The Journal of nursing education最新文献_第4页

Meeting Quality Improvement Learning Outcomes: Applying the Plan-Do-Study-Act Cycle. 实现质量改进学习成果：应用 "计划-实施-研究-行动 "循环。

The Journal of nursing education Pub Date : 2024-11-01 Epub Date: 2024-09-03 DOI: 10.3928/01484834-20240522-04

Annette M Elliott

引用次数: 0

Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study. 澳大利亚偏远地区护理安置中的混合教育：描述性定性研究。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240702-02

Taneal Wiseman, Moira Dunsmore, Sue Randall

{"title":"Hybrid Education in Remote Nursing Placements in Australia: A Descriptive Qualitative Study.","authors":"Taneal Wiseman, Moira Dunsmore, Sue Randall","doi":"10.3928/01484834-20240702-02","DOIUrl":"https://doi.org/10.3928/01484834-20240702-02","url":null,"abstract":"Background: Rural and remote areas offer unique opportunities for undergraduate nurses. Extended placements boost work readiness, improve assessment skills, and increase likelihood of practicing in these areas post-registration. However, hybrid delivery of curriculum content in not well understood. Undergraduate Extended Nurse Placement Program (ENPP) and on campus students, and academics were recruited from a major tertiary institution to understand impact of hybrid delivery for nursing curriculum.Method: Data were obtained from descriptive qualitative design and focus group interviews. A process of thematic analysis generated themes and findings.Results: There were 12 participants: academics (n = 4), ENPP students (n = 7), and 1 on campus student. The main theme was \"Bridging the Hybrid Gap,\" with two sub-themes: (1) separation, describes ENPP students emotional, experiential, and academic disconnect from on-campus students; and (2) adaptation, describes strategies used to adjust to hybrid learning.Conclusion: Technology has evolved and presents opportunities for nursing education. We must continue to enhance education design in the nursing curriculum context. [J Nurs Educ. 2024;63(11):755-763.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 11","pages":"755-763"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607886","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 Learning Approach in an Undergraduate Palliative Care Nursing Unit of Study. 姑息治疗护理本科学习单元中的多模式学习方法。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240613-03

Jay Balante, Jacqueline Bloomfield

引用次数: 0

Ageless Mind Quest: Unraveling Older Adult Concepts Through Interactive Crossword Challenges. Ageless Mind Quest：通过互动填字游戏揭开老年人概念的神秘面纱。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240908-02

Leodoro J Labrague

引用次数: 0

Fulbright as Opportunity for U.S. Nursing Educators and International Nursing Schools. 富布赖特是美国护理教育工作者和国际护理学校的机遇。

The Journal of nursing education Pub Date : 2024-11-01 Epub Date: 2024-03-27 DOI: 10.3928/01484834-20240308-01

Lynda Boyer-Chu, Thu H T Huynh, Ngoan T N Nguyen, Tuyen K T Bui, Giang H L Ngo, Dao T Vu, Hieu H T Lam, Uyen B T Truong

{"title":"Fulbright as Opportunity for U.S. Nursing Educators and International Nursing Schools.","authors":"Lynda Boyer-Chu, Thu H T Huynh, Ngoan T N Nguyen, Tuyen K T Bui, Giang H L Ngo, Dao T Vu, Hieu H T Lam, Uyen B T Truong","doi":"10.3928/01484834-20240308-01","DOIUrl":"10.3928/01484834-20240308-01","url":null,"abstract":"Background: Nursing education across the globe is rapidly evolving in terms of curricular expectations and professional preparation. While there is a plethora of curricular resources and graduate programs in the United States, in some countries, these resources are limited. Methods: The Fulbright Specialist program, the application process, and challenges as well as the benefits of the role are described. The deliverables by the Fulbright Specialist, e.g. demonstrating classroom pedagogical methods, providing access to an online doctoral program, and explaining publication strategies, are noted.Results: Immediate and 2-month follow-up information regarding the Specialist's deliverables are described. The benefits to the Specialist are also detailed.Conclusion: Nursing educators in the U.S. and leaders of nursing schools outside of the U.S. are invited to share pedagogical practices and provide faculty development through the Fulbright Specialist program. The benefits of a collaboration are mutually beneficial. [J Nurs Educ. 2024;63(11):781-784.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"781-784"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140295699","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

Adopting Optimal Statistical Practices: Reviewers. 采用最佳统计实践：审稿人：

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20241009-01

John M Taylor

引用次数: 0

Cognitive Flexibility and Professional Identity in Nursing Students: The Modeling Role. 护理专业学生的认知灵活性和职业认同感：示范作用。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240628-01

