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A comparison of the American Association of Colleges of Nursing's basic principles and benefits of competency-based nursing education and Fink's taxonomy 美国护理学院协会基于能力的护理教育的基本原则和益处与芬克分类法的比较
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-12 DOI: 10.1016/j.profnurs.2024.09.008
Pamela B. Dunagan Ph.D., R.N.
For over a century, Bloom's hierarchical taxonomy has been the gold standard for writing objectives for curricula and courses in programs of nursing. Development of courses and curricula with demonstration of nursing competencies as the outcome requires a more robust taxonomy. The American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education requires nursing students to meet competencies in assertive leadership, personal development around adapting to ambiguity and change, and professional life-long learning. The purpose of this review was to compare Fink's taxonomy with the AACN basic principles and benefits of competency-based education. In conclusion, Fink's taxonomy of significant learning experiences provides an integrative framework to meet competencies of foundational knowledge, application, and integration of knowledge. Moreover, Fink's taxonomy includes additional areas of learning needed in nursing education such as learning how to learn, leadership and interpersonal skills such as in a human dimension of learning, caring about learning, and the ability to adapt to change. Educators should consider all kinds of learning for nursing practice and should reconsider the use of a hierarchical and content-centered teaching approach, with learning objectives written only at the cognitive level.
一个多世纪以来,布鲁姆分层分类法一直是编写护理专业课程和课程目标的黄金标准。以展示护理能力为成果的课程和教学大纲的开发需要更强大的分类法。美国护理学院协会(AACN)的《要点》:专业护理教育的核心能力》要求护理专业学生在自信领导、围绕适应模糊性和变化的个人发展以及专业终身学习方面达到能力要求。本次回顾的目的是比较芬克的分类法与 AACN 的基本原则以及能力本位教育的益处。总之,芬克的重要学习经验分类法提供了一个综合框架,以满足基础知识、应用和整合知识的能力要求。此外,芬克的分类法还包括护理教育中所需的其他学习领域,如学习如何学习、领导力和人际交往技能,如学习的人文维度、关心学习和适应变化的能力。教育者应考虑护理实践中的各种学习,并应重新考虑使用分层和以内容为中心的教学方法,仅在认知层面编写学习目标。
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引用次数: 0
Examining observed and forecasted nursing PhD enrollment and graduation trends in the United States: Implications for the profession 研究观察和预测的美国护理博士入学和毕业趋势:对护理专业的影响
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-11 DOI: 10.1016/j.profnurs.2024.09.006
Olivia M. Halabicky PhD, RN , Paul W. Scott PhD , Jasmine Carpio , Joshua Porat-Dahlerbruch PhD, RN

The U.S. is facing a mounting nursing faculty shortage. The size of one key group of potential faculty members, new nursing PhD graduates, is declining. The first step to programmatic and policy development to increase the number of PhD faculty is understanding recent and future trends in nursing PhD graduates and enrollments. This study aimed: 1) to analyze 10-year observed trends in the number of nursing PhD graduates, enrollments, and programs; 2) describe the geographical distribution of nursing PhD programs; and 3) forecast enrollment and graduation trends nationally and regionally. Data were from the American Association of Colleges of Nursing Annual Survey from academic years 2012–13 to 2021–22. From 2012–13 through 2021–22, the number of nursing PhD programs remained stable, and graduation rates increased by 13.9 %, though enrollments decreased by about 14.5 %. Forecasted trends suggest that both enrollments and graduates will decrease in the next ten years, with some regional variation. Overall, fewer PhD-prepared nurses may impact the capacity to educate more nurses in bachelor's and master's programs and limit input into future research and policy advancements. Recommendations include education about the nurse PhD role, programmatic changes and student financial support, and increasing diversity and multidisciplinarity in nursing.

