The Journal of nursing education最新文献

Background: There is a critical shortage of doctoral-degree nursing faculty, especially in family nursing, that necessitates innovative approaches to mentorship. Virtual mentoring offers a potential solution to bridge geographical barriers and develop the next generation of nurses.

Method: This qualitative case study, adhering to Standards for Reporting Qualitative Research, analyzed a cross-national virtual mentoring relationship between a United States-based faculty member and a Spanish doctoral student. Data sources included videoconference transcripts and reflective reports.

Results: Thematic analysis revealed four key themes characterizing the virtual mentoring relationship: (1) effective communication and collaboration; (2) constructive feedback and problem solving; (3) emotional support and professional development; and (4) creating a safe and reflective learning environment.

Conclusion: Virtual mentoring is a versatile and effective strategy to build capacity for family nursing education and research, and to address critical faculty shortages. Quality mentorship is crucial for advancing family nursing scholarship.

Background: Many graduate nursing students face persistent challenges in academic writing. These challenges have been further exacerbated by the development of artificial intelligence (AI) technologies, such as large language models (LLMs). This article aims to provide a heuristic guide for nursing faculty and administrators to examine their instructional practices in light of our reshaped technological landscape.

Method: This article explores the effect of integrating AI tools in academic writing within the graduate nursing context, highlighting best practices of present scholarship and their application to the instructional contexts of graduate nursing programs.

Results: Strategies are offered for educators to use AI writing tools to complement traditional writing instruction, promote ethical AI use, and ensure equitable access to writing support.

Conclusion: With effective guidance and well-crafted policies, AI writing tools can help graduate nursing students strengthen their writing skills, achieve academic success, contribute professionally, and drive legislative policy advancements.

Background: This study examined the effectiveness of a global citizenship education program to improve nursing students' ability to meet sustainable development goals.

Method: This quasiexperimental study with a pretest-posttest design included 68 senior nursing students. Global citizenship education was delivered to the nursing students throughout nine sessions.

Results: Results indicated global citizenship education significantly increased the mean scores of intention to meet sustainable development goals of the nursing students in the intervention group (p < .05). Findings also demonstrated that global citizenship education increased intervention group students' attitudes regarding environment, economy, social, and education in line with sustainable development goals.

Conclusion: Integrating global citizenship education into the nursing curriculum encourages nursing education planners and educators to design and implement education for nursing students to achieve sustainable development goals.

Background: Artificial intelligence (AI) is increasingly integrated into nursing education, yet limited research exists on students' perceptions of AI use in nursing research courses. This study explored undergraduate nursing students' experiences using AI tools (ChatGPT and U-M GPT) in research courses.

Method: This qualitative descriptive study used Braun and Clarke's six-step thematic analysis. Data were collected through anonymous written reflections from students enrolled in nursing research courses at two universities.

Results: Five key themes emerged: (1) mixed initial perceptions; (2) shifting final perceptions; (3) AI strengths and limitations; (4) ethical concerns; and (5) use of AI in health care. Participants noted the potential of AI to enhance efficiency and provide feedback but expressed concerns about reliability, ethical use, and overreliance.

Conclusion: Structured exposure to AI fostered positive perceptions of AI as a learning tool. Findings highlight the need for ethical frameworks and guidelines to support responsible integration, with future research exploring AI literacy and its implications for nursing education.

Background: Nurse practitioners (NP) are among the fastest-growing occupations in the United States. NPs provide high-quality care and promote health equity by bridging critical gaps in health care delivery. Despite this essential role, new graduates report feeling inadequately prepared as they transition to clinical practice.

Method: To address this, a steering committee of NP program leaders in North Carolina developed a pilot project to improve role transition preparedness. They created a webinar series on seven key topics, hosted by the North Carolina Nurses Association (NCNA), and surveyed graduating NP students for feedback.

Results: The webinars were well-received and deemed useful for future practice.

Conclusion: The goals of the project were successfully met, and the committee recommended expanding the series statewide with the NCNA's support. This pilot program offers a model for enhancing NP education and easing the transition to clinical practice.

Background: Diverse nursing students have unique learning needs, requiring a social justice approach to promote student success. This article evaluates the effectiveness of the Student Success Plan (SSP), a trauma-informed, equity-centered approach to nursing education.

Method: A retrospective analysis was conducted of six nursing cohorts from Fall 2021 to Spring 2024 examining the retention, examination scores, and NCLEX first-time pass rates of students who received an SSP.

Results: For students who received an SSP, the retention rate was 93% with an NCLEX first-time pass rate of 95%. Three patterns were identified in students who received an SSP: (1) first examination of the semester; (2) life events; and (3) students who struggled academically.

Conclusion: The SSP program is a trauma-informed equity-centered approach to support diverse nursing students. This holistic approach fosters a sense of belonging. The program was successful in improving examination scores, student retention, and NCLEX first-time pass rates.

Background: Postsecondary students read as little as 20% of their assigned course readings. Reading develops students' inferential skills for exam preparation and test taking. Students with higher inferential skills are more likely to notice discrepancies at deeper levels of understanding and directly relate what they are reading into nursing care.

Method: Study mapping is an educational strategy aimed at increasing students' inferential reading skills and abilities to organize multiple sources of information for test taking. Students can be taught a three-step process where they connect what they know with what they learn in class and their course readings.

Results: Students described the benefits of study mapping, how they adapted it to fit their learning, and its effect on their test-taking skills.

Conclusion: Practical learning strategies that encourage active learning and focused reading can improve students' metacognitive strategies for test taking.

Background: Examinations are used widely in nursing education to evaluate knowledge attainment. New item types were initiated in April 2023 by the National Council of State Boards of Nursing (NCSBN) for use on the Next Generation National Council Licensure Examination for Registered Nurses (NGN NCLEX-RN). Little evidence exists for how much time is needed for exams that use the new item types.

Method: Item analysis was conducted on 772 questions that were answered by 14,728 nursing students. Seven item types were analyzed, including calculation, cloze, matrix, ordered response, hot spot, multiple choice, and multiple response.

Results: Calculation questions required additional time. Multiple choice items required 1 minute per question. Questions that were more difficult required more time. Exams administered early in the nursing curriculum need more time allocated.

Conclusion: Nursing educators should focus on time allotment for examinations based on the item types and difficulty.

Background: The 2021 American Association of Colleges of Nursing (AACN) The Essentials: Competencies for Professional Nursing Education revised standards incorporate a focus on population health, including disaster preparation and response. Nursing educators must ensure their curriculum incorporates these concepts in order to prepare nursing students for real-world practice.

Method: Faculty created a collaborative mass-casualty simulation involving multiple community disaster response agencies to create a realistic scenario for experiential learning.

Results: Faculty perceived three themes that emerged from debriefing: (1) triage process, (2) communication and collaboration, and (3) leadership. Faculty found this learning experience was vital for students to understand the importance of collaboration with multiple community agencies in the navigation of an appropriate disaster response.

Conclusion: Nurse educators should tailor simulation-based experiences to incorporate didactic concepts, such as triage, communication, and collaboration, with an emphasis on leadership skills in order to prepare students for real-world disaster response.