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Background: Being aware of elevated levels of student psychological distress by nursing faculty, and subsequently responding to it, may diminish nursing students' experience of negative mental health well-being. Purpose: Relationships between perceived faculty support, resiliency, and the prevalence of depression, anxiety, and stress among undergraduate nursing students were explored. Methods: An exploratory mixed-methods design was used for this descriptive, cross-sectional study. The Depression, Anxiety, and Stress Scale-21, Brief Resilience Scale, Perceived Faculty Support Scale, a demographic questionnaire, and open-ended questions were used to collect data. A convenience sample of 989 undergraduate baccalaureate nursing students from across the United States completed the surveys. Results: Study results revealed resilience strategies and psychological and functional supportive faculty behaviors and actions are substantial predictors of lower depression, anxiety, and stress in undergraduate baccalaureate nursing students. Conclusions: Investments in faculty development to support nursing student resilience may reduce the degree of negative mental health well-being that students exhibit related to nursing education and promote their successful transition to nursing practice. [ABSTRACT FROM AUTHOR]

Kintsugi serves as a powerful metaphor for nurse externs and residents to identify lessons learned from the pandemic and to refocus on the golden cracks to foster respect, resilience, and rebuilding. Kintsugi encourages nurses to embrace their challenges, find strength in their vulnerabilities, and grow from their experiences. [ABSTRACT FROM AUTHOR]

Background: The capacity to be self-directed, take responsibility for one's learning, and possess grit, perseverance, and passion for long-term goals is fundamental to doctoral education. Compassionate teaching (CT) strategies may help foster these traits. Purpose: This study explored CT strategies, self-directedness, and grit in doctoral nursing education. Methods: A mixed-methods design examined doctor of nursing (DNP) graduates' (N = 227) perceptions of self-directedness, grit, and CT using an online survey and interviews. Results: A weak direct correlation existed between CT strategies and grit. A weak-to-moderate direct significant correlation existed between CT strategies and self-directedness. Participants were moderately self-directed with postmasters-DNP graduates being more self-directed than postbaccalaureate-DNP graduates. Qualitative results validated that CT strategies include committing time to relationship building, providing timely critical feedback while being kind, and treating students fairly. Conclusions: Faculty who embrace rigor and compassion are appreciated by students and are perceived to foster self-directedness and grit. [ABSTRACT FROM AUTHOR]

Background: Recruitment and mentoring of clinical preceptors for adjunct clinical faculty positions is essential to easing the nursing faculty shortage. This exploratory study investigated an academic-practice partnership through a summer nursing externship to recruit and mentor clinical preceptors for the clinical educator role. Method: This exploratory longitudinal study examined the success of recruiting and mentoring adjunct clinical educators at a Magnet hospital in the northeast United States. Reflective qualitative survey data from externs, extern faculty, and preceptors in baccalaureate and associate degree prelicensure programs were analyzed. Results: The findings revealed successes and challenges in recruiting and mentoring 21 adjunct faculty. Conclusion: Nursing externships proved to be successful in recruiting and mentoring clinical adjunct faculty. Implementing new models for recruitment and mentoring are essential for the success of nursing programs and the education of students. [J Nurs Educ. 2023;62(12):728–732.] [ABSTRACT FROM AUTHOR]

The purpose of this qualitative, phenomenological study was to determine the meaning and use of intuition in novice nurses with an above-average self-perception of intuitiveness in their 1st year of practice. Sixteen novice nurses from a variety of hospitals and specialty areas were interviewed to discover the meaning of intuitive knowing and to explore how intuitive knowing is manifested in their practice. Data interpretation revealed three dimensions. First, prior experiences were influencers to novice nurses; second, connections were central to making meaning through intuition; and third, dimensions of time, space, and touch proved to be significant in facilitating intuition. Based on the findings that emerged, implications for nursing education and practice and the wider field of adult education are presented.

Suggests teaching strategies to inculcate intuition as a valued means of knowing in the multicultural nursing education curriculum: self-awareness, cultural sensitivity, a climate of curiosity, process objectives, and a holistic approach to clinical experience. (Contains 36 references.) (JOW)

Abstract AIM To understand perceptions of faculty and students about attendance policies in baccalaureate nursing programs. BACKGROUND Classroom attendance is an issue of debate across academic disciplines. METHOD A mixed-methods [...]

ABSTRACT Many nursing students participate in summer extern programs to augment their clinical experience in school and ease the gap between education and the real world of nursing practice. The [...]

Continuing Education This article has been designated for CE credit. A closed-book, multiple-choice examination follows this article, which tests your knowledge of the following objectives: 1. Describe the pathophysiology of [...]

Electroconvulsive therapy (ECT) is an increasingly popular treatment for drug-resistant depression that may have utility for some patients with neuroleptic malignant syndrome (NMS) who are unresponsive to pharmacotherapy. Using a case study as an example, this article discusses the diagnosis of a patient with NMS, the use of ECT as a treatment for NMS, and the importance of nursing care for these patients. [ABSTRACT FROM AUTHOR]