Journal of Professional Nursing最新文献

Background

Statistical evidence shows that nursing students prefer a professional career in hospital settings, leading to a lack of career interest in non-hospital settings such as community and residential aged care facilities. The lack of preference for non-hospital settings has persisted over several decades and presents a need for different approaches that may reveal new information to better understand the individual factors that influence specialty choices and preferences from the students' viewpoints.

Purpose

The aims of this study were to (1) explore individual factors that impact the nursing specialty choices of final-year nursing students and (2) explore how these factors influence the final-year nursing students' career decision-making process.

Method

A narrative inquiry approach using semi-structured interviews was carried out with purposively sampled nursing students (n = 12) who had undertaken a final-year clinical placement(s). Data was analysed using two main steps. First, the interviews were restoried and then analysed using the three-dimensional framework. Subsequently, thematic analysis was applied to generate themes.

Results

Data analysis generated three main themes: demographic factors, social factors, and career goals. Participants' characteristics and interactions with other individuals and systems influenced their nursing specialty preferences and professional career plans.

Conclusion

Nursing students' career interests are influenced by individual factors external to their nursing education, such as their age, gender, and life experiences. These student characteristics and experiences facilitated or inhibited a career in some nursing specialties, with the students gauging their ability to practice in a specialty during their CPs. Nursing education should expose and inform students about the core skills, career opportunities, and how to advance their careers in the different nursing specialties. Most importantly, final-year students may need formal career guidance to encourage nursing students' positive attitudes and career interests in different nursing specialties and make realistic career decisions.

Objectives

The purpose of this analysis is to develop the concept of sense of belonging in nursing. The secondary purpose is to identify the antithesis or direct opposite beyond the negative consequences related to a lack of belonging in nursing.

Design

Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing.

Data sources

Following PRISMA guidelines, peer-reviewed English articles and dissertations were reviewed from PubMed, ERIC, CINAHL, and PsychINFO. Forty-seven articles describing sense of belonging in the nursing profession, both academic and workforce, were included.

Review methods

Inductive thematic analysis was used to determine recurring themes of the antecedents, attributes, consequences, and antithesis of belonging in nursing.

Results

A welcoming, positive atmosphere encouraging a culture of mentorship is key to developing an environment of belonging. The attributes of belonging include being trusted, valued, and an accepted part of the team, and encouraging a connection to the community. Nurses and nursing students have improved confidence, self-esteem, and motivation to learn when a sense of belonging is present. They feel supported and respected in the environment. However, historically minoritized students and nurses report discrimination, bias, and condescension resulting in feeling invisible, isolated, excluded, and neglected. Nurses and nursing students feel invisible, isolated, excluded, and neglected without a sense of belonging.

Conclusion

Developing a sense of belonging in nurses and nursing students is critical to our profession. Further research is essential to develop interventions and strategies for cultivating a sense of belonging in nursing.

Background

Communication skills are very important for nursing students. As a developing teaching technology, virtual reality is used in nursing communication education. However, the teaching effect and the effective teaching elements are not clear.

Objective

This systematic review was designed to summarize the characteristics of interventions and teaching design of nursing communication education based on virtual reality and to extract the common positive features to provide a reference for further nursing communication education.

Methods

Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, we systematically searched eight databases in December 2021, and an updated search was performed in June 2023. The Mixed Methods Appraisal Tool was used for study appraisal.

Results

A total of thirteen studies were included in the systematic review. Although differences were observed in the designs, evaluations and communication results of these studies, we extracted some elements that can be used to promote positive communication results, such as a combination of an intervention design based on theory with communication strategies, positive feedback and reporting.

Conclusions

Virtual reality-based education shows mixed teaching effect in improving nursing students' communication cognition and skills. Further studies are necessary to verify the practical influence of intervention design combined with teaching methods on improving nursing students' communication and clinical communication coping ability.

For one School of Nursing in a mid-sized, urban, private, liberal arts university in the upper Midwest, internal and external factors coalesced, requiring the reassessment/alignment of the baccalaureate, masters, and doctoral programs with professional standards/competencies and institutional mission/values. The development process of a new curricular framework to conceptually support the curriculum within the School of Nursing was reflective of participatory inquiry. The process closely followed the principles of the nursing complexity leadership model, complexity science, and improvement science. The new curricular framework grounds the School of Nursing's programming in a shared mental model through three functional definitions and six guiding constructs. The curricular framework development from this collaborative effort provides consistency for future curricular development and design across and within each program in the School of Nursing, shaping who we are, who we are educating, and the vision we see for our future.

Background

The updated American Association of Colleges of Nursing: The Essentials: Core Competencies for Professional Nursing Education (2021) outlines competence requirements for entry-to-practice nurses. Hospice and palliative care (PC) are identified as one of four spheres of care, emphasizing that nursing knowledge and proficiency in primary PC are critical for all nurses.

