Journal of Nursing Education最新文献

Background: Several national organizations have issued calls for academic nursing to create inclusive environments. Inclusive environments are needed given the vast inequities that plague the demography of nursing coupled with the need to serve diverse populations.

Method: This article describes one school's journey toward inclusive excellence. A framework and infrastructure were developed detailing the strategy to enable the school to move toward an environment that supports inclusive excellence.

Results: The framework identified five priority areas to mobilize change: leadership for inclusive excellence, student service delivery and engagement, recruitment retention and advancement, community engagement, and research and scholarship in health equity, along with metrics and measures to monitor progress.

Conclusion: Inclusive excellence is an ongoing journey rather than a destination that requires leadership commitment as well as faculty, staff, and student involvement to create a diverse environment where all individuals feel valued and respected. [J Nurs Educ. 2023;62(4):225-232.].

Background: Prior to the coronavirus disease 2019 (COVID-19) pandemic, international clinical placements (ICPs) for nursing students were used to build cultural humility and global awareness. This study explored the influence of ICPs on nursing students' career planning and views of the nursing role; the findings were considered against the evolving pandemic context.

Method: A qualitative, descriptive longitudinal study was conducted with 25 preregistration nursing students who participated in an international placement. Semistructured individual interview data were examined using thematic analysis.

Results: Participants were interested in patient equity and empowerment, high acuity and variety, health policy, and primary care. Participants developed resilience and nursing confidence. They saw the effects of poor health equity and health policy decisions on population health.

Conclusion: ICPs expanded participants' understanding of global interconnectedness and also identified new career possibilities. Postpandemic, nursing education should continue to maintain a global focus on health. [J Nurs Educ. 2023;62(4):207-214.].

Background: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program.

Method: This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction.

Results: Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies.

Conclusion: A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [J Nurs Educ. 2023;62(4):241-248.].

Background: Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses.

Method: This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (n = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education.

Results: Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses.

Conclusion: A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. [J Nurs Educ. 2023;62(4):215-223.].

Background: Team teaching involves multiple faculty teaching a single course and can follow different formats that can result in an enhanced experience for students and faculty.

Method: Team teaching was adopted for prelicensure students during the COVID-19 pandemic to maximize faculty time and expertise, eliminate duplicate work, and build in redundancy should faculty become ill. Using a tag-rotation model design, faculty were assigned content and activities, as well as assessments for the content. All work was housed on the learning university's platform.

Results: Novice faculty were mentored, duplication was eliminated, and efficiency was actualized through team teaching. Most faculty found the benefits to be advantageous and continued to use the model by choice.

Conclusion: Team teaching promotes a culture of debate and critical thinking as well as interprofessional learning. Faculty relationships and planning for both students and faculty are essential elements for team teaching success. [J Nurs Educ. 2023;62(4):249-252.].

Background: Nursing curricula are in a constant state of evolution to meet stakeholder and population needs. Although general guidelines are available from accrediting organizations, particular curricular features are not mandated. Curricula from top-ranked nursing programs may provide some insight on best practices in curricular design.

Method: Curricula from top-ranked undergraduate nursing programs were reviewed for common features using publicly posted institutional materials and quantitative and qualitative analysis.

Results: Course requirements in general education, health assessment, pediatric, and mental health care were common across top-ranked programs. Notable differences in nomenclature and concentrations for adult health care were observed.

Conclusion: Faculty and administrators may consider the research methodology and variations that were identified in this analysis as a basis for discussion when revising their curricula to meet the needs of future nurses. [J Nurs Educ. 2023;62(4):233-235.].

Background: Internationalization at home (IaH) is a novel concept that aims to integrate intercultural learning into an academic curriculum to promote global collaborative learning and support cross-cultural engagement without leaving home. However, little is known about the experience and perceptions of tertiary health education students who have engaged in IaH. This literature review examines how intercultural learning via IaH can enhance students' sense and capacity of cultural competency.

Method: A systematic database search of all published studies between 2001 and 2021 was conducted.

Results: A total of 113 studies were screened for eligibility, and nine studies were included in the analysis. Three subthemes emerged from the overarching theme of enhancing cultural competence.

Conclusion: IaH provides an effective and safe learning environment for students to engage in cross-cultural interactions and broaden their multi-cultural views and understanding. [J Nurs Educ. 2023;62(4):199-206.].

Background: Clinical judgment is a critical nursing competency. Unfolding case study is a pedagogy used to develop clinical judgment. The Omaha System is an accepted taxonomy for standardizing nursing documentation.

Method: An unfolding case study was developed from a simulation scenario by encoding 33 nursing interventions with the Omaha System, then developed multiple true-false response items which were sent electronically in survey format to prelicensure baccalaureate nursing students. Differences between identified essential and distractor interventions were evaluated.

Results: Participants (n = 101) identified correct interventions (M = 74.6%, standard deviation [SD] = 12%). A paired t-test indicated the percentage of correctly identified essential interventions (M = 78%, SD = 18.7%) was significantly higher than distractor interventions (M = 67%, SD = 18%).

Discussion: Nursing students can identify appropriate interventions using the Omaha System, demonstrating potential to extend highly effective and low-cost learning experiences using unfolding case study and multiple true-false response items. [J Nurs Educ. 2023;62(4):237-239.].