Pub Date : 2025-10-26DOI: 10.1016/j.profnurs.2025.10.009
Gwendolyn C. Sims , Jennie Alspach , Kristin Ashley , Jessica G. Bumpus , Laketa Huddleston-Pettiway , Kevin Keane , Peter Tofan , Kaitrin Parris , Linda Moneyham
The longstanding shortage of nurses in the U.S., intensified by the COVID-19 pandemic, has prompted nursing schools to critically assess their capacity to graduate more nurses. Common barriers to expanding enrollment include faculty shortages, limited classroom space, competition for clinical sites and preceptors, and a decline in applications to prelicensure nursing programs. One promising strategy to increase the number of nursing graduates is to improve retention rates in prelicensure nursing programs. This article presents the development, implementation, and evaluation of the Student Success Champion program designed to support prelicensure BSN students at-risk of academic failure by addressing multiple factors influencing academic performance. Key components included risk factor assessment, intrusive advising, and the integration of metacognitive strategies and evidence-based teaching practices. The program mobilized both academic and non-academic resources to create a comprehensive support system. Its impact was immediate: retention rates improved, leading to a higher number of annual BSN graduates while maintaining strong NCLEX-RN pass rates.
{"title":"Building a model for retention: Every student counts","authors":"Gwendolyn C. Sims , Jennie Alspach , Kristin Ashley , Jessica G. Bumpus , Laketa Huddleston-Pettiway , Kevin Keane , Peter Tofan , Kaitrin Parris , Linda Moneyham","doi":"10.1016/j.profnurs.2025.10.009","DOIUrl":"10.1016/j.profnurs.2025.10.009","url":null,"abstract":"<div><div>The longstanding shortage of nurses in the U.S., intensified by the COVID-19 pandemic, has prompted nursing schools to critically assess their capacity to graduate more nurses. Common barriers to expanding enrollment include faculty shortages, limited classroom space, competition for clinical sites and preceptors, and a decline in applications to prelicensure nursing programs. One promising strategy to increase the number of nursing graduates is to improve retention rates in prelicensure nursing programs. This article presents the development, implementation, and evaluation of the Student Success Champion program designed to support prelicensure BSN students at-risk of academic failure by addressing multiple factors influencing academic performance. Key components included risk factor assessment, intrusive advising, and the integration of metacognitive strategies and evidence-based teaching practices. The program mobilized both academic and non-academic resources to create a comprehensive support system. Its impact was immediate: retention rates improved, leading to a higher number of annual BSN graduates while maintaining strong NCLEX-RN pass rates.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 36-44"},"PeriodicalIF":2.9,"publicationDate":"2025-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-25DOI: 10.1016/j.profnurs.2025.10.008
Linda Hickman PhD, RN, FACHE, Mary Etta Mills ScD, RN, NEA-BC, FAAN
The current nursing workforce and faculty shortfall challenges academic institutions and healthcare organizations to reexamine relationships and align in ways to meet the need for a qualified, competent nursing workforce. Establishment of academic-practice partnerships has been widely acknowledged as a bridge between academia and clinical care delivery resulting in outcomes supporting the advancement of professional practice. The American Organization of Nurse Leaders and the American Association of Colleges of Nursing have been collaborating since 2010 to address how academic-practice partnerships can most effectively advance the profession by preparing a well-educated workforce. A strategic approach organizations can take to align and meet this need is to embark on a student-focused partnership building clinical nursing capacity. This article offers a step-by-step guide to developing such a partnership and relates this plan to how the University of Maryland School of Nursing and 22 Maryland hospital organizations partnered to address regional nursing workforce and faculty challenges. The guide and model example can aid academic nursing and healthcare organizations seeking to jointly address faculty and workforce shortages through the educational advancement of nurses.
