Nurse Educator最新文献

Background: Resilience plays a role in workforce retention and has been linked to job satisfaction, quality of life, and organizational commitment in nursing faculty. Research on the nature of faculty resilience, however, remains sparse.

Purpose: The purpose of this study was to contribute to the understanding of nurse faculty resilience by describing examples of specific ways that a group of newly hired nursing faculty enacted resilience during their first few years on the job.

Methods: Transcripts from one-on-one interviews with 23 faculty in 7 U.S. states were analyzed in a secondary analysis, which generated exemplars of resilience in practice.

Results: Faculty expressed resilience through specific measures that included positive self-talk, reframing of adverse events, drawing analogies to familiar experience, asserting self-worth by helping others, and extensive social networking.

Conclusion: These actions enabled faculty to find meaning and support in difficult circumstances.

Background: Many nurses work largely as policy implementers rather than policy developers. The literature posits several multifaceted reasons for this lack of policy acumen including interprofessional power dynamics, marginalization of nurses in policy making, and lack of formal training in public policy advocacy.

Purpose: To evaluate the impact of a targeted teaching strategy on increasing political astuteness, perceived skill, and comfort in health policy advocacy among a cohort of acute care pediatric nurse practitioner students.

Methods: Curriculum assessment data were collected using the Political Astuteness Inventory, pre- and postclass discussions, and written reflections.

Results: This curriculum evaluation suggests that specific policy and advocacy training coupled with civic-based experiential learning increased graduate nursing students' political astuteness as well as increased their perceived skill and comfort with health policy advocacy.

Conclusions: Targeted training is an important step in giving nurses the needed tools to work for equitable health care policies.

Background: Evidence-based guidelines about textbook selection for nursing didactic courses are lacking. Therefore, this study explored the priorities of faculty in baccalaureate nursing programs for selecting primary textbooks.

Purpose: The study aimed to identify the ranking of essential characteristics in nursing textbooks, including content, general characteristics, supplemental resources, organization, and specific considerations about electronic textbooks.

Methods: Using a cross-sectional design, a descriptive survey was conducted among faculty members across the United States.

Results: Results from 59 faculty participants demonstrated a strong preference for textbooks emphasizing clinical judgment and application to practice, with content being the top priority. Additionally, instructor resources, such as test banks and teaching strategies, were prioritized within supplemental resources. Few participants reported formal training in textbook selection, indicating a potential area for nursing education improvement.

Conclusions: The study found the need for further research and development of structured guidelines to aid in the textbook selection process.

Background: An estimated 44.1 million US citizens are living with disabilities. People with disabilities are at higher risk for health problems, affecting their overall quality of life and care experience. Simulation-based learning (SBL) enables students to apply cognitive, affective, and psychomotor competencies through simulated experiential activities in realistic environments. Research is limited on the integration of disability into SBL nursing education.

Aim: To appraise and synthesize extant literature on the integration of disability in SBL in prelicensure nursing programs.

Methods: This review identified and synthesized 18 research articles describing the implementation of disability SBL in prelicensure nursing programs.

Results: Four themes were identified substantiating the importance of integrating disability into SBL: knowledge and understanding, communication confidence, empathy, and enlightened attitudes.

Conclusions: Disability SBL strategies are integral to achieving learning outcomes related to patient-centered care. Large well-designed studies are needed to measure its effectiveness.