Pub Date : 2025-11-13DOI: 10.1016/j.profnurs.2025.11.006
Andrea Paige Krispin, Julie K. Zadinsky
Background
Racial microaggressions are present in health professions education. Research has shown that Black students in health professions education programs frequently experience racial microaggressions, leading to negative mental, emotional, and behavioral outcomes.
Purpose
The purpose of this integrative review of the literature was to examine the presence and effect of racial microaggressions experienced by Black students in health professions education and to explore the implications for Bachelor of Science in Nursing education.
Method
Using Toronto and Remington's methods, a review of the literature was conducted to evaluate the presence and effects of racial microaggressions in Black health education profession students.
Results
Racial microaggressions were present in health professions education and were frequently experienced by Black nursing students. Black nursing students who experienced racial microaggressions reported negative emotional and behavioral consequences in both didactic and clinical environments.
Conclusions
Nursing programs should provide training for students and faculty about racial microaggressions and provide support for Black students. More nursing specific research is needed to further understand the effects of racial microaggressions in nursing students.
{"title":"Racial microaggressions against Black students in health professions education: An integrative review with implications for Bachelor of Science in Nursing Education","authors":"Andrea Paige Krispin, Julie K. Zadinsky","doi":"10.1016/j.profnurs.2025.11.006","DOIUrl":"10.1016/j.profnurs.2025.11.006","url":null,"abstract":"<div><h3>Background</h3><div>Racial microaggressions are present in health professions education. Research has shown that Black students in health professions education programs frequently experience racial microaggressions, leading to negative mental, emotional, and behavioral outcomes.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review of the literature was to examine the presence and effect of racial microaggressions experienced by Black students in health professions education and to explore the implications for Bachelor of Science in Nursing education.</div></div><div><h3>Method</h3><div>Using Toronto and Remington's methods, a review of the literature was conducted to evaluate the presence and effects of racial microaggressions in Black health education profession students.</div></div><div><h3>Results</h3><div>Racial microaggressions were present in health professions education and were frequently experienced by Black nursing students. Black nursing students who experienced racial microaggressions reported negative emotional and behavioral consequences in both didactic and clinical environments.</div></div><div><h3>Conclusions</h3><div>Nursing programs should provide training for students and faculty about racial microaggressions and provide support for Black students. More nursing specific research is needed to further understand the effects of racial microaggressions in nursing students.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 135-144"},"PeriodicalIF":2.9,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571783","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 : 2025-11-10DOI: 10.1016/j.profnurs.2025.11.004
Michelle R. Pinto , Mary K. McCurry , Jennifer Dunbar Viveiros
Background
A global shortage of trained mental health professionals and pervasive stigma towards individuals with mental health conditions have intensified the need to prepare nurses entering practice with the knowledge, skills, and confidence to care for patients with mental health conditions (MHCs). Simulation with standardized patients can be used in undergraduate mental health nursing courses to provide students with realistic opportunities to practice skills and improve self-efficacy.
Objective
To map the scope of literature available regarding the use of standardized patient simulation in traditional undergraduate mental health nursing education.
Method
A scoping review of published research between 2016 and 2024 was conducted as per the JBI Scoping Review Framework and PRISMA-ScR guidelines. This included systematic search of the electronic databases CINAHL, Medline, and PsycINFO, and a hand search of bibliographies. Study selection followed a three-stage review process. Studies were included if standardized patient simulation was used in the mental health nursing course in a traditional undergraduate nursing program. At the conclusion of stage three, 29 studies were selected for data extraction and charted to facilitate identification of themes in the research.
Results
The scope of available research between 2016 and 2024 supports standardized patient simulation positively impacted student preparedness for clinical experiences by increasing confidence and decreasing student anxiety. Students valued realism, a safe environment for practicing skills, and more varied experiences than provided by clinical experiences alone. Two studies measured the effect of standardized patient simulation on student attitudes towards patients with mental illness.
Conclusions
The use of standardized patient simulation in mental health nursing education has been studied at universities around the world and across study designs to improve knowledge, skills, confidence, and preparedness for clinical experiences. The addition of standardized patient simulation to mental health nursing clinical courses may reduce negative attitudes towards patients with mental health conditions. Future research on the impact of standardized patient simulation on empathy and attitudes of student nurses towards patients with mental illness is needed.
