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Comparing Human Insight and AI in Thematic Analysis of Nursing Education Reflections. 护理教育反思专题分析中的人文洞察与人工智能比较
IF 1.9
The Journal of nursing education Pub Date : 2025-08-25 DOI: 10.3928/01484834-20250414-01
Alison H Davis, Gloria Giarratano, Tina Gunaldo
{"title":"Comparing Human Insight and AI in Thematic Analysis of Nursing Education Reflections.","authors":"Alison H Davis, Gloria Giarratano, Tina Gunaldo","doi":"10.3928/01484834-20250414-01","DOIUrl":"https://doi.org/10.3928/01484834-20250414-01","url":null,"abstract":"<p><strong>Background: </strong>A limitation in the advancement of interprofessional education is the large number of resources needed for student learning evaluation. Reflective assignments are used in interprofessional education for students to reexamine their learning while reflecting on past professional practice and their aims to incorporate interprofessional collaboration into future practice. However, analyzing the meaning of these reflections is time consuming.</p><p><strong>Method: </strong>Using a qualitative descriptive design, this study reviewed the outputs of traditional independent coding and theming by humans versus computer-generated coding and theming by a large language model to evaluate interprofessional reflections.</p><p><strong>Results: </strong>Study results indicate that currently, outputs of large language models are not identical to a human team for reflexive thematic qualitative analysis.</p><p><strong>Conclusion: </strong>Large language models provide one method to efficiently review large data sets. However, there are limitations to these models. Large language models should be used in conjunction with other evaluation methods.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-4"},"PeriodicalIF":1.9,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144984634","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
Factors Influencing Student Evaluations of Teaching: A Descriptive Study. 影响学生教学评价的因素：一项描述性研究。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 DOI: 10.3928/01484834-20250313-02
Staci S Reynolds, Lisa Lewis, Vickey Keathley
{"title":"Factors Influencing Student Evaluations of Teaching: A Descriptive Study.","authors":"Staci S Reynolds, Lisa Lewis, Vickey Keathley","doi":"10.3928/01484834-20250313-02","DOIUrl":"10.3928/01484834-20250313-02","url":null,"abstract":"<p><strong>Background: </strong>Student evaluations of teaching (SETs) provide educators feedback to improve the quality of instruction; however, response rates often are low. Incentives may be used, but there is limited data on their effect on SETs response rates and course means.</p><p><strong>Method: </strong>This study used a descriptive study design.</p><p><strong>Results: </strong>A total of 250 courses were included in the data review. SETs response rates were significantly higher in those courses that offered an incentive, yet course means were higher in courses that did not offer an incentive. SETs response rates were higher for required courses; course means were higher for non-clinical and elective courses.</p><p><strong>Conclusion: </strong>This study adds to the body of evidence regarding the use of incentives for completing SETs and other factors that may influence response rates and course means. This study found that incentives increased response rates on SETs without affecting course ratings.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 8","pages":"475-478"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839602","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 From Within: A Self-Care Course for Undergraduate Nursing Students. 从内在护理：护理本科生自我护理课程。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 DOI: 10.3928/01484834-20250312-03
Jacqueline R Williams, Joely Goodman, Sarah J Ball, Christine M Young, Elizabeth A Flott, Trevor Woodward
{"title":"Nursing From Within: A Self-Care Course for Undergraduate Nursing Students.","authors":"Jacqueline R Williams, Joely Goodman, Sarah J Ball, Christine M Young, Elizabeth A Flott, Trevor Woodward","doi":"10.3928/01484834-20250312-03","DOIUrl":"10.3928/01484834-20250312-03","url":null,"abstract":"<p><strong>Background: </strong>The demanding nature of clinical work can adversely affect nursing professionals, especially without effective self-care strategies to manage stress. Research suggests undergraduate nursing programs should provide education to increase competence regarding self-care.</p><p><strong>Method: </strong>A course was developed by nursing faculty aimed at teaching self-care strategies to undergraduate nursing students to help them reduce stress and integrate these practices into their future professional routine. The course focused on evidence-based strategies centered around gratitude, mindfulness, and self-forgiveness.</p><p><strong>Results: </strong>Students learned and practiced self-care techniques to minimize stress and its negative effects. Anecdotal and course evaluation feedback received from faculty and students was positive. Nurse educators are encouraged to incorporate similar approaches in their curricula to foster self-care practices among students.</p><p><strong>Conclusion: </strong>Future implications include determining whether self-care techniques affect student performance in didactic and clinical work, and investigating the long-term effects of self-care practices as students transition to the nursing role.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 8","pages":"530-533"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839605","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 Importance of Coaching for Accelerated Nursing PhD Students. 加速护理博士研究生辅导的重要性。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 DOI: 10.3928/01484834-20250312-04
