Pub Date : 2025-12-16DOI: 10.1016/j.profnurs.2025.12.003
Vanessa Segura, Emily Canale, LeAnne Prenovost
The purpose of this paper is to examine how traditional nursing education structures inadequately serve the increasingly diverse population of modern nursing students. Many students are now working adults, caregivers, first-generation college attendees, or pursuing nursing as a second career. These students often face financial, familial, and technological barriers that are incompatible with rigid academic schedules, unpaid clinical requirements, and limited institutional support. This review synthesizes current evidence on alternative educational models, including hybrid and part-time programs, paid clinical experiences, and wraparound services such as mentoring, childcare, and digital access support. Results show that these flexible approaches maintain academic rigor while improving student satisfaction, retention, and licensure outcomes. Programs that support students holistically—especially those from underserved backgrounds—are more likely to reduce attrition and strengthen the future nursing workforce. The major conclusion is that student-centered, inclusive reforms are critical for sustaining nursing education and addressing ongoing workforce shortages.
{"title":"Adapting for diversity: The case for reshaping nursing education to meet the needs of all students","authors":"Vanessa Segura, Emily Canale, LeAnne Prenovost","doi":"10.1016/j.profnurs.2025.12.003","DOIUrl":"10.1016/j.profnurs.2025.12.003","url":null,"abstract":"<div><div>The purpose of this paper is to examine how traditional nursing education structures inadequately serve the increasingly diverse population of modern nursing students. Many students are now working adults, caregivers, first-generation college attendees, or pursuing nursing as a second career. These students often face financial, familial, and technological barriers that are incompatible with rigid academic schedules, unpaid clinical requirements, and limited institutional support. This review synthesizes current evidence on alternative educational models, including hybrid and part-time programs, paid clinical experiences, and wraparound services such as mentoring, childcare, and digital access support. Results show that these flexible approaches maintain academic rigor while improving student satisfaction, retention, and licensure outcomes. Programs that support students holistically—especially those from underserved backgrounds—are more likely to reduce attrition and strengthen the future nursing workforce. The major conclusion is that student-centered, inclusive reforms are critical for sustaining nursing education and addressing ongoing workforce shortages.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 198-202"},"PeriodicalIF":2.9,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-12DOI: 10.1016/j.profnurs.2025.12.002
Tricia Neu, Jennifer Rode, Ashlyn Johnson
Background
There is a growing demand for qualified nurse practitioner faculty. Barriers to attracting and retaining nurse practitioner faculty include high workload demands and significantly lower salaries than clinical practice.
Purpose
The purpose of this study is to identify program characteristics, workload models, and compensation factors associated with nurse practitioner job satisfaction.
Methods
This descriptive study employed a quantitative descriptive design using a cross-sectional survey to explore nurse practitioner faculty programs, workload policies, and compensation. Data was collected to assess participant demographics, program characteristics, workload structures, compensation structures, and job satisfaction.
Results
Seventy percent of respondents (n = 171) reported no workload reduction for clinical practice. A chi-square test of independence revealed that nurse practitioner perception of fair compensation had a significant association with nurse practitioner faculty job satisfaction (1, n = 111) = 12.918, p ≤0.001). Qualitative analysis also identified the need to increase faculty salaries to align with clinical practice as the theme present across all open-ended questions.
Conclusion
To support recruitment and retention of qualified nurse practitioner faculty, universities may need to re-evaluate compensation structures so that they are better aligned with those in clinical practice. Furthermore, universities should consider developing workload policies that recognize clinical practice as a valuable contribution to workload.
