Pub Date : 2025-01-23DOI: 10.1016/j.profnurs.2025.01.004
Jessica Hertig MSN, Anne Dressel PhD
Background
Holistic admission review has been promoted as a strategy to increase the diversity of the nursing student body by considering an applicant's unique experiences and attributes along with traditional academic measures. Diversifying the student body is intended to lead to a more diverse nursing workforce where nurses resemble the people and populations being cared for.
Purpose
The purpose of this article is to present the methods and results of a scoping review on the holistic admission review process in Bachelor of Science in Nursing (BSN) programs in the United States as a means of understanding the review processes' impact on workforce diversity.
Method
CINAHL, PubMed, ERIC, and Education Research Complete databases were searched for English language studies on the topic in BSN programs in the United States.
Results
A prominent theme uncovered in the review is an overall lack of quantitative and qualitative research on holistic admission review with most of the literature summarizing the implementation process. The few existing studies do support the use of holistic admission review to increase diversity and report maintaining academic outcomes.
Conclusions
The impact of holistic admission review on the diversity of the nursing workforce appears to be minimal though underreported in this body of evidence.
{"title":"Holistic admissions review in BSN programs: A literature review","authors":"Jessica Hertig MSN, Anne Dressel PhD","doi":"10.1016/j.profnurs.2025.01.004","DOIUrl":"10.1016/j.profnurs.2025.01.004","url":null,"abstract":"<div><h3>Background</h3><div>Holistic admission review has been promoted as a strategy to increase the diversity of the nursing student body by considering an applicant's unique experiences and attributes along with traditional academic measures. Diversifying the student body is intended to lead to a more diverse nursing workforce where nurses resemble the people and populations being cared for.</div></div><div><h3>Purpose</h3><div>The purpose of this article is to present the methods and results of a scoping review on the holistic admission review process in Bachelor of Science in Nursing (BSN) programs in the United States as a means of understanding the review processes' impact on workforce diversity.</div></div><div><h3>Method</h3><div>CINAHL, PubMed, ERIC, and Education Research Complete databases were searched for English language studies on the topic in BSN programs in the United States.</div></div><div><h3>Results</h3><div>A prominent theme uncovered in the review is an overall lack of quantitative and qualitative research on holistic admission review with most of the literature summarizing the implementation process. The few existing studies do support the use of holistic admission review to increase diversity and report maintaining academic outcomes.</div></div><div><h3>Conclusions</h3><div>The impact of holistic admission review on the diversity of the nursing workforce appears to be minimal though underreported in this body of evidence.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 53-59"},"PeriodicalIF":2.8,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134046","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 : 2025-01-15DOI: 10.1016/j.profnurs.2025.01.003
Vidya C. Chan MSN, RN
While generative artificial intelligence (AI) has been around for many years, it has only recently become available for use by the public. This powerful resource has changed the landscape for higher education and many instructors fear the negative effects it can have on academic integrity and student creativity in the writing process. However, it is certain that AI is here to stay, and it is crucial that educators embrace this technology and teach students to use this resource carefully and wisely.
Communication is an essential component in nursing practice and cultivating competent writing skills is a vital aspect of nursing education. However, nursing students struggle with scholarly writing especially at the undergraduate level. Integrating generative artificial intelligence into a writing intensive course offers a unique approach to aid students in improving their writing. In this pilot project, students were given an assignment to actively engage with generative artificial intelligence and critically analyze the response using current nursing literature to support or refute the output. This assignment was used to springboard class discussion on advantages and disadvantages of using artificial intelligence for scholarly writing. This novel approach has the potential to build confidence and competence in novice writers which supports their success in nursing school and in clinical practice.
