Journal of Professional Nursing最新文献_第2页

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 : 2026-03-01 Epub 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

Socialization into the world of academia: Mentoring experiences of nursing faculty seeking tenure 社会化进入学术界：护理教师寻求终身职位的指导经验

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.profnurs.2026.01.006

Wei Liu

Background

Mentoring is advocated as a strategy to facilitate career development of nursing faculty. Faculty development needs vary based on their academic track. Little is known about the mentoring experiences of faculty seeking tenure in nursing academia.

Purpose

The purpose of this study was to explore mentoring as experienced by nursing faculty in their pursuit of academic tenure.

Methods

Qualitative interpretative phenomenology was the research design of the study. Semi-structured interviews were conducted with 16 faculty who had experienced mentoring while holding a full-time tenure-track position. The faculty participants came from 15 academic institutions across all four geographic regions of the United Sates. Interpretive phenomenological analysis was followed to construct the meaning of mentoring experiences of nursing faculty seeking tenure.

Results

Four major themes were interpreted as follows: 1) Faculty onboarding: craving for mentorship; 2) navigating challenges: socialization into the world of academia; 3) significance of mentoring relationship: making or breaking a career; 4) looking forward: not eating their young.

Conclusions

Despite various mentoring approaches, faculty have unmet needs striving for tenure, in particular the need for supporting scholarly activities while maintaining their teaching, service, and practice responsibilities. This calls for structured mentoring programs to foster tenure-track faculty socialization into academia and demystify the process of seeking tenure.

导师制是促进护理教师职业发展的一种策略。教师的发展需求因其学术轨迹而异。很少有人知道的指导经验的教师寻求终身护理学术界。目的本研究旨在探讨护理教师在追求终身教职时所经历的师徒关系。方法以定性解释现象学为研究设计。研究人员对16名全职教授进行了半结构化采访，他们都曾在担任终身教职期间接受过辅导。教师参与者来自美国所有四个地理区域的15个学术机构。通过解释现象学分析，构建护理教师寻求终身职位的师徒经历的意义。结果：1)教师入职：对师徒关系的渴望；2)应对挑战：社会化进入学术界；3)师徒关系的意义：成就或毁掉一个职业；向前看：不吃它们的幼崽。尽管有各种各样的指导方法，但教师争取终身教职的需求仍未得到满足，特别是在维持教学、服务和实践职责的同时支持学术活动的需求。这需要有组织的指导计划，以促进终身教职教师的社会化进入学术界，并消除寻求终身教职过程的神秘性。

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引用次数: 0

The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review 护理本科学生使用概念图影响教育经验的认知：一项系统回顾

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.profnurs.2026.02.008

Muhammad K.I.E.B. Mohamad Azmi PhD, BN, MSc (e.g. PhD, BN) , Aisling Smyth PhD, BN, MSc , Naomi Keith BN (Hons)

Background

The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps.

Objectives

This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps.

Methods

Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool.

Results

Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support.

Conclusion

Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula.

护理教育向支持批判性思维和临床准备的转变增加了对教学工具的依赖。概念图等教育工具就是这样的策略。然而，随着学习环境变得更加混合、数字化和以学生为中心，现有的护理综述没有使用概念图综合理解本科护理学生的学习经历。目的利用概念图对本科护理教育经验进行定性研究。方法根据2020年系统评价和荟萃分析首选报告项目指南，检索了2011年至2024年间发表的五个数据库。使用JBI关键评估工具评估研究质量。结果10项研究符合纳入标准。出现了三个主题：(i)形成概念图参与的学习风格；（ii）促进元认知实践，如同伴反馈；（iii）挑战和限制，包括时间限制、对概念图使用的不熟悉以及教学支持的不一致。结论概念图与学生的学习偏好相一致，并辅以结构化支持，可提高本科护理教育体验。未来的研究应探索将概念图与当前的数字工具和护理课程中的适用科目相结合。

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引用次数: 0

The cost of quiet: Why nursing must reclaim its voice 安静的代价：为什么护理必须重获话语权。

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-03-01 Epub Date: 2026-02-05 DOI: 10.1016/j.profnurs.2026.02.002