{"title":"Evaluating nurse practitioner faculty compensation, workload, and job satisfaction: A descriptive study","authors":"Tricia Neu, Jennifer Rode, Ashlyn Johnson","doi":"10.1016/j.profnurs.2025.12.002","DOIUrl":"10.1016/j.profnurs.2025.12.002","url":null,"abstract":"<div><h3>Background</h3><div>There is a growing demand for qualified nurse practitioner faculty. Barriers to attracting and retaining nurse practitioner faculty include high workload demands and significantly lower salaries than clinical practice.</div></div><div><h3>Purpose</h3><div>The purpose of this study is to identify program characteristics, workload models, and compensation factors associated with nurse practitioner job satisfaction.</div></div><div><h3>Methods</h3><div>This descriptive study employed a quantitative descriptive design using a cross-sectional survey to explore nurse practitioner faculty programs, workload policies, and compensation. Data was collected to assess participant demographics, program characteristics, workload structures, compensation structures, and job satisfaction.</div></div><div><h3>Results</h3><div>Seventy percent of respondents (<em>n</em> = 171) reported no workload reduction for clinical practice. A chi-square test of independence revealed that nurse practitioner perception of fair compensation had a significant association with nurse practitioner faculty job satisfaction (1, <em>n</em> = 111) = 12.918, <em>p</em> ≤0.001). Qualitative analysis also identified the need to increase faculty salaries to align with clinical practice as the theme present across all open-ended questions.</div></div><div><h3>Conclusion</h3><div>To support recruitment and retention of qualified nurse practitioner faculty, universities may need to re-evaluate compensation structures so that they are better aligned with those in clinical practice. Furthermore, universities should consider developing workload policies that recognize clinical practice as a valuable contribution to workload.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 188-197"},"PeriodicalIF":2.9,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-02DOI: 10.1016/j.profnurs.2025.11.013
Leslie A. Jennings, Regina W. Urban, Kelle N. George, Daisha J. Cipher
Background
To address the persistent nursing shortage, universities are increasingly focusing on nursing student retention. However, nursing students face numerous obstacles that hinder academic progress. In pre-nursing students who haven't started formal nursing education or clinical courses, a negative correlation exists between stress and persistence. Understanding the relationships between stress, extraversion, social support, and resilience will provide new insights into pre-nursing student well-being, success, and retention.
Aim/objective
The aim of this research study is to describe the differences between and relationships among perceived stress, extraversion, social support, and resilience levels in two groups of pre-nursing students taking an Introduction to Nursing course: those opting for a traditional, on-campus (OC) modality, and those choosing an accelerated online (AO) modality.
Design/methods
This IRB-approved study used a survey-based cross-sectional design with convenience sampling. Pre-nursing students preparing to apply to the University of Texas at Arlington were invited to participate during the fall of 2024.
Results
Participants (n = 319) were female (88.1 %), ethnically diverse (Hispanic 31.0 %, Black 22.6 %, Asian 22.3 %, White 21.3 %), first generation students (52.4 %), and a mean age of 23.3 years. Relationships among social support, stress, and resilience were statistically significant, and perceived support from friends was negatively associated with stress and positively associated with resilience.
Conclusion
The consistent findings between pre-nursing students and those in formal nursing programs suggest that aspects of well-being are present before entering nursing school, but research on how extraversion and social support influence pre-nursing student persistence and success is lacking. Focusing on psychosocial health and social support can help educators tailor early interventions for pre-nursing students to manage stress, increase resilience, and enhance social support, thereby promoting future nursing student success.
{"title":"Stress, extraversion, social support, and resilience in pre-nursing students: A correlational study","authors":"Leslie A. Jennings, Regina W. Urban, Kelle N. George, Daisha J. Cipher","doi":"10.1016/j.profnurs.2025.11.013","DOIUrl":"10.1016/j.profnurs.2025.11.013","url":null,"abstract":"<div><h3>Background</h3><div>To address the persistent nursing shortage, universities are increasingly focusing on nursing student retention. However, nursing students face numerous obstacles that hinder academic progress. In pre-nursing students who haven't started formal nursing education or clinical courses, a negative correlation exists between stress and persistence. Understanding the relationships between stress, extraversion, social support, and resilience will provide new insights into pre-nursing student well-being, success, and retention.</div></div><div><h3>Aim/objective</h3><div>The aim of this research study is to describe the differences between and relationships among perceived stress, extraversion, social support, and resilience levels in two groups of pre-nursing students taking an Introduction to Nursing course: those opting for a traditional, on-campus (OC) modality, and those choosing an accelerated online (AO) modality.</div></div><div><h3>Design/methods</h3><div>This IRB-approved study used a survey-based cross-sectional design with convenience sampling. Pre-nursing students preparing to apply to the University of Texas at Arlington were invited to participate during the fall of 2024.</div></div><div><h3>Results</h3><div>Participants (<em>n</em> = 319) were female (88.1 %), ethnically diverse (Hispanic 31.0 %, Black 22.6 %, Asian 22.3 %, White 21.3 %), first generation students (52.4 %), and a mean age of 23.3 years. Relationships among social support, stress, and resilience were statistically significant, and perceived support from friends was negatively associated with stress and positively associated with resilience.</div></div><div><h3>Conclusion</h3><div>The consistent findings between pre-nursing students and those in formal nursing programs suggest that aspects of well-being are present before entering nursing school, but research on how extraversion and social support influence pre-nursing student persistence and success is lacking. Focusing on psychosocial health and social support can help educators tailor early interventions for pre-nursing students to manage stress, increase resilience, and enhance social support, thereby promoting future nursing student success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 180-187"},"PeriodicalIF":2.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts.
