Pub Date : 2024-08-15DOI: 10.1016/j.profnurs.2024.08.002
Melissa D. Cole DNP, APRN, ANP-BC, CENP
In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.
{"title":"Leased clinical faculty model: Bridging gaps in nursing education","authors":"Melissa D. Cole DNP, APRN, ANP-BC, CENP","doi":"10.1016/j.profnurs.2024.08.002","DOIUrl":"10.1016/j.profnurs.2024.08.002","url":null,"abstract":"<div><p>In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 257-259"},"PeriodicalIF":2.8,"publicationDate":"2024-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002287","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 : 2024-08-14DOI: 10.1016/j.profnurs.2024.08.003
Kylateia Farrar-Stern , Amber Young-Brice
Currently, there are no standardized requirements for pedagogical preparation for nurse educators at the state and national level. Various stakeholders have identified an issue in the preparation of nurse educators in academia. Current recommendations are that faculty have a master's or doctoral degree in nursing (American Association of Colleges of Nursing, 2017); however, requirements do not include educational preparation prior to or concurrent with starting a faculty position. This policy paper highlights a recommendation to require one of the following: the Certified Nurse Educator credential or certificate in teaching for educators without prior formal education in pedagogy. Outcomes of such a requirement would include nurse educators have a better understanding of the science of nursing education and preparation related to teaching. A second outcome is students receive an education that uses evidence-based teaching methods.
{"title":"Change in expectations: A policy recommendation for future and current nurse educators","authors":"Kylateia Farrar-Stern , Amber Young-Brice","doi":"10.1016/j.profnurs.2024.08.003","DOIUrl":"10.1016/j.profnurs.2024.08.003","url":null,"abstract":"<div><p>Currently, there are no standardized requirements for pedagogical preparation for nurse educators at the state and national level. Various stakeholders have identified an issue in the preparation of nurse educators in academia. Current <em>recommendations</em> are that faculty have a master's or doctoral degree in nursing (American Association of Colleges of Nursing, 2017); however, <em>requirements</em> do not include educational preparation prior to or concurrent with starting a faculty position. This policy paper highlights a recommendation to require one of the following: the Certified Nurse Educator credential or certificate in teaching for educators without prior formal education in pedagogy. Outcomes of such a requirement would include nurse educators have a better understanding of the science of nursing education and preparation related to teaching. A second outcome is students receive an education that uses evidence-based teaching methods.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 260-263"},"PeriodicalIF":2.8,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142002288","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 : 2024-08-10DOI: 10.1016/j.profnurs.2024.08.001
Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk
Background
Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics.
Purpose
This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions.
Method
This cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate.
Results
Thirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains.
Conclusion
Identifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.
{"title":"The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes","authors":"Marcy Ainslie , Mary Beth Bigley , Charles Yingling , J. Dwayne Hooks , Leonie DeClerk","doi":"10.1016/j.profnurs.2024.08.001","DOIUrl":"10.1016/j.profnurs.2024.08.001","url":null,"abstract":"<div><h3>Background</h3><p>Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics.</p></div><div><h3>Purpose</h3><p>This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and other health professions.</p></div><div><h3>Method</h3><p>This cross-sectional evaluation applied the Context, Inputs, Process, and Products model to gauge effectiveness of the LMP. All 48 participants were invited to participate.</p></div><div><h3>Results</h3><p>Thirty-two survey respondents, a 67 % response rate, demonstrated a 767 % increase in extramural scholarship collaborations and promotion to associate and full professor at 43 % and 90 %, respectively. Academic leadership positions to department chair, assistant/associate dean, and dean increased 200 %, 167 %, and 100 %, respectively. Seventy-seven percent of program participants are engaged on boards and committees at local, state, national, and international levels. These roles significantly impact legislative, policy, advocacy, and regulatory efforts, signifying the LMP's influence on broader societal and professional domains.</p></div><div><h3>Conclusion</h3><p>Identifying clear program outcomes and metrics for leadership program evaluation can advance diversity, equity, and inclusion efforts. Sustainable funding models for leadership development will have a high return on investment for health professions.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 249-256"},"PeriodicalIF":2.8,"publicationDate":"2024-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990966","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 : 2024-08-07DOI: 10.1016/j.profnurs.2024.07.011
Joyce E. Johnson, Petra Goodman, Rebecca Robert
In a previous article, we focused on dissertation research related to rigor and the central role of rigor in Ph.D. dissertation research (Goodman et al., 2020). In this article, we focus on representations of dissertation rigor as it relates to the major components of the dissertation chapters (nature of the study, literature review, methodology, results, and discussion). We address the critical and central importance of good writing in dissertations, identify indicators of rigorous research, and discuss implications for nursing faculty, doctoral students, and the nursing profession.
