Journal of Professional Nursing最新文献

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.

Background

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.

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.

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.

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.

Background

To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students.

Purpose

This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students.

Method

In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators affiliated with three medical sciences universities in southeastern Iran. Purposive data sampling and analysis were performed using Graneheim and Lundman's conventional content analysis methods.

Results

One main theme, 5 categories, and 18 subcategories were extracted. The main theme was “cultural equality, the essence of care and education”. Categories included “Toward culturally-based caring and education”, “Charter of cultural rights”, “The need for cultural competence facilitators”, “Cultural exposure”, and “Modifying the curriculum policies”.

Conclusion

This study shows that nursing educators strive to take into account students' cultural competence, even though cultural competence is not explicitly integrated into nursing curricula. The acquisition of cultural competence requires multifaceted changes in education, in clinical centers, and in the creation of cultural infrastructure.

Our large, two campus (one urban and one suburban) and two track (RN-BSN and Entry-level BSN) program has revised our BSN curriculum to reflect the new Level One American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education (AACN, 2021). This article describes the work to revise the curriculum to meet the demands of contemporary nursing education with increased elective choices for Generation Z learners, professional role courses on wellness and resiliency, a course on palliative care and symptom management, increased clinical hours to include virtual simulation and more community and public health experiences, and increased innovative student experiences with our clinical partners. A revised clinical evaluation tool (CET) was also developed to evaluate students in competency-based education and to reflect our new program outcomes.

Background

Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty.

Purpose

To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors.

Method

A qualitative descriptive approach was used to identify institutional factors that impact academic mentoring. Semi-structured interviews were conducted with experienced nurse faculty (n = 24) about their mentoring experiences. Remarks related to institutional factors were analyzed using conventional content analysis.

Results

Five institutional factors that supported mentoring were identified: (1) support of unit leaders, (2) established processes and policies, (3) mentoring development opportunities, (4) faculty-to-faculty support, and (5) faculty rewards. Six institutional factors that hindered mentoring were identified: (1) lack of support of unit leaders, (2) limited mentoring development opportunities, (3) heavy workloads that restrict mentoring, (4) limited pool of mentors, (5) inadequate faculty rewards for mentoring, and (6) limited oversight of faculty mentoring.

Conclusion

The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.

Background

Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication.

Purpose

The purpose of this article is to share an evaluation of the effectiveness of this approach.

Methods

The authors used a bibliometric study design.

Results

This study demonstrates that manuscripts authored by students based on the DNP projects they conduct while earning their DNP degree can be published and are cited by other scholars. Additionally, the majority of these authors continue to publish scholarly work in the nursing and broader health-focused literature after they graduate.

Conclusion

Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice.

Background

Based on the involvement of qualified educators in its design, the Learning-by-Concordance tool aims to promote the learning of reasoning in contexts of uncertainty. However, data are still scarce on the experience of educators in terms of sharing and exposing their reasoning processes using this tool.

Purpose

This study sought to explore the beliefs and experiences of educators when involved in the design of a Learning-by-Concordance tool.

Method

This research used a descriptive qualitative design. Four dialogue groups were conducted with educators with different roles and responsibilities while designing a Learning-by-Concordance tool. A descriptive interpretative analysis of educators' verbatim quotes was done.

Findings

A total of 14 participants took part in the study. The results show the discomfort of educators despite their recognized expertise. Three themes emerged: 1- the need to be reassured by the opinions of colleagues; 2-feeling like impostors; and 3- concerns for the quality of instructional supports.

Conclusions

The role taken by educators for teaching reasoning in contexts of uncertainty is to draw on practical experience where different types of knowledge intersect and are mobilized, to overcome feelings of insecurity, and to engage in close and authentic conversation with learners.