Nursing Education Perspectives Research Articles

Challenges of entrepreneurship in nursing: A narrative review

With the expansion of the global healthcare business market, nursing entrepreneurship is also expected to grow. The concept of entrepreneurship in nursing is linked to personal and professional attributes such as independence, flexibility, creativity, confidence, and responsibility. The challenges of entrepreneurship in nursing are categorized into three main areas: traditional nursing education perspectives, individual factors, and lack of support. The first challenge, traditional nursing education, includes subcategories like the absence of student start-ups, the lack of entrepreneurial content in nursing curricula, entrepreneurial knowledge among nursing educators, and the non-practical nature of nursing research in entrepreneurship. The second challenge involves individual factors, which include risk aversion, low self-belief, resistance to change, lack of knowledge, conflicting ideas, and lack of perseverance. It's important to note that perseverance is vital to overcoming these challenges. The third challenge is the lack of social support for nursing entrepreneurship, which includes subcategories like job burnout and unprofessional behavior from peers. Based on the results of this study, nursing curricula must be reviewed, with greater emphasis placed on entrepreneurship during postgraduate education. Increasing entrepreneurial knowledge and skills among nurses can enhance problem-solving abilities and risk-taking in nursing. This, in turn, can increase motivation and job satisfaction in nursing.

An Imperative Responsibility in Professional Role Socialization: Addressing Incivility

The study used a thematic analysis to examine student and faculty responses to two qualitative questions focused on their perceptions of the consequence of incivility and solutions that would embed civility expectations as a key element to professional role socialization in higher education. Participants included students and faculty across multiple academic programs and respondent subgroups at a regional university in the southern United States. A new adapted conceptual model using Clark’s in Nursing Education Perspectives, 28(2), 93–97 (2007, revised 2020) Conceptual Model for Fostering Civility in Nursing Education and Daniel Goleman’s in Emotional intelligence: Why it can matter more than IQ. Bantam Books (1995) Emotional Intelligence domains was used as the framework for this study to give meaning and context to its findings. For this group of respondents, the study found that seventy percent of faculty and students agree that incivility has the largest impact on the emotional intelligence domain of self-management, which includes negative emotional outcomes, loss of respect, negative professional and student outcomes, poor academic outcomes, attrition, and less success. Leadership in higher education will strengthen their institutions by using a relational approach centered on communication skill-building to ensure that faculty have been socialized to the importance of civil professional behavior and that stakeholders collectively explore and agree on the meaning and organizational integration of civility.

The nurse faculty role: A lived experience of mentoring nurses while coping with anxiety during the COVID-19 pandemic.

BACKGROUND: Providing patient care and nurse education in today's healthcare environment is high-stress, often resulting in high-anxiety among both nurses and nurse educators. The impact of the COVID-19 pandemic on nurse faculty is largely unexplored. The aim was to share the experience of living and work working with anxiety in the nurse faculty role during the COVID-19 pandemic. This is a lived experience narrative of one nurse faculty member. Through daily purposeful self-motivation and reflection, yoga, and brief outdoor respites, the author was able to strengthen professional identity, to see value in her work and to activate the personal resource of hope (Nursing Management, 52, 2021, 56; Journal of Occupational and Organizational Psychology, 93, 2020, 187). 'Nursing faculty are essential to the profession' and likely experienced 'emotional exhaustion' during the pandemic (Nursing Education Perspectives, 42, 2021, 8) in their efforts to buoy students. It needs to be acknowledged that nursing faculty can experience anxiety, secondary trauma (International Journal of Environmental Research and Public Health, 17, 2020, 8358) and compassion fatigue, through listening to students' experiences and offering reinforcement during chaotic times. Little is known about what nursing faculty experienced as they attempted to support students (Nursing Education Perspectives, 42, 2021, 285). It is hoped that by sharing this lived experience, nurses and nurse faculty will understand how employing hope as a personal resource and re-engaging with their professional identity will help them cope with the significant stresses that future healthcare pandemics or disasters may bring.

