Journal articles: 'Nurs/research'

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Saleh, Nurming, Muh Anwar, and Misnawaty Usman. "Improving German Listening Competence by the NURS Teaching Model." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 177. http://dx.doi.org/10.26858/eralingua.v5i1.18673.

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Abstract. Listening is a receptive language competence named as the beginning of the catching on information, and it will be helpfully on the ideas developing. This study is a classroom action research (CAR) and aimed at German listening competence increase of students by implementing the NURS teaching model. NURS is an abbreviation of Nature, Unique, Relevant, and Situational. It is a didactic, constructively, metacognitive, humanly, intercultural, instructional, and technological-based learning procedure. Kemmis and Taggar model consisting of planning, action, observation, and reflection for every cycle, was utilized to implement this CAR in the German educational department at the Faculty of Language and Literature 25 students in the second semester as the research sample with two circles. The syllabus, teaching plan, student activity sheet, and listening formative test were implemented as the research instrument. The data analyzed by using percentage techniques. The result shows that the average student's German listening competence in the first cycle is 46. After they learned in the second, they could not be in minimum score standard 75 because their average score is 61. Their competence percentage increased by 35.16% to 81.16. Another important thing about using the NURS teaching model on learning German is the positive effect on the teacher's teaching skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve the student's German listening competence in the German educational department at the Faculty of Language and Literature of Makassar State University. Keywords: Classroom Action Research, NURS Teaching Model, German, Listening Competence

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Magfirah, Nurul, and Syamsu Rijal. "Model Pembelajaran NURS dalam Keterampilan Menulis Bahasa Jerman." Phonologie : Journal of Language and Literature 4, no. 1 (December 30, 2023): 43. http://dx.doi.org/10.26858/phonologie.v4i1.40405.

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Abstract. This research is a classroom action research which consists of two cycles. The purpose of this study was to determine the planning, process and results of applying the NURS learning model in the German language writing skills of class XI IPS 2 SMA Kartika XX-I Makassar. The data in this study consists of two types, namely: quantitative data and qualitative data. Qualitative data was obtained through observation and quantitative data obtained through the results of the writing skills test cycle I and cycle II. The results of the data analysis showed that the value of writing skills obtained by students in the first cycle was 77.94% while in the second cycle it was 85.27%. These results indicate that the application of the NURS learning model can improve the German writing skills of class XI IPS 2 SMA Kartika XX-I MakassarKeyword: Classroom Action Research, Writing Skills, NURS Learning Model

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Hancock, Lauren, and Madhuri Kambhampati. "NURS-06. NURSING PROFESSIONALS AND THEIR AID IN RESEARCH BIOBANKING." Neuro-Oncology 22, Supplement_3 (December 1, 2020): iii422. http://dx.doi.org/10.1093/neuonc/noaa222.625.

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Abstract Nursing teams play an integral role in the care of patients with brain tumors; however nurses do not often see themselves as essential contributors to translational research. Recent development of nurse-researcher relationships and involvement of the multidisciplinary team have led to successful biobanking strategies. Though there are challenges associated with fostering these relationships, their vital role has significantly enhanced participant recruitment and sample collection at one large urban Children’s Hospital. Researchers at the institution have established a biobank to collect samples from pediatric brain tumor patients at diagnosis, during therapy, and post mortem using conventional methods. However, a collaborative environment between nursing and research teams greatly enhanced the growth of the biobank. We have increased patient recruitment by more than 50% in the past four years and supported different types of specimen collection. Our success entails: 1) development of nurse-researcher relationships, 2) an efficient consent process, 3) streamlined sample collection, and 4) appreciation of the vital role of the nursing team in clinical data collection pertinent to molecular analysis. Additionally, the support of nursing is valuable during post mortem consents and provides emotional support to the family to fulfil their wish to donate. Nurses play a major role in coordination of the post-mortem donation process, and assist in the formation of partnerships within the community to promote this opportunity to families. As biobanking continues to be an important part of bench research, all institutions should recognize and support the vital role that nurses can have in enhancing this endeavor.

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Wahdaniyah, Sri, Nurming Saleh, and Misnah Mannahali. "Penerapan Model Nurs Dalam Pembelajaran Membaca Bahasa Jerman." Phonologie : Journal of Language and Literature 1, no. 2 (June 20, 2021): 83. http://dx.doi.org/10.26858/phonologie.v1i2.21522.

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Abstract. This research was a class action research consisting of two cycles and was conducted online. The aim of this research was to know the planning, process and outcome of the NURS model in the German reading lesson for students in class XI IPS at the SMA Negeri 2 Bantaeng. The research data were qualitative and quantitative. The qualitative data were collected by the observations and the quantitative data by the test results in the first and second cycle and analyzed by percentage technique. The result of this research showed that the average student reading comprehension score was 8 in the first cycle and 8,5 in the second cycle. This meant that the use of the NURS model in German reading lesson for students in class XI IPS at the SMA Negeri 2 Bantaeng could increase.

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Reid, Bernie B., and Patricia Brogan. "Nurses’ experiences of providing palliative care for children with life-limiting conditions." International Journal of Palliative Nursing 30, no. 5 (May 2, 2024): 212–24. http://dx.doi.org/10.12968/ijpn.2024.30.5.212.

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Background: Paediatric palliative care (PPC) has evolved in response to the increased prevalence of children who have been diagnosed with life-limiting conditions. Nursing care is a fundamental aspect of PPC and understanding nurses’ experiences is imperative to the provision and development of quality holistic child-centred services. Aim: To review nurses’ experiences of providing palliative care for children with life-limiting conditions. Method: A systematic database search of the Cumulative Index to Nursing and Allied Health Literature (CINAHL) Complete, Ovid Medline and Scopus was undertaken. Key words consisted of ‘palliative care’ or ‘terminal care’ or ‘dying’ or ‘end-of-life care’ and children* or paediatric* or pediatric* and ‘nurs* experience*’ or ‘nurs* view*’ or ‘nurs* perspective*’ or ‘nurs* feeling*’. Inclusion criteria included peer-reviewed studies published between 2016–2023 in the English language. Findings: A thematic approach was adopted with the 11 papers selected for the review and each study critically analysed to identify three recurring themes. The themes included: ‘a broken wreck’, ‘makes a life worth living’ and ‘challenges in doing 100%’. Findings point to mixed feelings among nurses in providing PPC and suggest that nurses experience emotional distress when caring for dying children. With appropriate supports and inspiration from their paediatric patients, nurses are determined to provide a ‘good death’ for the children in their care. Nevertheless, the perceived lack of knowledge and experience, communication struggles and personal dilemmas can be predisposing factors in triggering negative experiences among nurses when providing palliative care for children with life-limiting conditions. Recommendations: Education and policy development is required to meet the practice needs and support the emotional needs of nurses engaged in PPC. Further research is required to generate PPC evidence-based nursing interventions. In doing so, high quality PPC practice will be promoted, thereby ensuring high quality PPC for the children and their families.

