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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.] [ABSTRACT FROM AUTHOR]

Writing is valued as an essential skill in nursing education. However, the evaluation of written scholarly work is challenging. Limited nursing literature addressing issues or strategies associated with evaluation exists. The purpose of this study was to describe and evaluate differences that exist in the evaluation of a standardized written paper. The study included a sample of 47 graduate nursing students enrolled in a nursing education course. Participants were asked to grade a mock paper as part of a course assignment; their work was retained for data analysis. Wide variability in scoring and comments on the paper were noted; significantly lower scores were assigned by participants who had experience teaching in academic settings. The majority of written comments made by participants were related to grammar and American Psychological Association formatting or citation problems. Further research is needed to better understand paper evaluation practices of nursing faculty. [ABSTRACT FROM AUTHOR]

Nursing faculty perceptions of teaching undergraduate nursing students documentation skills using either paper-based or electronic health record systems were explored in this study. Twenty-five nursing faculty in a large urban public school of nursing were interviewed using a 13-item survey questionnaire. Responses were analyzed using the constant comparative method, and four major themes arose: teaching strategies; learning from experts; road from novice to expert; and legal, ethical, and institutional issues. Results demonstrate how faculty overcome myriad obstacles encountered while teaching clinical documentation processes. Self-efficacy theory, with its emphasis on knowledge, skills, and social context, describes how faculty are modeling behaviors necessary to succeed during this transition from paper to electronic documentation. The school of nursing is integrating the findings from this research to further informatics integration across the curricula, and ongoing research is planned to investigate issues of self-efficacy and student and clinical staff perceptions of teaching-learning clinical documentation. [ABSTRACT FROM AUTHOR]

The article focuses on electronic health record (EHR), and discusses a study conducted on the importance of paper documentation for new nurses. In the study, a patient was presented to the emergency department with shortness of breath, and the nursing students were told that the EHR was not available. The faculty told the students that all care provided to the patient would be documented using paper. The study found that handwritten orders improved patient safety.

Background: Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. Method: Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. Results: Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. Conclusion: Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [ABSTRACT FROM AUTHOR]

Background: The U.S. Boards of Nursing (BONs) collect annual report data from their nursing programs as part of their approval process. This paper highlights the 2020 and 2021 annual report data on the effect of coronavirus disease 2019 (COVID-19) on all nursing programs in 17 BONs in 2020 and 19 in 2021. Method: Nursing programs answered 16 questions on the effect of COVID-19 on their programs. Because BONs require annual report data, all programs in the participating states answered the questions, which included 798 programs in 2020 and 929 in 2021. Results: Major disruptions in nursing education occurred during the pandemic. Clinical experiences and didactic classes were greatly affected, though alternative strategies were used. Student and faculty attrition rates were particularly high in 2021. Conclusion: The authors call for a national forum where nurse leaders analyze what happened and make recommendations for future crisis events. [J Nurs Educ. 2024;63(5):312–319.] [ABSTRACT FROM AUTHOR]

Learning to write well is a difficult but worthwhile effort, as nurses often need to communicate effectively through writing. A range of interventions has been used to promote effective writing by nursing students, but little outcome evidence, beyond student and faculty satisfaction, has been reported. A peer coaching assignment in a senior-level RN-to-BSN nursing complex care theory course required students to complete a scaffolded review of a peer's draft paper and provide constructive feedback to the peer. A masked and a nonmasked faculty rater (with interrater reliability of 0.99) scored the drafts and final papers. The mean scores of the participants' papers improved dramatically (M[sub change] = 14.24, SD[sub change] = 15.26, t [28] = 5.03, p = 0 .000, 95% CI[sub diff] [8.44, 20.05]), after peer feedback. Students' responses to the intervention included identification of learning outcomes and the benefits and challenges of providing and receiving peer feedback. [ABSTRACT FROM AUTHOR]