Aim
To explore and describe the experiences of nursing students in seeking feedback in clinical practice.
Design
The study followed a qualitative explorative descriptive design.
Methods
Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis.
Results
Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback.
Conclusions
The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.
{"title":"Nursing students’ experiences of seeking feedback in clinical practice context: A qualitative explorative descriptive study","authors":"Vistolina Nuuyoma (Senior Lecturer) , Martha Sinvula (Bachelor of Nursing Science (clinical) Honours) , Agnes Makhene (Associate Professor)","doi":"10.1016/j.profnurs.2025.11.014","DOIUrl":"10.1016/j.profnurs.2025.11.014","url":null,"abstract":"<div><h3>Background</h3><div>Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts.</div></div><div><h3>Aim</h3><div>To explore and describe the experiences of nursing students in seeking feedback in clinical practice.</div></div><div><h3>Design</h3><div>The study followed a qualitative explorative descriptive design.</div></div><div><h3>Methods</h3><div>Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback.</div></div><div><h3>Conclusions</h3><div>The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 172-179"},"PeriodicalIF":2.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-26DOI: 10.1016/j.profnurs.2025.11.011
Danielle Scott Ph.D., RN, CEN
Background
Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.
Objectives
This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.
Methods
A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.
Results
Statistically significant improvements were observed across all subscales (p < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.
Conclusions
Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.
{"title":"Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study","authors":"Danielle Scott Ph.D., RN, CEN","doi":"10.1016/j.profnurs.2025.11.011","DOIUrl":"10.1016/j.profnurs.2025.11.011","url":null,"abstract":"<div><h3>Background</h3><div>Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.</div></div><div><h3>Objectives</h3><div>This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.</div></div><div><h3>Methods</h3><div>A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.</div></div><div><h3>Results</h3><div>Statistically significant improvements were observed across all subscales (<em>p</em> < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.</div></div><div><h3>Conclusions</h3><div>Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 167-171"},"PeriodicalIF":2.9,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-23DOI: 10.1016/j.profnurs.2025.11.010
William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD
Purpose
In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing.
Methods
In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference.
Results
Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties.
Conclusion
HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.
{"title":"Impact of simulation-based education on pediatric and medical-surgical nursing education: A meta-analysis","authors":"William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD","doi":"10.1016/j.profnurs.2025.11.010","DOIUrl":"10.1016/j.profnurs.2025.11.010","url":null,"abstract":"<div><h3>Purpose</h3><div>In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing.</div></div><div><h3>Methods</h3><div>In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference.</div></div><div><h3>Results</h3><div>Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties.</div></div><div><h3>Conclusion</h3><div>HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 155-166"},"PeriodicalIF":2.9,"publicationDate":"2025-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Workplace bullying in clinical settings undermines nursing students' learning, mental health, and professional development, posing significant challenges to nursing education and patient safety. Despite its high prevalence, underreporting due to systemic and cultural barriers hampers efforts to address the issue effectively.
Objectives
This scoping review aims to identify and explore the barriers preventing nursing students from reporting bullying and to discuss the implications to decrease bullying and enhance the reporting process in nursing education and clinical practice.
Methodology
Following the Arksey and O'Malley framework and PRISMA guidelines, a systematic search was conducted across nine databases for studies published between 2015 and 2024. Inclusion criteria encompassed peer-reviewed original research focusing on nursing students' experiences with bullying reporting barriers. Data were extracted, quality-assessed using the JBI tool, and synthesized narratively, emphasizing thematic analysis of identified challenges.
Results
28 studies involving diverse global populations revealed nine key themes: fear of retaliation, distrust in reporting systems, normalization of bullying, feelings of shame and isolation, concerns over professional reputation, lack of awareness and education on reporting protocols, peer pressure, and fear of negative evaluations. These interconnected barriers foster a culture of silence, hindering effective intervention.
Conclusion
The findings highlight the urgent need for nursing education programs to implement strategies addressing these barriers. Creating supportive environments and improving awareness of reporting protocols are essential for promoting the mental health and professional growth of nursing students in clinical settings.
