Journal of Professional Nursing最新文献

Comparing characteristics of underrepresented versus majority student groups enrolled in US nursing programs 比较就读于美国护理专业的少数学生群体与多数学生群体的特点

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-11-12 DOI: 10.1016/j.profnurs.2024.11.002

Michelle DeCoux Hampton , Regine Lopez , Lynette Apen , Cynthia Dorantes Cortez , Claire Palazzo , Briana Williams , Filmon Estifanos , Danielle Quarles-Zamovskis , Jolie Goolish , Kyung Mi Kim

Background

Health workforce diversity is needed to achieve health equity. However, the 2023 ban on race-conscious admissions could result in reduced access to education for underrepresented students.

Purpose

This study examined enrolled US nursing students' reports of program type and admission characteristics to identify access pathways for underrepresented students.

Methods

A cross-sectional, quantitative design was used, recruiting students currently enrolled in nursing programs through email, social media, and word-of-mouth.

Results

Of 991 nursing students, 58.7 % were non-white. Most (70.2 %) were enrolled in Bachelor of Science in Nursing (BSN) programs, 54.5 % of which were second degree programs. LVN students comprised 13.2 % of the sample. Native American/Alaska Native and Black respondents more frequently reported attending second degree nursing programs and Historically Black Colleges and Universities. They also more frequently reported attending programs that had no prerequisites or grade point average requirements at admission.

Conclusions

The findings suggest that second degree programs could provide a more viable pathway for underrepresented students to access nursing education after obtaining a bachelor's degree in another field compared to traditional BSN programs. Recommendations to reduce barriers are discussed.

背景要实现卫生公平，就需要卫生工作者的多样性。然而，2023 年的种族意识招生禁令可能会导致代表性不足的学生接受教育的机会减少。本研究调查了在读美国护理专业学生对课程类型和招生特点的报告，以确定代表性不足的学生接受教育的途径。大多数学生（70.2%）就读于护理学学士（BSN）课程，其中 54.5% 为第二学位课程。LVN 学生占样本的 13.2%。美国原住民/阿拉斯加原住民和黑人受访者更多地表示就读于第二学位护理课程和历史悠久的黑人学院和大学。结论研究结果表明，与传统的 BSN 课程相比，第二学位课程可以为代表人数不足的学生在获得其他领域的学士学位后接受护理教育提供更可行的途径。本文还讨论了减少障碍的建议。

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引用次数: 0

Using data to drive programmatic change: Recalculating NCLEX-RN success 利用数据推动计划变革：重新计算 NCLEX-RN 的成功率

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-11-12 DOI: 10.1016/j.profnurs.2024.11.003

Lucy Graham , Mary Jo Stanley , Erin C. Donovan , Jeremy Tost

Background

Nursing schools admit students who are highly qualified using a variety of admission criteria. Even when picking top achievers, it does not guarantee NCLEX-RN success. Nursing programs too often maintain outdated or unvalidated admission processes. Using data to drive decision-making takes time, but improvement processes like the Plan-Do-Study-Act model can make it more achievable.

Aim

The purpose of the quality improvement project was to examine a variety of variables readily available to most programs and examine which variables correlated with and predicted the outcome of interest, first-time NCLEX-RN pass success.

Method

The quality improvement project used a retrospective quantitative descriptive design to compare pre-admission criteria, demographic variables, Kaplan exam scores, and nursing program course failures with NCLEX-RN first attempt pass rates for four cohorts of traditional BSN students at a public, regional university of approximately 10,000 students situated in the western U.S. serving largely rural counties.

Results

Course failure while in nursing school was the strongest predictor of NCLEX-RN first-time failure. Pre-nursing school GPA and pre-admission overall Kaplan scores were statistically significant predictors, with pre-nursing school GPA accounting for greater variance in NCLEX-RN first-time failure rates.

Conclusion

A full review of program data is needed for transformational action and changes to occur, moving programs past fleeting change that does not essentially “move the needle.”

