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

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

Promoting Clinical Judgment and Communication Using Student-Led Rounding. 利用学生主导的查房促进临床判断和交流。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240724-04

Deidra Morgan, Melissa McBride, Sarah McGraw

引用次数: 0

Trauma-Informed Care in Undergraduate Nursing Education: An Integrative Review. 本科护理教育中的创伤知情护理：综合评论。

The Journal of nursing education Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240617-04

Rachel Elliott, Natalie Giannotti, Kathryn Pfaff, Edward Cruz

{"title":"Trauma-Informed Care in Undergraduate Nursing Education: An Integrative Review.","authors":"Rachel Elliott, Natalie Giannotti, Kathryn Pfaff, Edward Cruz","doi":"10.3928/01484834-20240617-04","DOIUrl":"https://doi.org/10.3928/01484834-20240617-04","url":null,"abstract":"Background: Trauma-informed care (TIC) requires health care providers and organizations to provide care in a way that assumes everyone has a trauma history (Hopper et al.). Although there has been a recent rise to investigate TIC within various nursing specialties, knowledge related to integrating TIC into nursing curricula remains unclear.Method: An integrative review following Whittemore and Knafl procedures synthesized the literature related to TIC in undergraduate nursing education.Results: Five themes surfaced: (1) isolated tic integration in undergraduate courses; (2) TIC for safe learning environments; (3) inconsistent TIC definitions in nursing education; (4) prerequisite nurse educator training; and (5) students recognizing an implementation gap and seeking solutions.Conclusion: This review highlights TIC integration challenges in nursing education, emphasizing the need for ongoing research, training, and collaboration. These efforts are vital to equip future nursing professionals with the skills to provide high-quality trauma-informed care, benefiting students, patients, and health care delivery. [J Nurs Educ. 2024;63(11):737-745.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 11","pages":"737-745"},"PeriodicalIF":0.0,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142607890","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 Belonging in Nursing Using Narrative Pedagogy. 利用叙事教学法在护理学中教授归属感。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240626-02

Kristin Lambert

{"title":"Teaching Belonging in Nursing Using Narrative Pedagogy.","authors":"Kristin Lambert","doi":"10.3928/01484834-20240626-02","DOIUrl":"https://doi.org/10.3928/01484834-20240626-02","url":null,"abstract":"Background: As Abraham Maslow asserts, belonging is essential to achieving self-esteem and self-actualization. With increasing numbers of novice nurse burnout and a perceived education-practice gap, promoting a sense of belonging is important to nurses' growth and psychological well-being and should start in nursing school.Method: An elective course, Belonging in Nursing, was developed to assist undergraduate nursing students in understanding the importance of belonging through narrative pedagogy. Course topics include the concept of belonging, managing moral distress, professional identity and boundaries, and readiness for practice.Results: Student feedback was positive, including the promotion of belonging in the class through hearing others express their fears and doubts and an increased awareness of moral distress and professional boundaries.Conclusion: Teaching Belonging in Nursing through narrative pedagogy aids in integrating this vital concept into the undergraduate nursing curriculum. Promoting belonging should start in nursing school and continue into novice nurse practice. [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":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524047","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

Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership. 通过独特的学术与临床合作，让护理专业学生参与临床研究。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240611-01

Kathryn Reilly, Mary Heitschmidt, Monique Reed

{"title":"Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership.","authors":"Kathryn Reilly, Mary Heitschmidt, Monique Reed","doi":"10.3928/01484834-20240611-01","DOIUrl":"https://doi.org/10.3928/01484834-20240611-01","url":null,"abstract":"Background: A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students.Method: Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation.Results: Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable.Conclusion: Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [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":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515683","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 Podcasts to Facilitate Textbook Readings in a Medical-Surgical Nursing Course. 在内外科护理课程中使用播客促进教科书阅读。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240612-02

Elizabeth Zwilling

引用次数: 0

Infographics: A Novel Approach to Improve Faculty-Preceptor Communication. 信息图表：改善教师与实习生交流的新方法。

The Journal of nursing education Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240626-03

Brenda B McNeil, Annette Jakubisin Konicki

{"title":"Infographics: A Novel Approach to Improve Faculty-Preceptor Communication.","authors":"Brenda B McNeil, Annette Jakubisin Konicki","doi":"10.3928/01484834-20240626-03","DOIUrl":"https://doi.org/10.3928/01484834-20240626-03","url":null,"abstract":"Background: Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience.Method: Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences.Results: Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience.Conclusion: Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. [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":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524045","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