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

Teaching the Invisible: A Game-Based Simulation for Learning Health Care Economics in Clinical Nurse Leader Education. 隐性教学：临床护士长教育中医疗经济学学习的游戏模拟。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-11 DOI: 10.3928/01484834-20260727-02

Lois Sonstegard

{"title":"Teaching the Invisible: A Game-Based Simulation for Learning Health Care Economics in Clinical Nurse Leader Education.","authors":"Lois Sonstegard","doi":"10.3928/01484834-20260727-02","DOIUrl":"https://doi.org/10.3928/01484834-20260727-02","url":null,"abstract":"Background: Health care economics and financing increasingly influence clinical practice, yet many nursing students struggle to understand how reimbursement structures and payment incentives shape care delivery. These concepts are often perceived as abstract and difficult to connect to bedside practice.Method: A kinesthetic, role-based board simulation-the Health Systems Strategy Game-was implemented in a baccalaureate-to-Master of Science in Nursing Clinical Nurse Leader course. Over a 5-week period, students participated in brief lectures, structured gameplay, and facilitated debriefing designed to make health care system dynamics tangible.Results: Forty-seven students completed course evaluations assessing perceived understanding of health care economics, confidence discussing financial influences on care delivery, and systems-level learning. Students reported increased knowledge of health care financing concepts, improved confidence, and stronger understanding of interdependencies among stakeholders.Conclusion: Game-based experiential learning may enhance systems literacy and support nursing students' understanding of health care economics.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":1.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914778","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

Integration of Equity, Diversity, and Inclusion in Undergraduate Nursing Simulations. 本科护理模拟中公平性、多样性和包容性的整合。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-11 DOI: 10.3928/01484834-20260727-01

J Kala Streibel, Carnelle K Symes, Erin Lowe, Barbara Wilson-Keates

{"title":"Integration of Equity, Diversity, and Inclusion in Undergraduate Nursing Simulations.","authors":"J Kala Streibel, Carnelle K Symes, Erin Lowe, Barbara Wilson-Keates","doi":"10.3928/01484834-20260727-01","DOIUrl":"https://doi.org/10.3928/01484834-20260727-01","url":null,"abstract":"Background: Equity, diversity, and inclusion (EDI) is fundamental to ensuring nursing care meets the needs of diverse patients from various positionalities. The ability to access and integrate EDI in undergraduate nursing education has been limited due to the demographics of the local population. Culturally responsive education is required to reduce cultural bias and racism, promote patient safety, and develop cultural humility.Method: For this innovation, patient profiles for simulation-based experiences (SBEs) were co-created with expert community partners and integrated into a baccalaureate nursing program to provide opportunities for students to interact with diverse patients and develop culturally humble care.Results: The SBEs served as a catalyst for students to practice diverse patient care and navigate the journey from personal bias toward cultural humility.Conclusion: Diverse simulation experiences promote reflection on bias and racism, foster safe patient care, and promote the development of cultural humility.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":1.9,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914730","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 the International Society for Professional Identity in Nursing Framework Into Curricula. 将国际护理专业认同协会纳入课程框架。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-10 DOI: 10.3928/01484834-20260727-03

Richard Pullen

引用次数: 0

Video-Supported Collaborative Learning: Effects on Nursing Students' OSCE Performance and Self-Efficacy Beliefs. 视频支持的协作学习对护理学生OSCE成绩和自我效能感信念的影响。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-10 DOI: 10.3928/01484834-20260630-01

Evrim Saritaş, Özlem Tikit, Zehra Göçmen Baykara, Nurcan Çalişkan

{"title":"Video-Supported Collaborative Learning: Effects on Nursing Students' OSCE Performance and Self-Efficacy Beliefs.","authors":"Evrim Saritaş, Özlem Tikit, Zehra Göçmen Baykara, Nurcan Çalişkan","doi":"10.3928/01484834-20260630-01","DOIUrl":"https://doi.org/10.3928/01484834-20260630-01","url":null,"abstract":"Background: Video-supported collaborative learning is an innovative method that affects students' self-efficacy and objective structured clinical examination (OSCE) performance warranting further evaluation and wider dissemination.Method: A two-arm, parallel-group randomized controlled trial was conducted with first-year nursing students in the capital of Türkiye during the 2024-2025 academic year. For OSCE preparation in the refresher training laboratory, the intervention group received video-supported collaborative learning, while the control group received traditional instruction. Students' self-efficacy beliefs were assessed before and after the intervention, and OSCE performance was evaluated.Results: A statistically significant increase in mean self-efficacy scores was observed in the intervention group from pretest to posttest. The intervention group also achieved significantly higher mean OSCE scores than the control group.Conclusion: These findings suggest that video-supported collaborative learning is associated with improvements in self-efficacy and OSCE performance. Incorporating such methods into nursing education may be beneficial; however, further research is needed to confirm these findings.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-8"},"PeriodicalIF":1.9,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914750","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

