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

Questionable Research Practices: p-Hacking.

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20250210-01

John M Taylor

引用次数: 0

WhatsApp-Delivered Education: Performance and Satisfaction of Nursing Students.

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241120-04

Abbas Al Mutair, Faiza Aljarameez, Ameera Al Onezei, Magda Yousif Ramadan, Lailani Sacgaca, Amal Almutairi, Abeer Qahl, Arulanantham Zechariah Jebakumar, Yaser Alnaam, Awatif Alrasheeday, Kawthar Alsaleh

{"title":"WhatsApp-Delivered Education: Performance and Satisfaction of Nursing Students.","authors":"Abbas Al Mutair, Faiza Aljarameez, Ameera Al Onezei, Magda Yousif Ramadan, Lailani Sacgaca, Amal Almutairi, Abeer Qahl, Arulanantham Zechariah Jebakumar, Yaser Alnaam, Awatif Alrasheeday, Kawthar Alsaleh","doi":"10.3928/01484834-20241120-04","DOIUrl":"https://doi.org/10.3928/01484834-20241120-04","url":null,"abstract":"Background: The drastic evolution in digital technologies has significantly transformed educational and learning processes, necessitating faculty members to incorporate these advancements into their teaching strategies. A research gap exists in investigating the use and acceptance of these technologies in nursing education. Thus, this research aims to assess how education delivered through WhatsApp (Meta) impacts undergraduate nursing students' performance level and satisfaction.Method: This interventional pretest-posttest study involved a sample of 65 undergraduate nursing students, who were categorized into intervention and control groups. The intervention group received weekly WhatsApp education.Results: The analysis showed no significant statistical difference in the course final grade between the intervention and control groups. However, there was a significant improvement in the student satisfaction scores following the educational intervention.Conclusion: WhatsApp-delivered education can improve nursing education by fostering positive student perceptions and promoting engagement. This study offers valuable insights for educators and institutions aiming to optimize nursing education. [J Nurs Educ. 2025;64(3):170-176.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"170-176"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575008","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.

The Journal of nursing education Pub 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":"https://doi.org/10.3928/01484834-20241029-02","url":null,"abstract":"Background: 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.Method: Faculty created a collaborative mass-casualty simulation involving multiple community disaster response agencies to create a realistic scenario for experiential learning.Results: 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.Conclusion: 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. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","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

Thrive and Flourish: A Holistic Approach to Nurturing Wellness and Resilience in Nursing Students. 茁壮成长：培养护理专业学生健康和适应能力的整体方法》。

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20240925-03

Kelley Strout, Maile Sapp, Kayla Parsons, Rebecca Schwartz-Mette, Jade McNamara, Annie Smith

{"title":"Thrive and Flourish: A Holistic Approach to Nurturing Wellness and Resilience in Nursing Students.","authors":"Kelley Strout, Maile Sapp, Kayla Parsons, Rebecca Schwartz-Mette, Jade McNamara, Annie Smith","doi":"10.3928/01484834-20240925-03","DOIUrl":"https://doi.org/10.3928/01484834-20240925-03","url":null,"abstract":"Background: Nursing students report high rates of perceived stress and burnout. The compounded effect of adverse childhood experiences and the lingering trauma of the coronavirus disease 2019 (COVID-19) pandemic heightens the risk of mental health issues against the backdrop of a global nursing profession already grappling with shortages, burnout, and inadequate staffing.Method: An evidence-based educational innovation was designed for first-year nursing students to reduce stress and burnout while enhancing academic success and resilience. Offered the week before the first semester, the curriculum included evidence-based mindfulness practices, yoga, physical activity, nutrition education, and stress management. Students explored research processes, built connections, and acquired strategies for academic success. FitBits were provided for data analysis and continual data collection.Results: Participants found the immersive bridge week beneficial for community building, stress reduction, mindfulness, physical well-being, and academic preparation valuable and suggested areas of improvement.Conclusion: Elevated stress levels in nursing students can affect learning and retention. The curriculum offered a holistic approach to reducing stress and burnout. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392870","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

Preparing for the Next Pandemic: Perceptions of Prelicensure Nursing Student Competencies.

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20241004-03

Rachel Cox Simms

引用次数: 0

Advanced Practice Nursing Education: Strategies to Advance Diversity, Equity, Inclusion, and Belonging.