Heather J Kelley, Maryjoan Ladden, Julie Fairman
{"title":"The Importance of Coaching for Accelerated Nursing PhD Students.","authors":"Heather J Kelley, Maryjoan Ladden, Julie Fairman","doi":"10.3928/01484834-20250312-04","DOIUrl":"10.3928/01484834-20250312-04","url":null,"abstract":"<p><strong>Background: </strong>The Robert Wood Johnson Foundation created the Future of Nursing Scholars (FNS) program to support accelerated nursing Doctor of Philosophy (PhD) students financially, through leadership development, and with coaching. This article examines the effectiveness of three coaching strategies used to support FNS scholars.</p><p><strong>Method: </strong>Scholars (<i>n</i> = 51/201) were sent an electronic survey to assess their perceptions of three coaching strategies used during the FNS program.</p><p><strong>Results: </strong>Although each strategy was identified as helpful, scholars reported that coaching provided by the national program office was the most helpful (54.9%, <i>n</i> = 28/51).</p><p><strong>Conclusion: </strong>PhD students are well-served to have not just strong academic advisors, but also outside perspectives provided by a knowledgeable coach.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 8","pages":"523-525"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839609","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
Modeling in Nursing: A Handbook Template for Professional Identity in Schools of Nursing. 护理建模：护理学校职业认同的手册模板。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 Epub Date: 2025-01-21 DOI: 10.3928/01484834-20240826-01
Joelle Wolf, LaShawn Horton, Dawn M Goodolf
{"title":"Modeling in Nursing: A Handbook Template for Professional Identity in Schools of Nursing.","authors":"Joelle Wolf, LaShawn Horton, Dawn M Goodolf","doi":"10.3928/01484834-20240826-01","DOIUrl":"10.3928/01484834-20240826-01","url":null,"abstract":"<p><strong>Background: </strong>The Professional Identity in Nursing Initiative began in 2018 to explore how concepts and language regarding professional identity formation could positively affect nursing education, practice, and regulation. In 2023, faculty from two nursing schools used the International Society for Professional Identity in Nursing (ISPIN) definitions and domains to incorporate professional identity in nursing language in a template for a nursing student handbook.</p><p><strong>Method: </strong>Faculty evaluated the professional identity in nursing model and replaced the framework for professionalism in the school of nursing's handbook.</p><p><strong>Results: </strong>The revised handbook has become an easy-to-understand roadmap for faculty and provides clarity for students. Faculty reported positive feedback after integrating the framework into the handbook and throughout the nursing curriculum.</p><p><strong>Conclusion: </strong>This template can serve as a practical tool for schools of nursing to promote concepts of professional identity in nursing in their handbooks and throughout the nursing curriculum.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e106-e109"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019423","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 Effect of Puzzles on Nursing Students' Learning Concepts Related to Vital Signs: A Randomized Controlled Study. 拼图对护生生命体征相关概念学习的影响：一项随机对照研究。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 Epub Date: 2024-12-10 DOI: 10.3928/01484834-20240723-03
Aysun Acun
{"title":"The Effect of Puzzles on Nursing Students' Learning Concepts Related to Vital Signs: A Randomized Controlled Study.","authors":"Aysun Acun","doi":"10.3928/01484834-20240723-03","DOIUrl":"10.3928/01484834-20240723-03","url":null,"abstract":"<p><strong>Background: </strong>This study aims to evaluate the effect of puzzles on nursing students' learning concepts related to vital signs.</p><p><strong>Method: </strong>This study has a pretest, posttest, open-label, randomized controlled design. The sample in the study consists of 107 first-year nursing students who were randomized into experimental (<i>n</i> = 52) and control (<i>n</i> = 55) groups. Puzzles related to the concepts of pulse, respiration, and blood pressure were applied to the experimental group of students for 2 weeks.</p><p><strong>Results: </strong>It was determined that the posttest and follow-up test knowledge scores of the experimental group were statistically significantly higher (<i>p</i> = .000) than the control group.</p><p><strong>Conclusion: </strong>In the study, it was seen that puzzles were effective in learning concepts related to vital signs (<i>p</i> < .05). The use of puzzles, one of the interactive learning methods, is recommended throughout nursing education.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e98-e102"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804225","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》。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 Epub 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":"10.3928/01484834-20240925-03","url":null,"abstract":"<p><strong>Background: </strong>Nursing students report high rates of perceived stress and burnout. The compounded effect of adverse childhood experiences and the lingering trauma of the corona-virus 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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>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.</p><p><strong>Conclusion: </strong>Elevated stress levels in nursing students can affect learning and retention. The curriculum offered a holistic approach to reducing stress and burnout.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e110-e113"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","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