{"title":"Understanding the barriers to reporting bullying among nursing students in clinical settings: A systematic review","authors":"Mohammed Qutishat , Majdi Alhadidi , Eilean Rathinasamy Lazarus , Al-Azhar Sulaiman Alghunaimi","doi":"10.1016/j.profnurs.2025.11.007","DOIUrl":"10.1016/j.profnurs.2025.11.007","url":null,"abstract":"<div><h3>Background</h3><div>Workplace bullying in clinical settings undermines nursing students' learning, mental health, and professional development, posing significant challenges to nursing education and patient safety. Despite its high prevalence, underreporting due to systemic and cultural barriers hampers efforts to address the issue effectively.</div></div><div><h3>Objectives</h3><div>This scoping review aims to identify and explore the barriers preventing nursing students from reporting bullying and to discuss the implications to decrease bullying and enhance the reporting process in nursing education and clinical practice.</div></div><div><h3>Methodology</h3><div>Following the Arksey and O'Malley framework and PRISMA guidelines, a systematic search was conducted across nine databases for studies published between 2015 and 2024. Inclusion criteria encompassed peer-reviewed original research focusing on nursing students' experiences with bullying reporting barriers. Data were extracted, quality-assessed using the JBI tool, and synthesized narratively, emphasizing thematic analysis of identified challenges.</div></div><div><h3>Results</h3><div>28 studies involving diverse global populations revealed nine key themes: fear of retaliation, distrust in reporting systems, normalization of bullying, feelings of shame and isolation, concerns over professional reputation, lack of awareness and education on reporting protocols, peer pressure, and fear of negative evaluations. These interconnected barriers foster a culture of silence, hindering effective intervention.</div></div><div><h3>Conclusion</h3><div>The findings highlight the urgent need for nursing education programs to implement strategies addressing these barriers. Creating supportive environments and improving awareness of reporting protocols are essential for promoting the mental health and professional growth of nursing students in clinical settings.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 145-154"},"PeriodicalIF":2.9,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-14DOI: 10.1016/j.profnurs.2025.11.008
Carolyn J. Kerns , Monika Wedgeworth
Background
The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.
Purpose
This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.
Methods
A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.
Results
The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.
Conclusion
The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.
{"title":"Increasing nursing faculty preparation through innovation in graduate and doctoral education","authors":"Carolyn J. Kerns , Monika Wedgeworth","doi":"10.1016/j.profnurs.2025.11.008","DOIUrl":"10.1016/j.profnurs.2025.11.008","url":null,"abstract":"<div><h3>Background</h3><div>The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.</div></div><div><h3>Purpose</h3><div>This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.</div></div><div><h3>Methods</h3><div>A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.</div></div><div><h3>Results</h3><div>The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.</div></div><div><h3>Conclusion</h3><div>The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 117-123"},"PeriodicalIF":2.9,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-13DOI: 10.1016/j.profnurs.2025.11.006
Andrea Paige Krispin, Julie K. Zadinsky
Background
Racial microaggressions are present in health professions education. Research has shown that Black students in health professions education programs frequently experience racial microaggressions, leading to negative mental, emotional, and behavioral outcomes.
Purpose
The purpose of this integrative review of the literature was to examine the presence and effect of racial microaggressions experienced by Black students in health professions education and to explore the implications for Bachelor of Science in Nursing education.
Method
Using Toronto and Remington's methods, a review of the literature was conducted to evaluate the presence and effects of racial microaggressions in Black health education profession students.
Results
Racial microaggressions were present in health professions education and were frequently experienced by Black nursing students. Black nursing students who experienced racial microaggressions reported negative emotional and behavioral consequences in both didactic and clinical environments.
Conclusions
Nursing programs should provide training for students and faculty about racial microaggressions and provide support for Black students. More nursing specific research is needed to further understand the effects of racial microaggressions in nursing students.
{"title":"Racial microaggressions against Black students in health professions education: An integrative review with implications for Bachelor of Science in Nursing Education","authors":"Andrea Paige Krispin, Julie K. Zadinsky","doi":"10.1016/j.profnurs.2025.11.006","DOIUrl":"10.1016/j.profnurs.2025.11.006","url":null,"abstract":"<div><h3>Background</h3><div>Racial microaggressions are present in health professions education. Research has shown that Black students in health professions education programs frequently experience racial microaggressions, leading to negative mental, emotional, and behavioral outcomes.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review of the literature was to examine the presence and effect of racial microaggressions experienced by Black students in health professions education and to explore the implications for Bachelor of Science in Nursing education.</div></div><div><h3>Method</h3><div>Using Toronto and Remington's methods, a review of the literature was conducted to evaluate the presence and effects of racial microaggressions in Black health education profession students.</div></div><div><h3>Results</h3><div>Racial microaggressions were present in health professions education and were frequently experienced by Black nursing students. Black nursing students who experienced racial microaggressions reported negative emotional and behavioral consequences in both didactic and clinical environments.</div></div><div><h3>Conclusions</h3><div>Nursing programs should provide training for students and faculty about racial microaggressions and provide support for Black students. More nursing specific research is needed to further understand the effects of racial microaggressions in nursing students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 135-144"},"PeriodicalIF":2.9,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-10DOI: 10.1016/j.profnurs.2025.11.004
Michelle R. Pinto , Mary K. McCurry , Jennifer Dunbar Viveiros
Background
A global shortage of trained mental health professionals and pervasive stigma towards individuals with mental health conditions have intensified the need to prepare nurses entering practice with the knowledge, skills, and confidence to care for patients with mental health conditions (MHCs). Simulation with standardized patients can be used in undergraduate mental health nursing courses to provide students with realistic opportunities to practice skills and improve self-efficacy.
