The Journal of nursing education最新文献

Background: This systematic review examined differences in learner outcomes between traditional learning models (TLMs) and dedicated education units (DEUs) in undergraduate nursing programs.

Method: Six databases were searched to identify peer-reviewed literature published between 2000 and 2025. Fifteen articles informed this review.

Results: Included studies focused on various student outcomes including evaluation of students' perceptions and student performance. Themes around student perception included learning environment, learning opportunities, and learning performance. Themes around performance included standardized exams, course exams, competency exams, and preceptor evaluation of competency development.

Conclusion: Main findings indicate the DEU model for clinical education enhances student satisfaction with the learning environment, increases learning opportunities, and improves self-perceived learning performance. The effects of DEUs on student performance outcomes require additional research, but preliminary research suggests a positive relationship between the DEU and competency development.

Background: This study investigated the influence of belongingness, self-efficacy, and clinical learning support on readiness for nursing practice and explored the role of demographic factors and nursing program differences.

Method: A quantitative, descriptive approach was used to explore undergraduate prelicensure senior nursing students' perceptions across the United States.

Results: Descriptive statistics, Pearson correlation, and multiple linear regression demonstrated students in traditional Bachelor of Science in Nursing programs reported significantly higher scores across all domains compared with those in associate degree programs (p < .01). Similarly, students in programs with ≤400 clinical hours and those assigned only one preceptor scored significantly higher on all measures (p < .01 and p < .05, respectively). Regression analysis indicated self-efficacy and learning support explained 47.9% of the variance in practice readiness (p < .05).

Conclusion: These findings share how clinical experiences shape students' readiness for nursing practice. Recommendations include optimizing clinical hour requirements, limiting preceptor variation, and enhancing support systems.

Background: This study assessed the validity of a widely used standardized exit exam (E2) as a predictor of Next Generation NCLEX (NGN) and examined the relationship between policies governing E2 use in programs and success on the NGN.

Method: A total of 32 programs across the United States and Canada provided NGN outcome information for 1,753 students who took the E2 in April to December 2023, and 36 programs provided information about their policies.

Results: Students who achieved an average E2 score of 850 and above had an NGN first-time pass rate (FTPR) of 98%, significantly higher than those with average scores under 850. Policies such as test preparation requirements and remediation for the E2 were associated with significantly higher student E2 benchmark attainment.

Conclusion: This study presents updated evidence on the validity of the E2 and expands research in the ways specific policies can support student success on the E2 and, by extension, potentially the NGN.

Background: Traditional grading including points accumulation, averaging performance over the course, and grading behaviors may be inequitable since they may benefit more privileged students. Bias-resistant, equity-based grading that emphasizes learning is recommended.

Method: Faculty at different universities in undergraduate and graduate nursing courses designed and implemented two types of alternative grading projects. Faculty and student feedback on these grading practices were reviewed. Specifications grading provides opportunities to demonstrate achievement of learning outcomes allowing learners to select the grade and assignments and revise unsatisfactory work. Labor-based grading is particularly suitable for writing assignments that involve iterative processes, as it provides a fair grading structure accommodating students at various skill levels and evaluates student progress in developing writing skills.

Results: In the exemplars provided, learners achieved course outcomes. Learners and faculty were satisfied with the experience.

Conclusion: Specifications and labor-based grading demonstrate potential to assess learners' achievement of learning outcomes more equitably.

Background: Identifying students' stress state surrounding simulation-based learning experiences can inform educators on the facilitators and barriers for learning in simulation-based learning experiences. This project aimed to determine students' perception of stress before and after a multiple-patient, high-fidelity simulation-based learning experience.

Method: This project employed an observational pretest-posttest methodology to measure students' perception of stress around a multiple-patient, high-fidelity simulation that focused on clinical judgment, priority setting, and teamwork. The Short Stress State Questionnaire was utilized to measure distress, engagement, and worry. Wilcoxon sum-rank tests were performed to evaluate changes in the three domains.

Results: 149 prelicensure students completed both pre- and posttests. Analysis showed a significant increase in engagement and decrease in distress but no change in worry from pretest to posttest.

Conclusion: At balanced levels, stress can prompt alertness and engagement. Measuring student stress states when participating in simulation can inform the creation of optimal learning environments.

Background: Critical thinking may be enhanced by emotional intelligence (EI) and mindfulness (MF). This study explored the influence of reflective practice and mindful breath and movement exercises on EI and MF among baccalaureate nursing students.

Method: Using a mixed-methods design, participants (n = 24) responded to reflective prompts and engaged in mindful breath and movement exercises. Participants completed EI and Mindful Attention Awareness Scale (MAAS) pre- and posttests. A paired-samples t test examined the difference in mean scores. In vivo and focused coding was used for qualitative analysis.

Results: Analysis revealed statistically significant increases in EI (7.5) and MAAS (10.38) mean scores from time 1 to time 2. Qualitative analysis revealed three themes: (1) awareness of self; (2) awareness of other people; and (3) awareness of self-growth.

Conclusion: Results suggest that integrating EI-building strategies into nursing curricula may positively influence EI and MF among students. This is important since emotional competencies support nurses' critical thinking skills in providing safe patient care.

Background: Effective presentation skills are essential for nursing students' professional development. This study evaluated the effects of an elective health care presentation course on communication skills, anxiety, self-efficacy, empathy, and health literacy.

Method: A quasiexperimental design was used. Participants self-selected into either the intervention group (n = 49), enrolling in a two-credit health care presentation course, or the control group (n = 54). Generalized estimating equations were used to analyze the intervention effects.

Results: The intervention group demonstrated significant improvements compared with the control group in communication competence (β = 9.13, p < .001), oral presentation evaluation (β = 14.36, p < .001), self-efficacy in presentation (β = 12.38, p < .001), empathy (β = 10.38, p = .002), and health literacy (β = 5.18, p < .001), and a reduction in communicative anxiety (β = -8.90, p < .001).

Conclusion: A theory- and practice-based health care presentation course effectively improved nursing students' presentation-related skills. These findings suggest that integrating such courses into nursing curricula could better prepare students for professional communication in health care settings.