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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.] .

Competing Interests: Competing interests: None declared.

Background: Much has been explored about academic dishonesty among nursing students., Problem: Nursing students continue to engage in a variety of dishonest behaviors in the classroom and clinical settings. Concerned faculty members are seeking assistance in understanding the problem and finding suggestions for reducing students' engagement in academically dishonest behaviors., Approach: Drawing on current literature, we discuss an expanded definition of academic dishonesty, explore motivating factors for students' academic dishonesty, and summarize common ways to reduce students' engagement in academically dishonest behaviors. We also provide guidance for development of policies concerning academic dishonesty., Conclusions: By cultivating a learning environment that promotes honesty and integrity, rather than waiting until a dishonest act occurs to take action, the likelihood is lower that students will engage in academically dishonest behaviors., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2020 Wolters Kluwer Health, Inc. All rights reserved.)

The National League for Nursing recognizes leadership as an important aspect of the educator role. The purpose of this article is to describe leadership in the context of clinical nursing education and how clinical nurse educators enact leadership. The article identifies particular nursing practice skills and strengths that clinicians bring to nursing education that enhance leadership knowledge, skills, and abilities. After review of several leadership models, we identified five overarching themes that demonstrate how clinical nurse educators exemplify the various models including role modeling, providing vision, helping students to learn, challenging the system or status quo, and seeking relational integrity. We explicate the themes with examples affirming the leadership potential of clinical nurse educators, and suggest ways in which nursing faculty members and administrators might draw on the leadership capital of clinical nurse educators., (Copyright © 2012 Elsevier Ltd. All rights reserved.)

The use of scientific evidence to support national recommendations about clinical decisions has become an expectation of multidisciplinary health care organizations. The objectives of this project were to identify the most applicable evidence-rating method for perioperative nursing practice, evaluate the reliability of this method for perioperative nursing recommendations, and identify barriers and facilitators to adoption of this method for AORN recommendations. A panel of perioperative nurse experts evaluated 46 evidence-rating systems for quality, quantity, and consistency. We rated the methods that fully covered all three domains on five aspects of applicability to perioperative nursing practice recommendations. The Oncology Nursing Society's method was rated highest for all five aspects of applicability, and interrater reliability of this method for perioperative recommendations was 100%. Potential barriers to implementation of the rating method include knowledge deficit, staff resources, resistance to change, and fear of showing that lower levels of evidence support some recommendations. Facilitators included education, resource allocation, and starting small. Barriers and facilitators will be considered by the implementation team that will develop a plan to achieve integration of evidence rating into AORN documents. The AORN Board of Directors approved adoption of this method in June 2010., (Copyright © 2011 AORN, Inc. Published by Elsevier Inc. All rights reserved.)

Each year, the AORN Scholarship Committee selects recipients of AORN Foundation scholarships to support educational advancement. Competition for scholarships increases as more AORN members return to school. Successful applicants are attentive to detail in following application guidelines, clearly articulate their appeal for a scholarship, include documentation of academic records and the school or program accreditation status, and convey their passion for caring through service to the community and to others.

We conducted this study to determine the perceived value of certification in perioperative nursing. Following development and pilot-testing, we mailed the 18-item Likert-type instrument, the Perceived Value of Certification Tool (PVCT), to a sample of 2750 perioperative nurses who had earned the CNOR or CRNFA credential or both. A total of 1398 surveys were returned (50.8% response rate). Factor analysis extracted three factors, accounting for 61% of the variance: personal value, recognition by others, and professional practice. Internal consistency reliability testing (Cronbach's alpha) identified a standardized alpha of.924. Over 90% of respondents agreed or strongly agreed with statements about the value of certification related to feelings of personal accomplishment and satisfaction, validating specialized knowledge, indicating professional growth, attainment of a practice standard, personal challenge, and professional commitment, challenge, and credibility. These results are consistent with previously published literature on specialty certification in nursing.

Study results are only as meaningful as the research questions they answer. Good research ideas often emerge from clinical practice situations, but they need to undergo development and refinement to become researchable nursing research questions.

Student cheating on college campuses is believed to be a common occurrence, but academic dishonesty among nursing students is a source of legitimate concern to nursing faculty members because of its potential effect on present and future professional practice. Strategies are outlined that can promote academic honesty in the nursing program through moral and character development of nursing students, teaching moral decision-making skills, role-modeling of honest academic behavior, and developing and enforcing an appropriate academic integrity policy.

This study investigated the effect of humorous and musical distraction on preoperative anxiety among 46 patients scheduled for same day, elective, nondiagnostic surgery. Preoperative anxiety was measured with a horizontal visual analog scale after treatment group subjects listened to either a humorous audiotape or a tranquil music audiotape for 20 minutes and control group subjects received no intervention. Results show no significant difference between the group anxiety means. This study provides no evidence that humor or music decreases preoperative anxiety, but it also shows no evidence that perioperative nurses should avoid using humor or music as nursing interventions.

The concept of Project Alpha, a chapter-level program to promote the implementation of perioperative nursing content in nursing education programs, was introduced at the 27th annual AORN Congress in 1980. Project Alpha activities were designated as basic (ie, Project Alpha awareness, education), intermediate (ie, Project Alpha promotion, clinical preceptoring), and advanced (ie, extern program, integrated perioperative module). This article reports one chapter's success in implementing Project Alpha.