{"title":"Integrating generative artificial intelligence in a writing intensive course for undergraduate nursing students","authors":"Vidya C. Chan MSN, RN","doi":"10.1016/j.profnurs.2025.01.003","DOIUrl":"10.1016/j.profnurs.2025.01.003","url":null,"abstract":"<div><div>While generative artificial intelligence (AI) has been around for many years, it has only recently become available for use by the public. This powerful resource has changed the landscape for higher education and many instructors fear the negative effects it can have on academic integrity and student creativity in the writing process. However, it is certain that AI is here to stay, and it is crucial that educators embrace this technology and teach students to use this resource carefully and wisely.</div><div>Communication is an essential component in nursing practice and cultivating competent writing skills is a vital aspect of nursing education. However, nursing students struggle with scholarly writing especially at the undergraduate level. Integrating generative artificial intelligence into a writing intensive course offers a unique approach to aid students in improving their writing. In this pilot project, students were given an assignment to actively engage with generative artificial intelligence and critically analyze the response using current nursing literature to support or refute the output. This assignment was used to springboard class discussion on advantages and disadvantages of using artificial intelligence for scholarly writing. This novel approach has the potential to build confidence and competence in novice writers which supports their success in nursing school and in clinical practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 85-91"},"PeriodicalIF":2.8,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134367","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 : 2025-01-15DOI: 10.1016/j.profnurs.2025.01.002
Annika Sterkenburg MSc , Lisa J.C. van Dongen MSc , Thóra B. Hafsteinsdóttir PhD
Background
PhD prepared nurses advance nursing science through research and integration of findings into practice. They demonstrate expertise in research, education, patient care, and policy. Various professional competencies are required for success in research, clinical practice, and education. Assessment of professional competencies is expected to stimulate competence and career development.
Aim
To reach consensus on professional competencies, develop an instrument to measure professional competencies of PhD prepared nurses and assess the content validity of the instrument.
Method
A Delphi consensus and content validity study was conducted using online questionnaires completed by international PhD prepared nurse researchers. The relevance of and agreement with the competencies were measures using Likert-scales and open-ended questions to determine consensus. The Postdoctoral Nurses Competence Scale was developed, and its content validity evaluated.
Results
Initially, four of 15 competencies were deemed ‘very’ or ‘fairly’ important by 18 PhD prepared nurses. In the second round with 13 adjusted competencies, eight competencies were rated ‘very’ or ‘fairly’ important. The content validity index scored 0.91.
Conclusion
Consensus was reached on most professional competencies, and the 13-item self-assessment instrument demonstrated excellent content validity. Further research is recommended to evaluate additional clinimetric properties before use of the instrument.
{"title":"The development of the Postdoctoral Nurses Competence Scale: A Delphi consensus and content validity study","authors":"Annika Sterkenburg MSc , Lisa J.C. van Dongen MSc , Thóra B. Hafsteinsdóttir PhD","doi":"10.1016/j.profnurs.2025.01.002","DOIUrl":"10.1016/j.profnurs.2025.01.002","url":null,"abstract":"<div><h3>Background</h3><div>PhD prepared nurses advance nursing science through research and integration of findings into practice. They demonstrate expertise in research, education, patient care, and policy. Various professional competencies are required for success in research, clinical practice, and education. Assessment of professional competencies is expected to stimulate competence and career development.</div></div><div><h3>Aim</h3><div>To reach consensus on professional competencies, develop an instrument to measure professional competencies of PhD prepared nurses and assess the content validity of the instrument.</div></div><div><h3>Method</h3><div>A Delphi consensus and content validity study was conducted using online questionnaires completed by international PhD prepared nurse researchers. The relevance of and agreement with the competencies were measures using Likert-scales and open-ended questions to determine consensus. The Postdoctoral Nurses Competence Scale was developed, and its content validity evaluated.</div></div><div><h3>Results</h3><div>Initially, four of 15 competencies were deemed ‘very’ or ‘fairly’ important by 18 PhD prepared nurses. In the second round with 13 adjusted competencies, eight competencies were rated ‘very’ or ‘fairly’ important. The content validity index scored 0.91.</div></div><div><h3>Conclusion</h3><div>Consensus was reached on most professional competencies, and the 13-item self-assessment instrument demonstrated excellent content validity. Further research is recommended to evaluate additional clinimetric properties before use of the instrument.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 43-52"},"PeriodicalIF":2.8,"publicationDate":"2025-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134979","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 : 2025-01-08DOI: 10.1016/j.profnurs.2024.12.009
Viktoriya Pleshkan
Background
Though preparing autonomous advanced nursing providers who are ready to care for complex clients in a variety of settings after graduation is necessary to achieve clinical competence, NP clinical education activities used to achieve competencies are greatly variable and hard to measure. The quality of students' clinical experiences impacts students' achievement of clinical competence (CC) and achieving CC is important for the NPs to successfully transition to practice after graduation.
Aim
The purpose of this project is to apply the Cognitive Preceptorship Model (CPM) to design, describe, and explain the clinical activities that are NP role-specific, that scaffold from the American Association of Colleges of Nursing (AACN), and National Organization of Nurse Practitioner Faculties (NONPF) competencies and that help NP students achieve competencies.
