Journal of Professional Nursing最新文献

Action-based Mentoring in Scientific Writing (AMSW) for nurse researchers: A concept analysis 基于行动的指导在科学写作（AMSW）护士研究人员：概念分析

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-23 DOI: 10.1016/j.profnurs.2026.01.003

Remya U. Rajendran , Mamatha Shivananda Pai , Baby S. Nayak , Judith Angelitta Noronha

Background

Mentorship is crucial for enhancing research productivity and scholarly development in research publications among nurse researchers. Despite its importance, the concept of action-based mentoring in scientific writing (AMSW) is not clearly defined, leading to inconsistent mentorship practices and limited research dissemination in nursing.

Aim

This review aimed to analyse the concept of AMSW to provide a clear understanding, define its characteristics, and explore its implications for improving scientific writing skills and research dissemination among nurse researchers.

Methods

Walker and Avant's eight-step method of concept analysis was used.

Data sources

Five databases were searched (PubMed, Scopus, ProQuest, CINAHL and Ovid Medline), and 14 articles were identified for analysis. The selected studies explored mentorship strategies, writing programs, collaborative writing, and the impact of mentorship on research productivity.

Results

Five defining attributes of AMSW were identified: collaborative learning, interactive guidance, skill development, structured support, and outcome orientation. The antecedents included limited writing experience, a lack of confidence in scholarly writing, and barriers such as time constraints and inadequate mentorship. The consequences of effective AMSW included enhanced writing skills, increased research productivity, successful publications, and strengthened research networks. Empirical referents, such as publication output, research productivity, improved writing skills, professional development, and mentee satisfaction, provide a basis for measuring the impact of AMSW.

Conclusion

The findings highlight that AMSW effectively addresses nurses' scholarly writing and publication challenges. The application of AMSW can enhance mentorship practices, promote research dissemination, and empower nurse researchers to contribute effectively.

导师制对于提高护理研究人员的研究效率和研究出版物的学术发展至关重要。尽管它很重要，但基于行动的科学写作指导（AMSW）的概念没有明确定义，导致指导实践不一致，研究传播有限。目的本综述旨在分析护理科研人员科学写作的概念，明确其特征，并探讨其对提高护理科研人员科学写作技能和研究成果传播的意义。方法采用swalker和Avant的八步概念分析法。数据来源检索5个数据库（PubMed、Scopus、ProQuest、CINAHL和Ovid Medline），筛选出14篇文章进行分析。所选的研究探讨了师徒关系策略、写作计划、合作写作以及师徒关系对研究生产力的影响。结果确定了协作学习、互动指导、技能发展、结构化支持和结果导向五个定义性属性。这些前因包括有限的写作经验，对学术写作缺乏信心，以及时间限制和缺乏指导等障碍。有效的AMSW的结果包括提高写作技巧，提高研究效率，成功的出版物和加强研究网络。实证指标，如出版物产出、研究生产力、写作技能的提高、专业发展和学员满意度，为衡量AMSW的影响提供了基础。结论研究结果表明，AMSW有效地解决了护士学术写作和发表的挑战。AMSW的应用可以加强指导实践，促进研究传播，并使护理研究人员能够有效地做出贡献。

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引用次数: 0

Touching the future: How haptic technology and AI are revolutionizing nursing simulations: A systematic scoping review 触摸未来：触觉技术和人工智能如何彻底改变护理模拟：系统的范围审查

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-06 DOI: 10.1016/j.profnurs.2025.12.010

Wesam Taher Almagharbeh , Wafaa Ramadan Ahmed , Hazem AbdulKareem Alfanash , Khaldoon Aied Alnawafleh , Othman Hammad Tajoury

Aim/objective

This systematic scoping review evaluates the effectiveness of haptic- and/or artificial intelligence (AI)-enabled virtual simulation in nursing education on clinical skill acquisition/performance, clinical decision-making/clinical reasoning, engagement/satisfaction, and implementation challenges/barriers.

Background

Virtual simulation is increasingly used to address constraints in traditional clinical training. Haptic interfaces provide tactile/force feedback during simulated procedures, and AI can deliver adaptive guidance and feedback; however, evidence has been synthesized inconsistently across haptic-only, AI-only and combined approaches.

Methods

PubMed, CINAHL, Google Scholar and the Cochrane Library were searched for English-language, peer-reviewed studies published 1 January 2014–31 December 2024. We included empirical studies involving pre-licensure undergraduate/graduate nursing students using virtual simulation incorporating haptics and/or AI, and extracted outcomes mapped to the four prespecified domains. Study selection followed PRISMA. Risk of bias was appraised using established tools. Where outcomes were sufficiently comparable, random-effects meta-analysis was used; otherwise, structured narrative synthesis was undertaken.