{"title":"Guiding steps for a student-focused academic-practice partnership: Building clinical nursing capacity","authors":"Linda Hickman PhD, RN, FACHE, Mary Etta Mills ScD, RN, NEA-BC, FAAN","doi":"10.1016/j.profnurs.2025.10.008","DOIUrl":"10.1016/j.profnurs.2025.10.008","url":null,"abstract":"<div><div>The current nursing workforce and faculty shortfall challenges academic institutions and healthcare organizations to reexamine relationships and align in ways to meet the need for a qualified, competent nursing workforce. Establishment of academic-practice partnerships has been widely acknowledged as a bridge between academia and clinical care delivery resulting in outcomes supporting the advancement of professional practice. The American Organization of Nurse Leaders and the American Association of Colleges of Nursing have been collaborating since 2010 to address how academic-practice partnerships can most effectively advance the profession by preparing a well-educated workforce. A strategic approach organizations can take to align and meet this need is to embark on a student-focused partnership building clinical nursing capacity. This article offers a step-by-step guide to developing such a partnership and relates this plan to how the University of Maryland School of Nursing and 22 Maryland hospital organizations partnered to address regional nursing workforce and faculty challenges. The guide and model example can aid academic nursing and healthcare organizations seeking to jointly address faculty and workforce shortages through the educational advancement of nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 29-35"},"PeriodicalIF":2.9,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419904","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 use of large Generative Artificial Intelligence (GenAI) in higher education is reshaping how students learn. While GenAI offers significant benefits and the potential to improve education, it also poses ethical challenges and may affect students' ability to identify learning gaps and engage with course content.
Purpose
This study aims to explore students' experiences with GenAI related to academic integrity and the authenticity of work, including their awareness and attitudes toward acceptable use.
Method
This study employed a qualitative descriptive approach. The participants were recruited from the Bachelor of Science (Nursing) program in an academic university during the period October 2024 to January 2025.
Results
Fourteen undergraduates in their second- and third-year of study participated in group interviews. The qualitative data analysis revealed five key themes: 1) integration with learning, 2) trust and credibility of GenAI information, 3) ethical considerations, 4) addressing academic integrity, and 5) guidance on using GenAI.
Conclusion
These five key themes underscore the need to better understand the role of GenAI in higher education, particularly in self-directed learning and managing learning activities. With regards to academic integrity, clear guidelines must be put in place for educators to guide the use of GenAI, emphasizing its use as an instrument to augment, and not replace original work.
{"title":"Authenticity and academic integrity in Generative Artificial Intelligence (GenAI) use among undergraduate nursing students","authors":"Chiew-Jiat Rosalind Siah PhD, RN , Junwei Vincent Lim MPH, RN , Meng Meng Lyu PhD, RN , Tracy Levett-Jones PhD, RN , Ihsan Mattar PhD, RN","doi":"10.1016/j.profnurs.2025.10.007","DOIUrl":"10.1016/j.profnurs.2025.10.007","url":null,"abstract":"<div><h3>Background</h3><div>The use of large Generative Artificial Intelligence (GenAI) in higher education is reshaping how students learn. While GenAI offers significant benefits and the potential to improve education, it also poses ethical challenges and may affect students' ability to identify learning gaps and engage with course content.</div></div><div><h3>Purpose</h3><div>This study aims to explore students' experiences with GenAI related to academic integrity and the authenticity of work, including their awareness and attitudes toward acceptable use.</div></div><div><h3>Method</h3><div>This study employed a qualitative descriptive approach. The participants were recruited from the Bachelor of Science (Nursing) program in an academic university during the period October 2024 to January 2025.</div></div><div><h3>Results</h3><div>Fourteen undergraduates in their second- and third-year of study participated in group interviews. The qualitative data analysis revealed five key themes: 1) integration with learning, 2) trust and credibility of GenAI information, 3) ethical considerations, 4) addressing academic integrity, and 5) guidance on using GenAI.</div></div><div><h3>Conclusion</h3><div>These five key themes underscore the need to better understand the role of GenAI in higher education, particularly in self-directed learning and managing learning activities. With regards to academic integrity, clear guidelines must be put in place for educators to guide the use of GenAI, emphasizing its use as an instrument to augment, and not replace original work.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 45-51"},"PeriodicalIF":2.9,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419757","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}
Many nursing students experience critical events during clinical education. As students are rarely prepared for such events, they can perceive them as traumatic, doubt their competence, or even drop out of education. Little is known about which events are perceived as critical by nursing students, how they affect them, and what support is required.
Aim
This rapid review examines, summarises, and critically evaluates the available evidence on critical events in nursing students.
Methods
The researchers conducted a rapid review following the steps from the Cochrane Rapid Reviews Methods Group to examine the existing literature and systematically and rapidly summarise the evidence relating to the research aims. The literature search was conducted via three databases and Google Scholar.
Results
Seventeen studies examined critical events among nursing students and highlighted that, besides nurse-oriented types, individual and organisational types also influence the perception of critical events. The biopsychosocial effects of nursing students can be mitigated if they receive professional support before (education), during (guidance), and after (debriefing) these events.
