Creative Nursing最新文献

Background: The education of preceptors, who support novice nurses in adapting to the workplace and developing their practical skills, is an important topic. Lack of preceptor preparation is an issue. Purpose: Investigate the specific content of preceptors' metacognition in novice nurse instruction. Methods: A qualitative descriptive design involving semi-structured interviews with 15 preceptors at four hospitals in Japan. Preceptors were asked to explain their own behaviors, thoughts, and feelings in a typical instructional episode. A verbatim transcription was analyzed by qualitative content analysis. Results: Three categories were identified from the preceptors' responses: Monitoring of Instruction, Regulation of Instruction, and Self-Assessment. All preceptors described using metacognition. Conclusions: Metacognition is useful for improving preceptors' instructional approaches and for their own development. In order to ensure good instruction of novice nurses, preceptors should consider themselves and their instruction abilities objectively before, during, and after the instruction process, and adapt to the situation. These findings provide important insights for preceptor development programs internationally.

School nurses play a crucial role in promoting health and well-being within school communities. Their responsibilities include direct patient care, care management, health teaching, disease prevention, and mental health treatment. As the point of entry into the health-care system for children and families, school nurses address the full spectrum of health needs, and their roles are critical to student success. To increase exposure to school nursing and provide hands-on experience for nursing students, a deliberate internship was instituted for the 2021-2022 academic year. A qualitative evaluation of the intern's narratives examined the impact of the program, and the findings illustrated the power of experiential learning to foster interns' knowledge of school nursing. The 2024 School Nursing Practice Framework led interns in direct care, chronic disease management, and health promotion. These experiences reinforced the role of school nurses in facilitating public health and student well-being. This project underscores the importance of integrating school nursing internships into nursing education to expand the nursing workforce and prepare graduates for comprehensive health care. Policymakers must invest in school nurse workforce development, fund school health programs, and offer incentives for careers in school nursing. Strengthening these efforts establishes health equity and enhances student success, demonstrating the value of community-based, practice-informed nursing education.

This fourth issue of Creative Nursing 2025 focuses on people with disabilities (another example of seldom-heard voices), those who are or want to be nurses and those for whom nurses care. Ableism in nursing education has kept out generations of people with disabilities, and our profession is the poorer for it. In this journal issue we hear the voices of content experts about structures and processes needed to enact true inclusion of people with disabilities (including accommodations, communication, leadership, design, technology, advocacy, and policy work), and personal accounts of student learners and professional nurses living with disabilities visible or invisible that have a direct impact on their practice. We hear about varying degrees of inclusion extended to people with achondroplasia, d/Deaf and hard-of-hearing college students, children with profound intellectual and multiple disabilities and their families, and people coping with laryngeal dystonia, sudden blindness, and preparation for discharge to home after a stroke. An article in our series on methodology focuses on qualitative description, in which researchers recruit participants with diverse experiences or who can provide detailed information regarding the phenomenon under study. And we present three recently published articles of general interest, all related either to nursing education or innovations in practice.

Higher education institutions are under pressure to improve the quality of education. Student engagement (SE) is among the critical indicators of quality education. Numerous studies demonstrated the engagement of nursing students in their learning environment. However, there is limited evidence on nursing students' engagement levels across academic years and post-pandemic restrictions. This study aimed to determine undergraduate nursing students' classroom engagement levels and associated factors across academic years. An analytical cross-sectional survey was conducted in Islamabad, Pakistan. Students enrolled in a Bachelor of Nursing Sciences program (n = 276) participated in this survey. Data were collected using a 40-item Student Engagement Questionnaire. Descriptive and inferential statistics were used for data analysis. Most undergraduate nursing students reported high (47.8%) or moderate (36.6%) levels of engagement. Higher engagement levels were reported in the self-directed learning and adaptability domains and moderate levels in student-teacher and student-student relationships. There was a difference across academic years regarding critical thinking and student health related. Grade point averages and cumulative grade point averages were unrelated to SE. Although most participants reported a high level of SE, the number of moderate-level achievers was significant. Therefore, the findings can be valuable for nursing educators and educational institutions to design effective strategies to improve the conduciveness of the teaching and learning environment and student engagement.

