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Improving nurse faculty job satisfaction: An action guide for academic nurse leaders J. Prof. Nurs. (IF 2.8) Pub Date : 2024-09-12 Cori Heier PhD RN CNE CHSE NE-BC, Lucy Leclerc PhD RN NPD-BC, Ericka Sanner-Stiehr PhD RN COI, Cara A. Busenhart PhD APRN CNM FACNM, Shin Hye Park PhD RN, Heather Nelson-Brantley PhD RN NEA-BC
Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction. The purpose of this study was to create an evidence-based action guide for academic nurse leaders at all leadership levels to use to improve nurse
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Fostering scholarly writing development using a scaffolding approach J. Prof. Nurs. (IF 2.8) Pub Date : 2024-09-03 Kelley McGuire PhD CNE RN
Satisfactory scholarly writing is identified as a barrier to successful completion for students enrolled in graduate nursing programs. In this semester-long activity, students work collaboratively to develop and apply strategies including PICO(T) question development, appraisal of primary and secondary literature, and literature matrix development to enhance their professional writing. Students' demonstration
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Professional Nursing Advisor: An innovative approach to professional development J. Prof. Nurs. (IF 2.8) Pub Date : 2024-09-03 Amanda LaMonica-Weier DNP APRN FNP-BC CNL, Heide Cygan DNP RN PHNA-BC, Mallory Bejster DNP RN CNL
Professional development is an expectation for nurses and is part of lifelong learning. The American Association of Colleges of Nursing's : identify professional development as a core competency for nursing students. At an urban pre-licensure nursing program, most students reported meeting with their academic advisor once a year or less and did not receive professional development opportunities from
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Using the Four Ps of telehealth framework to enhance doctor of nursing practice (DNP) Telehealth Curriculum J. Prof. Nurs. (IF 2.8) Pub Date : 2024-09-03 Rebecca Martinez DNP FNP-BC MPH, Jacqueline F. Webb DNP FNP-BC RN, Margaret R. Scharf DNP PMHNP/CNS-BC, Cynthia K. Perry PhD RN FAHA
Telehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic. Nurse practitioner (NP) programs generally incorporate telehealth competencies within their curriculum, preparing NPs to effectively deliver telehealth and improve health outcomes. We developed and implemented a telehealth blueprint to enhance telehealth
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Pushing through: A grounded theory of undergraduate nursing students making meaning of clinical related critical incidents J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-31 Giuliana Harvey PhD RN, Mohamed Toufic El Hussein PhD RN NP, Catherine Carter-Snell PhD RN
Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood. The aim of this study was to provide a theoretical understanding of the processes that undergraduate nursing students use to make meaning of clinical related
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Examining fundamental nursing textbooks for inclusivity and exclusivity content: A directed qualitative content analysis J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-30 Eleonor Pusey-Reid, Cassandra P. Mombrun, Mirza J. Lugo-Neris, Jean M. Bernhardt, Kevin Berner, John Wong, Callie Watkins Liu, Virginia King, Rachael H. Salguero, Karen L. Hunt, Mary E. Samost, Danielle T. Walker, Jessica Spissinger, Selam Shah, M. Elaine Tagliareni
Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems. This study examines inclusivity and exclusivity content in four fundamental nursing textbooks and contributes to the broader discourse on fostering equitable health education. A Directed Qualitative Content Analysis
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Academic nursing administrators' perceptions of replacing clinical hours with simulation J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-28 Jasline Moreno MSN RN CHSE-A CNE, Heather Epp MN RN CHSE, Sarah Neville MSN RN CHSE
Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE. This descriptive
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The intersections between competency-based education and simulation-based education: Integration in nursing education J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-27 Marie Gilbert, Kristen M. Brown, Penni Watts
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Approach to graduate nursing education pedagogy and learning transition J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-23 Lisa Guertin DNP ACNP-BC, Elizabeth Gatewood DNP FNP-C CNE FAANP FAAN, Stella Aguinaga Bialous DrPH, Brittany Christiansen PhD DNP APRN CPNP-PC/AC FNP-C AE-C CNE, Lin Lin PhD RN, Bethany Phoenix PhD RN FAAN, Yuriko Shichishima MS RN CNE PHN, K.T. Waxman DNP MBA RN FAAN
Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our
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Integrating writing across the curriculum strategies in nursing programs: An avenue to meet competency-based education criteria J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-23 Callie Bradley DNP FNP-C, Michele Kilmer DNP CPNP-PC, Anne E. Raines MA, Dana Blair BA
The movement toward competency-based education (CBE), endorsed by AACN, has highlighted the need for nursing programs to engage in curriculum revisions. Best practice Writing Across the Curriculum instructional strategies may play a key role in revising courses to meet CBE criteria. Faculty may not feel prepared to modify or develop courses to meet the CBE standards detailed in the and may not recognize
