Journal of Professional Nursing最新文献

{"title":"Nursing faculty and undergraduate nursing students’ perceptions and experiences of collaborative learning: A scoping review","authors":"Quratulain Damani,&nbsp;Gulzar Malik,&nbsp;Sharon Bourke","doi":"10.1016/j.profnurs.2025.08.009","DOIUrl":"10.1016/j.profnurs.2025.08.009","url":null,"abstract":"<div><h3>Background</h3><div>Collaborative learning has been used commonly in contemporary nursing education, valued for fostering critical thinking, enhancing problem-solving skills, and deepening understanding of learning outcomes. However, there is a lack of comprehensive evidence synthesis regarding the experiences of nursing faculty and nursing students in collaborative learning, which is necessary to gain better insights into this process.</div></div><div><h3>Objective</h3><div>To synthesise the literature on the perceptions and experiences of nursing faculty and undergraduate nursing students regarding collaborative learning in pre-licensure nursing programs.</div></div><div><h3>Method</h3><div>A scoping review was conducted using the Joanna Briggs Institute Methodology for Scoping Reviews, following the framework originally developed by Arksey and O'Malley (2005).</div></div><div><h3>Results</h3><div>Twenty-two studies were included for data extraction and synthesis. Thematic synthesis, guided by Braun and Clarke's approach, revealed three primary themes: benefits of collaborative learning, barriers to collaborative learning, and recommendations for improvement. Each theme was further divided into sub-themes. Both nursing faculty and students identified several benefits, such as personal, professional benefits and impact on nursing practice. However, they also identified barriers, including issues related to planning and implementation, as well as student engagement. Overall, the findings indicate a scarcity of studies that explore nursing faculty's perspectives and collaborative learning as a cohesive process.</div></div><div><h3>Conclusion</h3><div>Despite the established benefits of collaborative learning in nursing education, certain barriers necessitate a more thorough exploration of collaborative learning as a dynamic process to enhance its further effectiveness in nursing education. The limited emphasis on faculty's perspectives underscores the need for a deeper investigation into collaborative learning environments, particularly from the faculty viewpoint, to provide comprehensive understanding of this crucial process.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 7-27"},"PeriodicalIF":2.9,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895229","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}

{"title":"Conceptual model and design of an initiative to build nurses' resilience and ethical practice","authors":"Cynda Hylton Rushton PhD ,&nbsp;Sandra M. Swoboda DNP ,&nbsp;Nancy Reller BS ,&nbsp;Laura C. Sarver DNP ,&nbsp;Erin M. Wright DNP ,&nbsp;Krysia Warren Hudson DNP ,&nbsp;Robie Victoria Hughes DNS ,&nbsp;Ginger C. Hanson PhD ,&nbsp;Rita D'Aoust PhD","doi":"10.1016/j.profnurs.2025.08.008","DOIUrl":"10.1016/j.profnurs.2025.08.008","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare faces a nursing crisis with high turnover, burnout, and faculty shortages, which requires innovative educational approaches that bridge the gap between education and practice.</div></div><div><h3>Purpose</h3><div>To present the conceptual model and design of a statewide, trans-institutional academic-practice collaboration that holistically builds nurses' resilience and ethical practice across the education-to-practice continuum.</div></div><div><h3>Method</h3><div>Development of the Renewal, Resilience, and Retention (R³) Initiative based on adaptation of the Mindful Ethical Practice and Resilience Academy (MEPRA), social ecological framework, and stakeholder input across eight schools of nursing and five hospitals in Maryland.</div></div><div><h3>Results</h3><div>The R³ Initiative created a scalable conceptual model with four foundational constructs supported by 42 evidence-informed educational resources, faculty development workshops, and multi-tiered learning communities that enable integration of resilience content into existing curricula without major redesign.</div></div><div><h3>Conclusions</h3><div>The R³ Initiative provides a replicable framework for building nursing workforce resilience through coordinated education-practice partnerships and evidence-informed interventions that address individual and systemic factors contributing to burnout and disengagement.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 33-40"},"PeriodicalIF":2.9,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913107","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}

