The Journal of nursing education最新文献

Background: The prevalence of vaping continues to increase despite known negative health effects. Nurses have the responsibility to address this public health crisis; however, a knowledge gap exists in their formal education.

Method: A quasiexperimental study evaluated the use of a simulated vaping experience to improve baccalaureate nursing students' outcomes related to vaping concepts. Students participated in a comprehensive simulated experience focusing on vaping during their Adult Nursing course. Vaping perceptions, behaviors, self-efficacy, and integration into clinical experiences were assessed in students after the simulation and compared with students who did not participate in the simulation.

Results: A significant increase in self-efficacy related to vaping interventions was found in students who participated in the simulated experience compared with students in the control group.

Conclusion: Simulation is a viable option for increasing self-efficacy and knowledge related to vaping concepts and can contribute to application into practice.

Background: Achieving and maintaining high pass rates for first-time NCLEX-RN testers is a focus of most nursing programs for accreditation purposes. Beginning in 2021, the College of Nursing within a small liberal arts university began to experience a decline in NCLEX-RN pass rates, culminating in an annual pass rate of 43.4% for 2022 to 2023.

Method: Significant resources were invested in the redevelopment and implementation of a broad action plan focused on student success interventions. Student-focused interventions included employing and organizing the Nursing Success Program Coordinator duties, implementing test-taking strategy lunch-and-learn sessions, and creating Nursing School Success and postgraduation NCLEX-RN prep courses within the university's learning management system.

Results: After implementing these strategies, NCLEX-RN pass rates rebounded to an annual rate of 94.6% for 2023 to 2024.

Conclusion: Student-focused interventions have had a positive effect on various outcomes, including NCLEX-RN pass rates.

Background: Nursing students actively learn with hands-on clinical experiences; however, a similar approach may enhance their didactic coursework. The purpose of this educational initiative was to conduct an experiential learning project for senior (4^th year) undergraduate nursing students in a nursing evidence-based practice and research course.

Method: In response to data suggesting that university students lack recommended health care, nursing students developed and delivered an educational intervention about the campus student health center and the importance of primary care in young adults.

Results: Students learned about evidence-based quality improvement initiatives, data collection, analysis, and dissemination through this project. All students successfully met the course objectives. Although course evaluations were generally positive, some students found the research process to be challenging and time-consuming.

Conclusion: Innovative projects can effectively teach nursing students about research methods and their applications, while addressing community needs. This approach encourages student autonomy and engagement with academic literature.

Background: First-year nursing students gain foundational knowledge as they develop their understanding of the profession. Providing nursing students with educational experiences that foster the application of theoretical knowledge may support their learning and preparation for high-stakes examinations.

Method: A video-based simulation using the ShadowBox technique was used to guide first-year undergraduate nursing students' application and review of theoretical principles focused on caring behaviors. The simulation-based experience (SBE) was developed to support students' review of theoretical concepts in preparation for the final examination.

Results: A total of 37 students participated in an unfolding case presented as four videorecorded vignettes. Students engaged in decision-making as they explored caring behaviors to address a patient's concerns. Learners participated in debriefing sessions after observing an expert nurse's response to the dilemmas presented.

Conclusion: Nursing students highlighted that the SBE using the ShadowBox technique was an effective and engaging approach to apply and review foundational concepts.

Background: Shortages in nursing faculty are a critical issue, particularly in schools in rural or non-metropolitan locations. An innovative strategy was implemented to transition expert clinicians into academic teaching roles within an RN-to-baccalaureate nursing program.

Method: Expert clinicians from a local hospital who were interested in academic teaching roles were recruited to participate in an innovative web-based and teaching internship program.

Results: Faculty candidates reported that the program improved their teaching confidence, and mentors found mentoring new faculty rewarding. Over 4 years, 17 clinicians participated in the program, with an 88.2% completion rate (15 clinicians). Three participants transitioned to full-time faculty positions, and 12 participants became adjunct faculty.

Conclusion: The program successfully guided expert clinicians into faculty roles by combining flexible, theory-based online learning with structured mentorship. Although this design shows promise for broader application in nursing education and ongoing faculty development, further research is needed to assess the program's wider effect.

Background: Digital literacy is increasingly essential in modern nursing education, yet many students lack confidence and prior exposure to digital tools.

