The Journal of nursing education最新文献_第8页

A Five-Step Faculty Development Checklist for Artificial Intelligence in Nursing Education. 护理教育中人工智能的五步教师发展清单。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-16 DOI: 10.3928/01484834-20260602-02

Lori Lioce, Tonya Rutherford-Hemming, Tonya Breymier

{"title":"A Five-Step Faculty Development Checklist for Artificial Intelligence in Nursing Education.","authors":"Lori Lioce, Tonya Rutherford-Hemming, Tonya Breymier","doi":"10.3928/01484834-20260602-02","DOIUrl":"https://doi.org/10.3928/01484834-20260602-02","url":null,"abstract":"Background: Artificial intelligence (AI) is increasingly available to faculty and students, yet adoption remains uneven. Faculty report uncertainty about capabilities, limitations, and ethical boundaries, and lack time for integration, while institutions grapple with policy, privacy, and equity concerns. The purpose of this article is to provide a concise, nursing faculty-centered AI development checklist for responsible AI integration in teaching and assessment.Method: AI implementation guidance was synthesized into a five-step checklist for faculty AI competency development.Results: The checklist converts exploratory evidence into a logical faculty development plan, emphasizing practical steps that reduce cognitive load, standardize expectations, and support equitable access to enable rapid adoption and consistent implementation for individuals, programs, and institutions.Conclusion: With a concise evidence-based checklist, nurses can achieve the benefits of AI while advancing equity and preserving the human-centered core of the nursing profession. This checklist simplifies steps for understanding new technologies, adds to research on competencies, and improves instructional efficiency.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-10"},"PeriodicalIF":1.9,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148451223","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

Essential Prelicensure Psychomotor Nursing Skills: A Delphi Study. 基本精神运动护理技能：德尔菲研究。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-16 DOI: 10.3928/01484834-20260602-03

Fara W Bowler, Susan H Hébert, Beth Fentress Hallmark, Marcus R Waldman, Cristian Sarabia

{"title":"Essential Prelicensure Psychomotor Nursing Skills: A Delphi Study.","authors":"Fara W Bowler, Susan H Hébert, Beth Fentress Hallmark, Marcus R Waldman, Cristian Sarabia","doi":"10.3928/01484834-20260602-03","DOIUrl":"https://doi.org/10.3928/01484834-20260602-03","url":null,"abstract":"Background: Standards for competency-based nursing education should clearly define the psychomotor skills expected of entry-level RNs. Feedback from academic and clinical nursing experts was crucial to identify the skills to be taught and evaluated.Method: A modified Delphi method was employed using nonprobability, snowball sampling. Educators from academic and clinical settings were recruited. Participants were asked to rate each psychomotor skill as essential or not essential to establish consensus on the skills to teach, the preferred instructional strategies, and need for evaluation of competence of the skills meeting consensus.Results: Findings provide consensus from academic and clinical nursing experts on the essential psychomotor skills, and the associated instructional strategies and psychomotor skills requiring evaluations to ensure competence and ensure nursing workforce readiness.Conclusion: This study offers guidance for nursing educators on the psychomotor skills to teach and assess to prepare generalist nurses to enter the workforce across any health care setting.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-8"},"PeriodicalIF":1.9,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148451161","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

Generative AI Podcasts for Learning: Perceptions of Faculty and Graduate Nursing Students. 生成人工智能播客学习：教师和研究生护理学生的看法。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-18 DOI: 10.3928/01484834-20251029-02

Amy C Graham, Emily C Stevens

引用次数: 0

Accelerated Nursing Students' Perceptions of Graduate-Level Courses. 速成护理学生对研究生课程的认知。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-04-01 DOI: 10.3928/01484834-20260217-03

