The Journal of nursing education最新文献_第9页

Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience. 高级实践注册护士学生跨专业程序培训：有效合作与学生体验。

The Journal of nursing education Pub Date : 2025-07-01 Epub Date: 2024-10-28 DOI: 10.3928/01484834-20240612-03

Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely

{"title":"Advanced Practice Registered Nurses Student Cross-Specialty Procedural Training: Effective Collaboration and Student Experience.","authors":"Ann-Marie Brown, Jennifer Adamski, Kelly L Wiltse Nicely","doi":"10.3928/01484834-20240612-03","DOIUrl":"10.3928/01484834-20240612-03","url":null,"abstract":"Background: Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care.Method: Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture.Results: During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations.Conclusion: Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2025;64(7):e64-e67.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e64-e67"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142515682","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

Retention of RN-to-BSN Students: An Integrative Review. rn - bsn学生的保留：一项综合评价。

The Journal of nursing education Pub Date : 2025-07-01 DOI: 10.3928/01484834-20250314-01

Christine S Gipson, Theresa Naldoza, Cindy Ringhofer-Brown, Karie A Stamer, Brenda Elliott, Jill M Holmstrom, Esmeralda Rodgers

{"title":"Retention of RN-to-BSN Students: An Integrative Review.","authors":"Christine S Gipson, Theresa Naldoza, Cindy Ringhofer-Brown, Karie A Stamer, Brenda Elliott, Jill M Holmstrom, Esmeralda Rodgers","doi":"10.3928/01484834-20250314-01","DOIUrl":"10.3928/01484834-20250314-01","url":null,"abstract":"Background: Student retention is problematic in higher education. RNs who desire to complete a Bachelor of Science in Nursing (RN-to-BSN) program face multiple barriers, and undergraduate nursing programs must be creative and comprehensive in their efforts to retain students and support their progression.Method: Toronto and Remmington's method guided this integrative review to identify strategies undergraduate nursing programs employ to retain RN-to-BSN students. A systematic search of seven databases was conducted to identify literature published in the United States between 2011 and 2024.Results: Twenty articles were analyzed and synthesized, then organized using Jeffrey's nursing universal retention and success model. Most of the literature reviewed focused on environmental and professional integration factors, with less of the literature addressing student affective factors.Conclusion: Although programs may differ, a framework that considers a variety of intrinsic and extrinsic factors is imperative in addressing issues specific to RN-to-BSN student retention. [J Nurs Educ. 2025;64(7):429-435.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 7","pages":"429-435"},"PeriodicalIF":0.0,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144593262","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

Scaling Up Doctor of Nursing Practice Project Processes for Large Student Cohorts. 为大型学生群体扩大护理实践博士项目流程。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250220-02

Sara Hubbell, Stephanie R Duea, Erin Wax, Coleen O'Brien, Shannon Ford, Crystal Dodson, Lorie Sigmon, Diane Parker, Susan Young, Amanda Culp-Roche, Lecia Reardon

{"title":"Scaling Up Doctor of Nursing Practice Project Processes for Large Student Cohorts.","authors":"Sara Hubbell, Stephanie R Duea, Erin Wax, Coleen O'Brien, Shannon Ford, Crystal Dodson, Lorie Sigmon, Diane Parker, Susan Young, Amanda Culp-Roche, Lecia Reardon","doi":"10.3928/01484834-20250220-02","DOIUrl":"https://doi.org/10.3928/01484834-20250220-02","url":null,"abstract":"Background: A Doctor of Nursing Practice (DNP) Program extended its admission criteria to include both Masters- and Bachelor of Science in Nursing-prepared students, thereby increasing annual average enrollment from 12 to over 100 students. This increased enrollment precipitated a time-sensitive need to overhaul the DNP Project process to accommodate large student cohorts.Method: A task force was formed and charged with designing the structure, processes, and outcome measures of a DNP Project to accommodate large student cohorts and be scalable in response to future fluctuations in cohort sizes.Results: Three DNP Project courses, delivered in a series, were redesigned and successfully implemented. Additionally, an innovative faculty workload model was developed and approved by school administration.Conclusion: Training DNP students to engage in the health care system, implement actions to improve care, and evaluate effectiveness can drive significant improvements in health care and health outcomes and expand their skills as DNP-prepared nurse leaders. [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":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532219","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 PEARLS to Guide Supportive Conversations With Nursing Students After Clinical Related Critical Incidents. 在临床相关的重大事件后，使用珍珠指导与护理学生的支持性对话。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250312-02

