The Journal of nursing education最新文献

Background: Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success.

Method: A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success.

Results: Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design.

Conclusion: Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Background: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development.

Method: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy.

Results: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building.

Conclusion: Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507-514.].

Background: Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach.

Method: Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum.

Results: Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills.

Conclusion: Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(8):560-563.].

Background: Artificial intelligence (AI)-based text generators, such as ChatGPT (OpenAI) and Google Bard (now Google Gemini), have demonstrated proficiency in predicting words and providing responses to various questions. However, their performance in answering clinical queries has not been well assessed. This comparative analysis aimed to assess the capabilities of ChatGPT and Google Gemini in addressing clinical questions.

Method: Separate interactions with ChatGPT and Google Gemini were conducted to obtain responses to the clinical question, posed in a PICOT (patient, intervention, comparison, outcome, time) format. To ascertain the accuracy of the information provided by the AI chat bots, a thorough examination of full-text articles was conducted.

Results: Although ChatGPT exhibited relative accuracy in generating bibliographic information, it displayed some inconsistencies in clinical content. Conversely, Google Gemini generated citations and summaries that were entirely fabricated.

Conclusion: Despite generating responses that may appear credible, both AI-based tools exhibited factual inaccuracies, raising substantial concerns about their reliability as potential sources of clinical information. [J Nurs Educ. 2024;63(8):556-559.].

Background: Evidence supports the use of multi-modal approaches to develop nurse practitioner (NP) students' telehealth competency.

Method: A virtual flipped classroom approach that included eLearning, interactive webinars, and virtual standardized patient (SP) simulations was implemented and evaluated to teach NP students to use telehealth and other connected health technologies to improve care for underserved populations.

Results: Analysis of data from multiple-choice quizzes, surveys, and SP evaluations indicated students achieved high levels of knowledge, met the learning objectives, demonstrated above-average competency during telehealth simulations that improved over time, and were highly satisfied with the learning experiences.

Conclusion: The educational benefits of a flipped classroom can be realized within a fully online learning experience. Future research should examine the effects of repeated simulation opportunities on telehealth competency development. [J Nurs Educ. 2024;63(8):546-551.].