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Pickle, Emily Owens, Ana Aguilar-Bonilla, and Amy Smith. "NURS-16. THE ROLE OF A ‘RESEARCH EXTENDER’ IN A PEDIATRIC NEURO-ONCOLOGY PROGRAM." Neuro-Oncology 20, suppl_2 (June 2018): i153—i154. http://dx.doi.org/10.1093/neuonc/noy059.565.

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McCollum, Meriel, Tracy A. Ruegg, Christie Emerson, Alyson Epp, and Elizabeth LeeAnna Spiva. "Engaging Nursing Students in Policy Review: A Collaborative Intervention to Promote Future Evidence-Based Practice." Journal of Continuing Education in Nursing 54, no. 10 (October 2023): 441–43. http://dx.doi.org/10.3928/00220124-20230913-02.

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Nurses and nursing students may need help understanding the connection between research and practice. Nursing students and clinical nurse leaders worked together to review institutional policies and make recommendations based on the strongest research evidence. In this column, the authors describe how they created a meaningful connection between research and clinical nursing practice for undergraduate nursing students and the benefits to the health system from this innovative program. [ J Contin Educ Nurs . 2023;54(10):441–443.]

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Taylor, John M., and Sattam Alanazi. "Cohen's and Hedges' g." Journal of Nursing Education 62, no. 5 (May 2023): 316–17. http://dx.doi.org/10.3928/01484834-20230415-02.

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A cursory review of relevant research works published in the Journal of Nursing Education suggests our community relies heavily on Cohen's d . Although Cohen's d is a valuable effect size, it possesses a number of limitations that warrants our community adopting a wider set of effect size statistics to help promote a valid science of nursing education. We specifically call attention to Hedges' g. [ J Nurs Educ . 2023;62(5):316–317.]

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Swinarski, M., J. Makinia, K. Czerwionka, and M. Chrzanowska. "Industrial wastewater as an external carbon source for optimization of nitrogen removal at the “Wschod” WWTP in Gdansk (Poland)." Water Science and Technology 59, no. 1 (January 1, 2009): 57–64. http://dx.doi.org/10.2166/wst.2009.774.

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Carbon source alternatives for denitrification belong to the highest research area priorities as they allow to optimize N removal within the existing capacities. In particular, some food industry effluents appear to be good candidates for such alternatives due to their high C/N ratios and high content of readily biodegradable organic fraction. The aim of this study was to determine the immediate effects of dosing different types of industrial wastewater on the denitrification capability of process biomass originating from the “Wschod” WWTP in Gdansk (northern Poland). Three types of industrial wastewater (effluents from a distillery, brewery and fish-pickling factory) were tested in two kinds of batch experiments. The results of this study revealed that the investigated industrial wastewater can be a potential external carbon source to improve denitrification efficiency. The observed single nitrate utilization rates (NURs) were ranging from 2.4 to 6.0 g N/(kg VSS·h) and were comparable to the rates associated with the utilization of readily biodegradable COD in the settled wastewater. When the NURs were measured during anoxic P uptake, the P uptake rates did not appear to be adversely affected by the addition of any carbon source.

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Makinia, J., K. Czerwionka, J. Oleszkiewicz, E. Kulbat, and S. Fudala-Ksiazek. "A distillery by-product as an external carbon source for enhancing denitrification in mainstream and sidestream treatment processes." Water Science and Technology 64, no. 10 (November 1, 2011): 2072–79. http://dx.doi.org/10.2166/wst.2011.624.

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The use of fusel oil as an ‘alternative’ carbon source for denitrification in the mainstream and sidestream treatment processes was studied. Research comprised two kinds of batch experiments as well as acclimation of process biomass to external carbon sources. In the conventional nitrate utilization rate (NUR) measurements (one-phase experiments with non-acclimated biomass), the NUR with fusel oil was 1.4–1.7 g N/(kg VSS·h which was comparable to NUR with ethanol and with slowly biodegradable fraction of the settled wastewater. When fusel oil was added at the beginning of the anoxic phase, preceded by an anaerobic phase (in two-phase experiments with non-acclimated biomass), the NURs of 2.5–2.9 g N/(kg VSS·h) were comparable to the tests without the addition of any external carbon sources. The addition of fusel oil and ethanol resulted in a significant enhancement of the denitrification efficiency in lab-scale sequencing batch reactors treating sludge reject water. The NURs continuously increased from below 1 g N/(kg VSS·h) to over 10 g N/(kg VSS·h) over the entire 4-week operational period, indicating gradual acclimation to the substrate. The overall total N removal efficiency reached ∼90%.

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Taylor, John M. "Adopting Optimal Statistical Practices: Applied Researchers." Journal of Nursing Education 63, no. 7 (July 2024): 490–91. http://dx.doi.org/10.3928/01484834-20240617-02.

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In keeping with this year's focus on how we might foster a culture of research that values and consistently adopts optimal statistical practices, this column entry highlights practices our applied researchers can take up that may help remedy the gap between recommended statistical practices and implementation. This installment specifically encourages increasing the transparency of analyses, teaming up with colleagues with quantitative expertise, and disseminating resources that highlight optimal practices. [ J Nurs Educ . 2024;63(7):490–491.]

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Taylor, John M. "From η ² to ω ² : Adopt a Better Measure of Effect." Journal of Nursing Education 62, no. 9 (September 2023): 532–33. http://dx.doi.org/10.3928/01484834-20230810-01.

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A cursory review of relevant research works published in the Journal of Nursing Education suggests that our community may unnecessarily rely on η 2 when reporting results of their ANOVA models. Although η 2 is convenient, the statistic possesses many limitations that warrant our community adopting a wider set of effect size statistics and practices to promote a valid science of nursing education. We specifically call attention in this article to ω 2 . [ J Nurs Educ . 2023;62(9):532–533.]

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O'Donnell, Mary Gemma, and Emily A. Helbick. "Doctoral Nursing Education: Year 1 Survival Tips." Journal of Continuing Education in Nursing 55, no. 4 (April 2024): 157–60. http://dx.doi.org/10.3928/00220124-20240318-03.