美国正面临着日益严重的护理师资短缺问题。潜在教职员工的一个关键群体--护理专业的新博士毕业生的规模正在下降。要制定增加博士教师数量的计划和政策,首先要了解护理专业博士毕业生和注册人数的近期和未来趋势。本研究旨在:1)分析 10 年来所观察到的护理博士毕业生、注册人数和课程的趋势;2)描述护理博士课程的地理分布;3)预测全国和地区的注册人数和毕业趋势。数据来自美国护理学院协会 2012-13 学年至 2021-22 学年的年度调查。从 2012-13 学年到 2021-22 学年,护理博士课程的数量保持稳定,毕业率上升了 13.9%,但入学率下降了约 14.5%。预测趋势表明,未来十年的入学人数和毕业生人数都将减少,但地区之间会有一些差异。总体而言,博士学位护士人数的减少可能会影响到在本科和硕士课程中培养更多护士的能力,并限制对未来研究和政策进展的投入。建议包括开展有关护士博士角色的教育、课程改革和学生经济支持,以及增加护理工作的多样性和多学科性。
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引用次数: 0
Using the Four Ps of telehealth framework to enhance doctor of nursing practice (DNP) Telehealth Curriculum 使用远程保健的 "四个 P "框架加强护理实践博士(DNP)远程保健课程
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-03 DOI: 10.1016/j.profnurs.2024.09.001
Rebecca Martinez DNP, FNP-BC, MPH , Jacqueline F. Webb DNP, FNP-BC, RN , Margaret R. Scharf DNP, PMHNP/CNS-BC , Cynthia K. Perry PhD, RN, FAHA

Background

Telehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic.

Problem

Nurse practitioner (NP) programs generally incorporate telehealth competencies within their curriculum, preparing NPs to effectively deliver telehealth and improve health outcomes.

Approach

We developed and implemented a telehealth blueprint to enhance telehealth content within our clinical Doctor of Nursing Practice (DNP) program guided by the Four Ps of the Telehealth Framework planning, preparing, providing, and performance evaluation.

Outcomes

The Four Ps for Telehealth Framework assisted us in scaffolding content across the 3 years of the DNP program. Telehealth competencies were delivered through multiple modalities: online modules, experiential and clinical learning, and discussions of challenges related to telehealth. Students overwhelming reported that they were prepared to use telehealth technology upon graduation.

Conclusions

The Four Ps for Telehealth Framework was used to successfully integrate telehealth content into our DNP curriculum.

背景远程医疗现已成为医疗保健服务的必要组成部分,COVID-19 大流行加速了远程医疗在医疗保健专业人员中的使用。问题执业护士(NP)课程通常将远程医疗能力纳入其课程中,以培养执业护士有效提供远程医疗并改善医疗效果。方法我们开发并实施了一个远程保健蓝图,在远程保健框架的四个 P 计划、准备、提供和绩效评估的指导下,在临床护理实践博士(DNP)课程中加强远程保健内容。远程保健能力是通过多种方式传授的:在线模块、体验和临床学习,以及对远程保健相关挑战的讨论。绝大多数学生都表示,他们已经为毕业后使用远程保健技术做好了准备。
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引用次数: 0
Fostering scholarly writing development using a scaffolding approach 使用支架法促进学术写作发展
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-03 DOI: 10.1016/j.profnurs.2024.09.004
Kelley McGuire PhD, CNE, RN

Satisfactory scholarly writing is identified as a barrier to successful completion for students enrolled in graduate nursing programs. In this semester-long activity, students work collaboratively to develop and apply strategies including PICO(T) question development, appraisal of primary and secondary literature, and literature matrix development to enhance their professional writing. Students' demonstration of inquiry and scholarly writing improved throughout the semester. This innovative teaching approach to fostering scholarly writing development is an effective way to prepare students for dissemination.

令人满意的学术写作被认为是护理研究生课程学生顺利完成学业的障碍。在这一学期的活动中,学生们合作开发和应用包括 PICO(T) 问题开发、主要和次要文献评估以及文献矩阵开发在内的策略,以提高他们的专业写作水平。在整个学期中,学生的探究能力和学术写作能力都得到了提高。这种促进学术写作发展的创新教学方法是为学生的传播做准备的有效途径。
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引用次数: 0
Professional Nursing Advisor: An innovative approach to professional development 专业护理顾问:专业发展的创新方法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-03 DOI: 10.1016/j.profnurs.2024.09.003
Amanda LaMonica-Weier DNP, APRN, FNP-BC, CNL, Heide Cygan DNP, RN, PHNA-BC, Mallory Bejster DNP, RN, CNL

Background

Professional development is an expectation for nurses and is part of lifelong learning. The American Association of Colleges of Nursing's Essentials: Core Competencies for Professional Nursing Education identify professional development as a core competency for nursing students.

Problem

At an urban pre-licensure nursing program, most students reported meeting with their academic advisor once a year or less and did not receive professional development opportunities from their advisor.

Approach

A centralized Professional Nursing Advisor role was created to provide access to professional development opportunities for nursing students in a sustainable, consistent approach.