Perspectives of Nurse Educators Towards Technology-based Education in Selected KwaZulu-Natal Nursing Colleges

Technology-centred education aims to create an interactive teaching and learning environment based on the use of computers and the Internet. It also promotes the workability of instructional processes and enables connections between academic staff and upcoming professional nurses. Academic staff has to be at the forefront of the latest transforming technology. Despite many types of technologies being accessible, lecturers at the KwaZulu-Natal College of Nursing campuses are not embracing technology-based education. The aim of this study was to describe nurse educators’ attitudes and forecasts towards technology-based education in KwaZulu-Natal. A quantitative, descriptive, cross-sectional survey research design was used. Data were collected via self-administered questionnaires from nurse educators and clinical facilitators on 10 KwaZulu-Natal College of Nursing campuses using non-probability, purposive sampling. The Statistical Package for the Social Sciences (SPSS) version 25 was used to analyse the data. Descriptive statistics utilising percentages, frequencies and means were also used to analyse data. Statistical tests included t-test and/or ANOVA, Pearson’s correlation analysis as well as regression analysis. Study results indicated that mean scores for attitudes to using technology ranged from 2.76 to 6.34, while the forecast to use technology in future mean scores ranged from 6.20 to 6.45. The study results highlighted that nurse educators in KwaZulu-Natal intend to employ technology to support teaching and learning, and they have positive attitudes towards technology-based education. It is recommended that nurse educators be provided with technical support and mentorship to enable them to adopt technology-based education.

Recruiting and Retaining Nurse Faculty Through Mentorship.

About the Author Bette Mariani, PhD, RN, ANEF, FAAN, Research Briefs editor for Nursing Education Perspectives, is vice dean for academic affairs and professor, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania. Contact Dr. Mariani at [email protected]. The author has declared no conflict of interest.

Professional Identity in Nursing: Adopting a Systems Approach Regarding Diversity, Equity, and Inclusion.

Professional Identity in Nursing: Adopting a Systems Approach Regarding Diversity, Equity, and Inclusion.

Clinical Education: A Call for Innovation and Research.

About the Author Donna Badowski, DNP, RN, CNE, CHSE, Innovations Center editor for Nursing Education Perspectives, is an associate professor at DePaul University College of Science and Health, Chicago, Illinois. Contact her at [email protected]. The author has declared no conflict of interest.

The Nursing Faculty Shortage: It's Time to Find Our Voice.

About the Author Bette Mariani, PhD, RN, ANEF, FAAN, Research Briefs editor for Nursing Education Perspectives, is vice dean for academic affairs and associate professor, Villanova University M. Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania. Contact Dr. Mariani at [email protected]. The author has declared no conflict of interest.

Lessons Learned: Implementation of a Concept-Based Curriculum in the Development of a New Prelicensure Nursing Program.

Nursing programs throughout the United States are making changes to curricula to decrease content overload, increase critical thinking and clinical reasoning skills of graduates, and prepare students to care for the complex needs of today's health care consumer. In a student-centered approach, students are no longer passive recipients in the classroom but active learners. A concept-based curriculum is a design focused on a student-centered learning approach. This article provides lessons learned throughout the development and implementation of a concept-based curriculum in a new prelicensure nursing program.

The COVID-19 Pandemic and the Launch of a New Era of Education Research.

About the Author Bette Mariani, PhD, RN, ANEF, FAAN, Research Briefs editor for Nursing Education Perspectives, is vice dean for academic affairs and associate professor, Villanova University Fitzpatrick College of Nursing, Villanova, Pennsylvania. Contact Dr. Mariani at [email protected]. The author has declared no conflict of interest.

Appraisal of disability attitudes and curriculum of nursing students: a literature review.

