The Journal of nursing education最新文献_第6页

Integrating Art and Theory to Understand Moral Distress in a Graduate Theory Course. 将艺术与理论相结合，在研究生理论课程中理解道德压力。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240506-02

Pam Stephenson, Denice Sheehan, Dana Hansen

引用次数: 0

Targeting the Taboo: Teaching Sexually Transmitted Infections and Contraceptive Methods. 针对禁忌：讲授性传播感染和避孕方法。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240507-04

Kaitlin Johnson, Karly Lauer

引用次数: 0

Hot Versus Cold Debriefing in a Nursing Context: An Integrative Review. 护理背景下的热汇报与冷汇报：综合评述。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240529-02

Fahad Zeed Alanez, Elaine Miller, Caroline F Morrison, Benjamin Kelcey, Robin Wagner

{"title":"Hot Versus Cold Debriefing in a Nursing Context: An Integrative Review.","authors":"Fahad Zeed Alanez, Elaine Miller, Caroline F Morrison, Benjamin Kelcey, Robin Wagner","doi":"10.3928/01484834-20240529-02","DOIUrl":"10.3928/01484834-20240529-02","url":null,"abstract":"Background: Hot debriefing occurs shortly after simulations or real-life events, whereas cold debriefings occur after 24 hours. This integrative review examined the effects of hot versus cold debriefing after simulation on prelicensure students.Method: Whittemore and Knafl's five-stage method was followed. Databases searched included PubMed, CINAHL, Scopus, and PsycINFO. The inclusion criteria were studies published in English that involved prelicensure nursing students and measured the effect of hot or cold debriefing.Results: Themes emerged from 10 studies and included clinical judgment and decision making, knowledge and skills, participant experiences, reflection, and psychological safety and self-efficacy.Conclusion: Hot debriefing was preferred by participants, but cold debriefing resulted in higher knowledge and skills scores. In addition, students in the cold debriefing group were more conformable and in a safe environment compared with the hot debriefing group. Drawing a strong conclusion was difficult due to heterogeneity in study designs and methods. [J Nurs Educ. 2024;63(10):653-658.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 10","pages":"653-658"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402595","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

Clinical Facilitators' Perceptions of Factors Contributing to Nursing Students' Experience of Workplace Violence. 临床促进者对导致护理专业学生遭遇工作场所暴力的因素的看法。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240523-02

Hila Ariela Dafny, Nasreena Waheed, Nicole Snaith, Paul Cooper, Stephanie Champion, Leeanne Pront, Christine McCloud

{"title":"Clinical Facilitators' Perceptions of Factors Contributing to Nursing Students' Experience of Workplace Violence.","authors":"Hila Ariela Dafny, Nasreena Waheed, Nicole Snaith, Paul Cooper, Stephanie Champion, Leeanne Pront, Christine McCloud","doi":"10.3928/01484834-20240523-02","DOIUrl":"https://doi.org/10.3928/01484834-20240523-02","url":null,"abstract":"Background: Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV.Method: Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted.Results: Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors.Conclusion: This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [J Nurs Educ. 2024;63(10):671-678.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 10","pages":"671-678"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402593","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

Rigor Versus Rigid: What Is Your "North Star" of Teaching? 严格与僵化：你的教学 "北极星 "是什么？

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240911-01

Margaret W Bultas

引用次数: 0

Improving Undergraduate Nursing Testing Practice by Developing a Peer-Review Methodology. 通过开发同行评审方法改进本科护理测试实践。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240529-01