Maura Galletta, Ilenia Piras, Federica Canzan, Letizia Dal Santo

{"title":"Cognitive Flexibility and Professional Identity in Nursing Students: The Modeling Role.","authors":"Maura Galletta, Ilenia Piras, Federica Canzan, Letizia Dal Santo","doi":"10.3928/01484834-20240628-01","DOIUrl":"https://doi.org/10.3928/01484834-20240628-01","url":null,"abstract":"Background: Students' professional identity is essential to build nursing competence. Cognitive flexibility plays a crucial role in developing professional identity, as well as clinical supervisors and academic teachers through role modeling. This study analyzed the role of internship and theoretical modeling in the link between cognitive flexibility and professional identity.Method: Participants were first-, second-, and third-year nursing students (n = 284) at a university in northern Italy. Participants completed an online survey, and multigroup analysis was performed.Results: Internship modeling was positively associated with professional identity but not for second-year students. Theoretical modeling was not significantly associated with professional identity and cognitive flexibility. Theoretical modeling did not mediate the relationship between cognitive flexibility and professional identity. Clinical internship modeling mediated the relationship between cognitive flexibility and professional identity but not for second-year students.Conclusion: Internship modeling helps students give sense and coherence to learning, which contributes to their professional identity. [J Nurs Educ. 2024;63(11):764-772.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 11","pages":"764-772"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607882","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

Investigating the Influence of First Principles of Instruction on Trauma Management Skills in Nursing Students. 调查第一教学原则对护理专业学生创伤处理技能的影响。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240617-03

Jianbang Chen, Zhonghou Lin, Mingyuan Sun, Huan Lin, Tianyu Liang

{"title":"Investigating the Influence of First Principles of Instruction on Trauma Management Skills in Nursing Students.","authors":"Jianbang Chen, Zhonghou Lin, Mingyuan Sun, Huan Lin, Tianyu Liang","doi":"10.3928/01484834-20240617-03","DOIUrl":"https://doi.org/10.3928/01484834-20240617-03","url":null,"abstract":"Background: This study aimed to evaluate the effects of first principles of instruction on trauma management skills for undergraduate nursing students.Method: Two hundred twenty-four nursing students from Fujian Medical University were divided into control and experimental groups. Participants in the experimental group applied first principles of instruction and introduced design modifications to acquire trauma management skills.Results: Scores for trauma management skills were significantly higher in the experimental group than in the control group. In addition, 89% of students strongly agreed with using first principles of instruction and indicated satisfaction with the teaching mode.Conclusion: First principles of instruction enhance theoretical understanding of trauma management skills, with significant score differences between experimental and control groups. High student satisfaction underscores the effectiveness of this approach in creating a conducive learning environment. Integrating first principles of instruction holds promise for deeper comprehension and long-term educational success among nursing students. [J Nurs Educ. 2024;63(11):731-736.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 11","pages":"731-736"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607887","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

Peer Emotion in Collaborative Simulation Among Nursing Students. 护理专业学生合作模拟中的同伴情感。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240614-04

Thye Peng Ngo, Claire Burke Draucker, Roxie L Barnes, Kyungbin Kwon, Deanna L Reising

{"title":"Peer Emotion in Collaborative Simulation Among Nursing Students.","authors":"Thye Peng Ngo, Claire Burke Draucker, Roxie L Barnes, Kyungbin Kwon, Deanna L Reising","doi":"10.3928/01484834-20240614-04","DOIUrl":"https://doi.org/10.3928/01484834-20240614-04","url":null,"abstract":"Background: The emotional experiences of nursing students are linked to learning outcomes. Peer learning is a key component of nursing education and simulation. However, little is known about the emotions of students in the context of peer learning. This study sought to provide an in-depth description of nursing students' emotional experiences when participating with another peer in a simulation activity.Method: Data were obtained from a study of peer collaborative clinical decision making in simulation. All data related to emotions were extracted, summarized, and interpreted using thematic analytic techniques.Results: Six themes were identified: (1) experiencing a multitude of emotions; (2) hiding emotions; (3) suppressing emotions; (4) revealing emotions; (5) perceiving peers' emotions; and (6) absorbing peers' emotions.Conclusion: This study highlights the importance of peer emotion in collaborative simulation and renders important implications for nursing education. [J Nurs Educ. 2024;63(11):746-754.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 11","pages":"746-754"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607888","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

Are We Readying New Faculty to Use a Growth Mindset to Support Student Success? 我们是否已做好准备，让新教师运用 "成长心态 "帮助学生取得成功？

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20241009-02

Mona Newsome Wicks

引用次数: 0