{"title":"Internationalisation at home and its possible development in nursing education: A qualitative descriptive study of nursing faculties' views in two European countries","authors":"Ingrid From ,&nbsp;Kaisa Bjuresäter ,&nbsp;Aurelija Blaževičienė ,&nbsp;Brian Unis ,&nbsp;Berit Gesar","doi":"10.1016/j.profnurs.2025.08.010","DOIUrl":"10.1016/j.profnurs.2025.08.010","url":null,"abstract":"<div><h3>Background</h3><div>Introducing Internationalisation at Home (IaH) means integrating international perspectives into curricula in higher education in order to develop students' intercultural and international competence.</div><div>Introducing international learning objectives in a purposeful way into higher education curricula provides the opportunity for all students to assimilate international skills.</div></div><div><h3>Objective</h3><div>The objective of this study was to explore teachers' views about Internationalisation at Home and its possible development within nursing education.</div></div><div><h3>Method</h3><div>Focus group discussions were carried out at one Lithuanian and two Swedish universities. The transcribed text from the discussions was analysed using qualitative inductive analysis.</div></div><div><h3>Results</h3><div>The analysis generated two main categories: teachers' international competence needs to be improved in order for IaH to be introduced; and, implementing IaH should involve the entire university to be effective.</div></div><div><h3>Conclusion</h3><div>Improvement of IaH in higher education is needed. Teachers should be introduced to the concept of IaH and given training in how to work to promote it. Students will receive the pedagogical benefit of an increased global awareness. This generic competence should prepare them to work internationally. It is essential that higher education institutions prioritise IaH and, via natural progression, incorporate the concept into their teaching and administrative practices.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 62-68"},"PeriodicalIF":2.9,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145158015","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}

{"title":"Exploring baccalaureate degree nursing students' first semester experiences in post-pandemic classrooms: An exploratory descriptive study","authors":"Christopher M. Smith PhD, MSN, RN, GCQM ,&nbsp;Susan H. Lane PhD, MSN, RN","doi":"10.1016/j.profnurs.2025.08.007","DOIUrl":"10.1016/j.profnurs.2025.08.007","url":null,"abstract":"<div><h3>Background</h3><div>Covid-19 pandemic restrictions created unique challenges for nursing students. Little is known about how pandemic restrictions affected nursing students who spent their early years of pre-licensure education in virtual environments.</div></div><div><h3>Purpose</h3><div>Explore traditional junior-level baccalaureate degree nursing students' experiences in post-Covid face-to-face classrooms during their first semester in nursing major courses.</div></div><div><h3>Method</h3><div>This study used an exploratory descriptive qualitative design. Data were collected using an open-ended, semi structured qualitative survey to investigate the experiences of seventeen junior level baccalaureate degree nursing students in post Covid face-to-face classrooms during their first semester in nursing major courses at two 4-year universities in the southeastern United States. Thematic analysis was used to analyze data.</div></div><div><h3>Results</h3><div>Themes included facilitators and barriers to success. Subthemes for facilitators of success included learning style, motivation, and cohort influences. Subthemes for barriers to success included pedagogy, classroom environments, and information overload.</div></div><div><h3>Conclusion</h3><div>The effect of pandemic restrictions may resolve with time. Continued exploration is warranted to explore how students' pedagogical needs align with faculty's instructional methods in post Covid classrooms. Findings support reimagining nursing classrooms to better prepare students for technologically advanced healthcare environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 179-187"},"PeriodicalIF":2.9,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860495","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}

{"title":"How to guide students through a DNP project: A practical guide for faculty","authors":"Staci S. Reynolds ,&nbsp;Julee B. Waldrop","doi":"10.1016/j.profnurs.2025.08.006","DOIUrl":"10.1016/j.profnurs.2025.08.006","url":null,"abstract":"<div><h3>Background</h3><div>There has been a rapid increase in Doctor of Nursing Practice (DNP) programs throughout the country. As such, there are more students conducting DNP projects, necessitating the need for more faculty members to serve as DNP project team leaders (also known as chairs or mentors). However, evidence suggests some faculty may not feel comfortable or confident in guiding students through the DNP project process.</div></div><div><h3>Purpose</h3><div>The purpose of this article is to provide faculty a template that can be adapted to their program on how to effectively guide DNP students through the DNP project.</div></div><div><h3>Approach</h3><div>This article provides guidance, including examples of how to identify a problem in practice, develop a project, collect and evaluate data, and disseminate results. Examples are shared from a top-ranked DNP program in the southeastern United States, including a Comprehensive Guide to the DNP Project, a DNP Project Chair toolkit, and a tutorial on how to develop simple flowcharts.</div></div><div><h3>Conclusions</h3><div>Other schools of nursing can use and modify the information presented in this article to develop robust guides for their own DNP programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 173-178"},"PeriodicalIF":2.9,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860494","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}