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The inaugural year of a doctoral nursing program is a challenging transition from a clinical practitioner to a scholarly expert. Drawing on personal and peer experiences, we offer a comprehensive guide for thriving in this transformative period. Covering crucial aspects such as work-life balance, time management, research skills, and self-care, we offer insights to empower future doctoral nursing students, equipping them to confidently navigate the challenges and emerge as successful scholars in the field. [ J Contin Educ Nurs. 2024;55(4):157–160.]

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Anderson, Mark A. "Study Research: From Boredom to Enjoyment. Rosenbaum JN, Temple A. J Nurs Educ. 1996;35(2):91-92." Journal of Physical Therapy Education 11, no. 1 (1997): 46. http://dx.doi.org/10.1097/00001416-199701000-00010.

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Norman, Ian. "Corrigendum to “Classic papers in nursing and midwifery research” [Int. J. Nurs. Stud. 47 (8) 929–930]." International Journal of Nursing Studies 47, no. 10 (October 2010): 1341. http://dx.doi.org/10.1016/j.ijnurstu.2010.07.020.

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李, 侠. "Research on the Application of Cluster Nurs-ing in Non-Invasive Mechanical Ventilation Patients with Severe Pneumonia." Advances in Clinical Medicine 13, no. 06 (2023): 10058–62. http://dx.doi.org/10.12677/acm.2023.1361406.

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Sureshbabu, Jayanthi. "Importance and Need of Medical Entomology and Medical Entomologist in Public Health." International Journal of Medical Sciences and Nursing Research 3, no. 3 (September 30, 2023): 1–2. http://dx.doi.org/10.55349/ijmsnr.20233312.

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Article Type: Editorial Importance and Need of Medical Entomology and Medical Entomologist in Public Health Year: 2023; Volume: 3; Issue: 3; Page No: 1 – 2 Author: Jayanthi Sureshbabu Affiliation: Editor-In-Chief, International Journal of Medical Sciences and Nursing Research, Coimbatore, Tamil Nadu, India and Former Lecturer in Medical Entomology, Department of Community Medicine, Pondicherry Institute of Medical Sciences, Kalapet, Pondicherry, India. Email ID: Editor-in-chief@ijmsnr.com How to cite this article: Sureshbabu J. Importance and Need of Medical Entomology and Medical Entomologist in Public Health. Int J Med Sci and Nurs Res 2023;3(3):1–2. Article Summary: Submitted: 20-July-2023; Revised: 18-August-2023; Accepted: 05-September-2023; Published: 30-September-2023

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Lasater, Kathie, and Ann Nielsen. "The Lasater Clinical Judgment Rubric: 17 Years Later." Journal of Nursing Education 63, no. 3 (March 2024): 149–55. http://dx.doi.org/10.3928/01484834-20240108-05.

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Background: Nearly 17 years ago, the Lasater Clinical Judgment Rubric (LCJR) was published to provide a common language and trajectory of students' development to think like a nurse. Method: This article traces the uses of the LCJR from creation to the present and cites lessons learned from its use. Results: During the intervening years, the LCJR has been used effectively as a debriefing guide in simulation and as a research instrument, as well as for formative assessment. The LCJR has been translated or is in process in 19 languages besides English. Conclusion: This article provides evidence of the efficacy of the LCJR and discusses important lessons learned. [ J Nurs Educ . 2024;63(3):149–155.]

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Manske, Ashley, Teresa Johnson, and Melissa Brown. "The Effects of Holistic Admissions on Diversity in Nursing: A Literature Review." Journal of Nursing Education 62, no. 10 (October 2023): 556–62. http://dx.doi.org/10.3928/01484834-20230815-08.

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Background: The nursing profession does not reflect the diversity of the population they serve. Many health professions, including nursing, have altered their admissions practices to consider a holistic assessment of individuals. Quantitative data from students are not sufficient to develop a diverse student body. Method: A literature review was conducted using MEDLINE, CINAHL, ERC, ERIC, and Google Scholar. Original research articles on holistic admission (HA) processes and the effects on diversity in nursing were included in the review. Search terms were “holistic admission,” “holistic review,” and “nursing.” Results: There is a paucity of research regarding HA in nursing. The available literature suggests HA increases the odds of developing a more diverse student population. Conclusion: HA should be considered to increase diversity of students. Further research is needed regarding the effects of HA on diversity among nursing students. [ J Nurs Educ . 2023;62(10):556–562.]

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Oliveira Reis, Carla, Viviana Bernardes, Luisa Ferreira, and Filipe Franco. "HUMANIZATION." Health and Society 3, no. 03 (July 6, 2023): 22–45. http://dx.doi.org/10.51249/hs.v3i03.1401.

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Context: The teaching of Humanization in the context of Nursing education is fundamental to value the human, individual and ethical dimension of Nursing Care. Objective: To identify strategies in the teaching of Humanization of Nursing Care. Methodology: Scoping Review performed on the EBSCO Host), B-On, EBSCO Discovery Science and WEB OF SCIENCE databases. The descriptors used were: “Humanization Care”; Caring; Teaching; Nurs*. Papers available in full text, peer-reviewed published in the last 5 years were included. Results: Of the 19 selected articles, the importance of active methodologies and simulation using Debriefing is highlighted. Conclusion: Strategies that allow the development of reflection, communication and relationship and group dynamics, as well as the strengthening of the teacher/student relationship seem to have some evidence of effectiveness in the teaching of Humanization, however, future research is needed with research designs with more evidence.

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Hardin-Fanning, Frances D., Kimberly Hartson, Galloway Lynette, Rebecca Gesler, and Nancy Kern. "Socioecological Analysis of a Nursing Advocacy Skills-Building Activity." Journal of Nursing Education 62, no. 9 (September 2023): 509–15. http://dx.doi.org/10.3928/01484834-20230712-07.

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Background: Advocacy is an expectation of the nursing profession. Nursing curricula should include opportunities for advocacy skills building at multiple levels of potential effect. Analyses of student performances during these advocacy exercises provide insight into how well students understand the multifactorial nature of most public health issues. Method: A socioecological model was used to evaluate nursing students' advocacy responses to food-insecurity scenarios during a guided online discussion activity aimed at advocacy skills building. Results: Student recommendations were categorized as individual, interpersonal, organizational, community, and policy interventions, with subcategories at each socioecological level. Conclusion: Recommendations are given for future educational research specific to advocacy skills building. Implications for nursing education at each socioecological level also are discussed. [ J Nurs Educ . 2023;62(9):509–515.]

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Olson, Christine M. "Linguistic Modification When Developing Case Studies: An Integrative Review." Journal of Nursing Education 62, no. 9 (September 2023): 495–501. http://dx.doi.org/10.3928/01484834-20230712-05.