Nursing students need the necessary resources to successfully complete a professional paper writing assignment. The purpose of this article is to describe resource support and evaluation strategies used in a professional paper writing assignment in a baccalaureate nursing program. The impetus for the study is to address the need for nursing faculty to move students toward writing proficiency while improving their information management skills. Students need resources to successfully complete professional papers due to the need for mining relevant professional sources, assistance with editing, and refinement of paper gained through peer feedback. Methods include evaluation of the interdisciplinary resource collaboration with campus librarians (information literacy), campus writing center tutorial oversight, and peer reviewer support and feedback. Student evaluation of the teaching strategy found the resources helpful for completion of the writing assignment and the collaborative learning with campus colleagues and writing experts beneficial. [ABSTRACT FROM AUTHOR]

Background: Preparing nursing students for practice is supported by developing a global perspective of health care delivery models. However, many schools of nursing and students lack the resources for study abroad. Method: Using a virtual stay-in place model, 42 international students applied an evidenced-based approach to study statistics, research, transitions in care, and elder care models that supported collaboration among peers from Austria, Switzerland, Chile, the United Kingdom, and the United States. Students explored social, economic, and reimbursement factors not encountered in the typical classroom. Results: Student beliefs and perspectives changed after completing a program with global peers. Survey results and themes in reflection papers indicated increased ability to conceptualize content in new ways, including holistic elder care, cultural practices and reimbursement options, and effects on future practice. Conclusion: Virtual international learning experiences are an effective education innovation that allows student to connect and learn from one another using a stay-in place model. [J Nurs Educ. 2023;62(11):647–649.] [ABSTRACT FROM AUTHOR]

Explores the experience of implementing journal writing as an expectation of second-year baccalaureate nursing students in a clinical practicum in the U.S. Role of faculty in facilitating the experience; Provision of medium within which students explored in depth significant events that occurred in their practicum; Inclusion of application of theoretical frameworks.

Background: Historically, faculty in Doctor of Nursing Practice (DNP) programs have noted poor student writing proficiency, which is associated with substandard oral and written communication skills, analytical reflection, and professional role attainment. Few studies have investigated incorporating integrative collaborative model Writing Across the Curriculum (WAC) strategies in DNP programs. This study evaluated the efficacy of this model on the writing proficiency of students in their final year of the DNP program. Method: This mixed-methods study examined how a collaborative model using WAC strategies affects DNP project value and rigor, writing proficiency, and student satisfaction. Results: Student writing proficiency improved significantly, resulting in statistical improvement in DNP project value and rigor. Students viewed the collaborative model favorably when using the incorporated WAC strategies. Conclusion: A collaborative WAC model used by nursing faculty, writing resource centers, and a research librarian effectively improved the writing skills of DNP students. [J Nurs Educ. 2023;62(4):241–248.] [ABSTRACT FROM AUTHOR]

Background: It is important for instructors to give equivalent grades for comparable student performances on an assignment. Students complain of differential grading, especially when multiple instructors grade a course assignment. Method: This descriptive comparative study examined clinical instructor-assigned grades for reflective thinking and writing components. Grades for 480 critical reflective papers by 80 undergraduate nursing students were assessed for differences between clinical group instructors and part-time versus full-time instructors. Results: Despite evidence of comparable student performance on the assignment across both groups, grades differed among the 10 instructors on both components. Grades differed between part-time and full-time faculty on reflective thinking but not writing, with part-time faculty grading reflective thinking higher than full-time faculty. Conclusion: Differential grading was identified between clinical instructors and type of faculty. The merit of multiple instructors grading a single course assignment warrants reconsideration. Enhanced grading training is recommended for part-time instructors who are expected to grade written assignments. [J Nurs Educ. 2023;62(2):101–104.] [ABSTRACT FROM AUTHOR]

The article provides information about one-minute paper, a solution to formative evaluation aimed at a current cohort of nursing students. According to the author, learner evaluation of a large group of students in a lecture setting seldom caters a benefit for those enrolled at the time. The intent of the one-minute paper is to evaluate students' reactions to and discernment of the instructional material presented or discussed. Accordingly, this teaching tool can be employed to assist nurse educators assess students' discernment in classroom, laboratory, and clinical settings.

