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This investigation compared state legislation and nursing board guidelines that govern simulation-based learning and clinical practice for prelicensure nursing students across the United States and the District of Columbia. Using simulation-based learning facilitates the development of nursing students' critical thinking, clinical reasoning, and clinical judgment safely and effectively. Well-structured simulations aid nursing students during their transition into practice through knowledge application, clinical decision making, and increasing self-confidence and self-efficacy. This study used a comparative analysis methodology with a systematic approach. The side-by-side comparison illustrates gaps in clinical and simulation guidelines across the U.S. and illuminates areas of improvement for legislation and policy change. Findings support the need for clarity in legislative rules related to simulation and clinical practices that focus on evidence-based educational decision making and support students' transition to practice and readiness for the workforce.

Background Determining meaningful faculty and student program outcomes is important for demonstrating nursing program quality. For many faculty who are not experienced in program development and evaluation, outcomes specification can be a daunting task. Method This article draws on established measurement principles and accreditation standards found in the literature, focusing on the topic of faculty and program outcome specification and measurement. Results Important principles of outcome determination and measurement, and how to effectively present the data to demonstrate outcome achievement are presesnted. Conclusion Practical examples of what to do, and what not to do, are provided to illustrate these specification and measurement principles. [J Nurs Educ. 2025;64(5):299–302.]

Aggregate results for competency assessment of new registered nurses using the Performance Based Development System indicate that most new graduates do not meet expectations for entry-level clinical judgment ability.This article discusses implications for nursing education and offers recommendations for developing clinical judgment in nursing students.

Examine quality of education through classification of universities providing undergraduate pre-registration nursing courses in the United Kingdom using data from university league tables. Educational quality for nursing courses can be defined in many ways. University league tables are often used, but it can be difficult to interpret these because of the diversity of measures. These include educational input and output measures, but are not patient focussed. Cluster analysis of league table data. Data were from the Complete University and Guardian University League Tables. Cluster analysis was undertaken using euclidean distance and average linkage. Data were scaled by turning each value into a percentage of the maximum possible score. Careers and graduate prospects for nurses are high. Satisfaction with teaching and feedback are closely related and while these broadly cluster with research quality but there was a weak relationship between research quality and overall student satisfaction (correlation −0.008, SE 0.049, p = 0.869, adjusted R2 = −0.014). There was no clear pattern and few universities excelled in all areas. Traditional methods of ranking universities does not fit nursing well, where employment is higher and research quality lower than other subjects. There was no clear pattern in university results. Countries considering a free-market approach to nurse education should consider how they will meet the needs of students and health and social care services, while promoting research. The quality of nursing education should include broader measures of societal value and address the theory-practice gap.

The aim of the study was to compare the development of professionalism in pre-licensure nursing students in associate degree, diploma, and baccalaureate programs. Concerns have been raised about whether professional values to guide nursing practice are consistently instilled within nursing education programs. Degrees of professionalism were operationally measured by the 26-item Nurses Professional Values Scale-Revised (NPVS-R) (Weis & Schank, 2009) in a convenience sample. ANOVA analysis (p = 0.0003) and then pairwise t-test analysis (p = 0.0004) revealed statistical significance when comparing NPVS-R scores and educational preparation. Differences between professional values scores and levels within each program revealed significance for the diploma students (p < 0.0001). Secondary subanalysis of the NPVS-R factors among levels and between educational preparation again revealed significance. Curricula revisions, faculty reflection and enrichment, as well as active student engagement are warranted to more vigilantly enhance the role formation process.

Nurse educators and nurse preceptors play a fundamental role in facilitating nursing students’ acquisition and utilization of professional competencies. Previous studies about key elements for teaching and learning about pain in nursing education programs include students’ personal characteristics and previous experiences; educators’ knowledge, skills, and beliefs; learners’ exposure to leaders in pain education; and curricular pain content and delivery approaches. These studies were mainly carried out in developed countries, with a context of educational and health care systems different from those of developing countries. The current study explores academics’, clinical nurse preceptors’, and nursing students’ perceptions about factors influencing the facilitation of nursing students’ competency for paediatric pain management in Rwanda. A qualitative descriptive exploratory design was used in this study that utilized in-depth interviews with six nurse educators and eight nurse preceptors, and focus group discussions with nineteen senior year nursing students. The study setting included five sites: two academic institutions and three clinical settings. Narratives from participants were transcribed verbatim and analysed using thematic analysis. The analysis yielded six themes describing factors that affected the facilitation of students’ learning about paediatric pain management. The themes included student motivation, facilitators’ attributes, collaboration between academics and clinicians, nurses’ limited autonomy for decision-making regarding PPM practices, shortage of human and material resources, and educational qualification. Knowing these factors is essential as it provides an opportunity to design targeted interventions aimed to enhance the capacity of nurse educators and clinical nurse preceptors involved in teaching nursing students about paediatric pain management.

