The Journal of nursing education最新文献

Background: The Professional Identity in Nursing Initiative began in 2018 to explore how concepts and language regarding professional identity formation could positively affect nursing education, practice, and regulation. In 2023, faculty from two nursing schools used the International Society for Professional Identity in Nursing (ISPIN) definitions and domains to incorporate professional identity in nursing language in a template for a nursing student handbook.

Method: Faculty evaluated the professional identity in nursing model and replaced the framework for professionalism in the school of nursing's handbook.

Results: The revised handbook has become an easy-to-understand roadmap for faculty and provides clarity for students. Faculty reported positive feedback after integrating the framework into the handbook and throughout the nursing curriculum.

Conclusion: This template can serve as a practical tool for schools of nursing to promote concepts of professional identity in nursing in their handbooks and throughout the nursing curriculum. [J Nurs Educ. 2025;64(X):XXX-XXX.].

Background: Evidence indicates that many nursing students exhibit signs of burnout and consider leaving nursing during nursing school. However, there is scant literature on the extent of this problem or mitigating factors.

Method: Undergraduate nursing students (n = 129) participated in a correlational study examining patterns of burnout and Psychological Capital (PsyCap), a four-pronged construct that captures hope, efficacy, resilience, and optimism. Burnout and PsyCap were measured using the Maslach Burnout Survey (MBI-GS) and the PsyCap Questionnaire (PCQ-24). Burn-out prevalence was calculated. Correlations were assessed using MBI-GS subscales and the PCQ-24. Bivariate regressions were used to assess the effects of PsyCap on burnout dimensions.

Results: High levels of exhaustion were identified, with 38.8% of the participants scoring in the overex-tended range, the first stage of burnout. Moderate PsyCap levels were found to be protective against burnout.

Conclusion: Strategies to increase PsyCap in nursing students may enhance well-being and reduce dropout. [J Nurs Educ. 2025;64(X):XXX-XXX.].

Background: Objective structured clinical examinations (OSCEs) are an important part of the graduate nursing curriculum at The Ohio State University, including in the psychiatric mental health nurse practitioner (PMHNP) program. Despite positive feedback from the OSCE assignments, students often reported experiencing anxiety before the assignments. In 2023, the PMHNP faculty implemented a pre-OSCE practice assignment designed for students to review an initial psychiatric evaluation by interviewing a peer. The authors proposed exposure to the pre-OSCE practice assignment would improve subsequent students' OSCE scores.

Method: Mean OSCE scores were compared using independent samples t test.

Results: No significant differences were found in mean OSCE scores for the group with the pre-OSCE practice assignment and the group without the pre-OSCE practice assignment.

Conclusion: Further exploration is warranted. [J Nurs Educ. 2025;64(X):XXX-XXX.].

Background: Graduate nursing students often face challenges in team-based projects due to diverse backgrounds and learning styles. Team charter development is helpful for making expectations clear, but it misses a critical step of self-reflection and shared understanding that can further improve team functioning.

Method: This innovation integrated a communication needs reflection exercise, based on the Birkman Method, into team charter meetings in a graduate-level course. Students reflect on their communication needs individually before sharing and discussing strategies for respectful engagement as a team.

Results: Incorporating reflection on communication needs into team charters was well received. The process can enhance self-awareness and respect for diversity of communication needs within teams.

Conclusion: Implementation of a structured process for self-reflection and sharing in team charters is a low-effort teaching innovation with the potential for high results. Formalizing a process of self-reflection and sharing has the potential to increase student self-awareness and respect for diversity. [J Nurs Educ. 2025;64(X):XXX-XXX.].

Background: Timing of didactic theoretical content with clinical experiences can be challenging due to limited clinical placements and insufficient experienced faculty. However, appropriate and timely clinical experiences for nursing students are essential for developing knowledge and skills. This project evaluated the effects of the timing of clinical experiences on examination performance.

Method: A retrospective review compared students' first examination scores (n = 1,620) with the timing and type of clinical exposure in a traditional baccalaureate nursing program in the Midwest.

Results: No significant differences in examination scores and timing of clinical exposures were found in adult medical-surgical courses. However, student examination scores were significantly lower in maternal/neonatal and child-health courses when students did not have a clinical exposure linked to the examination.

Conclusion: Faculty should consider the effect of the timing of clinical experiences for specialty courses. Timing of medical-surgical content and clinical experiences may not be as essential. [J Nurs Educ. 2025;64(1):44-47.].

