Journal of Professional Nursing最新文献

Background

Telehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic.

Problem

Nurse practitioner (NP) programs generally incorporate telehealth competencies within their curriculum, preparing NPs to effectively deliver telehealth and improve health outcomes.

Approach

We developed and implemented a telehealth blueprint to enhance telehealth content within our clinical Doctor of Nursing Practice (DNP) program guided by the Four Ps of the Telehealth Framework planning, preparing, providing, and performance evaluation.

Outcomes

The Four Ps for Telehealth Framework assisted us in scaffolding content across the 3 years of the DNP program. Telehealth competencies were delivered through multiple modalities: online modules, experiential and clinical learning, and discussions of challenges related to telehealth. Students overwhelming reported that they were prepared to use telehealth technology upon graduation.

Conclusions

The Four Ps for Telehealth Framework was used to successfully integrate telehealth content into our DNP curriculum.

Satisfactory scholarly writing is identified as a barrier to successful completion for students enrolled in graduate nursing programs. In this semester-long activity, students work collaboratively to develop and apply strategies including PICO(T) question development, appraisal of primary and secondary literature, and literature matrix development to enhance their professional writing. Students' demonstration of inquiry and scholarly writing improved throughout the semester. This innovative teaching approach to fostering scholarly writing development is an effective way to prepare students for dissemination.

Background

Professional development is an expectation for nurses and is part of lifelong learning. The American Association of Colleges of Nursing's Essentials: Core Competencies for Professional Nursing Education identify professional development as a core competency for nursing students.

Problem

At an urban pre-licensure nursing program, most students reported meeting with their academic advisor once a year or less and did not receive professional development opportunities from their advisor.

Approach

A centralized Professional Nursing Advisor role was created to provide access to professional development opportunities for nursing students in a sustainable, consistent approach.

Outcomes

Outcomes included a centralized approach to communicate with students regarding professional development and more consistent professional development offerings. Lessons learned include the need to educate all stakeholders regarding the new advising role.

Conclusions

The Professional Nursing Advisor role can be effective in providing consistent professional development opportunities to nursing students. Next steps include further alignment to professional competencies.

Background

Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.

Purpose

The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related critical incidents.

Method

Following the constructivist grounded theory method, a purposive sample was used to recruit 15 students enrolled in a Canadian university baccalaureate nursing program. Data were collected using semi-structured interviews over 12 months. Interviews were transcribed and analyzed using constant comparison and concurrent data collection and coding.

Results

Three theoretical categories emerged from the data to explain the processes used by nursing students to make meaning of their critical incidents: distress, identity shift, and moving forward. The processes described were characterized by an overarching category of “Pushing Through.”

Conclusion

The resulting theory of “Pushing Through” can be used as a lens for students and nurse educators to navigate making meaning of clinical related critical incidents. This theory highlights the significance of students' self-understanding as they explore and assemble individualized strategies and coping skills. Educators who teach in the clinical setting should prioritize the development of a trauma-informed learning environment by establishing connections and transparent expectations with learners.

Background

Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.

Purpose

This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education.

Methods

A Directed Qualitative Content Analysis on 32 chapters from four fundamental nursing textbooks was systematically conducted. Seven codes within inclusivity and exclusivity themes were deductively developed from the literature. Inclusivity codes included equity language and contextualized race-based prevalence. Exclusivity codes included normalizing Whiteness in assessment, stigmatizing and negative descriptors, race-based prevalence without context, cisgenderism, and othering. Two trained analysts independently reviewed the chapters, assigning texts to these codes. Discrepancies were resolved by team consensus.

Results

A total of 118 inclusivity instances: equity language (n = 109) and race-based prevalence with context (n = 9). Exclusivity codes were more prevalent (n = 642), including normalizing Whiteness (n = 398), stigmatizing descriptors (n = 106), cisgenderism (n = 59), and othering (n = 32).

Conclusion

The study highlights inclusive language in fundamental nursing textbooks but reveals significant exclusive language perpetuating negative generalizations, including marginalized identities and race prevalence without context. This content undermines person-centered care and hinders understanding the complex interplay between intersectionality, social justice, and social determinants of health.

Background

Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE.

Methods

This descriptive quality improvement study was informed by Rogers' Diffusion of Innovation (DOI) Theory. Semi-structured interviews were conducted with four academic nurse administrators from various pre-licensure nursing programs in Maryland. The data collected were analyzed using thematic analysis.

Results

Nurse administrators who value SBE as a safe learning space are integral when building and maintaining infrastructure to support simulation usage. Identified barriers related to faculty buy-in, workload, and inadequate human resources to deliver high-quality simulations can hinder sustained adoption of clinical simulation.

Conclusions

This study highlights the necessity of continuous faculty training in SBE and dedicated resources to support simulation infrastructure. Recommendations include sustained investment in faculty development, creating specialized roles for simulation champions, and fostering collaborations to strengthen simulation integration. The findings emphasize the pivotal role of nurse administrators in navigating challenges and maximizing SBE's potential to replace clinical hours in nursing education, urging ongoing support and strategic planning for successful integration.

Background

The movement toward competency-based education (CBE), endorsed by AACN, has highlighted the need for nursing programs to engage in curriculum revisions. Best practice Writing Across the Curriculum instructional strategies may play a key role in revising courses to meet CBE criteria.

Problem

Faculty may not feel prepared to modify or develop courses to meet the CBE standards detailed in the AACN 2021 Essentials and may not recognize how Writing Across the Curriculum strategies can be utilized to meet CBE requirements.

Approach

Evidence-based Writing Across the Curriculum strategies can be easily incorporated into courses to enhance students' critical thinking abilities, clinical skills, and leadership proficiencies.

Conclusions

Writing Across the Curriculum strategies can be used during course revisions to address CBE. Nursing faculty should be familiar with best practices for incorporating writing into nursing assignments to allow students to demonstrate competency of learned knowledge.

Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our institutions transition from an in person to a hybrid school. A task force was formed and charged with identifying the school's approach to the teaching and learning modality moving forward. A group think activity identified needs assessment for the task force's approach. The task force agreed upon definitions for in person, hybrid, online and hyflex learning, conducted a literature review, re-examined internal survey results from both faculty and learners regarding teaching and learning modality preferences and compared top graduate nursing programs teaching and learning modalities. The literature review revealed that hybrid learning was not inferior to in person learning and may improve educational outcomes. The faculty and learner survey results identified a preference toward hybrid learning and teaching. The task force recommended that the school change its public-facing information to identify as a hybrid school with specialty specific flexible design. This transition allows the school to carry out the mission of educating diverse health leaders.

Background

Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.

Purpose

This article reviews strategies and lessons learned from an academic multi-campus school of nursing (SON) initiative on implementing OER.

Approach

A team representing undergraduate and graduate nursing faculty, the library, and the Teaching and Learning Center set forth to improve faculty awareness of and interest in adopting OER and develop resource sites for disseminating information about OER. The team collaborated with partners within the university and with external academic partners to achieve our goals.

Outcomes

Presentations to SON faculty on OER identified faculty interested in adopting these resources. Two Masters of Nursing Education (MNE) students identified and shared resources; completed a student textbook survey; and, reported results and recommendations to SON faculty. A university resource site was created on OER. Further collaboration with university librarians to identify and implement OER for specific courses is ongoing.

Conclusions

Students identified cost as one barrier for pursuing higher education. Efforts to reduce cost through utilizing OER may eliminate this barrier, thus enhancing student enrollment and persistence in higher education. Adopting OER is a social justice action that has the potential to address educational inequities by allowing students to attend to their basic human needs such as housing and food.