The Journal of nursing education最新文献

To finish out the Methodology Corner's focus in 2025 on questionable research practices, attention is called to the problem of HARKing. When research works omit that a finding being reported on and explained was discovered post hoc, a number of unwanted problems can ensue. Several strategies are suggested that might help our community manage the problems associated with HARKing.

Background: Supporting graduate nursing students' well-being is a priority. Meaningful support begins with knowledge of students' health and self-care activities as they begin graduate education. Studies show RNs may suffer from burnout and poor health. These stressors can influence academic success. This pilot study investigated the health and self-care practices of newly enrolled graduate nursing students and identified potential health care needs.

Method: Using an anonymous online survey, this descriptive study explored students' health status, mental health, and self-care practices.

Results: A total of 74 students completed the survey. Anxiety and depression were the most frequently identified chronic illnesses. Approximately half of the students screened positive for depression and anxiety, and more than half experienced burnout symptoms. Lack of exercise and sleep were common. Students lacked knowledge of university health resources.

Conclusion: Results inform the need for nursing programs to provide enhanced, ongoing physical and mental health support for graduate nursing students.

Background: A Doctor of Nursing Practice (DNP) Program extended its admission criteria to include both Masters- and Bachelor of Science in Nursing-prepared students, thereby increasing annual average enrollment from 12 to over 100 students. This increased enrollment precipitated a time-sensitive need to overhaul the DNP Project process to accommodate large student cohorts.

Method: A task force was formed and charged with designing the structure, processes, and outcome measures of a DNP Project to accommodate large student cohorts and be scalable in response to future fluctuations in cohort sizes.

Results: Three DNP Project courses, delivered in a series, were redesigned and successfully implemented. Additionally, an innovative faculty workload model was developed and approved by school administration.

Conclusion: Training DNP students to engage in the health care system, implement actions to improve care, and evaluate effectiveness can drive significant improvements in health care and health outcomes and expand their skills as DNP-prepared nurse leaders.

Background: Supporting graduate nursing students from diverse backgrounds who work full-time in the clinical environment is important in increasing retention rates for advanced practice nurses. Onboarding programs designed to connect students to institutional resources have demonstrated benefits such as reducing anxiety, reducing attrition rates, and improving academic preparedness.

Method: This study used a convergent mixed-methods design to investigate the benefit of an onboarding program. In 2023, graduate students were enrolled in an onboarding course. At the end of the semester, students completed a survey measuring the benefits of the onboarding program and participated in virtual focus groups.

Results: A total of 194 graduate students were enrolled in the Student Success Corner. Sixty-seven students completed the online survey, and five students participated in four focus group interviews.

Conclusion: The survey and interview findings were united in supporting the potential onboarding programs have for promoting the success of graduate students.

Background: The transition to competency-based education in nurse practitioner (NP) programs requires a systematic approach for curriculum development and assessment. The PRIME-NP Model structures competency progression across five roles-Professional, Reporter, Interpreter, Manager, and Educator/Evaluator.

Method: A consortium of nursing schools collaborated to integrate PRIME-NP into their curricula. This article describes their experience using the model to structure curriculum development and student progression.

Results: PRIME-NP should be integrated through horizontal and vertical curriculum mapping to ensure competency development across didactic and clinical courses. Strategies such as case studies, simulations, clinical evaluations, and reflective journaling can align with PRIME-NP competencies at each level.

Conclusion: PRIME-NP provides a structured, competency-based framework for NP education, ensuring measurable skill development, competency tracking, and alignment with professional standards. As institutions adopt this model, it will play a pivotal role in preparing practice-ready NPs.

Background: Structural competency equips nurses to address health disparities by understanding social, political, and economic structures. Despite its significance, nursing education lacks standardized approaches to teaching structural competency, highlighting the need for evidence-based curricula.

Method: An integrative review followed Whittemore and Knafl's framework and PRISMA 2020 guidelines. A systematic search of CINAHL, PubMed, ERIC, Embase, and Google Scholar identified 17 relevant studies.

Results: Active learning methods, including simulations, community engagement, and policy advocacy, enhanced learner engagement and competency development.

Conclusion: Integrating structural competency into nursing curricula through experiential and reflective learning improves awareness of systemic health inequities and strengthens advocacy skills. Future research should refine teaching strategies and develop competency-based assessments to enhance implementation and evaluation in nursing education, recognizing structural competency as both a content area and an advocacy skill.

Background: Precision health is emerging as standard of care in acute and ambulatory settings. Foundational education of genetic and genomic content is needed in prelicensure nursing curriculum. An International Society of Nurses in Genetics task force was created to identify key content for entry-level practitioners.

Method: The task force reviewed the literature and syllabi from existing undergraduate courses to inform the development of entry-level student genomic competencies.

Results: Nine genomic competencies were identified. A crosswalk mapped the competencies to select professional organization standards.

Conclusion: The crosswalk assists prelicensure nursing faculty to integrate genomic competencies into existing curriculum programs or stand-alone courses. Future steps include consultation with international nursing genomic experts to standardize curricular competencies for use by nurse educators around the world. The crosswalk links these competencies to professional standards, which provides robust demonstration of attention to accreditation requirements.

Background: This article outlines an innovative practice implemented within a nursing program, utilizing a Continuous Quality Improvement (CQI) model to enhance exam item writing and evaluation techniques. A systematic review of NCLEX-style examination items is critical for effective evaluation in nursing education.

Method: By forming an Exam Item Review subcommittee, the program established a standardized peer review process that ensures assessment items are current, relevant, fair, and aligned with educational objectives. Faculty developed clear evaluation criteria for items based on evidence-based evaluation strategies, education theory, and fair and equitable testing principles.

Results: This initiative has led to improved quality of exam items as evidenced by a significant decrease in the number of nullifications on exams and heightened faculty awareness and skills in item writing.

Conclusion: This initiative demonstrates how a structured, collaborative approach grounded in CQI can enhance the quality and effectiveness of exam item development in nursing education.

Background: Persistent health disparities among transgender and nonbinary (TGNB) individuals demand a shift in how nursing students are prepared to provide inclusive, affirming care. While simulation is a proven method for enhancing clinical competence, it remains underutilized in advancing health equity for TGNB patients.

Method: Standardized patients with lived TGNB experiences co-developed and participated in a simulation designed to reflect authentic clinical interactions. The simulation was implemented at two geographically distinct institutions, each with differing resources and contexts.

Results: Students across both sites demonstrated the ability to deliver inclusive care prior to entering professional practice. To support replication, a simulation guide was developed to assist other institutions in adopting TGNB-focused simulations.

Conclusion: This initiative shows that immersive, competency-based simulation can effectively integrate TGNB health content into prelicensure nursing education, fostering affirming care practices and addressing critical gaps in traditional curricula.