Journal of Continuing Education in Nursing最新文献

Background: New graduate nurses (NGNs) often face challenges during conflicts with health care providers, fellow nurses, and patients.

Method: A pilot educational session was created to address conflict challenges in communication. The session discussed assertive communication, communication tools to be used in practice, and video simulations with standardized clients.

Results: A total of 17 NGNs in a transition to practice program completed the pretest, educational session, and posttest measuring confidence in managing conflicts. The NGNs rated their belief in their ability to be assertive in communication, and a significant improvement in confidence was seen from pre- to posttest. Specifically, NGNs reported an 18.03% increase in confidence when discussing difficult care decisions with health care providers and a 20.07% increase when discussing decisions with more experienced nurses. Posttest qualitative vignettes supported these quantitative findings, highlighting NGNs' growing confidence in advocating for patient care concerns.

Conclusion: Educational interventions similar to this one may benefit other transition to practice programs and prelicensure nursing programs. [J Contin Educ Nurs. 2025;56(2):71-77.].

Health care professionals must understand the laws and regulations that guide their practice. Training can often be dense and tedious, resulting in less than optimal levels of learner interest and engagement. Gamification provides a unique opportunity to improve the learning experience, promote ease of use, and sustain gained learner knowledge. [J Contin Educ Nurs. 2025;56(2):50-52.].

Just as experienced nurses can palpate subtle physical changes, they also have a finger on the pulse of their profession and can sense a transformation. Nurses can see that our societal dust is settling unexpectedly in a postpandemic landscape, altering our communities and profession. Nurses are uniquely positioned to feel the collective squeeze of our changed world in our daily work at the bedside or in the boardroom. Modern nurses face highly complex problems, and nursing requires courage to keep going because our patients and our communities need us. This article is about finding courage in the face of hardship. [J Contin Educ Nurs. 2025;56(2):48-49.].

Background: Mobile microlearning (MML) provides concise and engaging educational activities that correspond with various learning preferences and styles. Microlearning is defined as bite-sized instruction, with modules ranging from approximately 90 seconds to 5 minutes. To consider MML as a form of continuing professional development it is essential first to identify the learning preferences of a new generation of nurses entering the professional field of health care.

Method: This scoping review addresses generational learning preferences using current technological approaches to identify nurses' interest in using MML as a form of continuing professional development.

Results: A total of 34 articles were identified for this scoping review.

Conclusion: Little information was available on microlearning and nursing addressing both formal education and continuing professional development. Among the studies evaluated on MML for this project, a thread of discrepancy included (a) inconsistent definitions of time limitations, (b) the significance of MML for continuing professional development, and (c) application to knowledge translation and research dissemination. [J Contin Educ Nurs. 2025;56(2):53-62.].

Background: Traditional empathy teaching methods fall short in addressing the heightened empathy demands of in-service postgraduate nurses. Art-based approaches offer potential solutions.

Method: We adopted a mixed method study with a quasi-experimental design. Two groups of in-service postgraduate nurses participated in narrative (n = 14) and visual (n = 13) arts interventions. Participants underwent four 45-minute sessions, including theory lectures and art-based interventions. Pre- and postcourse questionnaires assessed empathy and psychological capital.

Results: The narrative arts group showed increased resilience (t = -2.775, p = .016) and secondary traumatic stress (t = -2.320, p = .037) postcourse. The visual arts group showed enhanced compassion satisfaction (t = -3.431, p = .005). Qualitative analysis identified two themes: empathy among participants and the benefits and challenges of the curriculum.

Conclusion: Incorporating both narrative and visual arts into nursing education could enhance empathy and well-being. Narrative arts enhanced resilience but increased secondary traumatic stress. Visual arts improved compassion satisfaction and offered a calming experience. [J Contin Educ Nurs. 2025;56(2):78-84.].

The nursing shortage as well as nursing turnover and attrition rates are widespread problems. Supporting new graduate nurses during their first year of practice through interventions such as a mentorship program may positively affect retention rates. A formal curriculum for mentorship was implemented for nurse residents at an acute care facility for 8 weeks. The 2023 Casey-Fink new graduate nurse satisfaction survey, support subscale, was used pre- and postmentorship intervention to determine the effectiveness of mentorship as a means of support. Outcome data show positive effects of mentorship in improving the perception of support for new graduate nurses. [J Contin Educ Nurs. 2025;56(2):45-47.].

Background: Nurses play a pivotal role in the provision of health care for children across Africa. With limited pediatric nursing content in undergraduate nursing programs and few available pediatric postgraduate nursing programs, there is a need for additional continuing professional development opportunities to prepare nurses with the knowledge, skills, and confidence needed to care for children.

Method: To address this need, and mindful of the unique profile of potential participants, the Children's Nursing Development Unit at the University of Cape Town developed a suite of asynchronous short online courses. Course design was grounded in the Community of Inquiry framework, a widely adopted and researched framework that integrates cognitive, social, and teaching presences for optimal online learning.

Results: This article illustrates how the three Community of Inquiry presences were integrated into the courses.

Conclusion: As evidenced by the examples, nurse educators effectively used the Community of Inquiry framework to create deep and meaningful learning experiences in an asynchronous online professional development program for pediatric nurses. [J Contin Educ Nurs. 2025;56(2):63-69.].

Background: This study investigated how intensive clinical nursing training influences the confidence of newly registered nurses in speaking up about their opinions and concerns within their current work settings.

Method: A qualitative approach with thematic analysis was used. In-depth interviews were conducted with 64 newly graduated RNs to explore their experience in attending an undergraduate intensive clinical training course.

Results: Four main themes emerged from the texts: (a) facing the workplace reality with confidence, (b) being equipped with knowledge and skills, (c) merging with the health care team, and (d) being empowered with high self-esteem.

Conclusion: The newly graduated nurses believed that the intensive clinical nursing training course enhanced their confidence, improved their communication skills, and empowered them to speak up for their rights and those of their patients. [J Contin Educ Nurs. 2025;56(1):14-19.].

Background: With the rising incidence of inflammatory bowel disease (IBD) in pediatric populations, school nurses are increasingly called on to care for and support these students.

Method: The research team surveyed Connecticut school nurses about their experiences, knowledge, and confidence in addressing IBD in the school setting. The team also developed and implemented an online education intervention to improve knowledge and confidence gaps during the 2022-2023 academic year.

Results: Most participants have cared for one to two (46%, n = 66) or several (30%, n = 44) students with IBD. However, 24% (n = 35) have not cared for any students with IBD. School nurses shared their perspectives with three themes identified from the qualitative feedback: (a) limited knowledge and experience with IBD, (b) importance of support at school, and (c) need for interprofessional collaborative practice.

Conclusion: The online education significantly improved school nurses' knowledge (p < .001) and confidence scores (p < .001). Participants found this intervention beneficial to their work. [J Contin Educ Nurs. 2024;55(12):589-595.].