在上一篇文章中,我们重点介绍了与严谨性相关的学位论文研究以及严谨性在博士论文研究中的核心作用(Goodman et al.)在本文中,我们将重点讨论论文严谨性的表现形式,因为它与论文章节的主要组成部分(研究性质、文献综述、方法论、结果和讨论)有关。我们探讨了学位论文中良好写作的关键和核心重要性,确定了严谨研究的指标,并讨论了对护理教师、博士生和护理专业的影响。
{"title":"Indicators of rigor in dissertation research","authors":"Joyce E. Johnson, Petra Goodman, Rebecca Robert","doi":"10.1016/j.profnurs.2024.07.011","DOIUrl":"10.1016/j.profnurs.2024.07.011","url":null,"abstract":"<div><p>In a previous article, we focused on dissertation research related to rigor and the central role of rigor in Ph.D. dissertation research (Goodman et al., 2020). In this article, we focus on representations of dissertation rigor as it relates to the major components of the dissertation chapters (nature of the study, literature review, methodology, results, and discussion). We address the critical and central importance of good writing in dissertations, identify indicators of rigorous research, and discuss implications for nursing faculty, doctoral students, and the nursing profession.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"55 ","pages":"Pages 57-64"},"PeriodicalIF":2.8,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158209","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}
Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life.
Purpose
The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism.
Methods
A mixed-methods design based on the “concurrent triangulation” approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data.
Results
The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = −0.404, p < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators.
Conclusion
Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development.
{"title":"Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators","authors":"Ebtsam Aly Abou Hashish , Sharifah Abdulmuttalib Alsayed , Hend Abdu Alnajjar","doi":"10.1016/j.profnurs.2024.07.014","DOIUrl":"10.1016/j.profnurs.2024.07.014","url":null,"abstract":"<div><h3>Background</h3><p>Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life.</p></div><div><h3>Purpose</h3><p>The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism.</p></div><div><h3>Methods</h3><p>A mixed-methods design based on the “concurrent triangulation” approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data.</p></div><div><h3>Results</h3><p>The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = −0.404, <em>p</em> < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators.</p></div><div><h3>Conclusion</h3><p>Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 234-244"},"PeriodicalIF":2.8,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.
随着老龄化人口的激增,医疗保健需求激增,这就要求学术机构加强对高级执业注册护士 (APRN) 的教育。这在专科领域护士师资短缺的情况下尤其具有挑战性,其原因包括薪酬缺乏与临床职位的竞争力,以及博士毕业的护士寻求教师职位。尽管为解决师资短缺问题做出了努力,但招聘方面的挑战依然存在,因此有必要采取创新方法。本文探讨了麻醉护士(NA)与成人老年学执业护士(NP)项目之间的跨专业合作教学,重点是气道管理、镇静技术、胸部 X 光解读和超声波技能。迄今为止,NA 和 NP 教员之间的这种合作已被证明是有效的。无论是同步教学还是在线异步教学,都收到了绝大多数学生的积极反馈。新农合和非营利组织教师之间的持续沟通与合作促进了跨专业的教学和教育策略,共享了教师的专业知识,缓解了教师人数减少的问题。这种创新模式使教师和学生受益匪浅,并为跨专业合作提供了第一手平台,促进了相互尊重,为学生有效开展跨学科医疗团队合作做好了准备。
{"title":"Collaborative nursing education between advanced practice registered nurses","authors":"Ryan Richey DNP, CRNA, CHSE, Katie Woodfin DNP, CRNA, CHSE, Somali Nguyen DNP, CRNP, AGACNP-BC, Sabrina Kopf DNP, ACNP-BC, Hiboombe Haamankuli DNP, MSN, ACNP-BC, Susan McMullan PhD, CRNA, CNE, CHSE, FAANA, FAAN, Amy Yerdon DNP, CRNA, CNE","doi":"10.1016/j.profnurs.2024.07.009","DOIUrl":"10.1016/j.profnurs.2024.07.009","url":null,"abstract":"<div><p>The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 245-248"},"PeriodicalIF":2.8,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141990965","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}
In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning.
