The Journal of nursing education最新文献

Background: The aim of this study was to describe referral patterns, characterize common areas of difficulty, and evaluate immediate postremediation outcomes in an undergraduate nursing program. As nursing education grows in complexity, effective remediation is essential to support student learning and clinical competence.

Method: A retrospective descriptive analysis was conducted using remediation data from 2021 to 2024, including referral rates, session frequency, course trends, and student outcomes.

Results: Key challenges included knowledge gaps, time management, communication, and confidence. Most students succeeded after one session; other students required multiple interventions or did not meet expectations. High referral rates were observed in early hospital-based placements.

Conclusion: Structured remediation supports clinical progression for most students. However, earlier identification of challenges and improved faculty support are needed. These findings inform nursing education programs seeking to reduce attrition, enhance clinical readiness, and ensure students are prepared for professional practice.

Background: Clinical faculty on nontenure academic tracks are vital to nursing education, yet they face significant emotional and structural barriers to promotion. This article explores how vague criteria, inequitable recognition, and institutional neglect create environments that foster burnout, imposter syndrome, and disengagement.

Method: Drawing from literature, case studies, and personal accounts, the authors reveal how promotion ambiguity undermines faculty well-being and retention.

Results: Recommendations are offered to enhance clarity, mentorship, and psychological safety in promotion processes.

Conclusion: This call to action highlights the urgent need for academic institutions to equitably support clinical educators and acknowledge their indispensable role in shaping the nursing workforce.

Background: First-year nursing students need support to mitigate the effects of stress to improve the health and consistency of the student-to-professional pathway, addressing critical workforce shortages. Yet, evidence-based wellness interventions are underdeveloped and understudied for this population.

Method: Using a mixed-methods, single-group, pre-post design, this study evaluated the effectiveness of Navigating Life's Challenges, adapted directly from Mindfulness-Based Stress Reduction (MBSR) in a sample of first-year nursing students (N = 33, mean age = 22.16, 94% female-identifying students).

Results: Multilevel modeling for repeated measures data revealed increased use of adaptive mindfulness skills (acting with awareness, nonreactivity), reduced stress and exhaustion, and improved satisfaction with life. Qualitative focus group data suggested the program was enjoyable, helpful, and appreciated by students.

Conclusion: Mindfulness bolsters stress resilience in new nursing students; implications for training and future directions for research are discussed.

Background: Associate degree RNs pursuing a baccalaureate nursing degree represent a diverse student population, many of whom balance coursework, family needs, and work demands. In response to student feedback, faculty condensed traditional university 16-week courses into 8-week course blocks.

Method: Student performance and satisfaction for the new delivery model were evaluated via an online survey, review of aggregated final grades, and incompletes and withdrawals. Free-text survey responses were analyzed using within-methods data triangulation via application of manual content analysis, natural language processing (NLP), and use of the Goodwin statistic.

Results: Students described an increased ability to focus, and NLP revealed students had above average levels of satisfaction and below average fatigue. There were no statistically significant differences in student grades, withdrawals, or incompletes.

Conclusion: The 8-week courses did not negatively affect student grades or experiences, and within-methods data triangulation was found to be an effective analysis technique with RN-to-baccalaureate nursing students.

Background: In Canada, instructor-led group models have dominated clinical learning delivery in nursing despite significant health care system changes over the past decade. Recent pressures on the health care system highlighted the need for innovative approaches to clinical learning.

Method: To improve access to quality placements, members of the School of Nursing collaborated with practice partners to introduce a novel precepted placement model for all students. Students throughout the nursing program complete short block placements paired one-on-one with a preceptor across most placement experiences.

Results: Collaboration with the practice partners was essential for the success of this strategy. Adoption of collaborative communication and change management strategies enabled development of the precepted model within 18 months of inception for more than 1,000 students.

Conclusion: Precepted placements provide immersive learning experiences, optimize students' learning, and foster partnerships with the nursing workforce across the region. Working collaboratively enabled academia and practice to facilitate this change.

Background: Feedback is foundational in nursing education, yet traditional methods often lack clarity, compassion, and actionable guidance. Integrating caring pedagogy into feedback processes addresses these limitations and supports student-centered learning.