Conclusion
Nursing schools and healthcare institutions are responsible for preparing nursing students and their professional environment to deal with critical events. The combination of interventions that occur before, during, and after a critical event is favoured by students and positively impacts their psychological recovery after a critical event.
{"title":"When education turns critical: A rapid review of undergraduate and graduate nursing students' experiences and needs with critical events","authors":"Jenny Kubitza , Dominik Hinzmann , Susanne Heininger","doi":"10.1016/j.profnurs.2025.10.004","DOIUrl":"10.1016/j.profnurs.2025.10.004","url":null,"abstract":"<div><h3>Background</h3><div>Many nursing students experience critical events during clinical education. As students are rarely prepared for such events, they can perceive them as traumatic, doubt their competence, or even drop out of education. Little is known about which events are perceived as critical by nursing students, how they affect them, and what support is required.</div></div><div><h3>Aim</h3><div>This rapid review examines, summarises, and critically evaluates the available evidence on critical events in nursing students.</div></div><div><h3>Methods</h3><div>The researchers conducted a rapid review following the steps from the Cochrane Rapid Reviews Methods Group to examine the existing literature and systematically and rapidly summarise the evidence relating to the research aims. The literature search was conducted via three databases and Google Scholar.</div></div><div><h3>Results</h3><div>Seventeen studies examined critical events among nursing students and highlighted that, besides nurse-oriented types, individual and organisational types also influence the perception of critical events. The biopsychosocial effects of nursing students can be mitigated if they receive professional support before (education), during (guidance), and after (debriefing) these events.</div></div><div><h3>Conclusion</h3><div>Nursing schools and healthcare institutions are responsible for preparing nursing students and their professional environment to deal with critical events. The combination of interventions that occur before, during, and after a critical event is favoured by students and positively impacts their psychological recovery after a critical event.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 19-28"},"PeriodicalIF":2.9,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-20DOI: 10.1016/j.profnurs.2025.10.006
Lisa Hesser
Background
A scarcity of research exists exploring the lived experiences of prelicensure nursing students with learning disabilities in the clinical learning environment. Exploration of this perspective is necessary to promote student success within nursing education.
Purpose
The purpose of this study was to gain insight into the student experience to answer the research question: What is the lived experience of the prelicensure baccalaureate nursing student with a learning disability in the clinical learning environment?
Method
As outlined by Husserl (1970), descriptive phenomenology served as this study's philosophical framework. Colaizzi's (1978) analytical framework guided data analysis.
Results
Interviews with 11 prelicensure baccalaureate nursing students with learning disabilities revealed three themes. The emergent themes include Challenges, Student Recommendations, and Supportive Practices.
Conclusion
Interviews conducted with prelicensure nursing students described their lived experiences with learning disabilities in the clinical learning environment. Although current literature exists confirming discrimination as described in student interviews, additional research is necessary to explore methods to decrease the stigmatization of learning disabilities in nursing. Lastly, guidelines for clinical accommodations must be established to increase successful outcomes for nursing students with learning disabilities.
{"title":"Clinical learning: The perspective of nursing students with learning disabilities","authors":"Lisa Hesser","doi":"10.1016/j.profnurs.2025.10.006","DOIUrl":"10.1016/j.profnurs.2025.10.006","url":null,"abstract":"<div><h3>Background</h3><div>A scarcity of research exists exploring the lived experiences of prelicensure nursing students with learning disabilities in the clinical learning environment. Exploration of this perspective is necessary to promote student success within nursing education.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to gain insight into the student experience to answer the research question: What is the lived experience of the prelicensure baccalaureate nursing student with a learning disability in the clinical learning environment?</div></div><div><h3>Method</h3><div>As outlined by Husserl (1970), descriptive phenomenology served as this study's philosophical framework. Colaizzi's (1978) analytical framework guided data analysis.</div></div><div><h3>Results</h3><div>Interviews with 11 prelicensure baccalaureate nursing students with learning disabilities revealed three themes. The emergent themes include <em>Challenges</em>, <em>Student Recommendations</em>, and <em>Supportive Practices</em>.</div></div><div><h3>Conclusion</h3><div>Interviews conducted with prelicensure nursing students described their lived experiences with learning disabilities in the clinical learning environment. Although current literature exists confirming discrimination as described in student interviews, additional research is necessary to explore methods to decrease the stigmatization of learning disabilities in nursing. Lastly, guidelines for clinical accommodations must be established to increase successful outcomes for nursing students with learning disabilities.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 11-18"},"PeriodicalIF":2.9,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-13DOI: 10.1016/j.profnurs.2025.10.005