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Implementing open educational resources: Lessons learned J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-22 Joanne Noone PhD RN CNE ANEF FAAN, Robin Champieux MLIS, Asma Taha Ph.D. CPNP-PC/AC FAAN, Marilyn Gran-Moravec MSN RN, Lisa Hatfield Ed.D., Sharon Cronin MN RN CCRN, Rhonda Shoemaker MN CCRN C-NPT
Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education. This article reviews
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An innovative Doctor of Nursing Practice scholarly project curriculum model: Strategies for supporting learners at various entry levels J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-22 Adele Susan Feeney DNP FNP-BC, Patricia White PhD ANP-BC FAANP, Alexander Menard DNP AG-ACNP-BC, Kenneth Peterson PhD MS FNP-BC, Jill M. Terrien PhD ANP-BC, Jean Boucher PhD ANP-BC
The Doctor of Nursing Practice (DNP) Program curriculum must address the challenge of developing Competency Based Education (CBE) curriculum for DNP Scholarly Projects tailored to meet variations in nursing learner preparation and practice, from novice bachelor's entry level and master's advanced nurse practice expert entry level pathways. The recent : report by the National Academy of Medicine advocates
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Collaborative framework to assess achievement of American Association of Colleges of Nursing and National Organization of Nurse Practitioner Faculties patient-centered competencies using evolving case studies J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-20 Heather Rivasplata DNP MPH FNP-BC, Jonathan Beatty Lt Col USAF NC DNP MSN FNP-C, Natasha Best Lt Col USAF NC DNP WHNP-BC, Heather Johnson DNP FNP-BC FAANP
The American Association of Colleges of Nursing (AACN) and National Organization of Nurse Practitioner Faculties (NONPF) emphasize the role of clinical reasoning in nurse practitioner (NP) competencies. Evidence-based clinical reasoning is vital to patient safety. Collaborative technology tools can aid in assessing progress towards achieving clinical reasoning competency. The purpose of this article
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Leased clinical faculty model: Bridging gaps in nursing education J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-15 Melissa D. Cole DNP APRN ANP-BC CENP
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Change in expectations: A policy recommendation for future and current nurse educators J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-14 Kylateia Farrar-Stern, Amber Young-Brice
Currently, there are no standardized requirements for pedagogical preparation for nurse educators at the state and national level. Various stakeholders have identified an issue in the preparation of nurse educators in academia. Current are that faculty have a master's or doctoral degree in nursing (American Association of Colleges of Nursing, 2017); however, do not include educational preparation prior
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The National Organization of Nurse Practitioner Faculties Leadership Mentoring Program: Ten years of positive outcomes J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-10 Marcy Ainslie, Mary Beth Bigley, Charles Yingling, J. Dwayne Hooks, Leonie DeClerk
Nursing leadership programs can have a positive impact on organizations and communities. Health equity in nursing requires leaders who parallel the population demographics. This work evaluated the National Organization of Nurse Practitioner Faculties Leadership Mentoring Program (LMP) 10 years from its inception. Lessons learned from this evaluation can inform leadership initiatives in nursing and
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Indicators of rigor in dissertation research J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-07 Joyce E. Johnson, Petra Goodman, Rebecca Robert
In a previous article, we focused on dissertation research related to rigor and the central role of rigor in Ph.D. dissertation research (Goodman et al., 2020). In this article, we focus on representations of dissertation rigor as it relates to the major components of the dissertation chapters (nature of the study, literature review, methodology, results, and discussion). We address the critical and
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Exploring workaholism determinants and life balance: A mixed-method study among academic nurse educators J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-05 Ebtsam Aly Abou Hashish, Sharifah Abdulmuttalib Alsayed, Hend Abdu Alnajjar
Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life. The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism. A mixed-methods design based on the “concurrent
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Collaborative nursing education between advanced practice registered nurses J. Prof. Nurs. (IF 2.8) Pub Date : 2024-08-02 Ryan Richey DNP CRNA CHSE, Katie Woodfin DNP CRNA CHSE, Somali Nguyen DNP CRNP AGACNP-BC, Sabrina Kopf DNP ACNP-BC, Hiboombe Haamankuli DNP MSN ACNP-BC, Susan McMullan PhD CRNA CNE CHSE FAANA FAAN, Amy Yerdon DNP CRNA CNE
The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking
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Self-concept of the nursing profession among nursing students: An art-based qualitative analysis J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-31 Irit Schwartz-Attias PhD RN, Anat Amit Aharon PhD MHA RN
