Pub Date : 2025-12-22DOI: 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.
{"title":"Utilization and impact of simulation-based education in prelicensure nurse education; an integrative review","authors":"Robyn Cant , Colleen Ryan","doi":"10.1016/j.profnurs.2025.12.006","DOIUrl":"10.1016/j.profnurs.2025.12.006","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>To review contemporary research literature to describe the use and effectiveness of simulation-based education for prelicensure nursing students.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 6-17"},"PeriodicalIF":2.9,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886404","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 : 2025-12-22DOI: 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。
{"title":"Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education","authors":"Holly Stith , Andrew Makowski , Julie Perry","doi":"10.1016/j.profnurs.2025.12.005","DOIUrl":"10.1016/j.profnurs.2025.12.005","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 41-47"},"PeriodicalIF":2.9,"publicationDate":"2025-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978975","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 : 2025-12-17DOI: 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.
{"title":"Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions","authors":"Ebtesam Alzahrani , Monirah Albloushi","doi":"10.1016/j.profnurs.2025.12.004","DOIUrl":"10.1016/j.profnurs.2025.12.004","url":null,"abstract":"<div><h3>Background</h3><div>Academic burnout in undergraduate nursing students is well documented, but limited studies have explored its causes and consequences.</div></div><div><h3>Aim</h3><div>This paper aims to define the attributes, antecedents, and consequences of academic burnout among undergraduate nursing students.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Result</h3><div>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.</div></div><div><h3>Conclusion</h3><div>This analysis defines academic burnout among undergraduate nursing students to ensure consistent evaluation and focused interventions within nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 58-63"},"PeriodicalIF":2.9,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023329","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 : 2025-12-16DOI: 10.1016/j.profnurs.2025.12.003
Vanessa Segura, Emily Canale, LeAnne Prenovost
The purpose of this paper is to examine how traditional nursing education structures inadequately serve the increasingly diverse population of modern nursing students. Many students are now working adults, caregivers, first-generation college attendees, or pursuing nursing as a second career. These students often face financial, familial, and technological barriers that are incompatible with rigid academic schedules, unpaid clinical requirements, and limited institutional support. This review synthesizes current evidence on alternative educational models, including hybrid and part-time programs, paid clinical experiences, and wraparound services such as mentoring, childcare, and digital access support. Results show that these flexible approaches maintain academic rigor while improving student satisfaction, retention, and licensure outcomes. Programs that support students holistically—especially those from underserved backgrounds—are more likely to reduce attrition and strengthen the future nursing workforce. The major conclusion is that student-centered, inclusive reforms are critical for sustaining nursing education and addressing ongoing workforce shortages.
{"title":"Adapting for diversity: The case for reshaping nursing education to meet the needs of all students","authors":"Vanessa Segura, Emily Canale, LeAnne Prenovost","doi":"10.1016/j.profnurs.2025.12.003","DOIUrl":"10.1016/j.profnurs.2025.12.003","url":null,"abstract":"<div><div>The purpose of this paper is to examine how traditional nursing education structures inadequately serve the increasingly diverse population of modern nursing students. Many students are now working adults, caregivers, first-generation college attendees, or pursuing nursing as a second career. These students often face financial, familial, and technological barriers that are incompatible with rigid academic schedules, unpaid clinical requirements, and limited institutional support. This review synthesizes current evidence on alternative educational models, including hybrid and part-time programs, paid clinical experiences, and wraparound services such as mentoring, childcare, and digital access support. Results show that these flexible approaches maintain academic rigor while improving student satisfaction, retention, and licensure outcomes. Programs that support students holistically—especially those from underserved backgrounds—are more likely to reduce attrition and strengthen the future nursing workforce. The major conclusion is that student-centered, inclusive reforms are critical for sustaining nursing education and addressing ongoing workforce shortages.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 198-202"},"PeriodicalIF":2.9,"publicationDate":"2025-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790199","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 : 2025-12-12DOI: 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.
{"title":"Evaluating nurse practitioner faculty compensation, workload, and job satisfaction: A descriptive study","authors":"Tricia Neu, Jennifer Rode, Ashlyn Johnson","doi":"10.1016/j.profnurs.2025.12.002","DOIUrl":"10.1016/j.profnurs.2025.12.002","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Purpose</h3><div>The purpose of this study is to identify program characteristics, workload models, and compensation factors associated with nurse practitioner job satisfaction.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Seventy percent of respondents (<em>n</em> = 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, <em>n</em> = 111) = 12.918, <em>p</em> ≤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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 188-197"},"PeriodicalIF":2.9,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790200","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}
Ethical challenges encountered in global health settings during clinical placements shape nursing students' moral development and professional integrity.
Purpose
This study aimed to explore how 4th-year baccalaureate nursing students and recent nursing graduates navigate ethical challenges in resource-limited global health settings, from the perspectives of students, faculty members, and preceptors.
Design
This qualitative study utilized Sally Thorne's interpretive description methodology to generate knowledge that could inform teaching practices within a Canadian School of Nursing.