Raymond Zakhari

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 : 2026-03-01 Epub 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

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 : 2026-03-01 Epub 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

2015–2024 trends in nursing faculty vacancies across the United States 2015-2024年美国护理教师职位空缺趋势

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-03-01 Epub Date: 2026-02-04 DOI: 10.1016/j.profnurs.2026.01.008

George A. Zangaro PhD, RN, FAAN , Karen Kesten DNP, APRN, CCNS, CNE, FAAN

Background

Faculty vacancies across the United States have been a growing concern for the nursing education community over the past decade and have a significant impact on preparing the future nursing workforce.

Purpose

The article outlines the full-time faculty vacancy rate, along with the top four critical issues and barriers related to full-time faculty recruitment and hiring encountered over the past decade.

Methods

Data from 2015 to 2024 were extracted from the annual reports of the American Association of Colleges of Nursing regarding faculty vacancy rates in the United States. The data on full-time faculty vacancy rates were reported in aggregate at the national and regional levels.

Results

The 10-year national average full-time faculty vacancy rate from 2015 to 2024 was 7.64%. The Midwest and South had the lowest full-time faculty vacancy rates; the West and North Atlantic had the highest full-time faculty vacancy rates. Issues critical to faculty recruitment were noncompetitive salaries, finding faculty with the necessary teaching experience, finding faculty with the right specialty mix, and a limited pool of PhD prepared nurses in their geographical area. Barriers to hiring full time faculty were insufficient funds, administrative constraints, and inability to recruit qualified full-time faculty due to competition and unavailability.

Conclusions

The faculty shortages across the U.S. are a complex problem that require a multi-pronged approach. Strategic recommendations were proposed to include investments in better compensation and faculty development, development of a dashboard to demonstrate regional shortages, and innovative approaches to capture the contributions of other than full-time faculty.

在过去的十年里，美国各地的教师空缺一直是护理教育界日益关注的问题，并对培养未来的护理劳动力产生了重大影响。本文概述了全职教师的空缺率，以及在过去十年中遇到的与全职教师招聘和雇用相关的四大关键问题和障碍。方法2015 - 2024年数据摘自美国护理学院协会（American Association of Colleges of Nursing）关于美国教师空缺率的年度报告。关于专职教员出缺率的数据是在国家和区域两级综合报告的。结果2015 - 2024年全国专职教师10年平均空缺率为7.64%。中西部和南部地区的全职教师空缺率最低；西大西洋和北大西洋地区的全职教师空缺率最高。招聘教师的关键问题是没有竞争力的工资，寻找具有必要教学经验的教师，寻找具有正确专业组合的教师，以及在其地理区域内有限的博士学位准备护士。聘请全职教师的障碍是资金不足，行政限制，以及由于竞争和缺乏而无法聘请合格的全职教师。美国的教师短缺是一个复杂的问题，需要多管齐下的方法。提出的战略建议包括投资于更好的薪酬和教师发展，开发一个显示区域短缺的仪表板，以及采用创新方法来捕捉全职教师以外的贡献。

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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 : 2026-03-01 Epub 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

Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study 护理本科学生对技能实验室同伴反馈的看法：一项纵向研究

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-11-26 DOI: 10.1016/j.profnurs.2025.11.011

Danielle Scott Ph.D., RN, CEN

Background

Peer feedback is an evidence-based instructional strategy that promotes reflective practice, communication, and skill development in nursing education. Despite its benefits, limited research has examined how nursing students' beliefs about peer feedback evolve over time in skills laboratory settings.

Objectives

This study explored longitudinal changes in baccalaureate nursing students' beliefs about peer feedback across four semesters, focusing on its perceived value, quality, and importance as a professional skill.

Methods

A quantitative, repeated-measures design was used to analyze archival data from 35 students enrolled in a competency-based BSN program. Participants completed the Beliefs About Peer Feedback Questionnaire (BPFQ) at four time points. Data were analyzed using one-way repeated measures ANOVA to assess changes across four subscales: instructional value, feedback given, feedback received, and skill importance.

