The Journal of nursing education最新文献

Background: Information about vaccine-preventable diseases (VPDs) and vaccinations should be included throughout nursing curricula to prepare future nurses to promote vaccination with patients and combat misinformation.

Method: In a large, pre-nursing course, faculty designed a self-directed activity focused on VPDs and vaccinations that required students to analyze various sources and create presentations about these topics.

Results: Student feedback indicated the learning outcomes of this educational intervention were largely met and that students felt positive about this type of activity overall.

Conclusion: Including information in early nursing courses regarding VPDs and vaccinations can positively influence students' knowledge, confidence, and perceptions of these topics. Independent student projects involving higher cognitive domain levels can be successfully integrated into large pre-nursing courses. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.

Method: Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.

Results: The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.

Conclusion: Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Students who enter nursing programs without adequate study skills may be shocked when they fail their first nursing examination or assignment. If they continue to struggle, they may fail to progress to graduation or may perform poorly on their licensure examinations.

Method: Assignments based on self-regulated learning theory can help students develop control over their learning environment, establish effective study strategies, set goals, and prevent procrastination.

Results: Two assignments for students studying for a baccalaureate of science in nursing are presented as examples of activities that promote self-regulated behaviors: (1) Research Literature Search Assignment Strategies worksheet and (2) student-led examination reviews to prepare for an examination. Students' reactions to assignments are described.

Conclusions: Integration of the principles of self-regulated learning can add value to active learning. Faculty with an understanding of self-regulated learning theory are better able to recognize student deficiencies and design assignments to help students succeed. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration.

Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation.

Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein.

Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Innovative models are required to maximize nursing student placements in environments of shrinking budgets, increasing hospital demands, and casualization and aging of the workforce. This article reports the success of a service-academic partnership in a dedicated education unit.

Method: This cross-sectional observational study in a regional hospital analyzed survey data using validated tools completed by buddy nurses (n = 80) and postplacement evaluation completed by students (n = 102) and the nurse leadership team (n = 17).

Results: Postimplementation, nursing student placement days increased, and participants were positive about the partnership. Although most of the nursing students (n = 96) reported they were very or extremely satisfied with their placement, they rated student facilitators higher than their buddy nurses.

Conclusion: Increasing enrollments will not solve the nursing workforce shortage unless student placements of quality and quantity are provided. Partnership in support of clinical staff remains critical to create time to provide quality supervision. [J Nurs Educ. 2024;63(9):619-625.].

Background: Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice.

Method: In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4.

Results: In the final sample (N = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively.

Conclusion: To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. [J Nurs Educ. 2024;63(9):604-612.].

Background: Although evidence-based practice is a tenet of nursing education, students struggle to learn information literacy skills that transition to practice. This quality improvement project created an online learning experience for prelicensure baccalaureate nursing students to increase their ability to locate and critically appraise evidence.

Method: A framework based on nursing and information literacy standards was developed to establish baccalaureate-level information literacy knowledge and skills. This framework and cognitive constructivism were used to design a learning experience. The intervention was integrated into a research and theory course.

Results: Students demonstrated a higher level of competence in identifying types of sources and using information ethically but had a lower level of competence in defining their information needs and locating relevant resources.

Conclusion: Findings support the positive effects of an online learning experience to increase competence in the knowledge and skills expected of information-literate baccalaureate-prepared nurses. [J Nurs Educ. 2024;63(9):638-642.].