Nurse Educator最新文献

Background: As nursing education shifts toward online, hybrid, and simulation-based formats, course design has grown more complex.

Problem: Faculty, though content experts, often lack training in instructional design (ID) and digital pedagogy, leading to inconsistent, less engaging learning experiences.

Approach: This article explores how embedding ID support into each course provides collaborative course development with nursing faculty. Instructional designers contribute pedagogical expertise and technical fluency. A case study from a College of Nursing, supported by a literature review and best practices, illustrates how ID-faculty partnerships improve course quality.

Conclusions: Structured collaboration with IDs enhances instructional quality and reduces faculty workload. The article recommends early ID involvement, defined workflows, and cross-disciplinary training to build sustainable partnerships and elevate nursing education.

Background: Effective artificial intelligence (AI) prompting is essential for students to use AI to enhance critical thinking and clinical decision-making skills.

Methods: A framework for effective prompting, the CARE (Context, Action, Role, Expectation) Prompt Engineering Framework, was developed. This framework emphasizes the importance of maintaining the "human connection" in AI.

Results: When students use AI, they use their skills to ask AI for information. Instructors should model responsible and effective AI-prompt engineering. Each CARE element is discussed with remedial prompting to ensure more effective output. AI outputs are verified and reviewed; the original context is revised with the desired changes; and follow-up actions are submitted.

Conclusions: The CARE framework provides a systematic outline for nurse educators to use in teaching students clinical decision-making skills, while also capturing the role-modeling behavior of faculty members to ensure that effective AI prompts are used.

Background: Leaders in academia and health care recognize the need for practice-ready nurses to address the nursing shortage, reduce onboarding time, and improve the satisfaction and retention of registered nurses.

Problem: Historically, nurse leaders have developed programs, such as nurse residency programs, to address these issues. However, additional innovative approaches are needed to address the pervasive nursing shortage.

Approach: The need to better prepare nursing graduates with essential competencies for beginning practice led to the creation of a unique nursing program that uses an apprenticeship model, combining academic and practice partners.

Outcomes: Implementation of the apprenticeship program has led to a 100% NCLEX-RN (National Council Licensure Examination for Registered Nurses) pass rate for graduates of the program and a high program retention rate (92%). Health care system leaders report an 80% to 83% 2-year post-graduation retention rate for nursing graduates.

Conclusions: Amidst a pervasive nursing shortage, continued efforts and strategies are needed to build the nursing profession. The apprenticeship program provides a robust and innovative option for second-degree students interested in earning a bachelor of science in nursing.

Background: Professional noticing is the first step of clinical judgment and a core competency for nurses. Immersive virtual reality (VR) simulations offer students individualized practice and feedback in noticing, which anxiety may impact.

Purpose: To describe the relationship between facilitating and debilitating anxiety and noticing among students in VR simulation.

Methods: This was a cross-sectional single-site quantitative study, using individual VR simulations with prelicensure nursing students. Outcomes were measured using the Achievement Anxiety Test and Lasater Clinical Judgment Rubric (LCJR).

Results: There were no significant correlations between LCJR noticing scores and either type of anxiety: debilitating anxiety scores: (rs [31] = -0.035, P = .854), facilitating anxiety (rs [31] = 0.18, P = .32).

Conclusion: This study suggests that anxiety, whether debilitating or facilitating, is not significantly associated with noticing in VR simulation.

Background: High attrition rates in Health and Illness (HI) and Pharmacology (PH) led educators in 1 baccalaureate nursing program to develop a mid-curricular summer bridge program.

Purpose: The study's purpose was to determine effectiveness of a junior bridge program on the development of self-regulated learning (SRL) strategies and reduction of attrition.

Methods: A bridge program was offered to rising BSN junior students with SRL strategies applied to short lectures.

Results: Forty-four percent of eligible students participated from 2022 to 2024. Attrition rates were lower for bridge participants (n = 164) compared to nonparticipants (n = 211) in both HI (8.99% vs 16.5%, z = 2.18, P = .029) and PH (15.7% vs 19.8%, z = 1.03, P = .305). Bridge participants scored significantly higher in key SRL strategies compared to nonparticipants measured by the Motivated Strategies for Learning Questionnaire.

Conclusions: A bridge program later in the curriculum may help students develop scaffolded SRL skills promoting success.