In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning. The aim of the study is to understand the professional self-concept of nursing students through their self-artwork. A qualitative descriptive design
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Undergraduate Nursing Faculty Knowledge, Beliefs, and Experiences with Teaching LGBTQ+ Content: A Scoping Review J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-31 Caitlin M. Nye, Jennifer A. Livingston, Kelly Foltz-Ramos, Amy Hequembourg
Nursing education research about inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ+) health content in undergraduate nursing curricula primarily focuses on student learning outcomes. There is less research evidence about the experiences of nursing faculty with teaching LGBTQ+ health topics. The purpose of this scoping review was to identify current evidence about pre-licensure, undergraduate
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Knowledge, Attitudes, Confidence, and comfort of Nurses and Nursing Students Caring for Military Veterans and Their Families J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-31 Brenda Elliott PhD RN CNE ANEF, Deborah L. Sikes DNP RN CNE, Katie A. Chargualaf PhD RN CMSRN CNE FAAN, Barbara Patterson PhD RN ANEF FAAN, Huaxin Song PhD, Myrna L. Armstrong EdD RN FAAN
National initiatives such as ‘’ and the ‘’ campaign increased awareness of the needs of the military and veteran population. Yet, empirical evidence suggests that nurses and other healthcare providers continue to report insufficient cultural competency, as well as knowledge and awareness of unique healthcare needs to provide optimal care to this population. The study purposes were to explore nurses'
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An interprofessional approach to teaching genetics in an undergraduate nursing curriculum J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-25 Valerie Clary-Muronda PhD MSN-Ed RNC-OB, Hannah R. Smith PhD
Precision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families. To address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator
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Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-24 Fatemeh Darban PhD, Jamileh Farokhzadian PhD, Monirsadat Nematollahi PhD, Nastaran Heydarikhayat PhD, Motahareh Faramarzpour PhD
To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students. This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students. In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators
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Innovating to meet AACN essentials in a bachelor of science in nursing program J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-24 Maeve Howett, Hannah Murphy, Amy Daniels, Jana Goodwin, Katie McElroy, Nicole Smith, Mary Pat Ulicny
Our large, two campus (one urban and one suburban) and two track (RN-BSN and Entry-level BSN) program has revised our BSN curriculum to reflect the new Level One American Association of Colleges of Nursing (AACN) Core Competencies for Professional Nursing Education (AACN, 2021). This article describes the work to revise the curriculum to meet the demands of contemporary nursing education with increased
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Institutional factors that affect faculty mentoring in academic nursing programs J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-20 Katie Ruth Busby PhD RN CNE, Claire Burke Draucker PhD RN FAAN
Mentoring in academic nursing facilitates the acclimation of nurse faculty into academia, supports career development, and improves faculty satisfaction and retention. While studies have examined the characteristics of effective mentors, few have examined institutional influences on academic mentoring for faculty. To identify institutional factors that support or hinder faculty-to-faculty academic
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The influence of individual factors on the career preferences and specialty choices of final-year nursing students J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-19 Edah Anyango, Irene Ngune, Janie Brown, Esther Adama
Statistical evidence shows that nursing students prefer a professional career in hospital settings, leading to a lack of career interest in non-hospital settings such as community and residential aged care facilities. The lack of preference for non-hospital settings has persisted over several decades and presents a need for different approaches that may reveal new information to better understand the
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Beliefs and experiences of educators when involved in the design of a Learning-by-concordance tool: A qualitative interpretative study J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-19 Marie-France Deschênes RN. PhD, Bernard Charlin MD PhD, Haifa Akremi PT PhD, Lise Lecours M Ed, Ahmed Moussa MD, Vincent Jobin MD, Nicolas Fernandez PhD
Based on the involvement of qualified educators in its design, the Learning-by-Concordance tool aims to promote the learning of reasoning in contexts of uncertainty. However, data are still scarce on the experience of educators in terms of sharing and exposing their reasoning processes using this tool. This study sought to explore the beliefs and experiences of educators when involved in the design
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Defining sense of belonging in nursing - An evolutionary concept analysis J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-19 Sarah E. Patel, Jessica Varghese, Kerry Hamm
