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.
{"title":"Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study","authors":"Fatemeh Darban PhD , Jamileh Farokhzadian PhD , Monirsadat Nematollahi PhD , Nastaran Heydarikhayat PhD , Motahareh Faramarzpour PhD","doi":"10.1016/j.profnurs.2024.05.010","DOIUrl":"10.1016/j.profnurs.2024.05.010","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Purpose</h3><p>This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students.</p></div><div><h3>Method</h3><p>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.</p></div><div><h3>Results</h3><p>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”.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 142-150"},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951282","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 : 2024-07-24DOI: 10.1016/j.profnurs.2024.03.012
Maeve Howett , Hannah Murphy , Amy Daniels , Jana Goodwin , Katie McElroy , Nicole Smith , Mary Pat Ulicny
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.
我们的大型双校区(一个城市校区和一个郊区校区)双轨制(RN-BSN 和入门级 BSN)课程已修订了 BSN 课程,以反映新的一级美国护理学院协会(AACN)《要点》:专业护理教育的核心能力》(AACN,2021 年)。本文介绍了为满足当代护理教育需求而修订课程的工作,包括增加 Z 世代学习者的选修课选择、关于健康和复原力的专业角色课程、关于姑息护理和症状管理的课程、增加临床课时以包括虚拟模拟和更多社区与公共卫生体验,以及增加学生与临床合作伙伴的创新体验。我们还开发了经修订的临床评估工具 (CET),以评估学生在能力本位教育中的表现,并反映我们新的课程成果。
{"title":"Innovating to meet AACN essentials in a bachelor of science in nursing program","authors":"Maeve Howett , Hannah Murphy , Amy Daniels , Jana Goodwin , Katie McElroy , Nicole Smith , Mary Pat Ulicny","doi":"10.1016/j.profnurs.2024.03.012","DOIUrl":"10.1016/j.profnurs.2024.03.012","url":null,"abstract":"<div><p>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) <em>The Essentials:</em> 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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 134-141"},"PeriodicalIF":2.8,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951281","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}
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.
{"title":"Institutional factors that affect faculty mentoring in academic nursing programs","authors":"Katie Ruth Busby PhD, RN, CNE , Claire Burke Draucker PhD, RN, FAAN","doi":"10.1016/j.profnurs.2024.07.006","DOIUrl":"10.1016/j.profnurs.2024.07.006","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Purpose</h3><p>To identify institutional factors that support or hinder faculty-to-faculty academic mentoring from the perspectives of experienced nurse faculty mentors.</p></div><div><h3>Method</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>The identification of institutional factors that support or hinder mentoring can inform academic leaders and program administrators in their efforts to strengthen mentoring.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 164-170"},"PeriodicalIF":2.8,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141852145","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 : 2024-07-19DOI: 10.1016/j.profnurs.2024.06.021
Julee Briscoe Waldrop, Marion E. Broome
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.
{"title":"Publication patterns of graduates from a DNP program with submission of a manuscript as a degree requirement","authors":"Julee Briscoe Waldrop, Marion E. Broome","doi":"10.1016/j.profnurs.2024.06.021","DOIUrl":"10.1016/j.profnurs.2024.06.021","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Purpose</h3><p>The purpose of this article is to share an evaluation of the effectiveness of this approach.</p></div><div><h3>Methods</h3><p>The authors used a bibliometric study design.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 194-197"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141842256","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 : 2024-07-19DOI: 10.1016/j.profnurs.2024.07.004
Marie-France Deschênes RN., PhD , Bernard Charlin MD, PhD , Haifa Akremi PT, PhD , Lise Lecours M Ed , Ahmed Moussa MD , Vincent Jobin MD , Nicolas Fernandez PhD
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.
{"title":"Beliefs and experiences of educators when involved in the design of a Learning-by-concordance tool: A qualitative interpretative study","authors":"Marie-France Deschênes RN., PhD , Bernard Charlin MD, PhD , Haifa Akremi PT, PhD , Lise Lecours M Ed , Ahmed Moussa MD , Vincent Jobin MD , Nicolas Fernandez PhD","doi":"10.1016/j.profnurs.2024.07.004","DOIUrl":"10.1016/j.profnurs.2024.07.004","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Purpose</h3><p>This study sought to explore the beliefs and experiences of educators when involved in the design of a Learning-by-Concordance tool.</p></div><div><h3>Method</h3><p>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.</p></div><div><h3>Findings</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 180-188"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141843813","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 : 2024-07-19DOI: 10.1016/j.profnurs.2024.06.020
Edah Anyango , Irene Ngune , Janie Brown , Esther Adama
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.
{"title":"The influence of individual factors on the career preferences and specialty choices of final-year nursing students","authors":"Edah Anyango , Irene Ngune , Janie Brown , Esther Adama","doi":"10.1016/j.profnurs.2024.06.020","DOIUrl":"10.1016/j.profnurs.2024.06.020","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Purpose</h3><p>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.</p></div><div><h3>Method</h3><p>A narrative inquiry approach using semi-structured interviews was carried out with purposively sampled nursing students (<em>n</em> = 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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 126-133"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S8755722324001121/pdfft?md5=057327b37e454ac2c22b3c40c9cd97d6&pid=1-s2.0-S8755722324001121-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-19DOI: 10.1016/j.profnurs.2024.07.003
Sarah E. Patel , Jessica Varghese , Kerry Hamm
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.
