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Cognitive Flexibility and Professional Identity in Nursing Students: The Modeling Role. 护理专业学生的认知灵活性和职业认同感:示范作用。
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240628-01
Maura Galletta, Ilenia Piras, Federica Canzan, Letizia Dal Santo

Background: Students' professional identity is essential to build nursing competence. Cognitive flexibility plays a crucial role in developing professional identity, as well as clinical supervisors and academic teachers through role modeling. This study analyzed the role of internship and theoretical modeling in the link between cognitive flexibility and professional identity.

Method: Participants were first-, second-, and third-year nursing students (n = 284) at a university in northern Italy. Participants completed an online survey, and multigroup analysis was performed.

Results: Internship modeling was positively associated with professional identity but not for second-year students. Theoretical modeling was not significantly associated with professional identity and cognitive flexibility. Theoretical modeling did not mediate the relationship between cognitive flexibility and professional identity. Clinical internship modeling mediated the relationship between cognitive flexibility and professional identity but not for second-year students.

Conclusion: Internship modeling helps students give sense and coherence to learning, which contributes to their professional identity. [J Nurs Educ. 2024;63(11):764-772.].

背景:学生的专业认同对培养护理能力至关重要。认知灵活性在培养专业认同中起着至关重要的作用,临床督导和带教老师通过榜样示范也起着重要作用。本研究分析了实习和理论示范在认知灵活性与专业认同之间的联系中的作用:参与者为意大利北部一所大学的一年级、二年级和三年级护理专业学生(n = 284)。参与者填写了一份在线调查,并进行了多组分析:结果:实习模式与职业认同感呈正相关,但对二年级学生而言并非如此。理论建模与专业认同和认知灵活性的关系不大。理论模型对认知灵活性和专业认同之间的关系没有中介作用。临床实习建模对认知灵活性和专业认同之间的关系起到了中介作用,但对二年级学生没有作用:实习建模有助于学生对学习产生感性认识和连贯性,从而促进他们的专业认同。[护理教育杂志,2024;63(11):764-772]。
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引用次数: 0
Investigating the Influence of First Principles of Instruction on Trauma Management Skills in Nursing Students. 调查第一教学原则对护理专业学生创伤处理技能的影响。
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240617-03
Jianbang Chen, Zhonghou Lin, Mingyuan Sun, Huan Lin, Tianyu Liang

Background: This study aimed to evaluate the effects of first principles of instruction on trauma management skills for undergraduate nursing students.

Method: Two hundred twenty-four nursing students from Fujian Medical University were divided into control and experimental groups. Participants in the experimental group applied first principles of instruction and introduced design modifications to acquire trauma management skills.

Results: Scores for trauma management skills were significantly higher in the experimental group than in the control group. In addition, 89% of students strongly agreed with using first principles of instruction and indicated satisfaction with the teaching mode.

Conclusion: First principles of instruction enhance theoretical understanding of trauma management skills, with significant score differences between experimental and control groups. High student satisfaction underscores the effectiveness of this approach in creating a conducive learning environment. Integrating first principles of instruction holds promise for deeper comprehension and long-term educational success among nursing students. [J Nurs Educ. 2024;63(11):731-736.].

背景本研究旨在评估第一教学原则对护理本科生创伤处理技能的影响:将福建医科大学 224 名护理专业学生分为对照组和实验组。方法:将福建医科大学 224 名护理专业本科生分为对照组和实验组,对照组采用第一性原理教学,实验组采用设计性修改,以掌握创伤处理技能:结果:实验组创伤处理技能得分明显高于对照组。此外,89% 的学生非常赞同使用第一教学原则,并对这种教学模式表示满意:第一教学原则增强了学生对创伤处理技能的理论理解,实验组和对照组的得分差异显著。学生的高满意度凸显了这种方法在创造有利学习环境方面的有效性。整合第一教学原则有望加深护理专业学生的理解并取得长期的教学成功。[护理教育杂志,2024;63(11):731-736。]
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引用次数: 0
Peer Emotion in Collaborative Simulation Among Nursing Students. 护理专业学生合作模拟中的同伴情感。
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240614-04
Thye Peng Ngo, Claire Burke Draucker, Roxie L Barnes, Kyungbin Kwon, Deanna L Reising

Background: The emotional experiences of nursing students are linked to learning outcomes. Peer learning is a key component of nursing education and simulation. However, little is known about the emotions of students in the context of peer learning. This study sought to provide an in-depth description of nursing students' emotional experiences when participating with another peer in a simulation activity.

