Journal of Continuing Education in Nursing最新文献

Background: Continuing professional development (CPD) is a type of lifelong learning and a means of gaining career security and personal development and assuring the public that professional knowledge is up-to-date. This study assessed Jordanian nurses' perceptions of the importance of CPD, their motives for obtaining CPD, and barriers to receiving CPD.

Method: A descriptive cross-sectional design was used. Data collected included demographic information and responses to a questionnaire about CPD for nurses.

Results: The findings showed that the motives subscale had the highest mean score (M = 4.09, SD = 0.58), and the CPD activities subscale had the lowest mean score (M = 2.96, SD = 0.75).

Conclusion: Nurses understand the importance of CPD to improve nursing qualifications, enhance nursing practice, and promote health care quality. However, there are differences in how nurses perceive and engage in CPD. Addressing barriers and aligning intentions with actions could improve CPD participation. [J Contin Educ Nurs. 2025;56(3):111-117.].

Mass casualty incidents overwhelm a health care system's resources. Stakeholders developed a pediatric mass casualty simulation with an unfolding timeline. A post-simulation debriefing identified opportunities to improve patient triage, interprofessional communication, and resource mobilization. Participants agreed that the simulation was effective, influenced their clinical behavior, and supported triage in clinical practice. [J Contin Educ Nurs. 2025;56(3):95-97.].

Background: New graduate nurse practitioners (NPs) often experience stressful role transition from bedside RN to NP. This evidence-based formal mentorship program was implemented to support new graduate pediatric NPs at a large tertiary pediatric health care system.

Method: A 1-year structured mentorship program was instituted, with measures obtained at 0, 3, 6, and 12 months. Valid surveys that were used include the Novice Nurse Practitioner Role Transition Scale and adapted Safety, Communication, Operational Reliability, and Engagement survey. Self-reflection questions at each point and meeting notes were also incorporated into the program's analysis.

Results: A total of 30 mentees participated in the formal mentorship program. Most mentors and mentees reported their mentoring relationship as successful, with the biggest barriers being time to meet and scheduling conflicts. The most common topics discussed during mentoring meetings were work-life balance, clinical practice, goals, and professional skill development.

Conclusion: This mentorship program successfully demonstrated the value of mentor support as new NPs begin their careers. [J Contin Educ Nurs. 2025;56(3):105-110.].

Background: Nurses work in hospitals and experience periods of burnout. One of the known ways to recover from burnout is learning about leadership.

Method: An integrative review was conducted to answer the following question: How do direct care nurses learn about leadership? Searches were conducted with CINAHL, MEDLINE, Embase, Scopus, and Cochrane. After data extraction was completed, 18 resources were analyzed.

Results: Based on data extraction, education and mentorship were the two primary ways that direct care nurses learned about leadership. Most articles used concepts from Stephen Covey's The 7 Habits of Highly Effective People and transformational leadership.

Conclusion: There is limited research on how direct care nurses learn about leadership. However, two major themes were identified: (a) personal and interpersonal leadership and (b) transformational leadership. Direct care nurses can learn about leadership by incorporating education and mentorship into their nursing practice. [J Contin Educ Nurs. 2025;56(3):99-103.].

American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program^® (PTAP) is the global leader in recognizing nursing excellence in nurse residency and fellowship programs. During the last 10 years, ANCC PTAP has demonstrated a commitment to showcasing its impact on health care organizations. The column will highlight the ANCC PTAP 2024 annual report aggregate data of 255 accredited programs. [J Contin Educ Nurs. 2025;56(3):89-92.].

Because of the intimate and intense life experiences that are part of daily encounters in nursing practice, nurses are especially subject to posttraumatic stress disorder and moral distress and are often affected by sustained exposure to trauma and difficult clinical situations that are life-altering to their patients and thus to themselves. Providing frontline clinical staff with safe and structured systems for voicing their experiences is an important part of fostering employee well-being. Debriefing the Front Lines is attempting to address these issues by offering an array of services and tools to assist organizations and individuals in navigating these complex needs. [J Contin Educ Nurs. 2025;56(3):93-94.].

Background: Emotional intelligence (EI) is increasingly recognized as a critical factor in health care, enhancing empathy, communication, and patient outcomes. However, its specific role in promoting person-centered care (PCC) in culturally diverse settings, such as Jordan, is underexplored. This study investigates the qualitative impact of EI on PCC among Jordanian nursing professionals.

Method: This qualitative study employed thematic analysis of focus group discussions with 30 nursing professionals. Braun and Clarke's six-step framework guided the analysis, identifying themes related to the influence of EI on PCC practices.

Results: The analysis identified four primary themes: enhanced empathy, improved teamwork, effective conflict resolution, and positive patient outcomes. Participants described how EI enabled culturally sensitive interactions, strengthened nurse-patient trust, and fostered collaboration among health care teams.

Conclusion: The findings highlight the integral role of EI in delivering PCC. Incorporating EI training into nursing education and professional development can increase empathy, teamwork, and culturally responsive patient care. [J Contin Educ Nurs. 2025;56(3):119-124.].

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.].

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.].