The Journal of nursing education最新文献_第5页

Leveraging ChatGPT to Create Datasets for Doctoral Nursing Education. 利用ChatGPT为护理博士教育创建数据集。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 DOI: 10.3928/01484834-20260803-03

Christina Bricker, Tracey L Taylor, Jeffry Gordon

引用次数: 0

Emphasizing Success in Nursing Education Succession Planning. 强调护理教育继任计划的成功。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 DOI: 10.3928/01484834-20260803-02

Gail Armstrong, Amy J Barton

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Academic Help-Seeking Behavior in Nursing Students: A Scoping Review. 护理学生的学术求助行为：一项范围审查。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-06 DOI: 10.3928/01484834-20260406-01

Bryce H Silverlight, Franklin D Hicks, Todd M Ruppar

{"title":"Academic Help-Seeking Behavior in Nursing Students: A Scoping Review.","authors":"Bryce H Silverlight, Franklin D Hicks, Todd M Ruppar","doi":"10.3928/01484834-20260406-01","DOIUrl":"10.3928/01484834-20260406-01","url":null,"abstract":"Background: Academic help-seeking is a valuable strategy for enhancing learning outcomes and student success, particularly in the demanding field of nursing education. This review synthesizes academic help-seeking (AHS) literature and makes concrete recommendations for current nurse educators.Method: A scoping review was conducted in PubMed/MEDLINE, Embase, CINAHL, PsycINFO, ERIC, and Google Scholar using the scoping review framework as described by Arksey and O'Malley.Results: The search initially identified 354 studies for title and abstract screening. After title and abstract screening, 64 studies were included for full-text review. After the full-text review, 23 studies met the inclusion criteria and were included in this review.Conclusion: This scoping review highlights AHS behavior as an influential component of nursing students' academic success. Faculty have the opportunity to play a strong role in facilitating AHS. Future studies should focus on examining AHS in the clinical environment and empirically evaluating structured help-seeking interventions.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"524-528"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147848293","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

Artificial Intelligence Literacy and Utilization Barriers in Nursing Learning: A Qualitative Exploration. 护理学习中人工智能素养及应用障碍的定性探讨

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-11 DOI: 10.3928/01484834-20260406-02

Mingyu Yu, Dongyu Jiang, Qiaolin Xu, Junhao Qiu, Jingyi Chen

{"title":"Artificial Intelligence Literacy and Utilization Barriers in Nursing Learning: A Qualitative Exploration.","authors":"Mingyu Yu, Dongyu Jiang, Qiaolin Xu, Junhao Qiu, Jingyi Chen","doi":"10.3928/01484834-20260406-02","DOIUrl":"10.3928/01484834-20260406-02","url":null,"abstract":"Background: The artificial intelligence (AI) transformation of nursing education hinges on students' AI literacy. This study explores nursing students' AI literacy and utilization barriers in AI-assisted learning.Method: A descriptive qualitative design was used. Twenty-six undergraduate nursing students were recruited. Data were collected between May 2024 and January 2025 through individual, in-depth, semistructured interviews. Data analysis followed Clarke and Braun's thematic analysis approach.Results: Five main themes were identified: (1) ambiguous perceptions of AI; (2) adaptive behaviors toward AI technology; (3) ambivalent attitudes toward AI applications; (4) perceived barriers to AI adoption; and (5) expectations of AI integration.Conclusion: This qualitative study illuminates the multifaceted landscape of AI literacy and barriers perceived by nursing students, and underscores the need for nursing education to address the AI literacy gaps and overcome adoption barriers. Future research should track the long-term effects of AI literacy on clinical performance and career trajectories.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"529-537"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147871172","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

Culture, Connection, Classroom: An Analysis of Cultural Attitudes and Student Engagement. 文化、联系、课堂：文化态度与学生参与的分析。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-03-09 DOI: 10.3928/01484834-20260224-03

