Review
Nursing
Alannah L. Cooper, Janie A. Brown, Gavin D. Leslie
Summary: Nurse resilience is a complex and dynamic process, with high levels of resilience associated with reduced psychological harm and increased well-being. Research has predominantly focused on individual factors affecting resilience, with minimal exploration of external factors such as work environment.
JOURNAL OF ADVANCED NURSING
(2021)
Review
Nursing
Jacqui Jeffrey, Stacey Rogers, Bernice Redley, Adam Searby
Summary: The study aims to review literature on how nurse managers support the work readiness of graduate nurses. It was found that graduate nurses face difficulties during the transition to professional practice and nurse managers play a crucial role in providing support. However, there is a lack of robust evidence on the effectiveness of specific strategies.
JOURNAL OF CLINICAL NURSING
(2023)
Review
Nursing
Sherry Dahlke, Christy Raymond, Tatiana Penconek, Nicholas Swaboda
Summary: Novice nursing faculty transitioning to academic roles require support and guidance from mentors. Formal mentorship programs are needed to facilitate their adaptation to the academic setting.
JOURNAL OF NURSING EDUCATION
(2021)
Review
Ethics
Carolyn Antoniou, Ross Clifton, Valerie Wilson
Summary: This literature review examines the impact of undergraduate nursing education on the development of professional values, focusing on changes in values as an outcome of education and specifically designed educational content. The review highlights the lack of evidence supporting the development of professional values in line with academic year progression, but underscores the importance of explicit learning that engages students in exploring and developing professional values.
Article
Nursing
Timothy Tienbia Laari, Felix Apiribu, Adwoa Bemah Boamah Mensah, Veronica Millicent Dzomeku, Philemon Adoliwine Amooba
Summary: This study explores the perspectives of novice nurse educators on transitioning from nurse clinician to nurse educator. Findings suggest that mentoring, orientation, pedagogical preparation, and postgraduate studies are important factors in facilitating a smooth transition to the educator role.
Review
Education, Scientific Disciplines
Amanda Kenny, Virginia Dickson-Swift, Lisa McKenna, Martin Charette, Kathy L. Rush, Gemma Stacey, Angela Darvill, Jacqueline Leigh, Rob Burton, Craig Phillips
Summary: This mixed methods systematic review aimed to document interventions supporting graduate nurse transition and identify outcomes for graduates, patients, and health services. Findings revealed unclear definition and varied terms for transition interventions, with a focus on outcomes for graduates. The study highlights the need for larger, well-designed research at national and transnational levels to address existing gaps in the literature.
NURSE EDUCATION TODAY
(2021)
Review
Education, Scientific Disciplines
Zainab Akhter, Gulzar Malik, Elisabeth Jacob, Ewan Mcdonald
Summary: This scoping review explored the practice readiness of graduate enrolled nurses upon completion of their nursing qualification and upon entering the workforce. The findings revealed ambiguous roles and expectations for enrolled nurses and a lack of educational preparation. Further studies are needed to understand the practice readiness of graduate enrolled nurses, which can assist in curriculum improvement and support their transition to practice.
NURSE EDUCATION TODAY
(2023)
Review
Management
Ashley Page, Elizabeth Halcomb, Jenny Sim
Summary: This paper critically evaluates the impact of nurse leadership education on clinical practice. The literature suggests that leadership education can improve clinical practice by impacting both individuals and others. Despite extensive research on nurse leadership and clinical practice, there is still a gap in understanding how nurse leadership education can drive practice change.
