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

Implementing Open Educational Resources: Lessons Learned. 实施开放教育资源：经验教训。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241120-05

Joanne Noone, Tiffany Allen, Emily Elliott, Alanna Lowery, Glenise McKenzie, Ellen Garcia, Laura Mood

{"title":"Implementing Open Educational Resources: Lessons Learned.","authors":"Joanne Noone, Tiffany Allen, Emily Elliott, Alanna Lowery, Glenise McKenzie, Ellen Garcia, Laura Mood","doi":"10.3928/01484834-20241120-05","DOIUrl":"10.3928/01484834-20241120-05","url":null,"abstract":"Background: Effective training of clinical educators and preceptors is needed to support new nurses and to advance national recommendations that nurses be prepared to address health equity. A lack of instructors and preceptors has been identified as a contributing factor to the nursing shortage. Nurse educators and preceptors may not have had preparation in teaching concepts of health equity.Method: The Oregon Nursing Education Academy (ONEA) prepares clinical nurse faculty and preceptors through pathways of achieving a master's in nursing degree or selected graduate coursework in clinical teaching and health equity, respectively.Results: In 2 years, ONEA educated 32 clinical faculty and 46 preceptor scholars. Participant feedback indicates the program is reinvigorating enthusiasm for their career in nursing and substantiates their learning of health equity concepts.Conclusion: ONEA supports nurse educators and preceptors to advance their skill in educational principles and teaching health equity, to improve and transform health care. [J Nurs Educ. 2025;64(3):163-169.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"163-169"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574933","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 Students' Enhanced Cultural Competence After Study Abroad: A Mixed-Methods Study. 护生海外留学后文化能力提升：一项混合方法研究。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20250108-01

Kaitlyn S Louis, Anne White, Austin Brown

{"title":"Nursing Students' Enhanced Cultural Competence After Study Abroad: A Mixed-Methods Study.","authors":"Kaitlyn S Louis, Anne White, Austin Brown","doi":"10.3928/01484834-20250108-01","DOIUrl":"10.3928/01484834-20250108-01","url":null,"abstract":"Background: Cultural competence is an integral component of undergraduate nursing education. However, there is a lack of consensus on the best way to develop students' cultural competence. Although evidence supports short-term study abroad, few studies have used a mixed-methods theory-driven design.Method: This convergent mixed-methods study measured the change in cultural competence among baccalaureate nursing (BSN) degree students enrolled in an immersive study abroad program. Quantitative data from the instrument were analyzed to compare pre- and postexperience cultural competence scores. Reflective journal transcriptions were analyzed using deductive content analysis.Results: Results showed a statistically significant improvement in postexperience scores compared with preexperience scores. Major themes included embracing diversity, transformative journeys, emotional engagement, cross-cultural experiences, and joyful appreciation.Conclusion: This study emphasizes the effectiveness of theory-designed study abroad in enhancing BSN students' cultural competence and analyzes the effects on the individual theoretical constructs of cultural competence. [J Nurs Educ. 2025;64(3):185-191.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"185-191"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574934","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

An Emotional and Physical Health Profile of Students Enrolled in a Public Nursing Program: A Cross-Sectional Study. 公立护理专业学生的身心健康状况：一项横断面研究。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20241030-02

Kelley Strout, Rebecca Schwartz-Mette, Jade McNamara, Liam M O'Brien, Kayla Parsons, Dyan Walsh, Jen Bonnet, Maile Sapp

