Journal of Continuing Education in Nursing最新文献

The American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program^® (PTAP) and the Advanced Practice Provider Fellowship Accreditation^® (APPFA) are the global leaders in recognizing advanced practice provider (physician associate/assistant and advanced practice RN) fellowship programs. This column will highlight the APPFA/PTAP (APRN) 2024 annual report aggregate data from accredited programs. [J Contin Educ Nurs. 2025;56(5):169-170.].

In 1899, the International Council of Nurses was founded as a nongovernmental, nonpartisan professional association to represent nurses and their interests worldwide. This organization follows a federation model, and its members are national nursing organizations. Individual nurses are connected through their national organizations and through these memberships are able to participate in issues of shared interest and importance to nurses across the globe. [J Contin Educ Nurs. 2025;56(5):171-172.].

Background: Escape rooms, spaces where teams collaborate to uncover clues, solve puzzles, and complete tasks, are increasingly prevalent in nursing education. This review describes a systematic review and meta-analysis on the effectiveness of escape rooms in nursing.

Method: Searches were conducted across multiple databases, including MEDLINE, CINAHL, SCOPUS, Psychology & Behavioral Sciences Collection, Academic Search Complete, MedicLatina, Teacher Reference Center, SciELO, and Cochrane.

Results: The analysis encompassed nine studies published between 2020 and 2024. The findings showed a significant enhancement in technical knowledge in pre- and postintervention comparisons. The effects on team-work skills showed high heterogeneity, indicating variability in outcomes across the studies.

Conclusion: Escape rooms have proven effective in enhancing nursing knowledge, validating their use as an innovative and efficient pedagogical tool. Future research should focus on standardizing interventions and long-term evaluation to better determine the sustained efficacy of escape rooms as a learning method. [J Contin Educ Nurs. 2025;56(5):175-182.].

Background: The introduction of low-frequency-use clinical devices presents challenges to nursing education, particularly regarding knowledge retention and increased risk of skill decay.

Method: This quality improvement project aimed to evaluate access and use of just-in-time (JIT) multimodal educational resources retrievable via dynamic quick response (QR) codes following the introduction of a new but infrequently managed hemostatic compression device for inpatient nurses within an academic health system.

Results: Data analytics from a 12-month period demonstrated engagement with the JIT resources, yielding a total of 122 written procedure views, 56 video views, and 66 QR code scans. Notably, 64.3% of video views coincided with QR code scans, indicating that QR codes effectively facilitated resource retrieval.

Conclusion: Easily accessible JIT multimodal educational resources support competent patient care in infrequent clinical scenarios. Data analytics provide a novel method for evaluating and enhancing nursing education practices through data-driven approaches. [J Contin Educ Nurs. 2025;56(5):183-189.].

This article explores the complex decisions nurses face in choosing to persevere in their profession amid adversities. It discusses the impact of the pandemic on nurses' professional choices, emphasizing the importance of personal career evaluation and the limits imposed by institutional and personal contexts. [J Contin Educ Nurs. 2025;56(4):132-133.].

Background: Although sudden unexpected post-natal collapse (SUPC) occurs infrequently on the post-partum unit, it can be fatal to the newborn infant.

Method: A needs assessment found that postpartum nurses had low confidence in their ability to recognize SUPC and act quickly to prevent infant morbidity and mortality. A skilled RN working on a postpartum unit created and implemented educational sessions to help postpartum nurses become better equipped to rescue a newborn on the postpartum unit who has SUPC.

Results: After the educational intervention in this quality improvement project, RNs had greater confidence in their ability to recognize and react to SUPC. The authors suggest developing similar programs for postpartum units in multiple settings.

Conclusion: Continuing education for RNs on how to recognize and rescue infants experiencing SUPC is essential for ensuring patient safety. [J Contin Educ Nurs. 2025;56(4):146-151.].

Nurses' personal identities have not always flourished into professional identity in nursing or that recognition of self and others impacted by the features, patterns, and principles leading to one identifying, performing, and thinking like a nurse. This column assists professional development specialists to teach professional identity in nursing. Key concepts will concentrate on personal identity, professionalism, and professional identity in nursing. [J Contin Educ Nurs. 2025;56(4):134-137.].

Background: Professional identity is a pivotal factor that influences career path planning for nurses. Few studies have examined the relationship between these two variables among newly graduated nurses (NGNs). This study assessed the association between professional identity and career path planning and examined educational disparities among NGNs in China.

Method: A cross-sectional study was conducted to assess 238 NGNs. The Professional Identity Scale for Nursing Students and a career path planning questionnaire were used.

Results: Compared with NGNs with associate's degrees, those with bachelor's degrees had lower professional identity, were less likely to choose clinical nursing, and more often selected nursing research or specialized nursing as their career paths. Multinomial logistic regression analysis showed that career path planning was significantly associated with professional identity and educational level.

Conclusion: Educational disparities were found between professional identity and career path planning, highlighting the need for tailored orientation training for NGNs with different educational levels in China. [J Contin Educ Nurs. 2025;56(4):158-164.].

Background: Precision health, following traditional and evidence-based medicine, marks the third revolution in medical history. Incorporating omics nursing into both education and clinical practice is important. For RNs and students, information about omics and the associated technologies remains challenging but is crucial for integrating precision health into clinical practice.

Method: To provide a theoretical basis for advancing nursing continuing education in omics and precision nursing in clinical settings, this review examines the origins, clinical application, and advancement status of omics education.

Results: Omics nursing education is interprofessional in nature and is growing rapidly; however, this review highlights educational gaps such as poor integration and practical disconnect.

Conclusion: To overcome these issues, governments, hospitals, and universities should use interprofessional collaboration, advanced technologies such as big data and artificial intelligence, and policy benefits to offer multilevel omics nursing education for clinical nurses and students, which is crucial for advancing precision nursing in clinical settings. [J Contin Educ Nurs. 2025;56(4):139-145.].

Active learning strategies have significantly improved educational content delivery by shifting the focus from passive knowledge obtainment to active learner participation. This column will define active learning, outline its benefits, provide practical solutions for implementation, and discuss how active learning fosters a dynamic and effective learning environment conducive to achieving desired educational outcomes. These benefits, including enhanced comprehension, improved engagement, and a more effective learning environment, offer a promising outlook for the future of nursing and continuing professional development. [J Contin Educ Nurs. 2025;56(4):129-131.].