The Journal of nursing education最新文献

Background: Although simulation-based education plays a vital role in nursing education, it consistently induces high levels of anxiety among nursing students. This study aimed to implement a mindfulness intervention to alleviate anxiety in nursing students during simulation sessions.

Method: This randomized controlled trial study included 54 nursing students. Both survey and emotion track system data were collected and analyzed using multivariate analysis of covariance.

Results: The intervention effectively reduced anxiety among students in the experimental group compared with students in the control group during simulation sessions. The frequency (F[1, 53] = 6.145, p = .016), intensity (F[1, 51] = 3.771, p = .050), and duration of anxiety felt by students (F[1, 50] = 4.223, p = .017) decreased after the intervention. However, no long-term effects of the intervention were identified.

Conclusion: The implementation of a mindfulness intervention successfully alleviated anxiety among nursing students during simulation. [J Nurs Educ. 2024;63(9):577-583.].

Background: Point of Care Ultrasonography (POCUS) is customary practice in the clinical setting. Formal training ensures competent skills using POCUS but is lacking. Preparing nurse practitioners in POCUS with gamification is an innovative educational tool.

Method: The Attention, Relevance, Confidence, and Satisfaction (ARCS) model was used to implement POCUS. Learners participated in a bracket-style elimination tournament.

Results: Learners (N = 109) in the adult-gerontology acute care nurse practitioner track participated. Eighty-eight Bachelor of Science in Nursing (BSN) to Master of Science in Nursing and 21 BSN to Doctor of Nursing Practice learners. Extremely satisfied with the experience were 72.36%, 67.11% were somewhat comfortable, 10.53% were extremely comfortable, and 11.84% were somewhat uncomfortable using POCUS.

Conclusion: Gamification for POCUS training is a practical tool to develop knowledge and comfort using ultrasound. Adult learners retain information in various modalities and gamification offers them a multimodal learning opportunity that increases competency. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students.

Method: A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach.

Results: Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms.

Conclusion: The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Nurse educators may find it difficult to teach crucial content while imparting the caring values and identity of the nurse that Jean Watson described. Engaging with caring in learning requires moving beyond traditional formats that do not engage emotional/affective contemplation in application.

Method: A mini course was designed to expose undergraduates to the principles and personal application of the 10 Caritas Processes^® using three interrelated contemplative activities.

Results: Student comments and journals are presented as evidence of understanding the purpose of caring values and how to begin to apply them in practice.

Conclusion: Contemplative activities aid in developing caring values necessary for practice. Caring is important for sustained practice and research is needed regarding the effectiveness of contemplative methods in imparting caring values, forming professional identity, and long-term effect on nursing practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Nurse educators have been challenged to creatively implement the clinical judgment model (CJM) across the curriculum. Opportunities exist to utilize rich patient data in clinical debriefing.

Method: Rolling Through the Complications with the CJM, a scripted clinical debriefing tool, was created to help students think beyond the clinical day and apply clinical judgment to potential complications. In a pilot study, five medical-surgical clinical instructors implemented the clinical debriefing tool.

Results: Survey responses from 29 students following the clinical debriefing expressed the activity was a positive experience encouraging focused analysis beyond typical post-conference discussions. Comments focused on critical thinking, collaborative learning, application to future practice, and holistic care.

Conclusion: Clinical post-conferences offer excellent opportunities to implement scripted debriefing encompassing the CJM. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Disaster education for nurses at all levels is imperative to improve the ability for communities to be prepared to respond and recover from disasters and public health emergencies. A variety of educational strategies are available to deliver this vital content.

Method: A variety of strategies to deliver necessary disaster nursing education are discussed. The development of online disaster response modules for nurses at all levels from nursing student through advanced practice, delivered via a learning management system is described along with standard approaches to disaster content delivery.

Results: All methods of teaching disaster nursing competencies are valued.

Conclusion: Through the effective online approach, nurses can receive disaster management training at the time and location that is most comfortable and convenient for them, thus increasing the potential to train more nurses in this important content area. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Fundamentals of Nursing students at a large school of nursing in the Midwest reported difficulty using their course textbooks. There was also an increase in course failures and a decrease in performance on a Fundamentals of Nursing National Council Licensure Examination (NCLEX-RN^®) preparatory proctored examination.

Method: A pilot project was implemented to evaluate the effectiveness of interactive, online learning modules compared to textbook readings on student performance, access and use of resources, and student experience.

Results: Following the pilot there was a significant improvement in course grades among traditional but not accelerated students using the modules compared to those using the textbook. Students reported that the modules were more engaging, cost-effective, and appealing to various learning styles. Weaknesses identified were the module lengths and technological concerns.

Conclusion: The online, interactive modules engaged students with course materials, reduced costs, and may have changed student performance. Additional research is needed among students in other courses and programs. [J Nurs Educ. 2024;63(X):XXX-XXX.].