The Journal of nursing education最新文献

Background: With the exponential development of genetic and genomic (GG) knowledge and technology comes a great responsibility for nurses to be prepared to educate and support their clients; however, educational gaps in nursing curricula are common. This article describes the process and results of assessing GG content in a Doctor of Nursing Practice-Family Nurse Practitioner (DNP-FNP) program and the approach to addressing the identified gaps.

Method: A DNP-FNP curriculum was reviewed to identify GG gaps.

Results: Eleven GG gaps were identified. Interactive case studies were incorporated into the DNP-FNP program, addressing seven of the gaps. Students appreciated the applicability of the GG content to their future practices.

Conclusion: Nurse educators must evaluate their curricula and develop a plan to incorporate GG content for graduate students. Online case studies provide a simple way to address GG gaps and increase GG knowledge for both graduate nursing students and faculty.

Background: Nursing faculty must rethink teaching strategies to transfer knowledge learned from the classroom to the clinical setting, known as durable learning. This study explores faculty perceptions of durable learning techniques in undergraduate baccalaureate nursing education.

Method: Consented faculty (n = 28) from two large universities completed a 19-question electronic survey. Descriptive analysis was completed on the demographic questions, and content analysis was completed on the open-ended qualitative survey responses.

Results: Case studies, group discussions, written assignments, and simulation were valued teaching techniques. Conversely, the flipped classroom design was reported as ineffective. Mixed results were reported for readings and lectures. The greatest barrier to implementing durable learning teaching techniques was lack of time. Participants lacked evaluative measures of outcomes.

Conclusion: Findings revealed the need for additional research to support evidenced-based durable learning, including developing and validating a tool to evaluate durable learning in nursing education.

Background: Determining the extent of incivility in nursing education is critical for creating potential interventions. A survey to measure incivility, stress, well-being, and program satisfaction was developed by faculty in one Canadian nursing program.

Method: A cross-sectional research design was used to pilot the survey. Descriptive statistics including correlations were used to analyze the data.

Results: Some of the participants reported observing other students making negative verbal remarks (42.9%) to faculty or other students, while 26.8% of participants engaged in indirect negative remarks. Receiving and engaging in incivility were strongly correlated. Fifty percent of the participants were academically stressed, correlating with incivility. Students generally were satisfied with their academic program.

Conclusions: Although incivility is reported as occurring in nursing education, not all students observed, received, or engaged in uncivil behaviors. Receiving incivility was associated with nursing students engaging in uncivil behaviors, highlighting a need for strategies to prevent or mitigate the perpetuation of incivility in undergraduate nursing education.

Background: Feedback-seeking behavior is crucial for the growth and adaptability of advanced learners. This project aimed to enhance feedback-seeking behaviors in Accelerated Bachelor of Science in Nursing (ABSN) students through an evidence-based educational intervention.

Method: Feedback-seeking behaviors were assessed via pre- and posttests. Quantitative data were analyzed using descriptive and inferential statistics, while open-ended responses underwent content analysis. The intervention included an in-person educational session on feedback-seeking behavior.

Results: The intervention significantly boosted students' confidence in seeking feedback, with 80% reporting higher confidence postintervention compared with 53.3% preintervention (mean difference = 0.73, p < .0104). Faculty responses supported these findings (mean difference = 1.33, p < .057). Students showed a strong preference for private feedback settings (100%) and sought feedback to enhance traits, abilities, and skills (80%).

Conclusion: The educational intervention positively influenced ABSN students' feedback-seeking behaviors and is recommended for broader application.

Background: The Rural Farms program is a domestic intercultural immersion in a senior-level community health and leadership nursing clinical course. Students provide on-site health and safety education, health screenings, and immunizations to Latino/a/e workers on rural dairy farms. This study explored the effects of the experience on perceived cultural competence and its translation to nursing practice after graduation.

Method: Qualitative data were collected via survey from alumni who completed the Rural Farms program between 2011 and 2018. Data were analyzed using thematic analysis.

Results: Three themes depicting dimensions of cultural competence were identified: (1) awareness; (2) attitudes; and (3) behaviors. Responses implied a progressive nature to these themes that was initiated through the experiences of the clinical experience and sustained in nursing practice following graduation.