Method: Data were obtained from a study of peer collaborative clinical decision making in simulation. All data related to emotions were extracted, summarized, and interpreted using thematic analytic techniques.

Results: Six themes were identified: (1) experiencing a multitude of emotions; (2) hiding emotions; (3) suppressing emotions; (4) revealing emotions; (5) perceiving peers' emotions; and (6) absorbing peers' emotions.

Conclusion: This study highlights the importance of peer emotion in collaborative simulation and renders important implications for nursing education. [J Nurs Educ. 2024;63(11):746-754.].

背景:护理学生的情感体验与学习成果息息相关。同伴学习是护理教育和模拟教学的重要组成部分。然而,人们对学生在同伴学习中的情绪知之甚少。本研究试图深入描述护理专业学生在与同伴共同参与模拟活动时的情感体验:方法:从一项关于模拟中同伴合作临床决策的研究中获取数据。所有与情感相关的数据均通过主题分析技术进行提取、总结和解释:结果:确定了六个主题:(1) 体验多种情绪;(2) 隐藏情绪;(3) 压抑情绪;(4) 揭示情绪;(5) 感知同伴情绪;(6) 吸收同伴情绪:本研究强调了同伴情绪在协作模拟中的重要性,并对护理教育产生了重要影响。[护理教育杂志,2024;63(11):746-754]。
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引用次数: 0
Are We Readying New Faculty to Use a Growth Mindset to Support Student Success? 我们是否已做好准备,让新教师运用 "成长心态 "帮助学生取得成功?
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20241009-02
Mona Newsome Wicks
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引用次数: 0
Promoting Clinical Judgment and Communication Using Student-Led Rounding. 利用学生主导的查房促进临床判断和交流。
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240724-04
Deidra Morgan, Melissa McBride, Sarah McGraw
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引用次数: 0
Trauma-Informed Care in Undergraduate Nursing Education: An Integrative Review. 本科护理教育中的创伤知情护理:综合评论。
Pub Date : 2024-11-01 DOI: 10.3928/01484834-20240617-04
Rachel Elliott, Natalie Giannotti, Kathryn Pfaff, Edward Cruz

Background: Trauma-informed care (TIC) requires health care providers and organizations to provide care in a way that assumes everyone has a trauma history (Hopper et al.). Although there has been a recent rise to investigate TIC within various nursing specialties, knowledge related to integrating TIC into nursing curricula remains unclear.

Method: An integrative review following Whittemore and Knafl procedures synthesized the literature related to TIC in undergraduate nursing education.

Results: Five themes surfaced: (1) isolated tic integration in undergraduate courses; (2) TIC for safe learning environments; (3) inconsistent TIC definitions in nursing education; (4) prerequisite nurse educator training; and (5) students recognizing an implementation gap and seeking solutions.

Conclusion: This review highlights TIC integration challenges in nursing education, emphasizing the need for ongoing research, training, and collaboration. These efforts are vital to equip future nursing professionals with the skills to provide high-quality trauma-informed care, benefiting students, patients, and health care delivery. [J Nurs Educ. 2024;63(11):737-745.].

