The Journal of nursing education最新文献

Background: The Peer Perspectives About Navigating Nursing School (PANNS) project focuses on developing nursing students' leadership skills, emphasizing teamwork, collaborative leadership, communication, and reflection through a unique group project platform.

Method: In team format, senior-level baccalaureate nursing students created a video resource offering first-year nursing students' guidance on how to be successful in nursing school. The teams collaborated to set objectives, develop content, delegate tasks, and provide peer feedback, reinforcing essential teamwork skills.

Results: Students gained valuable insights on leadership, strengthened their teamwork and communication skills, and acknowledged collaborative challenges, resulting in greater confidence and improved conflict resolution skills as reflected in the feedback.

Conclusion: By participating in PANNS, nursing students developed enhanced leadership, communication, and conflict-resolution skills, preparing them for real-world teamwork. Engaging in shared decision making, conflict management, and effective communication provided practical experiences for building leadership skills.

Background: A nursing workforce who can provide effective and excellent care by addressing complex factors influencing health equity is needed. Education plays an important role in preparing nurses to take up this challenge; however, whether key health equity topics are included in nursing curriculum is largely unknown.

Method: Directed content analysis and descriptive statistics were conducted to describe if and to what extent health equity topics related to governance and policy, history and historic context, and cultural and social values were explicitly presented in curricular documents across three nursing programs.

Results: Health equity content was identified in many of the 197 course documents; however, the amount of content varied widely, and important areas to be strengthened were identified.

Conclusion: There remains opportunity to center health equity as a focus in nursing curricula. The American Association of Colleges of Nursing Essentials is a timely framework for assessing and enhancing equity content.

Background: Neurodiversity encompasses the range of ways individuals receive, process, and respond to information. Misconceptions about neurodiversity and ableism persist in nursing education. This study analyzed nursing faculty's knowledge of neurodiverse diagnoses.

Method: This study analyzed 2024 data on nursing faculty preparedness to teach neurodiverse students. Open-ended responses from 89 nursing faculty at three North American institutions were analyzed to identify knowledge gaps.

Results: Attention-deficit/hyperactivity disorder (ADHD) was the most frequently mentioned neurodiverse diagnosis (83.15%), followed by autism (78.65%). Learning disabilities were noted by 56.18% of participants, with dyslexia most common. Other non-neurodiverse diagnoses were mentioned by some participants.

Conclusion: Most nursing faculty know some neurodiverse diagnoses, but few know the breadth of diagnoses considered neurodiverse. The mention of conditions not typically considered neuro-diverse highlights the need for professional development. Inclusive teaching strategies and empathy are essential for supporting neurodiverse students and fostering their success.

Background: The Saint Louis University Nursing Workforce Diversity Initiative aimed to increase the enrollment, retention, and graduation of students from under-represented backgrounds by providing targeted support throughout their nursing education.

Method: The Initiative implemented five evidence-based strategies: holistic admissions, internal and external institutional partnerships, academic support, mentoring, and financial assistance.

Results: These strategies fostered a supportive, culturally responsive academic environment, enabling students to succeed, as reflected in retention and graduation rates.

Conclusion: By addressing longstanding barriers to nursing education, the program helps build a diverse and culturally aligned workforce capable of improving healthcare access and outcomes. Sustaining such initiatives is a moral and ethical imperative, ensuring that future nurses are prepared to deliver equitable, culturally responsive care. Program graduates are expected to work in underserved areas, providing culturally appropriate and responsive care to their communities.

Background: There is little emphasis on verbal reporting skills in the nursing curriculum. This skill requires the nurse to use critical thinking and clinical judgment, skills documented as severely lacking in new graduate nurses. This study assessed the implementation of a series of video-recorded verbal report assignments in an undergraduate medical-surgical nursing course to increase students' confidence in this skill.

Method: A structured assignment requiring students to video-record themselves giving a verbal report was required three times during the course. The students were surveyed about their confidence in their verbal reporting skills at the beginning and the end of the semester.

Results: Students' confidence in their verbal reporting skills improved significantly following the completion of this assignment series.

Conclusion: Video-recorded verbal report assignments can increase nursing students' confidence in this skill.

Background: Ten years ago, Columbia University School of Nursing (CUSON) started to transform its nursing curriculum to include global health equity to prepare future nurses for escalating rates of health problems caused by wars, forced migration, and climate change.

Method: A course for entering students examines health disparities worldwide and within the United States with nursing intervention examples. Global Students Clinical Program offers students 6 weeks to learn and practice under the leadership of nurses and midwives in primarily Global South sites, engaging with 20 sites worldwide. With reciprocity as the foundation, host institutions determine collaborations to build, such as simulation learning, research, and curriculum development.

Results: Evaluations from host sites and participating students confirm increased knowledge, skills, and understanding of global health issues.

Conclusion: CUSON urges other nursing institutions to expand their programs didactically and clinically within a global health equity framework for future nurses to provide care and leadership that these challenging times demand.

Background: The rapid advancement of open-source models such as DeepSeek presents significant potential for nursing education, though its effectiveness remains unexplored.

Method: This study evaluated the performance of DeepSeek-R1, DeepSeek-V3, and ChatGPT-4o using 720 questions from three mock exams for the 2025 Chinese Nursing Licensing Exam. The analysis focused on answer accuracy and logical consistency.

Results: DeepSeek models demonstrated better performance than ChatGPT-4o. Deep-Seek-R1 achieved an accuracy range of 87.5% to 95.8%, and DeepSeek-V3 achieved an accuracy range of 85.8% to 94.2%, significantly outperforming ChatGPT-4o's range of 67.5% to 78.3%. Moreover, DeepSeek-R1 (83.1% to 95.9%) and DeepSeek-V3 (84.6% to 96.8%) exhibited higher accuracy across different question types and provided more logically consistent, professionally grounded explanations than ChatGPT-4o (61.5% to 75.9%).

Conclusion: The findings highlight the substantial potential of DeepSeek as a valuable educational tool for nursing and other disciplines. However, its limitations should be carefully considered, necessitating further exploration to fully understand its applications.

Background: Many nursing programs continue to strictly assign students to medical-surgical clinical placements in their senior practicum, despite a shortage of clinical sites. Little research exists on the impact of specialty clinical site placements on first-time NCLEX-RN^® outcomes.

Method: A quantitative, causal-comparative research design is used to assess relationships between medical-surgical and specialty clinical site placements and NCLEX-RN outcomes for baccalaureate nursing students. This design also describes differences in first-time NCLEX-RN outcomes between specialty clinical site placements.

Results: Retrospective data from 407 students revealed a statistically significant relationship between clinical placement and NCLEX-RN outcomes (p < .001), with students placed in specialty areas passing at higher rates than those in medical-surgical placements. The NCLEX-RN pass rate was 95% for specialty placements vs. 84% for medical-surgical placements.

Conclusion: Specialty site clinical placements in the final semester may better meet the needs of students, nursing programs, and clinical agencies without jeopardizing NCLEX-RN outcomes.