Methods
Purposive sampling and one-on-one semi-structured interviews were carried out with 17 participants including 4th-year nursing students and recent nursing graduates who completed clinical placements in resource-limited international settings, faculty members who taught them, and clinical preceptors who supervised their clinical rotations. Data analysis followed a constant comparative and iterative approach.
Findings
The proposed Relational Interplay model illustrates participants' experiences, and emphasizes the interdependent roles of students, preceptors, and faculty in navigating ethical challenges. Four key themes emerged: grappling with cognitive dissonance, engaging in an internal process, undergoing personal transformation, and deepening relational practice.
Conclusions
Findings from this study may inform the development of global health nursing practicum curricula and provide valuable insights for faculty, preceptors, and students involved in global health nursing experiences.
{"title":"Navigating ethical challenges in global health clinical settings: A collaborative approach between nursing students, faculty, and preceptors","authors":"Iris Mujica , Heather Cross , Louela Manankil-Rankin , Lyndsay Howitt , Deborah Davidson","doi":"10.1016/j.profnurs.2025.12.001","DOIUrl":"10.1016/j.profnurs.2025.12.001","url":null,"abstract":"<div><h3>Background</h3><div>Ethical challenges encountered in global health settings during clinical placements shape nursing students' moral development and professional integrity.</div></div><div><h3>Purpose</h3><div>This study aimed to explore how 4th-year baccalaureate nursing students and recent nursing graduates navigate ethical challenges in resource-limited global health settings, from the perspectives of students, faculty members, and preceptors.</div></div><div><h3>Design</h3><div>This qualitative study utilized Sally Thorne's interpretive description methodology to generate knowledge that could inform teaching practices within a Canadian School of Nursing.</div></div><div><h3>Methods</h3><div>Purposive sampling and one-on-one semi-structured interviews were carried out with 17 participants including 4th-year nursing students and recent nursing graduates who completed clinical placements in resource-limited international settings, faculty members who taught them, and clinical preceptors who supervised their clinical rotations. Data analysis followed a constant comparative and iterative approach.</div></div><div><h3>Findings</h3><div>The proposed Relational Interplay model illustrates participants' experiences, and emphasizes the interdependent roles of students, preceptors, and faculty in navigating ethical challenges. Four key themes emerged: grappling with cognitive dissonance, engaging in an internal process, undergoing personal transformation, and deepening relational practice.</div></div><div><h3>Conclusions</h3><div>Findings from this study may inform the development of global health nursing practicum curricula and provide valuable insights for faculty, preceptors, and students involved in global health nursing experiences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 48-57"},"PeriodicalIF":2.9,"publicationDate":"2025-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978974","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 : 2025-12-02DOI: 10.1016/j.profnurs.2025.11.013
Leslie A. Jennings, Regina W. Urban, Kelle N. George, Daisha J. Cipher
Background
To address the persistent nursing shortage, universities are increasingly focusing on nursing student retention. However, nursing students face numerous obstacles that hinder academic progress. In pre-nursing students who haven't started formal nursing education or clinical courses, a negative correlation exists between stress and persistence. Understanding the relationships between stress, extraversion, social support, and resilience will provide new insights into pre-nursing student well-being, success, and retention.
Aim/objective
The aim of this research study is to describe the differences between and relationships among perceived stress, extraversion, social support, and resilience levels in two groups of pre-nursing students taking an Introduction to Nursing course: those opting for a traditional, on-campus (OC) modality, and those choosing an accelerated online (AO) modality.
Design/methods
This IRB-approved study used a survey-based cross-sectional design with convenience sampling. Pre-nursing students preparing to apply to the University of Texas at Arlington were invited to participate during the fall of 2024.
Results
Participants (n = 319) were female (88.1 %), ethnically diverse (Hispanic 31.0 %, Black 22.6 %, Asian 22.3 %, White 21.3 %), first generation students (52.4 %), and a mean age of 23.3 years. Relationships among social support, stress, and resilience were statistically significant, and perceived support from friends was negatively associated with stress and positively associated with resilience.
Conclusion
The consistent findings between pre-nursing students and those in formal nursing programs suggest that aspects of well-being are present before entering nursing school, but research on how extraversion and social support influence pre-nursing student persistence and success is lacking. Focusing on psychosocial health and social support can help educators tailor early interventions for pre-nursing students to manage stress, increase resilience, and enhance social support, thereby promoting future nursing student success.