Outcomes

Outcomes included a centralized approach to communicate with students regarding professional development and more consistent professional development offerings. Lessons learned include the need to educate all stakeholders regarding the new advising role.

Conclusions

The Professional Nursing Advisor role can be effective in providing consistent professional development opportunities to nursing students. Next steps include further alignment to professional competencies.

背景专业发展是护士的期望,也是终身学习的一部分。美国护理学院协会的《专业护理教育核心能力要点》将专业发展确定为护理专业学生的核心能力:问题在一个城市的护理执照预科项目中,大多数学生表示每年与他们的学术顾问会面一次或更少,并且没有从他们的顾问那里获得专业发展的机会。结论专业护理顾问的角色可以有效地为护理专业学生提供持续的专业发展机会。接下来的步骤包括进一步与专业能力保持一致。
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引用次数: 0
The intersections between competency-based education and simulation-based education: Integration in nursing education 能力本位教育与模拟教育之间的交叉:护理教育中的整合
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-09-01 DOI: 10.1016/j.profnurs.2024.08.010
Marie Gilbert , Kristen M. Brown , Penni Watts
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引用次数: 0
Pushing through: A grounded theory of undergraduate nursing students making meaning of clinical related critical incidents 坚持到底护理本科生理解临床危急事件意义的基础理论
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-31 DOI: 10.1016/j.profnurs.2024.08.011
Giuliana Harvey PhD RN , Mohamed Toufic El Hussein PhD RN NP , Catherine Carter-Snell PhD RN

Background

Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.

Purpose

The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related critical incidents.

Method

Following the constructivist grounded theory method, a purposive sample was used to recruit 15 students enrolled in a Canadian university baccalaureate nursing program. Data were collected using semi-structured interviews over 12 months. Interviews were transcribed and analyzed using constant comparison and concurrent data collection and coding.

Results

Three theoretical categories emerged from the data to explain the processes used by nursing students to make meaning of their critical incidents: distress, identity shift, and moving forward. The processes described were characterized by an overarching category of “Pushing Through.”

Conclusion

The resulting theory of “Pushing Through” can be used as a lens for students and nurse educators to navigate making meaning of clinical related critical incidents. This theory highlights the significance of students' self-understanding as they explore and assemble individualized strategies and coping skills. Educators who teach in the clinical setting should prioritize the development of a trauma-informed learning environment by establishing connections and transparent expectations with learners.

背景护理专业本科生有可能遭遇与临床相关的危急事件。本研究的目的是从理论上理解护理专业本科生对临床相关危急事件的理解过程。方法采用建构主义基础理论方法,有目的性地抽取了加拿大一所大学护理学士学位课程的 15 名学生。数据收集采用半结构式访谈法,历时 12 个月。结果从数据中产生了三个理论类别,以解释护理专业学生在关键事件中的意义过程:痛苦、身份转变和前进。结论由此产生的 "挺过 "理论可作为学生和护士教育者理解临床危急事件意义的一个视角。这一理论强调了学生在探索和组合个性化策略和应对技能时自我理解的重要性。在临床环境中进行教学的教育者应通过与学习者建立联系和透明的期望,优先发展创伤知情的学习环境。
{"title":"Pushing through: A grounded theory of undergraduate nursing students making meaning of clinical related critical incidents","authors":"Giuliana Harvey PhD RN ,&nbsp;Mohamed Toufic El Hussein PhD RN NP ,&nbsp;Catherine Carter-Snell PhD RN","doi":"10.1016/j.profnurs.2024.08.011","DOIUrl":"10.1016/j.profnurs.2024.08.011","url":null,"abstract":"<div><h3>Background</h3><p>Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.</p></div><div><h3>Purpose</h3><p>The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related critical incidents.</p></div><div><h3>Method</h3><p>Following the constructivist grounded theory method, a purposive sample was used to recruit 15 students enrolled in a Canadian university baccalaureate nursing program. Data were collected using semi-structured interviews over 12 months. Interviews were transcribed and analyzed using constant comparison and concurrent data collection and coding.</p></div><div><h3>Results</h3><p>Three theoretical categories emerged from the data to explain the processes used by nursing students to make meaning of their critical incidents: distress, identity shift, and moving forward. The processes described were characterized by an overarching category of “Pushing Through.”</p></div><div><h3>Conclusion</h3><p>The resulting theory of “Pushing Through” can be used as a lens for students and nurse educators to navigate making meaning of clinical related critical incidents. This theory highlights the significance of students' self-understanding as they explore and assemble individualized strategies and coping skills. Educators who teach in the clinical setting should prioritize the development of a trauma-informed learning environment by establishing connections and transparent expectations with learners.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148949","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}
引用次数: 0
Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis 研究基础护理教科书的包容性和排他性内容:定向定性内容分析
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-30 DOI: 10.1016/j.profnurs.2024.08.013
Eleonor Pusey-Reid , Cassandra P. Mombrun , Mirza J. Lugo-Neris , Jean M. Bernhardt , Kevin Berner , John Wong , Callie Watkins Liu , Virginia King , Rachael H. Salguero , Karen L. Hunt , Mary E. Samost , Danielle T. Walker , Jessica Spissinger , Selam Shah , M. Elaine Tagliareni