Method
CPM concepts, AACN and NONPF competencies were cross analyzed. NP role-specific clinical teaching and learning activities were designed, described, and displayed in a table.
Conclusion
AACN and NONPF competencies provide the foundation for competencies-based education, which is necessary to standardize NP students' learning outcomes; however, how these outcomes should be achieved in a clinical learning environment (CLE) should also be standardized. Using role-specific theoretical literature that is well aligned with the role competencies to guide the designing of clinical activities should assist in standardizing NP evidence-based clinical education.
{"title":"Standardizing nurse practitioner clinical education: The Cognitive Preceptorship Model","authors":"Viktoriya Pleshkan","doi":"10.1016/j.profnurs.2024.12.009","DOIUrl":"10.1016/j.profnurs.2024.12.009","url":null,"abstract":"<div><h3>Background</h3><div>Though preparing autonomous advanced nursing providers who are ready to care for complex clients in a variety of settings after graduation is necessary to achieve clinical competence, NP clinical education activities used to achieve competencies are greatly variable and hard to measure. The quality of students' clinical experiences impacts students' achievement of clinical competence (CC) and achieving CC is important for the NPs to successfully transition to practice after graduation.</div></div><div><h3>Aim</h3><div>The purpose of this project is to apply the Cognitive Preceptorship Model (CPM) to design, describe, and explain the clinical activities that are NP role-specific, that scaffold from the American Association of Colleges of Nursing (AACN), and National Organization of Nurse Practitioner Faculties (NONPF) competencies and that help NP students achieve competencies.</div></div><div><h3>Method</h3><div>CPM concepts, AACN and NONPF competencies were cross analyzed. NP role-specific clinical teaching and learning activities were designed, described, and displayed in a table.</div></div><div><h3>Conclusion</h3><div>AACN and NONPF competencies provide the foundation for competencies-based education, which is necessary to standardize NP students' learning outcomes; however, how these outcomes should be achieved in a clinical learning environment (CLE) should also be standardized. Using role-specific theoretical literature that is well aligned with the role competencies to guide the designing of clinical activities should assist in standardizing NP evidence-based clinical education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 26-42"},"PeriodicalIF":2.8,"publicationDate":"2025-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134043","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 : 2025-01-07DOI: 10.1016/j.profnurs.2025.01.001
Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE
Background
There is a need to examine factors that can positively influence the retention of nursing educators and students as the nursing profession faces a nursing shortage. The nurse educator-student relationship is the most influential in academia and can affect retention. Focusing on the development of the relationship between the educator and the student may provide insight related to the new role required of the student in nursing academia to be successful.
Purpose
This paper aims to present a model that promotes the progression of the educator-student relationship to a partnership that may lead to increasing retention and success of students.
Theoretical framework
The nurse educator-student relationship model was developed using professional and personal experience and integrated with three theories/framework components. A systems approach was used to identify challenges and solutions related to the adjustments required in interpersonal and relational skills: trust, respect, confidence, communication, expectations, and knowledge.
Conclusion
The nurse-educator-student relationship can be essential in retaining educators and students. This model provides an approach to understanding the progression and skills affected in developing the relationship and establishing a partnership.
{"title":"The power of partnership: The Nurse Educator-Student Relationship (NESR) model","authors":"Jaclyn R. Reyes MSN, RN, CNE, CMSRN, CHSE","doi":"10.1016/j.profnurs.2025.01.001","DOIUrl":"10.1016/j.profnurs.2025.01.001","url":null,"abstract":"<div><h3>Background</h3><div>There is a need to examine factors that can positively influence the retention of nursing educators and students as the nursing profession faces a nursing shortage. The nurse educator-student relationship is the most influential in academia and can affect retention. Focusing on the development of the relationship between the educator and the student may provide insight related to the new role required of the student in nursing academia to be successful.</div></div><div><h3>Purpose</h3><div>This paper aims to present a model that promotes the progression of the educator-student relationship to a partnership that may lead to increasing retention and success of students.</div></div><div><h3>Theoretical framework</h3><div>The nurse educator-student relationship model was developed using professional and personal experience and integrated with three theories/framework components. A systems approach was used to identify challenges and solutions related to the adjustments required in interpersonal and relational skills: trust, respect, confidence, communication, expectations, and knowledge.</div></div><div><h3>Conclusion</h3><div>The nurse-educator-student relationship can be essential in retaining educators and students. This model provides an approach to understanding the progression and skills affected in developing the relationship and establishing a partnership.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 19-25"},"PeriodicalIF":2.8,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134980","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}
The well-being of nursing students is strongly affected by their mental health.