Background: Health inequities are prevalent in the United States and globally; however, racism as a root cause for health inequities is not explicitly addressed in most nursing or health science curricula. Method: Nursing students enrolled in an undergraduate Bachelor of Science in Nursing research course were immersed in a trip to a Holocaust and Human Rights Museum as a nontraditional experiential approach to building upstanders for health equity. Results: Students used their experiences to inspire research to advocate for health equity for vulnerable populations and disseminated their research at local, national, and international conferences. Conclusion: Nurse educators are responsible for ensuring nursing curricula are current and inclusive to address the health needs of patients and communities and to improve patient and population health outcomes. Embedding an immersive experience and related assignments is one strategy toward dismantling structural racism in health care. [J Nurs Educ. 2022;61(7):417–420.] [ABSTRACT FROM AUTHOR]

The article focuses on returning-to-school adult learners, RN-to-baccalaureate (RN-to-BSN) students bring to the classroom the practice experiences useful for the foci of research papers. Topics include preparing a nursing research appraisal paper calls for refreshing and technical writing skills, writing helps learners think critically about course material, and nursing research course with a primary goal of preparing learners to evaluate research drawing from the cycle of science.

Over time, various methods have been used to stimulate critical thinking in undergraduate nursing students, and although many have been successful in helping students integrate the essential knowledge, experiences, and clinical reasoning that support practice, it is also useful to explore new methods. Faculty at the University of Hawaii at Manoa, School of Nursing and Dental Hygiene have taken an innovative approach of using logic models to further enhance critical thinking. This article presents an application of varying experiences and methods of using logic models to support the development of critical thinking and reasoning skills in nursing students. The processes in which logic models are used in the curriculum are described. The models are used to connect concepts from concrete to abstract levels in diverse and often nonlinear diagrams, guided discourse, and written assignments. The specific instructional methods used include concept mapping, concept papers, conceptual linking, and substruction. [ABSTRACT FROM AUTHOR]

Background: Competency in end-of-life (EOL) care is a growing expectation for health professions students. This study assessed the impact of four EOL care scenarios, using high-fidelity simulation, on the perceived learning needs and attitudes of pharmacy and nursing students. Method: On three campuses, pharmacy students (N = 158) were exposed to standard paper EOL case scenarios, while a fourth campus exposed eight graduate nursing and 37 graduate pharmacy students to simulated versions of the same cases. Results: The paper-based groups produced similar pre-post changes on the End of Life Professional Caregiver Survey. Results were pooled and compared with the simulation-only group, revealing significantly higher changes in pre-post scores for the simulation group. Conclusion: Students participating in the simulation group showed some significant differences in attitudes toward EOL care, compared with students in the classroom setting. [ABSTRACT FROM AUTHOR]

As an assignment in a pediatric theory class, small groups of nursing students created and implemented scenarios in the high-fidelity simulation (HFS) laboratory. The project's purpose was to determine whether senior nursing students could create HFS scenarios that increased their knowledge base of pediatric nursing and supported the use of evidence in identifying problems and planning nursing care. After completing the project, students wrote individual reflective papers. Qualitative analysis of these papers revealed the common themes of expanded understanding of pediatric nursing care and professional growth. Data supported achievement of the project objectives; however, this was attributed to the scenario-creation process rather than to the scenarios themselves. Challenges identified included lack of a mechanism to involve each student in every scenario and logistical issues, such as faculty time and laboratory scheduling. With attention to such issues, this project can be implemented successfully in a variety of clinical areas. [ABSTRACT FROM AUTHOR]

Background: Clinical judgment is an essential component of nursing education and a necessary skill for entry-level nurses. The use of traditional concept maps may not encourage adequate clinical judgment skills in nursing students. Method: Using the current NCLEX test plan, the National Council of State Boards of Nursing clinical judgment model, and the theoretical frameworks of Benner, Tanner, and Caputi, a new approach to concept mapping was developed. Results: Student feedback is positive, pointing to increased ability to prioritize nursing care and simplifying a significant amount of complex information and improved critical thinking and clinical judgment. Conclusion: This clinical concept map increases clinical judgment by assimilating and analyzing clinical information and integrating it into the nursing process. All components are on one sheet of paper, providing students with a succinct, global picture of nursing care. This clinical concept map increases clinical judgment by assimilating and analyzing clinical information and integrating it into the nursing process. All components are on one sheet of paper, providing students with a succinct, global picture of nursing care. [[J Nurs Educ. 2021;60(3):143–149.] [ABSTRACT FROM AUTHOR]