Background: Nursing students are bombarded with multiple stressors. Understanding emotional intelligence (EI) and implementing EI strategies in school can help students learn more effective emotional skills. The Mayer-Salovey-Caruso Four-Branch Ability Model of EI defines EI as an ability to perceive, use, understand, and manage one's own, as well as others' emotions.

Method: The goal was to increase junior baccalaureate nursing students' knowledge about EI, provide information about their EI scores, and teach students EI strategies. Two instruments were used to provide students' feedback on their EI score.

Results: Students were active participants in this educational innovation on EI knowledge and were able to verbalize what they learned about EI and how they planned to implement EI strategies in their nursing practice.

Conclusion: Integration of EI competencies in nursing education programs could help future nurses cope and manage stressors associated with their job, as well as increase nurse retention and job satisfaction. [J Nurs Educ. 2025;64(1):52-55.].

Background: Promoting academic integrity is an essential role of nurse educators. This scoping review examined best practices for orienting undergraduate nursing students on academic integrity policies. Methods: CINAHL Plus, ERIC, and Academic Search Premier databases were searched for studies published in English since 2013. In addition, reference lists of included studies were hand-searched for supplementary articles. Included studies focused on academic integrity policy orientation practices in higher education.

Results: Data from 10 included studies are presented in this review. Few studies on academic policy orientation practices specific to nursing (n = 1) exist. Most of the studies (n = 8) focused on higher education practices with no specific discipline focus.

Conclusion: Future research should focus on academic integrity policy orientation in nursing education. Nurse educators can implement generalizable recommendations from current literature. Recommendations include promoting a positive environment of academic integrity and faculty-led policy orientation practices. [J Nurs Educ. 2025;64(1):40-43.].

Background: People experiencing homelessness suffer from deficient access to health care and disproportionately poor health outcomes. The American Association of Colleges of Nursing (AACN) maintains learning competencies for prelicensure nursing students. Shelters are rich environments for students to garner experiences with the inequities plaguing our health care system and to fulfill AACN competencies.

Method: We established a psychiatric and mental health nursing practicum at a homeless shelter. Following a retrospective pretest methodology, we evaluated student learning with the Health Care Professional's Attitudes Toward the Homeless Inventory (HPATHI). Students, faculty, and shelter staff provided qualitative feedback postpracticum.

Results: Students' median HPATHI scores increased on 16 of 19 survey items. Qualitative feedback was largely positive and reinforced HPATHI data.

Conclusion: The practicum provided rich learning experiences for students. Educators establishing shelter-based practica should prioritize continuity, develop referral pathways for residents with illness, maintain a flexible mindset, administer prospective student surveys, and solicit feedback from shelter residents. [J Nurs Educ. 2025;64(1):56-59.].

Background: This study aims to evaluate the effect of puzzles on nursing students' learning concepts related to vital signs.

Method: This study has a pretest, posttest, open-label, randomized controlled design. The sample in the study consists of 107 first-year nursing students who were randomized into experimental (n = 52) and control (n = 55) groups. Puzzles related to the concepts of pulse, respiration, and blood pressure were applied to the experimental group of students for 2 weeks.

Results: It was determined that the posttest and follow-up test knowledge scores of the experimental group were statistically significantly higher (p = .000) than the control group.

Conclusion: In the study, it was seen that puzzles were effective in learning concepts related to vital signs (p < .05). The use of puzzles, one of the interactive learning methods, is recommended throughout nursing education. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The shift to competency-based education inspired reflection on using multiple-choice questions (MCQs) to develop and assess student competency. Student-authored MCQs in other fields demonstrate a higher level of knowledge; however, a gap examining the use of this teaching methodology in nurse practitioner education exists.

Method: Nurse practitioner students created MCQs addressing content objectives. Faculty reviewed each MCQ's accuracy; students integrated feedback and revised questions. Finalized MCQs were posted in a question bank for examination preparation.

Results: The question bank contained 112 questions covering 32 topics. Students demonstrated increasing success on these questions in subsequent examinations. Questions sometimes revealed content misunderstanding, which faculty addressed and clarified. Student surveys revealed interest in assignment integration in all courses.

Conclusion: This assignment has progressed to a group project, and a competency-based rubric, mapped to the level 2 American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education, was added. Using student-authored MCQs is a novel method to develop "knows how" competencies. [J Nurs Educ. 2024;63(X):XXX-XXX.].