Jaime Gallaher, Giuliana Harvey

{"title":"Using PEARLS to Guide Supportive Conversations With Nursing Students After Clinical Related Critical Incidents.","authors":"Jaime Gallaher, Giuliana Harvey","doi":"10.3928/01484834-20250312-02","DOIUrl":"https://doi.org/10.3928/01484834-20250312-02","url":null,"abstract":"Background: Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The risk of exposure to critical incidents coupled with the potential for re-traumatization from past personal experiences adds complexity to teaching and learning in the clinical environment.Method: Providing clinical nurse educators with tools to facilitate timely and supportive conversations with students who have experienced clinical related critical incidents are imperative. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework, with emphasis of a trauma-informed approach (TIA), may be used by clinical educators to guide supportive conversations with students who have experienced these unexpected events.Results: Clinical educators' use of the PEARLS debriefing framework underpinned by a TIA creates opportunities for students to express their initial emotions, explore new insights, and navigate next steps.Conclusion: Supporting nursing students after a clinical related critical incident requires educators to be flexible and adaptable by offering individualized and personalized assistance to learners. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-5"},"PeriodicalIF":0.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532193","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

Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs. 本科护理学制预备课程之基因基因组学能力发展。

The Journal of nursing education Pub Date : 2025-06-30 DOI: 10.3928/01484834-20250220-01

Jeffrey Willey, Karen Whitt, Ruth Lucas, Mary Hanson-Zalot

{"title":"Genetics Genomics Competency Crosswalk Development for Undergraduate Prelicensure Nursing Education Programs.","authors":"Jeffrey Willey, Karen Whitt, Ruth Lucas, Mary Hanson-Zalot","doi":"10.3928/01484834-20250220-01","DOIUrl":"https://doi.org/10.3928/01484834-20250220-01","url":null,"abstract":"Background: Precision health is emerging as standard of care in acute and ambulatory settings. Foundational education of genetic and genomic content is needed in prelicensure nursing curriculum. An International Society of Nurses in Genetics task force was created to identify key content for entry-level practitioners.Method: The task force reviewed the literature and syllabi from existing undergraduate courses to inform the development of entry-level student genomic competencies.Results: Nine genomic competencies were identified. A crosswalk mapped the competencies to select professional organization standards.Conclusion: The crosswalk assists prelicensure nursing faculty to integrate genomic competencies into existing curriculum programs or stand-alone courses. Future steps include consultation with international nursing genomic experts to standardize curricular competencies for use by nurse educators around the world. The crosswalk links these competencies to professional standards, which provides robust demonstration of attention to accreditation requirements. [J Nurs Educ. 2025;64(X):XXX-XXX.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144532218","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 ChatGPT Effect: Nursing Education and Generative Artificial Intelligence. ChatGPT 效应：护理教育与生成式人工智能。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-02-01 DOI: 10.3928/01484834-20240126-01

Maxim Topaz, Laura-Maria Peltonen, Martin Michalowski, Gregor Stiglic, Charlene Ronquillo, Lisiane Pruinelli, Jiyoun Song, Siobhan O'Connor, Shoko Miyagawa, Hiroki Fukahori

{"title":"The ChatGPT Effect: Nursing Education and Generative Artificial Intelligence.","authors":"Maxim Topaz, Laura-Maria Peltonen, Martin Michalowski, Gregor Stiglic, Charlene Ronquillo, Lisiane Pruinelli, Jiyoun Song, Siobhan O'Connor, Shoko Miyagawa, Hiroki Fukahori","doi":"10.3928/01484834-20240126-01","DOIUrl":"10.3928/01484834-20240126-01","url":null,"abstract":"This article examines the potential of generative artificial intelligence (AI), such as ChatGPT (Chat Generative Pre-trained Transformer), in nursing education and the associated challenges and recommendations for their use. Generative AI offers potential benefits such as aiding students with assignments, providing realistic patient scenarios for practice, and enabling personalized, interactive learning experiences. However, integrating generative AI in nursing education also presents challenges, including academic integrity issues, the potential for plagiarism and copyright infringements, ethical implications, and the risk of producing misinformation. Clear institutional guidelines, comprehensive student education on generative AI, and tools to detect AI-generated content are recommended to navigate these challenges. The article concludes by urging nurse educators to harness generative AI's potential responsibly, highlighting the rewards of enhanced learning and increased efficiency. The careful navigation of these challenges and strategic implementation of AI is key to realizing the promise of AI in nursing education. [J Nurs Educ. 2025;64(6):e40-e43.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e40-e43"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139673971","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 a Collaborative Classroom on Clinical Judgment Development in Nursing Students. 协作课堂对护生临床判断发展的影响。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-03