This commentary describes how the Access in Nursing (AIN) program, a national working group of the Docs with Disabilities Initiative, models collective action to advance disability inclusion in nursing education. Drawing on theories of distributed leadership, communities of practice, asset-based leadership, and disability justice, we examine how AIN's collaborative structure flattens hierarchies, redistributes power, and centers the expertise of disabled nurses, students, and educators. Examples from AIN's interinstitutional research and education working groups illustrate how coordinated, justice-oriented collaboration can replace compliance-based approaches with sustainable systems of equity. The article concludes by highlighting the implications of collective action for strengthening belonging, and creating scalable pathways to inclusion across nursing education.

Disability remains a largely invisible component of diversity within the nursing profession due to a lack of comprehensive data collection and ongoing systemic ableism. This article explores the multifaceted experiences of nurses with disabilities through an intersectional lens, illustrating how disability intersects with other marginalized identities to create unique and compounded barriers. Drawing on the authors' personal narratives, one with an apparent physical disability and the other with a nonapparent, dynamic disability, the paper highlights how disabled nurses navigate intersectional discrimination, exclusion, and invisibility in both educational and professional settings. Emphasizing that disability is a natural part of human diversity, this article calls for nurses and professional nursing organizations to reimagine equity, diversity, inclusivity, and belonging to include the experiences of people with disabilities and to ensure access in nursing.

Background: Artificial intelligence (AI) has the potential to enhance health care by optimizing patient management and supporting workforce demands. AI-driven chatbots have potential in emergency and triage nursing, although their adoption is currently limited. Objective: This review explores the role of chatbots in emergency nursing using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Methods: A narrative review of 16 studies published between 2018 and 2024 was conducted using PubMed, ScienceDirect, and Google Scholar, synthesizing data into the SWOT framework. Results: Use of chatbots was associated with improved decision-making, operational efficiency, and staff development through educational tools. However, chatbots' incapacity for critical thinking raises concerns about the usefulness of their output in complex scenarios. Opportunities include predictive analytics and better care coordination, while threats include ethical challenges, provider resistance, and overreliance on automation. Conclusion: Chatbots can transform emergency nursing by enhancing efficiency and care quality when used as complementary tools with human oversight.

Background: High-quality teaching is fundamental to higher education. Over time, the understanding of what constitutes quality teaching has evolved, and the concept of student feedback literacy has recently gained significant attention. Purpose: This descriptive cross-sectional study investigated the efficacy of a real-time feedback survey for classroom lectures. Methods: Forty-eight second-year nursing students enrolled in a compulsory surgical nursing course completed a survey tool assessing understanding, engagement, clarity, pace, visual aids, real-life examples, and interactive activities, at the end of each topic, and adjustments were immediately made by the lecturer in response to student feedback. Results: Teaching quality improved, with students reporting better understanding and fewer misunderstandings. They felt less overwhelmed and requested fewer interactive activities, visual aids, and real-life examples. However, some showed reduced interest and engagement, and felt the lectures were too fast. Conclusion: Real-time feedback enhanced teaching quality by allowing immediate instructional adjustments. However, finding the right balance in repetition and pacing remains essential to sustain student interest and engagement.

Nurses with disabilities provide unique perspectives to the nursing field because of their lived experiences as patients and workforce members of the health-care system. Although there is potential to enhance workforce diversity by including nurses with disabilities, barriers to inclusion in nursing education persist. This article aims to address these issues through three mechanisms: clarifying the interactive process for determining accommodations; defining the roles of disability resource professionals, students, and faculty in the accommodations request process; and highlighting the importance of a legally grounded and collaborative approach to accessibility. Promoting access for disabled nursing students requires challenging widespread ableist misconceptions, adopting inclusive teaching strategies, creating proactive policies, developing well-informed faculty, and cultivating an institutional culture that recognizes disability as an essential dimension of diversity. By strengthening these aspects, nursing education can support the full participation of disabled students and ensure a more inclusive and effective health-care workforce.

The use of technical standards has been common in nursing education for 40 years, originating to clarify nonacademic criteria for admission to and completion of nursing programs. However, these standards have a narrow focus, emphasizing physical and sensory abilities, that serves as a gatekeeper and hinders inclusivity. In recent years, competency-based education (CBE) has emerged as the predominant model for determining student competency in nursing education, prompting a reevaluation of technical standards. This commentary examines the continued use of technical standards in nursing education, questioning both their perceived value and necessity. The authors argue that CBE offers a more precise and less biased means of assessing readiness for practice. By replacing outdated, ableist, technical standards with outcomes-based frameworks nursing education is better positioned to cultivate a diverse workforce.