Explore the vast range of titles available.

ABSTRACT Objective: To understand how the nursing professor pedagogically prepares for teaching in professional secondary technical education in the light of the Pedagogical Content Knowledge of Lee S. Shulman. Method: This is a qualitative and descriptive study. Two pedagogical workshops were held to collect data, with the participation of six professors from two technical schools. Results: The categories Pedagogical preparation for the teaching exercise and Knowledge Base for Teaching have emerged. The results revealed the difference between the real and the ideal in the perception of the participants, when their preparation for the teaching exercise is situated between the learning with colleagues and the mastery over the Content Knowledge. Final considerations: Professor training is necessary and is an alternative to qualify teaching in professional secondary technical education. RESUMO Objetivo: Compreender como o professor enfermeiro se prepara pedagogicamente para a docência na educação profissional técnica de nível médio à luz do Conhecimento Pedagógico do Conteúdo de Lee S. Shulman. Método: Trata-se de um estudo qualitativo e descritivo. Para coleta de dados foram realizadas duas oficinas pedagógicas, com a participação de seis docentes de duas escolas técnicas. Resultados: Duas categorias emergiram: Preparo pedagógico para o exercício docente e Conhecimento Base para o Ensino. Os resultados revelaram a diferença entre o real e o ideal na percepção dos participantes, quando seu preparo para o exercício docente se situa entre a aprendizagem com colegas e o domínio sobre o Conhecimento do Conteúdo . Considerações finais: A formação docente é necessária e constitui-se numa alternativa para qualificação do ensino na educação profissional técnica de nível médio. RESUMEN Objetivo: Comprender cómo el profesor enfermero se prepara pedagógicamente para la docencia en la educación profesional técnica de nivel medio a la luz del conocimiento pedagógico del contenido de Lee S. Shulman. Método: Se trata de un estudio cualitativo y descriptivo. Para la recolección de datos se realizaron dos talleres pedagógicos, con la participación de seis docentes de dos escuelas técnicas. Resultados: Dos categorías emergieron: Preparación pedagógica para el ejercicio docente y Conocimiento Base para la Enseñanza. Los resultados revelaron la diferencia entre lo real y lo ideal en la percepción de los participantes, cuando su preparación para el ejercicio docente se sitúa entre el aprendizaje con colegas y el dominio sobre el Conocimiento del Contenido. Consideraciones finales: La formación docente es necesaria y se constituye en una alternativa para la cualificación de la enseñanza en la educación profesional técnica de nivel medio.

Background The successful integration of electronic learning (e-learning) into the nursing curriculum depends on the development of nursing professors’ e-learning competencies. However, they face challenges in developing their e-learning competencies. The management of these challenges maximizes the impact of e-learning on nursing students’ learning outcomes. This study aimed at exploring nursing professors’ challenges in developing their e-learning competencies. Methods This descriptive qualitative study was conducted from December 2023 to June 2024 via conventional content analysis. Participants were seventeen nursing professors and three nursing school managers purposefully and theoretically selected from nine nursing schools in Iran. Twenty-three semi-structured interviews were held for data collection and Graneheim and Lundman’s conventional content analysis was employed for data analysis. We ensured participants of data confidentiality and obtained their informed consent. Results Nursing professors’ challenges in developing their e-learning competencies came into four categories, namely managerial barriers, ineffective professor evaluation, ineffective e-learning implementation, and resource limitation. Conclusion Nursing managers and policymakers need to improve their e-learning competencies and provide the necessary facilities and infrastructures for the development of nursing professors’ e-learning competencies. Valid and reliable tools are also necessary for the evaluation of professors’ e-learning practice and facilitate the development of their e-learning competencies. Clinical trial number This was a qualitative study, and clinical trial numbering is not applicable.