{"title":"An Emotional and Physical Health Profile of Students Enrolled in a Public Nursing Program: A Cross-Sectional Study.","authors":"Kelley Strout, Rebecca Schwartz-Mette, Jade McNamara, Liam M O'Brien, Kayla Parsons, Dyan Walsh, Jen Bonnet, Maile Sapp","doi":"10.3928/01484834-20241030-02","DOIUrl":"10.3928/01484834-20241030-02","url":null,"abstract":"Background: This study aimed to analyze the health status of northeastern U.S. baccalaureate nursing students.Method: The sample for this cross-sectional analysis included 292 nursing students. Matriculated full- and part-time nursing students were invited to participate. Most of the sample represented individuals identifying as White, heterosexual women younger than age 25 years who lived off campus. Students across all 4 years of school were at high risk for burnout and experienced high rates of perceived stress but were satisfied with their lives.Results: Significant differences were found between housing status, physical activity, and burnout (t = -3.7926, df = 154.87, p = 2.13 × 10 - 5). On-campus students (n = 67) were significantly more active (t [65.8] = 1.69, p = .095) and less burned out than off-campus students (n = 189, t [154.8] = -3.79, p < .001).Conclusion: Future research is needed to examine academia's role in the workforce's burnout crisis, especially concerning students younger than age 25 years. [J Nurs Educ. 2025;64(3):156-161.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 3","pages":"156-161"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143574931","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 Code of Ethics for Nurses-Implications for Nursing Faculty. 护士职业道德准则——对护理学院的启示。

The Journal of nursing education Pub Date : 2025-03-01 DOI: 10.3928/01484834-20250212-01

Deborah J Kenny, Mona Pearl Treyball

引用次数: 0

"They Assume I'm Not Intelligent Just Because I Have an Accent": Supporting Retention of Nursing Students Who Speak English as an Additional Language. “他们认为我不聪明，只是因为我有口音”：支持保留说英语的护理专业学生。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-12-09 DOI: 10.3928/01484834-20240724-02

Cristina Dominguez De Quezada, Diane B Monsivais

{"title":"\"They Assume I'm Not Intelligent Just Because I Have an Accent\": Supporting Retention of Nursing Students Who Speak English as an Additional Language.","authors":"Cristina Dominguez De Quezada, Diane B Monsivais","doi":"10.3928/01484834-20240724-02","DOIUrl":"10.3928/01484834-20240724-02","url":null,"abstract":"Background: Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.Method: A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.Results: A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.Conclusion: The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. [J Nurs Educ. 2025;64(3):192-195.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"192-195"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804213","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

LGBTQIA+ Competence: A Pedagogical Paradigm Shift in Graduate Nursing Education. LGBTQIA+ 能力：护理研究生教育的教学范式转变。

The Journal of nursing education Pub Date : 2025-03-01 Epub Date: 2024-07-22 DOI: 10.3928/01484834-20240422-01

John L Stanton, Susan L Swanson, Philip Davis, Phyllis Wright

{"title":"LGBTQIA+ Competence: A Pedagogical Paradigm Shift in Graduate Nursing Education.","authors":"John L Stanton, Susan L Swanson, Philip Davis, Phyllis Wright","doi":"10.3928/01484834-20240422-01","DOIUrl":"10.3928/01484834-20240422-01","url":null,"abstract":"Background: The omission of lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA+) content in graduate nursing education leaves people who identify as sexually or gender diverse (SGD) with poorer health across the life span and a 12-year shorter life expectancy relative to heteronormative counterparts.Method: An educational intervention was paired with an optional academic-community-based clinical immersion in LGBTQIA+ health with the goal of improving health equity for people who identify as SGD. Masters of Nursing students (N = 11) from adult specialties participated in a two-credit elective in LGBTQIA+ health. Knowledge, skills, and attitudes (competency) preand postcourse completion were measured.Results: Students showed a 62% improvement in competency results with 100% of students opting into the LGBTQIA+ clinical immersion.Conclusion: Teaching LGBTQIA+ health content is a requisite to advancing health equity for all, including people who identify as SGD. Until curricula become inclusive, clinical education should look for unique ways, such as clinical immersion, to ameliorate the shortfall. [J Nurs Educ. 2025;64(3):204-206.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"204-206"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750148","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

WhatsApp-Delivered Education: Performance and Satisfaction of Nursing Students. whatsapp教育：护生绩效与满意度。

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":"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

Questionable Research Practices: p-Hacking. 可疑的研究行为：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

Simulating Chaos: Empowering Nursing Students Through a Disaster Response Drill. 模拟混乱：通过灾难应对演习授权护理学生。

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