Purpose

This article identifies key elements for nursing educators to consider when adopting, adapting, or designing practical primary PC simulations to meet The AACN Essentials.

Methods

Using Healthcare Simulation Standards of Best Practice™ (HSSBP) as a framework, a panel of nursing education researchers identified and compared key elements of four PC simulations from varied evidence-based exemplars across the U.S.

Results

Overarching elements in simulation development include choosing modalities, assessing resources, and simulation logistics, creating opportunities for difficult conversations with interprofessional team engagement, and validating scenarios with expert input. Simulation implementation should include tailored pre-briefing to address psychological safety in caring for the dying patient, piloting scenarios, and maximizing observer/vicarious learner roles. Finally, evaluation is vital for competency assessment, scenario enhancement, and logistical changes.

Limitations included variability in PC simulation scenarios, learners/learner level, curricula, and geography across selected exemplars, which may affect the general applicability of these findings.

Conclusions

Simulations developed according to HSSBP™ provide effective practical experience in PC, affording active and vicarious learners the knowledge and skills essential for baseline nursing competence.

Background

Nurses have frequent opportunities to address social determinants of health (SDOH) in practice. However, many nurses graduate without completing coursework in SDOH, and there remain barriers to incorporating SDOH content into nursing curricula.

Purpose

We propose the revision of nursing pre-requisites to include substantive, introductory coursework on SDOH.

Method

We explored the history and professional context surrounding nursing's current pre-requisite course expectations. We also performed an assessment of the credit hour requirements and pre-requisite course titles for the nation's 100 top-ranked nursing programs.

Findings

Our assessment revealed that the allocation of credit hour requirements for most programs leaves little room for SDOH-focused credits once nursing coursework starts; also, based on title analyses, foundational coursework on SDOH may be missing from most programs' pre-requisite listings.

Discussion

Nursing pre-requisites should include SDOH content for reasons including the limited availability of credit hours for SDOH-focused electives and the importance of students developing a strong foundation in SDOH before their nursing coursework begins.

Background

Negative role models can significantly impact nursing students' adherence to standard infection control precautions (SP) but there has been limited research on impacts and relevant strategies.

Purpose

This review examined the impact of negative role models on nursing students' adherence to SP and explored strategies that nursing instructors could use to help students effectively manage the influence of negative role models.

Methods

An integrative review was conducted, guided by Whittemore and Knafl's methodology (2005). PubMed, CINAHL, and Scopus were searched for articles from 2008‐2023. Research studies were critically appraised using appropriate tools.

Results

Fourteen articles met the inclusion criteria and were included in this review. The literature indicates that nursing students frequently encounter negative role models during their clinical placements and that such negative encounters detrimentally impact their adherence to SP. Five strategies to potentially mitigate the impact of negative role models were identified.

Conclusion

To address the issue of negative role models, nursing instructors can help students learn specific strategies to manage encounters with negative role models, promote discussion of role modeling with students and clinical staff, and act as role models themselves. Further research is needed to inform specific strategies.

Background

The American Association of Colleges of Nursing (AACN) supports integrating diversity, equity, and inclusivity (DEI) into nursing curricula to aid in preparing students to administer competent care for diverse patient populations. AACN highlights equitable healthcare as the overarching goal and catalyst for improving patient health, reducing health disparities, and addressing social determinants of health.

Aim

The aim is to plan, implement, and evaluate diversity, equity, and inclusion modules in a nursing trends and issues course.

Design

The design is a quality improvement project using the PDSA cycle as a framework.

Results

Students strongly agree that incorporating DEI modules into the course promotes learning. Nursing faculty acknowledge that more revisions are needed to the course modules to address and compare learning gaps in DEI between nursing cohorts for next semester.

Conclusion

Incorporating DEI in nursing curricula may demand the application of strategies and structure for students learning. With a lack of faculty experience on DEI topics, this process may require effective interventions to address the learning needs of students.

Background

Role-modeling videos portray how to complete a task or behave in a situation. As posited by Social Learning Theory and the Model of Transformational Learning, role-modeling videos used in the Catalyzing Relationships at the End-of-Life Program (CAREol Program©) were developed to engage and transform student learning.

Purpose

The purpose of the study was to understand how role-modeling videos about difficult family relationships at the end of life enhance preparation of nursing and medical students for clinical practice.

Methods

A descriptive qualitative analysis was used to explore the understanding of 156 nursing and medical students' knowledge of end-of-life care expressed through journal reflections after experiencing a role-modeling video.

Results

Four themes emerged from the qualitative descriptive analysis: comfort, communication, time together, and forgiveness/reconciliation.

Conclusion

Through the lens of Social Learning Theory and the Model of Transformational Learning, students learn about the importance of comfort, communication, time together, and forgiveness in family relationships at the end of life.