Service-learning partnerships between nursing programs and health care settings in vulnerable communities may be challenging to initiate, but can offer multiple benefits for students, faculty, and the community served. The aim of this qualitative descriptive study was to explore the benefits and challenges of establishing a service-learning partnership between a university nursing program and an isolated community of internally-displaced persons in Medellin, Colombia. Semi-structured, in-depth interviews were conducted with 10 nursing professors and nine students who participated in the service-learning partnership. Interviews were audio-recorded, transcribed and analyzed using qualitative content analysis. Main benefits identified were: learning about the social determinants of health, development of compassion, appreciation for the community nursing role, professional growth and development, community engagement and increased access to care for community members. Challenges related to the service-learning experience included feelings of moral distress, lack of value for community nursing, and conflict with traditional biomedical approaches to care. Several threats to program sustainability were also identified. Professors and students offered several recommendations for program improvement, including interdisciplinary collaboration, documentation and dissemination of the service-learning experience, increased community autonomy and capacity for self-care, and curricular changes to enhance recognition of the importance of community nursing. •Service-learning is perceived to be beneficial for academic and community partners.•Service-learning may enhance student perceptions of the role of community nurses.•Service-learning may be more beneficial yet challenging to implement in LMICs.•Service-learning programs need to consider threats to program sustainability.

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.

Purpose The purpose of this study was to examine associations among the nursing work environment, nurse job satisfaction, and intent to stay for nurses who practice in hospitals in Jordan. Design A quantitative descriptive cross‐sectional survey design was used. Methods Data were collected through survey questionnaires distributed to 650 registered nurses (RNs) who worked in three hospitals in Jordan. The self‐report questionnaire consisted of three instruments and demographic questions. The instruments were the Practice Environment Scale of the Nursing Work Index (PES‐NWI), the McCain Intent to Stay scale, and Quinn and Shepard's (1974) Global Job Satisfaction survey. Descriptive statistics were calculated for discrete measures of demographic characteristics of the study participants. Multivariate linear regression models were used to explore relationships among the nursing work environment, job satisfaction, and intent to stay, adjusting for unit type. Findings There was a positive association between nurses’ job satisfaction and the nursing work environment (t = 6.42, p < .001). For each one‐unit increase in the total score of the PES‐NWI, nurses’ average job satisfaction increased by 1.3 points, controlling for other factors. Overall, nurses employed in public hospitals were more satisfied than those working in teaching hospitals. The nursing work environment was positively associated with nurses’ intent to stay (t = 4.83, p < .001). The Intent to Stay score increased by 3.6 points for every one‐unit increase in the total PES‐NWI score on average. The highest Intent to Stay scores were reported by nurses from public hospitals. Conclusions The work environment was positively associated with nurses’ intent to stay and job satisfaction. More attention should be paid to create positive work environments to increase job satisfaction for nurses and increase their intent to stay. Clinical Relevance Hospital and nurse managers and healthcare policymakers urgently need to create satisfactory work environments supporting nursing practice in order to increase nurses’ job satisfaction and intent to stay.

Background In addition to a global shortage of nurses, there is also a shortage of academically qualified faculty available to teach in schools of nursing. Methods A systematic review examined proposed solutions to the global shortage of nursing faculty. Metasynthesis was used to compare and critically appraise strategies offered for solving or ameliorating the global nursing faculty shortage by premier nursing organizations. Findings 181 recommendations in 62 publications were categorized into eight major themed solutions, including centralizing data management, international collaboration in nursing research, and increased funding for full‐time faculty positions in nursing programs. Discussion The nursing faculty shortage is due to a confluence of factors, including the global migration of nurses, a seeming persistent devaluation of faculty by academic programs, disincentives, and an overall reduction in full‐time equivalent faculty positions. Conclusions Results point to a needed change in direction and approach to solving the nursing faculty shortage. By designing new education models that fit global healthcare needs and pooling teaching resources, designing and using the same databases across organizations to track and project faculty needs, and collaborating between schools and businesses to create mutually beneficial agreements for services, nursing faculty capacity can be enhanced, and nursing's capacity to meet global healthcare needs can be expanded. Clinical Relevance The results of this systematic review can be used as a rubric for the design and development of strategies to end the nursing faculty shortage and expand global nursing capacity.

Publishing in JCR and SJR journals has become crucial for curricular development. Results from nursing investigations “compete” for publication in journals which are not specific to the field of care, affecting the academic development of these investigators. This phenomenon may lead to an ongoing adverse effect on nursing researchers and academics engaged in research in nursing care. The aim of this study was to evaluate habits regarding scientific literature consulting, the transfer of published material, and the citation of nursing investigations. A cross-sectional descriptive study by means of questionnaires was carried out, focusing on both Spanish and Portuguese nurses. The findings of the study reveal the following reasons for reading the scientific literature: that the language was understood; for learning and applying what was learnt; that the journal was of open access; for elaborating protocols and work procedures; and that the journal was indexed in scientific databases and in nursing databases. The reasons for reading, using, and publishing in journals were related to knowledge of the language and the associated usefulness of learning and applying knowledge. Creating a specific index of research publications in nursing will have a positive effect on the scientific production of caring methodologies.