Purpose
The aim was to evaluate the feasibility, acceptability, and preliminary effects of a peer-led support group intervention based on autogenic training (soRELAX) on the well-being and mental health of nursing students.
Methods
A pilot mixed convergent design was used with a single group and three assessments: baseline, at 7 weeks, and at 12 weeks. The intervention was delivered online by 15 trained peers in small groups over 7 weeks. Recruitment, attrition, and completion rates were calculated. Well-being, stress, distress, anxiety, depression, social support, mindfulness, and performance were measured. Participants' perceptions were collected in online semistructured interviews.
Results
Three-quarters of the 55 nursing students completed at least six sessions. Results showed a significant increase in well-being and mindfulness and a significant decrease in stress, distress, anxiety, and depression symptoms at 7 and 12 weeks. Participants said that they felt more self-aware and more aware of what was causing them stress.
Conclusions
soRELAX is a relatively feasible and acceptable intervention. Nursing students' well-being, mental health, and mindfulness were significantly improved after the intervention. This improvement was maintained at three months.
{"title":"A peer-led group intervention based on relaxation (soRELAX) to improve well-being and mental health in nursing students: A mixed method pilot study","authors":"Maria Pilar Ramirez Garcia , Jérôme Leclerc-Loiselle , Christine Genest , Etienne Paradis-Gagné , Caroline Larue , Marikim Poitras-Crête , Sylvie Corbeil , Camille Saseville","doi":"10.1016/j.profnurs.2024.12.010","DOIUrl":"10.1016/j.profnurs.2024.12.010","url":null,"abstract":"<div><h3>Background</h3><div>The well-being of nursing students is strongly affected by their mental health.</div></div><div><h3>Purpose</h3><div>The aim was to evaluate the feasibility, acceptability, and preliminary effects of a peer-led support group intervention based on autogenic training (soRELAX) on the well-being and mental health of nursing students.</div></div><div><h3>Methods</h3><div>A pilot mixed convergent design was used with a single group and three assessments: baseline, at 7 weeks, and at 12 weeks. The intervention was delivered online by 15 trained peers in small groups over 7 weeks. Recruitment, attrition, and completion rates were calculated. Well-being, stress, distress, anxiety, depression, social support, mindfulness, and performance were measured. Participants' perceptions were collected in online semistructured interviews.</div></div><div><h3>Results</h3><div>Three-quarters of the 55 nursing students completed at least six sessions. Results showed a significant increase in well-being and mindfulness and a significant decrease in stress, distress, anxiety, and depression symptoms at 7 and 12 weeks. Participants said that they felt more self-aware and more aware of what was causing them stress.</div></div><div><h3>Conclusions</h3><div>soRELAX is a relatively feasible and acceptable intervention. Nursing students' well-being, mental health, and mindfulness were significantly improved after the intervention. This improvement was maintained at three months.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 8-18"},"PeriodicalIF":2.8,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134047","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 : 2025-01-01DOI: 10.1016/j.profnurs.2024.12.003
Jehad A. Rababah PhD, RN, Mohammed Munther Al-Hammouri PhD, IBA, CHPE, RN
Background
Nursing students have overwhelming academic responsibilities that negatively affect their self-care and well-being. Consequently, it is necessary to study the effectiveness of interventions that could improve nursing students' self-care.
Purpose
To examine the effect of the modified motivational interviewing (MMI) intervention on nursing students' self-care.
Methods
An experimental design two groups (intervention and control) and two data collection time points was used. The sample comprised 137 nursing students: intervention (n = 70) and control (n = 67). The intervention group participants received a modified motivational interviewing intervention. Those in the control group were on a waiting list and were offered the intervention after finishing the data collection. The Self-Care Inventory and Self-Care Self-Efficacy scale were used to collect the data. Repeated measures MANOVA was the main statistical analysis test and followed by ANOVA and t-test.
Results
The results showed that the intervention had a statistically significant effect on the linear combination of the dependent variables: Pillai's Trace = 0.07, F (4, 132) = 2.57, P = .04. Follow up analyses revealed that the intervention group participants had statistically significant higher mean scores of the three Self-Care Inventory scales and self-care self-efficacy post-intervention than the control group participants.
Conclusion
This study showed the potential of the modified motivational interviewing intervention in improving nursing students' self-care.
