Nurse Educator最新文献

Background: Practice-based learning is essential in nurse practitioner (NP) education to ensure public safety and prepare students for independent practice. However, lack of clinical placement opportunities results in variability in clinical experience, necessitating educational innovation.

Purpose: To evaluate the usability, engagement, and impact of the Essential Skills for Nurse Practitioners virtual simulations (VS).

Methods: Four VS covering concussion management, Medical Assistance in Dying (MAiD), memory concerns in older adults, and prescribing medical cannabis were evaluated across 3 Canadian universities using self-assessment competency rubrics and the Classroom Instructional Support Perception (CRiSP) scale.

Results: Competencies improved significantly across all VS, with highest improvement in concussion management. CRiSP results indicated high usability and engagement with all VS, underscoring their effectiveness.

Conclusions: Findings indicate VS can enhance students' readiness to manage complex clinical situations and help address clinical placement shortages.

Background: Nursing students are not consistently trained on how to care for patients experiencing sudden cardiac arrest. In rapid cycle deliberate practice (RCDP), learners perform a simulation with micro-debriefs interjected by the instructor.

Problem: RCDP has been used to train health care students on how to respond during a sudden cardiac arrest, but its application to prelicensure nursing students is underreported.

Approach: A curricular innovation was implemented based on RCDP and Vygotsky's Zone of Proximal Development (ZPD) to educate prelicensure nursing students on how to care for patients experiencing sudden cardiac arrest. The outcome of the curricular innovation was evaluated via assessment of students' perceptions following participation in the curriculum innovation.

Outcomes: Eighty-four prelicensure nursing students completed the curricular innovation survey, with most student perceptions favorable.

Conclusion: Evaluation supports the integration of this curricular innovation into nursing curricula for sudden cardiac arrest training.

Background: Nursing faculty vacancies reduce the numbers of students entering the nursing profession, exacerbating the health care workforce crisis. Resilience, known to mitigate occupational burnout, may play a role in retaining existing prelicensure nursing faculty (PNF), a population that has not been extensively studied.

Purpose: We examined compassion satisfaction (CS), perceived support (PS), and associated demographic factors of resilience among PNF.

Methods: This cross-sectional study used a secondary data analysis of survey responses from 499 PNF. Multiple linear regression analyses were conducted to identify significant predictors of resilience.

Results: Multivariate analysis revealed CS and PS were significant predictors of resilience when controlling for age, with CS being the strongest predictor in the regression model.

Conclusions: This study highlights the importance of CS and PS in fostering resilience among PNF. Understanding these factors can guide academic institutions in developing interventions to retain nursing faculty, thereby addressing the broader nursing shortage.

Background: The Social Determinants of Learning™ framework can be used to conceptualize the influence of psychosocial health among students applying to nursing programs. Little is known about variables that may influence psychosocial health in these students.

Purpose: To describe demographic and mental health variables that predict perceived stress and resilience levels in accelerated online prenursing students.

Methods: A cross-sectional, survey-based, observational design was utilized.

Results: Participants were mostly female and from diverse backgrounds. Lower levels of perceived stress were predicted by lower levels of anxiety and higher levels of resilience and self-compassion. Higher levels of resilience were predicted by male gender, higher perceptions of current ability to manage stress, and higher levels of self-compassion.

Conclusion: Incorporating knowledge and skills to support the growth of self-compassion in prerequisite courses taken just prior to nursing program entry may help students to reduce perceived stress and support resilience.

Background: The benefits of engaging in regular, intentional gratitude practice have been well studied. Interventions incorporating simple gratitude practices, such as the 3 Good Things exercise, may be ideal for increasing dispositional gratitude levels within an academic setting.

Purpose: To assess the impact of a 14-day gratitude-focused wellness intervention on increasing gratitude levels among nursing students, faculty, and staff.

Methods: Students, faculty, and staff from one College of Nursing were invited to participate in a 14-day gratitude challenge. The Gratitude Resentment and Appreciation Scale - Short Form assessed gratitude levels pre- and post-challenge.

Results: Dispositional gratitude scores increased significantly among participants overall (P = .006). Furthermore, dispositional gratitude levels increased significantly regardless of whether participants were already using a tool to practice gratitude at the start of the challenge.

Conclusions: Results demonstrate that a 14-day gratitude-focused intervention can improve dispositional gratitude levels among members of the academic nursing community.