Patricia Manocchi, Theresa Turick-Gibson, Patricia Grust

{"title":"Improving Undergraduate Nursing Testing Practice by Developing a Peer-Review Methodology.","authors":"Patricia Manocchi, Theresa Turick-Gibson, Patricia Grust","doi":"10.3928/01484834-20240529-01","DOIUrl":"https://doi.org/10.3928/01484834-20240529-01","url":null,"abstract":"Background: Nursing tests are considered a high-stakes method of evaluating students' mastery of learned concepts and a means to prepare students for the licensing examination. After observing a downward trend in nursing program graduates' NCLEX-RN pass rates, an increase in test question issues, and anticipating the NCLEX-RN changes to the NGN format in 2023, the department sought to increase test quality.Method: Using shared governance, faculty mentorship, and evidence-based test practices, a testing methodology and process was created by implementing a test review committee.Results: Implementation of the test review committee demonstrated a significant improvement in the quality of tests administered, facilitated improved faculty test development, and increased student preparedness for the 2023 NGN examination by demonstrating a 100% pass rate.Conclusion: Although implementing the test review committee and changing test practice required continued faculty support and mentorship, the outcome produced a standardized quality testing process that demonstrated student success. [J Nurs Educ. 2024;63(10):679-685.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 10","pages":"679-685"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402596","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

Undergraduate Senior Nursing Students' Perceptions of Beneficial Prebriefing Practices. 本科高年级护理专业学生对汇报前有益做法的看法。

The Journal of nursing education Pub Date : 2024-10-01 DOI: 10.3928/01484834-20240506-06

Chelsea R Lebo

{"title":"Undergraduate Senior Nursing Students' Perceptions of Beneficial Prebriefing Practices.","authors":"Chelsea R Lebo","doi":"10.3928/01484834-20240506-06","DOIUrl":"https://doi.org/10.3928/01484834-20240506-06","url":null,"abstract":"Background: Examining nursing students' perceptions of prebriefing and what components are most effective in preparation for simulation may help standardize prebriefing and enhance learning experiences.Method: This qualitative descriptive study explored the perceptions of prebriefing, prework assignments, and what methods of prebriefing increased self-confidence when undergraduate nursing students participated in simulation. An inductive approach to content analysis was used to interpret the data.Results: Two themes that emerged from the data were preparation is essential to simulation success and preparation is essential to future success. Additionally, five subthemes were identified: understanding content in advance, logistical clarity, well-prepared students are invested, increased self-confidence, and pride in education and learning.Conclusion: Prebriefing is essential to simulation and undergraduate nursing student success. Although prebriefing practices vary between educators, undergraduate nursing students valued prework and expressed a preference for written assignments. Overall, students perceived prework as increasing their self-confidence during simulation. [J Nurs Educ. 2024;63(10):693-697.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 10","pages":"693-697"},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402603","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

From Pathophysiology to Prevention: Implementing a Vaccine-Preventable Diseases Project for Pre-Nursing Students. 从病理生理学到预防：为护理预科学生实施疫苗可预防疾病项目。

The Journal of nursing education Pub Date : 2024-09-03 DOI: 10.3928/01484834-20240425-02

Sabra Custer, Nikki R Smith, Dwayne Alleyne, Stephanie Turner

引用次数: 0

Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory. 应对本科生社区健康护理临床中的挑战：科尔布的体验式学习理论。

The Journal of nursing education Pub Date : 2024-09-03 DOI: 10.3928/01484834-20240513-02

Modjadji Choshi

{"title":"Addressing Challenges in Undergraduate Community Health Nursing Clinical: Kolb's Experiential Learning Theory.","authors":"Modjadji Choshi","doi":"10.3928/01484834-20240513-02","DOIUrl":"https://doi.org/10.3928/01484834-20240513-02","url":null,"abstract":"Background: The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.Method: Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.Results: The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.Conclusion: Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [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":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142116696","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

Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement. 研究、循证实践和质量改进的区分与整合。

The Journal of nursing education Pub Date : 2024-09-03 DOI: 10.3928/01484834-20240514-01

Jayne Jennings Dunlap, Julee Briscoe Waldrop, Tracy L Brewer, Rosalie O Mainous

{"title":"Differentiation and Integration of Research, Evidence-Based Practice, and Quality Improvement.","authors":"Jayne Jennings Dunlap, Julee Briscoe Waldrop, Tracy L Brewer, Rosalie O Mainous","doi":"10.3928/01484834-20240514-01","DOIUrl":"10.3928/01484834-20240514-01","url":null,"abstract":"Background: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration.Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation.Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein.Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development. [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":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142116698","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