Nurse Educator最新文献

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.

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.

Background: Nursing professionals are key to providing safe care that improves patient outcomes. Hence, it is essential to focus on developing nurses' patient safety competencies and principles.

Purpose: This review examined the effectiveness of educational interventions in developing patient safety knowledge, skills, behaviors, and attitudes in undergraduate nursing students.

Methods: The search strategy aimed to identify published and unpublished studies in databases and grey literature. Studies were assessed using the Joanna Briggs Institute critical appraisal tools.

Results: A total of 36 studies met the inclusion criteria. The teaching methods employed single or combined interventions and the educational interventions suggested either improvements in outcomes or no impact.

Conclusion: The effectiveness of educational interventions to develop patient safety competencies in undergraduate nursing students, either as a single or combined strategy, was mixed. Further research is needed to provide more robust evidence on which teaching method for patient safety is most effective.

Background: The use of large language models (LLMs) and artificial intelligence (AI) tools to prepare health professions admissions applications is increasing. These tools can improve writing significantly but raise ethical concerns about application authenticity.

Purpose: This scoping review explored the literature on use of AI by applicants applying to health professions programs and by admission reviewers.

Methods: Following Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines, a search was conducted in multiple databases, which identified 1706 citations. After screening, 18 articles were included.

Results: Articles included in the review focused on the (1) use of AI to screen applicants or predict ranking and interview invitations, (2) ethical implications of AI-generated personal statements, (3) potential to detect AI-generated applications, and (4) use of AI to write or analyze letters of reference.

Conclusions: AI tools can enhance the efficiency of the admissions review process, but clear guidelines are required to address ethical issues. Further research is needed, particularly in nursing education.

Background: Artificial intelligence pedagogies are increasingly commonplace in health care education, and limited information guides their application in didactic nursing environments.

Purpose: To examine the current state of artificial intelligence-based pedagogies used in didactic nursing education.

Design: The review was conducted using Arksey and O'Malley's scoping review framework and the Joanna Briggs Institute's System for the Unified Management, Assessment, and Review of Information platform. Literature is reported using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews.

Methods: The review included articles published between January 1, 2013, and July 23, 2024, in MEDLINE (via PubMed), Cumulative Index to Nursing and Allied Health Literature, Education Resources Information Center, World Science, and Google Scholar. Two reviewers independently assessed all articles.

Results: Themes for the 16 included articles were generative artificial intelligence and pairing artificial intelligence with other pedagogical strategies.

Conclusions: More research is needed to examine artificial intelligence-based pedagogies in didactic nursing education.