The incidence of plagiarism, intentional or unintentional, in the professional nursing arena has increased in recent years, as has the occurrence of plagiarism among nursing students. Strategies for cheating have become very sophisticated with the use of aids such as personal digital assistants, camera phones, and instant messaging. Cheating on written papers has also increased. the Internet provides students with ready-made research and academic papers, and access to Web sites on a plethora of topics. In this article, I describe my experience with plagiarism of ethics papers during students' final semester before graduation. How I discovered the plagiarized work and used the A-B-C-D-E ethical decision-making model in determining the student consequences for the event are presented. [ABSTRACT FROM AUTHOR]

Background: Teaching research at the undergraduate level can be a challenge. This is particularly true for distance education courses, in which students often feel isolated from each other and from faculty. Faculty teaching on-campus and distance education research courses designed a student research project and a method for bringing distance and on-campus students together to present their research findings. Method: By actively engaging students in the research process and providing an on-campus research day for the presentation of student posters (Year 1) and research papers (Year 2), course faculty were able to achieve their two goals of directly involving students in the nursing research process and creating a greater student sense of belonging within the college learning community. Results: Statistical analysis of an evaluation survey among on-site and off-site registered nurse to bachelor of science in nursing students indicated both groups ranked the Year 1 poster research day as good to very good. Students attending the Year 2 research day, where they presented papers, ranked the day as good. Statistical analysis indicated a significant difference between the two research days, with a clear student preference for posters. Conclusion: Students valued their active participation in the research process and the opportunity to get together and present their work. However, students clearly preferred a poster presentation format to presenting their findings as a research paper. [ABSTRACT FROM AUTHOR]

Background: Arts-based learning (ABL) strategies can enhance student learning in nursing education. Clinical postconference provides an opportunity to integrate these strategies. The purpose of this qualitative study was to understand student perspectives of ABL activities in clinical postconference and to explore the effect of ABL strategies during clinical postconference on nursing students' perceptions of their own practice. Method: This study was designed to reflect the critical attributes of ABL proposed by Rieger and Chernomas. Twenty-nine nursing students participated in six ABL activities during clinical postconference. Data were collected from student reflective papers. Inductive data analysis was used to derive themes. Results: Four main themes emerged: (a) Developing New Perspectives, (b) Appreciating the Patient Experience, (c) Reflecting on Feelings and Growth, and (d) Recognizing the Value of ABL. Conclusion: ABL strategies integrated during clinical postconference facilitate student learning by actively engaging students in reflection of professional practice and developing empathy. [ABSTRACT FROM AUTHOR]

The development of a personal philosophical statement about nursing is a useful assignment for both undergraduate and graduate nursing students. Students are asked to write a paper describing their philosophical views about nursing related to the metaparadigm concepts and include in-depth examples from their clinical practice to illustrate these views. This article includes information regarding important preparatory activities and handouts to facilitate the writing and evaluation of this assignment. There are many potential benefits of this complex assignment. It promotes students' reflection on their personal clinical practice experiences and engages students in mental and verbal dialogue that elicits their philosophical ideas about the metaparadigm concepts. These activities promote critical thinking and reflective clinical practice, act as a foundation for building theoretical understanding, and promote confidence in learning about nursing and other theories. [ABSTRACT FROM AUTHOR]

Background: Scholarly writing is an essential skill for a doctorally prepared nurse. Despite the importance of writing, there are limited data on how best to support students in the process of writing skill acquisition. This article describes the development, growth, and effects of a writing support program for graduate nursing students. Method: A writing support program was initiated with a focus on providing discipline-specific support. Activities included oneon-one coaching, workshops, and collaboration with faculty to offer writing content within or alongside courses. Results: Student and faculty evaluations show the benefits of the writing support program to enhance student confidence and skill in writing. Conclusion: Development of a writing support program has provided a valuable resource to graduate students and faculty in the school of nursing. Writing must be intentionally included in doctoral programs and supported with an array of practices including discipline-specific feedback. [J Nurs Educ. 2023;62(4):253–256.] [ABSTRACT FROM AUTHOR]