Results

Nineteen studies met inclusion criteria. Haptic-enabled simulations were associated with improvements in psychomotor/procedural performance and practice, while AI-enabled simulations supported decision-making and communication/clinical reasoning in complex scenarios. Learners generally reported high engagement and satisfaction. Substantial heterogeneity in interventions, comparators and outcome measures limited pooling for several outcomes, so synthesis was primarily narrative.

Conclusions

Haptic and/or AI-enhanced virtual simulation appears beneficial for nursing education, but conclusions are tempered by heterogeneity and variable study quality. Standardized outcome measures, transparent reporting of implementation feasibility and costs, and longer-term evaluation of retention and clinical transfer are priorities for research and practice.

目的/目的本系统的范围综述评估了触觉和/或人工智能（AI）支持的虚拟模拟在护理教育中的有效性，包括临床技能获得/表现、临床决策/临床推理、参与/满意度和实施挑战/障碍。虚拟模拟越来越多地用于解决传统临床培训中的限制。触觉界面在模拟过程中提供触觉/力反馈，人工智能可以提供自适应引导和反馈；然而，在纯触觉、纯人工智能和综合方法中，证据的合成并不一致。方法检索spubmed、CINAHL、谷歌Scholar和Cochrane Library，检索2014年1月1日至2024年12月31日发表的英文同行评议研究。我们纳入了涉及未获得执照的本科/研究生护理学生的实证研究，使用结合触觉和/或人工智能的虚拟模拟，并提取了映射到四个预先指定领域的结果。研究选择遵循PRISMA。使用已建立的工具评估偏倚风险。如果结果具有足够的可比性，则使用随机效应荟萃分析；除此之外，进行了结构化的叙事综合。结果19项研究符合纳入标准。触觉模拟与精神运动/程序表现和实践的改善有关，而人工智能模拟支持复杂场景中的决策和沟通/临床推理。学习者普遍报告了较高的参与度和满意度。干预措施、比较物和结果测量的实质性异质性限制了对几个结果的汇总，因此综合主要是叙述。结论人工智能和/或人工智能增强的虚拟模拟似乎有利于护理教育，但结论受到异质性和研究质量的影响。标准化的结果测量、透明的实施可行性和成本报告以及对保留和临床转移的长期评估是研究和实践的重点。

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引用次数: 0

Second-degree bachelor of science in nursing students' perspectives on nursing leadership: A phenomenological study 护生护理领导观点的理学士二学位：现象学研究

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-03 DOI: 10.1016/j.profnurs.2025.12.011

Fan-Ko Sun , Ann Long , Chu-Yun Lu , Ling-Chun Lu , YuChun Yao

Background

Leadership is a critical nursing competency. Existing research has focused predominantly on traditional Bachelor of Science in Nursing (BSN) students - those who enter nursing programs directly after high school - and their perspectives on leadership.

Aim

The aim of this study was to explore the perspectives of second-degree BSN students on nursing leadership.

Methods

A phenomenological approach was employed. Final-year second-degree BSN students enrolled in a 2.5-year program at a university in Taiwan participated. Data were collected through in-depth, semi-structured interviews conducted in 2023, with saturation achieved after interviewing 16 participants. Data were analyzed using Colazzi's seven-step method with the aid of NVivo software.

Results

Five themes with 14 sub-themes emerged: (1) Personal meaning of leadership: requirements, values, and perceptions of becoming a leader; (2) Positive leadership: effective leaders showed communication, crisis management, and team-building skills; (3) Negative leadership: authoritarianism and scapegoating; (4) Nurturing work environments: promoting retention, compassion, and manageable workloads; (5) Enhancing care quality: understanding unit operations and applying effective planning and management.

Conclusion

This study could guide nursing educators and leaders in understanding second-degree BSN students' leadership perspectives and designing educational courses that emphasize compassionate and system-oriented leadership.

