Nursing Education Perspectives最新文献

Aim: The aim of the study was to explore undergraduate nursing students' experiences of belonging while studying online during the COVID-19 pandemic.

Background: The use of online learning platforms increased drastically during the pandemic. Limited research exists on nursing students' experiences of belonging while studying online.

Method: An explanatory sequential mixed-methods design was used for this study. This article reports on phase two, the qualitative component, which employed interpretive description methodology to understand nursing students' experiences.

Results: Ten semistructured interviews were completed, and four themes were identified: factors contributing to students' sense of belonging online, navigating the online learning environment, creating safe online spaces during times of uncertainty, and students' vision of developing a sense of belonging online.

Conclusion: Fostering nursing students' sense of belonging is critical to their retention, persistence, and overall academic success when learning online.

Abstract: Advanced practice registered nursing (APRN) educational programs require students to complete many hours of clinical education to prepare them for their role. This article outlines the process of developing a novel nurse anesthesia preceptor training program that could be implemented by any graduate APRN program. Preceptors' requests for specific information about how to best educate students served as a catalyst to develop a customized preceptor training program tailored to the needs of the program, the preceptors, and students to optimize clinical education and improve quality of care.

Abstract: Nursing students participated in an interprofessional student-led prescription produce program (PPP) serving low-income older adults attending a community-based wellness and care coordination program. Students engaged in an online training module covering nutrition education and health promotion, integral components of a PPP. Ninety-five percent of students self-rated themselves as somewhat confident/very confident to participate in the PPP after completing an online learning module. Further investigation is needed on integrating students from diverse health professions to address the multifaceted factors related to nutrition and other social determinants of health affecting the management of chronic diseases.

Abstract: Nursing students are frequently assigned to provide case or topical presentations in class. They are often nervous about presenting, which can distract them from learning from peers. Faculty introduced the role of the assigned discussant to enhance engagement and enable peer feedback in real time. After students presented a brief elevator-pitch style speech, peer discussants were instructed to respond following specific prompts to reflect on key takeaways and remaining questions. Faculty coached students to demonstrate focused, active listening skills and to provide quality feedback using this teaching-learning innovation. Students were enthusiastic about providing and receiving immediate, constructive collegial peer support.

Abstract: Nursing student attrition affects the nationwide nursing shortage. Interventions that improve student retention are needed. The Jeffreys nursing universal retention and success model provided a framework for an educational intervention that introduced students to validated study techniques and test-related anxiety management techniques. The intervention was evaluated using the Motivated Strategies for Learning Questionnaire. Results from our pilot study suggest that this type of intervention may impact the use of learning strategies and motivation and may improve overall retention and program completion.

Abstract: Psychiatric mental health (PMH) nursing education covers topics that some students find potentially distressing and anxiety-producing. Trigger warnings are commonly found in entertainment and social media venues, but there is little research to explore the use of trigger/content warnings in undergraduate nursing education. This current research surveyed PMH nursing instructors ( n = 48) and found that most give trigger warnings and believe them to be helpful. However, there is no consistency on how and when warnings are provided, nor their content. Overall, results indicate that trigger warnings may be one aspect of implementing supportive and trauma-informed pedagogy.

Abstract: The rigors of graduate nursing education create significant stress for nurse anesthesia students. The taxing background of an intensive care nurse, especially during the COVID-19 pandemic, compounds the inherent pressures of doctoral study. Students often experience symptoms of burnout, complicating their ability to learn and retain critical information. We created the Thrive initiative to encourage the development of emotional wellness. Thrive's success is attributed to the blend of relevant information including emotional intelligence skills and racial sensitivity support, engaged student participation, and the desire to help the next generation of graduate nurses develop sustainable emotional health.

Abstract: As more patients seek help for acute mental health conditions in all sectors of health care, the demand for nurses trained to care for this population is outpacing the supply. Nursing schools have not been successful in educating students with the knowledge, skills, and attitudes needed to provide care. The purpose of this study was to integrate mental health concepts throughout the entire curriculum in a two-year associate degree nursing program and examine its effects on developing mental health literacy in prelicensure students.

Aim: The aim of this study was to examine the effects of mentoring programs on undergraduate nursing students' mental health.

Background: The study of nursing has been cited as stressful, with negative effects on academic and physical well-being and mental health in nursing students.

Method: An integrative review of the literature using the method of Whittemore and Knafl was performed on mentoring programs designed to mitigate student stress. Electronic databases searched included CINAHL, Medline, PubMed, Embase, ERIC, and Scopus.

Results: The eight studies included in this review suggest that mentoring has positive impacts on nursing students' mental health, reducing stress and anxiety and enhancing well-being and sense of belonging.

Conclusion: Mentoring programs have positive effects on mental health outcomes in undergraduate nursing students. Implementation of structured programs at the start of undergraduate studies can facilitate increased mental and physical well-being and decrease stress and anxiety.