Background: Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. Method: An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Results: Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Conclusion: Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [ABSTRACT FROM AUTHOR]

Background: Ten years ago, nursing education in Ontario, Canada, changed when entry to practice and licensure became a bachelor's of science in nursing (BScN) for RNs. This article presents the initial results of an ongoing 5-year longitudinal study on undergraduate students' satisfaction within a collaborative BScN program and predictors of satisfaction with their nursing education. Method: BScN nursing students from one group of collaborative sites participated in a survey pertaining to satisfaction with their program. Data were collected via paper and pen or online. Results: Initial data found that students were satisfied or strongly satisfied with their collaborative nursing education (M ± SD = 183.9 ± 32.7). However, any type of conflict had a significant negative relationship with satisfaction in all domains. No other significant predictors of satisfaction were uncovered. Conclusion: Overall, students were very satisfied with a collaborative model of baccalaureate nursing education. Conflict of any type decreases satisfaction within all domains of nursing education. [ABSTRACT FROM AUTHOR]

This article explores current faculty methods with the application and evaluation of the American Psychological Association (APA) style. Specific aims were to determine concerns related to APA style, review faculty grading practices, identify institutional resources, and report potential solutions for improving application of APA style. A survey with an exploratory descriptive research design was developed and distributed online to academic chairs and deans, requesting their support in distributing the survey to their faculty. Responses (N = 704) were grouped into five categories: departmental and personal concerns; faculty grading practices; institutional resources; format, writing style, and grammar; and suggestions and potential solutions. Sixty percent reported that application and evaluation of APA style is a concern in their department. Content analysis identified four categories as proposed solutions: consistency, education, resources, and dialogue. On the basis of the feedback of the participants, the CRED program is proposed for the issues that were identified. [ABSTRACT FROM AUTHOR]

Background: Collaborative learning is an educational method widely used in nursing education that involves learners solving problems through teamwork. This study investigated the effects of using a metaverse virtual space for collaborative learning among nursing students. Method: A nonequivalent control group posttest design was used, and focus group interviews were conducted. This mixed-methods study included second-year nursing students (n = 43) divided into two groups. The intervention group used metaverse methods for the group projects and the control group used traditional methods. Results: Satisfaction with collaborative learning and peer evaluation of team projects were significantly higher in the intervention group compared with the control group. Participants' learning experiences were categorized into "unwelcome changes in the learning environment," "discovering the potential of a learning environment that encourages participation," and "tips for building a metaverse learning environment." Conclusion: Metaverse collaborative learning is a student-centered educational approach that fosters active interaction and addresses the shortcomings of traditional approaches. [J Nurs Educ. 2024;63(9):585–593.] [ABSTRACT FROM AUTHOR]

Background: Nursing students are prone to academic burnout (AB) as the result of frequent exposure to stressful situations. AB is associated with physical and mental health problems; thus, identifying the burden of AB is crucial for prevention. This review sought to estimate the global prevalence of AB among nursing students. Method: PubMed, Web of Science, EBSCO, SciELO, CUIDEN, LILACS, and BASE databases were searched. The prevalence of AB was estimated using random effects meta-analysis. Results: A total of 34 studies (n = 9,554 students) were included. The pooled prevalence of AB was 35% (95% CI [24%, 47%]; n = 23 studies), with the highest prevalence (58%) observed in Asia. The pooled prevalence of high emotional exhaustion, high depersonalization, and low personal accomplishment was 40%, 23%, and 30%, respectively. Conclusion: AB is more common than previously estimated among nursing students. Academic institutions should consider AB in their core curriculum. [J Nurs Educ. 2024;63(8):533–539.] [ABSTRACT FROM AUTHOR]