Purpose
The aim of the study is to understand the professional self-concept of nursing students through their self-artwork.
Method
A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method.
Results
The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: “The question is why?”; “My story,”; and “Nursing is a value.” The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs.
Conclusion
Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society.
{"title":"Self-concept of the nursing profession among nursing students: An art-based qualitative analysis","authors":"Irit Schwartz-Attias PhD, RN , Anat Amit Aharon PhD, MHA, RN","doi":"10.1016/j.profnurs.2024.07.013","DOIUrl":"10.1016/j.profnurs.2024.07.013","url":null,"abstract":"<div><h3>Background</h3><p>In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning.</p></div><div><h3>Purpose</h3><p>The aim of the study is to understand the professional self-concept of nursing students through their self-artwork.</p></div><div><h3>Method</h3><p>A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method.</p></div><div><h3>Results</h3><p>The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: “The question is why?”; “My story,”; and “Nursing is a value.” The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs.</p></div><div><h3>Conclusion</h3><p>Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 216-223"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944076","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 : 2024-07-31DOI: 10.1016/j.profnurs.2024.07.008
Brenda Elliott PhD, RN, CNE, ANEF , Deborah L. Sikes DNP, RN, CNE , Katie A. Chargualaf PhD, RN, CMSRN, CNE, FAAN , Barbara Patterson PhD, RN, ANEF, FAAN , Huaxin Song PhD , Myrna L. Armstrong EdD, RN, FAAN
Background
National initiatives such as ‘Joining Forces’ and the ‘Have you ever served in the military?’ campaign increased awareness of the needs of the military and veteran population. Yet, empirical evidence suggests that nurses and other healthcare providers continue to report insufficient cultural competency, as well as knowledge and awareness of unique healthcare needs to provide optimal care to this population.
Purposes
The study purposes were to explore nurses' and nursing students' knowledge, attitudes, confidence, and comfort levels to care for veterans and their family, identify potential factors associated with these outcome measures, and examine the relationships between knowledge, attitudes, confidence, and comfort.
Method
A quantitative, cross-sectional study design guided an online survey of 153 respondents. The military and veteran family cultural competency model provided a theoretical foundation.
Findings
Overall, the confidence in skills and abilities, and comfort levels on addressing military culture, providing care, and discussing health issues increases as participants' gain knowledge and awareness of the military. Having an immediate family member(s) who served in the military was a significant factor related to confidence.
Implications
Nursing students and nurses in practice need education aimed at addressing the veteran care competencies, specifically military/veteran culture.
{"title":"Knowledge, Attitudes, Confidence, and comfort of Nurses and Nursing Students Caring for Military Veterans and Their Families","authors":"Brenda Elliott PhD, RN, CNE, ANEF , Deborah L. Sikes DNP, RN, CNE , Katie A. Chargualaf PhD, RN, CMSRN, CNE, FAAN , Barbara Patterson PhD, RN, ANEF, FAAN , Huaxin Song PhD , Myrna L. Armstrong EdD, RN, FAAN","doi":"10.1016/j.profnurs.2024.07.008","DOIUrl":"10.1016/j.profnurs.2024.07.008","url":null,"abstract":"<div><h3>Background</h3><p>National initiatives such as ‘<em>Joining Forces</em>’ and the ‘<em>Have you ever served in the military?</em>’ campaign increased awareness of the needs of the military and veteran population. Yet, empirical evidence suggests that nurses and other healthcare providers continue to report insufficient cultural competency, as well as knowledge and awareness of unique healthcare needs to provide optimal care to this population.</p></div><div><h3>Purposes</h3><p>The study purposes were to explore nurses' and nursing students' knowledge, attitudes, confidence, and comfort levels to care for veterans and their family, identify potential factors associated with these outcome measures, and examine the relationships between knowledge, attitudes, confidence, and comfort.</p></div><div><h3>Method</h3><p>A quantitative, cross-sectional study design guided an online survey of 153 respondents. The military and veteran family cultural competency model provided a theoretical foundation.</p></div><div><h3>Findings</h3><p>Overall, the confidence in skills and abilities, and comfort levels on addressing military culture, providing care, and discussing health issues increases as participants' gain knowledge and awareness of the military. Having an immediate family member(s) who served in the military was a significant factor related to confidence.</p></div><div><h3>Implications</h3><p>Nursing students and nurses in practice need education aimed at addressing the veteran care competencies, specifically military/veteran culture.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 228-233"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944077","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 : 2024-07-31DOI: 10.1016/j.profnurs.2024.07.010
Caitlin M. Nye, Jennifer A. Livingston, Kelly Foltz-Ramos, Amy Hequembourg
Background
Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics.
