Journal of Professional Nursing最新文献

英文中文

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

Incivility beyond nursing education: Is it becoming a pandemic? 护理教育之外的不文明行为：它正在成为一种流行病吗？

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-10-28 DOI: 10.1016/j.profnurs.2025.10.011

Yassar Alamri

引用次数: 0

Revising R3 for an AI-enabled nursing practice: Embedding verification, integrity, and resilience from education to practice. 修订R3以实现人工智能护理实践：从教育到实践中嵌入验证、完整性和弹性。

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI: 10.1016/j.profnurs.2025.11.015

Aaron A Funa, Renz Alvin E Gabay

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

From confusion to common ground: A call to nurse faculty for critical reflection and action. 从困惑到共识：呼唤护士教师进行批判性反思和行动。

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-12-22 DOI: 10.1016/j.profnurs.2025.12.007

Julee Briscoe Waldrop

引用次数: 0

Letter to the editor: In response to "How to guide students through a DNP project: A practical guide for faculty". 致编辑的信：回应“如何引导学生完成DNP项目：教师的实用指南”。

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-11-17 DOI: 10.1016/j.profnurs.2025.11.009

Clifton P Thornton, Margaret A McCabe

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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