Background: In late 2022, an AI (artificial intelligence) application, ChatGPT (generative pre-trained transformer), was released free for public use. Although present use of AI applications are scant in nursing education, the easy access to ChatGPT will inevitably influence educational experiences for both educators and students. Nursing educators have an opportunity to leverage this new technology by understanding the functionality and limitations of ChatGPT. Method: This article examines the framework and functionality of ChatGPT and considers a potential nursing education assignment using the AI powered ChatGPT. The AI application, ChatGPT, is reviewed within the context of health care and nursing education and a potential nursing assignment leveraging ChatGPT is considered. Results: Nursing educators will increase their knowledge about ChatGPT and consider a possible nursing curriculum assignment using ChatGPT. Conclusion: Although not without limitations, nursing educators can leverage this new AI powered technology for an enhanced student experience. [J Nurs Educ. 2024;63(8):564–567.] [ABSTRACT FROM AUTHOR]

Background: As educators and schools redouble their efforts to support and graduate a diverse and highly competent student body, there is an urgent need to adopt an academic framework to understand the effects of trauma on student learning, ground equity and justice in nursing education, and underpin policy development. Method: This article explicates the use of equity-centered trauma-informed education practice (TIEP) as a framework for examining, scrutinizing, and eliminating the influences and effects of racism, including explicit, implicit, systematic, and microaggressions, as well as inequitable approaches in practices, pedagogy, and policy. Results: Five key strategies were identified: (1) bias and antiracist work; (2) safety and trust; (3) culturally responsive pedagogy; (4) wellness and balance and (5) community-building. Conclusion: Transforming nursing education requires a paradigm shift, with changes occurring from an individual to a system level. TIEP ensures changes are equity-centered and justice-focused. [J Nurs Educ. 2024;63(8):507–514.] [ABSTRACT FROM AUTHOR]

Background: Due to the lack of clinical placements during the pandemic, virtual simulation was used to augment student practice experiences. Method: Using Kirkpatrick's evaluation model, a program evaluation study using a mixed-methods design was implemented to assess student and faculty satisfaction and usefulness of virtual simulation, the effectiveness of meeting learning needs, and the effects of the virtual simulation resource on the development of clinical judgment (n = 70). Results: Virtual simulation was rated as moderately useful with an overall mean of 1.7 (SD = 0.66, range 1 to 3). Only 21% to 49% of the students found online simulation either met or well met the various areas of learning needs. Qualitative data highlighted the benefits of this strategy as well as implementation factors that affected students' experience. Conclusion: Virtual simulation can be used in clinical courses to augment learning when implemented in a way that addresses students' needs. [J Nurs Educ. 2024;63(7):470–477.] [ABSTRACT FROM AUTHOR]

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.] [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease 2019 (COVID-19) pandemic presented undergraduate racial and ethnic minority nursing students with unprecedented educational restrictions as their communities were also affected disproportionately by COVID-19. This study explored the lived experiences of racial and ethnic minority nursing students in the southeastern United States during the pandemic. Method: Semistructured interviews using a qualitative framework and methodology of post-intentional phenomenology were conducted with one Muslim, one multiracial, and three Black nursing student participants. Data were analyzed in an iterative process using poststructural concepts of lines, rhizomes, and space. Results: Students experienced abrupt challenging changes and isolation with the onset of pandemic restrictions. Barriers created by the pandemic and by routine educational experiences were met by creating alternate pathways to maintain forward progress. Conclusion: Undergraduate racial and ethnic minority nursing students experienced pandemic restrictions within a larger context of their lived experiences. Nurse educators can use these experiences to create better relationships between these students and nursing education. [J Nurs Educ. 2022;61(8):483–487.] [ABSTRACT FROM AUTHOR]

Background: The mental health of students and faculty has become a growing issue in academia. Faculty need to provide role-modeling early in nursing programs to enhance psychological well-being for future nurses that will have lasting effects throughout their careers. Method: A total of 29 faculty members participated in a descriptive study investigating types of self-care goals and how they could be achieved by College of Nursing faculty during their annual performance appraisal. Results: Seventy-three percent of respondents reported they anticipated that achieving these self-care goals would enhance their faculty role. Further, the respondents associated achievement of self-care goals as a way to improve their faculty performance. Conclusion: Since every individual has a unique perspective of the world, a self-care approach that works for one person might not work for another. Self-care goals should therefore be tailored to the unique needs and perspectives of each person. [J Nurs Educ. 2024;63(6):394–398.] [ABSTRACT FROM AUTHOR]

