The Journal of nursing education最新文献

Background: The purpose of this study is to examine the self-reported knowledge, attitudes, and perceived barriers to the integration of genomic concepts into the nursing curriculum among nursing faculty in the United States.

Method: A cross-sectional descriptive correlational study using a convenience sample was conducted to survey 150 nursing faculty in the United States. Data were collected via Qualtrics using the Genomic Nursing Concept Inventory (GNCI), the Genetics and Genomics in Nursing Practice Survey (GGNPS), and a demographic data form.

Results: The mean score on the 31-item GNCI was 13.6, and the mean GGNPS 12-item knowledge score was 9.1. Age, educational preparation, and active clinical practice did not make a significant difference in the knowledge of the participants.

Conclusion: Professional development, intentional enrollment in genomic-specific courses, and clear expectations can improve faculty knowledge, which can foster curricular integration.

Background: Nursing presence is defined as the physical and emotional availability of the nurse to the patient. Intentional presence is essential to person-centered nursing care. Increased use of technology during care could potentially threaten the humanistic connection between the nurse and patient. Few studies have explored presence from a student perspective. This study explored prelicensure nursing students' perceptions of nursing presence during a clinical learning experience.

Method: Nursing presence as an intervention was discussed during the first-level medical-surgical nursing course. Students (N = 32) answered open-ended questions about their perceptions of nursing presence during their clinical learning experience. The 12 items from the Presence of Nursing Scale-RN Being With subscale served as the codebook to guide the analysis.

Results: Students identified 106 examples of nursing presence, representing all 12 items on the Being With sub-scale.

Conclusion: Teaching students about nursing presence can serve as the foundation for person-centered nursing care.

Background: Experiential learning experiences addressing the needs of underserved populations have been recognized by the National League of Nursing as an important component of nursing education. Engaging students in academic experiences involving community partnerships enhances interprofessional and leadership skills to address social determinants of health (SDOH).

Method: Undergraduate community health nursing students participated in the development of a youth health promotion program in an underserved community with a primarily Hispanic population. Students engaged in program development, implementation, community partner collaboration, and outcomes evaluation.

Results: Students reported the health promotion program provided them a unique experience helping an underserved community with limited resources. Students further noted the importance of culturally congruent interventions that are tailored to the population being served.

Conclusion: Engaging nursing students in academic partner collaborations addressing SDOH is an important step in preparing students to lead, develop, and implement community health interventions in their future practice.

Background: Many individuals with disabilities face challenges in education and employment despite having legal protection. This study examined laws governing nursing and education, focusing on how they affect individuals with disabilities pursuing nursing careers.

Method: Using the READ document analysis approach, we reviewed state nurse practice acts across the United States.

Results: Ten states included accommodations or anti-discrimination language. In comparison, 34 states had language that could exclude persons with disabilities without any mention of accommodation, and 10 states had no laws with language about disabilities or accommodations.

Conclusion: The lack of specific language in laws may lead to discrimination for persons with disabilities attempting to enter nursing education due to various interpretations of the law. Nursing education should adopt inclusive standards for admission and outcome measures for nursing students. Regulatory bodies should adopt more specific and inclusive language in their laws.

Background: Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The risk of exposure to critical incidents coupled with the potential for re-traumatization from past personal experiences adds complexity to teaching and learning in the clinical environment.

Method: Providing clinical nurse educators with tools to facilitate timely and supportive conversations with students who have experienced clinical related critical incidents are imperative. The Promoting Excellence and Reflective Learning in Simulation (PEARLS) framework, with emphasis of a trauma-informed approach (TIA), may be used by clinical educators to guide supportive conversations with students who have experienced these unexpected events.

Results: Clinical educators' use of the PEARLS debriefing framework underpinned by a TIA creates opportunities for students to express their initial emotions, explore new insights, and navigate next steps.

Conclusion: Supporting nursing students after a clinical related critical incident requires educators to be flexible and adaptable by offering individualized and personalized assistance to learners.

