查看更多>>摘要：? 2021Social determinants of health (SDOH) directly contribute to health inequities among populations and communities. These structural and social forces impact health and health outcomes. Nurses play a vital role in addressing the SDOH and closing gaps relative to disparate outcomes. Integration of SDOH in nursing curriculums has become highly prioritized in nursing education as marginalized communities continue to experience inequities in health, which have been highlighted during the COVID pandemic. Many schools of nursing have embedded SDOH in course content throughout curricula but lack a structured approach to appraise the effectiveness of incorporating these concepts. This paper describes a framework used to evaluate SDOH integration in pre-and post-licensure curriculum.
查看更多>>摘要：? 2022 Elsevier Inc.Academic demands challenge many nursing students as they embark on their professional journey to become competent nurses or further their education. Challenges with incorporating successful retention strategies were problematic during the worldwide COVID-19 public health emergency. Academic student support services were urgently needed. This article describes the successful development of a funded college campus's academic support service center using virtual nurse educator tutoring services for undergraduate and graduate nursing students. The mission of the center is to assist nursing students to become independent, self-confident, and efficient learners who successfully fulfill all academic nursing program requirements. Evidence-based education was provided to train tutors and refine their technology competencies. Tutoring was provided for graduate students to fulfill the need for similar types of academic support services. Metrics were collected to evaluate the relationship between tutoring and academic success indicators. Initial evaluations of tutoring sessions by tutees suggest that peer tutoring as an adjunctive teaching and learning strategy can positively impact academic performance. Findings included improved student quantitative measures including higher exam scores and GPAs along with qualitative outcomes suggesting increased critical thinking skills, self-direction, and self-confidence. Nurse educator student tutors gained valuable teaching experience that promoted their overall academic role development.
查看更多>>摘要：? 2021 The AuthorsBackground: Little is known, whether physical workload and musculoskeletal complaints (MSCs) have an impact on the intended or actual dropout of nursing students in the later years of their degree program. Purpose: Studying the determinants of intention to leave and actual dropout from nursing education. We hypothesized that physical workload and MSCs are positively associated with these outcomes. Methods: A prospective cohort study among 711 third-year students at a Dutch Bachelor of Nursing degree program. Multivariable backward binary logistic regression was used to examine the association between physical work factors and MSCs, and intention to leave or actual dropout. Results: Intention to leave was 39.9% and actual dropout 3.4%. Of the nursing students, 79% had regular MSCs. The multivariable model for intention to leave showed a significant association with male sex, working at a screen, physical activity, decision latitude, co-worker support, distress and need for recovery. The multivariable model for dropout showed a significant association with living situation (not living with parents), male sex, sick leave during academic year and decision latitude. Conclusions: Our research shows that the prevalence of MSCs among nursing students is surprisingly high, but is not associated with intention to leave nor with actual dropout.
查看更多>>摘要：? 2021 Elsevier Inc.Lifelong learning is key to excellent nursing. Ensuring nurses have a strong foundation for lifelong learning requires a connection between pre-licensure nursing education and ongoing workplace learning. Currently, however, a line deeply divides nurses' learning during post-secondary education and their learning in the workplace. Expanding on the findings from a previously published grounded theory study exploring workplace learning in experienced nurses, I explore aspects of the theory relevant to nursing education in more depth. I describe the concept of Getting Grounded, a process of developing foundational knowledge and dispositions that unites nursing education to workplace learning. This differs from the current focus on knowledge-based examinations and pressure for job-ready graduates. Through this re-examination of dispositions necessary for workplace learning and consideration of current and emerging educational initiatives, I argue that nurse educators can, and should, contribute to graduates' lifelong learning and improved patient care.
查看更多>>摘要：? 2022Background: Schools of Nursing are challenged to increase student diversification as there continues to be documented college achievement gaps in students who come from under-resourced, low socioeconomic communities with difficult environmental constraints and lifestyle issues. Purpose: The purpose of this 3-year study was to test a social determinants of education (SDE) model with 400 diverse nursing students. Method: The SDE framework was analyzed using structural equation modeling (SEM)) to estimate the influence of background social determinants, emotional intelligence and lifestyle on students' ability to integrate into collegiate academic and social support systems and to persist to graduation with professional values. Qualitative analysis was completed on student input on support. Results: Social determinants student lifestyles and emotional intelligence explained over 26% of the variance of academic integration, and academic integration explained over 19% of the variance of the student outcome of persistence. 11% of professional values was accounted for by the combination of parent education, social support, lifestyle and emotional intelligence, academic integration, and persistence. Qualitative analyses also supported the SDE Framework with themes that included life balance, academic relationships and communication, and career. Conclusion: The SDE Framework offers faculty and administrators with targeted factors to consider when assessing and providing resources to enable students to achieve their maximal capacity to succeed in college and in their careers.
