Journal of Nursing Education最新文献

Background: This article examines innovations in the development and advancement of a school of nursing-led climate change center and innovative leadership related to climate change and health in nursing education.

Method: The integration of health consequences of climate change in curricula and continuing education is essential to prepare nursing students and nurses for clinical practice.

Results: Transformational leadership is a key concept for effective leadership in nursing education to address climate change as the looming public health challenge of the 21st century. Transformational leadership strengthened one nursing program's curricula, dissemination of relevant scholarship, and achievements with public health outreach related to climate change, climate justice, and health.

Conclusion: Nursing education leaders can influence nursing practice and improve societal health outcomes related to the health consequences of climate change across all levels of education and continuing education for professional nurses. [J Nurs Educ. 2023;62(9):528-531.].

Background: Graduate-level education programs use capstone experiences for students to demonstrate achieving essential learning and programmatic outcomes. However, a lack of standardization of these experiences and outcome measurements could result in varying competencies among students with the same degree. Employers seeking specific skills may find this problematic, and graduates may feel unprepared for new roles, which could hinder transition.

Method: A systematic search of nine databases was conducted to identify: (1) the essential characteristics of master in nursing capstones and (2) the assessments programs use to demonstrate achievement of program outcomes.

Results: Synthesis and analysis of six sources of evidence revealed uniform agreement in purpose, planning, and individualization of experiences, yet ways of assessing student achievement of program outcomes were less clear and varied widely.

Conclusion: Capstone experiences should be relevant to graduate-level education and include mapping to program outcomes to ensure students' competency and readiness to transition into their new role. [J Nurs Educ. 2023;62(9):502-508.].

Background: Indigenous nurses are underrepresented in the nursing workforce. Important strategies have been developed to increase the diversity of the future nursing workforce; however, unique cultural needs of Indigenous students must be addressed to provide holistic support while maintaining and strengthening cultural identity.

Method: The Niganawenimaanaanig (We Take Care of Them) Indigenous Nursing Education Model was developed based on the Medicine Wheel and previous diverse nursing education models. This model supports the cultural, social, academic, and financial needs of Indigenous nursing students throughout recruitment, enrollment, retention, graduation, and licensure and specifies eight essential resources necessary for success.

Results: Lessons learned from implementing the Niganawenimaanaanig Model are shared.

Conclusion: The Niganawenimaanaanig Model may be employed in nursing schools to guide educators and universities in promoting the success of Indigenous nursing students. [J Nurs Educ. 2023;62(9):523-527.].

Background: Students from culturally and linguistically diverse backgrounds experience language barriers that influence their progression through nursing programs. Linguistic modification is a strategy that eliminates unnecessary wording and cultural bias to improve learning outcomes for students from diverse backgrounds. This integrative review adds to the knowledge of best practices in linguistic modification that can be applied to designing case studies for nursing students with diverse backgrounds.

Method: A comprehensive review of the literature was conducted in scholarly scientific databases from 2002 to the present.

Results: Twenty-three articles discussed linguistic modification or summarized previous literature. Only four research studies were found pertaining to linguistic modification for culturally and linguistically diverse nursing students. Faculty and student practices that ameliorated language barriers were identified.

Conclusion: The use of linguistic modification throughout a nursing curriculum creates an inclusive learning environment. Further research is needed on linguistic modification in nursing education. [J Nurs Educ. 2023;62(9):495-501.].

Background: Advocacy is an expectation of the nursing profession. Nursing curricula should include opportunities for advocacy skills building at multiple levels of potential effect. Analyses of student performances during these advocacy exercises provide insight into how well students understand the multifactorial nature of most public health issues.

Method: A socioecological model was used to evaluate nursing students' advocacy responses to food-insecurity scenarios during a guided online discussion activity aimed at advocacy skills building.

Results: Student recommendations were categorized as individual, interpersonal, organizational, community, and policy interventions, with subcategories at each socioecological level.

Conclusion: Recommendations are given for future educational research specific to advocacy skills building. Implications for nursing education at each socioecological level also are discussed. [J Nurs Educ. 2023;62(9):509-515.].

Background: This article describes the development of a comprehensive pilot program, "It's ASNAP!" (Acclimating Nursing Students After the Pandemic). The program incorporated the academic, social, and emotional well-being of undergraduate nursing students returning to campus after the coronavirus disease 2019 (COVID-19) pandemic.

Method: A purposeful sample of 488 students was recruited to participate via an anonymous survey on the academic, social, and emotional aspects of acclimating back to campus life.

Results: A total of 121 undergraduate nursing students responded to the survey. The majority of students reported study groups (79%) and de-stressing events (86%) were the most helpful as they acclimated back to campus. Compared with the emotional and social areas of support, the academic area of support was of highest interest to the students.

Conclusion: The "It's ASNAP!" program has been acculturated into the school of nursing to support students via study halls, tutoring, and social activities, as well as resilient threads and listening sessions during finals week. [J Nurs Educ. 2023;62(9):516-518.].

Background: Patient safety error reporting is essential for learning and preventing errors, and nursing students should develop error reporting capabilities through error reporting education. This study examined undergraduate error reporting education to identify a sustainable development direction.

Method: A systematic literature search of three major scientific databases identified nine articles that met the inclusion criteria. Data on error reporting education features and future error reporting education challenges were extracted.

Results: Eight studies presented content and error levels according to World Health Organization incident type. Simulations and error reporting systems were used frequently as teaching-learning methods. Although most programs involved Level 3 of Kirkpatrick's levels in error reporting education, programs involving innovative thinking for sustainable error reporting education development are lacking.

Conclusion: For more effective error reporting education, active teaching methods such as virtual reality simulations and planning, applying, and evaluating methods for long-term direct clinical error reporting are required. [J Nurs Educ. 2023;62(9):489-494.].

Background: Nurse educators at a public university expanded their standardized examination program in Spring 2020 to include more specialty examinations, required remediation, and retesting for students who did not attain benchmark scores. This study conducted a remediation-focused program evaluation.

Method: A mixed-methods design was used. Aggregated deidentified Health Education Systems, Inc. (HESI) specialty examination scores (n = 907) were analyzed. Feedback from nursing students and recent alumni (n = 70) was collected using a Qualtrics survey.

Results: For students scoring under benchmark, higher remediation time requirements led to greater increases in second-attempt specialty examination scores. More alumni than current students reported remediation was helpful (p = .029). Participants' perspectives regarding remediation barriers, helpful strategies, and motivating policies were identified. Five themes emerged from open-ended survey comments, adding depth to the quantitative findings.

Conclusion: Recommendations for standardized examination remediation strategies and policies are offered. [J Nurs Educ. 2023;62(9):519-522.].

A cursory review of relevant research works published in the Journal of Nursing Education suggests that our community may unnecessarily rely on η² when reporting results of their ANOVA models. Although η² is convenient, the statistic possesses many limitations that warrant our community adopting a wider set of effect size statistics and practices to promote a valid science of nursing education. We specifically call attention in this article to ω². [J Nurs Educ. 2023;62(9):532-533.].