Abby G Horton, Paige T Johnson, Christina J Ezemenaka, Valerie E Trull

{"title":"Culture, Connection, Classroom: An Analysis of Cultural Attitudes and Student Engagement.","authors":"Abby G Horton, Paige T Johnson, Christina J Ezemenaka, Valerie E Trull","doi":"10.3928/01484834-20260224-03","DOIUrl":"10.3928/01484834-20260224-03","url":null,"abstract":"Background: Cultural awareness is crucial for nurses to foster positive patient interactions and deliver quality health care. This study examines the relationship between cultural attitudes, engagement, and psychological well-being among nursing students.Methods: A cross-sectional study conducted with 100 senior Bachelor of Science in Nursing students, age 19 to 24 years, from a large public university in the southeastern United States involved a one-time survey in Spring 2022 using the Cultural Diversity Awareness Questionnaire, Student Engagement in Schools Questionnaire, and Abbreviated Ryff Scale of Psychological Well-being.Results: Significant positive correlations were identified between cultural diversity awareness and engagement (r = 0.43), and cultural diversity awareness and psychological well-being (r = 0.39, p < .05). Students with higher levels of cultural diversity awareness reported greater engagement and psychological well-being.Conclusion: The results underscore the importance of cultural awareness in nursing education. Further research should assess its impact on educational outcomes and student psychological well-being and develop initiatives to enhance cultural diversity awareness among nursing students.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"550-553"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147392166","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

Fostering Cultural Safety Through AI-Based Simulations: A Mixed-Methods Study in Nursing Education. 通过人工智能模拟培养文化安全：护理教育的混合方法研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-12 DOI: 10.3928/01484834-20260403-06

Małgorzata Lesińska-Sawicka

{"title":"Fostering Cultural Safety Through AI-Based Simulations: A Mixed-Methods Study in Nursing Education.","authors":"Małgorzata Lesińska-Sawicka","doi":"10.3928/01484834-20260403-06","DOIUrl":"10.3928/01484834-20260403-06","url":null,"abstract":"Background: Increasing cultural diversity requires nurses to ensure cultural safety in patient care. Artificial intelligence (AI)-based simulations offer promising experiential learning, yet evidence of their effectiveness remains limited. This study analyzed communication strategies used by nursing students during AI-based simulations and evaluated their contribution to cultural safety.Method: A mixed-methods pre-post design was used. Master of Nursing students (N = 24) participated in simulated conversations with AI-generated patients from diverse backgrounds. Data included cultural competence self-assessments and reflections.Results: Cultural competence increased significantly (Wilcoxon signed-rank test: z = 4.05, p < .001, r = 0.59), particularly in areas related to reflective awareness and adaptive communication. Qualitative analysis identified core strategies promoting cultural safety, including empathetic communication, behavioral adaptation, and negotiation of beliefs. Students reported context-specific adaptations to patient needs and perceived the simulation as a safe and engaging learning environment.Conclusion: AI-based simulations may support aspects of cultural safety by enhancing self-reflection and interpersonal adaptability. They represent a valuable complement to traditional nursing curricula.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"538-549"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147877154","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

Simulation Fidelity and Cognitive Load: Effects on BSN Students' Medication Administration Performance. 模拟逼真度和认知负荷对BSN学生给药绩效的影响。

IF 1.9

The Journal of nursing education Pub Date : 2026-09-01 Epub Date: 2026-05-07 DOI: 10.3928/01484834-20260403-07

Lesley McCorry

{"title":"Simulation Fidelity and Cognitive Load: Effects on BSN Students' Medication Administration Performance.","authors":"Lesley McCorry","doi":"10.3928/01484834-20260403-07","DOIUrl":"10.3928/01484834-20260403-07","url":null,"abstract":"Background: Due to limited experience, new nurses make most medication errors. This study compared how different types of simulation fidelity and other identified covariates predicted nursing students' medication administration competency and cognitive load.Method: In this quasiexperimental quantitative research study, prelicensure Bachelor of Science in Nursing students (N = 103) participated in a medication administration simulation using either a high-fidelity manikin or a standardized patient. Pre - and posttests compared the effects of these fidelity levels on simulation performance and cognitive load.Results: Students who participated in the high-fidelity manikin simulation, students who reported health care experience, and students who achieved higher academic grades performed better and reported a more balanced cognitive load.Conclusion: These findings validate the integration of simulation theory and cognitive load constructs in simulation design. Educators should consider student simulation and clinical experience when selecting fidelity levels to optimize simulation learning outcomes and students' cognitive load.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"509-516"},"PeriodicalIF":1.9,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147848387","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

How Clinical Instructors Affect Resilience in Undergraduate Nursing Students During Clinical Education: A Scoping Review. 临床教师如何影响本科护理学生在临床教育中的心理弹性：一项范围审查。

IF 1.9

The Journal of nursing education Pub Date : 2026-08-25 DOI: 10.3928/01484834-20260708-02