Method: This article introduces a five-step feedback framework-(1) criterion-based; (2) formative; (3) personalized; (4) mastery-based; and (5) collaborative-designed to embed caring principles into instructional practice. Each step includes practical strategies for faculty to promote competence, resilience, and reflective learning.

Results: Application of this model has demonstrated improved student engagement, motivation, and clinical reasoning in educational settings that prioritize caring feedback. Evidence from current literature supports the connection between empathetic feedback and increased academic confidence, skill development, and professional identity formation.

Conclusion: Embedding caring values into feedback practices transforms assessment into a relational, student-centered experience. The proposed framework offers a scalable, evidence-informed approach for nursing educators to foster both technical proficiency and compassionate care in future nurses.

Background: Chronic stress may impair nursing students' cognitive and emotional capacities, affecting performance and well-being in undergraduate programs. This review explores neurophysiological stress effects and evidence-based interventions to promote resilience and emotional regulation.

Method: A literature review synthesized peer-reviewed studies from PubMed and CINAHL on stress-related neurotransmitter changes and interventions leveraging neuroplasticity. Included studies from 2015 to 2025 evaluated mindfulness, cognitive behavioral therapy (CBT), physical activity, peer support, and simulation-based training implemented in nursing curricula via workshops or wellness programs.

Results: Chronic stress disrupts dopamine, serotonin, norepinephrine, and cortisol pathways, potentially impairing clinical reasoning and empathy. Interventions like mindfulness, CBT, and simulation training may reduce stress, enhance emotional regulation, and improve academic and clinical performance, potentially lowering burnout risk.

Conclusion: Integrating these interventions into nursing curricula may foster resilient, competent nurses. Future research should evaluate long-term outcomes and tailored strategies for diverse student populations.

Background: Nursing programs face an attrition rate of approximately 20%, with re-enrolling student data not reflected in outcome reports. The success of these repeat students remains largely unknown.

Method: This pilot study explored the correlation between targeted remediation and exam performance among repeating students in an advanced medical-surgical course. Using a correlation study design with archival data, five repeating students were given the opportunity to meet individually with faculty to cover test-taking strategies, content review, and application practice with adaptive quizzing.

Results: The findings of this pilot study revealed a positive correlation between the number and frequency of meetings with faculty and increases in exam scores.

Conclusion: Targeted remediation strategies addressing test-taking strategies and content comprehension can contribute to success. Further research with a larger sample is needed to validate these findings.

Background: Engaging undergraduate nursing students in research enhances learning and scholarship. However, one-on-one student mentorship opportunities with research faculty are limited.

Method: This project assessed scaling an evidence-based e-cigarette prevention program (#iCANendthetrend) into a fundamentals and health promotion nursing course. Students delivered the research program in elementary schools for clinical hours and were invited to participate in post-facilitation surveys.

Results: Over 2 days, 165 nursing students delivered the program in 11 schools, reaching 800 elementary students. Thirty-eight percent (n = 63) of the nursing students completed optional surveys; 98% reported increased knowledge and confidence in youth vaping intervention. The initiative met course objectives, fulfilled clinical hours, addressed community needs, and introduced research early in the curriculum.

Conclusion: This model shows how integrating evidence-based health promotion and research opportunities into nursing curricula prepares students with a research mindset. Although challenges exist, high research engagement of a large cohort highlights the scalability of this approach.

Background: More than 50% of nursing students report high stress levels along with impaired well-being since starting nursing school. This article describes an innovative teaching strategy that enables accelerated second-degree nursing students to identify personal stressors and incorporate individualized self-care strategies to support their well-being.

Method: This self-care project was delivered over a 10-week period in an accelerated second-degree nursing program. The project included preparatory reading, stress assessments, a personalized self-care plan, small group reflection, journaling, and a short reflective paper.

Results: Students utilized a variety of self-care strategies over the course of the project to mitigate stress and support self-care. Students reported benefits from keeping the self-care log. Students expressed that participating in the small group reflections provided them with a sense of belonging and support.

Conclusion: This activity proved to be a low-cost and effective way for accelerated second-degree nursing students to incorporate self-care practices to support well-being.