{"title":"Defining sense of belonging in nurisng - An evolutionary concept analysis","authors":"Sarah E. Patel , Jessica Varghese , Kerry Hamm","doi":"10.1016/j.profnurs.2024.07.003","DOIUrl":"10.1016/j.profnurs.2024.07.003","url":null,"abstract":"<div><h3>Objectives</h3><p>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.</p></div><div><h3>Design</h3><p>Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing.</p></div><div><h3>Data sources</h3><p>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.</p></div><div><h3>Review methods</h3><p>Inductive thematic analysis was used to determine recurring themes of the antecedents, attributes, consequences, and antithesis of belonging in nursing.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusion</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 151-163"},"PeriodicalIF":2.8,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853852","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 : 2024-07-17DOI: 10.1016/j.profnurs.2024.07.005
Yueyang Dong MSc , Juanjuan Sun MSc , Meng He MSc, Xiangning Zhu MSc, Shuang Zhang MSc, Wenxia Wang PhD, Shuyan Fang PhD, Haitao Song Bachelor of Nursing, Jiao Sun PhD
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.
背景交流技能对护理专业学生非常重要。作为一种新兴的教学技术,虚拟现实技术被应用于护理沟通教育中。本系统综述旨在总结基于虚拟现实技术的护理沟通教育的干预措施和教学设计的特点,并提取其共同的积极特征,为进一步开展护理沟通教育提供参考。方法按照系统综述和荟萃分析首选报告项目(Preferred Reporting Items for Systematic Reviews and Meta-Analyses,PRISMA)声明,我们于 2021 年 12 月系统检索了 8 个数据库,并于 2023 年 6 月进行了更新检索。研究评估采用了混合方法评估工具。虽然这些研究在设计、评价和沟通结果方面存在差异,但我们提取了一些可用于促进积极沟通结果的要素,如将基于理论的干预设计与沟通策略、积极反馈和报告相结合。有必要进一步研究验证干预设计与教学方法相结合对提高护生沟通和临床沟通应对能力的实际影响。
{"title":"Application of virtual reality in nursing communication education: A systematic review","authors":"Yueyang Dong MSc , Juanjuan Sun MSc , Meng He MSc, Xiangning Zhu MSc, Shuang Zhang MSc, Wenxia Wang PhD, Shuyan Fang PhD, Haitao Song Bachelor of Nursing, Jiao Sun PhD","doi":"10.1016/j.profnurs.2024.07.005","DOIUrl":"10.1016/j.profnurs.2024.07.005","url":null,"abstract":"<div><h3>Background</h3><p>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.</p></div><div><h3>Objective</h3><p>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.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 171-179"},"PeriodicalIF":2.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141846888","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 : 2024-07-17DOI: 10.1016/j.profnurs.2024.07.001
Emily Nowak PhD, RN, Sarah White MSN, Joyce M. Brettner DNP, Joyce B. Perkins PhD, RN, Kara S. Koschmann PhD, APRN, Rachael McGraw DNP, Suzanne Lehman DNP, Jayne Sparks DNP, Maria Tice PhD, RN
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.
{"title":"Unifying a school of nursing: Developing a framework to guide nursing education","authors":"Emily Nowak PhD, RN, Sarah White MSN, Joyce M. Brettner DNP, Joyce B. Perkins PhD, RN, Kara S. Koschmann PhD, APRN, Rachael McGraw DNP, Suzanne Lehman DNP, Jayne Sparks DNP, Maria Tice PhD, RN","doi":"10.1016/j.profnurs.2024.07.001","DOIUrl":"10.1016/j.profnurs.2024.07.001","url":null,"abstract":"<div><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 113-117"},"PeriodicalIF":2.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141736514","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 : 2024-07-17DOI: 10.1016/j.profnurs.2024.07.002
Amisha Parekh de Campos PhD, MPH, RN, CHPN , Amanda Kirkpatrick PhD, RN, FAAN , Stephanie B. Clark EdD, RN , Kaleigh Barnett MNE, RN, CHSE
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.
背景美国护理学院协会更新了《美国护理学院协会》(American Association of Colleges of Nursing:要点:专业护理教育核心能力》(2021 年)概述了对入门护士的能力要求。临终关怀和姑息治疗(PC)被确定为四个护理领域之一,强调护理知识和熟练掌握初级 PC 对所有护士都至关重要。目的本文确定了护理教育者在采用、改编或设计实用初级 PC 模拟以满足《AACN 要点》时需要考虑的关键要素。方法以《医疗保健模拟最佳实践标准》(HSSBP)为框架,由护理教育研究人员组成的小组从全美不同的循证范例中确定并比较了四种 PC 模拟的关键要素。结果模拟开发的总体要素包括选择模式、评估资源和模拟后勤、为跨专业团队参与的困难对话创造机会以及利用专家意见验证情景。模拟实施应包括量身定制的前期简报,以解决临终病人护理过程中的心理安全问题、试演情景以及最大限度地发挥观察者/各种学习者的作用。结论根据 HSSBP™ 开发的模拟情景为 PC 提供了有效的实践经验,为主动和替代学习者提供了基线护理能力所必需的知识和技能。
{"title":"Palliative care competence development through simulation: Excellence & innovation to meet the AACN essentials","authors":"Amisha Parekh de Campos PhD, MPH, RN, CHPN , Amanda Kirkpatrick PhD, RN, FAAN , Stephanie B. Clark EdD, RN , Kaleigh Barnett MNE, RN, CHSE","doi":"10.1016/j.profnurs.2024.07.002","DOIUrl":"10.1016/j.profnurs.2024.07.002","url":null,"abstract":"<div><h3>Background</h3><p>The updated American Association of Colleges of Nursing: <em>The Essentials:</em> 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.</p></div><div><h3>Purpose</h3><p>This article identifies key elements for nursing educators to consider when adopting, adapting, or designing practical primary PC simulations to meet <em>The AACN Essentials</em>.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p><p>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.</p></div><div><h3>Conclusions</h3><p>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.</p></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"54 ","pages":"Pages 118-125"},"PeriodicalIF":2.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141850264","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}