The Journal of nursing education Pub 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":"https://doi.org/10.3928/01484834-20241119-01","url":null,"abstract":"Background: 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.Method: 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.Results: 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.Conclusion: 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. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","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

Integrating a Competency-Based Curriculum Through the Modernization of Teaching Strategies.

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20241119-03

Jennifer L Maffucci, Denise Kent, Kathryn J Vanderzwan

引用次数: 0

Collaborative Leadership Education Through Community Partnerships. 通过社区伙伴关系开展协作式领导力教育。

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20241004-01

Heidi A Monroe, Grace Z Seo, R John Robertson

{"title":"Collaborative Leadership Education Through Community Partnerships.","authors":"Heidi A Monroe, Grace Z Seo, R John Robertson","doi":"10.3928/01484834-20241004-01","DOIUrl":"https://doi.org/10.3928/01484834-20241004-01","url":null,"abstract":"Background: Nursing leadership development among prelicensure nursing students is critically important to address 21st century standards of care for diverse populations. Entry-level nurses are expected to confidently address issues of health equity, and collaborate, communicate, and lead as members of interprofessional teams in the community.Method: Using a collaborative learning approach, supported by experiential learning theory, students in the leadership practicum formed team partnerships and engaged with local human services agencies to assess, plan, and implement nursing leadership projects.Results: Student skills, knowledge, and attitudes were refined in domains including teamwork, interprofessional communication, project development, community collaboration, social justice advocacy, self-reflective practice, and scholarship dissemination.Conclusion: This practicum course that partnered teams of nursing students with human services agencies was a mutually beneficial plan that promoted health in vulnerable populations and refined nursing leadership qualities in nursing students. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392864","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

Faculty Perceptions of an Accessibility Initiative for Enhancing Student Success in Nursing Education.

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20241029-04

Asma A Taha, Justi Echeles, Aaron M Eisen, Kathryn Vaughn, Lina Gomma, Najood Azar

{"title":"Faculty Perceptions of an Accessibility Initiative for Enhancing Student Success in Nursing Education.","authors":"Asma A Taha, Justi Echeles, Aaron M Eisen, Kathryn Vaughn, Lina Gomma, Najood Azar","doi":"10.3928/01484834-20241029-04","DOIUrl":"https://doi.org/10.3928/01484834-20241029-04","url":null,"abstract":"Background: This quality improvement project evaluated the effectiveness, barriers, and perceived student effects of an accessibility initiative, including Universal Design for Learning, from faculty perspectives across a school of nursing's five campuses in the Pacific Northwest.Method: A descriptive cross-sectional design was used for this study. Eighty faculty completed a survey with quantitative and qualitative components. Data were analyzed using descriptive statistics and thematic analysis.Results: Faculty found the training and resources useful, improving their knowledge and confidence in designing accessible online and hybrid courses. Barriers often were time-related, with faculty struggling to allocate time to attend training sessions and create digitally accessible content. Student feedback and faculty perceptions illustrated how accessible design supports the diverse needs of students with disabilities and fosters better learning experiences.Conclusion: These findings highlight the effectiveness of accessible design to support the success of all nursing students to promote diversity, equity, and inclusion in nursing practice. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392865","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 Power of Choice: Fostering Engagement and Competence in Nursing Students.

The Journal of nursing education Pub Date : 2025-02-12 DOI: 10.3928/01484834-20241029-01

Erica Davis, LisaMarie Wands

{"title":"The Power of Choice: Fostering Engagement and Competence in Nursing Students.","authors":"Erica Davis, LisaMarie Wands","doi":"10.3928/01484834-20241029-01","DOIUrl":"https://doi.org/10.3928/01484834-20241029-01","url":null,"abstract":"Background: Self-determination theory (SDT) notes that internal drive for success promotes achievement of goals. Self-regulated learning (SRL) approaches may be an effective strategy for student success. With nursing education's emphasis on competency, it is important for students to be directly involved in learning choices.Method: An SRL-inspired points-based grading approach was implemented in a clinical review course. A postcourse survey included items from autonomy and competence subscales of the Basic Psychological Need Satisfaction and Frustration Scale grounded in SDT.Results: Seventy-seven students enrolled in the course completed a mean of 2.3 to 3.1 weekly assignments, earning an average of 102 to 112 points. Student attendance ranged from 51% to 95%. Mean class score on a standardized licensure-readiness assessment was 4 points higher than the previous class. Postcourse survey results included satisfaction with autonomy, competence, and agreement that the class format supported their learning.Conclusion: SRL approaches can assist faculty who are looking to enhance student engagement. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143392869","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