The purpose of this analysis is to develop the concept of sense of belonging in nursing. The secondary purpose is to identify the antithesis or direct opposite beyond the negative consequences related to a lack of belonging in nursing. Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing. Following PRISMA guidelines, peer-reviewed English articles and dissertations
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Publication patterns of graduates from a DNP program with submission of a manuscript as a degree requirement J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-19 Julee Briscoe Waldrop, Marion E. Broome
Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication. The purpose of this article
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Application of virtual reality in nursing communication education: A systematic review J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-17 Yueyang Dong MSc, Juanjuan Sun MSc, Meng He MSc, Xiangning Zhu MSc, Shuang Zhang MSc, Wenxia Wang PhD, Shuyan Fang PhD, Haitao Song Bachelor of Nursing, Jiao Sun PhD
Communication skills are very important for nursing students. As a developing teaching technology, virtual reality is used in nursing communication education. However, the teaching effect and the effective teaching elements are not clear. This systematic review was designed to summarize the characteristics of interventions and teaching design of nursing communication education based on virtual reality
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Unifying a school of nursing: Developing a framework to guide nursing education J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-17 Emily Nowak PhD RN, Sarah White MSN, Joyce M. Brettner DNP, Joyce B. Perkins PhD RN, Kara S. Koschmann PhD APRN, Rachael McGraw DNP, Suzanne Lehman DNP, Jayne Sparks DNP, Maria Tice PhD RN
For one School of Nursing in a mid-sized, urban, private, liberal arts university in the upper Midwest, internal and external factors coalesced, requiring the reassessment/alignment of the baccalaureate, masters, and doctoral programs with professional standards/competencies and institutional mission/values. The development process of a new curricular framework to conceptually support the curriculum
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Palliative care competence development through simulation: Excellence & innovation to meet the AACN essentials J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-17 Amisha Parekh de Campos PhD MPH RN CHPN, Amanda Kirkpatrick PhD RN FAAN, Stephanie B. Clark EdD RN, Kaleigh Barnett MNE RN CHSE
The updated American Association of Colleges of Nursing: Core Competencies for Professional Nursing Education (2021) outlines competence requirements for entry-to-practice nurses. Hospice and palliative care (PC) are identified as one of four spheres of care, emphasizing that nursing knowledge and proficiency in primary PC are critical for all nurses. This article identifies key elements for nursing
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Leverage pre-requisite courses to teach bachelor of science in nursing students about social determinants of health J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-01 Lisa Muirhead, Rose Hayes, Melinda Higgins, Kristy Kiel Martyn, Kylie M. Smith, Linda McCauley
Nurses have frequent opportunities to address social determinants of health (SDOH) in practice. However, many nurses graduate without completing coursework in SDOH, and there remain barriers to incorporating SDOH content into nursing curricula. We propose the revision of nursing pre-requisites to include substantive, introductory coursework on SDOH. We explored the history and professional context
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Implementing diversity, equity, and inclusion modules into a nursing trends and issues course: A quality improvement project J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-01 Myriam Jean Cadet
The American Association of Colleges of Nursing (AACN) supports integrating diversity, equity, and inclusivity (DEI) into nursing curricula to aid in preparing students to administer competent care for diverse patient populations. AACN highlights equitable healthcare as the overarching goal and catalyst for improving patient health, reducing health disparities, and addressing social determinants of
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Impact of and strategies to address negative role models and adherence of nursing students to standard precautions: An integrative review J. Prof. Nurs. (IF 2.8) Pub Date : 2024-07-01 Abubaker M. Hamed PhD RN, Donna Moralejo PhD RN, April Pike PhD RN, Vernon Curran PhD
Negative role models can significantly impact nursing students' adherence to standard infection control precautions (SP) but there has been limited research on impacts and relevant strategies. This review examined the impact of negative role models on nursing students' adherence to SP and explored strategies that nursing instructors could use to help students effectively manage the influence of negative
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Effective use of role-modeling videos for end-of-life education J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-30 Dana M. Hansen, Jillian Netzel
Role-modeling videos portray how to complete a task or behave in a situation. As posited by Social Learning Theory and the Model of Transformational Learning, role-modeling videos used in the Catalyzing Relationships at the End-of-Life Program (CAREol Program©) were developed to engage and transform student learning. The purpose of the study was to understand how role-modeling videos about difficult