Background: Baccalaureate nursing education has experienced tremendous challenges requiring new flexibility of moving among traditional classroom, online education, and other teaching modalities to improve student outcomes, combined with the pressing need for determining which educational methods deliver quality instruction while having a positive effect on outcomes. This systematic review explored different teaching modalities and measurable educational student outcomes in undergraduate baccalaureate education. Method: A systematic review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Results: Of the 20 articles included in this systematic review, simulation, face-to-face, asynchronous, problem-based learning, gaming, flipped classrooms, reflective writing, tweets, and podcasts were represented. Three distinct educational outcomes that were identified included competence, confidence, and communication. Conclusion: A variety of educational methodologies drives positive outcomes in educating the next generation of nurses to have increased competence, confidence, and improved communication. [J Nurs Educ. 2024;63(6):380–386.] [ABSTRACT FROM AUTHOR]

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.] [ABSTRACT FROM AUTHOR]

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.] [ABSTRACT FROM AUTHOR]

Background: Accuracy is needed with medication administration, a skill that involves rule-based habits and clinical reasoning. This pilot study investigated the use of an evidence-based checklist for accuracy with oral medication administration and error reporting among prelicensure nursing students. Checklist items were anchored in the mnemonic C-MATCH-REASON© (Client, Medication, ADRs, Time, Client History, Route, Expiration date, Amount, Site, Outcomes, Notation). Method: Nineteen participants randomly assigned to crossover sequence AB or BA (A: checklist; B: no checklist) practiced simulation scenarios with embedded errors. Nursing faculty used an observation form to track error data. Results: Using the C-MATCH-REASON© checklist compared with not using the checklist supported rule adherence (p =.005), knowledge-based error reduction (p =.011), and total error reduction (p =.010). The null hypothesis was not rejected for errors found (p =.061) nor reported (p =.144), possibly due to sample size. Conclusion: C-MATCH-REASON© was effective for error reduction. Study replication with a larger sample is warranted. [J Nurs Educ. 2024;63(5):320–327.] [ABSTRACT FROM AUTHOR]

Background: Education providers teach numeracy to undergraduate nursing students using a diverse range of approaches. Proficiency in numeracy skills is critical for patient safety; however, alarmingly, the accuracy rate of calculations by both undergraduate nurses and RNs is reported to be low. Method: The literature search yielded 1,180 articles published between 1994 and 2022. The assessment of the studies was reported using the PRIMSA extension for Scoping Reviews. Results: Thirty-nine articles were included in the review. A diverse range of approaches were used to teach numeracy including learning theory, methods of calculation, learning environment, and examination aids. Conclusion: This review highlights the plethora of approaches for teaching numeracy within undergraduate nursing education. Internationally, there were limited studies on the most effective teaching approaches; therefore, developing a robust evidence-based numeracy framework would be beneficial to guide non-nursing instructors in teaching undergraduate nurses. [J Nurs Educ. 2024;63(4):218–227.] [ABSTRACT FROM AUTHOR]

Background: Best practices for online course design aim to improve teaching and learning by emphasizing the relationship between a course's learning outcomes and all other parts of the course, from assessments to technology to student interaction with peers and instructors. The transition and expanded opportunities to online or hybrid learning in nursing education demonstrate the need for quality online learning experiences. Method: A university initiative to ensure high quality remote courses focused on expanding Quality Matters (QM) certification of hybrid and online courses, which ensures that a course has been developed according to standards for online learning. Results: Currently, 20 courses within a school of nursing are QM certified with 4 more actively preparing for formal review this academic year. Conclusion: This experience can aid schools to develop faculty competencies in evidence-based, online navigation and course design, and systematically improve the online learning experiences for all students. [J Nurs Educ. 2024;63(4):205–211.] [ABSTRACT FROM AUTHOR]

The author describes a lesson plan to incorporate an experiential learning activity and reflective observation into the nursing curriculum.