Results

Statistically significant improvements were observed across all subscales (p < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.

Conclusions

Structured peer feedback in skills labs positively influences nursing students' beliefs over time. Integrating peer feedback into curricula may enhance feedback literacy, critical thinking, and readiness for collaborative clinical environments.

同伴反馈是一种基于证据的教学策略，可促进护理教育中的反思性实践、沟通和技能发展。尽管有好处，但有限的研究调查了护理专业学生对同伴反馈的看法是如何随着时间的推移在技能实验室环境中演变的。目的探讨护理本科学生在四个学期中对同伴反馈的看法的纵向变化，重点关注同伴反馈的感知价值、质量和作为一种专业技能的重要性。方法采用定量、重复测量设计，对35名参加以能力为基础的BSN项目的学生的档案数据进行分析。参与者在四个时间点完成同伴反馈信念问卷。数据分析采用单向重复测量方差分析来评估四个子量表的变化：教学价值、给出的反馈、收到的反馈和技能重要性。结果在所有子量表中均观察到统计学上显著的改善（p < 0.05）。学生们报告说，他们对同伴反馈的价值和质量及其与专业实践的相关性越来越有信心。结论技能实验室中有组织的同伴反馈对护生的信念有积极的影响。将同伴反馈整合到课程中可以提高反馈素养、批判性思维和对协作临床环境的准备。

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引用次数: 0

Evaluating nurse practitioner faculty compensation, workload, and job satisfaction: A descriptive study 评估执业护士的薪酬、工作量和工作满意度：一项描述性研究

IF 2.9 3区医学 Q1 NURSING

Journal of Professional Nursing

Pub Date : 2026-01-01 Epub Date: 2025-12-12 DOI: 10.1016/j.profnurs.2025.12.002

Tricia Neu, Jennifer Rode, Ashlyn Johnson

Background

There is a growing demand for qualified nurse practitioner faculty. Barriers to attracting and retaining nurse practitioner faculty include high workload demands and significantly lower salaries than clinical practice.

Purpose

The purpose of this study is to identify program characteristics, workload models, and compensation factors associated with nurse practitioner job satisfaction.

Methods

This descriptive study employed a quantitative descriptive design using a cross-sectional survey to explore nurse practitioner faculty programs, workload policies, and compensation. Data was collected to assess participant demographics, program characteristics, workload structures, compensation structures, and job satisfaction.

Results

Seventy percent of respondents (n = 171) reported no workload reduction for clinical practice. A chi-square test of independence revealed that nurse practitioner perception of fair compensation had a significant association with nurse practitioner faculty job satisfaction (1, n = 111) = 12.918, p ≤0.001). Qualitative analysis also identified the need to increase faculty salaries to align with clinical practice as the theme present across all open-ended questions.

Conclusion

To support recruitment and retention of qualified nurse practitioner faculty, universities may need to re-evaluate compensation structures so that they are better aligned with those in clinical practice. Furthermore, universities should consider developing workload policies that recognize clinical practice as a valuable contribution to workload.

对合格执业护士的需求在不断增长。吸引和留住执业护士的障碍包括高工作量要求和明显低于临床实践的工资。目的本研究的目的是确定项目特征、工作量模型和补偿因素与护士从业人员工作满意度的关系。方法：本描述性研究采用定量描述性设计，采用横断面调查，探讨护士执业教师计划、工作量政策和薪酬。收集数据以评估参与者的人口统计、项目特征、工作量结构、薪酬结构和工作满意度。结果70%的受访者（n = 171）表示临床实践的工作量没有减少。独立性卡方检验显示，执业护士对公平薪酬的感知与执业护士教师工作满意度显著相关(1,n = 111) = 12.918, p≤0.001)。定性分析还确定了增加教师工资的必要性，以配合临床实践，作为所有开放式问题的主题。结论为了支持招聘和留住合格的执业护士队伍，大学可能需要重新评估薪酬结构，使其与临床实践更好地保持一致。此外，大学应该考虑制定工作量政策，承认临床实践对工作量有价值的贡献。

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引用次数: 0