Nursing Science Quarterly最新文献

Innovation typically is denoted as creating novel ideas to advance improvements in disciplinary work. This article advances the idea that the concept of innovation should be broadened to include the face-to-face dialogues that nurses have within their practice. As persons are the center of ethos of nursing, innovation is driven by theoretical frameworks, research, and practices. These thoughts are framed by the humanbecoming theory.

With the publication of this volume and issue, Nursing Science Quarterly (NSQ) will "just keep moving on," carving out its place for the enhancement of the nursing discipline, while seeking innovative ways to expand knowledge development in the health sciences.

Einstein's statement that imagination is more important than knowledge is explored in considering the importance of imagination in the teaching-learning of nursing. Insights from others on the possible meaning of Einstein's statement provide a basis for considering opportunities for imagination to flourish in teaching-learning while building on a solid foundation of what is known. Using the humanbecoming teaching-learning model, ideas are offered for faculty consideration.

The purpose of this paper is to explore Doe's newknowings on hope and to deepen understanding of hope as a universal humanuniverse living experience through the lens of the humanbecoming paradigm.

In this column, the author explores imagination as a process that fortifies the human experience as moving beyond everyday experience. Imagination is briefly explored as a concept and further portrayed with an exemplar that highlights the potential to go beyond and creatively endeavor for meaningful experiences.

In this column, the author reviews a foundational guide designed for clinical experts transitioning into faculty roles within nursing and health professions education. The text is praised for its accessible, conversational tone and practical approach, featuring useful checklists, appendices, and a logical structure organized into five thematic sections covering curriculum, classroom and clinical teaching, technology, and program evaluation. Its significant strength lies in translating theoretical concepts into actionable steps, framing the educator as a steward of the entire educational program. However, the review identifies critical limitations, including an unconventional sequence that separates core teaching topics and a treatment of the syllabus as a legal contract, a notion challenged by legal precedent. While the book serves as an excellent introductory resource, its occasional gaps in pragmatic strategy and depth lead to the conclusion that it is best suited for novice educators.

The following is a report of a multimethod study of an interprofessional educational program involving social work and psychiatric mental health nurse practitioner students. The first part of the study was a pre- and postprogram survey of the first three cohorts of students, measuring their interprofessional competencies. The second part was a qualitative analysis of interviews of 15 graduates of the program. All 15 participants interviewed appreciated the fellowship that they shared in the program, and they said that the program broadened their perspective and improved their ability to work collaboratively with other professionals.

Patient aggression is a global health care problem. This study examined the impact of patient aggression on the quality of care that patients receive as perceived by their family members and the ethical challenges involved from the nurse's perspective. A descriptive-analytical method was used. The participants of this study were nurses working on psychiatric units and family members of patients in Iraq. Two questionnaires were used: one on nursing care quality and one on ethical challenges in clinical situations. The results showed that the quality of care for these patients was reduced, with a M ± SD score of 115.65 ± 11.23. The mean score of the ethical challenges questionnaire was 42.35 ± 3.23, which shows a high level of ethical challenges in working with aggressive patients. The study concludes that ethical challenges in providing care for aggressive patients are common, and the quality of care with these patients is negatively affected.

This column explores creativity and courage in citing an inquiry on having courage, using examples of creative living, and writing poetry.

Managing educational and career stress requires skills and knowledge. Success in higher education also requires the ability to overcome various obstacles and challenges. The research question that guided this study was as follows: Do nursing and other university students in Italy who share their talents with their classmates have more career adaptability and burnout than their classmates who do not share their talents? The research was the statistical analysis of the results of an online survey of Italian university students. The sample was 448 nursing and other university students from all regions of Italy. In all aspects of career adaptability, significant differences were found for each of the four subdimensions: concern (p < .001), control (p = .003), curiosity (p < .001), and confidence (p < .001). The participants also reported that they had a higher willingness to share their talents with their classmates and had fewer symptoms of burnout than their peers who shared their talents less.