Pub Date : 2024-10-10DOI: 10.1016/j.profnurs.2024.10.002
Brenda Elliott , Cindy Ringhofer Brown , Christine S. Gipson , Jill Holmstrom
Background
Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.
Purpose
The study purpose was to describe nurse faculty experiences teaching RN-BSN students.
Methods
A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.
Findings
RN-BSN faculty (N = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.
Conclusions
Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.
{"title":"Navigating challenges and cultivating connections: Faculty experiences teaching RN-BSN students","authors":"Brenda Elliott , Cindy Ringhofer Brown , Christine S. Gipson , Jill Holmstrom","doi":"10.1016/j.profnurs.2024.10.002","DOIUrl":"10.1016/j.profnurs.2024.10.002","url":null,"abstract":"<div><h3>Background</h3><div>Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.</div></div><div><h3>Purpose</h3><div>The study purpose was to describe nurse faculty experiences teaching RN-BSN students.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design, informed by naturalistic inquiry was used to address the study purpose.</div></div><div><h3>Findings</h3><div>RN-BSN faculty (<em>N</em> = 15) from across the United States participated in semi-structured interviews. Faculty preparation to teach RN-BSN students varied widely. Three themes, one with two sub-themes, emerged from the participant data.</div></div><div><h3>Conclusions</h3><div>Faculty teaching in RN-BSN programs needs adequate preparation and resources aimed at supporting student learning. Recommendations include suggested policies, practices, and resources to support faculty teaching RN-BSN students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424077","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 : 2024-09-28DOI: 10.1016/j.profnurs.2024.09.012
Leodoro J. Labrague RN, DM, PHD, CNE
Background
Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.
Purpose
The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.
Method
A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.
Results
Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.
Conclusions
The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.
{"title":"Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses","authors":"Leodoro J. Labrague RN, DM, PHD, CNE","doi":"10.1016/j.profnurs.2024.09.012","DOIUrl":"10.1016/j.profnurs.2024.09.012","url":null,"abstract":"<div><h3>Background</h3><div>Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.</div></div><div><h3>Purpose</h3><div>The purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy.</div></div><div><h3>Method</h3><div>A quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study.</div></div><div><h3>Results</h3><div>Student nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy.</div></div><div><h3>Conclusions</h3><div>The findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 119-124"},"PeriodicalIF":2.8,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424075","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 : 2024-09-19DOI: 10.1016/j.profnurs.2024.09.011
Erin Lee Geiselman , Angela Opsahl , Carolyn Townsend
Purpose
This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.
Results
Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.
Conclusion
Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.
{"title":"Teaching Nursing Students the Ethical and Legal Consequences of Medical Errors: Insights from the RaDonda Vaught Case Using the Jigsaw Technique","authors":"Erin Lee Geiselman , Angela Opsahl , Carolyn Townsend","doi":"10.1016/j.profnurs.2024.09.011","DOIUrl":"10.1016/j.profnurs.2024.09.011","url":null,"abstract":"<div><h3>Purpose</h3><div>This article examines teaching the consequences of harm and error to multisite prelicensure baccalaureate, second-degree baccalaureate, and graduate nursing students utilizing the RaDonda Vaught Trial as an exemplar. The Jigsaw Technique (JT) was the chosen learning strategy to empower students with knowledge and understanding through the lens of terms acquired throughout existing concept-based nursing curriculum.</div></div><div><h3>Results</h3><div>Nursing students evaluated the approach to this activity using both quantitative and qualitative feedback. A total of 188 nursing students completed the survey, including undergraduate and graduate nursing students. Qualitative data obtained from students through open comments revealed common perceptions about such focal areas as advocacy, license protection, system failures, medication errors, and legal documentation. Quantitative outcomes related to the utilization of the JT approach were overwhelmingly positive.</div></div><div><h3>Conclusion</h3><div>Results indicate that our approach, combining the RaDonda Vaught case with the JT, was an effective strategy for teaching the consequences of medical errors in nursing practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 105-111"},"PeriodicalIF":2.8,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142327852","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 : 2024-09-18DOI: 10.1016/j.profnurs.2024.09.009
Kelly Casler DNP, APRN-CNP, CHSE, EBP-C, FAANP , Kate Sustersic Gawlik DNP, APRN-CNP, FAANP, FNAP, FAAN , Jeffrey Messinger MS
Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.
{"title":"Virtual reality to aid in competency-based online nurse practitioner curriculum (VR-NP)","authors":"Kelly Casler DNP, APRN-CNP, CHSE, EBP-C, FAANP , Kate Sustersic Gawlik DNP, APRN-CNP, FAANP, FNAP, FAAN , Jeffrey Messinger MS","doi":"10.1016/j.profnurs.2024.09.009","DOIUrl":"10.1016/j.profnurs.2024.09.009","url":null,"abstract":"<div><div>Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 125-132"},"PeriodicalIF":2.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424076","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 : 2024-09-18DOI: 10.1016/j.profnurs.2024.09.010
Mary K. Fey , Kate J. Morse
The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.
