Nurse Educator最新文献

Background: High attrition rates in Health and Illness (HI) and Pharmacology (PH) led educators in 1 baccalaureate nursing program to develop a mid-curricular summer bridge program.

Purpose: The study's purpose was to determine effectiveness of a junior bridge program on the development of self-regulated learning (SRL) strategies and reduction of attrition.

Methods: A bridge program was offered to rising BSN junior students with SRL strategies applied to short lectures.

Results: Forty-four percent of eligible students participated from 2022 to 2024. Attrition rates were lower for bridge participants (n = 164) compared to nonparticipants (n = 211) in both HI (8.99% vs 16.5%, z = 2.18, P = .029) and PH (15.7% vs 19.8%, z = 1.03, P = .305). Bridge participants scored significantly higher in key SRL strategies compared to nonparticipants measured by the Motivated Strategies for Learning Questionnaire.

Conclusions: A bridge program later in the curriculum may help students develop scaffolded SRL skills promoting success.

Background: Active learning strategies (ALS) focusing on the development of emotional intelligence (EI) support the growth of interpersonal and emotional competencies in nursing. These competencies are central to the development of resilience and formation of professional nursing identity.

Problem: Despite the recognized importance of EI, traditional nursing education often prioritizes technical skills and clinical knowledge, with limited focus on the intentional development of emotional and interpersonal competencies.

Approach: This article explores the integration of reflection, emotionally focused simulations, and communication-based exercises into a BSN (Bachelor of Science in Nursing) curriculum. Incorporating Goleman's EI model and Kolb's experiential learning cycle in the implementation of ALS is a novel approach to developing EI competencies in undergraduate nursing students.

Outcomes: These learning methods can help students strengthen their emotional awareness, communication skills, and self-regulation. They offer practical tools to support professional identity, resilience, and the delivery of person-centered care.

Conclusion: Embedding EI into nursing education through active learning fosters competencies essential for delivering compassionate, safe, and effective care. This model is adaptable across diverse learning environments.

Background: Climate change is a public health crisis that health care professionals must be prepared to address. Academic programs for health professions have an opportunity to express commitment to addressing planetary health through website content.

Purpose: The purpose of this article is to describe how nursing and other health care education programs acknowledge planetary health on their websites.

Methods: Nine website metrics were evaluated for top programs across 14 unique health care professions.

Results: Seventy university websites were reviewed. Nursing programs are most likely to share information about climate-related courses on their websites, but minimally include other metrics. Inclusion of website metrics for other health care professions varied greatly.

Conclusions: Nurses are positioned to be leaders in planetary health. Without clear prioritization from institutions of higher learning, there remains a gap between patient needs and health care professionals' knowledge. Intentionally expressing a commitment to planetary health on websites can attract students who prioritize the issue, increasing the impact nurses and other health care professionals can have on planetary health.