Nurse Educator最新文献

Background: Evidence-based approaches for measuring competency in clinical and simulation settings are lacking. Without standardized evaluation, programs risk missing opportunities to identify learning needs and provide timely support of students.

Purpose: This study examined methods to evaluate first-semester nursing students' competency using standardized grading rubrics and student self-evaluation to identify patterns of growth, refine instructional strategies, and advance evidence-informed approaches to early competency development.

Methods: A prospective study was conducted with all students (N = 113) enrolled in a first-semester course. Standardized performance assessments were conducted in weeks 5 and 15, using validated instruments and student reflections.

Results: Analyses showed measurable increases in student self-efficacy, engagement, and perceptions of simulation performance.

Conclusion: Embedding early, standardized competency measurement in clinical and simulation education ensures that nursing students progress with the competency and professional readiness needed for safe, effective practice.

Background: Nursing students are at heightened risk of trauma exposure and trauma-related psychological symptoms. The association of trauma exposure and psychological distress with academic performance among nursing students remains underexamined.

Purpose: This study investigated whether mental health symptomology predicted academic performance among undergraduate nursing students.

Methods: Undergraduate nursing students (n = 601) completed measures of trauma exposure, general and trauma-specific psychological symptoms, and protective factors (social support, self-efficacy, and perceived trauma-informed climate). Self-reported data were correlated with students' grade point average (GPA) the following semester.

Results: Analyses did not reveal a pattern of significant associations of trauma exposure, psychological symptoms, self-efficacy, or perceived trauma-informed climate with students' GPA in subsequent semesters. Social support during the student's second year in the program was weakly correlated with subsequent GPA.

Conclusions: This study suggests that academic performance may not reliably reflect underlying psychological distress. These findings challenge the assumption that high-achieving students are thriving and highlight the need for more holistic approaches to student support.

Background: Extensive clinical hours and prior health care experience are widely believed to enhance new graduate nurse practice readiness, yet supporting evidence is limited.

Purpose: To examine relationships between new graduate practice readiness and clinical hours, proportion of simulation hours, and prior health care experience.

Methods: This post hoc analysis used demographic data from a cross-sectional study evaluating effects of education delivery models on practice readiness. The 189 students from 8 Bachelor of Science in Nursing programs completed surveys during their final 6 weeks. Program directors reported clinical and simulation hours. ANOVA and nonparametric equivalents examined relationships.

Results: No significant associations were found between practice readiness and total clinical hours, between practice readiness and percentage of simulation hours, or between practice readiness and prior health care employment.

Conclusion: Findings challenge assumptions, suggesting that quantity of clinical hours and prior health care experience are not associated with practice readiness.

Background: Nurse educators are critical in advancing evidence-based practice (EBP) in academic and clinical settings. However, limited research exists on how doctoral education influences their EBP beliefs and implementation behaviors.

Purpose: This study evaluated changes in EBP beliefs and implementation among Doctor of Nursing Education (DNE) students over time.

Methods: Using a pre/post single-group design, surveys were administered during the first-year EBP course and again during the second-year Capstone course. Instruments included the EBP Beliefs and EBP Implementation Scales for Educators.

Results: Thirteen DNE students participated; 11 completed both surveys. Belief scores significantly improved ( M 83.5-97.5; P = .004; g = 1.6), as did implementation scores ( M 17.5-42.4; P = .004; g = 1.7).

Conclusions: The findings of this study suggest that the DNE curriculum effectively strengthens educators' EBP beliefs and implementation. The longitudinal assessment demonstrated meaningful gains in applying evidence-based teaching strategies.

Background: Academic nurse educators (ANEs) construct teacher-made course exams to evaluate students' knowledge in the cognitive domain and measure student learning outcomes.

Purpose: The study's purpose was to describe the frequency with which ANEs use exam and item analysis to evaluate teacher-made course exams in prelicensure nursing programs. The study also examined if variables predict the frequency with which ANEs use exam and item analysis.

Method: This study used a descriptive correlational design. Participants were 127 ANEs from across the US.

Results: The significant predictor variable of ANEs' use of exam and item analysis was professional development in exam evaluation.

Conclusion: The significant predictors for ANEs' use of exam analysis were professional development in exam evaluation and years of nursing education teaching experience, and the significant predictors for ANEs' use of item analysis were professional development and academic preparation in exam evaluation.

Background: The Think-Pair-Share (TPS) approach has shown promise in various educational contexts, but its effectiveness in online biostatistics courses for graduate-level nursing students remains underexplored.

Method: This explanatory sequential mixed-methods study investigates TPS application in online biostatistics course, assessing its impact on student learning outcomes and engagement. Quantitative data from 79 students' responses to biostatistics exercises were analyzed using descriptive statistics and chi-square tests. Qualitative data from anonymous course evaluations underwent thematic analysis.

Results: Quantitative analysis indicated a significant link between progressing from the Think to Share step and response accuracy ( χ2 (1) = 12.688, P < .001), with accuracy rising from 82.0% to 90.3%. Qualitative analysis revealed enhanced comprehension, course satisfaction, and the value of collaborative learning.

Conclusions: The TPS approach appears to improve student learning and engagement in online biostatistics courses, promoting collaborative learning and advance response accuracy.