The Journal of nursing education最新文献

Background: The purpose of this qualitative study was to evaluate the effects of curricular changes made to foster graduate students' understanding of how they can be catalysts of change. For more than a decade, the concept of the citizen nurse has been woven into coursework in nursing education, thus indicating an evaluation process was needed.

Method: Ten oral history interviews were completed with current students or alumni. Data were analyzed for codes, allowing the final themes to emerge.

Results: Two main themes emerged. Students reported (1) having a new understanding of what it means to be a nurse and (2) feeling more prepared to take action.

Conclusion: Students felt more prepared to lead change as the result of curricular changes that supported their ongoing education. [J Nurs Educ. 2024;63(9):626-629.].

Background: Because of the importance of genetics and genomics for health care, efforts to promote inclusion of genetics and genomics in undergraduate nursing programs has increased in the past 20 years. However, the success of these efforts has not been measured recently.

Method: Information from Commission on Collegiate Nursing Education accredited 4-year baccalaureate nursing programs in the United States was searched, and program administrators were surveyed regarding inclusion of genetics and genomics in program requirements.

Results: More than half (57%) of 711 programs analyzed included genetics and genomics in their curriculum, with <6% of programs requiring a standalone course. Although 43% of programs did not mention genetics and genomics in their curriculum, some programs that did not specifically identify genetics and genomics in course descriptions may incorporate these topics.

Conclusion: Despite the growing importance of genetics and genomics in health care, many prelicensure baccalaureate nursing programs include little instruction on these topics. [J Nurs Educ. 2024;63(9):613-618.].

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.].