{"title":"Generative AI and nursing education: Exploring faculty views on student assessment","authors":"Anthony Summers,&nbsp;Joanne Lee","doi":"10.1016/j.profnurs.2025.08.003","DOIUrl":"10.1016/j.profnurs.2025.08.003","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 168-172"},"PeriodicalIF":2.9,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842278","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}

{"title":"Use of research evidence and anecdotal experiences in addressing the shortage of academic nurse educators","authors":"Maria Bajwa ,&nbsp;Suja P. Davis ,&nbsp;Valerie A. Esposito Kubanick ,&nbsp;Shellye A. Vardaman ,&nbsp;Annemarie Dowling-Castronovo ,&nbsp;Colleen Carmody ,&nbsp;Cynthia L. Wall ,&nbsp;Laura Logan ,&nbsp;Edmund J.Y. Pajarillo ,&nbsp;Susan M. Seibold-Simpson","doi":"10.1016/j.profnurs.2025.08.005","DOIUrl":"10.1016/j.profnurs.2025.08.005","url":null,"abstract":"<div><h3>Background</h3><div>The shortage of academic nurse educators (ANE) continues to rise in the US and poses a significant threat to the RN workforce. Addressing the ANE shortage is a complex process and requires support from multiple stakeholders.</div></div><div><h3>Purpose</h3><div>This study aimed to establish a validated set of action statements for stakeholder groups, including professional organizations, healthcare organizations, educational institutions, policymakers, and the public and business sectors, to resolve the ANE shortage.</div></div><div><h3>Methods</h3><div>This study employed a modified Delphi process with a mixed method design to get consensus in two rounds from nurses across the United States (US). Previously identified actionable statements for each stakeholder group became the 42 proposed statements used in this study. The consensus benchmark was set a priori at a kappa of 0.7 and 75 % agreement among panelists. Panelists were recruited through convenience and snowball sampling across the US.</div></div><div><h3>Results</h3><div>In Round 1, 646 panelists participated, with 272 in Round 2. Following the final analysis, a total of 36 action statements met the consensus. Final action statements focused on inter-sectoral collaboration among the stakeholder groups, concerns about ANE wages and benefits, and specialized educational preparation for ANEs.</div></div><div><h3>Conclusion</h3><div>Collaborations among stakeholders offer a pathway to enhance financial investment, streamline workforce development, and ensure quality education for future nurses to overcome the ANE shortage. The findings encourage a call to action for stakeholders to adopt context-specific strategies that align with national priorities to increase the recruitment and retention of ANEs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"61 ","pages":"Pages 105-115"},"PeriodicalIF":2.9,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266607","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}

{"title":"Workforce development: An academic practice partnership journey","authors":"Robin C. Harris DNP, RN, CNE ,&nbsp;Debra J. Deeken DNP, RN, NE-BC ,&nbsp;Jennifer J. O'Connor PhD, RN, CFCN, CNE ,&nbsp;Amber N. Vroman MSN, RN ,&nbsp;Rebecca S. Graves MLS, AHIP","doi":"10.1016/j.profnurs.2025.08.004","DOIUrl":"10.1016/j.profnurs.2025.08.004","url":null,"abstract":"<div><div>The nursing workforce shortage demands comprehensive, innovative solutions across academic and clinical settings. Beginning in 2019, a strategic partnership was created between a large Midwestern university school of nursing and its associated academic health center to address workforce challenges and implement targeted initiatives. Key initiatives included student apprenticeships to support new graduate nurses, the development of functional teams to ease critical workforce shortages during Covid-19, and the implementation of ‘red carpet clinicals’ to facilitate student experiences in the clinical arena. Additional programs included blended hires and an innovative Unlicensed Assistive Personnel program to support both hospital staffing needs and nursing education preparation. Although these programs yielded various levels of success, the partnership highlighted the importance of transparency, vulnerability, vision, and open communication. We examine the outcomes of these multiple interventions, highlighting lessons learned and focusing on the importance of continuous quality improvement in workforce development and nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 151-156"},"PeriodicalIF":2.9,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144809440","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}

