Nurse Educator最新文献

Background: Nurse leaders face high pressure, but self-leadership can help them thrive. Nursing students, therefore, should develop this skill before graduation.

Purpose: To investigate nursing students' self-leadership perceptions and associated factors, and to reveal when and how self-leadership strategies are utilized.

Methods: An explanatory sequential mixed-methods design with interpretative description; 943 nursing students were surveyed and 13 were selected for qualitative analysis. Descriptive data were collected, and self-leadership was assessed using the Revised Self-Leadership Questionnaire. Focus group interviews were analyzed through thematic and content analysis.

Results: Students who were employed, were involved in student clubs or organizations, held managerial roles, and had career goals exhibited higher self-leadership perceptions. Qualitative findings revealed that staying in comfort zones, overthinking, and procrastination hinder self-leadership, while self-respect, self-awareness, and self-determination enhance it.

Conclusions: Nurse educators should design interventions that enable students to take on planning roles, advance at their own pace, and engage in opportunities to develop their self-leadership skills.

Background: The clinical learning environment (CLE) plays a vital role in students' learning in clinical settings. However, to our knowledge, no longitudinal cohort studies have been published on how CLE influences nursing students' learning during clinical placements.

Purpose: This study investigated a cohort of nursing students' perceptions of CLE during their first and third-year clinical placements.

Methods: The clinical learning environment inventory (CLEI) questionnaire was used in this study. In 2021, a convenience sample of 450 first-year nursing students was invited to complete the CLEI questionnaire. In 2023, the same cohort of students in their third year of study were invited to complete the questionnaire.

Results: Personalization, satisfaction, and task orientation had higher mean scores than the other CLEI subscales. The lowest mean scores were found for the teaching innovation and individualization subscales. Multiple regression and bivariate correlation analyses revealed task orientation as the strongest predictor of student satisfaction with the CLE.

Conclusions: Nursing students in Singapore have a moderately positive satisfaction with their CLE. Clinical instructors should design innovative lesson plans to improve the student experience and learning in the CLE.

Background: The Next Generation National Council Licensing Examination (NCLEX) uses the Clinical Judgment Measurement Model in unfolding case studies to assess graduate nurses' clinical judgment.

Purpose: This study explored the impact of Next Generation NCLEX (NGN)-style case studies on baccalaureate nursing students' self-confidence and anxiety with clinical decision-making.

Methods: Seventy-six second-year baccalaureate nursing students participated in this 1-group convergent mixed-methods study. Students completed 7 NGN-style case studies during a Nursing Essentials course. Data were collected at the beginning and end of the semester.

Results: Anxiety with clinical decision-making significantly decreased, and self-confidence with clinical decision-making significantly increased from pretest to posttest. Five qualitative themes derived from open-ended responses: realistic application of theory to practice, critical thinking, feedback, collaboration, and NCLEX preparation.

Conclusions: This study provides preliminary evidence that formative NGN-style case studies are well received by students and result in positive outcomes. Further research is needed to more fully understand the effects of NGN-style case studies.

Background: Interprofessional team training (IPTT) prepares students from health care professions for team-based care. Evaluating different learning environments to inform decisions about delivery format is timely and important.

Purpose: To compare in-person and online IPTT learner outcomes.

Method: Undergraduate and graduate students (n = 866) from 11 professions participated. Using retrospective pre-/post-methodology, 20 item Interprofessional Collaboration Competency Attainment Survey (ICCAS) scores were compared, and qualitative responses analyzed.

Results: Mean ICCAS scores improved for in-person and online delivery (P < .0001) with large effect sizes (Cohen's D = 0.94-1.86). In-person delivery resulted in greatest improvement (P = .038), offset by online logistical benefits. Qualitative themes highlighted impact on learning, importance of facilitator competence, and setting expectations.

Conclusion: IPTT achieved learning consistent with competency development. Advantages from in-person delivery should be weighed against online logistical advantages.

Background: The demand for nurses in advanced practice roles is expected to grow by 38% by 2032. The nationwide faculty shortage is also a concern, as it correlates to the nursing shortage. Successful retention strategies for graduate nursing students can strengthen the rising demand of specialized nursing roles.

Problem: The transition from clinical practice to the graduate student environment can be daunting to some practicing nurses who may struggle with program completion. It is well documented that graduate nursing students lack academic preparation for the rigorous scholarly work.

Approach: A national onboarding consortium of graduate nursing faculty was formed to meet regularly and utilize a model onboarding program to address graduate nursing students' academic preparedness.

Conclusions: Structured onboarding programs show promising results. The programs were easily adopted to support students from various backgrounds and regions within the United States. Benefits of forming a consortium to address a national issue were evident.