The Journal of nursing education最新文献

In keeping with this year's focus on how we might foster a culture of research that values and consistently adopts optimal statistical practices, this column entry highlights practices our applied researchers can take up that may help remedy the gap between recommended statistical practices and implementation. This installment specifically encourages increasing the transparency of analyses, teaming up with colleagues with quantitative expertise, and disseminating resources that highlight optimal practices. [J Nurs Educ. 2024;63(7):490-491.].

Purpose: This integrative review sought to systematically examine and synthesize published research on crisis response to identify ways in which undergraduate nursing education programs in various countries adapted to the coronavirus disease 2019 (COVID-19) pandemic.

Method: A computerized search of CINAHL, Science Direct, and Web of Science databases was performed. The literature search, review, and data extraction process followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) format of identification, screening, eligibility, and inclusion.

Results: Digital learning technology platforms were used in undergraduate nursing education in various ways to adapt to the teaching and learning challenges of the COVID-19 pandemic.

Conclusion: Teaching and learning methodologies identified included online lectures and webinars; interactive virtual learning experiences, such as videos, presentations, quizzes, games, and other web-based interactive forms of multimedia files and textual content; and virtual simulations for nursing skills and tele-health experience. [J Nurs Educ. 2024;63(7):445-451.].

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(X):XXX-XXX.].

Background: The revision of a textbook covering prenatal and postnatal care provided our editorial team with an opportunity to critically examine language choices and incorporate gender-inclusive language.

Method: Guided by scientific evidence, professional recommendations, editorials, and a deep respect for the humanity of our clients, we undertook this task with humility and determination.

Results: This article describes the societal and clinical imperative for this change, the strategies and resources we used to make these changes, and our experiences in discussing these changes and coming to consensus with contributing authors.

Conclusion: Challenges are discussed, as well as recommendations for authors and editors. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Much like the transition from novice to experienced nurse, the transition of an experienced nurse to a nurse faculty member can be difficult and daunting. One way to prepare new nurse faculty is to establish a mentorship program. The Mentor the Mentors project (seasoned faculty) and the Mentorship Academy (new faculty) provided knowledge, tips, and resources to mentors and new nurse faculty to achieve faculty success, satisfaction, and retention.

Method: The Mentor the Mentors project and the Mentorship Academy were implemented for 1 year. Time-lines were established for mentors for how often to meet with mentees. Selected orientation topics, such as university support services, promotion and tenure guidelines, active learning strategies, learning management system navigation, and university guidelines, were reviewed with mentees. Two-group midpoint and endpoint surveys were utilized for this descriptive pilot study.

Results: All mentors reported that they felt very supported and confident in their abilities to mentor to new faculty. All of the mentees reported that their participation in the Mentorship Academy empowered them to succeed in their new faculty role.

Conclusion: Information gained will guide future program planning for faculty mentorship. [J Nurs Educ. 2024;63(X):XXX-XXX.].

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

Background: Health care needs new solutions to address enduring challenges faced by our nurses, health care professionals, patients, and populations. This paper describes the need for preparing nurses and health care professionals with health care innovation education.

Method: One School of Nursing formalized innovation education through a new health care innovation online graduate certificate program. The Health Care Innovation certificate program is a 12 credit, four course online program open to nurses and health care professionals aiming to create positive change in the health care industry.

Results: Graduates of the Health Care Innovation Certificate program reflected on 1) their motivations to pursue the program; 2) how the program helped inform their innovation knowledge to develop their innovations; and 3) how the program supported their life transformative education.

Conclusion: There is great potential to drive positive change for our health care industry through the availability of formalized innovation education for nurses and health care professionals in the United States. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Telemedicine and health informatics are a common aspect of patient care delivery in the United States. Graduate-level nursing students must be knowledgeable of telehealth and health informatics prior to entering the workforce as an advanced practice nurse. Nursing educators must provide educational opportunities within the curriculum that focus on telehealth and health informatics concepts that align with competencies. The Essentials: Core Competencies for Professional Nursing Education includes a new Domain #8 called, "Informatics and Healthcare Technologies," where five key subdomains of this competency are defined.

Method: This article describes the college's approach to incorporating telehealth and health informatics into the graduate-level curriculum and the associated alignment to the 2022 Essentials.

Results: Faculty professional development and course revision strategies improved the infrastructure for teaching telehealth and health informatics.

Conclusion: The new Domain, #8, Informatics and Healthcare Technologies, can be successfully infused into the DNP curriculum with student engagement. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The need to create a diverse nursing work-force has increased the use of a holistic admission process across the country. Holistic admission processes alone are insufficient to addressing bias that may have unintentional impact on the review process. Intentionality with implicit bias training is necessary to create a more equitable admission process.

Method: Integration of implicit bias training was multipronged and included overview information and individual activities, including the practice of reviewing applicants. Data from the practice reviews were aggregated and used for small group discussion.

Results: Since integration of implicit bias training, overall admission rates for underrepresented racial and ethnic applicants increased from 14.5% in 2019 to 29.1% in 2022.

Conclusion: While other factors cannot be ruled out in contributing to the increased diversity, the integration of implicit bias education and bias-mitigating strategies throughout the required training for holistic admission reviewers is beneficial to increasing diversity in nursing admissions. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Understanding the role implicit bias plays in health inequities can aid students in adopting a culturally humble approach to working with diverse communities. This article describes the development of the "Through the Eyes of …" training program, aimed at improving cultural humility, empathy, and implicit bias awareness of nursing students.

Method: A series of simulated experiences using 360-degree video capture was developed, allowing students to explore personal and societal responses to the experiences of the populations served within the community. The training materials were pilot tested with a group of prelicensure nursing students.

Results: Students (N = 25) reported strong agreement that the simulations provided adequate information, necessary support, problem-solving ability, time for feedback/reflection, and fidelity. The students enjoyed hearing other perspectives and the realistic nature of the simulated scenarios.

Conclusion: The program allowed students the opportunities to explore with the goal of improving nursing practice and patient outcomes. [J Nurs Educ. 2024;63(X):XXX-XXX.].