The Journal of nursing education最新文献

Background: Complexity and change in health care environments, the rapid pace of knowledge generation, and changing education policy have led to national calls for change in nursing education. Many nursing programs have adopted a concept-based curriculum (CBC) to address these challenges. Yet, much is still uncertain about the outcomes and effectiveness of CBC, which requires large scale, time-consuming, and resource-intensive change.

Method: This integrative review assesses the outcomes of CBC in nursing higher education with a focus on the comparison of CBC to traditional curricula.

Results: The four relevant themes that emerged after an extensive literature review were critical thinking/clinical judgment, NCLEX-RN^© (National Council Licensure Examination for Registered Nurses) pass rates, graduation rates, and student satisfaction scores. Overall, the evidence base is not robust. A valid and reliable tool to measure clinical judgment is needed. The review specifically addresses CBC effects on student critical thinking and clinical judgment, traditional outcome metrics, (NCLEX-RN success, graduation rates, and student satisfaction), and other perceived benefits.

Conclusion: The authors found promising results on the effect CBC may have on critical thinking and clinical judgment and other perceived benefits. Findings were inconclusive on traditional outcome metrics. [J Nurs Educ. 2024;63(11):725-729.].

Background: Students from underrepresented groups, including those attending predominantly Black institutions, encounter challenges that hinder first-time success on the National Council Licensure Examination for Registered Nurses (NCLEX-RN).

Method: This retrospective, descriptive study included a convenience sample (N = 122) of nursing students. Data for students who attempted the NCLEX-RN at three different time periods were used to identify factors associated with passing the NCLEX-RN on the first attempt.

Results: Students who scored 80 or higher in a medical-surgical course were more likely to pass the NCLEX-RN than those who scored below 80.

Conclusion: Students' performance in predictor courses at predominantly Black institutions may determine success on the NCLEX-RN. Students who did not demonstrate success in identified program predictor courses may benefit from additional preparation and support prior to taking the NCLEX-RN. [J Nurs Educ. 2024;63(11):773-776.].

Background: Rural and remote areas offer unique opportunities for undergraduate nurses. Extended placements boost work readiness, improve assessment skills, and increase likelihood of practicing in these areas post-registration. However, hybrid delivery of curriculum content in not well understood. Undergraduate Extended Nurse Placement Program (ENPP) and on campus students, and academics were recruited from a major tertiary institution to understand impact of hybrid delivery for nursing curriculum.

Method: Data were obtained from descriptive qualitative design and focus group interviews. A process of thematic analysis generated themes and findings.

Results: There were 12 participants: academics (n = 4), ENPP students (n = 7), and 1 on campus student. The main theme was "Bridging the Hybrid Gap," with two sub-themes: (1) separation, describes ENPP students emotional, experiential, and academic disconnect from on-campus students; and (2) adaptation, describes strategies used to adjust to hybrid learning.

Conclusion: Technology has evolved and presents opportunities for nursing education. We must continue to enhance education design in the nursing curriculum context. [J Nurs Educ. 2024;63(11):755-763.].

Background: Nursing education across the globe is rapidly evolving in terms of curricular expectations and professional preparation. While there is a plethora of curricular resources and graduate programs in the United States, in some countries, these resources are limited. Methods: The Fulbright Specialist program, the application process, and challenges as well as the benefits of the role are described. The deliverables by the Fulbright Specialist, e.g. demonstrating classroom pedagogical methods, providing access to an online doctoral program, and explaining publication strategies, are noted.

Results: Immediate and 2-month follow-up information regarding the Specialist's deliverables are described. The benefits to the Specialist are also detailed.

Conclusion: Nursing educators in the U.S. and leaders of nursing schools outside of the U.S. are invited to share pedagogical practices and provide faculty development through the Fulbright Specialist program. The benefits of a collaboration are mutually beneficial. [J Nurs Educ. 2024;63(11):781-784.].

In this installment of the Methodology Corner, we briefly discuss how our peer-reviewers might foster optimal statistical practices among our community of researchers. Reviewers are encouraged to seek out training opportunities that enhance their own statistical expertise and to consider tools that might support and enhance the quality of their reviews. We also encourage reviewers with statistical expertise to further lend their time and efforts to reviewership. [J Nurs Educ. 2024;63(11):785-786.].