Nurse Educator最新文献

Background: Self-efficacy, confidence in career choice, and sense of mission are factors that shape professional identity (PI) in nurses.

Purpose: To compare these factors between nurse educators and clinical nurses.

Methods: Cross-sectional study of 228 nurses between March and December 2022.

Results: Nurse educators demonstrated higher self-efficacy ( P = .012), while no differences were found in confidence in career choice or sense of mission. Nurses with postgraduate specialization exhibited higher confidence in career choice ( P = .046) and self-efficacy ( P < .001). Instruction contributed to self-efficacy, particularly among nurses without postgraduate specialization ( P <.001). Seniority, instruction, and postgraduate education predicted self-efficacy ( R2  = 0.239, P < .001).

Conclusions: Self-efficacy is enhanced in nurse educators, independent of teaching context. Postgraduate specialization courses further contribute to self-efficacy and confidence in career choice. These findings emphasize the importance of instructional roles and continuing education in strengthening PI within nursing.

Background: Compassionate care is essential for positive patient outcomes and nurse well-being.

Problem: Current models are largely practice-focused and not integrated in a nursing curriculum. Thus, new nurses are often unprepared to deliver compassionate care.

Approach: A single-purpose nursing college developed the iCare Compassionately model, offering operational definitions to support faculty teaching and student learning.

Outcomes: Students completing the Sinclair Compassion Questionnaire Healthcare Provider/Learner Competence Self-Assessment demonstrated a positive trend in self-reported compassionate care competence. Faculty and staff trained in the model showed positive outcomes, with 98% of participants identifying tangible strategies to enhance compassionate care and 94% reporting sustained improvements at a 90-day follow-up. Anecdotal feedback suggested increased student perceptions of being cared for by faculty and strong faculty support for integrating compassionate care content into the curriculum.

Conclusions: The iCare Compassionately model is an initial approach for nurse educators to integrate compassionate care into didactic and clinical courses.

Background: Nurse practitioner (NP) students frequently encounter mistreatment in clinical environments, yet many supervising preceptors lack training to effectively address it.

Purpose: The aims of this evidence-based practice project were to improve preceptor knowledge, perceptions, and behaviors related to fostering culturally aware learning environments, mitigating discriminatory behavior, and role modeling inclusive care.

Approach: Guided by the Expect, Recognize, Address, Support, Establish/Encourage (ERASE) framework, a stepwise approach to address mistreatment, a self-paced, multimodal online learning module was developed and implemented.

Outcomes: Preceptors demonstrated improvements in self-reported preparedness to recognize and respond to bias and discriminatory behaviors in the clinical setting using the ERASE framework. These results suggest that targeted, accessible education can positively influence preceptor readiness to support students in complex clinical learning environments.

Conclusion: Continued efforts are needed to equip preceptors with the tools to model inclusive care and respond effectively to mistreatment, ultimately creating more supportive, culturally aware clinical learning environments for NP students.

Background: Competency-based education (CBE) and the American Association of Colleges of Nursing's 2021 Essentials framework necessitate a shift in traditional methods of assessment and evaluation in nursing education.

Problem: Establishing a process for converting demonstrated competency levels into equivalent alpha-numeric grades is important to maintain the calculation of a student's grade point average.

Approach: A faculty task force across 3 undergraduate/prelicensure programs developed an adaptable grading scheme and competency-based grading scale applicable to multiple course settings.

Outcomes: Adapting the Ottawa Surgical Competency Operating Room Evaluation scale into nursing competency descriptors and aligning the levels with alpha-numeric grades provides a helpful grading structure to operationalize CBE within institutional constraints. This also allows academic freedom for course faculty to design and implement formative and summative assignments based on their relevance to mapped course outcomes.

Conclusion: CBE frameworks support a progressive and developmentally leveled approach to competency assessment. Integration of educational pedagogies promotes consistency in competency evaluation.