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Background: Students from culturally and linguistically diverse backgrounds experience language barriers that influence their progression through nursing programs. Linguistic modification is a strategy that eliminates unnecessary wording and cultural bias to improve learning outcomes for students from diverse backgrounds. This integrative review adds to the knowledge of best practices in linguistic modification that can be applied to designing case studies for nursing students with diverse backgrounds. Method: A comprehensive review of the literature was conducted in scholarly scientific databases from 2002 to the present. Results: Twenty-three articles discussed linguistic modification or summarized previous literature. Only four research studies were found pertaining to linguistic modification for culturally and linguistically diverse nursing students. Faculty and student practices that ameliorated language barriers were identified. Conclusion: The use of linguistic modification throughout a nursing curriculum creates an inclusive learning environment. Further research is needed on linguistic modification in nursing education. [ J Nurs Educ . 2023;62(9):495–501.]

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Wood, Rachel E., Ellyn E. Matthews, Annette Bourgault, Marti Rice, Patricia E. Hershberger, Joachim G. Voss, Victoria Loerzel, Wendy A. Henderson, AkkeNeel Talsma, and Patricia A. Kinser. "Strategies to Strengthen Nursing PhD Enrollment: An Ecological Systems Perspective." Journal of Nursing Education 62, no. 12 (December 2023): 669–78. http://dx.doi.org/10.3928/01484834-20231006-05.

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Background: Nurses with a Doctor of Philosophy (PhD) degree are essential to developing nursing knowledge, promoting health outcomes, and educating the next generation of nurses. Declining enrollment in nursing PhD programs calls for purposeful action. Guided by Bronfenbrenner's Ecological Systems Framework, this article outlines barriers and facilitators, and offers strategies to increase PhD enrollment. Method: Extant literature and the authors' cumulative experiences in PhD education and research were reviewed to identify strategies to increase PhD enrollment. Results: Multilevel influences impede or facilitate enrollment in PhD programs. Strategies addressing individual and interpersonal influences included intentional personalized recruiting and early outreach to students at various levels of education. Institutional and organizational strategies included research partnerships and programs, and financial and infrastructure support. Sociocultural strategies included image branding and a positive social media presence supporting nurse scientists. Conclusion: Strategies to enhance PhD enrollment across all levels can spark interest in nursing science and PhD enrollment. [ J Nurs Educ . 2023;62(12):669–678.]

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Gaberson, Kathleen B., Ruth M. Foreman, and Richard Brzustowicz. "Integrative Review of Sources of Baccalaureate Nursing Students' Clinical Practice Anxiety." Journal of Nursing Education 63, no. 6 (June 2024): 349–55. http://dx.doi.org/10.3928/01484834-20240207-05.

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Background: Nursing education research and anecdotal literature has revealed that undergraduate nursing students report anxiety related to clinical practice. Most published studies have focused on the effectiveness of interventions to reduce anxiety; only a few identify specific sources of clinical practice anxiety. Method: We conducted an integrative literature review to understand the sources of nursing students' practice-related anxiety and how this anxiety has been measured. Results: We classified sources of practice-related anxiety into nine themes grouped into five categories: consequences of making a mistake; fear of the unknown; incivility of staff members or teachers; threat to self-concept, image, or health; and theory-practice gap. Practice-related anxiety was measured quantitatively with various surveys and qualitatively using semistructured individual or group interviews and students' journal entries. Conclusion: Different sources of practice-related anxiety likely require distinct interventions. Further research is recommended to identify effective interventions to reduce anxiety related to each of the identified themes. [ J Nurs Educ . 2024;63(6):349–355.]

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EDİZ, Çiçek, and Derya YANIK. "The Problems Experienced by Nurs Academicians and Their Exposure to Psychological Violence in the Process of Distance Education: A Qualitative Research." Turkiye Klinikleri Journal of Nursing Sciences 15, no. 3 (2023): 841–51. http://dx.doi.org/10.5336/nurses.2023-95605.

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Bultas, Margaret W., John Taylor, Cynthia Rubbelke, Ashley D. Schmuke, and Jennifer Jackson. "Anxiety and Answer-Changing Behavior in Nursing Students." Journal of Nursing Education 62, no. 6 (June 2023): 351–54. http://dx.doi.org/10.3928/01484834-20230418-01.

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Background: Anxiety in college students, including nursing students, has increased significantly and has been implicated as a cause of lower academic achievement and answer-changing behavior. This study investigated the relationship between student anxiety and answer-changing behaviors. Method: One hundred thirty-one nursing students from a large midwestern baccalaureate nursing program were enrolled in a quasiexperimental prospective research study. Data included demographics, analysis of student movement through the examination to identify changed answers, and completion of the PROMIS Short Form version 1.0–Emotional Distress–Anxiety 8a tool. Results: PROMIS anxiety scores did not covary significantly with the rate of answer-changing behaviors including rate of negative changes. Conclusion: This study did not identify a relationship between students' answer-changing behavior and anxiety. Future studies should evaluate other characteristics, such as confidence and level of examination preparation, as possible reasons for changing answers. [ J Nurs Educ . 2023;62(6):351–354.]

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Schroers, Ginger, and Jenny O'Rourke. "Nursing Students' Medication Administration: A Focus on Hand Hygiene and Patient Identification." Journal of Nursing Education 62, no. 7 (July 2023): 403–7. http://dx.doi.org/10.3928/01484834-20230614-01.

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Background: Procedural failures during medication administration include a lack of appropriate hand hygiene and failure to verify patient identification prior to administration of medication. Procedural failures are common among nurses and nursing students and can lead to serious patient harm. Method: A descriptive cross-sectional research design was used to collect observational data from a simulation-based experience of a medication administration scenario. Results: Thirty-five senior baccalaureate nursing students from two geographically distant universities in the United States participated in the study. All of the participants made at least one procedural failure during the simulated experience. Hand hygiene compliance was 40.3%, and patient identification compliance was 43.8%. Conclusion: Students often failed to comply with medication administration safety guidelines. Nursing programs must make changes to the methods used to teach safe medication administration to prepare students for this critical skill. [ J Nurs Educ . 2023;62(7):403–407.]

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Ndiwane, Abraham, Kimberly Truong, Indigo Young, Ashley Kariuki, and Selam Shah. "Examining Student Preparation for Advancing Care in a Diverse Society." Journal of Nursing Education 63, no. 4 (April 2024): 228–32. http://dx.doi.org/10.3928/01484834-20240207-01.