Background

Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.

Purpose

This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education.

Methods

A Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus.

Results

A total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32).

Conclusion

The study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.

背景人们日益意识到教育中的社会不平等和不公正,这突出表明迫切需要解决健康教育课程和系统中的有害机制、政策和规范。从文献中演绎出了包容性和排他性主题中的七个代码。包容性代码包括公平语言和基于种族的背景化流行。排他性代码包括在评估中使白种人正常化、污名化和负面描述、无背景的基于种族的普遍性、顺性别主义和他者化。两名训练有素的分析师独立审阅了各章节,并为这些代码分配了文本。结果 共有 118 个包容性实例:公平语言(109 个)和有背景的种族偏见(9 个)。该研究强调了基础护理教科书中的包容性语言,但也揭示了大量的排斥性语言,这些语言延续了负面的概括,包括边缘化身份和无背景的种族普遍性。这些内容破坏了以人为本的护理,阻碍了对交叉性、社会正义和健康的社会决定因素之间复杂相互作用的理解。
{"title":"Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis","authors":"Eleonor Pusey-Reid ,&nbsp;Cassandra P. Mombrun ,&nbsp;Mirza J. Lugo-Neris ,&nbsp;Jean M. Bernhardt ,&nbsp;Kevin Berner ,&nbsp;John Wong ,&nbsp;Callie Watkins Liu ,&nbsp;Virginia King ,&nbsp;Rachael H. Salguero ,&nbsp;Karen L. Hunt ,&nbsp;Mary E. Samost ,&nbsp;Danielle T. Walker ,&nbsp;Jessica Spissinger ,&nbsp;Selam Shah ,&nbsp;M. Elaine Tagliareni","doi":"10.1016/j.profnurs.2024.08.013","DOIUrl":"10.1016/j.profnurs.2024.08.013","url":null,"abstract":"<div><h3>Background</h3><p>Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.</p></div><div><h3>Purpose</h3><p>This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education.</p></div><div><h3>Methods</h3><p>A Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus.</p></div><div><h3>Results</h3><p>A total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32).</p></div><div><h3>Conclusion</h3><p>The study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324001406/pdfft?md5=8cc898e804a546ad23aa49a0279953e0&pid=1-s2.0-S8755722324001406-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142148479","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Academic nursing administrators' perceptions of replacing clinical hours with simulation 护理院校管理人员对以模拟教学取代临床课时的看法
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-28 DOI: 10.1016/j.profnurs.2024.08.012
Jasline Moreno MSN, RN, CHSE-A, CNE , Heather Epp MN, RN, CHSE , Sarah Neville MSN, RN, CHSE

Background

Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE.

Methods

This descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis.

Results

Nurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation.

Conclusions

This study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.