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Starting from scratch: Creating a university wellness initiative J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-29 Harriet R. Feldman PhD RN FAAN
This article addresses the strategies used by one institution to begin a university-wide wellness effort. Mental health challenges in the student population formed the framework for beginning a wellness initiative, including hiring a Chief Wellness Officer (CWO) to lead the way. Initial efforts were spent on understanding the current wellness programs and strategies being offered, as well as areas
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Commission on collegiate nursing education standards inspire a new model of shared governance J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Kleanthe Caruso, Barbara K. Haas, Christine S. Gipson, Barbara McAlister
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Stillbirth Simulation for Nursing and Midwifery J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Kristen Ostrem-Niemcewicz, Adreanne Cordova
Collaboration is necessary to design and execute a nursing simulation that meets undergraduate and graduate competency expectations for communication, effective relationships, and stillbirth care. This simulation plan aligns with the ten international healthcare simulation standards published by the International Nursing Association for Clinical Simulation and Learning (INACSL). Course faculty work
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Elevating competency-based education in baccalaureate nursing: A simulation integration project J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Michele Livich Roberts, Barbara Sinacori, Linda J. Hassler, Anthony Filippelli
Simulation offers a mechanism for scaffolded learning in a safe environment and affords opportunities for students to integrate nursing knowledge, skills, and behaviors into patient care activities. Faculty applied a structured change model and utilized simulation theory and the AACN framework for competency-based education to integrate simulation across the pre-licensure curriculum at a large school
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Embarking on a cultural transformation within a school of nursing J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Mary Jo Kreitzer, Joanne Disch, Marie Manthey, Connie Delaney
Schools of Nursing across the country are encountering fiscal, programmatic and leadership challenges exacerbated by chaos and fragmentation in health care systems. This article focuses on the transformation journey of the School of Nursing at the University of Minnesota highlighting the complex context of higher education, challenges faced, and strategies executed that focused on significant and sustained
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Using Caring Theory to Guide Application of Psychological PPE to Support Graduate Nurse Wellbeing in a Pandemic and Beyond J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Linda C. Cole DNP RN CCNS CPHQ CNE FCNS, Lisa Boss PhD EdD RN CNS CEN CNE, Marie McBee DNP RN NEA-BC, Francine Snow DrPH MSN RN CNE NPD-BC
The COVID-19 pandemic disrupted lives worldwide, including students pursuing secondary education. This disruption caused increased worry, anxiety, and overall stress in students. Graduate-level nursing students also not only experienced stress related to educational disruptions but also due to work and home life upheaval as well. Faculty were challenged to support students in reducing educational stress
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Nurse Practitioner Education: Recommending Theories and Frameworks for Simulation-Based Experiences and Research J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Sean Sibley PhD MSN APRN FNP-C CNE, Kathryn N. Robinson PhD MHA/Ed. RN
Simulation-based education is an evidence-based strategy to address learning and evaluation of outcomes in the updated American Association of Colleges of Nursing Currently, there is a dearth of rigorous research on nurse practitioner education simulation. Studies on the topic often neglect a sound theoretical or conceptual framework beyond the National League of Nursing Jeffries Simulation Theory
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Educational preparedness and perceived importance on confidence in new graduate registered nurses' medication administration J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Jessica Westman, Kimberly D. Johnson, Carolyn R. Smith, Benjamin Kelcey
Medication errors are the most common type of error affecting patient safety and the most preventable cause of adverse medical events globally. Medication errors occur most frequently (33.3 %) during the administration phase. New nurses felt their education left them vulnerable to errors, suggesting that current curricula may be insufficient. The purpose of this study was to determine the relationship
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Barriers to learning and performing point-of-care ultrasound (POCUS): An integrative review J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-24 Jessica Resnyk, Anne Weichold
Point-of-care ultrasound (POCUS) is a valuable adjunct to traditional imaging and physical exam. Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) serve as primary providers for acutely ill patients across the country, yet there is limited literature to describe the AGACNP experience with POCUS training and clinical application. This integrative review was to describe barriers to learning