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Background: Although many nursing programs include health equity in their curriculum, research investigating the efficacy of such curricula often is lacking. Method: Using criterion sampling, school of nursing alumni who could speak about their graduate preparation and current experiences working with diverse patient populations were recruited for this study. Semistructured interviews were conducted with 22 alumni regarding their curricular, clinical, and co-curricular experiences as graduate students to better understand the strengths and gaps in their preparation as health professionals. Results: Four major themes emerged from the analysis of interview transcripts ( n = 22). These themes included: (1) diversity and representation; (2) implicit bias and microaggressions; (3) skills and knowledge areas; and (4) supplemental learning through co-curricular experiences. Conclusion: Implications for policy, curriculum innovation, and clinical practice can better prepare students to advance care for a diverse society. [ J Nurs Educ . 2024;63(4):228–232.]

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Parker, Jessica L., Kimberly Becker, and Catherine Carroca. "ChatGPT for Automated Writing Evaluation in Scholarly Writing Instruction." Journal of Nursing Education 62, no. 12 (December 2023): 721–27. http://dx.doi.org/10.3928/01484834-20231006-02.

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Background: Effective strategies for developing scholarly writing skills in postsecondary nursing students are needed. Generative artificial intelligence (GAI) tools, such as ChatGPT, for automated writing evaluation (AWE) hold promise for mitigating challenges associated with scholarly writing instruction in nursing education. This article explores the suitability of ChatGPT for AWE in writing instruction. Method: ChatGPT feedback on 42 nursing student texts from the Michigan Corpus of Upper-Level Student Papers was assessed. Assessment criteria were derived from recent AWE research. Results: ChatGPT demonstrated utility as an AWE tool. Its scoring performance demonstrated stricter grading than human raters, related feedback to macro-level writing features, and supported multiple submissions and learner autonomy. Conclusion: Despite concerns surrounding GAI in academia, educators can accelerate the feedback process without increasing their workload, and students can receive individualized feedback by incorporating AWE provided by ChatGPT into the writing process. [ J Nurs Educ . 2023;62(12):721–727.]

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Stephenson, Pam, Dana Hansen, Nasreen Lalani, and Jennifer Biggs. "Nursing and Medical Students' Responses About End-of-Life Communication Reveal Educational Opportunities for Spiritual Care." Journal of Nursing Education 62, no. 11 (November 2023): 601–5. http://dx.doi.org/10.3928/01484834-20230906-03.

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Background: The need for improved spiritual care education is a national directive, prompting many nursing and medical education programs to respond with spiritual curriculum. This article reports on research that tested an educational intervention to enhance nursing and medical students' understanding of end-of-life communication with families. Method: This mixed-methods study included three reflection questions to ascertain students' attitudes about their own death and dying. Results: Many of the students' responses were spiritual in nature. Findings revealed two important misconceptions about death and one educational strategy that can be used to help students identify potential sources of spiritual discomfort in clinical situations. Conclusion: The findings offer a glimpse into the attitudes and beliefs of nursing and medical students that could influence how they view and deliver spiritual care, contributing to the evidence base for spiritual care education and curriculum. [ J Nurs Educ . 2023;62(11):601–605.]

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Wands, Brenda, Jiale Hu, Beverly George-Gay, Amanda H. Alley, and Nicole Damico. "Barriers and Facilitators to Implementing Holistic Admission Review in Graduate Advanced Nursing Programs." Journal of Nursing Education 62, no. 10 (October 2023): 570–74. http://dx.doi.org/10.3928/01484834-20230815-10.

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Background: There are strong recommendations and high demand for the use of holistic admission review (HAR). However, there is no study exploring and identifying barriers and facilitators to implementing HAR in health care education programs. Method: This qualitative descriptive study aimed to understand the key determinants influencing the integration of HAR in graduate advanced nursing programs. Two online focus groups with content analysis were used to identify barriers and facilitators. Results: The findings highlight 39 key determinants of HAR implementation in the graduate advanced nursing program; the determinants included four neutral influencing factors, 18 barriers, and 17 facilitators. These influencing factors aligned with all four domains in the Consolidated Framework for Implementation Research (CFIR) and with 20 of the 39 CFIR constructs. Conclusion: By taking into account the facilitators and barriers, graduate advanced nursing programs may use effective implementation strategies to integrate HAR changes and guide their evolving admissions processes. [ J Nurs Educ . 2023;62(10):570–574.]

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Deschênes, Marie-France, Marc-André Maheu-Cadotte, Guillaume Fontaine, and Éric Dionne. "Scoring Methods in Script Concordance Tests: An Exploratory Psychometric Study." Journal of Nursing Education 62, no. 10 (October 2023): 549–55. http://dx.doi.org/10.3928/01484834-20230815-05.

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Background: Despite the increasingly popular role of script concordance test (SCT) scoring methods in the evaluation of clinical reasoning, studies examining these methods in nursing are relatively scarce. This study explored the psychometric properties of five SCT scoring methods. Method: An SCT was administered to 12 experts and 43 learners. Scores were calculated using five methods and descriptive statistics. Differences in scores were assessed with the Mann-Whitney U test, and Spearman correlation coefficients were calculated for the different methods. Results: The median scores of both experts and learners differed substantially according to the scoring method used. Learners' scores were statistically different from experts' scores ( p < .01) for each method. Spearman coefficients (range, 0.44 to 0.95) were positive for the different methods. Conclusion: Further research is needed to refine the influence of SCT scoring methods for use in certifying assessment of clinical reasoning in nursing. [ J Nurs Educ . 2023;62(10):549–555.]

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Oda, Keiko, Sarah Majeed, John Parsons, Michal Boyd, and Moira Smith. "Putting the Mouth Into the Head-to-Toe Assessment: Nursing Oral Health Assessment Training With an Oral Health Therapist." Journal of Nursing Education 62, no. 7 (July 2023): 399–402. http://dx.doi.org/10.3928/01484834-20230509-04.

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Background: Oral care is one of the most neglected nursing practices, lacking oral care protocols, efficient training, and awareness of the benefits for clients. In particular, there is a gap in research for nursing oral health assessment training for nursing curricula. Method: This study explored the effects of interprofessional collaboration (IPC) training between nurses and oral health therapists (OHT) using newly developed oral health assessment tools with an aim of reducing barriers for nursing oral health assessment. The self-efficacy and confidence of nursing students in oral health assessment were evaluated using pre- and posttraining surveys, and a focus group. Results: Nursing students' confidence in incorporating oral health assessment into head-to-toe assessment improved after training. Conclusion: Nursing oral health assessment training with IPC, onsite OHT support, and oral health assessment tools improved the confidence and attitudes of nursing students in oral health assessment and care provision. [ J Nurs Educ . 2023;62(7):399–402.]

