Journal of Nursing Education最新文献

Background: The coronavirus disease 2019 (COVID-19) pandemic turned the world upside down and highlighted multiple sources of trauma inherent in the role of dean or director of an academic nursing unit.

Method: Experienced nursing deans (n = 3) identify common sources of trauma for nursing deans and directors, including a case example of traumatizing events and circumstances triggered by the pandemic. The concept of trauma-informed self-care is introduced and explored as an approach to achieving the goal of resilience and posttraumatic growth.

Results: Based on the Trauma-Informed Self-Care Measure-Revised, specific strategies for nursing deans and directors are recommended in three broad categories: (1) use of organizational resources; (2) observance of organizational protocols for employee support; and (3) dedication to stress management and work-life balance activities.

Conclusion: To be a positive role model for faculty, staff, and students, nursing deans and directors would benefit from taking a trauma-informed approach to caring for themselves and others. [J Nurs Educ. 2023;62(8):450-453.].

Background: Nurse educators are called to develop innovative teaching strategies to build clinical competency. Expert modeling videos (EMVs) promote clinical competency by demonstrating exemplar nursing care.

Methods: A quasiexperimental research study was conducted using a prebriefing intervention of a nursing process video for demonstration (experimental) and discussion (control) groups of nursing students. Simulation competency was measured using the Creighton Competency Evaluation Instrument (CCEI).

Results: Students in the experimental group demonstrated a statistically significant improvement in simulation competency (p = .001) and performed significantly better in the CCEI domains of communication (p = .009) and patient safety (p = .002).

Conclusion: The use of EMVs in simulation prebriefing is an innovative teaching strategy to prepare undergraduate nursing students with the knowledge and skills required to enter the simulated environment. Through watching an exemplar demonstration of desired behaviors, students significantly improved their simulation performance and demonstrated clinically competent care of an acutely ill simulated patient. [J Nurs Educ. 2023;62(8):454-460.].

Background: The coronavirus disease 2019 (COVID-19) pandemic affected how nurses learn and prepare for their future careers. This study explored the experiences of college-prepared, novice nurses pursuing a baccalaureate degree during the first wave of the pandemic.

Method: This qualitative descriptive study analyzed students' individual reflective assignments describing the effects of the COVID-19 pandemic on novice nurses' personal, professional, and educational lives.

Results: Three themes emerged: (1) emotions generated in the clinical workplace due to the lack of control and the unknown of working as novice nurses during a pandemic; (2) cognitive dissonance of the nursing role regarding novice nurses' moral distress and their growing empowerment within the scope of practice; and (3) a disconcerted image of nursing with contrasting views of nursing from the public's perspective and a disconnect between frontline workers and decision makers.

Conclusion: Novel pedagogical strategies are needed to help novice nurses cope with stress, uncertainty, and role challenges to foster healthy learning in academic and working environments. [J Nurs Educ. 2023;62(8):461-466.].

Background: Nursing students experience higher rates of mental health issues than other college students. This study examined the effect of a mindfulness meditation intervention on nursing students' levels of self-reported depression, stress, and anxiety.

Method: This randomized, experimental study implemented an online mindfulness meditation intervention for an experimental group of nursing students and provided nursing news modules for a control group of nursing students. Participants in experimental and control groups completed the Depression, Anxiety, and Stress Scale online before and after completing 4 weeks of audio modules.

Results: Results showed a statistically significant decrease in reported scores for depression, stress, and anxiety in the experimental group.

Conclusion: This study demonstrated the potential benefits of implementing an online mindfulness meditation intervention to support and improve mental health for nursing students. [J Nurs Educ. 2023;62(8):443-449.].

Background: Virtual mock interviews were offered to students to improve job interviewing skills. This educational quality improvement project aimed to use virtual mock interviews to increase student preparedness and confidence, and reduce anxiety related to professional interviews.

Method: Health professions students (n = 19) participated in the mock interviews conducted and recorded through a web-based meeting. Students received the recorded interview to watch before follow-up. Students completed pre- and postquestionnaires that addressed students' preparedness, confidence, and anxiety related to interviewing.

Results: Participants' confidence and preparedness improved significantly in their virtual interviews (p < .001), and their anxiety decreased significantly after the virtual interviews (p < .001). After watching the interviews, students' reported eye contact needed improvement and answers included too many "uhms."

Conclusion: Students benefited from the virtual mock interviews. Mock virtual job interviews may have a positive effect on successful job acquisition in health professions. [J Nurs Educ. 2023;62(8):479-482.].

Background: Traditionally, prelicensure nursing programs aim to give students exposure to several different populations in preparation for becoming a registered nurse. Those who begin a career in a specialty such as pediatrics have often had little exposure and experience with the aptitudes and knowledge needed to be workforce ready.

Method: An innovative clinical cohort program was designed to prepare students better to graduate with a strong specialty foundation already established. Following the American Association of Colleges of Nursing recommendation to seek academic-practice partnerships, this cohort model was established between a university and freestanding children's hospital. Students enrolled in this program complete all required didactic and simulation coursework in the traditional curriculum. In addition, they participate in frequent clinical experiences at the children's hospital throughout the entire program.

Results: Students graduating from this program have received adequate preparation to graduate, pass NCLEX, and are competent in all necessary general nursing principles. At the same time, they are well versed in pediatric nursing and comfortable caring for this specialty population.

Conclusion: Prelicensure students can specialize in pediatrics while meeting all general requirements of a traditional Bachelor of Science in Nursing program. This novel clinical cohort design could serve as a model to change standard programming and better meet the needs of our practice partners. [J Nurs Educ. 2023;62(8):475-478.].

Background: Clinical experiences are foundational learning components for prelicensure nursing students. Given the complexities of modern nursing practice in an aging America, clinical educators must teach nursing students to reason when engaging in patient care. Contemporary pedagogy to enhance reasoning relies on case studies and simulation. Specific and standardized methods for clinical education are largely absent in the literature.

Method: This pilot study measured the clinical reasoning ability of nursing students using the Health Sciences Reasoning Test (HSRT). Participants completed the test before their first clinical day and again after their last clinical day. Pre- and posttest HSRT scores were analyzed by control and intervention groups as well as student levels.

Results: Posttest HSRT scores improved significantly in the intervention group at the end of the semester.

Conclusion: The PREP framework is a novel approach to clinical education and improved the clinical reasoning of prelicensure nursing students. [J Nurs Educ. 2023;62(8):467-470.].