Journal of Nursing Education最新文献

Background: Nurses need to recognize how intersectionality shapes the experiences of individuals and families navigating complex health systems. Guided reflection on complex social justice issues serves as an approach to move beyond simply understanding social determinants of health toward shaping core professional values of developing nurses to promote lasting change.

Method: Third-year Canadian undergraduate prelicensure nursing students co-created assignment expectations, completed online modules, and submitted initial reflections before class in a mandatory social justice course. In-class debriefing was based on students' reflections and cofacilitated by subject matter experts. Students completed a final reflection that focused on advocating for social change.

Results: Student feedback, reflections, and grades as well as faculty observations support the success of this interactive student-centered approach.

Conclusion: A flexible approach to debriefing modular content informed by universal design for learning and simulation theory enables nurse educators to promote in-depth, meaningful, and lasting student learning. [J Nurs Educ. 2024;63(1):48-52.].

Background: Preparing nursing students for practice is supported by developing a global perspective of health care delivery models. However, many schools of nursing and students lack the resources for study abroad.

Method: Using a virtual stay-in place model, 42 international students applied an evidenced-based approach to study statistics, research, transitions in care, and elder care models that supported collaboration among peers from Austria, Switzerland, Chile, the United Kingdom, and the United States. Students explored social, economic, and reimbursement factors not encountered in the typical classroom.

Results: Student beliefs and perspectives changed after completing a program with global peers. Survey results and themes in reflection papers indicated increased ability to conceptualize content in new ways, including holistic elder care, cultural practices and reimbursement options, and effects on future practice.

Conclusion: Virtual international learning experiences are an effective education innovation that allows student to connect and learn from one another using a stay-in place model. [J Nurs Educ. 2023;62(11):647-649.].

Background: Teaching health concepts using a variety of strategies has been shown to enhance students' critical thinking skills and learning outcomes. Educational strategies highlighting the effects of social determinants of health (SDOH) on communities and populations are considered essential nursing curricula by the American Association of Colleges of Nursing.

Method: A public service announcement (PSA) assignment was developed and implemented for a community nursing course with approximately 100 students.

Results: The PSA assignment was a multifaceted project that incorporated knowledge development (e.g., public health topics, group dynamics, and SDOH factors) as well as skill development (e.g., navigating web-based databases, creating an annotative bibliography, designing developmentally and culturally appropriate educational messages, and conducting self-evaluation and peer-evaluation).

Conclusion: This assignment allowed faculty to assess 28 subcompetencies of student learning and provided students with the opportunity to explore a population health issue that considered cultural, developmental, and social determinants of health needs. [J Nurs Educ. 2023;62(11):650-652.].

Background: As nursing programs across the nation shift toward a competency-based education model, academic institutions are working to quantify student learning outcomes based on the new American Association of Colleges of Nursing (AACN, 2021) Essentials, domains, competencies, and sub-competencies.

Method: Leveraging AACN Essentials, faculty and graduate nursing students engage in student organizations with the focus of Population Health, Professionalism, and Personal, Professional and Leadership Development (AACN, 2021).

Results: Graduate student members are involved in practicum activities throughout the course of their education. Through collaboration with faculty, the student body, and other community partners, student leaders integrate experiences applicable to professional roles outside of academia (AACN, 2021). As a result, students gain skills in leadership and communication, while also gaining confidence and professional identity formation.

Conclusion: Other academic institutions may replicate this approach in promoting competency-based education, experiences and development in alignment with the AACN Essentials. [J Nurs Educ. 2023;62(10):580-583.].

Background: The lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ+) community faces discrimination in health care. Nurses interact with LGBTQ+ individuals in a wide variety of health care settings. Baccalaureate nursing and health professions students do not receive adequate education on topics of LGBTQ+ health in academic or clinical settings, and additional nursing education is needed on LGBTQ+ health.

Method: Existing courses were analyzed, and themes and structures were assessed. Course learning outcomes were developed, along with a timeline and a course outline. The course was structured as an asynchronous online course to be deployed in a learning management system.

Results: A senior-level asynchronous online nursing elective course was developed on LGBTQ+ health for an urban public university. The course was structured using a life-span approach with additional topics.

Conclusion: Widespread development of courses on LGBTQ+ health should be implemented in all schools of nursing. [J Nurs Educ. 2023;62(10):584-588.].