The Journal of nursing education最新文献

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: 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: 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.].

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.].