Contemplative Pedagogy for Human-Centered Artificial Intelligence in Nursing Education. 护理教育中以人为本的人工智能思考教学法。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-10 DOI: 10.3928/01484834-20260727-04

Bonnie A Soik

{"title":"Contemplative Pedagogy for Human-Centered Artificial Intelligence in Nursing Education.","authors":"Bonnie A Soik","doi":"10.3928/01484834-20260727-04","DOIUrl":"https://doi.org/10.3928/01484834-20260727-04","url":null,"abstract":"Background: Artificial intelligence (AI) is rapidly transforming nursing and health professions education. Although these technologies offer opportunities for innovation, they also raise concerns related to professional identity, ethical judgment, depersonalization, and burnout.Method: This conceptual article synthesizes interdisciplinary scholarship, drawing on caring science, transformative learning theory, Bloom's extended taxonomy revised, and the master adaptive learner framework to develop an integrated, human-centered framework for AI-supported learning.Results: The proposed framework positions contemplative pedagogy as the central organizing process through which AI, cognitive development, resilience, and professional formation are intentionally integrated. Three complementary models are presented: a learning ecosystem framework, a student learning pathway, and a faculty design framework.Conclusion: Together, these models provide a nursing-grounded, health professions framework that aligns technological innovation with reflective, ethical, and relational dimensions of learning while providing a foundation for future empirical research.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-10"},"PeriodicalIF":1.9,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914708","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

Risk Work in Home Visits: Nursing Students' Safety and Supported Autonomy. 家访中的风险工作：护理学生的安全和自主性支持。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-10 DOI: 10.3928/01484834-20260727-05

Keren Grinberg, Yael Sela

{"title":"Risk Work in Home Visits: Nursing Students' Safety and Supported Autonomy.","authors":"Keren Grinberg, Yael Sela","doi":"10.3928/01484834-20260727-05","DOIUrl":"https://doi.org/10.3928/01484834-20260727-05","url":null,"abstract":"Background: As health care increasingly shifts to community settings, nursing students conduct home visits that involve safety, ethical, and emotional challenges, highlighting the need to understand their learning experiences, risk-management processes, and implications for clinical education. This study explored nursing students' learning experiences and risk-management processes during community home visits and implications for clinical education.Method: This descriptive qualitative study included 20 third- and fourth-year nursing students after community placements involving home visits. Semistructured interviews were transcribed and analyzed using reflexive thematic analysis.Results: Students described home visits as unpredictable, requiring ongoing risk assessment, boundary management, and adaptation of clinical knowledge to nonclinical environments. Instructor support promoted supervised autonomy through guidance and emotional support. Although students valued holistic and relationship-based learning, many reported limited interest in future home-care careers because of their novice status and preference for structured settings.Conclusion: Home-visit education requires clear objectives, structured preparation, safety protocols, supervised autonomy, debriefing, and faculty training.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":1.9,"publicationDate":"2026-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148914745","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

Academic Habits Shaping Success in Prelicensure Nursing Students. 学习习惯影响护理学预科学生的成功。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-11 DOI: 10.3928/01484834-20260406-03

Stacey Browning, Susan Piras, Laura Cruz, Melody Warren

{"title":"Academic Habits Shaping Success in Prelicensure Nursing Students.","authors":"Stacey Browning, Susan Piras, Laura Cruz, Melody Warren","doi":"10.3928/01484834-20260406-03","DOIUrl":"10.3928/01484834-20260406-03","url":null,"abstract":"Background: Academic nurse educators seek effective strategies to enhance student learning, retention, and readiness for practice. Understanding the academic habits of senior prelicensure nursing students provides insight into factors that promote success during the most rigorous semesters.Method: This descriptive qualitative study was conducted at a mid-sized public university in the southeastern United States. Eleven senior nursing students participated in semistructured interviews exploring learning strategies, study habits, and experiences with academic rigor.Results: Thematic analysis revealed three interrelated themes: (1) reflection; (2) belonging, and (3) perception. Reflection encompassed introspection and actualization; belonging reflected support at micro (peer and faculty) and macro (institutional and professional) levels; and perception described self-awareness shaped by academic and social environments.Conclusion: Together, these themes form a dynamic cycle that illustrates how reflection fosters belonging, belonging strengthens positive perception, and perception encourages reflective adaptation, offering educators evidence-based strategies to promote resilience, engagement, and professional identity in nursing students.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"517-523"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147871159","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 Medical Mistrust Utilizing a Community Cancer Screening Event: Undergraduate Nursing Students' Response to an Educational Intervention. 利用社区癌症筛查事件解决医疗不信任：本科护生对教育干预的反应。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-03-31 DOI: 10.3928/01484834-20260227-02

