The Journal of nursing education最新文献

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.].

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.].

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.].

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.].

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.].

Background: Instructors used generative artificial intelligence (AI) as a teaching tool in a third-year baccalaureate nursing leadership course to help students understand and critique a change management proposal.

Method: Instructors used generative AI to develop a sample section of a change proposal for students to critique in class followed by a class discussion.

Results: Using generative AI enabled instructors to quickly develop a sample section of a change proposal for students to critique. During this learning activity, students recognized the importance of verifying information generated by AI sources for accuracy with evidence-informed sources. Students reported that critically appraising the sample provided clarity on the assignment.

Conclusion: Leveraging generative AI in the classroom is a time-effective way for instructors to create learning activities for students, clarify the expectations for the assignment, and promote the importance of verifying information from AI sources. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Intraprofessional simulation and training in acute care nursing specialties can generate synergies that will promote safe, quality patient care.

Method: Implementation of multiple intraprofessional simulations across the life span allowed for sharing of faculty and simulation resources. Simulations encompassed both adult and pediatric patients and consisted of airway skills, point-of-care ultrasound, and a multi-skills day encompassing vascular access experiences, chest tube placement, and lumbar puncture.

Results: During 5 years, 235 graduate students across three advanced practice nursing specialties participated in the intraprofessional simulation. Learner feedback showed improved confidence, benefit to future practice, and improved clinical judgment via these intraprofessional simulations.

Conclusion: Future development of standardized and validated assessments to evaluate each skill will provide quantitative metrics for each clinical skill set and patient population. Further, additional initiatives will include both continuing and expanding intraprofessional simulation offerings, as well as developing interprofessional simulations with physician assistant and perfusionist colleagues. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Integrated behavioral health care (IBH), a team-based approach to care, involves behavioral health providers (BHP) to be utilized in primary care settings. Unfortunately, many BHP and primary care advanced practice nursing students do not receive IBH content in their educational curriculum. This article describes an innovative interprofessional simulation project (ISP) in a virtual IBH setting with primary care nurse practitioner and master's level counseling students.

Method: The ISP involved students role-playing using case studies while enacting the roles exemplified in the Collaborative Care model (CoCM). Interprofessional faculty collaborated in developing the project and training facilitators and interprofessional students.

Results: Of the students and faculty who completed a postsurvey, 87.7% reported an increase in preparedness in learning the CoCM, and 92.6% responded the preparation time for the project was "appropriate."

Conclusion: The ISP project resulted in high satisfaction and perceived increased preparedness for students and faculty to practice and teach IBH. [J Nurs Educ. 2024;63(X):XXX-XXX.].