{"title":"Standardized patient simulation in undergraduate mental health nursing education: A scoping review","authors":"Michelle R. Pinto , Mary K. McCurry , Jennifer Dunbar Viveiros","doi":"10.1016/j.profnurs.2025.11.004","DOIUrl":"10.1016/j.profnurs.2025.11.004","url":null,"abstract":"<div><h3>Background</h3><div>A global shortage of trained mental health professionals and pervasive stigma towards individuals with mental health conditions have intensified the need to prepare nurses entering practice with the knowledge, skills, and confidence to care for patients with mental health conditions (MHCs). Simulation with standardized patients can be used in undergraduate mental health nursing courses to provide students with realistic opportunities to practice skills and improve self-efficacy.</div></div><div><h3>Objective</h3><div>To map the scope of literature available regarding the use of standardized patient simulation in traditional undergraduate mental health nursing education.</div></div><div><h3>Method</h3><div>A scoping review of published research between 2016 and 2024 was conducted as per the JBI Scoping Review Framework and PRISMA-ScR guidelines. This included systematic search of the electronic databases CINAHL, Medline, and PsycINFO, and a hand search of bibliographies. Study selection followed a three-stage review process. Studies were included if standardized patient simulation was used in the mental health nursing course in a traditional undergraduate nursing program. At the conclusion of stage three, 29 studies were selected for data extraction and charted to facilitate identification of themes in the research.</div></div><div><h3>Results</h3><div>The scope of available research between 2016 and 2024 supports standardized patient simulation positively impacted student preparedness for clinical experiences by increasing confidence and decreasing student anxiety. Students valued realism, a safe environment for practicing skills, and more varied experiences than provided by clinical experiences alone. Two studies measured the effect of standardized patient simulation on student attitudes towards patients with mental illness.</div></div><div><h3>Conclusions</h3><div>The use of standardized patient simulation in mental health nursing education has been studied at universities around the world and across study designs to improve knowledge, skills, confidence, and preparedness for clinical experiences. The addition of standardized patient simulation to mental health nursing clinical courses may reduce negative attitudes towards patients with mental health conditions. Future research on the impact of standardized patient simulation on empathy and attitudes of student nurses towards patients with mental illness is needed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 105-116"},"PeriodicalIF":2.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571723","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 : 2025-11-10DOI: 10.1016/j.profnurs.2025.11.002
Leah Burt , Elaine Wittenberg , Joy Goldsmith , Bob Kiser , Christine Park
Background
Although the importance of person-centered communication was recently recognized in both updated nursing and medical education accreditation standards, few instruments exist to assess relationship-centered communication competency in simulation.
Purpose
This study describes development, content validity testing, and interrater reliability of the Comfort Communication Simulation Instrument (Sim-Comfort), meant to assess communication competency during simulation-based education. Sim-Comfort emphasizes holistic and relational person-centered communication, aligning with current competency-based education standards.
Methods
The instrument was iteratively developed by an interdisciplinary team representing advanced practice nursing, medicine, and communication studies. Content validity was explored through a standardized patient (SP) simulation scenario, followed by focus groups. Preliminary inter-rater reliability was established by SP raters.
Results
The Sim-Comfort instrument consists of seven competency domains to be scored during simulation. Feedback from SPs resulted in significant revisions to increase item clarity yet no new domains were identified, supporting content validity. In the context of interrater reliability, the intraclass correlation coefficient was 0.59, indicating moderate rating consistency.
Conclusions
Findings support Sim-Comfort as a promising instrument for structured assessment of relationship-centered communication in simulation. Sim-Comfort represents a novel, theory-based approach to integrating relational communication skills assessment into simulation-based curricula for nursing learners. Future validity and reliability testing is needed.
{"title":"The comfort communication simulation instrument (Sim-Comfort): A relationship-centered approach to assessing communication competency","authors":"Leah Burt , Elaine Wittenberg , Joy Goldsmith , Bob Kiser , Christine Park","doi":"10.1016/j.profnurs.2025.11.002","DOIUrl":"10.1016/j.profnurs.2025.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Although the importance of person-centered communication was recently recognized in both updated nursing and medical education accreditation standards, few instruments exist to assess relationship-centered communication competency in simulation.</div></div><div><h3>Purpose</h3><div>This study describes development, content validity testing, and interrater reliability of the Comfort Communication Simulation Instrument (Sim-Comfort), meant to assess communication competency during simulation-based education. Sim-Comfort emphasizes holistic and relational person-centered communication, aligning with current competency-based education standards.</div></div><div><h3>Methods</h3><div>The instrument was iteratively developed by an interdisciplinary team representing advanced practice nursing, medicine, and communication studies. Content validity was explored through a standardized patient (SP) simulation scenario, followed by focus groups. Preliminary inter-rater reliability was established by SP raters.</div></div><div><h3>Results</h3><div>The Sim-Comfort instrument consists of seven competency domains to be scored during simulation. Feedback from SPs resulted in significant revisions to increase item clarity yet no new domains were identified, supporting content validity. In the context of interrater reliability, the intraclass correlation coefficient was 0.59, indicating moderate rating consistency.</div></div><div><h3>Conclusions</h3><div>Findings support Sim-Comfort as a promising instrument for structured assessment of relationship-centered communication in simulation. Sim-Comfort represents a novel, theory-based approach to integrating relational communication skills assessment into simulation-based curricula for nursing learners. Future validity and reliability testing is needed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 98-104"},"PeriodicalIF":2.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520515","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}
Holistic care models such as primary palliative care offer individuals a coordinated, interprofessional and compassionate approach in any healthcare setting regardless of condition. Currently, palliative and end-of-life nursing care content is either threaded throughout nursing curricula or not included at all. As a result, new nurses report being inadequately prepared to provide quality palliative or end-of-life care in practice (Parekh de Campos et al., 2022; Lippe, 2019).