{"title":"Examining the effect of modified motivational interviewing intervention on nursing students' self-care","authors":"Jehad A. Rababah PhD, RN, Mohammed Munther Al-Hammouri PhD, IBA, CHPE, RN","doi":"10.1016/j.profnurs.2024.12.003","DOIUrl":"10.1016/j.profnurs.2024.12.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students have overwhelming academic responsibilities that negatively affect their self-care and well-being. Consequently, it is necessary to study the effectiveness of interventions that could improve nursing students' self-care.</div></div><div><h3>Purpose</h3><div>To examine the effect of the modified motivational interviewing (MMI) intervention on nursing students' self-care.</div></div><div><h3>Methods</h3><div>An experimental design two groups (intervention and control) and two data collection time points was used. The sample comprised 137 nursing students: intervention (n = 70) and control (n = 67). The intervention group participants received a modified motivational interviewing intervention. Those in the control group were on a waiting list and were offered the intervention after finishing the data collection. The Self-Care Inventory and Self-Care Self-Efficacy scale were used to collect the data. Repeated measures MANOVA was the main statistical analysis test and followed by ANOVA and <em>t</em>-test.</div></div><div><h3>Results</h3><div>The results showed that the intervention had a statistically significant effect on the linear combination of the dependent variables: Pillai's Trace = 0.07, F (4, 132) = 2.57, <em>P</em> = .04. Follow up analyses revealed that the intervention group participants had statistically significant higher mean scores of the three Self-Care Inventory scales and self-care self-efficacy post-intervention than the control group participants.</div></div><div><h3>Conclusion</h3><div>This study showed the potential of the modified motivational interviewing intervention in improving nursing students' self-care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 71-76"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146576","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 : 2025-01-01DOI: 10.1016/j.profnurs.2024.12.008
Barbara Jeanne Pinchera DNP, ANP-BC, Casey N. Burnett DNP, RN
Nurse educators must address the uncivil behaviors that disrupt the learning process. This may help to prevent students from becoming desensitized and enculturated to incivility. Beginning early in nursing education may reverse the trend and decrease the eventual deleterious effect on the profession. Interventions to address incivility in nursing education include: role modeling, communication, civility training, and developing civility codes. It is imperative that nursing educators create safe learning environments where students feel comfortable to hold discussions, ask questions, and engage in civil discourse. For the past 40 years, this topic has been explored, and evidence-based interventions have been developed. It is time to embed these interventions into nursing curriculum. By doing so, we can cultivate a culture of civility and professionalism in nursing education that benefits students and the profession and ultimately patient care outcomes. This comprehensive approach will ensure a more respectful and effective learning environment for future nurses.
{"title":"Navigating the nursing incivility epidemic: Understanding and addressing incivility in nursing education","authors":"Barbara Jeanne Pinchera DNP, ANP-BC, Casey N. Burnett DNP, RN","doi":"10.1016/j.profnurs.2024.12.008","DOIUrl":"10.1016/j.profnurs.2024.12.008","url":null,"abstract":"<div><div>Nurse educators must address the uncivil behaviors that disrupt the learning process. This may help to prevent students from becoming desensitized and enculturated to incivility. Beginning early in nursing education may reverse the trend and decrease the eventual deleterious effect on the profession. Interventions to address incivility in nursing education include: role modeling, communication, civility training, and developing civility codes. It is imperative that nursing educators create safe learning environments where students feel comfortable to hold discussions, ask questions, and engage in civil discourse. For the past 40 years, this topic has been explored, and evidence-based interventions have been developed. It is time to embed these interventions into nursing curriculum. By doing so, we can cultivate a culture of civility and professionalism in nursing education that benefits students and the profession and ultimately patient care outcomes. This comprehensive approach will ensure a more respectful and effective learning environment for future nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 82-84"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146596","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}
Violence is well documented in the nursing profession and is compounded by an increasing incidence of workplace violence towards nursing students. Poor clinical experiences where violence is witnessed or experienced have long-term consequences for both the student and the profession.
Purpose
This study aimed to ascertain clinical facilitators' perceptions about the impact of workplace violence on nursing students during their clinical placements.
Methods
Phenomenology guided qualitative research methods were used in this study. Eleven clinical facilitators employed in various South Australian healthcare settings were interviewed, and the qualitative data was transcribed and thematically analysed manually assisted by NVivo 12 software.
Results
Three major themes emerged from the data: Academic and future career impacts, Impact on personal life, and mental and physical health. Clinical facilitators described how baccalaureate nursing students feared for their emotional, mental and physical safety, questioned their career choices and described the impact of violent experiences on their personal lives.