Background Nurses are responsible for implementing appropriate measures to reduce hospital infections, especially with multidrug resistant bacteria, so nursing students should learn about microbiology. This helps them to understand bacterial dissemination and infectious disease control. Because of tight schedules, however, its teaching is limited in undergraduate nursing classes in Japan. We therefore tested whether a simple short practical session in a microbiology class could help to improve undergraduate nursing students’ awareness of bacterial traits and how to prevent infections. Methods This study involved second-grade nursing students ( n  = 76). Two short practical sessions (a total of 3 h, across 2 days) were used to assess the effectiveness of washing or disinfection on hand bacteria in a 16-class microbiology course (total class time was 24 h, plus an exam). Hand bacteria were sampled on LB agar plates with orientation during the first half-day, and the plates examined for colonies with distinct color or morphological traits, and discussed, in the second session, a week later. Questionnaires before and after the exercise were used to assess changes in awareness of unseen bacteria inhabiting around us connecting bacterial traits and how to prevent infections. Results The results showed that the practical increased the nursing students’ awareness of fomites (utensils) ( p  = 0.0115), fomites (contact-based) ( p  = 0.0016), habitats (body surface) ( p  = 0.0127), action facilitating hospital infection ( p  = 0.0166), and changes in physical condition caused by bacterial infections ( p  = 0.0136). There were no changes in word associations ( p  = 0.627) or habitats (inside body) ( p  = 0.308). Difficulty score, which is an element in questionnaire psychometric properties, tended to be close to the expected score through the practical, but not statistical significant. In addition, regardless of before or after practical, Cronbach α score, which is an indicator of the reliability among items of multi-choice questions, showed > 0.8, indicating validity of evaluation items. Thus, the student’s awareness of unseen bacteria inhabiting around us was significantly increased as compared to those before practical in microbiology class. Conclusions The simple short practical effectively improved nursing students’ awareness of unseen bacteria inhabiting around us in microbiology course, useful for even tight teaching schedules.

This article describes the initiatives of doctorate of nursing practice (DNP)–prepared nurses in a large healthcare system supporting the DNP competencies as outlined by the American Association of Colleges of Nursing. The goal of this group was to demonstrate the impact of DNP education on the roles for nurse administrators, advanced practice nurses, and educators in a large health system. Exemplars profile nurse administrators, clinical nurse specialists, and a nurse educator.

The Creighton Competency Evaluation Instrument (CCEI) was modified from an existing instrument, the Creighton Simulation Evaluation Instrument, for use in the National Council of States Boards of Nursing National Simulation Study (NCSBN NSS). The CCEI was developed for the NCSBN NSS for use as the evaluation instrument for both simulation and traditional clinical experiences in associate and baccalaureate nursing programs. Five nursing programs assisted with reliability and validity testing of the CCEI. Using a standardized validation questionnaire, faculty rated the CCEI on its ability to accurately measure student performance and clinical competency. Videos scripted at three levels of performance were used to test reliability. Content validity ranged from 3.78 to 3.89 on a four-point Likert-like scale. Cronbach's alpha was > .90 when used to score three different levels of simulation performance. The CCEI is useful for evaluating both the simulation and traditional clinical environments.

ABSTRACT Objectives: to analyze the approach to innovation in organizational and educational strategies for undergraduate and graduate nursing from the perspective of students. Methods: this qualitative, descriptive study was conducted with 19 participants, including scientific initiation students, Stricto Sensu graduate students, and alumni from a single academic postgraduate program in Rio de Janeiro. Semi-structured interviews were conducted, and thematic analysis was performed while adhering to ethical guidelines. Results: three categories emerged: Curriculum Design and Teaching and Research Techniques; Teaching Evaluation and Learning Environment; and Culture of Innovation and Expected Outcomes. These categories encompassed strategies aimed at driving innovation, with a focus on curricular and teaching method changes to foster critical thinking, problem-solving skills, and evidence-based practice. Final Considerations: highlighted strategies include interdisciplinary training, the utilization of innovative tools, catalysts for knowledge translation, faculty training, and student engagement within the innovation ecosystem. RESUMEN Objetivos: analizar el enfoque de la innovación en las estrategias organizacionales y de enseñanza de pregrado y posgrado en enfermería desde la perspectiva de los estudiantes. Métodos: estudio cualitativo, descriptivo, desarrollado con 19 participantes, incluyendo estudiantes de iniciación científica, de posgrado Stricto Sensu y egresados de un mismo programa de posgrado académico en Río de Janeiro. Se realizaron entrevistas semiestructuradas y un análisis temático, respetando los aspectos éticos. Resultados: se desarrollaron tres categorías: Diseño curricular y técnicas de enseñanza e investigación; Evaluación de la enseñanza y del entorno de aprendizaje; Cultura de innovación y resultados esperados. Estas categorías abarcaron estrategias para impulsar la innovación, con énfasis en cambios en los currículos y en las técnicas de enseñanza, buscando fomentar el pensamiento crítico, las competencias para la resolución de problemas y la práctica basada en evidencia. Consideraciones Finales: las estrategias destacadas incluyen la formación interdisciplinaria, el uso de herramientas de innovación, catalizadores para la traducción del conocimiento, la capacitación docente y la participación de los estudiantes en el ecosistema de innovación. RESUMO Objetivos: analisar a abordagem da inovação nas estratégias organizacionais e de ensino de graduação e pós-graduação em enfermagem na perspectiva dos discentes. Métodos: estudo qualitativo, descritivo, desenvolvido com 19 participantes, incluindo alunos de iniciação científica, de pós-graduação Stricto Sensu e egressos de um mesmo programa de pós-graduação acadêmico no Rio de Janeiro. Foram aplicadas entrevistas semiestruturadas e realizada análise temática, respeitando-se os aspectos éticos. Resultados: três categorias foram desenvolvidas: Desenho do currículo e técnicas de ensino e pesquisa; Avaliação de ensino e ambiente de aprendizagem; Cultura de inovação e resultados esperados. Essas categorias englobaram estratégias para impulsionar a inovação, com ênfase em mudanças nos currículos e nas técnicas de ensino, visando fomentar o pensamento crítico, as competências de resolução de problemas e a prática baseada em evidências. Considerações Finais: as estratégias destacadas incluem: formação interdisciplinar, utilização de ferramentas de inovação, catalisadores para a tradução do conhecimento, capacitação docente e participação dos alunos no ecossistema de inovação.