Karleen B Goerke, Lisa S Zenoni, Ellyn E Matthews

{"title":"Accelerated Nursing Students' Perceptions of Graduate-Level Courses.","authors":"Karleen B Goerke, Lisa S Zenoni, Ellyn E Matthews","doi":"10.3928/01484834-20260217-03","DOIUrl":"10.3928/01484834-20260217-03","url":null,"abstract":"Background: Integrating graduate-level courses (GLCs) into undergraduate curricula can expedite a nurse's progression into advanced practice roles. This phenomenological qualitative study examines the experiences and perceptions of accelerated baccalaureate nursing students taking GLCs.Method: Qualitative researchers conducted individual semistructured interviews, verified the transcribed data, and analyzed data using the Colaizzi method. Student course evaluations were used to triangulate the data.Results: Fourteen students participated in the study. Data were collected from February 2023 to October 2023. The average length of the interviews was 1 hour. Four themes were identified: (1) program priorities, (2) time constraints, (3) trade-offs, and (4) resources.Conclusion: This study highlights students' experiences and issues of balancing program priorities, time pressure, losses and gains, and resources that must be addressed. These findings inform nurse educators on curricular design and program planning for GLC integration, potentially leading to improved scheduling, teaching strategies, and resources for student success.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"408-417"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147597240","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

Embracing Ambiguity, Uncertainty, and Dissonance: A Conceptual Framework to Guide the Transition to Practice. 拥抱歧义、不确定性和不和谐：指导向实践过渡的概念框架。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-30 DOI: 10.3928/01484834-20260217-01

Kevin Crawford, Beth Ann Swan

{"title":"Embracing Ambiguity, Uncertainty, and Dissonance: A Conceptual Framework to Guide the Transition to Practice.","authors":"Kevin Crawford, Beth Ann Swan","doi":"10.3928/01484834-20260217-01","DOIUrl":"10.3928/01484834-20260217-01","url":null,"abstract":"Background: While there is extensive literature about resilience among nursing students, less is understood about students' experiences of ambiguity, uncertainty, and dissonance.Method: Theoretical linkages underpin a framework for embracing ambiguity, uncertainty, and dissonance in clinical learning environments as transformative experiences that can positively impact the transition to practice.Results: A conceptual framework to guide students in their feelings of ambiguity, uncertainty, and dissonance as they transition to professional nursing practice is provided for nurse educators. The framework consists of four themes: capacity to persist with discomfort, composition of learning environments, dissonance as transformative, and crisis of ordinariness. Findings indicate that ambiguity, uncertainty, and dissonance can be transformative experiences. Reflective learning can enable students to embrace rather than resist these feelings.Conclusion: Feelings of ambiguity, uncertainty, and dissonance can be transformed into opportunities for growth to develop students' readiness, capacity, and perseverance as they transition to practice. The professional readiness of nurses is frequently tied to ameliorating issues of ambiguity by defining and preparing nurses according to professional-readiness outcomes, uncertainty through theory-to-practice instruction, and dissonance with self-care and resilience coping skills. There is little research on nursing students' capacity to embrace feelings of ambiguity, uncertainty, and dissonance despite the tendency to try to resolve these feelings as they care for patients.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"395-401"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147535293","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

Truth. 真理。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 DOI: 10.3928/01484834-20260615-02

Amy J Barton

引用次数: 0

Bridging Pharmacology Didactics to Clinical Settings: Pharmacists Participating in Nursing Student Practicums. 连接药理学教学到临床设置：药剂师参与护理学生实习。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-18 DOI: 10.3928/01484834-20251124-05

Robin L Whelpley, Brian G Baird, Carrie A Suders

{"title":"Bridging Pharmacology Didactics to Clinical Settings: Pharmacists Participating in Nursing Student Practicums.","authors":"Robin L Whelpley, Brian G Baird, Carrie A Suders","doi":"10.3928/01484834-20251124-05","DOIUrl":"10.3928/01484834-20251124-05","url":null,"abstract":"Background: Having acute care nursing practicums that integrate pharmacist faculty is a potential way to bridge the gap between pharmacology didactic content and clinical application.Method: Three pharmacist faculty members joined nursing students in acute care practicums where students reviewed their patients collaboratively, focusing on disease states and medications taught in pathopharmacology didactic courses. Both the nursing students and the practicum faculty were surveyed regarding their satisfaction with the pharmacist's participation and their perceived effect.Results: Six practicum faculty and 79 nursing students participated; 82 survey responses were completed. Student satisfaction with pharmacist participation (92%), connection of content (98%) and exam score effect (98%) was overwhelmingly positive. Practicum faculty had 100% satisfaction scores.Conclusion: Based on student satisfaction survey results, this study reveals that pharmacist faculty participating in nursing practicums can provide benefits to student understanding of didactic content, bridging the gap between classrooms and clinical settings.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e76-e79"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147470572","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

