International Journal of Nursing Education Scholarship最新文献

Objectives: Our paper puts forward the contention that diversity of ideas will be essential if nurse education is going to have the flexibility, innovation, and dynamism needed to meet current and future challenges.

Methods: We describe a unique crucible of innovation that was forged through a weekly discussion of international nurse educators.

Results: Our paper sets out the resulting outcomes, stimulating new connections, curriculum development, studies, and shared learning.

Conclusions: We offer insights from participants' assessment of the group's effectiveness to drive innovation in nursing education. In so doing, we urge educators to reach out, to connect, and to use resulting opportunities to learn.

Objectives: Nursing education commonly includes aspects of cognitive, psychomotor, and affective learning. Subsequently, the evaluation of student affective learning has been recognized as an important aspect within educational processes. Affective learning is crucial to professional nursing role development. However, a gap in the literature exists in measuring and evaluating affective learning in nursing students. Using the taxonomy developed by Krathwohl, Bloom, and Masia (1964. Taxonomy of educational objectives, handbook II: affective domain. Philadelphia: David McKay Company, Inc.), faculty developed a tool for students to rate their perceived level of affective learning.

Methods: Faculty launched a quality improvement project to evaluate the accuracy of student self-assessments of affective learning at the end of their first nursing course.

Results: Student and expert identification of the level of affective learning were not statistically different, which demonstrated that students accurately identified their affective level. The sample demonstrated competency through the first level of affective learning (i.e., receiving).

Conclusions: Cultivating professional values can significantly impact the lives of patients and communities. Use of the tool may lead to a deeper understanding of student nurse development of affective competencies.

Objectives: This scoping review aimed to identify and summarize the findings in the literature on established predictors (not mere correlations) of classroom exams, standardized exams, and nursing licensure exams in US and international undergraduate registered nurse and practical nurse programs.

Methods: PubMed, CINAHL, ERIC ProQuest, PsycINFO, and Cochrane databases were searched for articles from 2008 to 2024 following a formal scoping review protocol. A three-person team followed the PRISMA reporting guidelines.

Results: The review included 79 articles with a significant predictive relationship. Most articles focused on licensure exams. Predictors were grouped into categories for classroom, standardized, and licensure exams.

Conclusions: While the findings yielded many predictors, standardized test scores, course grades, and GPA were the three most common predictors for the exam types overall. This scoping review can help nursing faculty decide which predictors likely apply to their nursing students to improve classroom, standardized, and licensure exam success.

Objectives: This study aims to systematically explore the perspectives of nursing instructors and students concerning the pedagogical aspects of patient care plan instruction.

Methods: This qualitative descriptive study was conducted between October 10, 2022, and January 17, 2023, at a public university in Ankara, Turkey. Data were gathered through seven focus group interviews involving eight instructors and 27 students, employing semi-structured interview questions. Thematic analysis was used.

Results: The average age of the nurse educators was 36.87 years; all were female, 75 % had a Ph.D. degree, and the average number of years of professional experience was 10.12. The average age of the students was 20.40 years; 66.67 % were female, and 40.74 % were second-year students. After examining interview data, three overarching themes emerged for instructors and students: Clinical Teaching Conditions of the Nursing Process, Engaging with Care Plans in Practice, and Strengthening Care Plan Teaching.

Conclusions: The findings underscored a notable challenge: instructors struggled to provide optimal interaction with students due to overwhelming group sizes during care plan activities. Concurrently, students faced difficulties across all phases of the nursing process when formulating patient care plans. To strengthen the teaching of specific patient care planning, it is recommended that the number of faculty members be increased and that information and communication technologies be used in clinical education.

Implications for an international audience: This study's findings can help nursing faculties understand the various dimensions of the needs of nursing process education. Furthermore, nurse instructors' and students' opinions can promote technology integration in nursing education.

Objectives: A success-intended Doctoral Seminar, intentionally structured and facilitated to support students to thrive in their achievement of degree-level milestones, is assumedly the raison d'etre of the commonly-scheduled pass/fail Doctoral Seminar course in nursing doctoral programs. In this article, we review the literature regarding the Doctoral Seminar and the trends found in available Canadian Doctoral Seminar Syllabi.

Methods: A review of the literature guided by Finfgeld-Connett and Johnson's process; and, a document analysis of collected doctoral syllabi.

