Journal of Continuing Education in Nursing最新文献

Professional development faculty can prepare preceptors to be more effective by providing these nurses with a set of questions to help them encourage critical thinking among the learners they precept. This tool can help the preceptors be more effective in supporting learners and prepare nurse preceptors to stimulate learners.

Background: Nurses experience high levels of stress, burnout, and psychological distress, which could negatively affect job satisfaction, retention, and patient care. Exercise-based interventions have emerged as promising approaches to enhance psychological well-being.

Method: A systematic review was conducted, and a comprehensive search of PubMed, CINAHL, and PsycINFO identified studies focused on nurses and exercise-related interventions. Study quality was assessed with the Mixed Methods Appraisal Tool, and data were synthesized narratively.

Results: A total of 33 studies met the inclusion criteria. Most studies reported improvements in stress, burnout, anxiety, or psychological well-being, particularly when interventions were structured, were delivered over multiple sessions, and achieved high participant adherence.

Conclusion: Exercise-based interventions show promise for improving nurses' psychological well-being. Continuing professional development must extend beyond clinical competency to include wellness and resilience-building strategies. Embedding and sustaining such initiatives may enhance adoption, strengthen impact, and support health care systems by prioritizing nurses' mental health.

Background: The Nurse Manager Certificate Program empowers nurses aspiring to leadership roles through a competency-based curriculum anchored in the Outcome-Based Continuing Education model.

Method: Combining leadership theories with management tools, the program respects participants' existing competencies while fostering actionable skills to address real-world challenges.

Results: Initially launched in 2001 as an in-person initiative, the program transitioned to a blended online format in 2020 based on participant feedback, integrating virtual collaboration and problem-solving activities. Graduates benefit from academic progression opportunities, including waivers for one Doctor of Nursing Practice course. Participants earn a digital badge aligned with the 2021 American Association of Colleges of Nursing Essentials for Professional Nursing Education, validating their mastery of leadership competencies.

Conclusion: This portable credential enhances professional credibility and highlights the program's role in bridging professional development with academic success, exemplifying the Outcome-Based Continuing Education model in action. [J Contin Educ Nurs. 2025;56(7):293-297.].

The author shares leadership lessons from a career in clinical practice and clinical leadership across industries. The lessons transform into what educators can do to integrate these lessons in teaching new and experienced nurses and nurse leaders. [J Contin Educ Nurs. 2025;56(7):264-266.].

As we move into the artificial intelligence decade, with more emphasis on creativity and innovation, it will be important to ask questions in a different way. It will be critical for leaders and faculty to think about questions they haven't asked in the past. The 2024 research of Chevallier et al., which has been reported in the Harvard Business Review, is applied to nursing. [J Contin Educ Nurs. 2025;56(7):267-269.].

Background: Professional development educational activities provide a resource for RNs to maintain current knowledge and skills aligned with evidence-based practice, especially those used during emergencies. Clinical judgment is recognized as one of these skills. This study evaluated the effects of low- and high-fidelity simulation experiences among pediatric nurses and their responsiveness and confidence in responding to pediatric emergencies.

Method: A single-center evaluation of the current educational process for pediatric emergencies was conducted with the Lasater Clinical Judgment Rubric.

Results: A total of 31 RNs participated in simulations with low- and high-fidelity technology. Data were collected with the Lasater Clinical Judgment Rubric. Results showed growth across all domains of clinical judgment skills.

Conclusion: The addition of high-fidelity simulations to the professional development curriculum enhances pediatric nurses' emergency responses. The Lasater Clinical Judgment Rubric provides data to assess nurses' clinical judgment and emergency skills. [J Contin Educ Nurs. 2025;56(7):298-302.].

Background: This study evaluates the effectiveness of a training program on mental health literacy (MHL) outcomes among participating nurses.

Method: A mixed method approach was used. Quantitative data were collected with pre- and posttraining MHL assessment surveys. Qualitative data were gathered through semistructured interviews to evaluate the acceptability of the training program.

Results: A total of 144 nurses participated in the training and completed training assessments. The global MHL score showed a significant increase, rising from 113.3 (SD = 9.8) to 117.1 (SD = 11.9) after the workshop.

Conclusion: The training program made measurable strides in enhancing certain aspects of MHL among oncology nurses, yet it fell short in addressing some domains for effective mental health care. To fully empower nurses, future iterations of the program must prioritize practical skill-building, targeted learning in underperforming domains, and a more interactive, flexible training approach. [J Contin Educ Nurs. 2025;56(7):283-292.].