领导能力是一项重要的护理能力。现有的研究主要集中在传统的护理学学士（BSN）学生——那些高中毕业后直接进入护理专业的学生——以及他们对领导力的看法。目的探讨本科二学位学生对护理领导的看法。方法采用现象学方法。在台湾某大学就读2.5年课程的BSN二年级学生参加了本次活动。数据通过深度半结构化访谈收集于2023年，访谈16名参与者后达到饱和。数据分析采用Colazzi的七步法，借助NVivo软件。结果：(1)领导的个人意义：成为领导者的要求、价值观和认知；(2)积极的领导：有效的领导者表现出沟通、危机管理和团队建设能力；(3)消极领导：威权主义和找替罪羊；(4)营造良好的工作环境：促进员工留存、员工同情和可管理的工作量；(5)提高护理质量：了解单位运作情况，并实施有效的计划和管理。结论本研究可指导护理教育工作者和护理领导者理解BSN二学位学生的领导视角，设计强调同情型和系统型领导的教育课程。

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引用次数: 0

Gap analysis methodology for mapping baccalaureate and graduate nursing curricula to the AACN essentials: A step-wise approach 将学士和研究生护理课程映射到AACN要点的差距分析方法：一步一步的方法

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-02 DOI: 10.1016/j.profnurs.2025.12.009

Joyce Pittman , Jennifer Anderson , Emily Bentley , Clista Clanton , Linda Sue Hammonds , Kathleen T. McCoy , Jo Ann Otts , Bettina H. Riley , Terry Ann Sturm

Background

The 2021 AACN Essentials introduced a competency-based framework organized into ten domains, eight concepts, and 45 competencies across entry-level and advanced nursing education. Nursing programs require structured, replicable approaches to assess alignment of existing curricula with the Essentials, particularly those domains related to diversity, equity, inclusion, and social determinants of health.

Purpose

To describe a step-by-step, replicable methodology for assessing baccalaureate and graduate nursing curricula using a faculty-engaged gap analysis approach aligned with the AACN Essentials.

Methods

Using participatory action research principles and backward design, faculty stakeholders conducted an integrative literature review, identified evidence-informed educational practices, mapped selected undergraduate and graduate courses, and completed a validated gap analysis.

Outcomes

The project produced a scalable curriculum assessment process that engaged faculty, identified curricular gaps, and facilitated alignment with AACN Essentials competencies at both entry and advanced levels.

Conclusion

This gap analysis methodology provides nurse educators with a step-wise approach to curriculum assessment and revision.

2021年AACN要点介绍了一个基于能力的框架，该框架分为10个领域、8个概念和45个能力，涵盖初级和高级护理教育。护理课程需要结构化的、可复制的方法来评估现有课程与基本要素的一致性，特别是那些与多样性、公平、包容和健康的社会决定因素相关的领域。目的描述一个循序渐进的，可复制的方法来评估学士和研究生护理课程，使用教师参与的差距分析方法与AACN要点相一致。方法采用参与式行动研究原则和逆向设计，教师利益相关者进行了综合文献综述，确定了循证教育实践，绘制了选定的本科和研究生课程，并完成了经过验证的差距分析。该项目产生了一个可扩展的课程评估过程，该过程吸引了教师，确定了课程差距，并促进了入门和高级水平的AACN基本能力的一致性。结论：该差距分析方法为护理教育工作者提供了一种循序渐进的课程评估和修订方法。

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引用次数: 0

Meeting the need for well-child school and sports physicals with a faculty guided, student-led pop-up clinic 通过教师指导，学生主导的弹出式诊所满足儿童学校和体育体育的需求

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 DOI: 10.1016/j.profnurs.2025.11.012

Jessica Parrott, Karen Karlowicz, Tina Gustin

引用次数: 0

Using the World Cafe approach to address essential questions of the discipline with PhD nursing students 使用世界咖啡馆的方法来解决与博士生护理学科的基本问题

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2025-12-26 DOI: 10.1016/j.profnurs.2025.12.008

Jesica Pagano-Therrien PhD, RN, CPNP-PC , Teri Aronowitz PhD, APRN, FNP-BC, FAAN , James Fain PhD, RN, BC-ADM, FAAN , Nancy S. Morris PhD, RN, ANP-BC , Donna J. Perry PhD, RN

PhD in nursing programs focus on the development of scholars to become stewards of the discipline. Rooted in the philosophy of Lonergan (Lonergan, 1957/2000), our PhD in nursing program began an “Essential Questions Seminar,” bringing together faculty and students to engage in dialogue around questions central to the discipline. Over time, we adopted a more structured approach to facilitate small group conversation and broader discussion known as the World Cafe method. Students participated in robust conversations on a variety of matters of disciplinary importance and reported gaining important insights from one another. Faculty observed this method to be highly valuable in promoting interactions and idea-sharing among different cohorts of PhD students. The World Cafe method is a novel approach to address essential questions in nursing and facilitate the development of future stewards of the discipline.