Josephine Dawes, Elizabeth Landers

{"title":"The Effect of a Collaborative Classroom on Clinical Judgment Development in Nursing Students.","authors":"Josephine Dawes, Elizabeth Landers","doi":"10.3928/01484834-20250130-03","DOIUrl":"https://doi.org/10.3928/01484834-20250130-03","url":null,"abstract":"Background: Clinical judgment and collaborative practice are critical nursing skills essential for safe and effective patient care. Nursing educators are tasked with developing pedagogical approaches that foster these competencies in students.Method: This study explored nursing students' perceptions of a collaborative classroom environment designed to enhance clinical judgment. Students participated in simulation activities focused on complex patient scenarios. Their experiences and insights were captured using a qualitative, exploratory design involving focus groups and thematic analysis.Results: Findings revealed that students perceived synergy in collaborative learning, increased self-efficacy, strengthened clinical reasoning, and a more seamless integration of clinical judgment theory into practice.Conclusion: A collaborative classroom structure may support students in building critical clinical reasoning skills, enhancing self-efficacy, and bridging the theory-practice gap, potentially aiding in a smoother transition to professional practice. Further research is needed to expand these findings in diverse nursing education settings. [J Nurs Educ. 2025;64(6):365-371.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"365-371"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259806","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

A Correlational Study of Burnout and Mitigating Psychological Factors in Undergraduate Nursing Students. 护理本科生职业倦怠与缓解心理因素的相关研究。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2025-01-17 DOI: 10.3928/01484834-20240827-05

Kathleen M Horan

{"title":"A Correlational Study of Burnout and Mitigating Psychological Factors in Undergraduate Nursing Students.","authors":"Kathleen M Horan","doi":"10.3928/01484834-20240827-05","DOIUrl":"10.3928/01484834-20240827-05","url":null,"abstract":"Background: Evidence indicates that many nursing students exhibit signs of burnout and consider leaving nursing during nursing school. However, there is scant literature on the extent of this problem or mitigating factors.Method: Undergraduate nursing students (n = 129) participated in a correlational study examining patterns of burnout and Psychological Capital (PsyCap), a four-pronged construct that captures hope, efficacy, resilience, and optimism. Burnout and PsyCap were measured using the Maslach Burnout Survey (MBI-GS) and the PsyCap Questionnaire (PCQ-24). Burnout prevalence was calculated. Correlations were assessed using MBI-GS subscales and the PCQ-24. Bivariate regressions were used to assess the effects of PsyCap on burnout dimensions.Results: High levels of exhaustion were identified, with 38.8% of the participants scoring in the overextended range, the first stage of burnout. Moderate PsyCap levels were found to be protective against burnout.Conclusion: Strategies to increase PsyCap in nursing students may enhance well-being and reduce dropout. [J Nurs Educ. 2025;64(6):376-380.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"376-380"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143019419","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

Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study. 护士教育工作者对人工智能使用的看法：一项定性研究。

The Journal of nursing education Pub Date : 2025-06-01 DOI: 10.3928/01484834-20250130-01

Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin

{"title":"Nurse Educators' Perceptions of the Use of Artificial Intelligence: A Qualitative Study.","authors":"Sang Suk Kim, Jennie C De Gagne, Minjoo Hong, Hyewon Shin","doi":"10.3928/01484834-20250130-01","DOIUrl":"https://doi.org/10.3928/01484834-20250130-01","url":null,"abstract":"Background: The integration of generative artificial intelligence (GAI) into nursing education raises concerns owing to nursing's strong emphasis on human-centered care. This study explored novice nurse educators' perceptions of GAI in nursing education, examining the challenges, opportunities, and factors influencing their decisions regarding their use, as well as their vision for GAI's future role.Method: A descriptive qualitative study involving 17 nursing educators from various institutions was conducted using snowball sampling. Semistructured interviews conducted face-to-face and via Zoom were analyzed thematically using NVivo14 software.Results: Four themes emerged: (1) limited engagement and understanding of GAI; (2) challenges and skepticism; (3) readiness for GAI use; and (4) recommendations for improving GAI integration. Participants expressed mixed perceptions of the effects of GAI on nursing education.Conclusion: Despite skepticism, nurse educators have recognized the potential of GAI. Educational institutions must raise awareness of the benefits of GAI, provide targeted training, and develop infrastructure to support its adoption. [J Nurs Educ. 2025;64(6):339-345.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":"64 6","pages":"339-345"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144259804","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

Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program. 护理研究生课程的多样性、公平性和包容性能力。

The Journal of nursing education Pub Date : 2025-06-01 Epub Date: 2024-08-23 DOI: 10.3928/01484834-20240513-04

Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith

{"title":"Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program.","authors":"Jeremy Jordan, Shannon S Layton, Christina M Wilson, Elizabeth A Crooks, Tedra Smith","doi":"10.3928/01484834-20240513-04","DOIUrl":"10.3928/01484834-20240513-04","url":null,"abstract":"Background: The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students.Method: A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach.Results: Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms.Conclusion: The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2025;64(6):e35-e39.].","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"e35-e39"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142038141","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