning model involving educators and students is introduced.</p><p><strong>Results: </strong>Centering educators as critical allies, the model demonstrates how, using the three P components of people, place, and program, educators can integrate the principles of equity, diversity, and inclusion for a transformative experience that will bolster the student-educator relationship.</p><p><strong>Conclusion: </strong>Educators as critical allies are central to dismantling anti-Black racism and other forms of oppression through teaching and learning.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e136-e139"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607636","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 Medication Misuse in Nursing Education: An Interdisciplinary Collaboration. 解决护理教育中的药物滥用：跨学科合作。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-03-13 DOI: 10.3928/01484834-20250108-04
Jennifer Dush, Kelsey K Schmuhl, Molly N Downing, Katherine E Summers, Brittany S Lovatt, Tessa L Miracle, Nicole C Kwiek
{"title":"Addressing Medication Misuse in Nursing Education: An Interdisciplinary Collaboration.","authors":"Jennifer Dush, Kelsey K Schmuhl, Molly N Downing, Katherine E Summers, Brittany S Lovatt, Tessa L Miracle, Nicole C Kwiek","doi":"10.3928/01484834-20250108-04","DOIUrl":"10.3928/01484834-20250108-04","url":null,"abstract":"<p><strong>Background: </strong>Medication misuse is a threat to public health and patient safety, and strategies to prevent medication misuse should be incorporated in nursing education.</p><p><strong>Method: </strong>An interdisciplinary nursing and pharmacy team collaborated on a pilot project with graduate FNP students to adapt and evaluate a training program for pharmacy students on the prevention of medication misuse for nursing based on the publicly available online program Generation Rx.</p><p><strong>Results: </strong>Of 39 students who participated in the training, 74% (<i>n</i> = 29) completed pre- and posttest surveys. Results showed the training program effectively improved participants' perceived skills and abilities related to Generation Rx and improved knowledge in certain areas about medication misuse.</p><p><strong>Conclusion: </strong>Interdisciplinary collaboration brings new concepts and skills to nursing. This pilot project highlights the importance of addressing medication misuse in nursing education and serves as an example with lessons learned for future interdisciplinary educational efforts.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e128-e131"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607621","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
Competency Over Cohorts: Rethinking Item Analysis in Competency-Based Nursing Education. 群体胜任力：对胜任力护理教育项目分析的再思考。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 DOI: 10.3928/01484834-20250707-01
Lisa Cross, Rachael Salguero
{"title":"Competency Over Cohorts: Rethinking Item Analysis in Competency-Based Nursing Education.","authors":"Lisa Cross, Rachael Salguero","doi":"10.3928/01484834-20250707-01","DOIUrl":"https://doi.org/10.3928/01484834-20250707-01","url":null,"abstract":"","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"540-541"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025089","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
A Multimodal Approach to Teaching Affirming Mental Health Care. 多模式的精神卫生保健教学方法
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 DOI: 10.3928/01484834-20250519-01
Rhonda Schwindt, Laurie Posey, Qiuping Zhou
{"title":"A Multimodal Approach to Teaching Affirming Mental Health Care.","authors":"Rhonda Schwindt, Laurie Posey, Qiuping Zhou","doi":"10.3928/01484834-20250519-01","DOIUrl":"https://doi.org/10.3928/01484834-20250519-01","url":null,"abstract":"<p><strong>Background: </strong>To help reduce mental health disparities in the transgender and gender diverse (TGD) population, there is a need to equip future psychiatric mental health nurse practitioners (PMHNPs) with affirming care competence.</p><p><strong>Method: </strong>This study evaluated a multimodal education program that combined eLearning with two virtual standardized patient (SP) simulations to teach PMHNP students to provide affirming mental health care to TGD people.</p><p><strong>Results: </strong>Slight increases in knowledge and attitudes were not practically applicable. Most of the participants demonstrated affirming care competency in both simulations. Participant perceptions of the simulation design indicated broad agreement that all criteria were important, that most were evident, and revealed an opportunity to improve direct facilitator feedback.</p><p><strong>Conclusion: </strong>eLearning with virtual SP simulation can help develop PMHNP students' competence to provide affirming care for TGD people. The findings provide valuable insights for graduate nurse educators designing similar programs and lay a foundation for further research.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 9","pages":"569-575"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145025042","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