{"title":"The Transformative Teaching Framework: A roadmap for 21st century teaching","authors":"Mary K. Fey , Kate J. Morse","doi":"10.1016/j.profnurs.2024.09.010","DOIUrl":"10.1016/j.profnurs.2024.09.010","url":null,"abstract":"<div><div>The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 90-96"},"PeriodicalIF":2.8,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310811","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 : 2024-09-12DOI: 10.1016/j.profnurs.2024.09.005
Cori Heier PhD, RN, CNE, CHSE, NE-BC , Lucy Leclerc PhD, RN, NPD-BC , Ericka Sanner-Stiehr PhD, RN, COI , Cara A. Busenhart PhD, APRN, CNM, FACNM , Shin Hye Park PhD, RN , Heather Nelson-Brantley PhD, RN, NEA-BC
Background
Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction.
Purpose
The purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse faculty job satisfaction.
Methods
A two-phase approach was used. In Phase 1, a review of the literature was conducted to identify core concepts of 5 relational leadership theories (adaptive, authentic, servant, transformational, and human-centered leadership in healthcare). In Phase 2, the leadership core concepts were cross analyzed and mapped to academic nurse leader behaviors that impact nurse faculty job satisfaction.
Results
Human-centered leadership in healthcare emerged as the best-fit leadership theory to academic nurse leader behaviors that improve nurse faculty job satisfaction. Servant, transformational, and authentic leadership were somewhat aligned, and adaptive leadership was least aligned.
Conclusion
Core concepts of human-centered leadership in healthcare informed the creation of an action guide for academic nurse leaders, which details getting to know your faculty, contributing to a positive work environment, and investing in yourself. The action guide can be used by academic nurse leaders at all levels to enhance nurse faculty satisfaction.
{"title":"Improving nurse faculty job satisfaction: An action guide for academic nurse leaders","authors":"Cori Heier PhD, RN, CNE, CHSE, NE-BC , Lucy Leclerc PhD, RN, NPD-BC , Ericka Sanner-Stiehr PhD, RN, COI , Cara A. Busenhart PhD, APRN, CNM, FACNM , Shin Hye Park PhD, RN , Heather Nelson-Brantley PhD, RN, NEA-BC","doi":"10.1016/j.profnurs.2024.09.005","DOIUrl":"10.1016/j.profnurs.2024.09.005","url":null,"abstract":"<div><h3>Background</h3><p>Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction.</p></div><div><h3>Purpose</h3><p>The purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse faculty job satisfaction.</p></div><div><h3>Methods</h3><p>A two-phase approach was used. In Phase 1, a review of the literature was conducted to identify core concepts of 5 relational leadership theories (adaptive, authentic, servant, transformational, and human-centered leadership in healthcare). In Phase 2, the leadership core concepts were cross analyzed and mapped to academic nurse leader behaviors that impact nurse faculty job satisfaction.</p></div><div><h3>Results</h3><p>Human-centered leadership in healthcare emerged as the best-fit leadership theory to academic nurse leader behaviors that improve nurse faculty job satisfaction. Servant, transformational, and authentic leadership were somewhat aligned, and adaptive leadership was least aligned.</p></div><div><h3>Conclusion</h3><p>Core concepts of human-centered leadership in healthcare informed the creation of an action guide for academic nurse leaders, which details getting to know your faculty, contributing to a positive work environment, and investing in yourself. The action guide can be used by academic nurse leaders at all levels to enhance nurse faculty satisfaction.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 73-80"},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229180","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}
As the fastest growing segment of the healthcare workforce, understanding NP enrollment is vital.
Purpose
This work aimed to guide healthcare workforce forethought, academic planning, and policy initiatives.
Method
This secondary data analysis investigated nurse practitioner (NP) program enrollment trends from 2013 to 2022, including sub-analyses of master's versus doctoral enrollment, clinical tracks (acute care, primary care, psychiatric mental health), and enrollment status (part-time vs. full-time). An autoregressive integrated moving average (ARIMA) projection modeling is used to forecast enrollment for four years, 2023–2026.
Results
•
A shift toward Doctor of Nursing Practice (DNP) NP program availability and adoption.
•
Part-time NP student enrollment is the preferred enrollment status across NP tracks through 2026.
•
Robust growth demonstrated and predicted in psychiatric mental health NP programs.
•
An expectation that acute care enrollment will recover post-pandemic, while primary care faces a more complex trajectory.
Conclusion
Increased enrollments in doctoral NP programs, visible in DNP NP program and enrollment growth, may offer advantages for the healthcare workforce. Part-time enrollment prevalence requires attention in workforce planning due to the potential for extended graduation timelines. These findings hopefully will lead to an effective healthcare response to meet the demand for high-quality care in a changing landscape.
