The curriculum's strategic infusion of business concepts into the DNP program provides diverse advantages to the DNP graduate, the organizations they join, and ultimately, their patients.
Nursing students' ability to bounce back from academic and practical hurdles is a hallmark of academic resilience. Recognizing the necessity of academic resilience, the exploration of effective approaches to enhance it is underdeveloped. To propose suitable solutions, a comprehensive evaluation of the links between academic resilience and other elements is required.
This research evaluates the determinants of academic resilience among Iranian undergraduate nursing students, examining its relationship with self-compassion and moral perfectionism.
The year 2022 was the time frame for this descriptive cross-sectional study to be undertaken.
Self-report measures were completed by 250 undergraduate nursing students, representing a convenience sample from three Iranian universities for this study.
Key data collection instruments were the Nursing Student Academic Resilience Inventory, Moral Perfectionism scale, and Self-Compassion Scale (short form). The application of correlation and regression analyses was conducted.
In terms of academic resilience, the mean was 57572369, with a standard deviation illustrating score variation. Moral perfectionism displayed a mean of 5024997, while self-compassion exhibited a mean of 3719502. Moral perfectionism demonstrated a substantial correlation (r = 0.23, p < 0.0001) in relation to self-compassion. Statistically speaking, academic resilience showed no meaningful connection to moral perfectionism (r = -0.005, p = 0.041) or self-compassion (r = -0.006, p = 0.035), but it did have a significant impact on age (r = 0.014, p = 0.003), Grade Point Average (r = 0.18, p < 0.0001), and the university of enrollment (r = 0.56, p < 0.0001). 33% of the variation in academic resilience was attributable to grade point average and the university, the latter having the strongest impact (r=0.56, p<0.0001).
A key to improving nursing students' academic resilience and performance lies in the adoption of appropriate educational strategies and offering student support. Promoting self-compassion sets the stage for the enhancement of moral perfectionism in nursing students.
The integration of effective educational strategies and student support systems is crucial for fostering academic resilience and improving performance amongst nursing students. NIR II FL bioimaging Self-compassion serves as a catalyst for the development of moral perfectionism in aspiring nurses.
The growing number of older adults and those living with dementia demands the critical contribution of undergraduate nursing students in the provision of care. Many healthcare workers, however, do not receive the necessary geriatric or dementia care training, and this lack of specialized expertise subsequently limits their post-graduation career options in this field, further contributing to the current shortage of workers.
Our intention was to evaluate student interest in and commitment to working with individuals with physical limitations or disabilities (PLWD), collect their input on training opportunities, and gauge their interest in a novel long-term care (LTC) elective externship.
Bachelor of Science in Nursing students participated in a survey, the questions of which were adapted from the Dementia Attitude Scale. The survey's focus was on their experiences with healthcare, their perspectives on the care of the elderly, their comfort when working with individuals with dementia, and their commitment to developing geriatric and dementia care capabilities. Thereafter, we convened focus groups to explore the desired curricula and clinical content.
Seventy-six students completed the survey, signifying their participation. check details A large percentage indicated a lack of enthusiasm for interacting with and a deficiency in knowledge about supporting older adults and people with physical limitations. Six focus group members indicated their interest in actively engaging in hands-on learning activities. Specific training components, identified by participants, are crucial to attracting students to geriatric education.
A new long-term care (LTC) externship at the University of Washington School of Nursing was established, refined, and assessed using our study's results.
Our investigation into the matter provided the impetus for the creation, trial period, and assessment of a new long-term care externship at the University of Washington School of Nursing.