JOURNAL OF NURSING MANAGEMENT
(2021)
Article
Multidisciplinary Sciences
Timothy Tienbia Laari, Felix Apiribu, Philemon Adoliwine Amooba, Adwoa Bemah Boamah Mensah, Timothy Gazari, Joseph Kuufaakang Kuunibe, Gideon Awenabisa Atanuriba, Moses Haruna Akor, Khatijah Lim Abdullah, Khatijah Lim Abdullah, Khatijah Lim Abdullah
Summary: The main reasons for novice nurse educators transitioning from practice to academia were dissatisfaction with clinical nursing, a desire for more flexible work, seeking autonomy in their work, and past experience with teaching in a clinical setting. It is important to consider these factors in the recruitment and retention of nursing teaching staff for the future. A tutor recruitment policy that takes into account what attracts clinical nurses to academia should be revised and implemented.
Review
Nursing
Kathryn J. Vanderzwan, Susan Kilroy, Amy Daniels, Jennifer O'Rourke
Summary: This integrative review explored nurses' perceptions of distractors and interruptions during handoff. The findings revealed that interruptions and distractions were seen as limitations to the quality and efficiency of handoff, with patients, family members, and environmental factors being the most common sources. Recommendations included implementing an organized and standardized approach to handoff, and the need for further research to identify evidence-based strategies.
NURSE EDUCATION IN PRACTICE
(2023)
Review
Nursing
Fiona Gotterson, Kirsty Buising, Elizabeth Manias
Summary: This integrative review examines the role of nurses in antimicrobial stewardship, finding that formal inclusion of nurses in management activities can improve nurse knowledge and confidence, and in some cases improve clinical outcomes for patients. The study underscores nursing values as motivators for nursing actions, and reveals the complex yet significant influence of nurses on antimicrobial prescribing.
INTERNATIONAL JOURNAL OF NURSING STUDIES
(2021)
Review
Education, Scientific Disciplines
Stacey Rogers, Bernice Redley, Helen Rawson
Summary: Most strategies identified in the study supported graduates in developing across two or more work readiness domains, with structured education and preceptorship being the most common. However, social intelligence was often lacking in the strategies, indicating a gap in addressing all four domains of work readiness for graduate transition-to-practice programs.
NURSE EDUCATION TODAY
(2021)
Review
Education & Educational Research
Eric Nkansah Opoku, Lee-Ann Jacobs-Nzuzi Khuabi, Lana Van Niekerk
Summary: The transition from student to health professional for new health practitioners is described as complex and stressful, requiring increased clinical and practical experiences to support them. Continued professional development activities should be readily available and encouraged for participation.
BMC MEDICAL EDUCATION
(2021)
Review
Nursing
Natasha Basu, Jennifer Barinas, Kimberly Williams, Clista Clanton, Phillip N. Smith
Summary: The objective of this integrative review was to explore, appraise and synthesize the current literature on correlates of suicide risk in nurses. Separate correlates of risk and protective factors were identified for suicidal ideation, suicide attempt and death by suicide in nurses. This review is important for understanding the concept of suicidal behavior in nurses.
JOURNAL OF ADVANCED NURSING
(2023)
Review
Green & Sustainable Science & Technology
Rabab Saleh, Alexander Brem
Summary: How can creativity foster sustainability? This question highlights the lack of creativity in current sustainability solutions and emphasizes the need for creativity to discover new paths towards sustainability. Through an integrative review of literature and analysis of journal articles, this study identifies four levels of creativity for sustainability: individual, community, organizational, and institutional. It also establishes indicators for each level.
JOURNAL OF CLEANER PRODUCTION
(2023)
Review
Nursing
Kimberly B. Hampton, Suzanne C. Smeltzer, Jennifer Gunberg Ross
Summary: Research shows that while many academic institutions offer nonclinical transition-to-practice courses addressing topics like ethical dilemmas, delegation, interview preparation, stress management, and work/life balance, there is considerable variation in the focus on nonclinical topics among different schools. Further research is needed to provide guidance on maximizing the impact of these courses on new nurses' transition experience.
Article
Education & Educational Research
Ginger Schroers, Jennifer Gunberg Ross, Helene Moriarty
Summary: Nursing students primarily multitasked during interruptions and only a small percentage used associative cues. Students expressed the need for education and practice on managing interruptions. Further investigation on the use of associative cues during interruptions is warranted.