A team of expert nurse faculty at a large public university utilized the RE-AIM framework to describe the development and implementation of a primary palliative care nursing course. Course objectives incorporate recommended palliative care competencies mapped to the domains and sub-competencies of The Essentials (2021). Classes emphasize opportunities for interactive practice, demonstration of growing competence, and ways to address suffering in patients, organizations, and themselves (ANA, 2017; Rushton et al., 2021; Glover et al., 2025). Course evaluations indicate that the class was well received and valuable to students' learning experience. This article documents the development of a required primary palliative care course in a baccalaureate nursing program and shares recommendations on competency-based teaching and evaluation methods to encourage implementation in other academic nursing settings.
整体护理模式，如初级姑息治疗为个人提供协调，跨专业和富有同情心的方法，在任何医疗保健环境中，无论病情如何。目前，姑息和临终护理内容要么贯穿整个护理课程，要么根本不包括在内。因此，新护士报告说，他们在实践中没有做好充分准备，无法提供高质量的姑息治疗或临终关怀（Parekh de Campos等人，2022;Lippe, 2019）。一所大型公立大学的专业护士教师团队利用RE-AIM框架来描述初级姑息治疗护理课程的发展和实施。课程目标包括推荐的姑息治疗能力，映射到基本要素（2021）的领域和子能力。课程强调互动实践的机会，展示不断增长的能力，以及解决患者、组织和自己的痛苦的方法（ANA, 2017； Rushton等人，2021；Glover等人，2025）。课程评估表明，这门课很受欢迎，对学生的学习经验很有价值。本文记录了护理学士课程中初级姑息治疗课程的发展，并分享了基于能力的教学和评估方法的建议，以鼓励在其他学术护理环境中实施。
{"title":"Teaching primary palliative nursing care: A model of competency-based education","authors":"Hannah Murphy Buc , Melissa McClean , Janet Armstead Wulf","doi":"10.1016/j.profnurs.2025.11.003","DOIUrl":"10.1016/j.profnurs.2025.11.003","url":null,"abstract":"<div><div>Holistic care models such as primary palliative care offer individuals a coordinated, interprofessional and compassionate approach in any healthcare setting regardless of condition. Currently, palliative and end-of-life nursing care content is either threaded throughout nursing curricula or not included at all. As a result, new nurses report being inadequately prepared to provide quality palliative or end-of-life care in practice (Parekh de Campos et al., 2022; Lippe, 2019).</div><div>A team of expert nurse faculty at a large public university utilized the RE-AIM framework to describe the development and implementation of a primary palliative care nursing course. Course objectives incorporate recommended palliative care competencies mapped to the domains and sub-competencies of <em>The Essentials</em> (2021). Classes emphasize opportunities for interactive practice, demonstration of growing competence, and ways to address suffering in patients, organizations, and themselves (ANA, 2017; <span><span>Rushton et al., 2021</span></span>; <span><span>Glover et al., 2025</span></span>). Course evaluations indicate that the class was well received and valuable to students' learning experience. This article documents the development of a required primary palliative care course in a baccalaureate nursing program and shares recommendations on competency-based teaching and evaluation methods to encourage implementation in other academic nursing settings.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 124-134"},"PeriodicalIF":2.9,"publicationDate":"2025-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571784","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 : 2025-11-09DOI: 10.1016/j.profnurs.2025.11.005
Jennifer Brodie, Jelena Peric Kljajic, Ximena Gonzales
Nursing education is currently undergoing significant curriculum revisions to transition to competency-based education framework. This shift is guided by the 2021 American Association of Colleges of Nursing (AACN) Essentials: Core Competencies for Professional Nursing Education, a comprehensive framework for professional nursing education programs. Grounded in evidence-based practice, the AACN Essentials aims to prepare future nursing graduates with the skills and readiness required for competent patient care. The purpose of this article is to share the quality improvement project aimed at integrating the Essentials into Level I and Level II programs through a reflection on the development process at Grand Canyon University. While integrating the Essentials framework, the project team created a detailed curriculum development process, outlining and organizing each development phase. The authors of this quality improvement project share checklists that outline the development phases created to organize tasks and maintain efficient timelines. Nursing educators play a crucial role in facilitating these program changes through collaboration and dedication to the curriculum development process. This article details our quality improvement project delivering a collaborative curriculum development process that guides the organized integration of the Essentials framework utilized in all levels of nursing programs.