背景:创伤知情护理(TIC)要求医疗服务提供者和机构在提供护理服务时假定每个人都有创伤史(Hopper 等人)。尽管最近在不同的护理专业中都兴起了对创伤知情护理的研究,但将创伤知情护理纳入护理课程的相关知识仍不明确:方法:按照 Whittemore 和 Knafl 的程序,对本科护理教育中与 TIC 相关的文献进行了综合综述:浮现出五个主题:(1)本科课程中孤立的TIC整合;(2)安全学习环境中的TIC;(3)护理教育中不一致的TIC定义;(4)护士教育者培训的先决条件;以及(5)学生认识到实施差距并寻求解决方案:本综述强调了护理教育中 TIC 整合所面临的挑战,强调了持续研究、培训和合作的必要性。这些努力对于培养未来的护理专业人员具备提供高质量创伤知情护理的技能至关重要,从而使学生、患者和医疗保健服务受益。[J Nurs Educ. 2024;63(11):737-745.].
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引用次数: 0
Teaching Belonging in Nursing Using Narrative Pedagogy. 利用叙事教学法在护理学中教授归属感。
Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240626-02
Kristin Lambert

Background: As Abraham Maslow asserts, belonging is essential to achieving self-esteem and self-actualization. With increasing numbers of novice nurse burnout and a perceived education-practice gap, promoting a sense of belonging is important to nurses' growth and psychological well-being and should start in nursing school.

Method: An elective course, Belonging in Nursing, was developed to assist undergraduate nursing students in understanding the importance of belonging through narrative pedagogy. Course topics include the concept of belonging, managing moral distress, professional identity and boundaries, and readiness for practice.

Results: Student feedback was positive, including the promotion of belonging in the class through hearing others express their fears and doubts and an increased awareness of moral distress and professional boundaries.

Conclusion: Teaching Belonging in Nursing through narrative pedagogy aids in integrating this vital concept into the undergraduate nursing curriculum. Promoting belonging should start in nursing school and continue into novice nurse practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].

背景:正如亚伯拉罕-马斯洛(Abraham Maslow)所说,归属感对于实现自尊和自我实现至关重要。随着新手护士职业倦怠的人数不断增加以及教育与实践之间的差距,促进归属感对护士的成长和心理健康非常重要,而且应该从护士学校开始:方法:开发了一门选修课《护理中的归属感》,通过叙事教学法帮助护理专业本科生了解归属感的重要性。课程主题包括归属感的概念、管理道德困扰、专业身份和界限以及实践准备:学生的反馈是积极的,包括通过聆听他人表达自己的恐惧和疑虑,在课堂上增强了归属感,提高了对道德困扰和职业界限的认识:结论:通过叙事教学法教授《护理中的归属感》有助于将这一重要概念融入本科护理课程。促进归属感应从护理学校开始,并延续到新护士的实践中。[J Nurs Educ. 2024;63(X):XXX-XXX.].
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引用次数: 0
Engaging Nursing Students in Clinical Research Through a Unique Academic-Clinical Partnership. 通过独特的学术与临床合作,让护理专业学生参与临床研究。
Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240611-01
Kathryn Reilly, Mary Heitschmidt, Monique Reed

Background: A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students.

Method: Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation.

Results: Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable.

Conclusion: Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [J Nurs Educ. 2024;63(X):XXX-XXX.].

背景:两所学术医疗中心(其中一所设有护理学院,另一所设有临床研究中心 (CRC))建立了独特的合作关系,为全科护理专业的硕士研究生提供以临床研究和临床研究护士的角色为重点的专业发展课时:方法:邀请有临床研究兴趣的学生申请参加为期 32 小时的专业发展课程,课程安排在连续 4 天内进行。通过授课、观察和角色扮演等方式,让学生了解临床研究护士的角色、研究监管流程以及毕业后的就业机会:对完成课程的四批学员进行的评估表明,大多数学员都高度认同该课程的教育意义和价值:与拥有临床研究中心的学术医疗中心合作,为硕士生提供创新的专业发展时间,促进他们对实践领域(如临床研究、临床研究护士的专业角色)的理解,而这些领域并不是他们课程学习的一部分。[J Nurs Educ. 2024;63(X):XXX-XXX.].
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引用次数: 0
Using Podcasts to Facilitate Textbook Readings in a Medical-Surgical Nursing Course. 在内外科护理课程中使用播客促进教科书阅读。
Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240612-02
Elizabeth Zwilling

Background: Undergraduate students need to possess the skills to read a nursing textbook critically. Professor-made guided reading podcasts were added to a junior-level first medical-surgical nursing course to develop textbook reading skills and focus on essential knowledge points for success.

