The Journal of nursing education最新文献_第7页

Understanding and Managing Emotional Intelligence for Nursing Students: A Classroom Innovation. 了解和管理护理专业学生的情商：课堂创新。

The Journal of nursing education Pub Date : 2025-01-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240419-03

Traci Sims, Regena Spratling, Carol Hall Grantham, Joan Cranford

{"title":"Understanding and Managing Emotional Intelligence for Nursing Students: A Classroom Innovation.","authors":"Traci Sims, Regena Spratling, Carol Hall Grantham, Joan Cranford","doi":"10.3928/01484834-20240419-03","DOIUrl":"10.3928/01484834-20240419-03","url":null,"abstract":"Background: Nursing students are bombarded with multiple stressors. Understanding emotional intelligence (EI) and implementing EI strategies in school can help students learn more effective emotional skills. The Mayer-Salovey-Caruso Four-Branch Ability Model of EI defines EI as an ability to perceive, use, understand, and manage one's own, as well as others' emotions.Method: The goal was to increase junior baccalaureate nursing students' knowledge about EI, provide information about their EI scores, and teach students EI strategies. Two instruments were used to provide students' feedback on their EI score.Results: Students were active participants in this educational innovation on EI knowledge and were able to verbalize what they learned about EI and how they planned to implement EI strategies in their nursing practice.Conclusion: Integration of EI competencies in nursing education programs could help future nurses cope and manage stressors associated with their job, as well as increase nurse retention and job satisfaction. [J Nurs Educ. 2025;64(1):52-55.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"52-55"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447929","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

Implementation of a Mental Health Nursing Practicum in an Urban Homeless Shelter. 在城市无家可归者收容所开展心理健康护理实习。

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

Gregory L Bowman, Angela Moss, Joi Henry, Kathryn Swartwout

{"title":"Implementation of a Mental Health Nursing Practicum in an Urban Homeless Shelter.","authors":"Gregory L Bowman, Angela Moss, Joi Henry, Kathryn Swartwout","doi":"10.3928/01484834-20240422-03","DOIUrl":"10.3928/01484834-20240422-03","url":null,"abstract":"Background: People experiencing homelessness suffer from deficient access to health care and disproportionately poor health outcomes. The American Association of Colleges of Nursing (AACN) maintains learning competencies for prelicensure nursing students. Shelters are rich environments for students to garner experiences with the inequities plaguing our health care system and to fulfill AACN competencies.Method: We established a psychiatric and mental health nursing practicum at a homeless shelter. Following a retrospective pretest methodology, we evaluated student learning with the Health Care Professional's Attitudes Toward the Homeless Inventory (HPATHI). Students, faculty, and shelter staff provided qualitative feedback postpracticum.Results: Students' median HPATHI scores increased on 16 of 19 survey items. Qualitative feedback was largely positive and reinforced HPATHI data.Conclusion: The practicum provided rich learning experiences for students. Educators establishing shelter-based practica should prioritize continuity, develop referral pathways for residents with illness, maintain a flexible mindset, administer prospective student surveys, and solicit feedback from shelter residents. [J Nurs Educ. 2025;64(1):56-59.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"56-59"},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750133","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。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240723-03

Aysun Acun

引用次数: 0

Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education. 学生自主选择题：对能力本位教育的创新回应。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240723-04

Patricia C Pawlow, Patricia B Griffith

{"title":"Student-Authored Multiple-Choice Questions: An Innovative Response to Competency-Based Education.","authors":"Patricia C Pawlow, Patricia B Griffith","doi":"10.3928/01484834-20240723-04","DOIUrl":"https://doi.org/10.3928/01484834-20240723-04","url":null,"abstract":"Background: The shift to competency-based education inspired reflection on using multiple-choice questions (MCQs) to develop and assess student competency. Student-authored MCQs in other fields demonstrate a higher level of knowledge; however, a gap examining the use of this teaching methodology in nurse practitioner education exists.Method: Nurse practitioner students created MCQs addressing content objectives. Faculty reviewed each MCQ's accuracy; students integrated feedback and revised questions. Finalized MCQs were posted in a question bank for examination preparation.Results: The question bank contained 112 questions covering 32 topics. Students demonstrated increasing success on these questions in subsequent examinations. Questions sometimes revealed content misunderstanding, which faculty addressed and clarified. Student surveys revealed interest in assignment integration in all courses.Conclusion: This assignment has progressed to a group project, and a competency-based rubric, mapped to the level 2 American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education, was added. Using student-authored MCQs is a novel method to develop \"knows how\" competencies. [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":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804222","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。

The Journal of nursing education Pub 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":"https://doi.org/10.3928/01484834-20240723-01","url":null,"abstract":"Background: 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.Method: 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.Results: The observed experiences of the student participants and their reactions to the session are described.Conclusion: 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. [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":"2024-12-10","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 a Pilot Curriculum to Enhance Undergraduate Student Well-Being. 发展试点课程以提高本科生的福利。

The Journal of nursing education Pub Date : 2024-12-10 DOI: 10.3928/01484834-20240723-02

Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann

{"title":"Developing a Pilot Curriculum to Enhance Undergraduate Student Well-Being.","authors":"Melissa I Owen, Katherine Pfeiffer, Dorothy Jordan, Andrea Dittmann","doi":"10.3928/01484834-20240723-02","DOIUrl":"https://doi.org/10.3928/01484834-20240723-02","url":null,"abstract":"Background: The purpose of this article is to describe the development and implementation of a program to improve well-being in undergraduate students and promote positive transitions into the workplace. College students experience anxiety, depression, and impaired coping, which were exacerbated during the COVID-19 (coronavirus disease 2019) pandemic. As students transition into their career, it is imperative they develop positive coping strategies and resiliency to manage workplace stress.Method: The Personal Leadership Collective (PLC) is designed as a four-semester series for third- and fourth-year nursing and business students. Four themes guided the activities: awareness, connection, agility, and growth. Students participated in asynchronous online learning modules and in-person activities. Fourth-year students who completed the series served as peer mentors to third-year students.Results: The program is undergoing formal evaluation. Anecdotal feedback from participants is positive.Conclusion: The PLC is a program that could enhance professional development in undergraduate students. [J Nurs Educ. 2024;63(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142804219","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

Metacognition Across the Curriculum. 跨课程的元认知。

The Journal of nursing education Pub Date : 2024-12-01 Epub Date: 2024-09-18 DOI: 10.3928/01484834-20240522-02

Amber Young-Brice, Andrea Blissitt

引用次数: 0

Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce. 行动呼吁：支持日益减少的儿科护理队伍。

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20240725-01

Marti Rice, Sherita Etheridge, Alexandria Armstrong, Elizabeth Coleman, Jessica Corcoran, Heather Hyde, Jeremy Jordan, Sigrid Barrett, Pamela Bryant, Tedra S Smith

{"title":"Call to Action: Bolstering the Diminishing Pediatric Nursing Workforce.","authors":"Marti Rice, Sherita Etheridge, Alexandria Armstrong, Elizabeth Coleman, Jessica Corcoran, Heather Hyde, Jeremy Jordan, Sigrid Barrett, Pamela Bryant, Tedra S Smith","doi":"10.3928/01484834-20240725-01","DOIUrl":"10.3928/01484834-20240725-01","url":null,"abstract":"Background: Pediatric workforce shortages became more apparent with coronavirus disease 2019 (COVID-19) and the rise in other viruses. Among factors affecting these shortages are undergraduate and graduate curricula that include pediatric content and clinical experiences.Method: A narrative review was conducted to examine the state of the pediatric nursing workforce, describe curricular models in undergraduate and graduate programs, and determine the effects of these models on pediatric content and clinical experiences as well as subsequent employment in pediatric nursing.Results: Curricula affect knowledge of pediatric content and clinical ability to practice, potentially resulting in direct care pediatric workforce shortages and subsequently the number of pediatric nurse practitioners, nurse scientists, and faculty.Conclusion: Research is needed on specific shortages in the pediatric workforce, standardization of required pediatric content and clinical hours, and simulation versus in-person clinical experience to prepare graduates for practice, as well as practice perspectives of new graduates' ability to practice. [J Nurs Educ. 2024;63(12):806-812.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"806-812"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789564","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

Teaching and Learning About the Transgender Population: Student Reflections. 变性人的教与学：学生反思。

The Journal of nursing education Pub Date : 2024-12-01 Epub Date: 2024-06-25 DOI: 10.3928/01484834-20240419-01

Catherine Paradiso, Danna L L Curcio, Susan J Brillhart, Karen Arca-Contreras, Jennifer Macchiarola

{"title":"Teaching and Learning About the Transgender Population: Student Reflections.","authors":"Catherine Paradiso, Danna L L Curcio, Susan J Brillhart, Karen Arca-Contreras, Jennifer Macchiarola","doi":"10.3928/01484834-20240419-01","DOIUrl":"10.3928/01484834-20240419-01","url":null,"abstract":"Background: Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary.Method: An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections.Results: Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience.Conclusion: The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(12):857-864.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"857-864"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141447927","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 Effects of Eliminating Idiomatic American English From High-Stakes Nursing Examinations. 高风险护理考试取消美语习惯的影响。

The Journal of nursing education Pub Date : 2024-12-01 DOI: 10.3928/01484834-20240725-02

Timothy M Parker, Kathleen O'Connell

{"title":"The Effects of Eliminating Idiomatic American English From High-Stakes Nursing Examinations.","authors":"Timothy M Parker, Kathleen O'Connell","doi":"10.3928/01484834-20240725-02","DOIUrl":"https://doi.org/10.3928/01484834-20240725-02","url":null,"abstract":"Background: In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.Method: This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.Results: Nursing students performed significantly better on the experimental (M = 79.9 [7.48]) than on the control examination (M = 75.08 [10.51]), t(151.8) = 2.973, p = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (M = 81.48 [SD = 6.05]) versus the control examinations (M = 72.21 [10.09]), t(60.9) = 4.975, p = .001.Conclusion: Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. [J Nurs Educ. 2024;63(12):818-825.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"63 12","pages":"818-825"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142789589","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