Mark Darby, Amber Golden, Cheryl Darby-Carlberg, Sydney Buckland

{"title":"Addressing Medical Mistrust Utilizing a Community Cancer Screening Event: Undergraduate Nursing Students' Response to an Educational Intervention.","authors":"Mark Darby, Amber Golden, Cheryl Darby-Carlberg, Sydney Buckland","doi":"10.3928/01484834-20260227-02","DOIUrl":"10.3928/01484834-20260227-02","url":null,"abstract":"Background: Cancer screening and mortality disparities persist among racial and ethnic groups in the United States, driven by several barriers including medical mistrust. Despite growing attention, few nursing interventions address medical mistrust directly.Method: To address this gap, community members and a midwestern College of Nursing co-developed a cancer screening initiative, One Stop Cancer Shop. Undergraduate nursing students participated in both a workshop based on public narrative storytelling and community screening events. Following participation, students were asked to reflect on the experience. A reflexive thematic analysis was conducted.Results: Analysis revealed three central themes: (1) skills to address medical mistrust; (2) communication; and (3) community as client. Students reported increased awareness of structural inequities, empathy, cultural competence, and the value of engaging with underserved communities.Conclusion: This intervention highlights the potential of narrative-based education to equip nursing students to address medical mistrust. The findings support integrating experiential learning into nursing curricula.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"561-566"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597212","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

Putting Practice First in Doctor of Nursing Practice: A Competency-Based Curriculum Redesign. 以实践为本的护理博士实习：基于能力的课程重新设计。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-03-31 DOI: 10.3928/01484834-20260227-01

Jennifer R Majumdar, Stephen J Yermal, Elsie Jolade, Maya Clark-Cutaia

{"title":"Putting Practice First in Doctor of Nursing Practice: A Competency-Based Curriculum Redesign.","authors":"Jennifer R Majumdar, Stephen J Yermal, Elsie Jolade, Maya Clark-Cutaia","doi":"10.3928/01484834-20260227-01","DOIUrl":"10.3928/01484834-20260227-01","url":null,"abstract":"Background: The 2021 AACN Essentials call for competency-based Doctor of Nursing Practice (DNP) education that prepares graduates for complex practice environments. This article describes a practice-first curriculum redesign to improve scholarly project feasibility, strengthen alignment with clinical priorities, and enhance evidence translation into practice.Method: A multidisciplinary task force mapped 11 core DNP courses to Essentials domains and advanced-level competencies following a needs assessment. Objectives and learning activities were revised to emphasize measurable practice-based outcomes. Redundant coursework was removed, and content in implementation science, interprofessional practice, social determinants of health, and the care continuum was strengthened. The scholarly project was restructured into proposal, implementation, and dissemination phases, supported by a scholarly writing course and competency-based evaluation.Results: Outcomes included a competency map, milestone-based rubrics, revised sequencing, and structured project checkpoints. Evaluation demonstrated clearer expectations and feasibility across practice settings.Conclusion: This redesign aligned DNP curricula with AACN Essentials nationwide.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"557-560"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597288","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

Nursing Student Experiences: Collaborative Autoethnography on Leadership Transformation. 护生经验：领导转型的合作自我民族志。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-03-09 DOI: 10.3928/01484834-20260225-02

Karen E Alexander, Davida L Chatman, Katecia Holmes, Davianna Duncan

{"title":"Nursing Student Experiences: Collaborative Autoethnography on Leadership Transformation.","authors":"Karen E Alexander, Davida L Chatman, Katecia Holmes, Davianna Duncan","doi":"10.3928/01484834-20260225-02","DOIUrl":"10.3928/01484834-20260225-02","url":null,"abstract":"Background: Nursing students often lack real-world exposure to health policy and advocacy, despite its emphasis on professional competencies. Experiential learning opportunities, such as Nurse Day at the Capitol in Austin, TX, can bridge this gap and foster leadership.Method: This qualitative study used collaborative autoethnography to explore the experiences of two nursing students, one undergraduate and one graduate, who participated in the 2025 Nurse Day at the Capitol. Data were collected through semi-structured interviews and reflections, then analyzed using inductive thematic analysis.Results: Six themes emerged: bridging practice and policy, empowerment through advocacy, emotional journey of advocacy, redefining leadership, personal-professional intersection of policy, and transformation of identity. Students reported increased confidence, civic engagement, and deeper understanding of their roles as advocates.Conclusion: Experiential advocacy events enhance nursing students' leadership identity and political competence. Integrating such opportunities into curricula strengthens professional development and prepares future nurse leaders for policy engagement.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"554-556"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147392162","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