Nurse Educator最新文献

Background: Many nursing curricula lack human-centered design (HCD) learning opportunities, and minimal evidence exists about HCD educational outcomes.

Purpose: The study explored the effects of HCD experiential learning activities on graduate nursing students.

Methods: The quasi-experimental mixed-method design employed an explanatory approach. Pre- and posttest surveys were administered during an HCD workshop. Descriptive and inferential statistics assessed gains in the measures. Qualitative data were collected once, post-intervention, and analyzed using thematic analysis.

Results: Sixty-four students provided complete responses. A linear mixed-effects regression model indicated statistically significant gains in creative self-efficacy, psychological empowerment, and traits of design thinkers. Qualitative themes contextualized the quantitative findings.

Conclusions: The results indicated that HCD experiential learning influenced the study's constructs. These results set the stage for multi-site studies investigating the long-term outcomes of HCD interventions in nursing curricula.

Background: Seventeen percent of individuals in the United States live with substance use disorder (SUD). Nursing curricula may not adequately address SUD, and stigma can impact care.

Purpose: This project aimed to measure stigma toward people with SUD among nursing students.

Methods: Surveys were administered to prelicensure nursing students. Stigma was measured using the Opening Minds Provider Attitudes Toward Opioid-Use Scale. Students were asked about personal experience with SUD and perceived adequacy of SUD-related curricula.

Results: A total of 193 students participated. The mean stigma score was 31.35. Those with personal experience had lower stigma scores than those without ([95% CI 2.26-9.23]; P value = .0014). Most students (71.0%) desired to see content from individuals with lived experience incorporated into curriculum.

Conclusion: Addressing stigma in SUD education is critical for improving future patient care. Nursing schools should consider incorporating stigma-reducing content, including perspectives from individuals with lived experiences, into SUD curricula.

Background: Incivility in undergraduate nursing education is a complex, multifaceted issue. Student-to-faculty incivility can be characterized by behaviors that negatively impact the faculty's ability to perform and enjoy their job.

Purpose: To synthesize current research in undergraduate nursing education about student-to-faculty incivility in the classroom setting.

Methods: A narrative review was performed on literature from 5 databases and retrieved articles' reference lists. Relevant articles from 2018 through January 2, 2025, were reviewed.

Results: Thematic analysis of 16 articles identified 4 key themes: (1) types of incivility, (2) causes of and influences on incivility, (3) consequences of incivility, and (4) strategies for addressing and mitigating incivility.

Conclusion: Student-to-faculty incivility contributes to many negative consequences in academia including decreased faculty retention and continuance of incivility into practice. Targeted interventions and institutional strategies should be developed to mitigate these behaviors.

Background: Neurodiverse and disabled individuals are underrepresented in nursing education, often facing marginalization, lack of support, and implicit bias.

Purpose: This study assessed nursing faculty's preparedness to teach neurodiverse students by examining their knowledge and attitudes about neurodiversity.

Methods: A convergent parallel mixed methods design was used, involving a survey emailed to 469 nursing faculty at 3 North American institutions. The survey included the Faculty Preparedness Questionnaire-Neurodiversity and open-ended questions.

Results: The study found that faculty has moderate knowledge of neurodiversity but desire more training. Attitudes were generally positive, though some implicit biases were present. Qualitative analysis revealed themes of natural variation, acceptance, and the need for more support and training.

Conclusion: Faculty members showed a willingness to learn and support neurodiverse students, but professional development is needed to reduce ableism and enhance inclusive teaching practices.

Background: The American Association of Colleges of Nursing promotes competency-based education (CBE) to foster learning, producing competent graduates. Effective CBE necessitates innovative teaching strategies to optimize academic performance.

Purpose: The purpose of this study was to initiate early clinical reasoning and clinical judgment competency development while enhancing the academic performance and engagement of undergraduate nursing students through collaborative learning and digital engagement strategies.

Methods: We conducted a retrospective academic records review of nursing students in the undergraduate program enrolled in fall 2023 and spring 2024 in an online statistic course.

Results: Ninety-six student records were included in the review. Student engagement predicted academic success as measured by collaborative exam generation (r = .50, p < .001), time spent in course content (B = 5.22, SE = 1.55, t = 3.34, p = .001), and student discussion posts (B = 7.22, SE = 1.42, t = 5.11, p < .001).

Conclusions: Active, collaborative learning approaches can be introduced in nursing prerequisite courses to develop competency in critical reasoning, clinical judgment, and respectful communication strategies to build interprofessional partnerships.

Background: Educators look for practical and engaging classroom assessment techniques (CATs) to enhance the learning experience.

Problem: Many CATs are individual activities that only engage learners at lower levels of Bloom's Taxonomy. The Five-Minute Peer Writing Activity (FMPWA) was developed to address this problem. This study compared student grades, engagement, and satisfaction between the FMPWA and One-Minute Paper (OMP) CAT and the effectiveness and acceptability of the FMPWA among nurse educators.

Approach: Nursing students completed the OMP and FMPWA and rated both by engagement and satisfaction. Nurse educators attending conference workshops experienced the OMP and FMPWA and had the opportunity to complete a short survey.

Outcomes: This innovative CAT showed a statistically significant increase in student grades, engagement, and satisfaction scores. Educators reported higher engagement, satisfaction, and likelihood of trying the FMPWA.

Conclusions: The FMPWA is an effective strategy to engage nursing students in the classroom.