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ChatGPT in Higher Education: Practical Ideas for Addressing Artificial Intelligence in Nursing Education. 高等教育中的 ChatGPT：护理教育中应对人工智能的实用思路。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240424-02
Louisa Krueger, Sally Clemenson, Ellen Johnson, Laura Schwarz
{"title":"ChatGPT in Higher Education: Practical Ideas for Addressing Artificial Intelligence in Nursing Education.","authors":"Louisa Krueger, Sally Clemenson, Ellen Johnson, Laura Schwarz","doi":"10.3928/01484834-20240424-02","DOIUrl":"https://doi.org/10.3928/01484834-20240424-02","url":null,"abstract":"<p><strong>Background: </strong>As the use of artificial intelligence (AI) becomes more prevalent in academic settings, there is a growing concern about maintaining a culture of integrity.</p><p><strong>Method: </strong>This article explores the role of academic institutions and programs in fostering a culture of integrity in relation to AI.</p><p><strong>Results: </strong>By implementing specific policies, integrating tools, and utilizing software for AI detection, academic institutions can establish a culture of integrity in relation to AI. These collective efforts foster an environment where ethical AI practices are upheld and reinforce the importance of academic honesty, particularly in the nursing profession.</p><p><strong>Conclusion: </strong>Academic institutions have the capacity to establish integrity-focused policies and integrate anti-AI agent tools in courses to mitigate unethical AI usage, while software advancements assist faculty in identifying AI presence during assessments. Emphasizing the interplay between academic and professional integrity strengthens nurses' dedication to academic honesty. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750132","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
Incorporating Diversity, Equity, and Inclusion Within Community Health Nursing Simulation. 在社区健康护理模拟中融入多样性、公平性和包容性。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240425-04
Savannah Kelley
{"title":"Incorporating Diversity, Equity, and Inclusion Within Community Health Nursing Simulation.","authors":"Savannah Kelley","doi":"10.3928/01484834-20240425-04","DOIUrl":"https://doi.org/10.3928/01484834-20240425-04","url":null,"abstract":"<p><strong>Background: </strong>Undergraduate nursing institutions face difficulties providing learners with community and public health nursing clinical opportunities. An opportunity existed to improve a senior-level undergraduate community and public health nursing course by developing alternative clinical teaching-learning experiences that promote diversity, equity, and inclusion.</p><p><strong>Method: </strong>Utilizing theory and evidence-based practice, a simulation emulating a community home health visitation allowed learners to function as members of a health care team who provide care for a family in their home setting.</p><p><strong>Results: </strong>The results indicate that all learners met project objectives, and 88% of learners reported increased self-efficacy related to the project's topics after implementation. Learner reflections offered their perception of the experience.</p><p><strong>Conclusion: </strong>A community and public health nursing teaching-learning project provided learners with clinical hours by completing a simulation learning experience incorporating diversity, equity, and inclusion through exposure to patient inequities within the lesbian, gay, bisexual, transgender, queer (LGBTQ+) community. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750147","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
Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage. 重新调整临床护士长课程以应对护理师资短缺问题。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240423-03
Bobbi Shatto, Geralyn Meyer, Kristine L'Ecuyer
{"title":"Retooling a Clinical Nurse Leader Curriculum in Response to the Nursing Faculty Shortage.","authors":"Bobbi Shatto, Geralyn Meyer, Kristine L'Ecuyer","doi":"10.3928/01484834-20240423-03","DOIUrl":"https://doi.org/10.3928/01484834-20240423-03","url":null,"abstract":"<p><strong>Background: </strong>Our school had increased full-time and adjunct faculty vacancies. To deal with this crisis, we recruited our clinical nurse leader (CNL) graduates. Many reported not feeling prepared to teach. This article describes changes made in a CNL curriculum to better prepare graduates for positions in academic nursing education.</p><p><strong>Method: </strong>While the CNL skill set was created for care of patient populations, it is also transferable to nursing education. Previously, our curriculum used only clinical experiences to teach aspects of CNL practice. We added academic educational experiences and content into our curriculum as another means of teaching the skill set.</p><p><strong>Results: </strong>The size of our CNL program doubled. Students reported gaining confidence about the CNL role in both clinical and academic settings.</p><p><strong>Conclusion: </strong>This curricular change allows CNL students to \"try on\" the role of nurse educator. This exposure may increase their desire to pursue a career in academia. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750149","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
Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer. 利用数字干预支持教师发展和加强学习转移。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240425-03
Brenda Elliott, Katie A Chargualaf, Barbara Patterson
{"title":"Using Digital Interventions to Support Faculty Development and Enhance Learning Transfer.","authors":"Brenda Elliott, Katie A Chargualaf, Barbara Patterson","doi":"10.3928/01484834-20240425-03","DOIUrl":"https://doi.org/10.3928/01484834-20240425-03","url":null,"abstract":"<p><strong>Background: </strong>New approaches to faculty development are needed. A longitudinal multimodal approach to faculty development was undertaken to enhance content learning transfer from a workshop to teaching practice.</p><p><strong>Method: </strong>Ten timed digital interventions were delivered to nurse educators every 3 to 4 weeks over 10 months following a 5-hour workshop. The Kirkpatrick model was used to evaluate the intervention.</p><p><strong>Results: </strong>Postintervention results support timed digital interventions as an innovative way to leverage technology used by faculty every day to facilitate transfer of learning of veteran-centered care content covered during a workshop to their teaching practice.</p><p><strong>Conclusion: </strong>Future considerations include application to other areas of nursing education practice. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750151","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 : 2024-07-23 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":"https://doi.org/10.3928/01484834-20240422-03","url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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.</p><p><strong>Results: </strong>Students' median HPATHI scores increased on 16 of 19 survey items. Qualitative feedback was largely positive and reinforced HPATHI data.</p><p><strong>Conclusion: </strong>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. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","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
Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation. 护理本科课堂中的跨语言教学：教育创新。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240424-01
Jan Oosting
{"title":"Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation.","authors":"Jan Oosting","doi":"10.3928/01484834-20240424-01","DOIUrl":"https://doi.org/10.3928/01484834-20240424-01","url":null,"abstract":"<p><strong>Background: </strong>Translanguaging is \"the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential\" (Skutnabb-Kangas et al., 2009). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments.</p><p><strong>Method: </strong>Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language.</p><p><strong>Results: </strong>Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English.</p><p><strong>Conclusion: </strong>Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750150","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 : 2024-07-23 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":"https://doi.org/10.3928/01484834-20240422-01","url":null,"abstract":"<p><strong>Background: </strong>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.</p><p><strong>Method: </strong>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 (<i>N</i> = 11) from adult specialties participated in a two-credit elective in LGBTQIA+ health. Knowledge, skills, and attitudes (competency) preand postcourse completion were measured.</p><p><strong>Results: </strong>Students showed a 62% improvement in competency results with 100% of students opting into the LGBTQIA+ clinical immersion.</p><p><strong>Conclusion: </strong>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. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","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
Advocacy for Equitable Access to Nature and Outdoor Recreation. 倡导公平享受自然和户外休闲。
The Journal of nursing education Pub Date : 2024-07-23 DOI: 10.3928/01484834-20240424-04
Gina K Alexander, Vicki Brooks, Tammie S Williams
{"title":"Advocacy for Equitable Access to Nature and Outdoor Recreation.","authors":"Gina K Alexander, Vicki Brooks, Tammie S Williams","doi":"10.3928/01484834-20240424-04","DOIUrl":"https://doi.org/10.3928/01484834-20240424-04","url":null,"abstract":"<p><strong>Background: </strong>Recent research highlights disparities in access to nature and green space, a determinant of mental and physical health. The aim of this report is to describe the process of park auditing as an innovation in nursing education.</p><p><strong>Method: </strong>Teams of baccalaureate nursing students used a practice guideline and park auditing tool to examine the amenities of recreational parks and green space in an urban metroplex in the southern United States.</p><p><strong>Results: </strong>Through data collection and analysis, nursing students captured key indicators of quality and accessibility of 50 urban parks. The findings form the basis for stakeholder recommendations for advocacy to ensure equitable access to green space.</p><p><strong>Conclusion: </strong>Nursing students identified priorities for advocacy to promote park improvements through community-academic-practice partnerships designed to increase outdoor recreation and nature conservation among community members. These experiences reinforced the importance of advocacy with community stakeholders to cocreate strategies for equitable access to nature. <b>[<i>J Nurs Educ.</i> 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141750131","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
Using Virtual Reality Simulation for Screening Brief Intervention and Referral to Treatment. 利用虚拟现实模拟技术进行筛查、简单干预和转介治疗。
The Journal of nursing education Pub Date : 2024-07-01 DOI: 10.3928/01484834-20240505-06
Ssu-Yu Yeh, Sarah Hassan, Dennis LaCaze, Cindy G Weston, Elizabeth Wells-Beede
{"title":"Using Virtual Reality Simulation for Screening Brief Intervention and Referral to Treatment.","authors":"Ssu-Yu Yeh, Sarah Hassan, Dennis LaCaze, Cindy G Weston, Elizabeth Wells-Beede","doi":"10.3928/01484834-20240505-06","DOIUrl":"https://doi.org/10.3928/01484834-20240505-06","url":null,"abstract":"<p><strong>Background: </strong>This study examined the effects of virtual reality on students' confidence and knowledge in Screening, Brief Intervention, and Referral to Treatment (SBIRT), and understanding of substance use disorders (SUDs) in mental health and primary care settings.</p><p><strong>Method: </strong>Using a pre- and postdesign, questionnaires were distributed before, immediately after, and 3 months after the simulation.</p><p><strong>Results: </strong>Data analysis revealed significant increases in SBIRT characteristics, screening tools, and alcohol consumption guidelines from pre- to postsimulation (<i>p</i> < .05) among the participants (<i>n</i> = 380). Confidence levels improved significantly (<i>p</i> < .001), with no notable difference between post-simulation and follow-up surveys.</p><p><strong>Conclusion: </strong>Simulation training with structured prebriefing and debriefing sessions facilitated the application of learned skills during the simulation, boosting students' self-efficacy and readiness. <b>[<i>J Nurs Educ</i>. 2024;63(7):453-459.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560704","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
Innovative Approach to Teaching Health Care Policy: Health Care Legislative Breakfast. 医疗保健政策教学的创新方法：医疗保健立法早餐会。
The Journal of nursing education Pub Date : 2024-07-01 DOI: 10.3928/01484834-20240505-10
Elizabeth A Davis
{"title":"Innovative Approach to Teaching Health Care Policy: Health Care Legislative Breakfast.","authors":"Elizabeth A Davis","doi":"10.3928/01484834-20240505-10","DOIUrl":"https://doi.org/10.3928/01484834-20240505-10","url":null,"abstract":"","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141560627","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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