Graduates Of Nursing Programs Research Articles

Improving Undergraduate Nursing Testing Practice by Developing a Peer-Review Methodology.

Nursing tests are considered a high-stakes method of evaluating students' mastery of learned concepts and a means to prepare students for the licensing examination. After observing a downward trend in nursing program graduates' NCLEX-RN pass rates, an increase in test question issues, and anticipating the NCLEX-RN changes to the NGN format in 2023, the department sought to increase test quality. Using shared governance, faculty mentorship, and evidence-based test practices, a testing methodology and process was created by implementing a test review committee. Implementation of the test review committee demonstrated a significant improvement in the quality of tests administered, facilitated improved faculty test development, and increased student preparedness for the 2023 NGN examination by demonstrating a 100% pass rate. Although implementing the test review committee and changing test practice required continued faculty support and mentorship, the outcome produced a standardized quality testing process that demonstrated student success. [J Nurs Educ. 2024;63(10):679-685.].

Diversity, Equity, and Inclusion Competencies for a Graduate Nursing Program.

The integration of diversity, equity, and inclusion (DEI) concepts throughout the curriculum is imperative to the preparation of advanced-practice nurses to deliver person-centered care. This article describes the design and evaluation of one institution's faculty-developed DEI competencies for graduate nursing students. A task force of faculty and content experts utilized a modified Delphi approach in the development of DEI-focused competencies related to advanced-level nursing education. A literature review, a faculty survey, and content experts were employed in the modified Delphi approach. Creation of interdisciplinary faculty-lead graduate nursing DEI curricular competencies included an overview, identification of three domains, eight competencies with associated key elements, and a glossary clarifying nine essential DEI terms. The development of DEI competencies for graduate nursing programs is feasible and an important strategy for preparing students with the values and skills to address the ongoing embedded structural inequalities in health care. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Embracing Technology in a Graduate Nursing Program: A Novel Use of ChatGPT.

Embracing Technology in a Graduate Nursing Program: A Novel Use of ChatGPT.

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

The learning experiences and career development expectations of Chinese nursing master's degree students: A qualitative investigation

AimTo explore the learning experiences and career development expectations of nursing master's degree students. BackgroundWith increasing demands for improved quality of life, there is a growing need for nursing graduate programs in clinical care. However, the existing training programs for nursing master's students in China require improvement. It is essential to analyze students' learning experiences, perceptions of the current status of nursing and expectations of the nursing profession to enhance and develop university training programs. DesignA descriptive qualitative study employing semi-structured interviews. MethodSemi-structured interviews were conducted with 14 nursing master's degree students. The data obtained were analyzed using Colaizzi's seven-step phenomenological analysis method. The study adhered to the consolidated criteria for reporting qualitative research (COREQ). ResultsThree main themes emerged from the analysis—Theme 1: Career expectations, encompassing motivations for pursuing the nursing master's program and career aspirations; Theme 2: Study experiences, including nursing professional ability, nursing management ability, self-awareness ability and moral literacy; Theme 3: Occupational dilemmas, encompassing the current challenges and coping strategies. ConclusionThe learning experiences of nursing master's students in universities are closely linked to their training programs. A disparity exists between students' career expectations and the actual employment landscape for nursing master's degree students.

Implementation of Cultural Awareness and Cognitive Bias Training Within Graduate Nursing Programs.

Cognitive bias negatively affects patient outcomes, resulting in medical errors, sentinel events, and legal claims. The brunt of bias-induced inequities and disparities has fallen on Black and Brown people, women, and the LGBTQ+ communities. Faculty training programs have rapidly increased in number, whereas student training has lagged. A three-part curricular series was developed for students seeking nurse practitioner (NP) training. The series addressed racial bias, microaggression, and gender bias using vignettes and guided pre- and debriefing. The series was initially implemented to 70 students from four different specialty areas of study. Students resoundingly reported the content as valuable and challenging and the environment as a safe space to learn, be vulnerable, and be empathetic to the experiences of others. This three-part series has been implemented across eight NP majors and has become a required component of the NP on-campus intensive experience. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Discouraging Quiet Quitting: Potential Strategies for Nurses.

Undergraduate and Graduate Nursing Programs; College of Nursing & Health Professions, Drexel University, Philadelphia, Pennsylvania. Correspondence: Patti Rager Zuzelo, EdD, RN, ACNS-BC, ANP-BC, ANEF, FAAN, Associate Dean for Academic Nursing Programs, College of Nursing & Health Professions, Drexel University, Health Sciences Building; 60 N. 36th Street, Philadelphia, PA 19104 ([email protected]). The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article.

Effective Strategies for Teaching Evidence-Based Practice in Undergraduate Nursing Programs.