背景护理学校通过各种录取标准招收高素质的学生。即使是挑选成绩优秀的学生，也不能保证他们能成功通过 NCLEX-RN。护理专业往往采用过时或未经验证的录取流程。使用数据来推动决策需要时间，但 "计划-实施-研究-行动 "模式等改进流程可以使其更容易实现。质量改进项目的目的是检查大多数项目都能获得的各种变量，并检查哪些变量与所关注的结果（首次通过 NCLEX-RN 考试的成功率）相关并能预测该结果。方法该质量改进项目采用回顾性定量描述设计，比较了美国西部一所公立地区性大学四批传统 BSN 学生的入学前标准、人口统计学变量、Kaplan 考试成绩、护理专业课程不及格率和 NCLEX-RN 初试通过率，这所大学约有 10,000 名学生，主要服务于美国西部的农村地区。护理学校入学前的 GPA 和入学前的 Kaplan 总分在统计学上具有显著的预测作用，护理学校入学前的 GPA 在 NCLEX-RN 首次不及格率方面的差异更大。

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引用次数: 0

Expanding clinical placement opportunities: Exploring night shift experiences for nursing students 扩大临床实习机会：探索护理专业学生的夜班经历

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-10-16 DOI: 10.1016/j.profnurs.2024.10.007

Vanessa Segura DNP, MBA, MSN-Ed., RN, CNEcl, PHN, ACUE

Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.

学术项目在确保临床实习的质量和可及性的同时，还要应对管理不断增加的护理专业学生这一艰巨任务，同时还要参与彼此间的竞争，以确保获得不同的临床实习机会。本文深入探讨了为护理专业学生安排夜班临床实习的创新方法，以应对急症护理医院日班实习机会竞争日益激烈所带来的挑战。学术项目既要满足合格护理学生数量不断增加的需求，又要确保有足够的临床实习机会，压力越来越大，这一举措旨在减轻白班护理人员的压力，缓解教学疲劳，并为学生提供多样化的学习体验。本文通过对文献和实际情况的全面回顾，详细探讨了执照前护理课程中与夜班临床实习相关的益处、规划流程、实施策略和评估方法。

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引用次数: 0

Newly graduated and nurse resident competencies: Perceptions of nurse faculty and acute care hospital leaders in the state of Maryland 新毕业学生和住院护士的能力：马里兰州护士教员和急症护理医院领导的看法

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-10-11 DOI: 10.1016/j.profnurs.2024.10.001

Joan Insalaco Warren PhD, RN, NPD-BC, NEA-BC, FAAN , Hussein Michael Tahan PhD, RN, FAAN , Nelda Godfrey PhD, RN, FAAN , Jennifer Stephenson Zipp DNP, RN , Ryan MacDonald PhD

Background

The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.

Purpose

This research sought to identify, among Maryland nursing academic and practice leaders, a standard set of NGN competencies after completing their prelicensure program and nurse residency program (NRP) at 12 months.

Method

A mixed-method approach was used, including a survey of 109 outcome statements and faculty and practice leader focus groups.

Results

Results suggested that 90 % of the nursing programs could collectively meet 18 of the 109 outcomes by NGN program completion, with few differences in responses from the varying academic programs. Faculty attributed these low results to the heavy focus on preparing students for the NCLEX examination, overloaded curricula, and competing priorities. Practice leaders perceived NGNs only partially met/did not meet most competencies, viewing many as unrealistic. Findings support requirements for NGNs to complete an NRP and the existence of a practice-education gap.

Conclusions

Research findings can help inform the development of a nationally accepted, competency-based educational framework for students, new-to-practice nurse residents, and professional nurses to help align entry-level nursing practice expectations with those of nursing programs and NRPs.

背景获得专业护理学位的教育途径很多，这使医疗保健领导者对新毕业护士（NGNs）进入实践时的能力期望感到困惑。结果研究结果表明，90% 的护理项目在完成 NGN 项目后可以共同达到 109 项成果中的 18 项，不同学术项目的答复差异不大。教职员工将这些较低的结果归因于对准备学生参加 NCLEX 考试的高度关注、超负荷的课程以及相互竞争的优先事项。实践领导者认为 NGN 仅部分达到/未达到大多数能力要求，并认为许多能力要求不切实际。研究结果支持对 NGNs 完成 NRP 的要求以及实践-教育差距的存在。结论研究结果有助于为学生、新执业护士和专业护士制定一个全国认可的、以能力为基础的教育框架，以帮助入门级护理实践期望与护理课程和 NRP 的期望保持一致。

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引用次数: 0

Competence of the academic clinical nurse educator: A concept analysis 学术临床护士教育者的能力：概念分析

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-10-10 DOI: 10.1016/j.profnurs.2024.10.004

Jennifer L. Hull MSN, RN, CNE

Background

The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.