Worldwide, more than one billion people live with a disability (World Health Organization. (2011). World report on disability. Retrieved from https://www.who.int/disabilities/world_report/2011/report/en/). People with a disability (PWD) have unmet needs with the delivery of health care, secondary to nursing student's negative attitudes, knowledge, and skill deficits. This integrative literature review evaluated nursing student's education and attitudes towards PWD. Deficient education, attitudes, knowledge, and skills are addressed. Combined search terms utilized included: healthcare students; healthcare education; nursing students; clinical experience; clinical rotation; attitude of health care students; and exposure to PWD. Thirty articles were analyzed with common themes identified. Educational methods that produced improved attitudes, knowledge and skills included standardized patients with disabilities; phenomenological approaches; curriculum enhancement; empathy exercises and clinical experiences (Anderson, E. S., Ford, J., & Thorpe, L. (2011). Learning to listen: Improving students' communication with disabled people. Medical Teacher, 33(1), 44-52. doi: 10.3109/0142159X.2010.498491; Castro, S. S., Rowe, M., Andrade, L. F., & Cyrino, E. G. (2018). Developing competencies among health professions students related to the care of people with disabilities: A pilot study. Interface: Comunicacao, Saude, Educacao, 22(65), 551-563. doi: 10.1590/1807-57622016.0684; Hensel, D., Malinowski, C., & Watts, P. A. (2015). Implementing a pediatric camp clinical for pre-licensure education. Nursing Education Perspectives, 36(1), 60-61. doi: 10.5480/12-871.1; Levett-Jones, T., Lapkin, S., Govind, N., Pich, J., Hoffman, K., Jeong, S. Y., . . . Everson, N. (2017). Measuring the impact of a 'point of view' disability simulation on nursing students' empathy using the comprehensive state empathy scale. Nurse Education Today, 59, 75-81. doi: 10.1016/j.nedt.2017.09.007; Smith, P., Ooms, A., & Marks-Maran, D. (2016). Active involvement of learning disabilities service users in the development and delivery of a teaching session to pre-registration nurses: Students' perspectives. Nurse Education in Practice, 16(1), 111-118. doi: 10.1016/j.nepr.2015.09.010). Nursing schools must incorporate disability education to fully realize its impact and eliminate barriers to transform care.

A Time of Transition for Nursing Education Perspectives.

A Time of Transition for Nursing Education Perspectives.

What Our Readers and Authors Say About Nursing Education Perspectives.

What Our Readers and Authors Say About Nursing Education Perspectives.

Issues Influencing Success: Comparing the Perspectives of Nurse Educators and Diverse Nursing Students.

Research has shown that diverse nursing students report experiencing numerous issues that affect their progression through nursing programs. At the same time, research has also shown that nurse educators find it challenging to meet the needs of these students. What is missing is an analysis of how these two perspectives intersect. A mixed-methods parallel study compared the perceptions of diverse nursing students (n =13) and nurse educators (n = 22) regarding the learning environment in a baccalaureate nursing program. Important differences existed between the students' and nurse educators' perspectives on hindrances to the students' success. Nurse educators saw the biggest hindrance as language proficiency, whereas students saw it as lack of relationships with faculty and classmates. Nursing programs should encourage faculty to build relationships with diverse nursing students not only because students appreciate them, but also because such relationships play a role in helping students overcome hindrances to success. [J Nurs Educ. 2017;56(7):389-396.].

Peer Review: The Science of Nursing Education Depends on It

: In my three years as editor of the Research Briefs section of Nursing Education Perspectives, I have worked with many stellar reviewers and have learned a significant amount about peer review.

Emerging Technologies Center

E-learning is a core offering, inextricably integrated with traditional courses and an indispensable part of the traditional education mission, said Villanova University CIO Steve Fugale. E-learning is a fundamental component of education with both students and faculty driving demand (1). Students say technology has little impact on teaching, says Jeff Young, Chronicle of Higher Education (2). America needs to move much faster to adopt information technology in our health care system, Secretary Thompson said as he released the action report ordered by President Bush (3). WELCOME TO the Emerging Techoologies Center, a new initiative by Nursing Education Perspectives to highlight emerging technologies and explore their impact on nursing education. Today's educators are faced with many challenges. One challenge is the impact of emerging technologies on higher education, particularly the teaching-learning process. Higher education institutions are investigating how to maximize the use of technologies to transform their academic practices - from changing the traditional teaching-learning paradigm to using instructional management systems for decision-making. Faculty are being asked to use human simulators, teach online courses, incorporate PDAs into clinical courses, make decisions on computer requirements for students (laptops, PDAs, Blackberries, or iPods), create electronic portfolio systems, and prepare instructional materials ior Roomers, Gen Xers, and Millennial generation students. Faculty struggle to understand and remain updated on concepts such as learning objects, open source software, interoperability, total cost of ownership (TCO), Linux, Sharable Courseware Object Reference Model (SCORM), XML, and others. A second and relatively new challenge is how to prepare nursing for the widespread deployment of health information technologies within the health care delivery system. The Decade of Health Information Technology: Delivering ConsumerCentric and Information-Rich Health Care, as it is called by secretary of Health and Human Services Tommy G. Thompson (3), will present many new demands on educators who must prepare nurses to practice in this environment. Strategic initiatives outlined by the national coordinator for health information technology, Dr. David J. Brailer, specify four goals: 1) incorporate electronic health records to inform clinical practice; 2) interconnect clinicians so that they have access to critical health information for decision-making; 3) personalize care by creating personal health records for consumers, enhancing informed consumer choice, and promoting the use of telehealth systems; and 4) improve population health by the collection of timely, accurate, and detailed clinical information (3). …