NURSING EDUCATION PERSPECTIVES
(2021)
Article
Oncology
Sherry A. Burrell, Jennifer Gunberg Ross, Christine D'Annunzio, MaryAnn Heverly
Summary: This study evaluated the impact of standardized patient simulation on nursing students' knowledge, confidence, and competence related to oncology evidence-based symptom management principles. The results showed that the simulation had a significant positive effect on students' knowledge, confidence, and self-perceived competence, and participants reported positive perceptions and satisfaction with the simulation-based learning.
JOURNAL OF CANCER EDUCATION
(2023)
Article
Nursing
Jennifer Gunberg Ross, Kimberly Silver Dunker, Melissa D. Duprey, Tracy Parson, Dot Bartell, Linda Humphries
Summary: This study aimed to explore the effect of simulation training on clinical nursing instructors' anxiety and self-perceived competence, as well as their perceptions of simulation use. The results showed that simulation training significantly improved clinical nursing instructors' self-perceived competence and reduced their anxiety levels. Participants had positive perceptions of simulation use in clinical faculty orientation.
CLINICAL SIMULATION IN NURSING
(2022)
Article
Education, Scientific Disciplines
Michelle A. Mckay, Christine A. Pariseault, Christina R. Whitehouse, Tierra Smith, Jennifer Gunberg Ross
Summary: This study describes the experiences of baccalaureate nursing clinical faculty who transitioned from in-person clinical teaching to emergency remote teaching during the COVID-19 pandemic. The results showed that this transition caused stress and anxiety, but also provided important lessons on how to best support students and faculty while providing a robust online learning experience.
NURSE EDUCATION TODAY
(2022)
Review
Nursing
Jennifer Gunberg Ross, Eleanor Latz, Colleen H. Meakim, Angelina Arcamone, Gail Furman, Kathryn Reynolds
Summary: This integrative review examines the current state of research on prelicensure nursing student outcomes in multiple-patient simulation. The findings are limited and inconclusive, highlighting the need for further research to support evidence-based teaching in prelicensure nursing education.
CLINICAL SIMULATION IN NURSING
(2022)
Article
Oncology
Sherry A. Burrell, Jennifer Gunberg Ross, Christine Byrne, MaryAnn Heverly
Summary: The study aimed to determine the impact of simulation-based experiences (SBEs) on baccalaureate nursing students' confidence and competence, anxiety and self-confidence in clinical decision-making, and satisfaction and self-confidence in learning. The results showed that SBEs had a positive effect on students' confidence and self-perceived competence, reducing anxiety and increasing self-confidence in managing oncologic emergencies.
JOURNAL OF CANCER EDUCATION
(2023)
Article
Nursing
Ginger Schroers, Jennifer Gunberg Ross, Helene Moriarty
Summary: The purpose of this study was to investigate the differences in error rates, types of errors, and perceptions of independent medication administration among nursing students during interrupted and uninterrupted simulated medication administration. The results showed that nearly one-third of the students made errors, and the error rates were similar in both interrupted and uninterrupted conditions. Near-misses were reported by 8% of the students. The most common types of errors were documentation and dose errors. Students attributed the errors to interruptions and lack of independent medication administration practice.
JOURNAL OF PROFESSIONAL NURSING
(2022)
Review
Education, Scientific Disciplines
Thomas Caputo, Jennifer Gunberg Ross
Summary: Research suggests that male nursing students generally have negative experiences during their prelicensure education, including external reactions to their choice of nursing, lack of male role models, extensive physical tasks in clinical settings, exclusion in obstetrics experiences, and gendered descriptions of nurses in the educational environment. However, fostering new relationships is identified as a positive experience during prelicensure education.