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Dodson, Tracy M. "Effects of Expert Modeling Videos on the Development of Nursing Students' Clinical Competence." Journal of Nursing Education 62, no. 8 (August 2023): 454–60. http://dx.doi.org/10.3928/01484834-20230612-04.

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Background: Nurse educators are called to develop innovative teaching strategies to build clinical competency. Expert modeling videos (EMVs) promote clinical competency by demonstrating exemplar nursing care. Methods: A quasiexperimental research study was conducted using a prebriefing intervention of a nursing process video for demonstration (experimental) and discussion (control) groups of nursing students. Simulation competency was measured using the Creighton Competency Evaluation Instrument (CCEI). Results: Students in the experimental group demonstrated a statistically significant improvement in simulation competency ( p = .001) and performed significantly better in the CCEI domains of communication ( p = .009) and patient safety ( p = .002). Conclusion: The use of EMVs in simulation prebriefing is an innovative teaching strategy to prepare undergraduate nursing students with the knowledge and skills required to enter the simulated environment. Through watching an exemplar demonstration of desired behaviors, students significantly improved their simulation performance and demonstrated clinically competent care of an acutely ill simulated patient. [ J Nurs Educ . 2023;62(8):454–460.]

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Wu, Hsiao-Ling, Der-Fa Lu, and Pei-Kwei Tsay. "Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses." Journal of Continuing Education in Nursing 54, no. 5 (May 2023): 233–40. http://dx.doi.org/10.3928/00220124-20230405-08.

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Background: Critical thinking disposition is important to facilitate professional judgment for novice nurses. The goals of this study were to describe critical thinking disposition among newly graduated nurses and to examine the factors that impact the development of critical thinking disposition. Method: This study employed a cross-sectional research design. Results: The mean critical thinking score was 244.11 ( SD = 44.70), with the highest mean scores earned on the inquisitiveness subscale ( M = 38.46, SD = 7.10). The lowest subscale scores were for systematicity ( M = 34.81, SD = 5.54), truth seeking ( M = 33.12, SD = 6.42), and self-confidence ( M = 29.26, SD = 6.90). Critical thinking dispositions were significantly associated with teaching strategies during the educational period, problem-based learning courses, and length of exposure to problem-based learning. Conclusion: Findings provide information to understand the disposition toward critical thinking in novice nurses and can serve as a reference in efforts to improve novice nurses' critical thinking skills. [ J Contin Educ Nurs . 2023;54(5):233–240.]

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Jennings, Leslie A., Regina W. Urban, and Daisha J. Cipher. "Academic Differences in BSN Admission Routes: Implications for Persistence." Journal of Nursing Education 62, no. 5 (May 2023): 302–6. http://dx.doi.org/10.3928/01484834-20230306-07.

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Background: To increase retention of prelicensure nursing students, several routes are used for admission to nursing programs. Students can be accepted as an early matriculation (EM) student at the point of university admission or they can follow a traditional competitive approach (TR) for admission. Method: A retrospective matched cohort study design was used to explore the differences among selected academic variables in two groups of prelicensure undergraduate students ( n = 136) in the same program. Results: EM students had significantly lower science grade point averages (GPAs), pre-program GPAs, and junior-level GPAs than TR students. However, there were no significant differences between the two groups in scores on the RN Fundamentals ATI examination, an important predictor of future NCLEX-RN success. Conclusion: EM students were as successful as their counterparts on standardized examinations in the first semester of a nursing program. More research is needed to understand program outcomes associated with students entering nursing programs via different routes. [ J Nurs Educ . 2023;62(5):302–306.]

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Littzen, Chloé, Jennifer May, Jessica Rainbow, Helena Morrison, and Lois Loescher. "Pursuing Success in a Hybrid PhD Nursing Program." Journal of Nursing Education 63, no. 5 (May 2024): 328–31. http://dx.doi.org/10.3928/01484834-20240305-08.

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Background: Little is known about hybrid PhD nursing students' experiences. Method: The purpose of this study was to describe and analyze the experiences of PhD nursing students in a hybrid program using a convergent mixed methods design. Recent nursing PhD alumni ( n = 18), and current PhD students ( n = 4) were recruited at a research-intensive university in the southwestern United States. Results: Four metainferences were identified: (1) the facilitator of faculty as both advisors and mentors; (2) the facilitator of peers as support, motivation, and a source of advice that preceded advisors; (3) the barrier of receiving conflicting feedback from advisory and dissertation committees; and (4) the barrier of not understanding the PhD student process. Conclusion: Peer support is fundamental for hybrid PhD nursing student success; conflicting feedback and not understanding the process are significant barriers. Strategies are recommended to mitigate barriers to facilitate hybrid PhD nursing students' success. [ J Nurs Educ . 2024;63(5):328–331.]

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Watkins, Susan, Antony R. Joseph, Valerie Wright, Stacy Goddard, and Judy Neubrander. "The Effect of Interprofessional Education on Student Readiness for Collaborative Practice." Journal of Nursing Education 63, no. 5 (May 2024): 304–11. http://dx.doi.org/10.3928/01484834-20240305-05.

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Background: Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. Method: This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. Results: Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. Conclusion: This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy. [ J Nurs Educ . 2024;63(5):304–311.]

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Peters, Christopher C., and Jennifer J. Doering. "Prevalence of Nursing Students With Background Check Findings." Journal of Nursing Education 63, no. 1 (January 2024): 32–37. http://dx.doi.org/10.3928/01484834-20231112-03.

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Background: Background checks (BGC) have been used in nursing education since the 2000s. Little is known about the prevalence of BGC among nursing students or how these students compare to the general population. Method: This retrospective study describes aggregated, de-identified BGC data from 2014–2019 in 16 large nursing programs in the United States. An independent samples t test was used to compare U.S. regional means and Federal Bureau of Investigation (FBI) regional arrest data. Results: The mean percentage of nursing student BGC with findings was 3.2% (minimum .00%, maximum 13.33%, SD 2.98%). The mean prevalence of BGC findings does not significantly differ among U.S. regions. There was no significant difference between BGC results in nursing students and regional FBI arrest data. Conclusion: Excluding students with BGC findings has not been studied but may represent a structural barrier to diversification of the nursing profession. Additional research linking BGC findings to public protection is required. [ J Nurs Educ . 2024;63(1):32–37.]