Cole Gilmer, Phil Woods, Natasha Hubbard Murdoch

{"title":"How Clinical Instructors Affect Resilience in Undergraduate Nursing Students During Clinical Education: A Scoping Review.","authors":"Cole Gilmer, Phil Woods, Natasha Hubbard Murdoch","doi":"10.3928/01484834-20260708-02","DOIUrl":"https://doi.org/10.3928/01484834-20260708-02","url":null,"abstract":"Background: Students in their clinical practice are exposed to high stress and an academically intense workload. Clinical instructors can play a supportive role in helping nursing students cope with stress and achieve clinical outcomes. The aim of this scoping review was to identify how clinical instructors affect resilience in undergraduate nursing students during clinical education.Method: A scoping review was conducted. Three databases were searched. Eligibility criteria included primary research involving nursing students within their clinical education that addressed the instructor's role in developing resilience, coping, and adaptation. A total of 3,039 citations were screened; four articles met inclusion criteria.Results: Themes included: (1) instructors have ability to equip students to use coping strategies; (2) instructors teaching characteristics; (3) supporting student capacity development, which enables more resilience; and (4) instructor influence on clinical learning environment.Conclusion: Intentional and effective instruction can enhance students' resilience, strengthen their coping capacity, and contribute to their competency development.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-7"},"PeriodicalIF":1.9,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809732","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

Enhancing Empathy Through Art: Student Perceptions of a Reflective Assignment in Women's Health Nursing Education. 通过艺术增强同理心：妇女健康护理教育中学生对反思性作业的看法。

IF 1.9

The Journal of nursing education Pub Date : 2026-08-25 DOI: 10.3928/01484834-20260708-01

Kristina M Yaklin, Megan Keiser

{"title":"Enhancing Empathy Through Art: Student Perceptions of a Reflective Assignment in Women's Health Nursing Education.","authors":"Kristina M Yaklin, Megan Keiser","doi":"10.3928/01484834-20260708-01","DOIUrl":"https://doi.org/10.3928/01484834-20260708-01","url":null,"abstract":"Background: Empathy is central to compassionate nursing care, yet teaching and measuring this skill, especially in online settings, remains challenging. Creative, arts-based assignments present an innovative and engaging approach to bridging this gap in nursing education.Method: In a nonexperimental pilot program, 52 nurse practitioner students in a graduate-level Women's Health course completed a reflective empathy essay, selecting artistic works to connect with women's health conditions. Perceptions and outcomes were assessed via an anonymous postassignment survey (Likert scale and open-ended questions).Results: Ninety-two percent of the students agreed the assignment improved their empathy, with most finding the creative activity enjoyable and relevant. Narrative responses reflected deeper engagement and personal insights, although some students struggled to choose a meaningful creative work. Overall, the assignment positively influenced students' perspectives on patient care.Conclusion: Arts-based assignments show promise for nurturing empathy in students. Future research should use validated empathy scales and expand curricular integration to confirm the effects of this pilot program.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":1.9,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809729","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

Merging Divergent and Convergent Thinking for Nursing Pedagogy Transformation: A Rapid Review. 融合发散与趋同思维促进护理教育学转型：快速回顾。

IF 1.9

The Journal of nursing education Pub Date : 2026-08-25 DOI: 10.3928/01484834-20260707-01

Modupe Akintomide, Patricia M Schoon

{"title":"Merging Divergent and Convergent Thinking for Nursing Pedagogy Transformation: A Rapid Review.","authors":"Modupe Akintomide, Patricia M Schoon","doi":"10.3928/01484834-20260707-01","DOIUrl":"https://doi.org/10.3928/01484834-20260707-01","url":null,"abstract":"Background: Nursing education has long relied on rigid, protocol-driven teaching methods rooted in dominant historical models that emphasize memorization over meaningful understanding. These approaches no longer meet the demands of today's health care environment, where nurses must demonstrate critical thinking, creativity, and cultural responsiveness, autonomy, and advocacy. This review sought to synthesize evidence-informed pedagogical approaches that intentionally integrate both divergent thinking and convergent thinking into nursing education.Method: A rapid review was conducted using CINAHL and PubMed databases to identify articles on pedagogies that elevate diverse student voices, foster independent critical and creative thinking, and promote advocacy. Relevant sources meeting predetermined inclusion criteria were reviewed.Results: Twenty sources were reviewed. Findings show that students develop stronger critical thinking and clinical reasoning skills when learning moves beyond memorization and incorporates complex, socially grounded experiences.Conclusion: Purposeful use of divergent thinking pedagogies produce independent nurse thinkers, leaders, and advocates necessary for today's health care.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-9"},"PeriodicalIF":1.9,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148809739","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