背景护理教育已转向模拟教育(SBE),以满足快速发展的医疗保健行业的需求。马里兰州临床模拟资源联盟(MCSRC)旨在提高 SBE 的使用率,但注意到大流行后 SBE 的使用率有所下降,这促使我们对护士管理人员用 SBE 替代临床课时的观点进行调查。研究人员对马里兰州不同执照前护理专业的四名学术护士管理人员进行了半结构式访谈。结果将 SBE 视为安全学习空间的护士管理人员在建设和维护支持模拟使用的基础设施时不可或缺。结论 本研究强调了持续开展 SBE 师资培训和提供专用资源支持模拟基础设施的必要性。建议包括持续投资于师资队伍建设、为模拟倡导者设立专门角色,以及促进合作以加强模拟整合。研究结果强调了护士管理者在应对挑战和最大限度地发挥 SBE 在护理教育中替代临床学时的潜力方面所起的关键作用,并敦促为成功整合提供持续支持和战略规划。
{"title":"Academic nursing administrators' perceptions of replacing clinical hours with simulation","authors":"Jasline Moreno MSN, RN, CHSE-A, CNE ,&nbsp;Heather Epp MN, RN, CHSE ,&nbsp;Sarah Neville MSN, RN, CHSE","doi":"10.1016/j.profnurs.2024.08.012","DOIUrl":"10.1016/j.profnurs.2024.08.012","url":null,"abstract":"<div><h3>Background</h3><p>Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE.</p></div><div><h3>Methods</h3><p>This descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis.</p></div><div><h3>Results</h3><p>Nurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation.</p></div><div><h3>Conclusions</h3><p>This study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142121994","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}
引用次数: 0
Integrating writing across the curriculum strategies in nursing programs: An avenue to meet competency-based education criteria 在护理课程中整合跨课程写作策略:达到能力本位教育标准的途径
IF 2.8 3区 医学 Q1 NURSING Pub Date : 2024-08-23 DOI: 10.1016/j.profnurs.2024.08.009
Callie Bradley DNP, FNP-C , Michele Kilmer DNP, CPNP-PC , Anne E. Raines MA , Dana Blair BA

Background

The movement toward competency-based education (CBE), endorsed by AACN, has highlighted the need for nursing programs to engage in curriculum revisions. Best practice Writing Across the Curriculum instructional strategies may play a key role in revising courses to meet CBE criteria.

Problem

Faculty may not feel prepared to modify or develop courses to meet the CBE standards detailed in the AACN 2021 Essentials and may not recognize how Writing Across the Curriculum strategies can be utilized to meet CBE requirements.

Approach

Evidence-based Writing Across the Curriculum strategies can be easily incorporated into courses to enhance students' critical thinking abilities, clinical skills, and leadership proficiencies.

Conclusions

Writing Across the Curriculum strategies can be used during course revisions to address CBE. Nursing faculty should be familiar with best practices for incorporating writing into nursing assignments to allow students to demonstrate competency of learned knowledge.

背景美国护理学会(AACN)支持的能力本位教育(CBE)运动强调了护理项目参与课程修订的必要性。在修订课程以满足 CBE 标准的过程中,最佳实践 "跨课程写作 "教学策略可能会发挥关键作用。问题教师们可能没有准备好修改或开发课程,以满足 AACN 2021 Essentials 中详述的 CBE 标准,也可能没有认识到如何利用 "跨课程写作 "策略来满足 CBE 要求。方法以证据为基础的 "全课程写作 "策略可以很容易地融入到课程中,以提高学生的批判性思维能力、临床技能和领导能力。护理教师应熟悉将写作纳入护理作业的最佳实践,以便让学生展示所学知识的能力。
{"title":"Integrating writing across the curriculum strategies in nursing programs: An avenue to meet competency-based education criteria","authors":"Callie Bradley DNP, FNP-C ,&nbsp;Michele Kilmer DNP, CPNP-PC ,&nbsp;Anne E. Raines MA ,&nbsp;Dana Blair BA","doi":"10.1016/j.profnurs.2024.08.009","DOIUrl":"10.1016/j.profnurs.2024.08.009","url":null,"abstract":"<div><h3>Background</h3><p>The movement toward competency-based education (CBE), endorsed by AACN, has highlighted the need for nursing programs to engage in curriculum revisions. Best practice Writing Across the Curriculum instructional strategies may play a key role in revising courses to meet CBE criteria.</p></div><div><h3>Problem</h3><p>Faculty may not feel prepared to modify or develop courses to meet the CBE standards detailed in the <em>AACN 2021 Essentials</em> and may not recognize how Writing Across the Curriculum strategies can be utilized to meet CBE requirements.</p></div><div><h3>Approach</h3><p>Evidence-based Writing Across the Curriculum strategies can be easily incorporated into courses to enhance students' critical thinking abilities, clinical skills, and leadership proficiencies.</p></div><div><h3>Conclusions</h3><p>Writing Across the Curriculum strategies can be used during course revisions to address CBE. Nursing faculty should be familiar with best practices for incorporating writing into nursing assignments to allow students to demonstrate competency of learned knowledge.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142117655","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}
引用次数: 0
期刊
Journal of Professional Nursing
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