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A call to advocate for diversity in nursing: Knowledge makes us accountable J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-20 Katherine Heatherington Endres DNP FNP-BC RNC-OB CHSE
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What's in your social determinants of health teaching toolbox? Nursing pedagogical considerations J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-16 Sherrie Flynt Wallington PhD MA, Karen Kesten DNP APRN CCNS CNE FAAN, Erin Athey DNP FNP-BC RN FAANP, Kerry M. Kokkinogenis MA
Although the concept of Social Determinants of Health (SDOH) has been around for more than two decades, teaching methods and standards of curricula for nursing education related to SDOH are relatively new concepts. Here, we explore pedagogical frameworks, national standards, and recent progress in the study and implementation of SDOH curricula and the top teaching strategies implemented in various
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Social entrepreneurship and public health nursing knowledge: Opportunities for innovating nursing education in population health J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-15 Robin A. Evans-Agnew PhD RN, Gina K. Alexander PhD MPH MSN RN, Lori A. Edwards DrPH MPH BSN RN PH-CNS BC FAAN
Public health nursing (PHN) competencies are fundamental for addressing population health inequities. Few pathways exist for employing these competencies in the United States (US). Social entrepreneurship in nursing education might provide opportunities for innovating engagement in population health. Partnerships between business and nursing schools have the potential to fulfill this opportunity. Purpose:
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Civic knowledge and self-reported political astuteness of academic nurse educators in the United States J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-14 Hollie Gentry DNP RN WHNP-BC CNE, Rebecca M. Patton DNP RN CNOR FAAN, Deborah Lindell DNP RN CNE ANEF FAAN, Ruth Ludwick PhD RN-BC APRN-CNS FAAN
A nurse's perspective is unique and invaluable to health policy. Although political astuteness is essential for nurses and nurse educators to be effective participants in health policy, there is a gap in the nursing literature on civic knowledge and its potential relationship to political astuteness. This research aimed to assess the civic knowledge and self-reported political astuteness of academic
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Addressing the 2021 Essentials with new approaches for developing leadership, resilience, and self-care/well-being in undergraduate baccalaureate nursing students J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-14 Catherine A. Stubin PhD RN CNE CCRN, Margaret Avallone DNP RN CCRN CNE, Martin S. Manno PhD RN NEA-BC CEN
New graduate nurses are not always prepared for the challenges of the chaotic clinical environment or to exercise leadership skills in a clinical capacity. Resilience and self-care are essential facets of successful leadership, as well as necessary components to prevent burnout in nurses. The purpose of this article is to demonstrate how this School of Nursing implemented approaches to prepare the
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Reserving the human touch in nursing education while integrating virtual reality and simulation J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-13 Asma Al Yahyaei
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Barriers to effective clinical preceptorship in nurse anesthesiology J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-11 Melissa Fitch, Kimyatta Brent, Vanessa Jones-Oyefeso, Jill Deaver, Susan McMullan
Clinical preceptorship is an effective teaching tool for Certified Registered Nurse Anesthetists (CRNAs) and Student Registered Nurse Anesthetists (SRNAs). Strategies for success and barriers to effective clinical preceptorship have been explored across the literature to improve learning experiences for SRNAs. The purpose of this literature review was to identify barriers to effective clinical preceptorship
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The growth and development of a novel distance accelerated bachelor of science in nursing program J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-07 Angela Haynes-Ferere DNP FNP-BC MPH, Lisa Muirhead DNP APRN ANP-BC FAANP FAAN, Rose Hayes RN BSN MA, Linda McCauley PhD RN FAAN FRCN
Severe nursing shortages threaten the sustainability of US health systems. Rural and underserved communities are disproportionately affected by staffing crises and associated facility closures, as well as health disparities. A major factor contributing to geographic gaps in care is the absence of nursing schools, nursing faculty, and locations for clinical rotations in many rural and underserved areas
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Strategies for academic nursing to advance global and planetary health: A call to action J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-05 Karen Solheim, Jessica LeClair, Barbara Pinekenstein, Susan J. Zahner
Nurses play a crucial role in addressing human health influenced by global forces such as pandemics, and political conflicts that displace millions; in leading efforts to promote planetary health; and in achieving the United Nations (UN) Sustainable Development Agenda. Academic nursing programs have a significant role in actualizing nursing's impact on global health (GH) and planetary health (PH).