{"title":"Nurse practitioner program enrollment trends and predictions","authors":"Marcy Ainslie EdD, APRN, FNP-BC , Esmaeil Bahalkeh PhD , Mary Beth Bigley DrPH, ANP-BC, FAAN","doi":"10.1016/j.profnurs.2024.09.007","DOIUrl":"10.1016/j.profnurs.2024.09.007","url":null,"abstract":"<div><h3>Background</h3><div>As the fastest growing segment of the healthcare workforce, understanding NP enrollment is vital.</div></div><div><h3>Purpose</h3><div>This work aimed to guide healthcare workforce forethought, academic planning, and policy initiatives.</div></div><div><h3>Method</h3><div>This secondary data analysis investigated nurse practitioner (NP) program enrollment trends from 2013 to 2022, including sub-analyses of master's versus doctoral enrollment, clinical tracks (acute care, primary care, psychiatric mental health), and enrollment status (part-time vs. full-time). An autoregressive integrated moving average (ARIMA) projection modeling is used to forecast enrollment for four years, 2023–2026.</div></div><div><h3>Results</h3><div><ul><li><span>•</span><span><div>A shift toward Doctor of Nursing Practice (DNP) NP program availability and adoption.</div></span></li><li><span>•</span><span><div>Part-time NP student enrollment is the preferred enrollment status across NP tracks through 2026.</div></span></li><li><span>•</span><span><div>Robust growth demonstrated and predicted in psychiatric mental health NP programs.</div></span></li><li><span>•</span><span><div>An expectation that acute care enrollment will recover post-pandemic, while primary care faces a more complex trajectory.</div></span></li></ul></div></div><div><h3>Conclusion</h3><div>Increased enrollments in doctoral NP programs, visible in DNP NP program and enrollment growth, may offer advantages for the healthcare workforce. Part-time enrollment prevalence requires attention in workforce planning due to the potential for extended graduation timelines. These findings hopefully will lead to an effective healthcare response to meet the demand for high-quality care in a changing landscape.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 97-104"},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142314721","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 : 2024-09-12DOI: 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.
{"title":"A comparison of the American Association of Colleges of Nursing's basic principles and benefits of competency-based nursing education and Fink's taxonomy","authors":"Pamela B. Dunagan Ph.D., R.N.","doi":"10.1016/j.profnurs.2024.09.008","DOIUrl":"10.1016/j.profnurs.2024.09.008","url":null,"abstract":"<div><div>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) <em>The Essentials: Core Competencies for Professional Nursing Education</em> 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 <em>learning how to learn</em>, leadership and interpersonal skills such as in a <em>human dimension of learning</em>, <em>caring about learning</em>, 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.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 140-145"},"PeriodicalIF":2.8,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424078","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 : 2024-09-11DOI: 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.
{"title":"Examining observed and forecasted nursing PhD enrollment and graduation trends in the United States: Implications for the profession","authors":"Olivia M. Halabicky PhD, RN , Paul W. Scott PhD , Jasmine Carpio , Joshua Porat-Dahlerbruch PhD, RN","doi":"10.1016/j.profnurs.2024.09.006","DOIUrl":"10.1016/j.profnurs.2024.09.006","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 81-89"},"PeriodicalIF":2.8,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324001558/pdfft?md5=fdd09622a2a93dafd17541c89410952d&pid=1-s2.0-S8755722324001558-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142240850","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}
Pub Date : 2024-09-07DOI: 10.1016/j.profnurs.2024.09.002
LaMicha Hogan, Emily Merrill, Patricia Allen
Background
Revising a doctor of nursing practice (DNP) curriculum for family nurse practitioner and psychiatric mental health nurse practitioner education with an eye on future changes in competencies required planning and consensus among taskforce members. Major priorities included: the need to embed competency- based education (CBE), the National Taskforce Criteria for Nurse Practitioner (6th ed.) education, and the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN) Essentials, 2021).
Findings
Challenges began with faculty knowledge of CBE, NP faculty skills in curriculum building, buying in to the revised degree, and reviewing all current literature on the DNP NP knowledge, skills and attitudes needed for current practice. The year long journey yielded a comprehensive curriculum model to share as well as several lessons learned and recommendations for this journey.
Conclusion
The process resulted in a curriculum revision that thus far, is better suited to development of the “work-ready” graduate while still supporting individualized student needs in attending a doctoral-level program. Ongoing work is focused on specific “pillars” of program support including clinical preceptor placement and partnerships, preceptor resources, student retention resources, and exploration of competency-based tracking data management.
Considering the impact on faculty workload, program leadership should actively assess levels of curricular expertise of faculty involved to determine additional development or training needs for individual professional growth.
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