The Journal of nursing education最新文献

Background: Hot debriefing occurs shortly after simulations or real-life events, whereas cold debriefings occur after 24 hours. This integrative review examined the effects of hot versus cold debriefing after simulation on prelicensure students.

Method: Whittemore and Knafl's five-stage method was followed. Databases searched included PubMed, CINAHL, Scopus, and PsycINFO. The inclusion criteria were studies published in English that involved prelicensure nursing students and measured the effect of hot or cold debriefing.

Results: Themes emerged from 10 studies and included clinical judgment and decision making, knowledge and skills, participant experiences, reflection, and psychological safety and self-efficacy.

Conclusion: Hot debriefing was preferred by participants, but cold debriefing resulted in higher knowledge and skills scores. In addition, students in the cold debriefing group were more conformable and in a safe environment compared with the hot debriefing group. Drawing a strong conclusion was difficult due to heterogeneity in study designs and methods. [J Nurs Educ. 2024;63(10):653-658.].

Background: Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV.

Method: Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted.

Results: Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors.

Conclusion: This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [J Nurs Educ. 2024;63(10):671-678.].

Background: Nursing tests are considered a high-stakes method of evaluating students' mastery of learned concepts and a means to prepare students for the licensing examination. After observing a downward trend in nursing program graduates' NCLEX-RN pass rates, an increase in test question issues, and anticipating the NCLEX-RN changes to the NGN format in 2023, the department sought to increase test quality.

Method: Using shared governance, faculty mentorship, and evidence-based test practices, a testing methodology and process was created by implementing a test review committee.

Results: Implementation of the test review committee demonstrated a significant improvement in the quality of tests administered, facilitated improved faculty test development, and increased student preparedness for the 2023 NGN examination by demonstrating a 100% pass rate.

Conclusion: Although implementing the test review committee and changing test practice required continued faculty support and mentorship, the outcome produced a standardized quality testing process that demonstrated student success. [J Nurs Educ. 2024;63(10):679-685.].

Background: Examining nursing students' perceptions of prebriefing and what components are most effective in preparation for simulation may help standardize prebriefing and enhance learning experiences.

Method: This qualitative descriptive study explored the perceptions of prebriefing, prework assignments, and what methods of prebriefing increased self-confidence when undergraduate nursing students participated in simulation. An inductive approach to content analysis was used to interpret the data.

Results: Two themes that emerged from the data were preparation is essential to simulation success and preparation is essential to future success. Additionally, five subthemes were identified: understanding content in advance, logistical clarity, well-prepared students are invested, increased self-confidence, and pride in education and learning.

Conclusion: Prebriefing is essential to simulation and undergraduate nursing student success. Although prebriefing practices vary between educators, undergraduate nursing students valued prework and expressed a preference for written assignments. Overall, students perceived prework as increasing their self-confidence during simulation. [J Nurs Educ. 2024;63(10):693-697.].

Background: Information about vaccine-preventable diseases (VPDs) and vaccinations should be included throughout nursing curricula to prepare future nurses to promote vaccination with patients and combat misinformation.

Method: In a large, pre-nursing course, faculty designed a self-directed activity focused on VPDs and vaccinations that required students to analyze various sources and create presentations about these topics.

Results: Student feedback indicated the learning outcomes of this educational intervention were largely met and that students felt positive about this type of activity overall.

Conclusion: Including information in early nursing courses regarding VPDs and vaccinations can positively influence students' knowledge, confidence, and perceptions of these topics. Independent student projects involving higher cognitive domain levels can be successfully integrated into large pre-nursing courses. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: The undergraduate nursing students enrolled in community health nursing clinical course must assess vulnerable populations impacted by social determinants of health and develop appropriate population-specific and evidence-based community interventions. However, students struggle to associate community-based experiences with learning and clinical course objectives. This article describes the experiential learning theory approach to guide and enhance student learning in the undergraduate community health nursing clinical course.

Method: Kolb's experiential learning theory was used to guide self-reflection process after clinical experience for undergraduate nursing students in their last semester of their education.

Results: The guided reflection helped nursing students translate experience into concepts and associate community-based clinical experience with their learning to meet clinical course objectives.

Conclusion: Kolb's experiential learning theory is transformative in enhancing student learning in community health nursing care clinical education. The landscape of teaching and practice environment is evolving; therefore, teaching methods must follow suit. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Substantial discrepancies exist in how research, evidence-based practice (EBP), and quality improvement (QI) are taught to nursing students across academic levels. As nursing education programs adopt the new The Essentials: Core Competencies for Professional Nursing Education and move toward competency-based education, prelicensure and advanced nursing students will need to demonstrate research, EBP, and QI competencies; therefore, faculty must possess the knowledge and skills to teach these paradigms' differences and integration.

Method: An evidence-based approach that builds on the literature and our experience as nurses and educators was used to develop this educational innovation.

Results: An innovative representation in table and figure format of the differences and interdependence of research, EBP, and QI is presented herein.

Conclusion: These documents clarify the evolving differences, similarities, and synergies as a framework for faculty development. [J Nurs Educ. 2024;63(X):XXX-XXX.].