The Journal of nursing education最新文献

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. 2024;63(X):XXX-XXX.].

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: Nursing curriculum lacks content addressing care of transgender (trans) individuals. Gender diversity in health care education must be enhanced to prevent discrimination and systemic biases.

Method: A shared session between pediatric and medical-surgical courses using an interactive video simulation facilitated student preparation to provide inclusive care for trans surgical clients. Considerations for recruiting a cisgender person vs. a trans person to portray the female-to-male trans client are discussed. Script development and filming of the three videos, including the expected student preparation and the interactive classroom session, is examined.

Results: The observed experiences of the student participants and their reactions to the session are described.

Conclusion: Discrimination and systemic biases can be minimized when nursing students are exposed to curricula that address the needs of marginalized populations. Use of video simulation in the classroom setting should be considered a valid teaching strategy for more topics in nursing and general health care curriculum. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The purpose of this article is to describe the development and implementation of a program to improve well-being in undergraduate students and promote positive transitions into the workplace. College students experience anxiety, depression, and impaired coping, which were exacerbated during the COVID-19 (coronavirus disease 2019) pandemic. As students transition into their career, it is imperative they develop positive coping strategies and resiliency to manage workplace stress.

Method: The Personal Leadership Collective (PLC) is designed as a four-semester series for third- and fourth-year nursing and business students. Four themes guided the activities: awareness, connection, agility, and growth. Students participated in asynchronous online learning modules and in-person activities. Fourth-year students who completed the series served as peer mentors to third-year students.

Results: The program is undergoing formal evaluation. Anecdotal feedback from participants is positive.

Conclusion: The PLC is a program that could enhance professional development in undergraduate students. [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.].

Background: Many nursing students who speak English as an additional language unfortunately face challenges that can hinder their academic success.

Method: A literature review was carried out to investigate challenges faced by nursing students who speak English as an additional language and strategies to promote academic success.

Results: A significant challenge is an implicit bias toward students who speak accented English, resulting in stigmatization from faculty and peers. Students frequently relayed that because of their accented English, they were perceived as being less intelligent, resulting in ongoing stress and often a lack of confidence. The Universal Design for Learning (UDL) framework promotes success for students who speak English as an additional language.

Conclusion: The UDL framework is used to display strategies from nursing literature that promote success for students who speak English as an additional language. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Graduates who fail the National Council Licensing Examination for Registered Nurses (NCLEX-RN) require evidence-informed educational support.

Method: This educational development study tested an online program created by a nurse educator and researcher for Canadian-educated nursing students (n = 19) who were taking the NCLEX-RN for the second time. Data collected were biweekly virtual meetings with detailed field notes, program completion data, and self-reported NCLEX-RN results. Formative evaluation of the online program was completed after each of the three research cycles.

Results: Ten students passed and two students failed the next examination, five students were lost to follow-up, and two students withdrew from the study. Participants had challenges completing the online program. Two types of repeat writers emerged and included students who had an under or over attention to their studying during remediation. Given these findings, specific education design principles are suggested for repeat NCLEX-RN test takers.

Conclusion: Students who take the NCLEX-RN a second time require combined cognitive and affective learning supports to combat the stress of failing. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Pediatric workforce shortages became more apparent with coronavirus disease 2019 (COVID-19) and the rise in other viruses. Among factors affecting these shortages are undergraduate and graduate curricula that include pediatric content and clinical experiences.

Method: A narrative review was conducted to examine the state of the pediatric nursing workforce, describe curricular models in undergraduate and graduate programs, and determine the effects of these models on pediatric content and clinical experiences as well as subsequent employment in pediatric nursing.

Results: Curricula affect knowledge of pediatric content and clinical ability to practice, potentially resulting in direct care pediatric workforce shortages and subsequently the number of pediatric nurse practitioners, nurse scientists, and faculty.

Conclusion: Research is needed on specific shortages in the pediatric workforce, standardization of required pediatric content and clinical hours, and simulation versus in-person clinical experience to prepare graduates for practice, as well as practice perspectives of new graduates' ability to practice. [J Nurs Educ. 2024;63(12):806-812.].

Background: Decreasing the disparities in health care for transgender people requires nursing to expand its knowledge base about the population. There is limited research and information about curricula integration inclusive of this population, yet much is written about the gap in nursing knowledge and education. There may be insufficient opportunities to expose students to the population as patients; therefore, creative education strategies are necessary.

Method: An innovative multimodal education process was implemented in an urban university setting to expose undergraduate nursing students to the population. Lecture, video, live testimonial, and panel discussion were used. Class reflections and survey data revealed three qualitative narrative reflections.

Results: Students reported awareness of how to improve their interactions with this population, appreciation for the experience, and meaningfulness of the experience.

Conclusion: The experience brought students closer to understanding the need in providing equitable and appropriate care. Multiple modes of teaching were successful in the affective learning domain. More research in ways to enhance nursing education is necessary. [J Nurs Educ. 2024;63(12):857-864.].