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When Nurse Penny loses her smile, three of her young patients provide encouragement, which leads to an impromptu school assembly at which Nurse Penny educates students about head lice, with which she, herself, is afflicted.

A Nurse's Step-by-Step Guide to Transitioning to an Academic Role gives you a detailed road map for a successful transition to academia, offering guidance in how to balance competing priorities and avoid burnout.

Whether it is a splinter, a stomach ache, or a loose tooth, the children at Bluebell Elementary know to go to Miss P to fix their bumps and bruises.

Background The Professional Identity in Nursing Initiative began in 2018 to explore how concepts and language regarding professional identity formation could positively affect nursing education, practice, and regulation. In 2023, faculty from two nursing schools used the International Society for Professional Identity in Nursing (ISPIN) definitions and domains to incorporate professional identity in nursing language in a template for a nursing student handbook. Method Faculty evaluated the professional identity in nursing model and replaced the framework for professionalism in the school of nursing's handbook. Results The revised handbook has become an easy-to-understand roadmap for faculty and provides clarity for students. Faculty reported positive feedback after integrating the framework into the handbook and throughout the nursing curriculum. Conclusion This template can serve as a practical tool for schools of nursing to promote concepts of professional identity in nursing in their handbooks and throughout the nursing curriculum.

Creation of graduate studies as academic programs in the Faculty of Nursing at Universidad de Antioquia began during the 1980s as a result of the generation of knowledge product of profound academic discussions in research and disciplinary areas. The Master’s, specialization, and PhD programs have generated an important academic production that helps make the Faculty visible in the world. These programs are permanently subjected to self-evaluation processes, which lead to improvement plans aimed at raising their quality in response to scientific progress, social needs, and health and education policies within the framework of graduate training for nursing professionals, which guarantees the social pertinence of their formation. Currently, the Faculty’s graduate programs are pertinent in their purpose of training professionals capable of confronting society’s heterogeneity and proposing solution alternatives according to the new challenges from the context to live with quality and dignity. This text seeks to show the historical development of graduate training in the Faculty of Nursing at Universidad de Antioquia in its 75 years of existence and its contribution to care and development of nursing in our society.

The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. •Flipped classroom demonstrated increased knowledge for some students.•Faculty observed enhanced learning and critical thinking in some students.•Further studies with quantifiable outcome measures are recommended.

Academic dishonesty, whether in the form of plagiarism or cheating on tests, has received renewed attention in the past few decades as pervasive use of the Internet and a presumed deterioration of ethics in the current generation of students has led some, perhaps many, to conclude that academic dishonesty is reaching epidemic proportions. What is lacking in many cases, including in the nursing profession, is empirical support of these trends. This article attempts to provide some of that empirical data and supports the conclusion that cheating is a significant issue in all disciplines today, including nursing. Some preliminary policy implications are also considered.

Background:This article describes one school's process to maintain their undergraduate nursing simulation program during campus closure and clinical placement suspension due to the COVID-19 pandemic. Method:After the campus closure, faculty replaced clinical hours with simulation using virtual clinical education such as telehealth with standardized patients (SPs), virtual simulations using commercial products, and virtual faculty skills instruction. Results:Using virtual clinical education and SP-based telehealth simulations provided an alternative for 50% of the required direct patient care hours. Virtual simulation accounted for 18,403 clinical hours completed by 244 students. Conclusion:Preparation for emergencies that force campus and clinical site closures should include processes to provide virtual simulation and remote simulations with SPs to replace clinical hours. Planning for the impacts of COVID-19 on the operation of this school of nursing highlights the importance of having a detailed plan to address campus closure due to emergencies. [J Nurs Educ. 2021;60(1):52–55.]

This essay describes the curricular and administrative transformation of the Nursing Program at Universidad de Antioquia since its founding in 1950, identifying progress and challenges up to current times in professional formation, institutional management, and care as disciplinary knowledge. The information has been organized by decades, which evidences historical processes, recognizes change patterns, and highlights relevant milestones more clearly, facilitating a critical analysis of academic evolution in long-term contexts. The institutional trajectory reveals an adaptive capacity regarding social and educational challenges. The most significant milestones include the transition from School to Faculty (1980), the high-quality accreditation from the National Ministry of Education (1999, 2006, 2013, and 2022), incorporation of high technology to teaching (2017), creation of a PhD degree in Nursing (2010), and strengthened work with international networks (as of 2022). These processes have consolidated a critical, humanistic, and socially relevant training in students and graduates. The recovery of this institutional memory strengthens the disciplinary identity and allows projecting a transformative nursing program into the future, committed to academic excellence, social justice, and educational innovation. The historical overview offers tools to address contemporary challenges in health and education, and reaffirms the Faculty’s role as a national benchmark in higher education in nursing.

ABSTRACT Objective: to report the experience of the Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, Universidade Federal de Minas Gerais (UFMG) and the challenges faced to offer quality training. Method: This is an experience report about the experience of Psychiatric Nursing professors of the Nursing Undergraduate Course of the Nursing School, UFMG. Results: After losing the workload of 120 hours in the Psychiatric Nursing Undergraduate Course, the area developed elective disciplines with a total of 330-hour load, in addition to extension and research projects. Final considerations: the precariousness of the area of Nursing training after curricular restructuring in a higher education institution, whether in relation to hour load or in the allocation of teaching vacancies, is in line with advances of the Brazilian Psychiatric Reform and epidemiological data of psychic illness and drug use. RESUMEN Objetivo: informar sobre la experiencia de los profesores de Enfermería Psiquiátrica de la Graduación de Enfermería de la Escuela de Enfermería de la Universidade Federal de Minas Gerais (UFMG) y los desafíos enfrentados para ofrecer una enseñanza de calidad. Método: Este es un informe de experimento sobre la experiencia de los maestros del área de Enfermería Psiquiátrica de la Graduación de Enfermería de la Escuela de Enfermería de la UFMG. Resultados: Con la pérdida de 120 horas en la enseñanza de Enfermería Psiquiátrica a nivel de graduación, el área desarrolló las asignaturas optativas, que totalizan 330 horas, además de proyectos de extensión e investigación. Consideraciones finales: la precariedad de un área de capacitación de enfermeras después de la reestructuración curricular en una institución de educación superior en relación con las cargas horarias o en la asignación de vacantes de enseñanza, está en línea con los avances de la Reforma Psiquiátrica Brasileña y los datos epidemiológicos de enfermedad psíquica y uso de drogas. RESUMO Objetivo: Relatar a experiência das docentes da área de Enfermagem Psiquiátrica do Curso de Graduação em Enfermagem da Escola de Enfermagem da Universidade Federal de Minas Gerais e os desafios enfrentados para ofertar um ensino de qualidade. Método: Trata-se de um relato de experiência acerca da vivência das docentes da área de Enfermagem Psiquiátrica da Graduação de Enfermagem da Escola de Enfermagem da UFMG. Resultados: Com a perda de 120 horas para o ensino de Enfermagem Psiquiátrica na graduação, a área lançou mão das disciplinas optativas, que totalizam 330 horas, além de projetos de extensão e pesquisa. Considerações finais: a precarização de uma área de formação do enfermeiro após reestruturações curriculares em uma instituição de ensino superior, quer seja em relação às cargas horárias ou na alocação de vagas docentes, vai de encontro aos avanços da Reforma Psiquiátrica brasileira e aos dados epidemiológicos de adoecimento psíquico e uso de drogas.