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}
Workplace bullying in clinical settings undermines nursing students' learning, mental health, and professional development, posing significant challenges to nursing education and patient safety. Despite its high prevalence, underreporting due to systemic and cultural barriers hampers efforts to address the issue effectively.
Objectives
This scoping review aims to identify and explore the barriers preventing nursing students from reporting bullying and to discuss the implications to decrease bullying and enhance the reporting process in nursing education and clinical practice.
Methodology
Following the Arksey and O'Malley framework and PRISMA guidelines, a systematic search was conducted across nine databases for studies published between 2015 and 2024. Inclusion criteria encompassed peer-reviewed original research focusing on nursing students' experiences with bullying reporting barriers. Data were extracted, quality-assessed using the JBI tool, and synthesized narratively, emphasizing thematic analysis of identified challenges.
Results
28 studies involving diverse global populations revealed nine key themes: fear of retaliation, distrust in reporting systems, normalization of bullying, feelings of shame and isolation, concerns over professional reputation, lack of awareness and education on reporting protocols, peer pressure, and fear of negative evaluations. These interconnected barriers foster a culture of silence, hindering effective intervention.
Conclusion
The findings highlight the urgent need for nursing education programs to implement strategies addressing these barriers. Creating supportive environments and improving awareness of reporting protocols are essential for promoting the mental health and professional growth of nursing students in clinical settings.
{"title":"Understanding the barriers to reporting bullying among nursing students in clinical settings: A systematic review","authors":"Mohammed Qutishat , Majdi Alhadidi , Eilean Rathinasamy Lazarus , Al-Azhar Sulaiman Alghunaimi","doi":"10.1016/j.profnurs.2025.11.007","DOIUrl":"10.1016/j.profnurs.2025.11.007","url":null,"abstract":"<div><h3>Background</h3><div>Workplace bullying in clinical settings undermines nursing students' learning, mental health, and professional development, posing significant challenges to nursing education and patient safety. Despite its high prevalence, underreporting due to systemic and cultural barriers hampers efforts to address the issue effectively.</div></div><div><h3>Objectives</h3><div>This scoping review aims to identify and explore the barriers preventing nursing students from reporting bullying and to discuss the implications to decrease bullying and enhance the reporting process in nursing education and clinical practice.</div></div><div><h3>Methodology</h3><div>Following the Arksey and O'Malley framework and PRISMA guidelines, a systematic search was conducted across nine databases for studies published between 2015 and 2024. Inclusion criteria encompassed peer-reviewed original research focusing on nursing students' experiences with bullying reporting barriers. Data were extracted, quality-assessed using the JBI tool, and synthesized narratively, emphasizing thematic analysis of identified challenges.</div></div><div><h3>Results</h3><div>28 studies involving diverse global populations revealed nine key themes: fear of retaliation, distrust in reporting systems, normalization of bullying, feelings of shame and isolation, concerns over professional reputation, lack of awareness and education on reporting protocols, peer pressure, and fear of negative evaluations. These interconnected barriers foster a culture of silence, hindering effective intervention.</div></div><div><h3>Conclusion</h3><div>The findings highlight the urgent need for nursing education programs to implement strategies addressing these barriers. Creating supportive environments and improving awareness of reporting protocols are essential for promoting the mental health and professional growth of nursing students in clinical settings.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 145-154"},"PeriodicalIF":2.9,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618200","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 : 2025-11-14DOI: 10.1016/j.profnurs.2025.11.008
Carolyn J. Kerns , Monika Wedgeworth
Background
The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.
Purpose
This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.
Methods
A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.
Results
The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.
Conclusion
The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.
{"title":"Increasing nursing faculty preparation through innovation in graduate and doctoral education","authors":"Carolyn J. Kerns , Monika Wedgeworth","doi":"10.1016/j.profnurs.2025.11.008","DOIUrl":"10.1016/j.profnurs.2025.11.008","url":null,"abstract":"<div><h3>Background</h3><div>The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.</div></div><div><h3>Purpose</h3><div>This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.</div></div><div><h3>Methods</h3><div>A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.</div></div><div><h3>Results</h3><div>The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.</div></div><div><h3>Conclusion</h3><div>The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 117-123"},"PeriodicalIF":2.9,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571724","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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