The Journal of nursing education最新文献

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.].

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.].

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.].

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.].