The Journal of nursing education最新文献

Background: Incivility among health care workers negatively affects both providers and patients. This simulation-based educational intervention was designed to equip baccalaureate nursing students with real-world examples of incivility, practicing navigation through two simulated scenarios using a customized toolkit with cognitive rehearsal phrases and TeamSTEPPS tools.

Method: This three-part program, consisting of online training, in-class practice, and simulation, introduced incivility in health care. TeamSTEPPS DESC (Describe, Express, Specify, Consequences) and CUS (Concerned, Uncomfortable, Safety Issue) tools, as well as cognitive rehearsal phrases, were shared. Nursing faculty oversaw program design, data interpretation, and manuscript preparation.

Results: The program was rated highly using the Simulation Effectiveness Tool-Modified (SET-M) for debriefing, self-reflection, and learning. Lower ratings in nonclinical-focused domains aligned with the scenario's emphasis on soft skills. Students reported increased confidence in managing incivility.

Conclusion: This program enhanced communication, navigating incivility, and team-work. Future research should explore the effects of the program on practice.

Background: Interprofessional education (IPE) is an essential component of nursing education that allows students to collaborate with health professionals from different disciplines. This review identifies models of clinical-based IPE for nursing students and explores methods of evaluation.

Method: Studies included targeted prelicensure nursing students in the United States, evaluated clinical-based IPE activities, and included pre- and postquantitative evaluation of student outcomes. Framework analysis was used to examine the domains of IPE activities addressed.

Results: Eighteen studies were included. All of the studies reported at least one improved self-reported outcome. All IPE activities addressed the teamwork domain, 13 (72.2%) addressed the communication domain, 10 (55.6%) addressed the roles domain, and 8 (44.4%) addressed the values domain. Five (27.8%) activities addressed all domains.

Conclusion: Evidence shows that clinical-based IPE improves self-reported nursing student outcomes, better preparing them to enter the workforce, collaborate with other professions, and deliver high-quality patient care.

Background: A limitation in the advancement of interprofessional education is the large number of resources needed for student learning evaluation. Reflective assignments are used in interprofessional education for students to reexamine their learning while reflecting on past professional practice and their aims to incorporate interprofessional collaboration into future practice. However, analyzing the meaning of these reflections is time consuming.

Method: Using a qualitative descriptive design, this study reviewed the outputs of traditional independent coding and theming by humans versus computer-generated coding and theming by a large language model to evaluate interprofessional reflections.

Results: Study results indicate that currently, outputs of large language models are not identical to a human team for reflexive thematic qualitative analysis.

Conclusion: Large language models provide one method to efficiently review large data sets. However, there are limitations to these models. Large language models should be used in conjunction with other evaluation methods.

Background: Peer tutoring enhances academic success and confidence in nursing students. Effective peer tutoring requires preparation, focusing on teaching and learning modalities to equip tutors with the necessary skills, knowledge, and confidence.

Method: Utilizing a backward-design approach, this project developed and implemented an evidence-based peer tutor training program to improve peer tutors' confidence in their knowledge and skills in teaching other students. The training included asynchronous modules on key tutoring principles and one in-person simulated session. Undergraduate baccalaureate nursing students who met the criteria and were interested in tutoring completed the training.

Results: Confidence in peer tutoring was measured using pre- and postsurveys. Peer tutors reported a 43% increase in confidence and demonstrated improved tutoring skills.

Conclusion: Evidence-based preparation enhances tutors' knowledge, confidence, and competency, enabling them to teach other students.

Background: Burnout in student and professional nurses contributes to academic attrition, decreased academic success, turnover, and poor quality of care. This study aims to determine which educational interventions are successfully being used to prevent burnout and promote resilience in undergraduate nursing students.

Method: This systematic literature review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting guidelines. Faculty-initiated practices aimed at preventing burnout and promoting resilience in undergraduate nursing students are identified and evaluated. A total of 406 articles were identified as relevant to the research question, and 10 studies were ultimately included in the systematic literature review.

Results: Narrative synthesis was used to group interventions into the following five common themes: mindfulness, stress education, psychological skill building, social support, and exploring professional identity.

Conclusion: The findings provide guidance for nurse educators to reference when incorporating burnout prevention and resilience promotion activities in curriculum.

Background: It is important to elicit the views of peer mentors and peers about their experiences to guide the structuring of peer mentoring programs. The aim of this study is to explore the views of peer mentors and peer nursing students on their experiences.

Method: This exploratory qualitative study was conducted with 13 peer mentors and 11 peers in nursing faculties. The data were collected through focus group interviews using semistructured interview forms and were analyzed using MAXQDA software.

Results: Concerning the views of the participants' experiences on peer mentoring in nursing education, six main themes (i.e., the concept of peer mentoring, peer mentor characteristics, issues requiring peer mentoring, contributions of peer mentoring, difficulties experienced in peer mentoring, suggestions for peer mentoring) and 20 subcodes were determined.

Conclusion: It was concluded that the participants highlighted the contributions of peer mentoring, the difficulties experienced, and their suggestions for strengthening it.

Background: Nurses are often the first to observe the effects of climate change on patients and communities, yet nursing education often fails to adequately address these effects. The Planetary Health Report Card (PHRC) is a tool to evaluate integration of planetary health in health professional education. This article describes an effort to complete a PHRC for a College of Nursing (CON).

Method: To determine a grade for each evaluation category of the PHRC, students assessed course curricula, institutional opportunities and policies, and faculty projects.

Results: Overall, the CON received a 42% (letter grade: C) on the PHRC. The curriculum section scored the highest at 56%.

Conclusion: This PHRC provides groundwork for the CON to improve integration of planetary health into nursing education. Scores indicate more work is needed to ensure nurses graduating from the CON are prepared to address climate health needs of patients and communities.