Journal of Nursing Education最新文献

Background: The authors developed an innovative academic-practice partnership to meet the clinical experience needs of student nurses in a public health clinical course and support the nursing workforce due to the COVID-19 pandemic in a community-based hospital.

Method: The partnership (1) prioritized student and staff safety, (2) complied with local and state policies, (3) used faculty to supervise students, and (4) was built on the preexisting relationship between nursing faculty and hospital leaders. Student nurses deployed as workforce extenders with the clinical instructor on-site as the primary supervisor.

Results: Students reported improved prioritization, independence, problem-solving, task delegation, supportive communication, and feeling valued as team members. Patient care provided by supervised students helped staff improve their time management by assisting with skills and offering support for patients that optimized the patient care experience.

Conclusion: The partnership was safe and feasible, allowing students to meet the clinical objectives without additional burden to staff nurses. [J Nurs Educ. 2023;62(7):416-419.].

Background: For many years, universities have placed a strong emphasis on providing students with an internationalization experience through study-abroad programs; however, the recent pandemic led many universities to look for alternatives to continue offering students an international experience.

Method: This article describes the implementation and evaluation of a collaborative online international learning (COIL) experience between nursing students in Australia and the United Kingdom.

Results: Students explored community spirit in the recovery from COVID-19. Students positively rated the experience and shared insights and outcomes gained from the program.

Conclusion: The COIL experience exposed nursing students from Australia and the United Kingdom to learn about public health issues and develop cultural awareness and a sense of global community. Future programs should evaluate the long-term effects on students' nursing practice and their careers. [J Nurs Educ. 2023;62(7):387-392.].

Background: Nursing students experience patient aggression due to their age and lack of experience. Academic institutions can implement strategies to prepare students to manage aggression.

Method: One-hundred forty-eight undergraduate nursing students in a baccalaureate nursing program participated in this quality improvement initiative. Baseline and postintervention perceived self-efficacy (PSE) data were gathered using the Self-Efficacy in Patient Centeredness Questionnaire-27. Students viewed two educational videos and underwent debriefing.

Results: Overall PSE scores increased significantly (p < .01) from baseline (M = 76.44, SD = 13.00) to postintervention (M = 91.66, SD = 11.97). PSE in the subscales exploring the patient's perspective, sharing information and power, and dealing with communication challenges increased significantly (p < .01) from pre- to postintervention.

Conclusion: PSE in caring for patients exhibiting aggressive behavior increased after nursing students were taught behaviors to use and how to manage their own biases to avoid provoking patients to respond aggressively. [J Nurs Educ. 2023;62(7):423-426.].

Background: Oral care is one of the most neglected nursing practices, lacking oral care protocols, efficient training, and awareness of the benefits for clients. In particular, there is a gap in research for nursing oral health assessment training for nursing curricula.

Method: This study explored the effects of interprofessional collaboration (IPC) training between nurses and oral health therapists (OHT) using newly developed oral health assessment tools with an aim of reducing barriers for nursing oral health assessment. The self-efficacy and confidence of nursing students in oral health assessment were evaluated using pre- and posttraining surveys, and a focus group.

Results: Nursing students' confidence in incorporating oral health assessment into head-to-toe assessment improved after training.

Conclusion: Nursing oral health assessment training with IPC, onsite OHT support, and oral health assessment tools improved the confidence and attitudes of nursing students in oral health assessment and care provision. [J Nurs Educ. 2023;62(7):399-402.].

Background: High rates of nursing faculty burnout and moral distress fuel faculty attrition, which directly affects our ability to educate new nurses. This study investigated the relationships among resilience, moral courage, and purpose to inform strategies to promote well-being in nursing faculty.

Method: A descriptive, correlational study was conducted using a convenience sample of nursing faculty in the United States and Canada (n = 690). Participants completed three surveys: the Connor Davidson Resilience Scale (CD-RISC), the Moral Courage Scale for Nursing Faculty (MCNF), and the Meaning of Life Questionnaire (MSQ), as well as a single open-ended question.

Results: Moral courage was moderately correlated to resilience, and the Meaning of Life Presence subscale was moderately correlated to resilience. Meaning of life presence and meaning of life search were moderately negatively correlated.

Conclusion: Resilience, moral courage, and purpose are essential in promoting professional fulfillment and personal well-being in nursing faculty. [J Nurs Educ. 2023;62(7):381-386.].

Background: Nursing is a profession based on theoretical knowledge and practice, and the clinical decision-making process is important. Many factors affect the fear of negative evaluation, and fear of a negative evaluation is a potential variable that can affect clinical decision-making.

Method: This descriptive cross-sectional study included undergraduate nursing students (n = 283).

Results: Nursing students' fear of a negative evaluation and clinical decision-making scale scores were 31.92 ± 08.51 and 149.18 ± 13.67, respectively. No significant relationship was identified between the scores (p > .05).

Conclusion: The fear of a negative evaluation was not associated with nursing students' perceptions of clinical decision-making. To reduce nursing students' fear of a negative evaluation and improve their clinical decision-making ability, appropriate training programs should be developed and implemented by nursing educators and administrators. [J Nurs Educ. 2023;62(6):325-331.].

Background: Factors identified as important to nursing student clinical learning include the environment, the clinical facilitator, and student human factors.

Method: A modified Delphi study generated clinical nurse educators' expert consensus of the importance of factors that influence student learning during clinical placements. Short-answer questions exploring facilitation of learning were also provided.

Results: Thirty-four nurse educators participated in the first round, and 17 nurse educators participated in the second round. Final consensus of at least 80% agreement was reached for all factors. Enablers of student learning included a positive workplace culture, student attitude, and clear communication between facilitator and student. Barriers to student learning included lack of time for teaching, short placement duration, and poor student and facilitator attitude.

Conclusion: Further investigation is needed on how these factors are addressed during placements including a review of the quality of resources provided to students and clinical facilitators for student learning. [J Nurs Educ. 2023;62(6):333-341.].