护理学博士课程侧重于培养学者成为该学科的管理者。基于Lonergan的哲学（Lonergan, 1957/2000），我们的护理博士课程开始了一个“基本问题研讨会”，将教师和学生聚集在一起，围绕该学科的核心问题进行对话。随着时间的推移，我们采用了一种更结构化的方法来促进小组对话和更广泛的讨论，即世界咖啡馆方法。学生们就各种重要的学科问题进行了热烈的对话，并报告说从彼此身上获得了重要的见解。教师们观察到这种方法在促进不同博士生群体之间的互动和思想分享方面非常有价值。世界咖啡馆的方法是一种新颖的方法来解决护理中的基本问题，并促进该学科未来管家的发展。

引用次数: 0

Utilization and impact of simulation-based education in prelicensure nurse education; an integrative review 模拟教育在护士岗前教育中的应用及影响综合综述

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2025-12-22 DOI: 10.1016/j.profnurs.2025.12.006

Robyn Cant , Colleen Ryan

Background

Simulation-based education has gained momentum as a teaching technique in prelicensure nurse education programs but actual utilization and evidence of learning impact require further examination.

Aim

To review contemporary research literature to describe the use and effectiveness of simulation-based education for prelicensure nursing students.

Method

An integrative review of literature was conducted. A search was made in four major healthcare databases using MeSH terminology and keywords for relevant contemporary English language nursing simulation studies during the decade 2016–2025. Thirty-four studies were included: 20 primary studies that report first-hand data and 14 literature reviews.

Results

Primary research emanating in 11 countries suggests widespread simulation utilization. Clinical nursing knowledge and skills performance were the main learning objectives. Simulation modalities included high fidelity, medium and low fidelity with most simulations conducted face-to-face in a simulation laboratory or classroom. Outcome assessments included surveys and measured competencies. The studies consistently confirmed positive impacts of nursing student simulation education experiences. Many of the 34 studies presented robust evidence of intervention effects.

Conclusion

All levels of simulation fidelity (high, medium, low) are confirmed as beneficial for learning. Future longitudinal research should examine knowledge retention and determine the transfer of competencies into nursing practice.

背景：基于模拟的教育作为一种教学技术在护士资格证教育项目中获得了发展势头，但实际应用和学习影响的证据需要进一步研究。目的回顾当代研究文献，描述护理学预科学生模拟教育的使用和效果。方法采用文献综合复习法。使用MeSH术语和关键词在四个主要医疗数据库中检索2016-2025年十年期间相关的当代英语护理模拟研究。纳入34项研究：20项报告第一手数据的主要研究和14项文献综述。结果在11个国家开展的初步研究表明，模拟应用广泛。临床护理知识和技能表现是主要的学习目标。仿真方式包括高保真度、中保真度和低保真度，大多数仿真在仿真实验室或教室中面对面进行。结果评估包括调查和测量能力。研究一致证实了护理学生模拟教育经历的积极影响。在34项研究中，许多研究提供了干预效果的有力证据。结论高、中、低三个层次的模拟逼真度均有利于学习。未来的纵向研究应该检查知识保留和确定能力转移到护理实践。

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引用次数: 0

Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education 解锁能力，培养联系：适应研究生护理教育的密室逃生

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2025-12-22 DOI: 10.1016/j.profnurs.2025.12.005

Holly Stith , Andrew Makowski , Julie Perry

Many graduate nursing programs are increasingly adopting hybrid learning models, challenging educators to deliver hands-on, competency-based experiences with limited face-to-face instruction. This article presents an innovative approach using educational escape rooms to enhance engagement, clinical reasoning, and collaboration among psychiatric mental health nurse practitioner (PMHNP) students. A pilot escape room activity was implemented at the University of Kentucky, simulating a diagnostic reasoning scenario focused on differentiating between unipolar and bipolar depression. This activity intended to assess critical thinking, teamwork, and communication skills that align with the AACN Essentials. Post-activity student surveys, debriefings, and faculty observations using the Jefferson Teamwork Observation Guide showed positive outcomes in diagnostic confidence, peer connection, and real-world applicability. While most students found the experience engaging and educational, feedback suggested areas of improvement for future iterations including smaller groups and differentiating content by experience level. This activity supports the notion that escape rooms are a valuable, low-stakes experiential learning strategy to reinforce clinical competencies and build community in graduate nursing education.

