Journal of Nursing Education最新文献

Background: Utilizing multiple active learning strategies may facilitate knowledge, critical thinking, communication, and attitude regarding mental health concepts in nursing students.

Method: Faculty in an accelerated 12-month baccalaureate nursing program delivered mental health nursing concepts utilizing team-based learning (TBL), a video response assignment, faculty-led clinical in an inpatient psychiatric hospital, and a standardized patient simulation. Twenty-two nursing students (71%) voluntarily completed a faculty-derived instrument to evaluate the efficacy of each learning experience on knowledge, critical thinking, communication, and attitude.

Results: Students favored in-person clinical (73%-91%) and TBL (68%-77%) in terms of the perceived effectiveness to improve knowledge, critical thinking, communication, and attitude toward the mentally ill. Standardized patient experiences (45%-64%) were not rated as favorably but did fare better than video-response assignments (32%-45%).

Conclusion: Research is needed to provide a formal evaluation of mental health teaching modalities. [J Nurs Educ. 2023;62(6):359-363.].

Background: Nurses play key roles as vaccination agents and frontline workers who deal with prejudice and misinformation. This study examined the attitudes and perceptions of nursing students regarding corona-virus disease 2019 (COVID-19) vaccination and its social and institutional management.

Method: This qualitative study consisted of an exploratory phase involving first- and fourth-year nursing students and a second phase using the PhotoVoice tool SHOWED mnemonic method followed by discussion groups with second-year nursing students.

Results: Three themes emerged: (1) hope tinged with fear; (2) too much information generating fear, uncertainty, and mistrust; and (3) leaders without recognition or voice.

Conclusion: The results inform the body of knowledge in nursing science and enhance changes in clinical practice by providing new insights regarding the perceptions of nursing students on vaccination and its management, highlighting the need to train future nurses in health literacy and new ways to interact with community members. [J Nurs Educ. 2023;62(6):343-350.].

Background: The American Association of Colleges of Nursing has called on nurse educators to increase mental health support for nursing students. Animal visit programs reduce stress, anxiety, and negative mental health feelings; however, most are intermittent and occasional. This pilot study explored the feasibility, acceptability, and outcomes of integrating a therapy dog into the classroom.

Method: This pretest-posttest, two-group design study included 67 baccalaureate nursing students. Two sections of a course were taught: one section included a therapy dog and one section did not.

Results: At the end of the course, participants in the intervention group showed improvement in stress, anxiety, and happiness, whereas participants in the control group did not demonstrate any improvement. Students reported positive feelings and benefits from the presence of the therapy dog.

Conclusion: Integrating a trained therapy dog into the classroom is both feasible and acceptable, with students identifying positively with the experience. [J Nurs Educ. 2023;62(6):355-358.].

Background: Anxiety in college students, including nursing students, has increased significantly and has been implicated as a cause of lower academic achievement and answer-changing behavior. This study investigated the relationship between student anxiety and answer-changing behaviors.

Method: One hundred thirty-one nursing students from a large midwestern baccalaureate nursing program were enrolled in a quasiexperimental prospective research study. Data included demographics, analysis of student movement through the examination to identify changed answers, and completion of the PROMIS Short Form version 1.0-Emotional Distress-Anxiety 8a tool.

Results: PROMIS anxiety scores did not covary significantly with the rate of answer-changing behaviors including rate of negative changes.

Conclusion: This study did not identify a relationship between students' answer-changing behavior and anxiety. Future studies should evaluate other characteristics, such as confidence and level of examination preparation, as possible reasons for changing answers. [J Nurs Educ. 2023;62(6):351-354.].

Aim: The purpose of this article was to evaluate the ability of an interactive virtual reality (VR) platform guided by standards of best practice to provide an effective immersive learning environment. We specifically evaluated usability of the platform and learners' perceptions of the experience.

Background: A variety of strategies are needed to train a highly competent nursing workforce.

Methods: We conducted a quantitative cross-sectional study to evaluate the VR experience using the System Usability Scale (SUS)^® and the Simulation Effectiveness Tool-Modified (SET-M).

Results: Post-simulation evaluations were completed by 127 prelicensure and 28 advanced practice students. On the SUS scale, students found the overall VR system easy to navigate, and on the SET-M, they rated the VR experience positively.

Conclusion: Immersive technology such as VR with a defined curriculum and facilitated debriefing can be valuable for student learning and may ultimately effect patient care. [J Nurs Educ. 2023;62(6):364-373.].

Background: Clinical practice is a compulsory and essential part of health care studies in Finland. However, there are not enough trained mentors at clinical practice facilities. The objective of this mentoring course was to provide students training at the earliest possible stage.

Method: Students from various health care disciplines participated in the mentoring course. The course was conducted entirely online, and learning methods included lectures, small-group exercises, and discussion forums.

Results: Students' responses indicated the mentoring course enabled them to learn about a mentor's role and about various mentoring theories.

Conclusion: The mentoring course helped prepare health care students for their future work life and for the clinical mentoring of students. The course expanded students' views on a mentor's duties and helped them reflect on their personal strengths and weaknesses. [J Nurs Educ. 2023;62(5):298-301.].

Background: A call to action is in effect for nurses to be change agents and bridge the gaps between the delivery of health care and the social needs of individuals, families, and communities. Response to this charge requires nurses to address long-standing inequity in health care policy and practice realms.

Method: This article describes the creative teaching-learning approach of critical reflection practice as a first step in developing skills and attitude for nurses to do this work.

Results: Early observations of the effect of critical reflection practice on learners show improved appreciation for the intersection of social, economic, and political dimensions operating in health care policy and practice that influence health inequities.

Conclusion: When nurses engage in a practice of critical reflection, they are more likely to identify offensive social determinants, act to ameliorate disparities, and advance the agenda for health equity. [J Nurs Educ. 2023;62(5):312-315.].