AIM

This study aimed to define the competence of the ACNE by using Walker and Avant's concept analysis method.

Method

Walker and Avant's concept analysis method was used to analyze the concept of competence as it applies to the ACNE.

Results

The analysis identified factors contributing to ACNE competence, including maintaining licensure, obtaining advanced nursing degrees, practical clinical experience, and institutional support. The defining attributes of ACNE competence include the knowledge, skills, attitudes, and behaviors needed to educate, mentor, and evaluate nursing students effectively. The study highlighted the importance of ongoing professional development, mentorship, and a commitment to lifelong learning.

Conclusion

Regular assessment of ACNE competence can guide mentorship and faculty development needs. Continuous development, evaluation, and support are essential for evolving competence. Further research is needed to establish best practices for developing, maintaining, and evaluating ACNE competence as well as to provide better preparation and structured orientation for novice ACNEs.

背景由于护理师资短缺，临床护理教育者（ACNE）的能力成为有效教育和评估护理学生的关键。本研究旨在使用 Walker 和 Avant 的概念分析法来定义学术临床护士教育者的能力。方法使用 Walker 和 Avant 的概念分析法对学术临床护士教育者的能力概念进行分析。ACNE 能力的定义属性包括有效教育、指导和评估护理学生所需的知识、技能、态度和行为。该研究强调了持续的专业发展、导师指导和终身学习承诺的重要性。持续发展、评估和支持对于不断提高能力至关重要。需要进一步开展研究，以确定发展、保持和评估 ACNE 能力的最佳实践，并为 ACNE 新手提供更好的准备和结构化指导。

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引用次数: 0

Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students 迎接挑战，建立联系：教师教授 RN-BSN 学生的经验

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-10-10 DOI: 10.1016/j.profnurs.2024.10.002

Brenda Elliott , Cindy Ringhofer Brown , Christine S. Gipson , Jill Holmstrom

Background

Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.

Purpose

The study purpose was to describe nurse faculty experiences teaching RN-BSN students.

Methods

A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.

Findings

RN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.

Conclusions

Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.

背景成功完成 RN 至 BSN 课程在很大程度上取决于课程的质量、灵活性和可及性，以及教师帮助学生驾驭若干复杂因素的能力。针对注册护士到本科护士（RN-BSN）学生经历的研究表明，在注册护士到本科护士（RN-BSN）项目中任教的教师必须尊重不同学生的需求，注意避免偏见和减少成见，并有能力创造公平的学习空间。教师还必须使教学内容具有相关性，以支持学生在工作场所的直接使用。然而，人们对教师教授 RN-BSN 学生的实际经验知之甚少。研究目的：本研究旨在描述护士教师教授 RN-BSN 学生的经验。教师在教授 RN-BSN 学生方面的准备情况差异很大。结论在 RN-BSN 项目中任教的教师需要充分的准备和资源来支持学生的学习。建议包括支持教师教授 RN-BSN 学生的政策、实践和资源。

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引用次数: 0

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses 研究社会支持和复原力对护士执照前学生的学术自我效能感和学习成果的影响

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-09-28 DOI: 10.1016/j.profnurs.2024.09.012

Leodoro J. Labrague RN, DM, PHD, CNE

Background

Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.

Purpose

The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.

Method

A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.

Results

Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.

