International Journal of Nursing Education Scholarship最新文献

Objectives: Clinical judgment is a foundational competency for nursing students but difficult to assess in nursing education. The Lasater Clinical Judgment Rubric can evaluate clinical judgment competence among prelicensure nursing students.

Methods: A simulation-based intervention was implemented across three campuses at a United States college of nursing. Prelicensure nursing students (N=113) completed a simulation followed by a self-evaluation of clinical judgment competence using the Lasater Clinical Judgment Rubric.

Results: Simulation can influence competent behavioral performance and is an effective pedagogy to cultivate clinical judgment skills in nursing students. Students self-reported advanced or exemplary competency levels for clinical judgment behaviors assessed.

Conclusions: Simulation-based self-assessment using the Lasater Clinical Judgment Rubric may be a feasible approach to evaluating nursing students' perceptions of clinical judgment competence; however, further research using objective measures is recommended.

Implications for international audience: Clinical judgment is a universal competency required by nurses across practice settings internationally.

Objectives: Nurse educators play a vital role in supporting disadvantaged nursing students, especially in rural areas. This project implemented innovative strategies including full scholarships, academic support, and mentorship panels featuring rural nurse leaders role models to improve student success at a rural public university in the Midwest U.S.

Methods: Disadvantaged students-including those from low-income households, first-generation college backgrounds, and rural underserved communities-encounter substantial barriers to successfully completing nursing programs. To address these challenges, targeted interventions are essential to support their admission, retention, graduation, and transition into employment, particularly in rural and medically underserved communities (MUCs). This study analyzed admission, retention and graduation outcomes of 73 scholarship recipients. An online survey evaluated the effectiveness of various support strategies.

Results: Admission and retention outcomes for disadvantaged nursing students improved substantially over the course of the project. Admission rates increased more than fourfold, rising from a baseline of 5 % in 2019 to 24.3 % by 2025. Among the 73 disadvantaged scholarship recipients, the retention rate reached 88 %, and all graduates achieved a 100 % pass rate on the RN licensure examination. Student feedback also reflected that 95.2 % of participants rating the mentorship panels as "very effective".

Conclusion: Scholarships and structured academic and social support programs improved disadvantaged students' success, contributing to a more diverse and competent nursing workforce. Holistic support, equity-focused access, and alignment with underserved community needs offer a practical framework for international nursing education to strengthen workforce diversity and reduce health disparities.

Objectives: The Intercultural Competence (IC) program, an interactive, technology-enhanced educational intervention, was developed to advance nursing students' cultural competence. This longitudinal pretest and posttest study examined its effectiveness.

Methods: A convenience sample from three sequential cohorts participated voluntarily. Guided by simulation pedagogy, the IC program integrated 2D, 3D, and virtual reality technologies to provide a flexible, low-risk environment for deliberate, repeated practice. Participants completed a demographic questionnaire and the Intercultural Competence Scale after each program level.

Results: All cohorts demonstrated consistent improvement in cultural competence following each level compared with baseline.

Conclusions: The IC program effectively enhances cultural competence and reflects rigorous, interprofessional scholarship with community partners to prepare nursing students for culturally responsive care.

Objectives: The study aims to identify and summarize existing knowledge on how information literacy (IL) is demonstrated among health students in higher education.

Methods: A scoping review approach with a systematic search of scholarly databases.

Results: Of the 3,770 results obtained, 14 studies were included in this review. Two main approaches to IL were identified: (1) perceived, and (2) applied IL among health education students. IL was commonly measured using eight previously validated instruments and three purpose-designed instruments. Perceived IL skills ranged from moderate to high levels, while applied skills appeared to be moderate. Perceived IL was significantly associated with students' self-perception of importance; whereas, applied IL was significantly associated with age and academic seniority in nursing.

Conclusions: The IL of higher education health students seems to range from moderate to high levels. However, the vast number of IL instruments used indicates the need for further scale standardization and validation.

Implications for international audience: In education, greater emphasis should be placed on integrating (IL) aspects into the curriculum across all levels, rather than treating it as a separate, conceptual entity.

Objectives: Nursing students encounter a myriad of challenges as they prepare for licensure. This study aims to identify specific needs and mentoring preferences of pre-licensure nursing students at various stages to inform faculty-led mentoring.

