The Journal of nursing education最新文献

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.].

Background: The purpose of this academic-practice partnership was to expand nursing prelicensure educational opportunities beyond the walls of acute care hospital settings and into communities and ambulatory environments to address clinical placement shortages and support clinical practice recruiting efforts.

Method: Leaders from Annie Taylor Dee School of Nursing, Weber State University and Intermountain Health collaborated to design and implement a plan for innovative clinical placements across the state through regular work sessions, frequent communication, shared electronic cloud documents, and real-time adaptations and adjustments.

Results: The successful implementation of the project resulted in the placement of 296 prelicensure students from 36 clinical groups in various ambulatory and community health environments, which increased total clinical rotation days and decreased reliance on hospital and long-term care facilities.

Conclusion: Through innovative planning and implementation, academic-practice partnerships can address clinical placement site shortages and harness the untapped potential of underutilized clinical placement opportunities outside acute care hospital settings. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Nursing PhD students face the difficulty of conducting integrative literature reviews that may lead to bias and lack of rigor particularly in the literature search, data evaluation, and data analysis stages. This article describes the development and use of an arts-based learning exercise to identify potential biases and improve on the critical and writing skills of students during the integrative literature review process.

Method: The exercise consisted of visits to the university's museum, moderated discussions with nursing faculty and the museum educator, visual analyses of artwork, building art portfolios, and writing assignments. The exercise was modified over 3 years based on student feedback.

Results: Students reported the exercise helped in critical and writing skills, in identifying areas of potential bias, and in enhancing the methodological rigor of the review process.

Conclusion: Conducting literature reviews is integral in doctoral nursing education and this innovative exercise can facilitate this process. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Debriefing is essential in nursing education, aiding self-reflection and knowledge comprehension. Following the International Nursing Association for Clinical Simulation and Learning Standards of Best Practice for Debriefing is key in promoting self-awareness and achieving learning objectives. Nurse educator students must practice designing, prebriefing, facilitating, and debriefing simulations to identify areas for improvement.

Method: A simulation experience was developed for graduate nurse educator students who participated in a postoperative scenario as nurses. Debriefing followed using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) method. Students debriefed the debrief gaining insight from an educator's perspective.

Results: The experience was valuable, gaining insights into the application of simulation. Debriefing the debrief allowed for reflection and dialogue from the educators' perspective.

Conclusion: Debriefing the debrief allows nurse educator students to effectively analyze simulation-based education. Utilizing the PEARLS method allows for active engagement and reflection, improving the simulation's debrief. Deliberate practice and reflective debriefing prepare nurse educator students for their roles, by enhancing simulation outcomes and nursing education. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Nursing students are prone to academic burnout (AB) as the result of frequent exposure to stressful situations. AB is associated with physical and mental health problems; thus, identifying the burden of AB is crucial for prevention. This review sought to estimate the global prevalence of AB among nursing students.

Method: PubMed, Web of Science, EBSCO, SciELO, CUIDEN, LILACS, and BASE databases were searched. The prevalence of AB was estimated using random effects meta-analysis.

Results: A total of 34 studies (n = 9,554 students) were included. The pooled prevalence of AB was 35% (95% CI [24%, 47%]; n = 23 studies), with the highest prevalence (58%) observed in Asia. The pooled prevalence of high emotional exhaustion, high depersonalization, and low personal accomplishment was 40%, 23%, and 30%, respectively.

Conclusion: AB is more common than previously estimated among nursing students. Academic institutions should consider AB in their core curriculum. [J Nurs Educ. 2024;63(8):533-539.].

Background: Undergraduate nursing students experience high stress and use social media sites at high rates. Yet, there is a paucity of literature focused on understanding the association between social media use and psychological distress among undergraduate nursing students.

Method: Guided by Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), a systematic review was conducted on the association between social media use and psychological distress among undergraduate nursing students.

Results: Ten articles met the inclusion criteria. Most of the included studies used cross-sectional designs. The findings indicated that undergraduate nursing students who followed social media sites were more likely to report symptoms of psychological distress, particularly significant depressive and anxiety symptoms.

Conclusion: Undergraduate nursing students who use social media are likely to experience psychological distress. Combined interventions focused on minimizing social media use and reducing academic stress may help foster the psychological health of nursing students. [J Nurs Educ. 2024;63(8):540-545.].

Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats.

Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course.

Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC.

Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501-506.].

Background: The defining attributes of intentional learning match the needed characteristics of students in competency-based education (CBE). The Learning Orientation Questionnaire measures these characteristics and can be used to facilitate improvement in these attitudes and skills, which results in higher order thinking and lifelong learning.

Method: A longitudinal study was performed with nursing students (N = 53) to determine if intentional learning scores continued to improve over time and were associated with student performance.

Results: These students had significantly higher intentional learning scores at the end of the program than at the end of the second semester (p < .001). Intentional learning scores were not associated with student performance at the end of the program (p = .473).

Conclusion: As nursing programs transition to CBE, intentional learning theory can be used to support students. Nursing programs are advancing these characteristics but will need to do so earlier as they implement CBE. [J Nurs Educ. 2024;63(8):552-555.].

Background: Mentoring is crucial for professional development and retention of newly hired nurse faculty, yet little is known about the actual mentoring experiences of clinical nurses in their first few years following transition into academic teaching.

Method: Individual semistructured interviews were conducted with 23 full-time nontenure-track faculty from 10 higher education institutions in seven states in the United States. All of the faculty were in the first 3 years of teaching in 4-year undergraduate nursing programs.

Results: Five themes emerged: (1) chaotic work environments characterized by unpredictable workloads, absence of reliable support, and inconsistent access to information; (2) a de facto do-it-yourself system in which nurses pieced together their own support; (3) reliance on personal social networks; (4) yearning for real mentorship; and (5) future plans about staying in the role.

Conclusion: A gap exists between widely touted recommendations about mentoring and the reality of mentoring for newly hired nontenure-track faculty. [J Nurs Educ. 2024;63(8):525-532.].