查看更多>>摘要：? 2021 Elsevier Inc.The American Association of Ambulatory Care Nurses (AAACN) promotes addressing the increasing need for registered nurses with specialized knowledge and skills to be effective in the ambulatory care environment (2014). A large University Medical Center was interested in offering a senior practicum clinical experience in the ambulatory care environment, that might result in future hiring of new graduate RNs for positions in 17 ambulatory care centers, to address vacancies and in support of the AAACNs goals (2014). The same University's School of Nursing needed to address the need for additional senior practicum clinical placements for 200+ pre-licensure nursing students, each semester. Targeting both the needs of the Medical Center and the School of Nursing, an academic-practice partnership resulted in the creation of a combined inpatient and outpatient, ambulatory care senior practicum clinical experience. This project resulted in a clearer understanding of the utility of ambulatory care environments as a site for nursing student clinical placements. Additionally, the project informed participating students about the roles of the nurse in the ambulatory setting, but did not result in an increased number of placements nor the hiring of newly-graduated RNs into the ambulatory care environment, to date. Lessons learned and potential solutions are shared.
查看更多>>摘要：? 2021Background: This study aimed to investigate predictors for academic success, including satisfaction with online class and academic achievement, in the coronavirus disease 19 (COVID-19) pandemic era. Purpose: To obtain basic data needed to improve the quality and outcomes of online learning in lectures for nursing students. Method: A cross-sectional, descriptive, nationwide online survey in South Korea was performed using structured questionnaires. Participants were 200 nursing students taking online-based learning at universities in 2020. Data were analyzed using descriptive statistics and hierarchical multiple regression with SPSS WIN 26.0 program. Results: Cyber-class flow (β = 0.65, p < 0.001) was a significant predictor of satisfaction with online class. Self-directed learning (β = 0.18, p = 0.014) and satisfaction with online class (β = 0.19, p = 0.035) were significant predictors of academic achievement. Conclusion: To achieve academic success from online learning, self-directed learning should be prioritized and satisfaction with online class needs to be managed by nursing educators. To improve satisfaction with online class, cyber-class flow should be considered when designing teaching and learning methods for undergraduate nursing education programs.
查看更多>>摘要：? 2021 Elsevier Inc.Background: Mentoring is recommended as an intervention to assist nurses in adjusting to the faculty role. While research on academic mentoring for nurse faculty is growing, the findings of this body of research have not been summarized to inform the development of mentoring programs. Purpose: The purpose of this integrative review is to summarize and synthesize the research regarding mentoring relationships and mentoring programs in academia for nurse faculty. Method: Whittemore and Knafl's (2005) methodology for integrative reviews guided this work. Electronic databases that were searched using the following terms: mentorship, mentors, mentor, nursing faculty, faculty, educational personnel, nurses, nursing, and nursing education. Primary research studies were included that examined mentoring relationships among nurse faculty, mentoring program components, and mentoring outcomes in academia. Results: A total of 18 studies were included in the review. Five main topics were identified: (1) prevalence of mentoring programs and relationships, (2) priorities within mentoring programs and relationships, (3) perceived quality of mentoring programs and relationships, (4) outcomes of mentoring programs and relationships, and (5) challenges within mentoring relationships. Conclusion: More research is needed to inform nurse faculty and leaders as they design effective mentoring programs and support the development of collaborative and enriching mentoring relationships.
查看更多>>摘要：? 2021 Elsevier Inc.Nurse educators must be prepared to adopt innovative, evidence-based teaching approaches that, like the flipped learning method, improve student learning outcomes and better prepare the nursing workforce of the future. The purpose of this paper is to provide a comprehensive plan and resources for faculty to transition a graduate nursing course from traditional lecture-based teaching to flipped learning. The flipped learning approach was fully implemented with 24 graduate nursing students in a primary care family nurse practitioner course. The process of transitioning from traditional lecture-based teaching to flipped learning is presented, including a detailed explanation of how flipped learning class sessions were facilitated. Nurse practitioner students who participated in the flipped learning course found that this method fostered engagement with the course content and improved students' confidence in their ability to apply knowledge and skills in clinical practice. The flipped learning method has the potential to increase active learning and student engagement, integration of classroom and clinical knowledge, and application of knowledge from the classroom to nursing practice.