Methods: A needs assessment of 224 pre-licensure nursing students gathered quantitative and qualitative data on students' perceived needs, mentoring preferences, and mentorship settings.

Results: The majority expressed strong interest in faculty mentorship, preferring in-person, informal meetings with mentors, and opportunities for electronic interactions. Students identified needs related to licensure exam preparation, study strategies, and balancing academics with personal responsibilities.

Conclusions: Faculty-led mentoring may help address academic and personal challenges faced by pre-licensure nursing students. Institutions should consider formal faculty-led mentorship programs based on student-identified needs to enhance student success.

Implications for an international audience: Findings can inform global pre-licensure nursing programs' faculty-led mentorship initiatives tailored around student-identified needs, and preferences for faculty mentoring.

Objectives: To analyze nurse faculty perceptions of student notetaking and generate insight for future practice and research.

Methods: As part of larger cross-sectional study, nurse faculty completed an online survey from November 2024 to January 2025.

Results: Among 120 responses to the prompt "Students take notes to…," thematic analysis identified five key themes: A way to manage important course information, Helps students with studying, Reinforces student learning, Prepares students for class and exams, and Guides students to faculty expectations.

Conclusions: These findings emphasize the importance of fostering effective notetaking skills in nursing students and have broad implications for nursing education practices globally.

Implications for international audience: The findings highlight the importance of effective notetaking in various contexts which is applicable for national and global educators.

Objectives: To assess CT, SE, and perceptions of EE of nursing students in Greece, and explore the potential associations between them.

Methods: This cross-sectional study was conducted in a Nursing department from February to May 2024. We used the Dundee Ready Education Environment Measure (DREEM), the Critical Thinking Disposition Scale (CTDS), and the Rosenberg Self-Esteem Scale (RSE) questionnaires.

Results: A total of 185 nursing students participated. EE was generally positive, with moderate CT disposition and positive self-esteem. Robust regression showed a positive association between EE and CT disposition. Structural equation modeling indicated that SE mediates this association between EE and the Reflective Skepticism sub-scale of CTDS.

Conclusions: Suitable interventions could be implemented to enhance the CT of nursing students through the utilization of SE and EE.

Objectives: The global nursing shortage and increasing international migration of nurses highlight the urgent need for greater harmonization in nursing education. Variations in curricula worldwide pose significant challenges to the integration of internationally educated nurses (IENs). Therefore, the objective is to examine how disparities in nursing education between Nepal and Australia - particularly regarding curriculum structure, clinical hours, program length, and licensure requirements - affect the global mobility of IENs.

Methods: A descriptive qualitative study was conducted using three online focus group discussions with 14 final-year nursing students from Nepal and Australia. Data analysis employed a two-cycle coding process, guided by a constructivist paradigm, to identify key themes.

Results: Five major themes emerged: 1) Clinical Hours and Hands-on Experience; 2) Differing Program Lengths; 3) Curriculum Content and Specialization; 4) National Licensure Examination; and 5) Global Mobility Prospects.

Conclusions: This study reveals that variations in nursing education between Nepal and Australia create significant barriers to the global mobility of IENs, affecting both their perceived readiness for practice and the recognition of their qualifications. These findings underscore the critical need for a globally harmonized nursing curriculum framework. Incorporating core competencies yet allowing for contextual adaptation, this framework is essential for facilitating nurse mobility, improving the quality and comparability of nursing qualifications, and addressing the global nursing shortage.

Objectives: The purpose of this study was to determine whether integrating ethical simulation-based education (SBE) into prelicensure nursing students' curriculum would impact moral distress levels.

Methods: A longitudinal mixed methods design was used to measure moral distress levels and collect qualitative data related to the SBE.

Results: In the final sample (n=48), there was no statistically significant difference among moral distress scores over the three measured time points. Thematic analysis revealed four primary themes: (1) powerlessness as a student; (2) students have a basic moral understanding; (3) discomfort in speaking up with integrity; and (4) students understand the importance of emotional intelligence.

Conclusions: The final and lowest survey score, combined with the results of the thematic analysis, indicates that integrating ethical SBE throughout curriculum could impact moral distress. In addition, training educators in maintaining psychologically safe environments can empower students and potentially reduce burnout.