Jihane Frangieh PhD, MSN, RN,CNE , Dorna Hairston PhD, RN, NEA-BC, NPD-BC , Linda Johanson , Laura Lucas DNP, APRN-CNS, RNC-OB , Victoria Hughes DNS, MA, RN, FAAN
Competencies are observable and measurable behaviors cultivated across a nursing program. Building on the American Association of Colleges of Nursing (AACN) essentials and competency-based education (CBE), leadership training must be integrated into entry level professional nursing education to meet practice demands and prepare nurses to lead from the start. Many nurses enter leadership roles without formal education, highlighting the urgent need for structured leadership development. The American Organization for Nursing Leadership (AONL) offers a strong framework for developing these competencies. Leadership education is essential, not just for clinical proficiency, but for empowering nurses to lead change within healthcare systems and communities. Nurses must graduate with the ability to communicate clearly, think critically, and manage time effectively. This article reviews current evidence on entry level leadership education and explores how AACN competencies align with the AONL framework. Strategies for embedding leadership skills into nursing education and early practice are delineated to ensure a smooth transition into the first year of clinical practice with essential leadership capabilities. Integrating leadership training into simulations and coursework can transform nursing education and outcomes, equipping early-career nurses to serve as capable leaders and mentors. This shift has broad implications for healthcare institutions and policymakers alike.
{"title":"Mind the gap: Bridging leadership skill development in entry-level professional nursing through competency-based education","authors":"Jihane Frangieh PhD, MSN, RN,CNE , Dorna Hairston PhD, RN, NEA-BC, NPD-BC , Linda Johanson , Laura Lucas DNP, APRN-CNS, RNC-OB , Victoria Hughes DNS, MA, RN, FAAN","doi":"10.1016/j.profnurs.2025.10.005","DOIUrl":"10.1016/j.profnurs.2025.10.005","url":null,"abstract":"<div><div>Competencies are observable and measurable behaviors cultivated across a nursing program. Building on the American Association of Colleges of Nursing (AACN) essentials and competency-based education (CBE), leadership training must be integrated into entry level professional nursing education to meet practice demands and prepare nurses to lead from the start. Many nurses enter leadership roles without formal education, highlighting the urgent need for structured leadership development. The American Organization for Nursing Leadership (AONL) offers a strong framework for developing these competencies. Leadership education is essential, not just for clinical proficiency, but for empowering nurses to lead change within healthcare systems and communities. Nurses must graduate with the ability to communicate clearly, think critically, and manage time effectively. This article reviews current evidence on entry level leadership education and explores how AACN competencies align with the AONL framework. Strategies for embedding leadership skills into nursing education and early practice are delineated to ensure a smooth transition into the first year of clinical practice with essential leadership capabilities. Integrating leadership training into simulations and coursework can transform nursing education and outcomes, equipping early-career nurses to serve as capable leaders and mentors. This shift has broad implications for healthcare institutions and policymakers alike.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 127-136"},"PeriodicalIF":2.9,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-10DOI: 10.1016/j.profnurs.2025.10.003
Sara Adams , Terry Gallagher , Glenda Morris-Burnett , Shawna Hebert , Marie Statler , Wrenetha Julion , Monique Reed
Experiences of discrimination based on race and ethnicity are associated with poor health outcomes including stress, anxiety, sleep disturbances, substance use, and worsening chronic disease. Implicit bias in healthcare providers can lead to inferior care delivery and can result in mistrust in the healthcare systems.
Creating spaces during nursing education to address discrimination and bias is essential to the development of future nurse leaders who can adequately address structural inequities in healthcare.
Evidence-based teaching strategies were used to revise an existing leadership course using a race conscious lens. The Public Health Critical Race Praxis model served as framework to restructure course objectives and to scaffold assignments in alignment with multiple leadership competencies. The course was designed as an initial effort to thread race-based health disparities and social justice across all the nursing curricula.
Nurse educators can advance nursing leadership through pedagogical revisions that allow nursing students the opportunity to view healthcare through a race conscious framework.
