Nursing Education Perspectives最新文献

Abstract: This qualitative descriptive study explored the perceptions of 63 prelicensure undergraduate nursing students about their learning experiences and the formation and development of professional identity in nursing (PIN). Students enrolled in a required course that included PIN concepts completed a guided reflective writing assignment. Four themes emerged with data analysis: 1) learning and applying ethics and values, 2) nursing knowledge is specific to nursing practice, 3) all nurses should be leaders, and 4) demonstrating professional comportment. Implications include effective use of reflective writing assignments to facilitate student PIN formation. Future research is warranted.

Aim: The purpose of this scoping review was to examine the extent, range, and nature of RN-to-BS nursing education research.

Background: The state of nursing education science specific to RN-to-BS education is not available.

Method: Scoping review methodology was used to identify categories and types of published research related to RN-to-BS nursing education.

Results: Eight categories were identified across the 41 articles that met the inclusion criteria: teaching strategies ( n = 11), curriculum ( n = 9), enrollment/retention ( n = 8), benefits of a bachelor's degree ( n = 4), student characteristics ( n = 3), professional values ( n = 2), role transition ( n = 2), and faculty/student expectations ( n = 2).

Conclusion: Opportunities exist for researchers to study RN-BS students and faculty to better support evidence-based teaching practices and faculty development needs relevant for the increasingly hybrid and online student populations.

Abstract: Compassion is an essential value held by the nursing profession, but many nurses demonstrate incivility that may originate from their experiences in nursing academia. The Incivility in Nursing Education-Revised tool was used at a community college nursing program to gain student perspectives on incivility. Watson's theory of human caring influenced this study. Participants were surveyed about types and frequencies of perceived faculty incivility. At least 77.8 percent of participants observed some degree of incivility in the program. No correlations between incivility and age or health care experience were identified.

Abstract: There exists a critical knowledge deficit in undergraduate nursing students when caring for multiculturally diverse clients. A mixed-methods study was conducted with a sample of undergraduate nursing faculty and students. Foronda's Cultural Humility Scale was used, along with a survey about cultural experiences in undergraduate nursing education. The study found that to provide opportunities for psychologically safe conversations and simulated cultural encounters, concepts related to cultural humility should be considered when redesigning nursing curricula.

Abstract: This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate degree program. Twenty nursing students from a technical college in the Midwest volunteered to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) before and after an intensive clinical experience. The results were mixed with a significant decrease in several specific scores within the MSCEIT on the Time Point 2 test. Stress levels or fatigue could have impacted participants' decreased performance on the MSCEIT.

Abstract: Because the demands of nursing education can impact the physical and mental health of nursing students, the American Association of Colleges of Nursing's revised Essentials require inclusion of self-care and resilience education in nursing curricula. This article describes the development, implementation, and evaluation of a self-care module in a new online undergraduate course. Using the REST mnemonic (relationships, exercise, soul, and transformative thinking), students developed personalized self-care plans for the semester. End-of-course evaluations revealed an increase in self-care activities. The most used activities were exercise, humor, intentional rest, and healthy eating.

Abstract: Social determinants of health (SDOH) and population health are critical to prelicensure nursing education. Game-based learning is a strategy to increase student engagement. A gaming activity was created by faculty to increase student interaction and have students gain a deeper understanding of the SDOH. The game has students experience events that impact health, represented by "healthy points." Faculty observed deeper student engagement and more robust discussion in class when using the game, with students reporting that the game was fun and engaging. Teaching methods such as gaming can be effective for teaching SDOH and preparing students to promote health equity.

Abstract: Undergraduate nursing education builds on knowledge obtained from previous semesters to grow critical thinking skills and promote clinical judgment attainment. Transitioning knowledge from the classroom to the clinical setting is often difficult. Students finishing their first semester of courses in a BSN program participated in a novel, interactive classroom activity to help them practice critical thinking, transfer their learning, and develop clinical judgment by applying concepts to patient scenarios. Using an engaging student experience promotes long-term deep learning in hopes that students will remain successful in their progression through the curriculum.

Aim: This study aimed to identify associations between psychological distress and perceived stress and the educational environment among baccalaureate nursing students.

Background: BSN students are a high-risk group for mental problems. High attrition rates are noted among students who screen for psychological distress.

Method: A quantitative descriptive design was utilized with a convenience sample of 202 students. Psychological distress was correlated with perceived stress and educational environment. Regression analysis was used to analyze the data.

Results: Psychological distress was reported in 45 percent of the sample. A significant positive relationship between being married and experiencing reduced psychological distress was found. Perceived stress and educational environment were significantly correlated (p < .05).

Conclusion: Perceived stress from the educational environment plays a role in influential factors of psychological distress.