{"title":"A multi-theory approach to enhancing empathy, communication, problem-solving, and ethical decision-making in nursing students: A mixed-method study using creative drama","authors":"Esin Kavuran ,&nbsp;Tamer Temel ,&nbsp;Aybike Bahçeli","doi":"10.1016/j.profnurs.2025.07.011","DOIUrl":"10.1016/j.profnurs.2025.07.011","url":null,"abstract":"<div><h3>Background</h3><div>Empathy, communication, problem-solving, and ethical decision-making are crucial for nursing students to deliver holistic, patient-centered care. Traditional teaching methods may fall short, highlighting the need for innovative approaches like creative drama.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of creative drama on the empathy, communication, problem-solving, and ethical decision-making skills of nursing students, guided by Kolb's Experiential Learning Theory and Bandura's Social Learning Theory.</div></div><div><h3>Design</h3><div>This study employed a Sequential Explanatory mixed-methods design, combining a quasi-experimental quantitative phase followed by qualitative interviews to deepen the understanding of the results.</div></div><div><h3>Methods</h3><div>The study involved 66 first-year nursing students: 32 in the experimental group (creative drama) and 34 in the control group (traditional education). Data were collected through pre- and post-tests using scales measuring empathy, communication, problem-solving, and ethical decision-making. Semi-structured interviews were conducted with selected participants from both groups to gather qualitative insights. Quantitative data were analyzed using <em>t</em>-tests, and thematic analysis was applied to the qualitative data.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in empathy, communication, problem-solving, and ethical decision-making skills compared to the control group. Qualitative findings revealed increased reflective thinking and improved practical application of theoretical knowledge.</div></div><div><h3>Conclusion</h3><div>The intervention effectively enhanced nursing students' clinical skills. Both quantitative and qualitative results showed that creative drama improves their preparation for practice. Thus, integrating creative drama into the nursing curriculum is recommended.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 157-167"},"PeriodicalIF":2.9,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828220","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}

{"title":"Understanding the phenomenon of failure to fail in unsafe prelicensure nursing students in the clinical setting: A grounded theory approach","authors":"Alice Jane Haines","doi":"10.1016/j.profnurs.2025.07.010","DOIUrl":"10.1016/j.profnurs.2025.07.010","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Failure to fail involves assigning passing grades to students who have not achieved course or clinical objectives at a satisfactory level. The literature has shown that this phenomenon occurs more frequently in the clinical setting due to several issues, including the increased subjectivity of clinical evaluation tools and processes, unclear policies, and lack of administrative support to fail students. The question remains: What is the thought process that is used by faculty to determine if a student passes or fails in a clinical experience?&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Purpose&lt;/h3&gt;&lt;div&gt;To explore the decision-making process used by pre-licensure clinical nursing faculty when they are determining whether to pass or fail an unsafe student enrolled in a clinical course.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;A qualitative constructivist grounded theory design was selected. Grounded theory explores a process about which little is known. The decision-making process used by faculty to determine if a student passes or fails a clinical course has never been described in literature. Participants were sixteen prelicensure clinical nursing faculty from associate degree, diploma and baccalaureate programs located in ten United States. Participants were recruited from multiple Facebook nurse educator websites and a group of diploma programs in Western Pennsylvania. A link to the study and consent was provided to each potential participant. Following signing of the consent and providing contact information, faculty were contacted by the investigator. Two semi-structured interviews were conducted with each participant. Data was coded with SPSS version 26, NVivo Pro version 12, and analyzed manually.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Six unsafe clinical behaviors that caused students to reach the failure threshold were identified; lack of ability to synthesize the client's plan of care, ineffective interpersonal communication, unacceptable pattern of skills performance, disrespectful mindset/attitude, and deceitful/amoral conduct. Six reasons for faculty failing to fail were also discovered; lack of administrative support to fail unsafe students, ineffective clinical evaluation tools, inconsistent policy enforcement, time pressures, fear of appeals, grievances and lawsuits, and the core category which was identified as role conflict. Lack of support from administration was defined as an absence of backing from the faculty member's immediate supervisor when presented with written documentation proving that a student was clearly unsafe in the clinical setting. In this study, there was a refusal by the administration to allow the faculty member to fail the unsafe student. A substantive theory emerged from the data and was entitled &lt;em&gt;“The Complex Conundrum of Clinical Evaluation.”&lt;/em&gt; The theory contained four phases: seeing red flags (identifying the unsafe behaviors), seeking validation (meeting with administration), selecting an outcome ","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"60 ","pages":"Pages 133-143"},"PeriodicalIF":2.9,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144757502","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}