Results: Our review of Canadian Doctoral Seminar syllabi illuminated consistent attention to enabling the growth and development of doctoral skills, and a propensity towards higher-level thinking with scaffolded efforts to advance the production of new and original scholarship. Pedagogically, facilitation was the model and engagement with students was the strategy, giving way to student voice and a co-created experience.

Conclusions: With global growth in doctoral nursing education, an international exploration of the best use of the doctoral seminar is therefore an imperative.

Objectives: The objective of this pilot study was to investigate the deliberate practice teaching method with medication administration skills to prepare for a future larger study.

Methods: A multi-methods repeated measures design was used. Pre-licensure nursing students engaged in deliberate practice across two study visits that were spaced four to eight weeks apart. Simulated scenarios served as the pre-posttests.

Results: Study procedures were feasible to implement. Medication error rates decreased from 80.9 to 22.2 %. Students voiced a need for more skills practice and that deliberate practice is beneficial.

Conclusions: The deliberate practice teaching method was feasible to implement, skills improved, and students attributed their improvements to the teaching method. Skills were retained over a 4-8 week span suggesting that skill decay did not occur in this timeframe.

Implications for international audience: Worldwide, improvements in medication administration safety are required. Changes in the methods used to teach medication administration may contribute to these necessary improvements.

Objectives: Explore the interest of Canadian undergraduate and graduate nursing students in medical (MC) and recreational cannabis (RC) education.

Methods: Transformative learning theory framed an online survey exploring sources of information; factors and learning modalities of increasing interest in learning about MC/RC; and future career plans regarding MC/RC in practice. Survey ran from September 2022 to February 2023. Descriptive statistics and content analysis were applied.

Results: Respondents (n=153) disclosed knowledge gaps in MC/RC regulations (90 %), effectiveness (88 %), and dosing best practices (86 %). Exposure to clinical opportunities and virtual resources were stimulating learning factors.

Conclusions: A socially responsive curriculum is crucial to engage nursing students in becoming more knowledgeable about this topic and understand the nurse's role in enhancing practice quality. Implications for International Audience - The evidence provides a proactive approach to nursing educators in countries where cannabis is legal or in the process of being legalized.

Objectives: To explore post-pandemic mental wellbeing status and identify positive factors influencing mental wellbeing among nursing students.

Methods: A cross-sectional survey of undergraduate nursing students from three public colleges in Thailand was conducted. A convenience sample of 983 participants completed a paper questionnaire.

Results: The mental wellbeing mean score was 43.67 (SD=6.75, possible range of 10-60). Mental wellbeing was negatively associated with participant's age and class level while positively associated with income, BMI, exercise hours/week, sleep hours/day, academic support, perceived social support, community involvement, and grit. Using hierarchical multiple regression, six significant predictors were identified: income, sleep hours/day, academic support, perceived social support, community involvement, and grit. These predictors combined explained 44 % of the variance, F(11, 722)=55.97, p<0.001, adjusted R²=0.44.

Conclusions: To promote mental wellbeing of nursing students, colleges should explore how to increase academic support, encourage healthy habits in students, and enhance their community involvement.

Objectives: Examine how transfer of learning (ToL) has been applied in baccalaureate nursing education.

Methods: A systematic scoping review was conducted with the search terms transfer, transfer of learning, transfer of knowledge, and learning transfer, of peer-reviewed literature in CINAHL, Medline, and Google Scholar. Inductive content analysis with open coding was employed.

Results: Thirty-three sources were included in the final review: 26 research and seven non-research. Researchers identified three ToL categories: process, measure, and context. A mixture of terminology, definitions, and theoretical underpinnings contributed to conceptual confusion.

Implications for international audience: Understanding how ToL was applied in baccalaureate nursing education could inform educators how to develop competency-based curricula. Variable use of ToL in the literature limits meaningful applicability.

Conclusions: Identification of inconsistent terminology, measure, and varying applications of ToL in the literature was evident.

Objectives: This study assessed the perceptions of Practical Nursing (PN) students around caring for the elderly and how these attitudes were related to PN students' socio-demographics and other characteristics.

Methods: Cross-sectional study with data analyzed at a single point in time.

Results: A majority of respondents (63 %) identified specialized geriatric courses, and 62 % highlighted expert instructors, as beneficial in shaping perceptions of caring for the elderly. The mean Burbank's scores of the PN students and new graduates indicated a positive perspective towards care and their scores were impacted by age and work experience, not by gender, or education years.

Conclusions: The development of specialized gerontology and related courses to improve students' perceptions of caring for older people may be useful.

Implications for an international audience: Further international research work to expand findings is required.