Since 2021, some state-level legislators have promulgated legislation that curtails the content public institutions can impart concerning issues of discrimination. An increase in gag orders, despite a national chorus of protest against racism, homophobia, transphobia, and other forms of prejudice, is observable. Professional healthcare organizations, particularly nursing associations, have publicly condemned racism within the healthcare sector and emphasized the need to address health disparities and advance health equity. National research organizations and private grant funders likewise contribute to research concerning health disparities. Faculty members in higher education, including nursing professionals, are, however, effectively silenced by laws and executive orders that restrict their ability to teach and conduct research on historical and current health inequities. This commentary endeavors to showcase the immediate and long-term effects of academic silencing and to promote resistance against such legislative actions. Drawing upon professional codes of ethics and discipline-specific education, we present readers with concrete activities to counteract gag order legislation, ultimately promoting patient and community well-being.
Health science researchers, as their comprehension of poor health's underlying causes deepens, incorporating non-medical elements, necessitate a corresponding transformation and adjustment of nursing practice, empowering nurses to drive improvements in population health. Within the American Association of Colleges of Nursing (AACN) 2021 Essentials Core Competencies for Professional Nursing Education, population health skills are demanded for nurses, whether they are starting or advanced practitioners. This article explores these competencies in depth, offering practical examples of their integration into beginner nursing programs.
Undergraduate and graduate nursing curricula have demonstrated a fluctuating dedication to the study of nursing history. The 'Essentials Core Competencies for Professional Education' from the American Association of Colleges of Nursing, published in 2021, necessitates that nursing education programs include content about history. This article will guide nurse educators in using a nursing history framework and a five-step method to efficiently integrate historical perspectives into their already full curriculum. By purposefully integrating nursing history into the curriculum, aligning it with existing course goals, student learning will be significantly improved. Students' interaction with varied historical sources will cultivate their mastery of The Essentials' core competencies across the 10 nursing domains. The diverse historical source types are examined, and the process of finding the right historical sources is described in detail.
While the availability of PhD nursing programs in the U.S. has grown, the number of students beginning and finishing these programs has stayed relatively constant. The key to a more varied future nursing workforce lies in groundbreaking methods of attracting, developing, and graduating a diverse student population.
This paper examines PhD nursing students' viewpoints on their programs, experiences, and the methods they use to achieve academic success.
A cross-sectional, descriptive design was employed in this study. Data were obtained from a 65-question online student survey, which students completed between December 2020 and April 2021.
The survey was completed by 568 students, representing 53 different nursing schools. Examining the difficulties students experienced throughout their programs, five recurring themes emerged: issues with faculty, managing time and personal life, insufficient preparation for dissertation research, financial hurdles, and the continued influence of the COVID-19 pandemic. Students' suggestions for boosting the quality of PhD nursing programs revolved around five core concepts: program advancement, course improvement, research exploration, professor development, and dissertation strategies. The survey's data, revealing low numbers of male, non-binary, Hispanic/Latino, minority, and international respondents, necessitates the development of novel recruitment and retention programs to promote diversity within PhD student populations.
PhD program administrators should create a gap analysis document, incorporating suggestions from the new AACN position statement alongside the reported perceptions of PhD students revealed by this survey. By crafting a detailed improvement roadmap, PhD programs will be better equipped to nurture the next generation of nurse scientists, leaders, and scholars.
PhD program leadership should use the new AACN position statement's guidelines and the feedback from PhD students, as documented in this survey, to perform a meticulous gap analysis. A better preparation of the next generation of nurse scientists, leaders, and scholars is facilitated by the implementation of an improvement roadmap within PhD programs.
Nurses, in their diverse roles across healthcare settings, provide care to those struggling with substance use (SU) and addiction, however, educational programs addressing these issues remain inadequate. Technological mediation Experiencing SU in patients, while simultaneously facing gaps in knowledge, might negatively shape attitudes.
Our initial assessment, preceding the creation of an addictions curriculum, focused on evaluating pre-licensure nursing students', registered nurses', and advanced practice registered nurses' (RN/APRNs') perceived knowledge, attitudes, and educational interests concerning substance use (SU) and addiction.
During the fall of 2019, an online survey was carried out to gather data from the student body of a large mid-Atlantic nursing school.