{"title":"A quality improvement project on creating a curriculum development process to integrate the AACN essentials","authors":"Jennifer Brodie, Jelena Peric Kljajic, Ximena Gonzales","doi":"10.1016/j.profnurs.2025.11.005","DOIUrl":"10.1016/j.profnurs.2025.11.005","url":null,"abstract":"<div><div>Nursing education is currently undergoing significant curriculum revisions to transition to competency-based education framework. This shift is guided by the 2021 American Association of Colleges of Nursing (AACN) <em>Essentials: Core Competencies for Professional Nursing Education</em>, a comprehensive framework for professional nursing education programs. Grounded in evidence-based practice, the AACN <em>Essentials</em> aims to prepare future nursing graduates with the skills and readiness required for competent patient care. The purpose of this article is to share the quality improvement project aimed at integrating the <em>Essentials</em> into Level I and Level II programs through a reflection on the development process at Grand Canyon University. While integrating the <em>Essentials</em> framework, the project team created a detailed curriculum development process, outlining and organizing each development phase. The authors of this quality improvement project share checklists that outline the development phases created to organize tasks and maintain efficient timelines. Nursing educators play a crucial role in facilitating these program changes through collaboration and dedication to the curriculum development process. This article details our quality improvement project delivering a collaborative curriculum development process that guides the organized integration of the <em>Essentials</em> framework utilized in all levels of nursing programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 83-91"},"PeriodicalIF":2.9,"publicationDate":"2025-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520549","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 : 2025-11-07DOI: 10.1016/j.profnurs.2025.11.001
David Sanford, Amy Snow
Background
Effective knowledge transfer in the classroom requires overcoming challenges for both students and faculty.
Problem
Varied learning preferences and classroom constraints create challenges to the receiving and sending of information effectively. The need for student engagement and restricted time allowances for class are two examples of hindrances to education goals.
Approach
Using supplemental content (SC), reinforcing activities (RA), and practice/performance support (PS) (SCRAPS) through formative style assignments supports a pedagogical style of knowledge transfer to stimulate multiple modes of learning, expand classroom parameters, and achieve a deeper level of learning to promote success in program outcomes. Qualitative data obtained through multiple surveys reveal positive feedback from students, including an appreciation of opportunities to demonstrate content understanding beyond the traditional exam style assessment.
Conclusions
The use of Supportive Content, Reinforcing Activities, and Practice/ Performance Support allows faculty to overcome classroom boundaries while engaging the diverse learning styles of students to achieve a higher quality learning experience.
{"title":"Beyond the lecture: Using formative assignments to overcome classroom challenges","authors":"David Sanford, Amy Snow","doi":"10.1016/j.profnurs.2025.11.001","DOIUrl":"10.1016/j.profnurs.2025.11.001","url":null,"abstract":"<div><h3>Background</h3><div>Effective knowledge transfer in the classroom requires overcoming challenges for both students and faculty.</div></div><div><h3>Problem</h3><div>Varied learning preferences and classroom constraints create challenges to the receiving and sending of information effectively. The need for student engagement and restricted time allowances for class are two examples of hindrances to education goals.</div></div><div><h3>Approach</h3><div>Using supplemental content (SC), reinforcing activities (RA), and practice/performance support (PS) (SCRAPS) through formative style assignments supports a pedagogical style of knowledge transfer to stimulate multiple modes of learning, expand classroom parameters, and achieve a deeper level of learning to promote success in program outcomes. Qualitative data obtained through multiple surveys reveal positive feedback from students, including an appreciation of opportunities to demonstrate content understanding beyond the traditional exam style assessment.</div></div><div><h3>Conclusions</h3><div>The use of Supportive Content, Reinforcing Activities, and Practice/ Performance Support allows faculty to overcome classroom boundaries while engaging the diverse learning styles of students to achieve a higher quality learning experience.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 92-97"},"PeriodicalIF":2.9,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145520548","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}
It is essential for nursing students to possess a thorough understanding of dementia care and to maintain a positive attitude toward this area of healthcare.