Integrating a Competency-Based Curriculum Through the Modernization of Teaching Strategies. 通过教学策略的现代化整合能力本位课程。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-02-12 DOI: 10.3928/01484834-20241119-03
Jennifer L Maffucci, Denise Kent, Kathryn J Vanderzwan
{"title":"Integrating a Competency-Based Curriculum Through the Modernization of Teaching Strategies.","authors":"Jennifer L Maffucci, Denise Kent, Kathryn J Vanderzwan","doi":"10.3928/01484834-20241119-03","DOIUrl":"10.3928/01484834-20241119-03","url":null,"abstract":"<p><strong>Background: </strong>Historically, lecture-based classrooms have been the pedagogy of choice for higher education. Nursing education has the opportunity to pivot from the use of lecture-only pedagogy to active learning platforms with the integration of competency-based education (CBE) while considering the learning needs of master's entry students.</p><p><strong>Method: </strong>This scaffolded education innovation (SEI) used pre-class, in-class, and post-class activities grounded in CBE with spaced repetition techniques in an adult and geriatric nursing course.</p><p><strong>Results: </strong>Students reported that active learning activities helped them learn and apply content and that having a variety of learning methods was useful for understanding the material.</p><p><strong>Conclusion: </strong>Faculty can benefit from sharing experiences after leveraging modernized teaching strategies to build best practices for teaching today's nursing students.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e124-e127"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392866","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 Nursing Education: Strategies to Advance Diversity, Equity, Inclusion, and Belonging. 高级护理实践教育：促进多元化、公平、包容和归属感的策略。
IF 1.9
The Journal of nursing education Pub Date : 2025-09-01 Epub Date: 2025-02-12 DOI: 10.3928/01484834-20241119-01
Roxanne S Spurlark, Bimbola Akintade, Cindy Broholm, Ricketta Clark, Omolara Fyle-Thorpe, Elizabeth Gatewood, Stacey Graves, Andrea Kuster, Lisa Mihaly, Sheryl Mitchell, Tarnia Newton, Veronica Quattrini, Tracie Kirkland
{"title":"Advanced Practice Nursing Education: Strategies to Advance Diversity, Equity, Inclusion, and Belonging.","authors":"Roxanne S Spurlark, Bimbola Akintade, Cindy Broholm, Ricketta Clark, Omolara Fyle-Thorpe, Elizabeth Gatewood, Stacey Graves, Andrea Kuster, Lisa Mihaly, Sheryl Mitchell, Tarnia Newton, Veronica Quattrini, Tracie Kirkland","doi":"10.3928/01484834-20241119-01","DOIUrl":"10.3928/01484834-20241119-01","url":null,"abstract":"<p><strong>Background: </strong>Diversity, equity, inclusion, and belonging (DEIB) are essential in advanced practice education to address systemic racism and health inequities. The American Association of Colleges of Nursing's (AACN) The Essentials: Core Competencies for Professional Nursing Education highlight nursing's role in addressing these challenges and developed a DEI toolkit.</p><p><strong>Method: </strong>A symposium was created for nurse practitioner faculty to explore DEIB integration using case studies based on anti-DEIB legislation. Participants applied the AACN DEI Toolkit across institutional viability, access, climate, and education.</p><p><strong>Results: </strong>Participant feedback indicated high satisfaction, with increased awareness of anti-DEIB legislation and improved knowledge of the AACN DEI Toolkit. Informal debriefing revealed varying levels of readiness to address DEIB challenges.</p><p><strong>Conclusion: </strong>Addressing structural racism in nursing education requires strategies and collaboration. The AACN DEI Toolkit provides a foundation for integrating DEIB into nursing curricula, promoting equitable, culturally competent health care. This initiative is crucial for preparing advanced practice nursing graduates to meet the evolving needs of diverse populations.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"602-606"},"PeriodicalIF":1.9,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392863","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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