Nurse Educator最新文献

Background: Limited support for nurse educators can hinder their professional development, as they may struggle to apply best practices and innovative teaching strategies.

Purpose: This study aimed to identify the personal and work environment aspects that influence nursing faculty members' ability to remain in academia.

Methods: This qualitative descriptive study was conducted with 18 faculty members working at 2 public universities in Saudi Arabia. Four focus group sessions were conducted, and a thematic analysis approach was used for the data analysis.

Results: The following themes emerged: appreciation and sense of security, individual and personal characteristics, work environment factors, cultural influences and responsibilities, and recommendations for individuals and organizations.

Conclusions: Based on these themes, future research should implement appreciation initiatives such as recognition programs, mentorship opportunities, and regular feedback sessions, as well as evaluate their impact on educators' sense of appreciation and recognition.

Background: The Doctor of Nursing Practice (DNP) degree culminates in the DNP project, a scholarly project aimed at enhancing health care systems aligned with national standards. While DNP projects are valued, they pose challenges due to resource-intensive demands including faculty time and effort.

Problem: Faculty workload models related to DNP projects have not kept pace with increasing enrollment and program expectations.

Approach: Consistent with national standards, a large public university convened a task force to examine faculty workload relative to DNP projects and to devise a more equitable and realistic model.

Outcomes: Task force output led to the creation of the Collaborative Section-Based Faculty Workload Model that resulted in increases in faculty satisfaction, retention, and student mentorship, while maintaining DNP project rigor.

Conclusions: The Collaborative Section-Based Faculty Workload Model responds to the challenge of balancing DNP project oversight with increasing time demands on faculty and increasing enrollment.

Background: Experiential learning activities on care for people with disabilities (PWD) would help nursing students develop the knowledge, skills, and attitudes (KSAs) needed to provide quality care for PWD.

Purpose: The purpose of this study was to evaluate the perceived changes in nursing students' KSAs related to the care for PWD following participation in health assessment and prevention (HAP) experiential learning activities.

Methods: This was a quasi-experimental, pre- and posttest educational intervention study. Nursing students (n = 160) attended multiple experiential learning activities as a required part of their HAP coursework and completed a pre and posttest survey to assess changes in their KSAs.

Results: Participation in experiential learning activities on care for PWD was associated with significant increases in perceived knowledge, skills and positive attitudes toward PWD.

Conclusions: Experiential learning activities aligned with core competencies for health care providers caring for PWDs have the potential to change nursing care and address health inequities for this population.

Background: There is increasing recognition that social determinants of health (SDOH) profoundly affect health outcomes. Frontline nurses must grasp how SDOH shape health disparities and inequities.

Purpose: This paper describes an innovative pedagogical approach that leverages didactic, experiential, and reflective methods, specifically a "small moments" writing activity, to enhance students' understanding of SDOH.

Methods: Nursing students (n = 135) from a southeastern U.S. university participated in the activity, and 72 provided consent for inclusion in this analysis. Themes related to students' understanding of SDOH were identified, and implications for nursing practice were considered.

Results: This integrative approach deepened students' understanding of SDOH. Narratives highlighted economic instability, cultural barriers, and systemic inequities as drivers of health disparities. Students described greater awareness, empathy, and culturally competent care.

Conclusion: Student narratives showed evidence of critical thinking, empathy, and advocacy, crucial skills for addressing health disparities.