Conclusion
Clinical facilitators were often unable to prevent such experiences from happening to nursing students and, at times, felt unprepared or inadequately supported by universities. A combined University and healthcare facility approach that prepares, manages, supports and reduces the incidence of workplace violence for nursing students and clinical facilitators is urgently required to safeguard the mental, physical and emotional health of student nurses and clinical facilitators.
{"title":"The effects of workplace violence on nursing students from the perspectives of clinical facilitators or preceptors","authors":"Hila Ariela Dafny RN, BSN, MPH, PhD , Nicole Snaith RN, BN, MHN, PhD , Paul Cooper RN, BN , Nasreena Waheed RN, BN, MNSc, DrPH , Christine McCloud RN, BN, Peri-Op Cert 1, PhD , Stephanie Champion BHSc, BSocSC, PhD","doi":"10.1016/j.profnurs.2024.12.006","DOIUrl":"10.1016/j.profnurs.2024.12.006","url":null,"abstract":"<div><h3>Background</h3><div>Violence is well documented in the nursing profession and is compounded by an increasing incidence of workplace violence towards nursing students. Poor clinical experiences where violence is witnessed or experienced have long-term consequences for both the student and the profession.</div></div><div><h3>Purpose</h3><div>This study aimed to ascertain clinical facilitators' perceptions about the impact of workplace violence on nursing students during their clinical placements.</div></div><div><h3>Methods</h3><div>Phenomenology guided qualitative research methods were used in this study. Eleven clinical facilitators employed in various South Australian healthcare settings were interviewed, and the qualitative data was transcribed and thematically analysed manually assisted by NVivo 12 software.</div></div><div><h3>Results</h3><div>Three major themes emerged from the data: Academic and future career impacts, Impact on personal life, and mental and physical health. Clinical facilitators described how baccalaureate nursing students feared for their emotional, mental and physical safety, questioned their career choices and described the impact of violent experiences on their personal lives.</div></div><div><h3>Conclusion</h3><div>Clinical facilitators were often unable to prevent such experiences from happening to nursing students and, at times, felt unprepared or inadequately supported by universities. A combined University and healthcare facility approach that prepares, manages, supports and reduces the incidence of workplace violence for nursing students and clinical facilitators is urgently required to safeguard the mental, physical and emotional health of student nurses and clinical facilitators.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 104-112"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146602","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}
The surge in healthcare demands requires academic institutions to address and enhance the expanded education needs of Advanced Practice Registered Nurses (APRNs). Increasing cohort size while effectively and efficiently teaching students the newest best practice is particularly challenging amidst nurse faculty shortages in specialty areas. Faculty voids stem from factors such as lack of pay competitiveness with clinical positions, and a shortage of doctoral-prepared nurses seeking faculty positions. Despite efforts to recruit and retain nursing faculty, the shortage persists and necessitates innovative approaches to teaching and best utilizing the strengths of existing faculty. This article explores the collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs. Teaching areas focus on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. Students receiving synchronous or online asynchronous teaching received overwhelmingly positive feedback from faculty not in their learning specialty. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand collaboration among advanced practice specialties that rarely interact. These interactions foster mutual respect and prepare students for effective interdisciplinary healthcare teamwork.
{"title":"Collaborative nursing education between advanced practice registered nurses","authors":"Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE","doi":"10.1016/j.profnurs.2024.10.006","DOIUrl":"10.1016/j.profnurs.2024.10.006","url":null,"abstract":"<div><div>The surge in healthcare demands requires academic institutions to address and enhance the expanded education needs of Advanced Practice Registered Nurses (APRNs). Increasing cohort size while effectively and efficiently teaching students the newest best practice is particularly challenging amidst nurse faculty shortages in specialty areas. Faculty voids stem from factors such as lack of pay competitiveness with clinical positions, and a shortage of doctoral-prepared nurses seeking faculty positions. Despite efforts to recruit and retain nursing faculty, the shortage persists and necessitates innovative approaches to teaching and best utilizing the strengths of existing faculty. This article explores the collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs. Teaching areas focus on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. Students receiving synchronous or online asynchronous teaching received overwhelmingly positive feedback from faculty not in their learning specialty. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand collaboration among advanced practice specialties that rarely interact. These interactions foster mutual respect and prepare students for effective interdisciplinary healthcare teamwork.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 131-134"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143464413","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}
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