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Mechtel, Marci, Erin Kitt-Lewis, Crista Reaves, Barbara Sinacori, Tara O'Brien, Paul Logan, Patrice Rimbey, Kimberly Streiff, and Kathleen Phillips. "Durable Learning Strategies in Nursing Education: State-of-the-Evidence Review." Journal of Nursing Education 63, no. 1 (January 2024): 24–31. http://dx.doi.org/10.3928/01484834-20231112-05.

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Background: Health professions (HP) students must achieve durable learning (DL) to transfer and apply knowledge from the classroom to the clinical setting. This review examines the state of the science of classroom-based DL in HP. Method: The Joanna Briggs Systematic Review Methodology was used. MEDLINE, CINAHL, PsycINFO, and ERIC databases were searched for articles published from 2006 to 2022. A total of 2,000 titles were identified for review, with 51 studies being selected for inclusion. Results: Multiple classroom-based learning strategies generally reported as being effective were identified, including flipped classroom, educational technology, spaced learning, team-based learning, concept mapping and schema, testing, and case study and problem-based learning. Conclusion: Although DL has been proven to be effective in the classroom setting for HP, no one type has been shown to be more effective than others. Additional research is needed within the context of transferring knowledge to clinical settings and in nursing education. [ J Nurs Educ . 2024;63(1):24–31.]

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Vottero, Beth, Gerry Altmiller, Belinda Deal, Natasha Nurse-Clarke, Marc Rosales, and Danielle Walker. "A Multisite Study of a Quality Improvement Teaching Strategy to Build Competency." Journal of Nursing Education 63, no. 1 (January 2024): 38–42. http://dx.doi.org/10.3928/01484834-20231112-07.

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Background: Quality improvement (QI) is an essential part of nursing education. Although there are robust examples of teaching strategies for QI, there is a distinct lack of research on effective strategies for teaching QI in nursing education. Method: This multisite study included students from six nursing programs. A treatment fidelity plan was developed and followed to ensure consistency for implementation of the study and data collection. A quasiexperimental, nonpaired, pre- and posttest study design was used to examine changes in student perspectives of QI after participating in a QI teaching strategy. Pre- and posttest questions were mapped to the American Association of Colleges of Nursing's Essentials subcompetency statements for QI. Results: A total of 254 pre- and 116 posttest responses were included for analysis. Significance ( p = .05) was found at the beginning level within three questions. Conclusion: Findings from this study indicate beginning-level students can benefit from a competency-based QI learning activity. [ J Nurs Educ . 2024;63(1):38–42.]

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Richardson, Eric L., Jean Gordon, Richard Ginnetti, Randyl Cochran, Sheri Conklin, Reid Oetjen, and Dawn Oetjen. "Are Nursing Faculty Future-Ready? The Effects of Emerging Technologies on Nursing Education." Journal of Nursing Education 62, no. 12 (December 2023): 689–700. http://dx.doi.org/10.3928/01484834-20231006-04.

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Background: Preparing the next generation of nurses requires consideration for the integration of emerging technologies. This refers specifically to technologies that will shape and affect how care is delivered—not in today's health care facilities but in facilities 20 years from now and beyond. Method: A cross-sectional survey examining how seven emerging technologies were integrated into nursing curricula was developed and distributed to nursing faculty. A multiple linear regression model was used to analyze the data for the level of integration. The model was adjusted for all demographic measures, and the independent variables of interest were developed from unified theory of acceptance and use of technology (UTAUT) constructs. Results: Performance, attitude, social influence, and effort were insignificant. Education and training, costs, and complexity were noted as top barriers to adoption. Conclusion: A literature gap regarding integrating emerging technologies in nursing curricula exists. Further research is warranted to understand factors influencing integration. [ J Nurs Educ . 2023;62(12):689–700.]

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Sailsman, Sonique, and Joseph P. De Santis. "Social Determinants of Health Within Nursing Curricula: Nurse Educators' Knowledge and Attitudes." Journal of Nursing Education 62, no. 11 (November 2023): 614–22. http://dx.doi.org/10.3928/01484834-20230906-01.

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Background: Social determinants of health (SDOH) recently have received national attention. Nursing curricula historically have focused on the mastery of clinical skills, whereas topics related to social justice and equity have been relegated to courses in community health. Little is known about nurse educators' knowledge of SDOH and attitudes about incorporating SDOH content into existing nursing curricula. This study was designed to address identified gaps in knowledge about SDOH and faculty attitudes on including SDOH content into nursing curricula. Method: This study used a quantitative cross-sectional design. A sample of 276 nursing faculty participated in this study. Chi-square analysis and descriptive statistics were used to analyze the data. Results: Overall, knowledge of SDOH was high. Attitudes about including content on SDOH were favorable. Differences in knowledge and attitudes about SDOH were noted when compared by participant demographics. Conclusion: More research is needed on effectively incorporating SDOH content into existing nursing curricula. [ J Nurs Educ . 2023;62(11):614–622.]

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Austin, Heather Marie. "Effects of the COVID-19 Pandemic on Comprehensive Predictor Scores as Proxy for the NCLEX-RN." Journal of Nursing Education 62, no. 11 (November 2023): 638–41. http://dx.doi.org/10.3928/01484834-20230906-07.

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Background: Research is needed to examine whether the coronavirus disease 2019 (COVID-19) pandemic affected nursing students' NCLEX-RN pass rate. A decline in the NCLEX-RN pass rate would be detrimental to the nursing workforce, the nursing shortage, and nursing educational programs. This quantitative comparative study analyzed the effect of the COVID-19 pandemic on nursing students' Comprehensive Predictor scores as a proxy for the NCLEX-RN. Method: An independent t test was conducted to test for a difference in Comprehensive Predictor scores of nursing students before and during the COVID-19 pandemic. Results: There was no statistically significant difference in Comprehensive Predictor scores before and during the pandemic. Conclusion: Because there was no significant change in nursing students' pass rate on the Comprehensive Predictor as a proxy for the NCLEX-RN during the COVID-19 pandemic, the number of new graduate nurses entering clinical practice is expected to remain the same as pre-pandemic levels. [ J Nurs Educ . 2023;62(11):638–641.]

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Le Huray, Lena, Adam Thomas Murry, Hanna Mughal, and Lynden Crowshoe. "Readiness to Practice in Health Care: An Empirical Definition Based on a Content Analysis of the Literature." Journal of Continuing Education in Nursing 54, no. 7 (July 2023): 302–12. http://dx.doi.org/10.3928/00220124-20230620-03.