{"title":"Using race conscious principles to guide graduate nurse leadership","authors":"Sara Adams , Terry Gallagher , Glenda Morris-Burnett , Shawna Hebert , Marie Statler , Wrenetha Julion , Monique Reed","doi":"10.1016/j.profnurs.2025.10.003","DOIUrl":"10.1016/j.profnurs.2025.10.003","url":null,"abstract":"<div><div>Experiences of discrimination based on race and ethnicity are associated with poor health outcomes including stress, anxiety, sleep disturbances, substance use, and worsening chronic disease. Implicit bias in healthcare providers can lead to inferior care delivery and can result in mistrust in the healthcare systems.</div><div>Creating spaces during nursing education to address discrimination and bias is essential to the development of future nurse leaders who can adequately address structural inequities in healthcare.</div><div>Evidence-based teaching strategies were used to revise an existing leadership course using a race conscious lens. The Public Health Critical Race Praxis model served as framework to restructure course objectives and to scaffold assignments in alignment with multiple leadership competencies. The course was designed as an initial effort to thread race-based health disparities and social justice across all the nursing curricula.</div><div>Nurse educators can advance nursing leadership through pedagogical revisions that allow nursing students the opportunity to view healthcare through a race conscious framework.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 1-10"},"PeriodicalIF":2.9,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-10DOI: 10.1016/j.profnurs.2025.09.014
Ting Yi , Shimeng Dai , Jingrui Tao , Yifan Chen , Yan Wang , Yiwen Hu , Chaoqun Dong
Background
Undergraduate nursing students face significant academic and practical challenges, with their responses reflecting their academic resilience. However, most studies have overlooked the differences in their levels of academic resilience and the factors contributing to these differences.
Purpose
To identify the latent profiles of undergraduate nursing students' academic resilience and to analyze their influencing factors.
Methods
A cross-sectional study was carried out among 1795 undergraduate nursing students from November 2022 to October 2023 by employing the general information questionnaire, the academic resilience questionnaire for college students, and the brief 2-way social support scale. Latent profile analysis (LPA) was used to analyze the latent profiles of academic resilience, and multiple logistic regression was utilized to explore the factors associated with the identified profiles.
Results
Four potential profiles were identified: low academic resilience group, moderate academic resilience group, high academic resilience but low focus and dissociation group, and high academic resilience group. Residence, attitude towards the nursing profession, self-directed study duration, academic performance rank, received and provided instrumental support were found to be associated with the different profiles.
Conclusions
These findings highlight the heterogeneity in academic resilience and support tailored educational interventions based on students' specific academic resilience profiles.
{"title":"Profiles of academic resilience and associated factors among undergraduate nursing students: A latent profile analysis","authors":"Ting Yi , Shimeng Dai , Jingrui Tao , Yifan Chen , Yan Wang , Yiwen Hu , Chaoqun Dong","doi":"10.1016/j.profnurs.2025.09.014","DOIUrl":"10.1016/j.profnurs.2025.09.014","url":null,"abstract":"<div><h3>Background</h3><div>Undergraduate nursing students face significant academic and practical challenges, with their responses reflecting their academic resilience. However, most studies have overlooked the differences in their levels of academic resilience and the factors contributing to these differences.</div></div><div><h3>Purpose</h3><div>To identify the latent profiles of undergraduate nursing students' academic resilience and to analyze their influencing factors.</div></div><div><h3>Methods</h3><div>A cross-sectional study was carried out among 1795 undergraduate nursing students from November 2022 to October 2023 by employing the general information questionnaire, the academic resilience questionnaire for college students, and the brief 2-way social support scale. Latent profile analysis (LPA) was used to analyze the latent profiles of academic resilience, and multiple logistic regression was utilized to explore the factors associated with the identified profiles.</div></div><div><h3>Results</h3><div>Four potential profiles were identified: low academic resilience group, moderate academic resilience group, high academic resilience but low focus and dissociation group, and high academic resilience group. Residence, attitude towards the nursing profession, self-directed study duration, academic performance rank, received and provided instrumental support were found to be associated with the different profiles.</div></div><div><h3>Conclusions</h3><div>These findings highlight the heterogeneity in academic resilience and support tailored educational interventions based on students' specific academic resilience profiles.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 116-126"},"PeriodicalIF":2.9,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320458","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}
Nursing offers a host of career opportunities across settings and roles. Despite recruitment and retention challenges still faced by our profession, there are sound recommendations and evidence-based approaches that can help nurses experience career success and fulfillment, no matter their career stage. Using Dorothy and the Wizard of Oz as a metaphor, this article provides career roadmap insights and exemplifies how rewarding and long-term nursing careers are established through thoughtful and evidence-based career guidance. Key aspects for career development to thrive (not just survive) in a nursing career include seeking mentorship, establishing well-defined career goals, being smart and selective about choices and opportunities, acting courageously in the face of failure, and aligning career goals with personal passions. Attention to developing work-life balance requires a focus on integrating physical, emotional, social, and professional “success” approaches presented in this article. The practical strategies offered act as a flexible guide for empowering nurses to take control of their careers and find personal success.
