Nursing Education Perspectives最新文献

This follow-up study was conducted to establish the preliminary psychometrics of a 12-station mental health Objective Structure Clinical Examination (OSCE). Knowledge is limited regarding OSCE use in undergraduate mental health nursing education. A convenience sample of 63 second-semester junior-level undergraduate nursing students participated. Tools included a demographic and student perceptions questionnaire. Interrater reliability and criterion validity were statistically significant. Students perceived the OSCE as beneficial and challenging. This OSCE was established as a valid, reliable tool that may be used to assess mental health nursing knowledge, skills, and attitudes in combination with existing clinical assessment methods.

This article describes a project that integrates social media into an introductory nursing course. Students work together to develop health promotion campaigns on social media platforms. The project fosters active learning, encouraging critical thinking, teamwork, communication, and creativity. Student engagement is high, with positive feedback received on the quality of the campaigns and the development of essential professional skills. This innovative approach demonstrates the potential of social media as a powerful tool for enhancing student learning and preparing nurses for the challenges of the digital health landscape.

The purpose of this study was to measure peer caring in prelicensure nursing students and to identify contributing factors. A convenience sample of nursing students in California was surveyed using the Peer Group Caring Interactions Scale and open-ended questions about contributing factors. Fifty responses were gathered. The mean Peer Group Caring Interactions Scale score was 75.5 (range 16-96). Factors affecting peer caring behaviors, including competition and peer support, have not been fully described in the literature and should be explored further. The results can be used as an estimated baseline measure for ongoing studies.

Traditionally, the nurse practitioner curriculum has not focused on acute care obstetrics, particularly in adult gerontology acute care. The rise in maternal mortality rates, primarily from preventable causes, highlights the need for competent providers, including nurse practitioners, as members of the health care team. Utilizing a multimodal instructional approach, a comprehensive, targeted curriculum focusing on acute care obstetrics was integrated into an adult gerontology acute care nurse practitioner curriculum.

This article explores the educational implications of incorporating generative artificial intelligence (AI) into a prelicensure baccalaureate nursing program, demonstrating how AI-enhanced resources can bridge gaps in nursing education and improve workflow efficiency. Student feedback affirms the efficacy of our approach, highlighting improved readability and alignment of course materials. The accuracy and ethical considerations of AI-generated content are also discussed. Generative AI has the potential to revolutionize nursing education by fostering adaptive learning environments and preparing students for a health care landscape focused on preventative care and wellness promotion.

Global disparities in the use of simulation-based nursing education highlight gaps in low-resource settings, such as the Caribbean. This study explored the needs and challenges of nurse educators across 13 Caribbean countries, focusing on their use of simulation and its postpandemic impact. While 62% of respondents used simulation, only 42.5% had standardized protocols; many respondents lacked confidence in scenario development and facilitation. Despite resource limitations, participants expressed strong interest in expanding simulation for clinical decision-making and team communication. Findings emphasize the importance of collaborative training initiatives and resource-appropriate strategies to strengthen nursing education and improve patient outcomes regionally.

Simulation-based learning experiences are high-fidelity structured activities that allow students to experience actual or potential situations they may encounter in clinical practice. This article presents the incorporation of 3D printed models in simulation-based learning experience for nurse practitioner students enrolled in the College of Nursing at the University of Alabama in Huntsville. Integrating the review of 3D printed models, augmented by diagnostic images, provides a realistic visual depiction of medical conditions to enhance student learning. This innovative and adaptive teaching strategy has been successful, warranting further exploration and consideration by nurse practitioner programs.

Aim: The aim of this study was to examine the current state of science regarding external factors, internal factors, and phases of nurse transition to a full-time academic role.

Background: The transition experience and external factors have been extensively studied. Minimal literature identifies the presence of internal factors despite a plethora of literature addressing individual transition experiences and personal traits.

Method: An integrative review using Whittemore and Knafl was performed; the databases searched were CINAHL, PubMed, and Health and Psychosocial Instruments.

Results: The 34 studies in this review support the need for further research in identifying and measuring internal factors that potentially support the success of the nurse faculty transition process.

Conclusion: Internal factors are present in the transition process and may contribute to improved transition outcomes in combination with external factors and measures of transitional phases.

The dedicated education unit (DEU) model was developed to address inadequacies in clinical nursing education. In contrast to the traditional clinical model, the DEU conceptualizes the cognitive apprenticeship theory by integrating bedside nurses into clinical educator roles, allowing students to be immersed in clinical settings that better prepare them for entry to practice. The Student Evaluation of Clinical Education Environment instrument was used to assess baccalaureate nursing students' perceptions of their DEU clinical experience. Students viewed their faculty, preceptors, and DEU sites positively; one-third of participants applied for employment at their DEU site.

Abstract: As nurses experience higher work demands, finding the time and resources to complete continuing education activities can be challenging. In this innovative activity, baccalaureate nursing students offered a potential solution by developing educational posters for their clinical partners. Bridging theory and practice, this approach enhanced relationships between students and bedside nurses, promoted collaborative learning, and fostered knowledge exchange within the clinical setting. The result was mutually beneficial; professional nurses acquired valuable continuing education credits while students gained knowledge and experience.