Faculty who teach gerontological nursing are challenged to deliver competency-based baccalaureate nursing education. Because our courses are divided into multiple sections and taught by a variety of faculty, the need for a peer-reviewed, curated repository of gerontological learning materials was conceived. Syllabi for prelicensure and RN-to-baccalaureate nursing (BSN) degree gerontological courses were reviewed. Stufflebeam's Content, Input, Process and Product (CIPP) model of program evaluation provided a framework to guide the process of identifying existing resources and gaps in eLearning materials. Using the Learning Object Review Instrument, faculty determined the relevance and applicability of eLearning materials. A crosswalk between the syllabi and the American Association of Colleges of Nursing-recommended geriatric nursing competencies was completed to evaluate eLearning materials identified as valuable. Consensus was reached, and content was placed in the learning management system. This project can serve as a model for other course faculty and faculty in other specialty areas to enhance the curriculum by providing readily available, multifaceted instructional resources. [J Nurs Educ. 2019;58(10):607-610.].

Owing to the coronavirus disease pandemic, nursing education materials were developed for online use. However, as nursing involves working with human beings, the experience of face-to-face learning is important. This study investigated the learning satisfaction and anxiety experienced by nursing students based on their learning methods, expectations, and concerns about transitioning entirely to face-to-face learning. Using a mixed-methods design, 120 and 14 third- and fourth-year nursing students in Korea completed an online survey and individual interviews, respectively. Data were collected from July to August 2022 to assess nursing students’ learning satisfaction, anxiety, expectations, and concerns based on their learning method. Learning satisfaction was 3.96±0.68 out of 5; the students who experienced “online lectures only” had significantly higher overall satisfaction (F = 3.22, p = .002), nursing lectures satisfaction (F = 2.01, p = .046), and nursing practicum satisfaction (F = 2.19, p = .031). Anxiety was measured using the Generalized Anxiety Disorder-7 tool and was evaluated at the “minimal level,” with an average score of 3.46 ± 4.80 out of 21. From the qualitative results obtained through interviews, we derived three categories and nine subcategories. These categories include: the burden of unfamiliar learning situations that are difficult to predict, considerations about face-to-face learning needed to improve learning satisfaction, and the turning point that offsets the sense of deprivation during college life. The qualitative results provided evidence for determining specific goals for face-to-face learning that reflected the opinions of nursing students. To successfully transition to face-to-face learning, it is essential to consider a combination of student efforts, professors’ attention, and university-level support to develop a learning approach that combines the strengths of both online and face-to-face learning. Maximizing the benefits of online learning, such as integrating face-to-face and online learning through repetitive reviews of recorded videos of face-to-face sessions at their own time, can effectively reduce students’ burdens and anxiety and increase their learning satisfaction.

Background The aim of this study was to investigate how facilitators approach and use nursing students’ mistakes in simulation-based training as learning resources in the simulation debriefing phase. Facilitators are responsible for raising students’ awareness of their performances during the debriefing and facilitating reflections on their performances, including satisfactory behaviours and performance gaps. Research on facilitators’ work during debriefing has highlighted various challenges, such as providing a safe and constructive climate among novice students while simultaneously teaching them the correct procedures, methods, and knowledge of caring practices to become professional nurses. There is a lack of research on how facilitators approach, handle, and use students’ mistakes as a learning resource. Thus, this study investigated facilitators’ assumptions about providing feedback to nursing students when they made mistakes during simulation-based training Method Individual semi-structured interviews were conducted with nine experienced facilitators from three universities in Norway. Data were analyzed following the principles of thematic analysis (TA). Results Facilitators made varying assumptions about the simulations and debriefings as learning processes. These differences were evident in their accounts of how feedback was provided to students when they made mistakes during the simulation-based training. Conclusion Facilitators’ statements about their practices reflect assumptions about how they make simulation activities a resource for meaningful learning, including how to use students’ mistakes as learning opportunities during debriefing discussions. Consequently, these assumptions regarding learning provide valuable insights into the ambiguous and complex praxis of using simulation-based training as a professional educational tool.