{"title":"Enhancing your career journey with insights from the Wizard of Oz","authors":"Dianne Morrison-Beedy PhD, RN, CGNC, FFNMRCSI, FANP, FAANP, FAAN","doi":"10.1016/j.profnurs.2025.10.002","DOIUrl":"10.1016/j.profnurs.2025.10.002","url":null,"abstract":"<div><div>Nursing offers a host of career opportunities across settings and roles. Despite recruitment and retention challenges still faced by our profession, there are sound recommendations and evidence-based approaches that can help nurses experience career success and fulfillment, no matter their career stage. Using Dorothy and the Wizard of Oz as a metaphor, this article provides career roadmap insights and exemplifies how rewarding and long-term nursing careers are established through thoughtful and evidence-based career guidance. Key aspects for career development to thrive (not just survive) in a nursing career include seeking mentorship, establishing well-defined career goals, being smart and selective about choices and opportunities, acting courageously in the face of failure, and aligning career goals with personal passions. Attention to developing work-life balance requires a focus on integrating physical, emotional, social, and professional “success” approaches presented in this article. The practical strategies offered act as a flexible guide for empowering nurses to take control of their careers and find personal success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 137-141"},"PeriodicalIF":2.9,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-04DOI: 10.1016/j.profnurs.2025.10.001
Jamie C. Davis
Background
The COVID-19 pandemic and the public health response have been widely identified as a period that brought to light and amplified anti-intellectual attitudes within society, including distrust in healthcare institutions (Chen et al., 2023; Casselman-Hontalas et al., 2024; Merkley & Loewen, 2021). Anti-intellectualism is not a lack of intelligence but the minimization of intellectual value (Hofstadter, 1963). Despite its significance, empirical research on anti-intellectualism remains limited, particularly within the field of nursing.
Method
This descriptive, quantitative study utilizes a convenience sample of 639 practicing nurses to determine the existence of anti-intellectualism. Demographic data and anti-intellectualism levels were collected through an online survey.
Results
The statistical analysis revealed the presence of anti-intellectualism across all ranges of nursing education levels and licensures.
Conclusion
While academia is traditionally regarded as a mechanism for mitigating anti-intellectualism, these findings imply that engagement within a nursing-specific educational context does not, necessarily, reduce these attitudes. Therefore, the nursing profession must proactively investigate this issue to address its potential impact on education and practice.
{"title":"Anti-intellectualism in nursing","authors":"Jamie C. Davis","doi":"10.1016/j.profnurs.2025.10.001","DOIUrl":"10.1016/j.profnurs.2025.10.001","url":null,"abstract":"<div><h3>Background</h3><div>The COVID-19 pandemic and the public health response have been widely identified as a period that brought to light and amplified anti-intellectual attitudes within society, including distrust in healthcare institutions (Chen et al., 2023; Casselman-Hontalas et al., 2024; Merkley & Loewen, 2021). Anti-intellectualism is not a lack of intelligence but the minimization of intellectual value (Hofstadter, 1963). Despite its significance, empirical research on anti-intellectualism remains limited, particularly within the field of nursing.</div></div><div><h3>Method</h3><div>This descriptive, quantitative study utilizes a convenience sample of 639 practicing nurses to determine the existence of anti-intellectualism. Demographic data and anti-intellectualism levels were collected through an online survey.</div></div><div><h3>Results</h3><div>The statistical analysis revealed the presence of anti-intellectualism across all ranges of nursing education levels and licensures.</div></div><div><h3>Conclusion</h3><div>While academia is traditionally regarded as a mechanism for mitigating anti-intellectualism, these findings imply that engagement within a nursing-specific educational context does not, necessarily, reduce these attitudes. Therefore, the nursing profession must proactively investigate this issue to address its potential impact on education and practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 90-95"},"PeriodicalIF":2.9,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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