The Journal of nursing education最新文献

Background: In the United States, English for Speakers of Other Languages (ESOL) health care providers are important to the nursing workforce but often face challenges when taking the NCLEX-RN examination. This study evaluated the effects of removing slang and words with multiple meanings from high-stakes examination questions.

Method: This study used a quantitative, experimental posttest-only control group design and included a convenience sample of 169 nursing students from a college in southern Florida.

Results: Nursing students performed significantly better on the experimental (M = 79.9 [7.48]) than on the control examination (M = 75.08 [10.51]), t(151.8) = 2.973, p = .003. Students with low language acculturation scores achieved significantly higher scores on the experimental (M = 81.48 [SD = 6.05]) versus the control examinations (M = 72.21 [10.09]), t(60.9) = 4.975, p = .001.

Conclusion: Modifying examination questions linguistically can help ESOL nursing students perform better and aid examination creators to design bias-free tests. [J Nurs Educ. 2024;63(12):818-825.].

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(12):865-868.].

Background: Current undergraduate nursing students represent diverse backgrounds. Many students enter nursing school with a personal history of trauma. This project sought to identify trauma-sensitive teaching strategies (TSTS) that nurse educators can use in the clinical setting to support students who have been affected by trauma succeed in high-stress clinical environments.

Method: A comprehensive integrative review was conducted to identify literature related to TSTS. The review revealed a gap in the literature related to TSTS in clinical nursing education.

Results: Four key themes related to TSTS were identified: (1) relationship between the student and instructor; (2) respectful interactions; (3) recognition of trauma; and (4) responses to trauma. From the review, a framework was formulated specific to TSTS within clinical nursing education.

Conclusion: This review identified TSTS that nurse educators can use to support nursing students affected by trauma succeed in the clinical environment. [J Nurs Educ. 2024;63(12):797-805.].

Background: The profession of nursing currently is examining systemic racism within the discipline. Nursing journals, as the gatekeepers of knowledge in the discipline, can reinforce dominant paradigms of racism in nursing science and scholarship.

Method: This article discusses the hegemonic forces operating in nursing science with examples of research topics and approaches lacking equity considerations. Recommendations are provided on embedding the core principles of nursing and social justice into the development, implementation, dissemination, and publication of nursing scholarship.

Results: Recommendations include committing to antiracism and promoting diversity, equity, and inclusion by ongoing assessment of bias, honing an equity lens, and using inclusive language. Structural changes for instructions for authors, selection of editorial boards, and peer review are necessary to promote an equity lens in nursing scholarship.

Conclusion: Intentional actions must be taken to align nursing scholarship with the principles of social justice and health equity. [J Nurs Educ. 2024;63(12):826-834.].

Background: Several regions across the United States, especially in the Southeast, are facing a critical nurse and nurse-faculty shortage.

Method: The College of Nursing at the University of South Carolina (USC) created the Nurse Faculty Fellow Pipeline Program (NFFPP) to increase the nursing faculty workforce. Additional faculty are needed to educate nurses to meet the state's needs.

Results: This pilot program provides a 1- to 2-year fellowship education for Doctor of Nursing Practice and Doctor of Philosophy students to become nursing faculty through intensive coaching, mentored teaching experiences, formal pedagogical training, and mentored scholarship development. The fellows are paid a competitive salary and receive health insurance to prepare 4 days a week for a future faculty role; fellows also receive a paid day per week for their doctoral studies.

Conclusion: In its second year, the program has been successful and is expected to assist in providing additional doctorally prepared nurse educators. [J Nurs Educ. 2024;63(12):813-817.].

Background: Clinical decision-making is a crucial skill for undergraduate nursing students to develop. This study assessed the effects of a mobile clinical decision-support (mCDS) app on clinical reasoning and decision-making in undergraduate nursing students and their perceived acceptance of the app.

Method: Following the technology acceptance model, a randomized controlled trial with a pretest-posttest design was conducted. Students in the experimental group used an mCDS app (Medscape) for sepsis and cardiac tamponade scenarios, and students in the control group used traditional tools. Outcomes included perceived usefulness, ease of use, attitudes, clinical reasoning, clinical decision-making skills, satisfaction, and behavioral intent to use the app.

Results: Students in the experimental group had significantly higher posttest clinical reasoning scores (p = .04) and cardiac scenario clinical decision-making scores (p = .01) compared with students in the control group.

Conclusion: Integrating mCDS apps into clinical nursing education enhances students' clinical reasoning and decision-making. [J Nurs Educ. 2024;63(12):835-843.].

Background: Diversifying the nursing workforce entails concerted efforts to recruit and retain students from under-represented racial and socioeconomic groups who are especially vulnerable to barriers hindering academic success. This article describes faculty strategies for retaining and supporting students toward program completion and first-time National Council Licensure Examination for Registered Nurses (NCLEXRN) passage at a mission-driven school in rural Appalachia where most of the students have socioeconomically disadvantaged backgrounds.

Method: Independent samples t tests were used to compare academic variables between students who passed the NCLEX-RN on their first attempt and students who did not. Qualitative data were elicited from interviews and surveys. Data analysis informed policy change and student support services.

Results: An action plan supported under-represented students' success in first-time NCLEX-RN passage with an average rate of 96% for the past decade.

Conclusion: Focused multimodal support can promote the success of students with socioeconomic challenges who will enrich the nursing workforce with the diversity that the profession seeks. [J Nurs Educ. 2024;63(12):844-849.].

Background: As health care continues to evolve, the electronic medical record (EHR) has emerged as an important decision-making tool. To ensure that nursing students work toward competency with the EHR, this study sought to gather information regarding how students use the EHR.

Method: Students in a direct-entry, prelicensure program were observed using the EHR during a simulation-based experience (SBE). Focus groups gathered qualitative student perceptions of EHR use.

Results: Minimal use of the EHR during SBE was identified. Students reported using the EHR for information gathering, validating findings, and nursing tasks.

Conclusion: This study highlights the need for more robust EHR development and program integration with SBEs in schools of nursing to better align with the clinical practice environment. More research is needed to evaluate how schools of nursing integrate the EHR and how nursing students use the EHR in health care settings to make patient-related decisions. [J Nurs Educ. 2024;63(12):854-856.].