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Background: Health care services require practitioners to be ready to practice (R2P), but evidence shows new graduates vary in R2P. Unfortunately, there is a lack of clarity about what R2P entails. Method: A content analysis of the empirical literature ( Gaur & Kumar, 2018 ) was used to quantify the elements and higher-order categories of R2P. Results: Across 108 articles, professional development activities, communication, previous experience, confidence, clinical skills, patient-centered care, integration of knowledge, teamwork, competency, management, and interpersonal skills were used to define R2P at least 25% of the time. We identified seven domains of R2P: clinical experience, social experiences, professional development experiences, personal attributes, cognitive aspects, onboarding experiences, and educational experiences. Conclusion: Our study empirically defined what is associated with health professionals who were perceived as or perceived themselves as R2P in health care. Our results inform training, preparation, research, and the transition from medical training to the workplace. [ J Contin Educ Nurs. 2023;54(7):302–312.]

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Peisachovich, Eva Hava, Elizabeth V. Sombilon, Naida Grant, Nureen Ladha, and Celina Da Silva. "Evaluating the Effectiveness of Empathy-Based Education in Undergraduate Nursing: A Scoping Review." Journal of Nursing Education 63, no. 6 (June 2024): 367–71. http://dx.doi.org/10.3928/01484834-20240404-01.

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Background: Empathy is an essential trait in nursing practice that improves the quality of patient care. Nursing curricula that incorporate empathy-based experiential learning (i.e., hands-on educational experiences and reflections designed to foster and develop emotional intelligence) promote students' self-awareness and confidence when providing care to patients. This scoping review examined studies that explored the effects of educational interventions on the development of empathy in undergraduate nursing students. Method: Searches were conducted in MEDLINE using keywords related to nursing education and translated into CINAHL, EMBASE, and ERIC databases. Results: A total of 6,238 studies were identified. After duplicate and unrelated articles were excluded, 18 publications were considered for this review. Sixteen studies concluded empathy interventions were effective, five indicated the need for further research, and two implicated a need for standardization in empathy-evaluation tools. Conclusion: This review endorses the effectiveness of educational interventions and supports their implementation to promote empathy in undergraduate nursing students. [ J Nurs Educ . 2024;63(6):367–371.]

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McCord, Aaron, and Julie Otte. "Interventions to Increase the Diversity of Nursing Programs: An Integrative Review." Journal of Nursing Education 63, no. 6 (June 2024): 387–93. http://dx.doi.org/10.3928/01484834-20240404-07.

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Background: In 2011, the Institute of Medicine's The Future of Nursing: Leading Change, Advancing Health report declared the need to increase diversity in nursing. The National League for Nursing stated that nursing pipeline programs would be essential to create increased diversity. However, no details regarding the definition, construction, or implementation of a nursing pipeline were available within the position statement. Method: An inclusive integrative literature review was conducted. The aim was to examine interventions targeted toward increasing diversity in nursing education programs. Results: Twelve articles were included in the review. Similar interventions were used by nursing education programs; these included strategies to raise awareness about nursing to prospective students, preen-try preparation, holistic admissions, scholarships, tutoring, mentoring, and targeted advising. Conclusion: Evidence indicates interventions aimed at the retention of at-risk individuals are successful. Additional research is needed to develop effective recruitment strategies for diverse populations. [ J Nurs Educ . 2024;63(6):387–393.]

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Bozkurt, Semiha Asli, and Priscilla K. Gazarian. "Nursing Students' Perception of Caring for Culturally Diverse Patients: A Hermeneutic Phenomenological Study." Journal of Nursing Education 63, no. 6 (June 2024): 373–79. http://dx.doi.org/10.3928/01484834-20240404-05.

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Background: This study examined the phenomenon of prelicensure nursing students caring for culturally diverse patients. Method: Individual interviews were conducted with undergraduate nursing students using a hermeneutic phenomenological approach. Qualitative research experts conducted the interviews, transcribed the data, and followed van Manen's methodology for analysis. Results: Eleven nursing students participated in the study. Data were collected from April to August 2022. The average length of the student interviews was 32 minutes. Four themes were identified: (1) communication issues; (2) access to care; (3) nurse background; and (4) trust and respect. Conclusion: This study highlights the importance of caring for culturally diverse patients. Policymakers and health care leaders can use the findings to support legislative proposals for enhancing culturally diverse patient safety and health equity. Based on these findings, nurse educators and preceptors can adapt their clinical teaching approaches accordingly, and nurse managers can benefit from the results when hiring new graduate nurses. [ J Nurs Educ . 2024;63(6):373–379.]

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Al-Moteri, Modi. "OWIED System to Facilitate the Entrustment Decision in EPA Implementation." Journal of Nursing Education 63, no. 6 (June 2024): 356–65. http://dx.doi.org/10.3928/01484834-20240404-02.

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Background: Entrustable professional activities (EPAs) are gaining attention as an approach for adequate implementation of a competency-based evaluation framework in nursing education. This study sought to develop an Online Web-assessment Interface for Entrustment Decision (OWIED) to facilitate the entrustment decision in EPA implementation. Method: A participatory qualitative action research design consisting of two phases was used for this study. The exploration phase was conducted in close collaboration with stakeholders. Following the exploration phase, the primary researcher and a team of subject-matter experts in academic and information technology developed the OWIED system according to the exploration phase results. Results: The necessary features that met the expectations of the stakeholders were identified and assisted in developing the OWIED system. Conclusion: OWIED may provide a valid tool to track and validate nursing student acquisition of core competencies and assist in making entrustment decisions as students fulfill their training requirements in their academic program. [ J Nurs Educ . 2024;63(6):356–365.]

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Reaves, Crista, Michael Martel, and Kristine Rose. "Teaching Psychomotor Skills in Undergraduate Nursing Education: An Integrative Review." Journal of Nursing Education 63, no. 7 (July 2024): 421–26. http://dx.doi.org/10.3928/01484834-20240505-01.

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Background: Psychomotor skills, a cognitive and fine motor process, are an essential component to undergraduate nursing education. Currently, no national guidelines exist to guide nursing programs on the best way to educate students to ensure competent and safe practice of psycho-motor skills in the clinical setting. This review sought to determine what methods of education, training, and practice of psychomotor skills enhanced psychomotor skill competency in undergraduate nursing students. Method: An integrative review was conducted to determine teaching and practice strategies to support psychomotor skill competence. Results: Four significant categories were identified and included (1) simulation; (2) technology; (3) deliberate practice; and (4) theoretical and collaborative instruction. Overall, simulation and technology were found to be the most effective in psychomotor skill competence. Conclusion: Additional research is needed to identify which teaching strategies best support nursing students' long-term knowledge acquisition and competency as they transition into professional practice. [ J Nurs Educ . 2024;63(7):421–426.]

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Journal articles on the topic 'Nurs/research'

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