The Journal of nursing education最新文献

Background: Collaborative learning is an educational method widely used in nursing education that involves learners solving problems through teamwork. This study investigated the effects of using a metaverse virtual space for collaborative learning among nursing students.

Method: A nonequivalent control group posttest design was used, and focus group interviews were conducted. This mixed-methods study included second-year nursing students (n = 43) divided into two groups. The intervention group used metaverse methods for the group projects and the control group used traditional methods.

Results: Satisfaction with collaborative learning and peer evaluation of team projects were significantly higher in the intervention group compared with the control group. Participants' learning experiences were categorized into "unwelcome changes in the learning environment," "discovering the potential of a learning environment that encourages participation," and "tips for building a metaverse learning environment."

Conclusion: Metaverse collaborative learning is a student-centered educational approach that fosters active interaction and addresses the shortcomings of traditional approaches. [J Nurs Educ. 2024;63(9):585-593.].

Background: Integrating life-threatening clinical simulations improves learning outcomes. This study assessed nursing students' critical thinking factors before and after simulation, evaluated nursing clinical reasoning ability and learning satisfaction at two time points, and explored relationships and predictions among critical thinking, clinical reasoning, and satisfaction before and after simulation.

Method: Surveys and focus groups were used for this mixed-methods study.

Results: Quantitative findings revealed increased critical thinking scores for curiosity, skepticism, and systematicity; clinical reasoning; and satisfaction after simulation. Qualitative results supported these improvements and indicated enhanced curiosity for clinical knowledge and iterative phases of clinical reasoning. Students expressed satisfaction with the simulations. Objectivity significantly influenced clinical reasoning and satisfaction in nursing students following life-threatening simulations.

Conclusion: Fostering a culture of critical thinking in life-threatening simulations is crucial. Educators must teach the importance of objectivity in clinical practice, encourage critical evaluation, and foster self-reflection in simulations. [J Nurs Educ. 2024;63(9):595-603.].

Background: The purpose of this qualitative study was to evaluate the effects of curricular changes made to foster graduate students' understanding of how they can be catalysts of change. For more than a decade, the concept of the citizen nurse has been woven into coursework in nursing education, thus indicating an evaluation process was needed.

Method: Ten oral history interviews were completed with current students or alumni. Data were analyzed for codes, allowing the final themes to emerge.

Results: Two main themes emerged. Students reported (1) having a new understanding of what it means to be a nurse and (2) feeling more prepared to take action.

Conclusion: Students felt more prepared to lead change as the result of curricular changes that supported their ongoing education. [J Nurs Educ. 2024;63(9):626-629.].

Background: Because of the importance of genetics and genomics for health care, efforts to promote inclusion of genetics and genomics in undergraduate nursing programs has increased in the past 20 years. However, the success of these efforts has not been measured recently.

Method: Information from Commission on Collegiate Nursing Education accredited 4-year baccalaureate nursing programs in the United States was searched, and program administrators were surveyed regarding inclusion of genetics and genomics in program requirements.

Results: More than half (57%) of 711 programs analyzed included genetics and genomics in their curriculum, with <6% of programs requiring a standalone course. Although 43% of programs did not mention genetics and genomics in their curriculum, some programs that did not specifically identify genetics and genomics in course descriptions may incorporate these topics.

Conclusion: Despite the growing importance of genetics and genomics in health care, many prelicensure baccalaureate nursing programs include little instruction on these topics. [J Nurs Educ. 2024;63(9):613-618.].

Background: Although simulation-based education plays a vital role in nursing education, it consistently induces high levels of anxiety among nursing students. This study aimed to implement a mindfulness intervention to alleviate anxiety in nursing students during simulation sessions.

Method: This randomized controlled trial study included 54 nursing students. Both survey and emotion track system data were collected and analyzed using multivariate analysis of covariance.

Results: The intervention effectively reduced anxiety among students in the experimental group compared with students in the control group during simulation sessions. The frequency (F[1, 53] = 6.145, p = .016), intensity (F[1, 51] = 3.771, p = .050), and duration of anxiety felt by students (F[1, 50] = 4.223, p = .017) decreased after the intervention. However, no long-term effects of the intervention were identified.

Conclusion: The implementation of a mindfulness intervention successfully alleviated anxiety among nursing students during simulation. [J Nurs Educ. 2024;63(9):577-583.].