Conclusions

The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

背景学术自我效能感被认为是影响学生学业成绩的重要因素，而社会支持和复原力被认为是学术自我效能感的潜在预测因素。共有 265 名在政府护理学校注册的菲律宾学生护士参与了研究。学业自我效能感水平的提高与更好的学业成绩和临床表现有关。抗逆力是学术自我效能感的有力预测因素。结论本研究的结果突出了抗逆力在促进护士学生学术自我效能感方面的价值。此外，研究还证实了学术自我效能感在提高这些学生的积极学习成果方面具有重要意义。研究结果突出表明，有必要采取干预措施，以培养学生的抗挫折能力，从而提高他们的学业自我效能感，进而改善学习效果。

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引用次数: 0

Teaching Nursing Students the Ethical and Legal Consequences of Medical Errors: Insights from the RaDonda Vaught Case Using the Jigsaw Technique 向护理专业学生讲授医疗事故的伦理和法律后果：使用拼图技术从 RaDonda Vaught 案中获得启示

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-09-19 DOI: 10.1016/j.profnurs.2024.09.011

Erin Lee Geiselman , Angela Opsahl , Carolyn Townsend

Purpose

This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.

Results

Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.

Conclusion

Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.

目的本文以 RaDonda Vaught 审判为例，探讨了向多地点学士学位预认证、学士学位第二学位和护理研究生教授伤害和错误的后果。结果护理专业学生通过定量和定性反馈对这一活动的方法进行了评估。共有 188 名护理专业学生完成了调查，其中包括护理专业的本科生和研究生。通过公开评论从学生那里获得的定性数据显示了他们对宣传、执照保护、系统故障、用药错误和法律文件等重点领域的共同看法。结论结果表明，我们将 RaDonda Vaught 案例与 JT 相结合的方法是在护理实践中讲授医疗差错后果的有效策略。

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引用次数: 0

Virtual reality to aid in competency-based online nurse practitioner curriculum (VR-NP) 虚拟现实技术辅助基于能力的在线执业护士课程（VR-NP）

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-09-18 DOI: 10.1016/j.profnurs.2024.09.009

Kelly Casler DNP, APRN-CNP, CHSE, EBP-C, FAANP , Kate Sustersic Gawlik DNP, APRN-CNP, FAANP, FNAP, FAAN , Jeffrey Messinger MS

Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.

在研究生护理教育中使用虚拟现实（VR）模拟是一种不断发展的创新趋势，有助于开展能力本位教育。虚拟现实模拟辅助基于能力的在线执业护士课程（VR-NP）试点创新和质量改进项目旨在将 VR 模拟作为一种教育策略，应用于在线研究生护理项目的高级健康评估课程中，该课程招收了 66 名学生。其中 29 名学生获得了借用的 VR 设备，可在家中完成模拟高级健康评估，其余学生则使用基于屏幕的技术完成相同的模拟。对所有学生而言，每周的模拟活动都与教师通过同步网络会议进行的后续汇报相配合。使用虚拟现实技术的学生完成了由系统可用性量表（SUS）、模拟效果工具（SET-M）和开放式问题组成的实施中期和实施后期调查。使用屏幕技术的学生也完成了类似的调查，但只有 SET-M 和开放式问题。根据实施中期收到的数据，对实施过程进行了必要的调整。总体而言，学生对远距离使用 VR 模拟感到满意，在实施过程中遇到的挑战极少。此外，还分享了将虚拟现实技术融入其他护理研究生课程的建议。

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引用次数: 0

The Transformative Teaching Framework: A roadmap for 21st century teaching 变革性教学框架：21 世纪教学路线图

IF 2.8 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2024-09-18 DOI: 10.1016/j.profnurs.2024.09.010

Mary K. Fey , Kate J. Morse

The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.

在过去的几十年里，美国的医疗保健系统发生了翻天覆地的变化。相反，护理教育却没有发生变化。这种差距以及不断扩大的学术与实践差距促使美国国家科学院呼吁护理教育机构引领护理教育的转型变革，以培养 21 世纪医疗保健系统所需的入门级和高级实践护士（Wakefield 等人，2021 年）。要点》的出版：专业护理教育的核心能力》的出版是这一变革的催化剂。如果护士教育者不转变其实践方式，护理学校的课程修订将不会影响所需的变革。变革性教学框架为教师以不同方式体现其角色提供了路线图。护士教育者采用教员教练的新角色，培养以学习神经科学为基础的师生关系、以临床医生的专业培养为目标的关系和发展行动以及相互信任。在培养能够在 21 世纪医疗保健系统中茁壮成长的临床医生时，"变革性教学框架 "具有强大的指导作用。

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引用次数: 0