Method: A 6-week project-based course, guided by the ARCS motivational model comprising Attention, Relevance, Confidence, and Satisfaction, engaged 40 first-year nursing students in designing health care applications using the Figma digital platform. The instructional process was organized into three progressive phases: motivational induction, design implementation, and final presentation.

Results: Students demonstrated a significant increase in learning motivation (t = 15.784, p < .001) and rated Figma's usability as excellent (System Usability Scale = 84.87). Reflections indicated enhanced digital confidence, interdisciplinary collaboration, and the ability to translate nursing knowledge into practical applications.

Conclusion: Integrating motivational strategies with project-based learning and an intuitive digital platform effectively promoted student engagement, skill acquisition, and meaningful learning. This model offers a scalable approach for embedding digital competence into nursing curricula.

Background: Narrative pedagogy combined with reflective writing has been increasingly recognized for its effectiveness in fostering empathy, communication skills, and reflective thinking in health care education, aligning closely with caring-related course objectives.

Method: This qualitative narrative inquiry explored how 25 undergraduate students in a Caring and Communication course at a university interpreted and enacted caring through personal storytelling and guided reflection.

Results: Analysis identified five core dimensions of caring narratives: story topics, modes of caring, role transformations, emotional shifts, and reflective growth. These emerged across eight thematic categories: individualized caring actions, family caregiving, clinical experiences, peer support, care for non-human others, mentor guidance, intercultural kindness, and transitions from care recipients to caregivers.

Conclusion: Integrating storytelling with reflective pedagogy effectively enhances students' affective learning and narrative competence. Educators are encouraged to adopt this approach to foster Gen Z students' caring and communication skills in an era increasingly shaped by technological innovation.

Background: The Peer Perspectives About Navigating Nursing School (PANNS) project focuses on developing nursing students' leadership skills, emphasizing teamwork, collaborative leadership, communication, and reflection through a unique group project platform.

Method: In team format, senior-level baccalaureate nursing students created a video resource offering first-year nursing students' guidance on how to be successful in nursing school. The teams collaborated to set objectives, develop content, delegate tasks, and provide peer feedback, reinforcing essential teamwork skills.

Results: Students gained valuable insights on leadership, strengthened their teamwork and communication skills, and acknowledged collaborative challenges, resulting in greater confidence and improved conflict resolution skills as reflected in the feedback.

Conclusion: By participating in PANNS, nursing students developed enhanced leadership, communication, and conflict-resolution skills, preparing them for real-world teamwork. Engaging in shared decision making, conflict management, and effective communication provided practical experiences for building leadership skills.

Background: A nursing workforce who can provide effective and excellent care by addressing complex factors influencing health equity is needed. Education plays an important role in preparing nurses to take up this challenge; however, whether key health equity topics are included in nursing curriculum is largely unknown.

Method: Directed content analysis and descriptive statistics were conducted to describe if and to what extent health equity topics related to governance and policy, history and historic context, and cultural and social values were explicitly presented in curricular documents across three nursing programs.

Results: Health equity content was identified in many of the 197 course documents; however, the amount of content varied widely, and important areas to be strengthened were identified.

Conclusion: There remains opportunity to center health equity as a focus in nursing curricula. The American Association of Colleges of Nursing Essentials is a timely framework for assessing and enhancing equity content.

Background: Neurodiversity encompasses the range of ways individuals receive, process, and respond to information. Misconceptions about neurodiversity and ableism persist in nursing education. This study analyzed nursing faculty's knowledge of neurodiverse diagnoses.

Method: This study analyzed 2024 data on nursing faculty preparedness to teach neurodiverse students. Open-ended responses from 89 nursing faculty at three North American institutions were analyzed to identify knowledge gaps.

Results: Attention-deficit/hyperactivity disorder (ADHD) was the most frequently mentioned neurodiverse diagnosis (83.15%), followed by autism (78.65%). Learning disabilities were noted by 56.18% of participants, with dyslexia most common. Other non-neurodiverse diagnoses were mentioned by some participants.

Conclusion: Most nursing faculty know some neurodiverse diagnoses, but few know the breadth of diagnoses considered neurodiverse. The mention of conditions not typically considered neuro-diverse highlights the need for professional development. Inclusive teaching strategies and empathy are essential for supporting neurodiverse students and fostering their success.