Nurse Educator最新文献

Background: Nursing students must have adequate knowledge and skills before clinical placement. High-fidelity patient simulation (HFPS) is commonly used to evaluate student learning, but little is known about how students prepare for HFPS.

Purpose: To examine self-directed learning (SDL) and self-satisfaction and confidence in learning (SSSCL) during HFPS following a series of activities in the StepUp Learning Tool, a structured preparatory intervention.

Methods: This mixed-methods study employed a controlled quantitative design and a qualitative narrative component. The intervention group used the StepUp Learning Tool, while the control group received standard preparatory materials.

Results: The intervention group showed significantly greater improvements in SDL (P < .001) and SSSCL (P = .018) than the control group post-HFPS. Qualitative feedback from the intervention group supported these findings, indicating that the structured approach better prepared students, enhancing their satisfaction and confidence.

Conclusion: Incorporating structured preparatory tools effectively improves nursing students' SDL, satisfaction, and confidence in HFPS.

Background: Nursing programs teach many psychomotor skills that are not practiced enough for students to achieve mastery, leading to skill decay. Teaching fewer psychomotor skills could improve skill performance, yet there is no consensus about which skills are most essential.

Purpose: Identify psychomotor skills essential for new graduate nurses (NGNs) to master upon graduation for medical-surgical nursing practice.

Methods: A 3-round Delphi survey was administered to experienced medical-surgical nurses who precept NGNs. Twenty participants completed all 3 rounds.

Results: From a beginning list of 245 psychomotor skills, 112 reached consensus (defined a priori as ≥80%) as being important for NGNs to master on graduation.

Conclusion: This list provides evidence about which psychomotor skills were identified as most important for NGNs to master during their nursing program. Educators can use this list to inform which skills to teach and reinforce.

Background: Declining NCLEX-RN pass rates and rising nursing program attrition are worsening the U.S. nursing workforce shortage. Early course-level remediation is critical for identifying and supporting at-risk undergraduate nursing students.

Problem: Most remediation strategies focus on summative assessments such as standardized exit exams, leaving limited structured approaches to address poor performance on course exams, which strongly predict progression, retention, and licensure success.

Approach: A structured, theory-guided remediation strategy was developed and implemented in a prelicensure baccalaureate nursing program in the northeastern United States. Grounded in Transformative Learning Theory and nursing remediation frameworks, the model emphasizes early identification of learning gaps, individualized support, and integration of institutional academic and psychosocial resources.

Outcomes: The strategy improved course exam performance among at-risk students and was adopted as departmental policy. Both students and faculty reported improved exam readiness and greater engagement with support services.

Conclusions: Early theory-guided course-based remediation enhances retention, progression, and preparation of practice-ready nursing graduates.

Background: Many practicing nurse practitioners (NPs) entered the workforce before telehealth became mainstream, lacking formal training in jurisdictional practice requirements, state-specific regulations, and virtual examination techniques.

Purpose: This simulation-based webinar addressed 5 critical telehealth competency gaps among practicing NPs: originating versus distant site distinctions, virtual physical examination adaptation, documentation requirements, controlled substances prescribing, and audio-only modality limitations.

Methods: A free webinar marketed nationally to advanced practice registered nurses featured faculty demonstrating a cross-state telehealth encounter using simulated patient methodology. Structured debriefing reinforced regulatory compliance and clinical decision-making. Participants completed postwebinar evaluations.

Results: Of the 208 attendees, 167 (80.3%) completed evaluations; 92.3% agreed learning objectives were met, and 89.9% found content immediately applicable to practice. Thematic analysis revealed enhanced confidence in virtual assessments and improved understanding of jurisdictional requirements.

Conclusion: Simulation-based webinars provide a scalable model for addressing NP competency gaps with implications for continuing nursing education.

Background: Nursing education needs to prepare students for rapidly evolving technology-driven care. The Multimodal Nursing Informatics Framework (MNIF) guides faculty in integrating digital health and informatics competencies to meet evolving educational and workforce needs.

Problem: Many nurse educators lack the confidence and tools to teach informatics effectively within their curricula, creating gaps in students' readiness for practice.

Approach: The Nursing Knowledge Big Data Science Initiative Education Workgroup developed the MNIF, which combines conceptual foundations and practical strategies to support competency-based education.

Outcomes: The MNIF integrates 5 models into a cohesive framework that links theory, reflection, and practice to prepare students for technology-enabled care.

Conclusions: The MNIF strengthens nursing informatics, clinical reasoning, and technology proficiency, advancing curricula and workforce readiness.

Background: Racism in nursing education is a persistent issue that affects the educational experience and clinical readiness of nursing students.

Purpose: The purpose of this study was to unveil behaviors that represent racism and cultural humility within nursing education.

Methods: A secondary data analysis was conducted of a qualitative, descriptive study that interviewed 10 doctoral-prepared nurses of color to unveil the experiences of racism and cultural humility in the context of nursing education.

Results: Three central themes were identified: (1) racist behaviors experienced by faculty members; (2) racist behaviors experienced by students; and (3) cultural humility experienced by faculty members and students of color.

Conclusions: By understanding the lived experiences of students and faculty of color, this research identifies how racism may manifest in nursing education and identifies actionable strategies to help dismantle racism in nursing education.

Background: Academic support programs are used in prelicensure nursing education to improve retention, progression, and equity. However, the literature is inconsistent and fragmented.

Purpose: This scoping review mapped academic support interventions for U.S. prelicensure nursing students, identified outcome measures, and highlighted gaps in the literature.

Methods: Following JBI methodology and PRISMA‑ScR guidelines, 4 databases - PubMed‑MEDLINE, Academic Search Complete, CINAHL, and Web of Science - were searched, with the final search completed on September 16, 2025. Studies were included if they reported empirical outcomes of academic support interventions for prelicensure nursing students.

Results: Twenty-two studies met criteria. Most were observational. Common interventions included mentoring, tutoring, coaching, and psychosocial support. Delivery methods were typically multimodal. Outcomes included retention, course performance, NCLEX pass rates, and engagement. Few studies used theoretical frameworks or assessed developmental outcomes.

Conclusions: Findings support the need for early, theory-informed academic support programs evaluated with consistent measures of academic and developmental outcomes.