The Journal of nursing education最新文献

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.].

Background: The integration of morbidity and mortality (M and M) conferences into advanced practice nurse (APN) nursing curricula is a novel approach aimed at enhancing education, reflective learning, and continuous improvement. M and M conferences have traditionally been a standard practice for medical specialties, yet a gap exists in their utilization within APN education.

Method: A quasiexperimental pilot study with 20 student registered nurse anesthetists was conducted at a large urban academic center. The General Self-Efficacy Scale was utilized to evaluate student self-efficacy and confidence in managing adverse events.

Results: Significant improvement in self-efficacy scores (p = .003) postintervention indicated the educational benefits of M and M conferences. All participants reported increased confidence in navigating unexpected events.

Conclusion: The M and M conference is a valuable tool within APN education for cultivating self-efficacy and confidence in navigating adverse events. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Maternal substance use disorders (SUD) have challenged relationships between women with SUD and their nurses. Nurses have reported biased attitudes toward women with SUD, which can interfere with their care. However, it is not well known how nursing students perceive women with SUD and their infants. This article describes nursing students' attitudes toward women with SUD, which can be used to inform educational strategies.

Method: An inductive content analysis was used to analyze 76 reflection papers written by nursing students at a midwestern university.

Results: Three main themes were identified: (1) stigma toward women with SUD; (2) concerns for infants with neonatal abstinence syndrome; and (3) influence of clinical experiences on attitudes toward women with SUD.

Conclusion: Nursing students need more evidence-based guidance on managing their biases as well as the biases of nurses who work in maternity settings. [J Nurs Educ. 2024;63(10):659-664.].

Background: Emotional intelligence (EI) enables the regulation of emotions and facilitates interpersonal relationships. This is essential for managing emotionally charged situations and developing skills to provide quality care.

Method: A systematic review was conducted according to PRISMA recommendations in Web of Science, Scopus, CINAHL, and PubMed databases to describe the levels of EI, identify differences according to gender, and determine the relationship of EI with health, academic, and clinical performance in nursing students.

Results: Average levels of EI were found; in five of the studies, the levels were higher among females. An association between high levels of EI and improved academic and clinical performance and health also was found.

Conclusion: Future research on EI education programs for nursing students is essential for the development of skills and abilities that improve well-being, academic performance, and quality of health care. [J Nurs Educ. 2024;63(10):686-692.].

Background: Undergraduate nursing students are unprepared to manage patients demonstrating escalating aggressive behavior encountered during their clinical placements. Confidence and competence surrounding de-escalation skills can be achieved through virtual simulated learning opportunities. This study evaluated undergraduate nursing students' perceptions of confidence and success in their de-escalation skills following a virtual simulation intervention.

Method: A quantitative, one-group pretestposttest design was used to complete this study. Students (n = 33) completed a 10-question demographic questionnaire with four additional questions on participants' psychosocial well-being considering the pandemic, and a nine-question pre- and postvirtual simulation de-escalation confidence and knowledge survey.

Results: Virtual simulation had positive effects on participants' feelings of confidence and success. Male students and students who reported Caucasian as their ethnicity were the most comfortable with de-escalating behaviors.

Conclusion: These findings emphasize the effectiveness of de-escalation education. [J Nurs Educ. 2024;63(10):698-702.].

Background: More than half of women and one third of men have experienced sexual violence in their lifetime. Nurses must be able to screen and treat patients who have experienced sexual assault, yet they may lack the knowledge and identification skills based on their exposure to content in their undergraduate nursing programs. This study examined the current state of the science regarding sexual assault and violence education in undergraduate nursing curricula.

Method: This scoping review was guided by Levac's five-step framework. Databases were searched using the key terms "nursing education" and "sexual assault education."

Results: A total of 501 articles were identified; eight articles were included in the review. Themes of knowledge, confidence, and educational preparedness emerged.

Conclusion: Despite the importance and prevalence of sexual assault, limited educational content is provided in undergraduate nursing schools. Results urge implementing educational didactic, simulation, and clinical placement opportunities to improve nursing students' knowledge. [J Nurs Educ. 2024;63(10):665-670.].