{"title":"Stress, extraversion, social support, and resilience in pre-nursing students: A correlational study","authors":"Leslie A. Jennings, Regina W. Urban, Kelle N. George, Daisha J. Cipher","doi":"10.1016/j.profnurs.2025.11.013","DOIUrl":"10.1016/j.profnurs.2025.11.013","url":null,"abstract":"<div><h3>Background</h3><div>To address the persistent nursing shortage, universities are increasingly focusing on nursing student retention. However, nursing students face numerous obstacles that hinder academic progress. In pre-nursing students who haven't started formal nursing education or clinical courses, a negative correlation exists between stress and persistence. Understanding the relationships between stress, extraversion, social support, and resilience will provide new insights into pre-nursing student well-being, success, and retention.</div></div><div><h3>Aim/objective</h3><div>The aim of this research study is to describe the differences between and relationships among perceived stress, extraversion, social support, and resilience levels in two groups of pre-nursing students taking an Introduction to Nursing course: those opting for a traditional, on-campus (OC) modality, and those choosing an accelerated online (AO) modality.</div></div><div><h3>Design/methods</h3><div>This IRB-approved study used a survey-based cross-sectional design with convenience sampling. Pre-nursing students preparing to apply to the University of Texas at Arlington were invited to participate during the fall of 2024.</div></div><div><h3>Results</h3><div>Participants (<em>n</em> = 319) were female (88.1 %), ethnically diverse (Hispanic 31.0 %, Black 22.6 %, Asian 22.3 %, White 21.3 %), first generation students (52.4 %), and a mean age of 23.3 years. Relationships among social support, stress, and resilience were statistically significant, and perceived support from friends was negatively associated with stress and positively associated with resilience.</div></div><div><h3>Conclusion</h3><div>The consistent findings between pre-nursing students and those in formal nursing programs suggest that aspects of well-being are present before entering nursing school, but research on how extraversion and social support influence pre-nursing student persistence and success is lacking. Focusing on psychosocial health and social support can help educators tailor early interventions for pre-nursing students to manage stress, increase resilience, and enhance social support, thereby promoting future nursing student success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 180-187"},"PeriodicalIF":2.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736134","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}
Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts.
Aim
To explore and describe the experiences of nursing students in seeking feedback in clinical practice.
Design
The study followed a qualitative explorative descriptive design.
Methods
Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis.
Results
Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback.
Conclusions
The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.
{"title":"Nursing students’ experiences of seeking feedback in clinical practice context: A qualitative explorative descriptive study","authors":"Vistolina Nuuyoma (Senior Lecturer) , Martha Sinvula (Bachelor of Nursing Science (clinical) Honours) , Agnes Makhene (Associate Professor)","doi":"10.1016/j.profnurs.2025.11.014","DOIUrl":"10.1016/j.profnurs.2025.11.014","url":null,"abstract":"<div><h3>Background</h3><div>Feedback is a fundamental aspect of educational strategies used in clinical practice. It encourages reflective practice and experiential learning, fostering the development of evaluative judgements and promoting active learning. The emphasis has been placed on giving and receiving feedback. However, there is a gap in understanding nursing students' experiences with seeking feedback in clinical practice contexts.</div></div><div><h3>Aim</h3><div>To explore and describe the experiences of nursing students in seeking feedback in clinical practice.</div></div><div><h3>Design</h3><div>The study followed a qualitative explorative descriptive design.</div></div><div><h3>Methods</h3><div>Data were collected from 17 nursing students, conveniently selected for semi-structured interviews, using an interview guide. The audio-recorded interviews were transcribed verbatim for a reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged, namely: motives for seeking feedback, factors considered prior to seeking feedback, strategies for seeking feedback, and hindrances to seeking feedback.</div></div><div><h3>Conclusions</h3><div>The study provided evidence that nursing students seek feedback for learning and adherence to standards in clinical practice. Students do prior preparation and approach potential feedback providers based on their competencies, demeanour, and relationships. Strategies for seeking feedback include inquiry and monitoring. However, students reported limited time, lack of corrective feedback, lack of interest from potential feedback providers, and fear of criticism as hindrances to seeking feedback. These findings are unique, as they supplement the available evidence on seeking feedback among students in medical education and general higher education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 172-179"},"PeriodicalIF":2.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684338","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 : 2025-11-26DOI: 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.
{"title":"Baccalaureate nursing students' beliefs about peer feedback in the skills lab: A longitudinal study","authors":"Danielle Scott Ph.D., RN, CEN","doi":"10.1016/j.profnurs.2025.11.011","DOIUrl":"10.1016/j.profnurs.2025.11.011","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Objectives</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Statistically significant improvements were observed across all subscales (<em>p</em> < .05). Students reported increasing confidence in the value and quality of peer feedback and its relevance to professional practice.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 167-171"},"PeriodicalIF":2.9,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684339","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 : 2025-11-23DOI: 10.1016/j.profnurs.2025.11.010
William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD
Purpose
In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing.
Methods
In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference.
Results
Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties.
Conclusion
HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.
{"title":"Impact of simulation-based education on pediatric and medical-surgical nursing education: A meta-analysis","authors":"William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD","doi":"10.1016/j.profnurs.2025.11.010","DOIUrl":"10.1016/j.profnurs.2025.11.010","url":null,"abstract":"<div><h3>Purpose</h3><div>In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing.</div></div><div><h3>Methods</h3><div>In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference.</div></div><div><h3>Results</h3><div>Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties.</div></div><div><h3>Conclusion</h3><div>HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 155-166"},"PeriodicalIF":2.9,"publicationDate":"2025-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618206","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}
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