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Lessons learned: Using a Three-Step Model of Planned Change for nursing curricular revision J. Prof. Nurs. (IF 2.8) Pub Date : 2024-06-04 Theresa Adelman-Mullally, Sandy Nielsen, Carolina Posada Ford, Kim Astroth, Seon Yoon Chung
The American Association of Colleges of Nursing (AACN, 2021) introduced “The Essentials: Core Competencies for Professional Nursing Education” (Essentials) in 2021. The AACN document necessitated a change in nursing curriculums, both undergraduate and graduate. To meet the revised standards, one college of nursing within a hierarchical organization used a Three-Step Model of Planned Change to guide
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Preparing nurses for palliative care in long term care: An integrative review J. Prof. Nurs. (IF 2.8) Pub Date : 2024-05-28 Lisa A. Cross PHD RN CNE CRRN CHPN, Sylvia Abbeyquaye PHD MPA RN
With the aging population, there is an increased need for nurses with competence in chronic illness and palliative care management particularly in long-term care settings. The incorporation of palliative care education in nursing curricula has been explored previously. This review aimed to appraise the current literature on the state of palliative care education in academia and how it impacts the preparedness
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Educational and professional experiences of men in nursing: An interpretive description study to guide change and foster inclusive environments for men in nursing J. Prof. Nurs. (IF 2.8) Pub Date : 2024-05-25 Christopher M. Smith PhD MSN RN GCQM, Carolyn E. Horne PhD MSN RN BCB
Nursing shortages are occurring due to decreased student enrollment, nurse burnout, staffing deficits, nurse retirements, and increasingly low numbers of nursing faculty. Men are an untapped resource that can offset these crises. However, men's presence in nursing remains underwhelming. Changes aimed at improving diversity and inclusivity related to men's presence is needed in the nursing workforce
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Building a research-focused academic practice partnership: A stepwise approach J. Prof. Nurs. (IF 2.8) Pub Date : 2024-05-24 Jo Ann Otts DNP R.N. NEA-BC CENP, Joyce Pittman PhD RN FNP-BC CWOCN FAAN, Bettina Riley PhD R.N. FAAS, Heather Hall PhD R.N. NNP-BC, Lisa Mestas MSN R.N., Patricia Morton PhD R.N. ACNP-BC FAAN
The 20th century began a period of reform in nursing education and practice, with more nurses receiving advanced degrees and serving in key leadership roles throughout healthcare organizations. During this period, the transformation of the healthcare delivery system encouraged innovation and collaboration between academic nursing programs and other healthcare entities to develop partnerships based
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Lessons learned: Why study-abroad remains a critical component of nursing curriculums J. Prof. Nurs. (IF 2.8) Pub Date : 2024-05-20 Judith M. Jarosinski PhD RN, Jane A. Fox EdD PPCNP-BC FAANP, Susan E. Marshall DNP FNP-C CPNP-PC
Caring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. The purpose of this study was to understand the lived experience of baccalaureate