Objective
To map the scope of literature available regarding the use of standardized patient simulation in traditional undergraduate mental health nursing education.
Method
A scoping review of published research between 2016 and 2024 was conducted as per the JBI Scoping Review Framework and PRISMA-ScR guidelines. This included systematic search of the electronic databases CINAHL, Medline, and PsycINFO, and a hand search of bibliographies. Study selection followed a three-stage review process. Studies were included if standardized patient simulation was used in the mental health nursing course in a traditional undergraduate nursing program. At the conclusion of stage three, 29 studies were selected for data extraction and charted to facilitate identification of themes in the research.
Results
The scope of available research between 2016 and 2024 supports standardized patient simulation positively impacted student preparedness for clinical experiences by increasing confidence and decreasing student anxiety. Students valued realism, a safe environment for practicing skills, and more varied experiences than provided by clinical experiences alone. Two studies measured the effect of standardized patient simulation on student attitudes towards patients with mental illness.
Conclusions
The use of standardized patient simulation in mental health nursing education has been studied at universities around the world and across study designs to improve knowledge, skills, confidence, and preparedness for clinical experiences. The addition of standardized patient simulation to mental health nursing clinical courses may reduce negative attitudes towards patients with mental health conditions. Future research on the impact of standardized patient simulation on empathy and attitudes of student nurses towards patients with mental illness is needed.
{"title":"Standardized patient simulation in undergraduate mental health nursing education: A scoping review","authors":"Michelle R. Pinto , Mary K. McCurry , Jennifer Dunbar Viveiros","doi":"10.1016/j.profnurs.2025.11.004","DOIUrl":"10.1016/j.profnurs.2025.11.004","url":null,"abstract":"<div><h3>Background</h3><div>A global shortage of trained mental health professionals and pervasive stigma towards individuals with mental health conditions have intensified the need to prepare nurses entering practice with the knowledge, skills, and confidence to care for patients with mental health conditions (MHCs). Simulation with standardized patients can be used in undergraduate mental health nursing courses to provide students with realistic opportunities to practice skills and improve self-efficacy.</div></div><div><h3>Objective</h3><div>To map the scope of literature available regarding the use of standardized patient simulation in traditional undergraduate mental health nursing education.</div></div><div><h3>Method</h3><div>A scoping review of published research between 2016 and 2024 was conducted as per the JBI Scoping Review Framework and PRISMA-ScR guidelines. This included systematic search of the electronic databases CINAHL, Medline, and PsycINFO, and a hand search of bibliographies. Study selection followed a three-stage review process. Studies were included if standardized patient simulation was used in the mental health nursing course in a traditional undergraduate nursing program. At the conclusion of stage three, 29 studies were selected for data extraction and charted to facilitate identification of themes in the research.</div></div><div><h3>Results</h3><div>The scope of available research between 2016 and 2024 supports standardized patient simulation positively impacted student preparedness for clinical experiences by increasing confidence and decreasing student anxiety. Students valued realism, a safe environment for practicing skills, and more varied experiences than provided by clinical experiences alone. Two studies measured the effect of standardized patient simulation on student attitudes towards patients with mental illness.</div></div><div><h3>Conclusions</h3><div>The use of standardized patient simulation in mental health nursing education has been studied at universities around the world and across study designs to improve knowledge, skills, confidence, and preparedness for clinical experiences. The addition of standardized patient simulation to mental health nursing clinical courses may reduce negative attitudes towards patients with mental health conditions. Future research on the impact of standardized patient simulation on empathy and attitudes of student nurses towards patients with mental illness is needed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 105-116"},"PeriodicalIF":2.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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