Care of the Transgender Surgical Client: A Video Simulation for Baccalaureate Nursing Students. 跨性别手术病人的护理：护理学士学位学生的视频模拟。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 Epub Date: 2024-12-10 DOI: 10.3928/01484834-20240723-01
Noël Marie Kerr, Amanda Hopkins, Amanda Kemp
{"title":"Care of the Transgender Surgical Client: A Video Simulation for Baccalaureate Nursing Students.","authors":"Noël Marie Kerr, Amanda Hopkins, Amanda Kemp","doi":"10.3928/01484834-20240723-01","DOIUrl":"10.3928/01484834-20240723-01","url":null,"abstract":"<p><strong>Background: </strong>Nursing curriculum lacks content addressing care of transgender (trans) individuals. Gender diversity in health care education must be enhanced to prevent discrimination and systemic biases.</p><p><strong>Method: </strong>A shared session between pediatric and medical-surgical courses using an interactive video simulation facilitated student preparation to provide inclusive care for trans surgical clients. Considerations for recruiting a cisgender person vs. a trans person to portray the female-to-male trans client are discussed. Script development and filming of the three videos, including the expected student preparation and the interactive classroom session, is examined.</p><p><strong>Results: </strong>The observed experiences of the student participants and their reactions to the session are described.</p><p><strong>Conclusion: </strong>Discrimination and systemic biases can be minimized when nursing students are exposed to curricula that address the needs of marginalized populations. Use of video simulation in the classroom setting should be considered a valid teaching strategy for more topics in nursing and general health care curriculum.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e94-e97"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804216","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
Developing and Implementing a Service-Learning Course in Prelicensure Nursing Education. 护理资格证书教育中服务学习课程的开发与实施。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 DOI: 10.3928/01484834-20250312-05
Heather Keperling
{"title":"Developing and Implementing a Service-Learning Course in Prelicensure Nursing Education.","authors":"Heather Keperling","doi":"10.3928/01484834-20250312-05","DOIUrl":"10.3928/01484834-20250312-05","url":null,"abstract":"<p><strong>Background: </strong>Incorporating social determinants of health (SDOH) into nursing education is essential for addressing health challenges faced by underserved populations. This article describes a service-learning course to integrate SDOH through community partnerships with local shelters.</p><p><strong>Method: </strong>An exploratory method for creating the service-learning course involved a needs assessment to identify challenges for vulnerable populations. Key components included conducting needs assessments, aligning course objectives with nursing competencies, and fostering collaboration among stakeholders. Structured reflections facilitated critical thinking among students.</p><p><strong>Results: </strong>Students enhanced their advocacy skills and gained hands-on experience with underserved populations, leading to a better understanding of the social, economic, and physical factors affecting health and mental health. Reflections deepened students' awareness of the effects of their work on SDOH.</p><p><strong>Conclusion: </strong>Integrating service-learning into nursing education prepares students to address health disparities and advocate effectively for vulnerable populations, ultimately contributing to improved health outcomes in their future practice.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 8","pages":"527-529"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839601","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 Use of Artificial Intelligence in Nursing Education: A Scoping Review. 人工智能在护理教育中的应用：范围综述。
IF 1.9
The Journal of nursing education Pub Date : 2025-08-01 DOI: 10.3928/01484834-20250313-03
Toni Doston, Justin Fontenot, Dawn Morris, Michael Hebert
{"title":"The Use of Artificial Intelligence in Nursing Education: A Scoping Review.","authors":"Toni Doston, Justin Fontenot, Dawn Morris, Michael Hebert","doi":"10.3928/01484834-20250313-03","DOIUrl":"10.3928/01484834-20250313-03","url":null,"abstract":"<p><strong>Background: </strong>The application of artificial intelligence (AI) in nursing education is increasingly prevalent, yet there remains a limited understanding of its current state. This scoping review examines how AI tools, large language models, and chatbots are used in nursing education, their effects on educational outcomes, and their challenges.</p><p><strong>Method: </strong>This review, which adhered to Joanna Briggs Institute guidelines and registered on the Open Science Framework, systematically assessed studies across the following databases: PubMed, PsycINFO, Academic Search Complete, and CINAHL Complete.</p><p><strong>Results: </strong>Thirty-eight studies met inclusion criteria, highlighting AI's roles in simulation training, predictive analytics, debriefing, tutoring, and curriculum development. Although ethical concerns and limited longitudinal impact data persist, simulation and predictive analytics applications demonstrate promise.</p><p><strong>Conclusion: </strong>AI has transformative potential in nursing education, particularly for personalized learning and performance prediction. Educators must navigate ethical considerations, and further research is needed to evaluate AI's long-term efficacy and explore how nursing students use AI.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 8","pages":"479-488"},"PeriodicalIF":1.9,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144839610","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
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