Purpose
The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content.
Methods
Six EBSCO databases were searched for manuscripts published between 2012 and 2023. Peer-reviewed articles, published in English, describing studies of pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ health content were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was used to guide inclusion of studies for review.
Results
The literature search yielded 612 results, of which 58 were selected for full text screening. Twelve total studies were retained for this scoping review.
Conclusions
Faculty knowledge related to LGBTQ+ health is framed by a “deficit narrative,” emphasizing physical and mental health risks and negative outcomes. Faculty beliefs are often measured with instruments that reflect cisnormativity or heteronormativity. There is an ongoing need to research the experiences of inclusion of LGBTQ+ content by pre-licensure, undergraduate nursing faculty.
{"title":"Undergraduate Nursing Faculty Knowledge, Beliefs, and Experiences with Teaching LGBTQ+ Content: A Scoping Review","authors":"Caitlin M. Nye, Jennifer A. Livingston, Kelly Foltz-Ramos, Amy Hequembourg","doi":"10.1016/j.profnurs.2024.07.010","DOIUrl":"10.1016/j.profnurs.2024.07.010","url":null,"abstract":"<div><h3>Background</h3><p>Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics.</p></div><div><h3>Purpose</h3><p>The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ content.</p></div><div><h3>Methods</h3><p>Six EBSCO databases were searched for manuscripts published between 2012 and 2023. Peer-reviewed articles, published in English, describing studies of pre-licensure, undergraduate nursing faculty knowledge, beliefs, and experiences with teaching LGBTQ+ health content were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews was used to guide inclusion of studies for review.</p></div><div><h3>Results</h3><p>The literature search yielded 612 results, of which 58 were selected for full text screening. Twelve total studies were retained for this scoping review.</p></div><div><h3>Conclusions</h3><p>Faculty knowledge related to LGBTQ+ health is framed by a “deficit narrative,” emphasizing physical and mental health risks and negative outcomes. Faculty beliefs are often measured with instruments that reflect cisnormativity or heteronormativity. There is an ongoing need to research the experiences of inclusion of LGBTQ+ content by pre-licensure, undergraduate nursing faculty.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 205-215"},"PeriodicalIF":2.8,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944078","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 : 2024-07-25DOI: 10.1016/j.profnurs.2024.07.007
Valerie Clary-Muronda PhD, MSN-Ed, RNC-OB , Hannah R. Smith PhD
Background
Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families.
Method
To address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate.
Results
The teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive.
Conclusion
Multiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.
{"title":"An interprofessional approach to teaching genetics in an undergraduate nursing curriculum","authors":"Valerie Clary-Muronda PhD, MSN-Ed, RNC-OB , Hannah R. Smith PhD","doi":"10.1016/j.profnurs.2024.07.007","DOIUrl":"10.1016/j.profnurs.2024.07.007","url":null,"abstract":"<div><h3>Background</h3><p>Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families.</p></div><div><h3>Method</h3><p>To address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate.</p></div><div><h3>Results</h3><p>The teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive.</p></div><div><h3>Conclusion</h3><p>Multiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 224-227"},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141841185","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}