Conclusion: Domestic intercultural immersion may enhance cultural competence while simultaneously expanding clinical opportunities, meeting community health needs and preparing future nurses to advance health equity.

Background: Various teaching methodologies traditionally have been integrated into the curriculum design of a health assessment course for prelicensure nursing students. A consistent and repetitive practice method often is lacking to help students develop mastery of health assessment skills.

Method: Concepts of structured practice, a concept rooted in deliberate practice, were integrated into the curriculum of a health assessment course. The course design featured clear objectives, students' comprehension of tasks, repeated attempts to reach desired outcomes, immediate group feedback, and individual guidance.

Results: Students actively engaged in their learning, which promoted the development of mastery in their skills. The structured practice approach offered practice opportunities through formative assessments, real-time laboratory sessions, and self-reflective videos, all aimed at delivering constructive feedback and guiding improvement.

Conclusion: Nursing students can develop their skills through structured practice in a controlled, supportive environment that prioritizes continuous improvement through feedback.

Background: This study investigated student characteristics that contribute to nursing students' academic burnout and perceived stress.

Method: A nonexperimental cross-sectional design was used to assess prenursing and nursing student characteristics, academic burnout, and perceived stress. Differences in academic burnout and stress based on student characteristics were evaluated using t tests or analysis of variance.

Results: Significant correlations were found between academic burnout and perceived stress. Social support, on-campus versus off-campus housing, certainty about nursing as a major, grade point average, and hours worked were significantly associated with academic burnout and stress levels. Female students reported higher perceived stress than male students, and students motivated by personal experiences also showed higher stress. Caregivers, students working in health care, and those working longer hours experienced greater exhaustion and academic burnout.

Conclusion: Findings highlight the prevalence of academic burnout and stress among nursing students, with various demographic, social, and academic characteristics contributing to these outcomes.

Background: There is a critical shortage of doctoral-degree nursing faculty, especially in family nursing, that necessitates innovative approaches to mentorship. Virtual mentoring offers a potential solution to bridge geographical barriers and develop the next generation of nurses.

Method: This qualitative case study, adhering to Standards for Reporting Qualitative Research, analyzed a cross-national virtual mentoring relationship between a United States-based faculty member and a Spanish doctoral student. Data sources included videoconference transcripts and reflective reports.

Results: Thematic analysis revealed four key themes characterizing the virtual mentoring relationship: (1) effective communication and collaboration; (2) constructive feedback and problem solving; (3) emotional support and professional development; and (4) creating a safe and reflective learning environment.

Conclusion: Virtual mentoring is a versatile and effective strategy to build capacity for family nursing education and research, and to address critical faculty shortages. Quality mentorship is crucial for advancing family nursing scholarship.

Background: Many graduate nursing students face persistent challenges in academic writing. These challenges have been further exacerbated by the development of artificial intelligence (AI) technologies, such as large language models (LLMs). This article aims to provide a heuristic guide for nursing faculty and administrators to examine their instructional practices in light of our reshaped technological landscape.

Method: This article explores the effect of integrating AI tools in academic writing within the graduate nursing context, highlighting best practices of present scholarship and their application to the instructional contexts of graduate nursing programs.

Results: Strategies are offered for educators to use AI writing tools to complement traditional writing instruction, promote ethical AI use, and ensure equitable access to writing support.

Conclusion: With effective guidance and well-crafted policies, AI writing tools can help graduate nursing students strengthen their writing skills, achieve academic success, contribute professionally, and drive legislative policy advancements.

Background: This study examined the effectiveness of a global citizenship education program to improve nursing students' ability to meet sustainable development goals.

Method: This quasiexperimental study with a pretest-posttest design included 68 senior nursing students. Global citizenship education was delivered to the nursing students throughout nine sessions.

Results: Results indicated global citizenship education significantly increased the mean scores of intention to meet sustainable development goals of the nursing students in the intervention group (p < .05). Findings also demonstrated that global citizenship education increased intervention group students' attitudes regarding environment, economy, social, and education in line with sustainable development goals.

Conclusion: Integrating global citizenship education into the nursing curriculum encourages nursing education planners and educators to design and implement education for nursing students to achieve sustainable development goals.