Background: This study aims to validate a clinical language-centric self-assessment of emotional intelligence (EI) and burnout, examining the differences in EI and burnout subscales between accelerated baccalaureate nursing students (ABSN) and traditional baccalaureate nursing students (TBSN). Findings will inform curricular changes to support EI development.

Method: Junior-level TBSN (n = 172) and first-semester ABSN (n = 72) students completed the Maslach Burnout Inventory (MBI) and the Scale for Emotional Functioning in Medicine (SEF: MED). Demographic data also were analyzed. The independent-samples Mann-Whitney U test was used to compare the two groups.

Results: Significant differences were found in two subscales: emotional exhaustion (MBI) and emotional management (SEF: MED), indicating varied EI and burnout experiences between the groups.

Conclusion: Understanding differences in EI and burnout perceptions among nursing students will enable faculty to design curricular changes that can enhance EI and reduce burnout in future nurses.

Background: Assessment Technologies Institute (ATI) Test of Essential Academic Skills (TEAS) and grade point average (GPA) are commonly used cognitive parameters to determine student admission and success in associate degree in nursing and Bachelor of Science in Nursing programs. The efficacy of such parameters should be evaluated to promote an equitable admissions process.

Method: Utilizing an exploratory research design, historical enrollment trends were analyzed to evaluate the effect on new student admission. Pearson's correlation was used to understand the correlation between ATI TEAS scores and extracted GPA.

Results: The new admission standards resulted in a nearly 75% decrease in new student enrollment. No correlation was found between extracted GPA and ATI TEAS domain scores or extracted GPA and overall ATI TEAS success.

Conclusion: Admissions standards should assess students' cognitive and non-cognitive abilities while striking a balance between concerns about enrollment, attrition, diversity, and program outcomes. Institutions should strive to establish mission-driven admission policies, fully acknowledging the barriers, potential implications, and predictability of each measure.

Background: The 2021 American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education was the accelerant for moving nursing academia toward competency-based education (CBE). CBE is grounded in ongoing mastery with consistent progression throughout the program. Resources are needed for integrating the new Essentials into nursing programs.

Method: A team of nurse educators worked to gain understanding of the Essentials and CBE. The end product was development of a scaffolded learning tool (SLT) to guide faculty.

Results: The SLT incorporates outcome statements reflecting introduction, reinforcement, and mastery for each subcompetency. Each subcompetency has an exemplar of teaching strategies for nurse educators to use within their courses, with suggested curriculum placement.

Conclusion: The SLT serves as a guide for nurse educators to apply the Essentials through integration of Bloom's taxonomy to prepare competent nurses.

Background: Earn While You Learn" (EWYL) programs allow nursing students to start their careers by earning an income and becoming comfortable in the practice environment while completing educational requirements for their degrees.

Method: The purpose of this study is to examine the state of EWYL programs in prelicensure registered nursing education in Missouri. An email survey was sent to all Schools of Nursing in the state.

Results: Schools of Nursing reported enhanced relationships with clinical partners and variations in implementation of the programs. Participants thought the benefits of programs to schools, hospitals, and students outweighed the drawbacks. Little is known about the effect of programs on graduate nurse retention rates.

Conclusion: EWYL programs offer advantages, including increased student satisfaction. Further study is needed to determine the effect of these programs on new nurse retention and transition to practice.

Background: Nurses exemplify innovation as they navigate the dynamic and ever-evolving health care environment. The Three Cs of Innovation™-creativity, courage, and connection-are introduced as foundational competencies for fostering innovation in nursing.

Method: This article presents a framework for embedding the three Cs into nursing education. The framework is explored through real-world examples and evidence-based practices, highlighting the role of creativity in problem solving, courage in challenging norms, and connection in team building.

Results: The framework supports the development of a mindset that enhances both innovation and well-being. Additionally, curiosity, introduced as a "fourth" C, plays a critical role in fostering inquiry and diverse perspectives.

Conclusion: The Three Cs of Innovation provides a practical, streamlined approach to integrating innovation into nursing curricula. By nurturing these competencies, nurses are empowered to excel in practice, become more engaged, and promote resilience and well-being in health care teams.