Literature shows that nursing program graduates cannot apply skills related to evidence-based practice (EBP) on graduation. However, the influence of EBP on quality and safety in nursing is well documented and shows that innovative strategies for teaching the content need to be explored. Teaching EBP in nursing programs is challenging due to students' attitudes and lack of engagement. These challenges are compounded when the program is accelerated or an undergraduate completion program. A literature search was conducted to identify best practices for improving the quality of EBP courses. The findings, along with the application of EBP 7 steps, were identified and implemented in the course redesign. A structured and sequential approach to learning core skills related to EBP may be an effective method of improving course quality and application of EBP skills upon graduation.

How A Graduate Nursing Program Implemented a Virtual Oral Examination during the COVID-19 Pandemic

In 2020, as the entire world, including the U.S., experienced the rapid restraints and uncertainties of the COVID-19 pandemic, innovative teaching and assessment methods had to be utilized to achieve pre-pandemic goals and objectives of graduate education. This article describes how faculty implemented virtual oral exams as an assessment methodology to evaluate students' cumulative knowledge of essential women's health content. Course faculty administered a 25-minute virtual oral examination to students enrolled in a second-year advanced women's health course. All enrolled students (25 in 2020 and 19 in 2021) completed the virtual oral examination. The method was successfully implemented for two consecutive years, demonstrating the potential feasibility, applicability, and sustainability of implementing oral examinations utilizing the evaluation method in graduate education. This method assessed the students' critical thinking on essential aspects of care that they will eventually deliver to the public.

50th Anniversary of the Graduate Program in Nursing, University of São Paulo School of Nursing

50th Anniversary of the Graduate Program in Nursing, University of São Paulo School of Nursing

50th Anniversary of the Graduate Program in Nursing, University of São Paulo School of Nursing

50th Anniversary of the Graduate Program in Nursing, University of São Paulo School of Nursing

Theoretical model for management of nursing research groups.

To develop a theoretical model for management of research groups in nursing graduate programs. This is a Grounded Theory developed in a stricto sensu nursing graduate program of a public university. Data collection was conducted from April to October 2018 and the theoretical sample consisted of 21 participants arranged in three sample groups. Research activities are linked to research groups, which require human, material and financial resources to develop their studies. These conditions call for management strategies and national and international interactions that result in theoretical, scientific and technological development of the profession. The theoretical model for management of research groups can serve as a guide for graduate programs in nursing and health for planning the work process and so that they can contribute with research of great impact for society.

Active Learning Methodologies in a High Stakes Graduate Nursing Program

Active learning with student engagement has been demonstrated to improve knowledge retention and improve learning in graduate education. Nurse anesthesia education has traditionally been taught using lecture with slide presentations without considering student centered learning. Much attention has been given to active learning strategies to promote student engagement and content retention, yet little information exists regarding student preferences for in higher level graduate nursing courses. This mixed-methods study aimed to examine student learning preferences for seven different instructional methodologies; traditional lecture, a problem-based learning exercise, reading with workbook assignments, development of cognitive aids, game-based learning, practice questions, and a case study, as well as to which were best to learn by. Students prefer game-based learning, practice questions, and assigned reading with workbooks over lecture and other active learning exercises and reported game-based learning and workbooks from assigned readings as easiest to methods by which to learn.

The Lived Experience of DACA Recipients Who are US Nursing Program Graduates and Their Pathways to Professional Licensure: A Phenomenological Study.

The Lived Experience of DACA Recipients Who are US Nursing Program Graduates and Their Pathways to Professional Licensure: A Phenomenological Study.

Telehealth across nursing education: Findings from a national study.

BackgroundThe onset of COVID-19 perpetuated the necessity for nursing students to be telehealth savvy upon graduation. There is minimal research regarding the integration of telehealth in nursing curricula across multiple levels.PurposeThe purpose of this survey study was to determine the current or future use of telehealth content and experiences in prelicensure and graduate nursing program curricula.MethodsFollowing vetting, an adapted survey was sent to 386 nursing program or simulation directors in June 2020.FindingsThe survey had a 21 % (n = 82) response rate. Fifty-five percent of prelicensure and 40 % of graduate programs had no telehealth curricular content, while 22 % and 45 %, respectively, planned to integrate. The top barrier to integration was a lack of funds.DiscussionFurther research is needed to evaluate telehealth in nursing curricula. Due to many factors, the addition of telehealth curricula in nursing schools is inevitable.

