The Journal of nursing education最新文献

Background: Undergraduate nursing students experience high stress and use social media sites at high rates. Yet, there is a paucity of literature focused on understanding the association between social media use and psychological distress among undergraduate nursing students.

Method: Guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), a systematic review was conducted on the association between social media use and psychological distress among undergraduate nursing students.

Results: Ten articles met the inclusion criteria. Most of the included studies used cross-sectional designs. The findings indicated that undergraduate nursing students who followed social media sites were more likely to report symptoms of psychological distress, particularly significant depressive and anxiety symptoms.

Conclusion: Undergraduate nursing students who use social media are likely to experience psychological distress. Combined interventions focused on minimizing social media use and reducing academic stress may help foster the psychological health of nursing students. [J Nurs Educ. 2024;63(8):540-545.].

Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.

Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.

Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.

Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].

Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.

Method: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.

Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473).

Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].

Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching.

Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs.

Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role.

Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].

Background: Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success.

Method: A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success.

Results: Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design.

Conclusion: Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Background: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development.

Method: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy.

Results: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building.

Conclusion: Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507-514.].

Background: Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach.

Method: Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum.

Results: Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills.

Conclusion: Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(8):560-563.].

Background: Artificial intelligence (AI)-based text generators, such as ChatGPT (OpenAI) and Google Bard (now Google Gemini), have demonstrated proficiency in predicting words and providing responses to various questions. However, their performance in answering clinical queries has not been well assessed. This comparative analysis aimed to assess the capabilities of ChatGPT and Google Gemini in addressing clinical questions.

Method: Separate interactions with ChatGPT and Google Gemini were conducted to obtain responses to the clinical question, posed in a PICOT (patient, intervention, comparison, outcome, time) format. To ascertain the accuracy of the information provided by the AI chat bots, a thorough examination of full-text articles was conducted.

Results: Although ChatGPT exhibited relative accuracy in generating bibliographic information, it displayed some inconsistencies in clinical content. Conversely, Google Gemini generated citations and summaries that were entirely fabricated.

Conclusion: Despite generating responses that may appear credible, both AI-based tools exhibited factual inaccuracies, raising substantial concerns about their reliability as potential sources of clinical information. [J Nurs Educ. 2024;63(8):556-559.].