Nurse Educator最新文献

Background: Nurses play a critical role in reducing health inequities in people experiencing homelessness (PEH), a key social determinant of health. Health disparities specific to PEH are exacerbated by numerous factors, including bias, stigma, and a lack of nursing competency in caring for PEH.

Purpose: The purpose of this study was to validate registered nurse key competencies; associated knowledge, skills, and attitudes; and concepts, content, and learning activities to serve as an educational framework in providing care for PEH.

Methods: Twenty-four nursing experts on the care of PEH rated draft competency and subcompetency statements for relevance and clarity, proposed revisions and missing competencies, and identified essential and useful content, concepts, and learning activities.

Results: Four key competencies, 38 subcompetencies, and associated concepts, content, and learning activities were validated by the experts.

Conclusions: This framework can be used to guide curricular development across nursing programs to advance health equity for PEH.

Background: The COVID-19 infodemic revealed nurses are not immune from disseminating health misinformation. Furthermore, the 2021 American Association of Colleges of Nursing (AACN) Essentials require competency in social media literacy. Nurse educators need to prepare students to identify credible information online for safe and ethical practice.

Problem: Vertical reading, a traditional evaluation strategy used in nursing education, is insufficient for identifying online health misinformation.

Approach: A librarian and nursing faculty member developed an innovative reflection notebook assignment to teach lateral reading-a professional fact-checking technique-and facilitate critical self-reflection among RN-to-BSN students.

Outcomes: Reflection notebook responses demonstrated that students use online information in various ways; online information habits require active, ongoing professional development; and lateral reading can promote a more compassionate approach to patient education.

Conclusions: The reflection notebooks equip students with critical knowledge, skills, and attitudes to practice safely and ethically while demonstrating some of the AACN Essentials requirements.

Background: Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.

Purpose: The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.

Methods: The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs. Scores were analyzed alongside demographic data and numeric grades at the end of the semester.

Results: Results demonstrated the significant predictive abilities of LASSI scores related to Anxiety, Concentration, Information Processing, Motivation, and Test Strategies. Additionally, non-native English speakers experienced significantly lower course grades.

Conclusions: Nurse educators can improve student performance in an introductory course by teaching and modeling self-regulated and strategic learning practices.

Background: Research on the relationship between stress, professional commitment, and resilience among nursing students is lacking.

Purpose: To examine the mediating effect of resilience on the relationship between stress and professional commitment among nursing students during their fundamental nursing practicum.

Methods: A cross-sectional design was used. Nursing students who were aged 17 to 20 years and had completed fundamental nursing practicum within 1 week were recruited. The survey covered stress, resilience, and professional commitment. The mediation analysis was conducted using the PROCESS macro with a bootstrap approach.

Results: This study recruited 485 nursing students. Stress was significantly negatively correlated with resilience and professional commitment, whereas resilience was significantly positively correlated with professional commitment. Furthermore, resilience partially mediated the relationship between stress and professional commitment.

Conclusions: Appropriate interventions should be implemented to help nursing students reduce stress and improve their resilience, which can thus enhance their professional commitment to the nursing profession.

Background: A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover.

Purpose: The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students.

Methods: As part of a larger mixed-methods study, a quantitative survey was disseminated to students.

Results: Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy.

Conclusions: Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.