The barriers and facilitators of developing clinical competence among master’s graduates of gerontological nursing: a qualitative descriptive study

BackgroundClinical competence development is a main goal of specialized nursing courses. Nonetheless, some master’s graduates of gerontological nursing programs have inadequate Clinical competence. The aim of this study was to explore the barriers and the facilitators to clinical competence development among the master’s graduates of gerontological nursing.MethodThis qualitative descriptive study was conducted in 2020. Participants were twenty nursing master’s students, master’s graduates, and instructors of gerontological nursing. They were purposively selected from several faculties of nursing and midwifery in Tehran, Isfahan, and Kashan, Iran. Semi-structured interviews were held for data collection and the conventional content analysis proposed by Graneheim and Lundman was used for data analysis. Data were managed using the MAXQDA 10 software.ResultsThe main barriers to clinical competence development were students’ neglectfulness towards learning, inefficiency of educational system, and ineffective management. The main facilitators to clinical competence development were effective educational planning and management improvement.ConclusionThere are different personal, educational, and managerial barriers and facilitators to clinical competence development among master’s graduates of gerontological nursing. Effective educational planning and management improvement are needed for clinical competence development among master’s students and graduates of gerontological nursing.

The Lived Experience of DACA Recipients Who Are US Nursing Program Graduates and Their Pathways to Professional Licensure: A Phenomenological Study.

This phenomenological study explored the experiences of Deferred Action for Childhood Arrivals (DACA) recipients who are nursing program graduates in the United States and their pathways to professional licensure. DACA is a federal program facilitating lawful employment and higher education to qualified US immigrants. Understanding the experience of DACA recipients who have become registered nurses will inform nurse educators' advocacy to create a more diverse nursing workforce. DACA recipients ( n = 17) who were US nursing program graduates were interviewed to explore the phenomenon of a pathway to professional licensure. The pathway to professional licensure emerged within four themes: pursuing the dream, finding support, figuring it out, and advocating for others. To contribute to a diverse nursing workforce, the authors recommend that nurse educators advocate for policies to support DACA recipients who graduate from US nursing programs to achieve professional nursing licensure.

Completion and attrition of DNP students of the 2006-2015 matriculating cohorts

BackgroundDespite the strong support for DNP education, we have limited knowledge about completion and attrition of DNP students, which are important measures of achievement of DNP programs. PurposeTo examine completion and attrition of students in DNP programs. MethodsThe data were obtained from AACN's Doctoral Student Roster Survey and Annual Survey of Baccalaureate and Graduate Programs in Nursing. 31,320 students who matriculated into DNP programs between 2006 and 2015 were selected. These years were chosen to ensure accurate estimates of graduation and attrition rates. Bivariate and multivariate analyses were used to examine the associations between individual and institutional characteristics and attrition of DNP students. FindingsWe found that the completion rate of DNP students of the 2006-2015 matriculating cohorts was 77.3% and the attrition rate was 19.3%. On average, after matriculation, it took 3 years for the students to graduate and 1.9 years for students who left without graduating to drop out. The mean age at matriculation was 39.9 and the mean age at graduation was 42.2. Our multivariate analysis found that male students, part-time students, students who were not faculty or held a part-time faculty position, and students in DNP programs with more than 50% of courses taught online were more likely to experience attrition. DiscussionThe study findings provide useful information for DNP programs and nursing schools to better understand academic progression of DNP students.

A preliminary study of current situation and competences of doctoral nursing education in Taiwan: A multi-methods research design.

AimTo explore the status and overall competency of Taiwan’s doctoral nursing programs. BackgroundTaiwan has 11 universities offer doctoral degree programs in nursing from 1997 to 2020. As the demand for educators of higher nursing education increases, whether the nursing talent requirements have been satisfactorily fulfilled. DesignA two-stage data collection based on a multi-methods survey was conducted. MethodsThe first stage from December 2017 to the end of December 2019, involved collecting admission brochures for 12 doctoral nursing programs provided by 11 universities and 14 Internet databases. In the second stage, convenience sampling was performed to recruit 115 graduates of national doctoral nursing programs to collect data through a self-administered questionnaire online survey from July to the end of September 2018. ResultsA systematic review of the vision and core competencies of each university revealed a general emphasis on nursing knowledge, research, leadership, international perspective and competence, innovation, social practice and policy. More specifically, universities aim to cultivate five core competencies in students, for example, nursing knowledge, scientific and innovative research capabilities and participation in the formulation and promotion of nursing policies. Of the 115 graduates of national doctoral nursing programs surveyed, the online questionnaire revealed that more than half of the respondents were aged 41–50 years (n = 62, 53.9%), 81.8% occupied a teaching position and most had 2.4–9.8 years of study in the program (mean = 6.09 ± 1.81 years). Respondents who completed a doctoral nursing program in Taiwan could learn orderly teaching, research and leadership capabilities with scored 4.12, 4.11 and 3.65, respectively. ConclusionsThe overall orientation of the doctoral nursing programs in Taiwan aligns approximately with global trends in nursing. This study suggests that international and national resources should be incorporated into the cultivation of various competencies and curriculum quality control; moreover, industry, academia and the government should hold regular meetings to formulate suitable evaluation mechanisms.

Interdisciplinary Faculty: A Tool to address Faculty Shortages in Baccalaureate and Graduate Nursing Programs

Interdisciplinary Faculty: A Tool to address Faculty Shortages in Baccalaureate and Graduate Nursing Programs