Objective
The purpose of this meta-analysis is to examine the knowledge and attitudes of undergraduate nursing students regarding dementia.
Methods
A comprehensive search was performed in the PubMed, Web of Science, Embase, CINAHL, and ProQuest databases, covering the period from their inception until March 18, 2025. The primary outcome measures included the Alzheimer's Disease Knowledge Scale (ADKS) and the Dementia Attitudes Scale (DAS). Two independent researchers conducted literature searches, screened the studies, extracted relevant data, and performed critical appraisals. The pooled mean sores for knowledge and attitudes toward dementia were analyzed across all studies and subgroups.
Results
A total of 23 studies from 14 countries were included in the analysis. The findings indicate that nursing students demonstrated moderate knowledge (mean score: 19.13, 95 % CI: 17.85–20.42) and moderate positive attitudes (mean score: 95.18, 95 % CI: 94.19–96.17) toward dementia. Subgroup analyses showed that both pooled knowledge and attitudes were significantly higher among students from high-income countries compared to their counterparts from other countries. Sensitivity analyses yielded robust results.
Conclusions
There is considerable opportunity for improving nursing students' knowledge and attitudes toward dementia care, particularly in developing countries.
{"title":"Undergraduate nursing students' knowledge and attitudes toward dementia by country income level: A systematic review and meta-analysis","authors":"Sumandar MSN, RN , Hsin-Tien Hsu PhD, RN , Hsiu-Fen Hsieh PhD, RN , Pi-Ling Chou PhD, RN , Shu-Fen Wung PhD, MS, RN, ACNP-BC, FAAN , Pei-Chao Lin PhD, RN","doi":"10.1016/j.profnurs.2025.10.012","DOIUrl":"10.1016/j.profnurs.2025.10.012","url":null,"abstract":"<div><h3>Background</h3><div>It is essential for nursing students to possess a thorough understanding of dementia care and to maintain a positive attitude toward this area of healthcare.</div></div><div><h3>Objective</h3><div>The purpose of this meta-analysis is to examine the knowledge and attitudes of undergraduate nursing students regarding dementia.</div></div><div><h3>Methods</h3><div>A comprehensive search was performed in the PubMed, Web of Science, Embase, CINAHL, and ProQuest databases, covering the period from their inception until March 18, 2025. The primary outcome measures included the Alzheimer's Disease Knowledge Scale (ADKS) and the Dementia Attitudes Scale (DAS). Two independent researchers conducted literature searches, screened the studies, extracted relevant data, and performed critical appraisals. The pooled mean sores for knowledge and attitudes toward dementia were analyzed across all studies and subgroups.</div></div><div><h3>Results</h3><div>A total of 23 studies from 14 countries were included in the analysis. The findings indicate that nursing students demonstrated moderate knowledge (mean score: 19.13, 95 % CI: 17.85–20.42) and moderate positive attitudes (mean score: 95.18, 95 % CI: 94.19–96.17) toward dementia. Subgroup analyses showed that both pooled knowledge and attitudes were significantly higher among students from high-income countries compared to their counterparts from other countries. Sensitivity analyses yielded robust results.</div></div><div><h3>Conclusions</h3><div>There is considerable opportunity for improving nursing students' knowledge and attitudes toward dementia care, particularly in developing countries.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 52-59"},"PeriodicalIF":2.9,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467937","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 : 2025-11-01DOI: 10.1016/j.profnurs.2024.03.013
Kathleen M. Huun
{"title":"White coat or white box? A novel, symbolic welcome to undergraduate nursing students","authors":"Kathleen M. Huun","doi":"10.1016/j.profnurs.2024.03.013","DOIUrl":"10.1016/j.profnurs.2024.03.013","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 169-170"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141039859","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 : 2025-11-01DOI: 10.1016/j.profnurs.2024.01.006
Julee Waldrop DNP
{"title":"Letter to the editor Re: DNP: Research or not – That is the question","authors":"Julee Waldrop DNP","doi":"10.1016/j.profnurs.2024.01.006","DOIUrl":"10.1016/j.profnurs.2024.01.006","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Page 168"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145622856","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 : 2025-11-01DOI: 10.1016/j.profnurs.2025.09.006
Christine Dianne Nepomuceno
{"title":"More than a stethoscope","authors":"Christine Dianne Nepomuceno","doi":"10.1016/j.profnurs.2025.09.006","DOIUrl":"10.1016/j.profnurs.2025.09.006","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Page A10"},"PeriodicalIF":2.9,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145622847","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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