Exploring the Code of Ethics Through Jigsaw Learning to Foster Healthy Workplaces. 通过拼图学习探索道德准则，营造健康的工作场所。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-09 DOI: 10.3928/01484834-20251030-01

Cynthia M Clark

引用次数: 0

Integrating the Mindset Model to Enhance Nursing Student Achievement in Competency-Based Education. 整合思维模式提升护理学生能力本位教育成绩。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-02 DOI: 10.3928/01484834-20251030-03

Lisa S Lewis, Cheryl A Williams, Stephanie Dawson

{"title":"Integrating the Mindset Model to Enhance Nursing Student Achievement in Competency-Based Education.","authors":"Lisa S Lewis, Cheryl A Williams, Stephanie Dawson","doi":"10.3928/01484834-20251030-03","DOIUrl":"10.3928/01484834-20251030-03","url":null,"abstract":"Background: Incorporating a growth mindset model in competency-based education (CBE) through supportive language, role modeling, and consistent coaching enables faculty to create a learning environment that values effort and normalizes an iterative learning process. Aligning growth mindset principles with CBE enhances student motivation, resilience, and adaptability in nursing education.Method: This article identifies growth mindset strategies that build an essential foundation for student success in CBE.Results: Shifting the focus from assessment of learning (AOL) to assessment for learning (AFL) is crucial for fostering student achievement and agency. Effective CBE teaching consists of educators sharing experiences of overcoming challenges, mentoring in growth mindset principles, using supportive language, applying criterion-based grading practices, and encouraging intrinsic motivation.Conclusion: Ultimately, focusing on AFL in CBE settings encourages resilience and adaptability, creating a growth-oriented learning atmosphere that advances nursing education and cultivates practice-ready, competent professionals.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"435-438"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147328813","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

Improving Questioning Skills of Nursing Faculty in the Clinical Learning Environment. 临床学习环境下护理教师提问技巧的提高。

IF 1.9

The Journal of nursing education Pub Date : 2026-07-01 Epub Date: 2026-03-09 DOI: 10.3928/01484834-20251124-04

Jana M Goodwin, Nicole E Smith, Denise G Owens

{"title":"Improving Questioning Skills of Nursing Faculty in the Clinical Learning Environment.","authors":"Jana M Goodwin, Nicole E Smith, Denise G Owens","doi":"10.3928/01484834-20251124-04","DOIUrl":"10.3928/01484834-20251124-04","url":null,"abstract":"Background: Literature indicates that clinical faculty across disciplines often ask lower-level recall and comprehension questions, limiting opportunities for students to develop clinical reasoning and judgment. This educational project aimed to enhance faculty's skills in higher order questioning by using application and analysis level questions.Method: Thirteen clinical faculty teaching a junior-level baccalaureate medical surgical course attended a 2.5-hour virtual synchronous workshop on using the Questioning Aid for Rich and Real-Time Discussion (QARRD) tool. Questioning skills were assessed pre- and postworkshop, with follow-up surveys on QARRD usage.Results: Postworkshop data showed increased use of higher-order questions from 16% to 63.6%. Faculty reported varying QARRD use during the semester from rarely (11%), occasionally or sometimes (55%), and almost always (33%). When used, faculty perceived improved student critical thinking and treatment planning.Conclusion: The QARRD tool can strengthen clinical faculty's questioning techniques and potentially develop thinking, reasoning, and judgment in nursing students.","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e69-e72"},"PeriodicalIF":1.9,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147367776","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