查看更多>>摘要：? 2021 Elsevier Inc.Background: While the number of Doctor of Nursing Practice (DNP) programs has grown steadily, there is limited data on how national organizations are collecting data on DNP-prepared nurse practitioners (NPs) and no standard instrument exists to collect data on DNP-prepared NPs. Purpose: The purpose of this study was to develop a universal minimum data set (MDS) for the DNP-prepared NP population. Method: Instrument development consisted of several sequential stages, including conceptualization and item generation, preliminary evaluation of items, field testing the survey, and analysis of scale development data. Findings: A set of 16 core variables and 19 additional variables were developed to collect standardized data on the demographics, education, and practice patterns of DNP-prepared NPs. Pilot testing revealed high correlations between the activities DNP-prepared NPs are prepared for and typically participate in a typical workweek and in their career. The MDS demonstrated high reliability in our sample. Discussion: The DNP NP MDS can be used for data collection by various stakeholders, including national organizations, to facilitate improved tracking of outcome data for the DNP-prepared NP workforce. It can also provide data-driven support for the need and significance of the DNP degree for NPs.
查看更多>>摘要：? 2022 Elsevier Inc.Background: Despite numerous studies across the globe, most studies on Health-Promoting Lifestyle behaviours among nursing students were restricted to descriptive analysis with limited implications for nursing education and practice. Purpose: The purpose of this study was to investigate the level of health-promoting lifestyle behaviours, analyze their relationships and correlates among nursing students. Methods: Cross-sectional study was conducted among 270 nursing students in India. Socio-demographic profile and Health-Promoting Lifestyle Profile-II scale were administered. Subscales inter-correlation were computed. Hierarchical multivariate logistic regression was used to determine the predictors of Health Promoting Behaviours. Results: Nursing students had modest level of health-promoting behaviours (131.57 ± 17.90). Physical activity had the lowest score (16.44 ± 4.31). Regression analyses showed health-related characteristics to have more influence on health-promoting behaviours than socio-demographic characteristics (p < 0.002). Nursing students with insufficient physical activity (AOR = 0.26; 95% CI: 0.13–0.52) had poor Health-promoting lifestyle profile than those with good physical activity. Conclusion: There is a need to strengthen the nursing curriculum and training environment to promote physical activity for nursing students to promote their health and empower them as future health promoters.
查看更多>>摘要：? 2022 Elsevier Inc.Background: This study explored the empowerment of nursing students to contribute to nursing education and recommend ways of increasing the engagement of nursing students in their training. The development of empowerment among nursing students leads to the maximum achievement of learning competencies and enables them to eventually become competent nurses. Purpose: This study examined the relationship between student nurses' characteristics, structural empowerment, and psychological empowerment. Methods: A total of 185 nursing students were recruited through systematic sampling at Sultan Qaboos University, with a 92% response rate. Nursing students' level of psychological empowerment, in terms of meaning, competence, self-determination, and impact, and their level of structural empowerment, in terms of access to opportunity, support, information, and resources were investigated using a self-designed questionnaire. Results: The results showed that “access to support” was rated as the highest dimension by the students, followed by “access to information,” “informal power,” “access to opportunity,” “access to resources,” and “formal power.” The global empowerment mean score was 3.64 (SD = 1.01), and the total structural empowerment score was 20.58 (SD = 3.62). The multivariate multiple regression analysis revealed that students' year level and involvement in school organizations had multivariate effects on the four dimensions of psychological empowerment. Students who were involved in school organizations had higher scores for the dimensions of “meaning,” “competence,” and “impact” than students who were not involved in any school organization. Conclusion: Power can be either developed or acquired, and its definition is expressed based on the achievement objective. Age is not a barrier, as it had little or no impact on nursing student experiences and no correlation with structural empowerment.
查看更多>>摘要：? 2022 Elsevier Inc.Background: Black and African American people make up a little over 13% of the United States population. Black nurses represent 7.8% of US nurses and 8.7% of nursing faculty. The exact percentage of Black nurses in academic leadership cannot be ascertained. Studies indicate the need to diversify nursing at every level including academic nursing leadership. Purpose: The purpose of this study is to examine the everyday lived experiences of Black academic nurse leaders in the United States through the Critical Race Theory perspectives. Methods: A qualitative narrative research study design was employed for the study. Data were collected from 34 Black academic nurse leaders using unstructured interview. Results: The findings of the study were classified under six major themes; the path to academic leadership, we need trust and support, the pressure for positive representation, uppity Black nurse, and treading a thin line. Conclusions: This study provides an insight into the insights into the intersection of race and gendered experiences of Black academic nurse leaders. Nursing education is in a unique position to maximize the human capital potential of Black nurses in the workplace, especially those graduating from graduate programs around the country.
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