The Connected Age: Digital Tools for Health

my September/October column in Nursing Education Perspectives, I wrote about Connected Age and Wearable Technologies (Skiba, 2014). this column, I will continue the conversation and discuss a real game changer - patient-generated health data (PGF1D) - that is certain to affect how we deliver care while also placing the patient/consumer front and center.The story begins with Apple. This past September, Apple intro- duced its new iPhone 6 and iPhone 6 Plus, with the new operating system OS 8, which contains a health dashboard. These smartphones had 3 million pre-orders. Earlier in the year, Apple created a FlealthKit for third-party developers. And soon to be available, in 2015, is Apple's long-awaited entry into the wearable market, the Apple Watch.Is the convergence of these three Apple components a game changer in terms of consumers and health care? Let's look at their individual contributions to the health care marketplace.THE TROIKAOS 8 Operating System Health AppThe OS 8 operating system Flealth App, signified with a white back- ground and a red heart, allows you to create a medical ID and enter health data such as physical activity, nutrition, and vital signs. The app can monitor your physical activity using iPhone motion sensors; data are displayed on an easy-to-read dashboard that allows you to select a particular measure and graph it by day, week, month, or year.Duffy (2014), writing in PC Magazine, outlines how you can set up your medical ID and emergency contact information. Next, she explains how you can use numerous third-party apps for automatically importing data. Once you have your data entered, you can create cards or health charts that can be placed on your dashboard, using these to monitor your health, show your health care provider, and, in some cases, connect to a hospital or clinic electronic health record (EFTR).You can see how easily one can become an engaged patient using a smartphone. Flail (2014) provides a running list of health apps avail- able for the OS 8 operating system, including blood pressure monitors, activity trackers, weight scales, and sleep trackers.HealthKitApple created the FlealthKit platform so that third-party developers could design apps that provide data to various providers and organi- zations. Many electronic health record companies are also planning to interconnect their systems and allow the addition of patient-generated health data. The FlealthKit platform allows PGF1D as well as sensored data from various devices. Gregg (2014b) describes five apps that inte- grate with the FlealthKit, including the following:* American Well allows patients in a telemedicine video visit to share patient-generated data. Its CEO states: For the first time, we can make a connection between consumer health data on your iPhone and a doctor that visits your home over video. This opens a world of opportunity, with increased access to care for people everywhere and better care of patients with chronic conditions.* Humana allows consumers to share their health data, steps in particular, with their product Vitality and earn points to reward their progress. Vitality then translates those points into rewards such as movie tickets and music downloads.* Patient IO uses PGHD from the HealthKit platform to update the personalized treatment plans it creates.Health care organizations and EHR corporations, such as Cerner and Epic, will be integrating with HealthKit. Cerner (Gregg, 2014c) will be integrating key health metrics into its mobile platform. Cerner Wellness, to share with health coaches to provide incentives and other new opportunities. Stanford University Hospital (Selleck, 2014) will start a trial using HealthKit with children with Type I diabetes. The plan is to give patients an iPod Touch to track blood sugar levels using DexCom, which will integrate its glucose sensors with HealthKit for storing the data. …

Novice nurse faculty: in search of a mentor.

Nursing Education Perspectives: September 2014 - Volume 35 - Issue 5 - p 327-329 doi: 10.5480/13-1224

TheNursing Education Perspectiveseditorial staff acknowledges with thanks the following individuals who participated in the peer review process during the past year.

The<i>Nursing Education Perspectives</i>editorial staff acknowledges with thanks the following individuals who participated in the peer review process during the past year.

Teaching gaming with technology in the classroom: so you want to be an educator?

Nursing Education Perspectives: May 2014 - Volume 35 - Issue 3 - p 197-198 doi: 10.5480/10-477.1