许多研究生护理课程越来越多地采用混合学习模式，这对教育工作者提出了挑战，要求他们在有限的面对面教学中提供动手能力为基础的经验。本文提出了一种创新的方法，利用教育密室来提高精神科心理健康执业护士（PMHNP）学生的参与度、临床推理和合作。肯塔基大学（University of Kentucky）实施了一项试验性密室活动，模拟了一个诊断推理场景，重点是区分单极抑郁症和双相抑郁症。该活动旨在评估与AACN要点一致的批判性思维，团队合作和沟通技巧。活动后的学生调查、汇报和使用杰弗逊团队合作观察指南的教师观察显示，在诊断信心、同伴联系和现实世界的适用性方面取得了积极的成果。虽然大多数学生都觉得这次体验很吸引人，很有教育意义，但反馈建议了未来迭代的改进领域，包括更小的小组和根据经验水平区分内容。这一活动支持了逃生室是一种有价值的、低风险的体验式学习策略，可以加强临床能力，并在研究生护理教育中建立社区。

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引用次数: 0

Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions 本科护生学业倦怠：一个概念分析，为未来的研究和干预提供信息

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2025-12-17 DOI: 10.1016/j.profnurs.2025.12.004

Ebtesam Alzahrani , Monirah Albloushi

Background

Academic burnout in undergraduate nursing students is well documented, but limited studies have explored its causes and consequences.

Aim

This paper aims to define the attributes, antecedents, and consequences of academic burnout among undergraduate nursing students.

Method

This study used Walker and Avant's eight-step concept analysis method. A literature search for articles published from January 2020 to September 2024 was conducted using keyword combinations in PubMed, Scopus, CINAHL, and Google Scholar. Of the 2800 articles found in the initial screening, 125 met inclusion criteria and 25 were included in the study.

Result

Of these 25 studies, 19 were empirical studies (14 quantitative, 2 qualitative, and 3 systematic reviews), and six provided theoretical or measurement foundations for academic burnout. The analysis identified emotional exhaustion, low self-concept, low engagement, fatigue, loss of motivation, irritability, and cynicism as attributes. The consequences were high absenteeism rate, low motivation, low academic performance and satisfaction, and dropping out. The antecedents were internal factors such as stress, depression, and personality, and external factors such as lack of family presence and social support, having a child, and financial issues.

Conclusion

This analysis defines academic burnout among undergraduate nursing students to ensure consistent evaluation and focused interventions within nursing education.

护理本科学生的学业倦怠有充分的文献记录，但很少有研究探讨其原因和后果。目的探讨本科护生学业倦怠的属性、前因及后果。方法采用Walker和Avant的八步概念分析法。使用PubMed、Scopus、CINAHL和b谷歌Scholar中的关键词组合对2020年1月至2024年9月发表的文章进行文献检索。在最初筛选的2800篇文章中，125篇符合纳入标准，25篇纳入研究。结果25项研究中，19项为实证研究（14项为定量评价，2项为定性评价，3项为系统评价），6项研究为学业倦怠提供了理论或测量基础。分析确定了情绪衰竭、低自我概念、低参与度、疲劳、失去动力、易怒和玩世不恭等特征。其结果是高缺勤率，低动机，低学习成绩和满意度，和辍学。前因包括压力、抑郁和个性等内部因素，以及缺乏家庭陪伴和社会支持、有孩子和经济问题等外部因素。结论本研究明确了本科护生的学业倦怠，以确保护理教育的一致性评估和重点干预。

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引用次数: 0

Adapting for diversity: The case for reshaping nursing education to meet the needs of all students 适应多样性：重塑护理教育以满足所有学生需求的案例

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2025-12-16 DOI: 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.

本文的目的是研究传统的护理教育结构如何不能充分服务于日益多样化的现代护理学生。许多学生现在是有工作的成年人，照顾者，第一代大学生，或追求护理作为第二职业。这些学生经常面临经济、家庭和技术障碍，这些障碍与严格的学术时间表、无薪临床要求和有限的机构支持不相容。这篇综述综合了目前关于替代教育模式的证据，包括混合和兼职课程，付费临床经验，以及指导、托儿和数字访问支持等一揽子服务。结果表明，这些灵活的方法在保持学术严谨性的同时，提高了学生的满意度、保留率和许可结果。全面支持学生的项目，特别是那些来自服务不足背景的学生，更有可能减少人员流失，加强未来的护理队伍。主要结论是，以学生为中心的包容性改革对于维持护理教育和解决持续的劳动力短缺至关重要。

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引用次数: 0