Incorporating health promotion strategies in practice, and in particular within healthy public policy based on the Ottawa Charter, is widely recognized as within the mandate of nursing, although evidence suggests that nurses are reluctant to take on this role. An innovative strategy was developed to facilitate baccalaureate nursing students' learning about healthy public policy by immersing them in a real-world service-learning experience. Students partnered with a population, assessed the determinants of health, and implemented a population health promotion strategy that included attention to a health policy issue. Students identified strengths and weaknesses of the existing policy and were required to propose recommendations for change that addressed the social justice issues. Students presented their work to faculty, students, and community partners and developed a written position paper on the topic. Students evaluated the service-learning experience as an excellent experiential learning opportunity. [ABSTRACT FROM AUTHOR]

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. [ABSTRACT FROM AUTHOR]

Effective writing is vital to nursing practice. As educators, we sought to incorporate a meaningful writing assignment as part of a junior-level professional development course. We used innovative methods that support the missions of higher education in general and nursing education in particular while promoting healthful living and establishing the community-as-client. In addition to fostering health education and health promotion, this writing assignment served to enhance students' writing skills and provide them with an opportunity to have their work published. The venue for publication was The Auburn Villager, a weekly local newspaper with a circulation of 6,000 within the local community in East Alabama. The writing assignment was a tremendous success on many levels. Foremost among the positive outcomes was student pride in experiencing publication of their creative work. In addition, students reported a feeling of satisfaction that the assignment had both practical and educational utility. [ABSTRACT FROM AUTHOR]

Writing is an essential skill for professional nurses. during their education, nursing students are required to produce a variety of written assignments, but most of these are regimented, such as care plans and term papers. there is little opportunity for students to express their creative side. Because all writing experiences are useful for student growth, this project in writing poetry was developed to provide students with an opportunity to reflect on their clinical experience in home health nursing and to document the contribution of clinical experience to their affective domain. [ABSTRACT FROM AUTHOR]

Background: Nursing faculty have been called to incorporate social determinants of health (SDOH) in nursing courses to equip nurses in better addressing disparities in care and health outcomes. Method: Prior to clinical experiences, students were introduced to concepts of health promotion and the SDOH framework. In the maternal child nursing course, core concepts of reproduction and sexuality were introduced through an SDOH framework lens. Outpatient clinical sites were chosen to provide a comprehensive, health promotion-focused clinical experience. Results: As students immersed themselves in providing care outside of the acute care setting, they assessed specific populations' needs and resources and participated in delivering care that addressed financial and access issues. Conclusion: Incorporating outpatient maternal child clinical experiences broadens students' perspective on health outcomes impacted by SDOH. By implementing health promotion interventions in community settings, students can grasp a more vivid picture of nursing's role and impact outside of hospital walls. [J Nurs Educ. 2024;63(7):482–484.] [ABSTRACT FROM AUTHOR]

The article presents the Innovative Short Group Writing Assignments to Enhance Scholarly Writing Skills. It mentions about the scholarly writing that is not a skill taught in graduate schools of nursing, even though there are many writing assignments, and Past experience of author with writing assignments and limited experience with writing at their place of employment increase students' anxiety about scholarly writing.

Background: The sustainability of prelicensure nursing clinical learning models within ambulatory care is dependent on strong partnership and the availability of ambulatory nurse preceptors. Evaluation of preceptor and student satisfaction with ambulatory clinical experiences is necessary to identify program strengths and opportunities. Method: Nursing students' and nurse preceptors' perceptions of an ambulatory dedicated education unit (DEU) in primary care and general internal medicine practices were measured from 2021 to 2023. Results: Students' survey responses indicated a high level of agreement for 20 (90.9%) of 22 items in 2021, 35 (100%) of 35 items in 2022, and 32 (91.4%) of 35 items in 2023. Preceptor responses demonstrated favorable agreement with all of the work-life satisfaction across the 3 years of the survey, with the exception of one question on the 2021 survey. Conclusion: Nursing students and staff nurse preceptors found the ambulatory DEU teaching and learning experience to be positive and satisfying. [J Nurs Educ. 2024;63(3):171–177.] [ABSTRACT FROM AUTHOR]