Nurse Educator最新文献

Background: Staff burnout in higher education may affect nursing department functionality. There is limited literature regarding staff burnout and its manifestations in nursing colleges and schools.

Purpose: This study evaluated academic nurse leaders' perceptions of burnout and mitigation strategies in colleges and schools of nursing.

Methods: A descriptive, cross-sectional survey examined burnout and mitigation strategies among associate deans, business officers, and members of the Organizational Leadership Network (n = 105).

Results: Among academic leaders, 57.14% noted that staff burnout was either a notable or a major challenge. Resignations (56.86%) and difficulties in backfilling staff positions (54.90%) were the 2 most common manifestations of staff burnout. However, only a small percentage had an active burnout mitigation strategy for faculty (13.33%) and staff (6.67%).

Conclusion: There is a disconnect between acknowledging burnout as a pressing concern and implementing effective mitigation strategies. By creating a supportive work environment and encouraging professional development, leaders can significantly reduce burnout and enhance overall employee well-being.

Background: The geriatric population in the United States is growing rapidly with an expected increase of 22% by 2040. Nursing students, however, consistently report negative attitudes toward caring for geriatric patients.

Purpose: The purpose was to assess undergraduate nursing student perceptions of care for the geriatric population, how their nursing curriculum influenced these perceptions, and any perceived curricular changes, didactic or clinical, that could potentially improve students' preparedness and desire to seek a career in geriatric nursing.

Methods: Using a convergent parallel mixed methods approach, senior prelicensure nursing students completed a Likert-scale survey with additional open-ended questions to assess perceptions of geriatric care and how the current nursing curriculum relates to those perceptions.

Results: Quantitative data identified that most students believed the didactic curriculum prepared them for geriatric care but did not increase their desire to work with geriatric patients. Qualitative data identified negative stereotypes and clinical experiences and revealed a lack of desire for geriatric care.

Conclusions: Lack of desire for geriatric care was the norm for participants. Geriatric care should be more heavily weighted in academics, and educators should develop innovative methods that increase the desire of prelicensure students to commit to care for the geriatric population.

Background: There is a lack of longitudinal studies measuring student progression in clinical judgment. Previous studies measured gains in clinical judgment after 1 intervention or over 1 semester.

Purpose: This study evaluated the development and progression of clinical judgment in simulation throughout a prelicensure bachelor of science in nursing (BSN) program using the Lasater Clinical Judgment Rubric (LCJR).

Methods: This retrospective longitudinal study evaluated clinical judgment using the LCJR over 4 semesters, with a sample of 53 prelicensure nursing students. Each student had 18 simulation scores recorded during the study. A linear mixed model was employed to compare LCJR average scores from the beginning to the end of the program and across each semester.

Results: Eighteen simulations were reviewed among 4 nursing courses. LCJR scores increased progressively from the first to the fourth semester.

Conclusions: Students showed progression of clinical judgment throughout a BSN curriculum using the LCJR as an assessment tool.

Background: Understanding the factors that contribute to nursing students' low self-efficacy and high stress levels is necessary to improve educational practices.

Purpose: To determine the impact of self-efficacy and demographic factors on nursing students' stress levels and academic success and to provide strategic recommendations for nurse educators.

Methods: This cross-sectional study included data of 145 nursing students collected using a structured questionnaire that assesses self-efficacy, stress, and covariates. Bivariate and multivariate tests were conducted to explore potential relationships among variables.

Results: The results indicated significant relationships among self-efficacy, stress, and demographic factors. While self-efficacy levels were influenced by gender and marital status, stress levels appeared to be affected by gender, age, and the academic semester. Self-efficacy and stress among nursing students were also significantly associated.

Conclusion: Nurse educators should develop a supportive learning environment, better mentorship programs, and effective mental health awareness to improve students' confidence and academic success.

Background: Clinical education provides important learning opportunities for students. Finding clinical sites and faculty can be a challenge. Exploring the relationship between the number of clinical practice hours and NCLEX-RN success may be helpful for curriculum development and revision.

Purpose: The purpose of this study was to provide descriptive information about clinical education in RN programs and determine if a relationship existed between the number of clinical hours and NCLEX-RN pass rate.

Method: A descriptive research design using a survey was sent to over 1000 accredited nursing programs in the United States.

Results: One hundred and fourteen surveys were completed. When comparing 2021 NCLEX-RN pass rates with clinical hours, there was a statistically significant difference at the 500 clinical hour interval.

Conclusion: Nursing programs can ensure fiduciary responsibility while supporting clinical judgment development and licensure success by reviewing their curriculum and reconsidering the number of clinical hours in their programs.