NURSE EDUCATION TODAY
(2023)
Article
Nursing
Jennifer Gunberg Ross, Colleen H. Meakim, Eleanor Latz, Angelina Arcamone, Gail Furman, Patricia Prieto, Kathryn Reynolds, Ashley E. Franklin
Summary: This pilot study explored the impact of multiple-patient simulation on nursing students. The findings showed significant improvement in self-confidence with clinical decision-making and reduction in anxiety and anxiety with clinical decision-making. However, no significant differences were found between groups. Further research is needed to investigate additional student outcomes after multiple-patient simulation.
Article
Nursing
Sherry A. Burrell, Jennifer Gunberg Ross, Kelly M. Keil, MaryAnn Heverly
Summary: This pilot study examined the effect of virtually delivered video-recorded simulation-based experiences (VDVR SBEs) on nursing student learning outcomes in the management of clinical emergencies in cancer patients and families. The results showed a significant increase in self-perceived competence and positive perceptions about the use of VDVR SBEs as a teaching strategy. The study suggests that VDVR SBEs can enhance self-perceived competence and serve as a supplemental teaching strategy.
JOURNAL OF NURSING EDUCATION
(2023)
Meeting Abstract
Nursing
Jennifer Ross, Kimberly Dunker, Melissa Duprey, Tracy Parson, Dot Bartell, Linda Humphries
Meeting Abstract
Nursing
Jennifer Ross, Eleanor Latz, Colleen Meakim, Gail Furman, Angelina Arcamone, Kathryn Reynolds
Meeting Abstract
Nursing
Sherry Burrell, Jennifer Ross, MaryAnn Heverly, Christine D'Annunzio
Meeting Abstract
Oncology
Sherry Burrell, Jennifer Ross, Christine D'Annuzio, Mary Ann Heverly
ONCOLOGY NURSING FORUM
(2022)
Review
Nursing
Jin Yi Choi, Mikyoung Byun, Eun Jung Kim
Summary: This study analyzed the components and effects of educational interventions for handovers among nursing students and nurses. The findings suggest that handover education should include individual feedback, demonstrations, and opportunities to practice. Improving educator efficiency and developing effective feedback methods are important for enhancing the effectiveness of educational programs.
NURSE EDUCATION IN PRACTICE
(2024)
Article
Nursing
Connie Mcluckie, Yvonne Kuipers
Summary: The construction of professional identity is linked to self-esteem, self-efficacy, professional value, confidence, and success in midwifery practice. Discourses related to midwifery education and practice are influenced by socio-political and historical contexts in policy, professionalism, and learning discussions.
NURSE EDUCATION IN PRACTICE
(2024)
Article
Nursing
Estelle Michinov, Gael Robin, Brivael Hemon, Remi Beranger, Marielle Boissart
Summary: This study investigated the stress levels among French student nurses and the impact of personal resources on their well-being. The results showed that self-efficacy played a major role in determining stress and well-being, and these effects were partially mediated by emotional awareness.
NURSE EDUCATION IN PRACTICE
(2024)
Review
Nursing
Judy Brook, Leanne M. Aitken, Debra Salmon
Summary: This article provides a systematic review and thematic synthesis of interventions to increase retention of early career nurses during the pre-registration period. The results suggest that some interventions may lead to increased retention, but the conclusions are limited by the quality of reporting and scarcity of data. It is recommended to consider maximizing students' exposure to clinical practice and the potential benefits of interventions with alternative approaches such as psychological wellbeing programs.
NURSE EDUCATION IN PRACTICE
(2024)
Article
Nursing
Jie Li, Zhongchen Luo, Yanhan Chen, Qinghua Zhao, Shixiao Zhang, Wei Zhou, Ying Peng, Lijuan Chen, Yuqing Song, Xin Yang, Juan Li, Jiao Tang
Summary: This study validates the Chinese version of the 10-item care-related regret intensity scale (RIS-10) and examines its reliability and validity when applied to Chinese nursing interns.
NURSE EDUCATION IN PRACTICE
(2024)