Method: A total of 148 students were asked to complete a voluntary, anonymous, cross-sectional, descriptive survey about their use and perceptions of the podcasts, with 36.49% (n = 54) of students consenting to participate.

Results: Of the participants, 61.11% (n = 33) of students listened to all or most podcasts, and 78% (n = 39) of students agreed or strongly agreed that the podcasts were helpful to their learning.

Conclusion: Implementing professor-made guided reading podcasts was a helpful educational innovation to assist nursing students in critically reading the textbook, which will be continued for future course iterations. [J Nurs Educ. 2024;63(X):XXX-XXX.].

背景:本科生需要掌握批判性阅读护理教科书的技能。在大三的第一门内外科护理课程中加入了教授制作的导读播客,以培养学生的课本阅读技能,并重点讲解成功的基本知识点:共有 148 名学生被要求完成一项自愿、匿名、横断面、描述性调查,了解他们对播客的使用和看法,其中 36.49% 的学生(n = 54)同意参与:结果:在参与者中,61.11%(n = 33)的学生收听了全部或大部分播客,78%(n = 39)的学生同意或非常同意播客对他们的学习有帮助:结论:实施教授自制的指导性阅读播客是一项有益的教育创新,有助于护理专业学生批判性地阅读教科书,在今后的课程迭代中将继续使用。[J Nurs Educ. 2024;63(X):XXX-XXX.].
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引用次数: 0
Infographics: A Novel Approach to Improve Faculty-Preceptor Communication. 信息图表:改善教师与实习生交流的新方法。
Pub Date : 2024-10-28 DOI: 10.3928/01484834-20240626-03
Brenda B McNeil, Annette Jakubisin Konicki

Background: Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience.

Method: Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences.

Results: Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience.

Conclusion: Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. [J Nurs Educ. 2024;63(X):XXX-XXX.].

背景:戒治者与教师之间的沟通以及授课时间被认为是戒治者与执业护士(NP)学生合作的常见障碍。尽管在护理学院 NP 初级护理项目中采用了传统的戒护师指导策略,但戒护师仍然对戒护经验的期望表示不确定和不明确:方法:通过调查、实地考察和焦点小组讨论等方式,从戒护师与教师的互动中获取数据,研究戒护师的戒护经验,从而为这一创新提供支持。为 NP 初级护理方向的三门临床实践课程分别制作了信息图表,阐述了对这些带教经验的期望:结果:戒护人员表示更有可能查看信息图表,并在学期期间保持信息图表的可访问性和可用性,同时对戒护体验的期望也更加明确:结论:随着信息图表的实施,戒护者和学生对护师学生实习的期望有了更透彻的理解。[J Nurs Educ.
{"title":"Infographics: A Novel Approach to Improve Faculty-Preceptor Communication.","authors":"Brenda B McNeil, Annette Jakubisin Konicki","doi":"10.3928/01484834-20240626-03","DOIUrl":"https://doi.org/10.3928/01484834-20240626-03","url":null,"abstract":"<p><strong>Background: </strong>Communication between preceptors and faculty and the time to teach have been identified as common barriers for preceptors working with nurse practitioner (NP) students. Despite traditional preceptor orientation strategies in school of nursing NP primary care programs, preceptors continued to express uncertainty and lack of clarity regarding the expectations of the precepted experience.</p><p><strong>Method: </strong>Data to support this innovation were obtained through preceptor-faculty interactions through surveys, site visits, and focus groups examining the preceptor's experience with precepting. Infographics were developed for each of the three clinical practicum courses in the NP primary care track, which address expectations for these precepted experiences.</p><p><strong>Results: </strong>Preceptors reported being more likely to review infographics, kept them accessible/available during the semester, and experienced clarity on the expectations for the experience.</p><p><strong>Conclusion: </strong>Preceptors and students expressed a more thorough understanding of the expectations for the NP student's practicums with the implementation of the infographics. <b>[<i>J Nurs Educ</i>. 2024;63(X):XXX-XXX.]</b>.</p>","PeriodicalId":94241,"journal":{"name":"The Journal of nursing education","volume":" ","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142524045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
The Journal of nursing education
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