查看更多>>摘要：? 2021 Elsevier Inc.Background: Nursing students are at increased risk for the consequences of stress on wellbeing. Little is known about nursing students' health promoting behaviors and how these relate to health, stress, and well-being. Purpose: The purpose was to describe perceived stress and measures of well-being (self-compassion, happiness, and life satisfaction) along with self-reported health promoting behaviors and health status in order to identify factors that could affect stress and well-being in nursing students. Methods: A multi-site team employed cross-sectional research methods to explore well-being, stress, and potential physical and emotional health-relevant factors in undergraduate nursing students. Baccalaureate Nursing students from three nursing programs in North Texas participated in a web-based survey. Undergraduate students (n = 417) reported being junior or senior level in a traditional (74.1%) or an alternative nursing training program (on-line, fast-track, or weekend nursing program; 24.9%) in the fall of 2019. Recruitment fliers went to a total of 2264 potential participants via university e-mail. Consenting students completed online surveys collecting demographic and health related factors as well as measures of well-being and stress. Results: More than half (56.6%) of students reported worsening health since starting nursing school. Exercise and meditation were related to higher measures of well-being and lower stress, but this relationship diminished in the multivariate model when considering individual demographic and health related factors. Our multivariate model suggests that self-rated health status remains a main potential predictor of reduced stress and improved well-being. Conclusions: Self-reported health factors are related to wellbeing in nursing students. Targeted interventions to improve well-being among nursing students may be necessary and would fit with national recommendations for nursing education programs. Resiliency skills training with mindfulness practices may help nursing students reduce stress, improve overall well-being, and equip students to avoid burnout and stress-related illness once in the workforce.
查看更多>>摘要：? 2021 Elsevier Inc.Background: Technology is increasingly used in nursing education, particularly during the SARS-CoV-2 (COVID-19) pandemic. COVID-19 also brought new challenges to patient care and limited access to in-person clinical experiences for nursing students. Pivoting to virtual simulation (VS) for clinical was necessary during the height of the pandemic. With students' return to clinical settings, VS experiences continue to be needed, due to quarantine of clinical settings and/or shortage of available clinical sites. VS clinical experiences have been successfully utilized over the past decade; however, the literature lacks resources on the use of VS for delirium care of patients. Method: In this article, the authors describe the creation and provision of a VS clinical day using interactive computer-based technology to educate nursing students to prevent, recognize, and manage delirium. The VS clinical was in conjunction with a Behavioral Health course. Results: Evaluation of students demonstrated attainment of objectives. Students reported satisfaction with the VS experience. Conclusion: Technology in nursing education and use of VS clinical provide effective strategies for clinical learning when in-person clinical experiences are unavailable, either due to access limitations or lack of patients with specific health needs.
查看更多>>摘要：? 2021 Elsevier Inc.Background: Successful adaption to the increasing demands of the healthcare system involves self-directed learning (SDL) approach, which contributes to professional values and academic and clinical performance. Although many factors are related to SDL, research examining the association between internal factors such as loneliness, mindfulness and optimism with self-directed learning is limited. Objective: This study aims to examine the association between loneliness, mindfulness, and optimism with self-directed learning. Methods: A cross-sectional design was conducted, and study participants included 568 nursing students from higher education institutes in North, East and South China from May 2020 to October 2020. Data collection instruments included socio-demographics, the self-directed learning scale, the loneliness scale, the Five Facet Mindfulness Questionnaire, and the Life Orientation Test. Hierarchical multiple regression and moderation analyses were used to analyze the data. Results: Findings indicated that loneliness was negatively related to SDL, whereas mindfulness and optimism showed a positive relationship to SDL. Optimism did not significantly moderate the relationship between loneliness and SDL, and between optimism and self-directed learning. Conclusions: The findings suggest that incorporating training programs for reducing loneliness and improving mindfulness and optimism into curricular and extracurricular activities on campuses may help increase SDL.
查看更多>>摘要：? 2021Background: The COVID-19 pandemic has led to significant changes in the field of education, including not least of all the adoption of distance education, which nursing students have had limited experience with in Turkey. Purpose: This study aimed to determine the factors affecting nursing students' success in distance education and to evaluate their experiences during this process. Methods: The study was designed as a descriptive, cross-sectional study and involved the participation of 454 nursing who were members of the Student Nurses Association in Turkey. An evaluation form for assessing students' sociodemographic and distance education-related characteristics and the Distance Education Assessment Questionnaire for Nursing Students (DEAQNS) were used for data collection. Results: The students further reported that the main factors affecting the success of distance education were provision of preliminary information, proficiency level of technological software use, economic status, proficiency level of use of technological devices, and asynchronous learning. Conclusions: In order to increase the success of distance education, students need information on the protection of personal data and use of technological software and devices in the nursing curriculum.
查看更多>>摘要：? 2021 Elsevier Inc.As interest in nurse-led health and health care innovation grows, we must prepare nurses with the skills, knowledge, and experiences necessary to lead in these areas. In this article we describe how schools of nursing can integrate innovation in their mission, describe actionable steps to position nurses as leaders in this space, and provide a case study example of how to infuse innovation into a school of nursing. Clinical relevance: In order for nurses to lead in health and healthcare innovation, schools of nursing and nursing programs must think strategically about the knowledge and skills the next generation of nurses will need and then support those innovation needs at all levels of research, education, and practice.
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