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The undergraduate nursing students’ final year project, commonly called a ‘dissertation’ is an important component of the bachelor’s nursing programme. It can take the form of a literature review and proposal for a research or service improvement project. While crucial for developing research competence and evidence-based practice skills in preparation for their future careers, nursing students often find the dissertation process highly stressful. An online qualitative survey comprising open-ended questions was used to elicit nursing students’ rich, reflective accounts of the dissertation process at a university in the Northeast of England (hereafter referred to as the study site) from those who have recently completed their dissertations. The data obtained from 24 pre-registration nursing students who responded to the survey were thematically analysed. The findings revealed that critical relationships and essential support systems were key mediators of the challenges students faced, particularly a lack of readiness for the dissertation module, but they ultimately achieved transformative outcomes of an effective learning experience. Their navigational challenges can inform curriculum design and practices to better support students in their dissertation journey.

背景：完整的透析電子護理記錄是呈現護理照護過程與品質重要的依據，更是醫療團隊間重要的溝通橋樑。經現況分析，發現護理人員對透析電子護理記錄系統操作介面不熟悉、缺乏系統操作教育訓練、透析電子護理記錄系統設計不佳、缺乏透析電子護理記錄書寫指引，及缺乏透析電子護理記錄書寫稽核制度，導致透析電子護理記錄書寫之完整性僅58.2%。目的：提升透析電子護理記錄完整性大於90%。解決方案：修改透析電子護理記錄系統、建置透析電子護理記錄片語範例、製作透析電子護理記錄操作手冊、進行系統操作在職教育、執行記錄書寫臨床情境模擬演練與透析資訊護理師制度，及落實透析電子護理記錄稽核制度。結果：透析電子護理記錄完整性提升為96.0%；護理師書寫記錄時間由平均21分35秒縮短至8分15秒。結論：良好的資訊系統確實有效提升透析電子護理記錄完整性，也縮短記錄時間，有助於確保透析病人之照護品質。

Nursing projects are a key part of N4 professional competency training for nursing personnel. Low passage rates for these projects have been shown to negatively affect the intent of nursing personnel to advance further in the nursing ladder system. This study analyzes the scores for nursing projects between 2011 and 2013, the passage rate for these projects, and the differences in passage rates between different types of projects. This retrospective and descriptive study collected data on nursing projects conducted under the auspices of the Taiwan Nurses Association between 2011 and 2013. Furthermore, the comments of reviewers on 100 nursing projects were randomly selected and subjected to content analysis. A total of 3,359 nursing projects were examined. Eliminating unqualified nursing projects left a total of 3,246 projects for the dataset. A total of 1,099 projects were scored with passing grades, giving a passing rate of 33.9%. The authors of these passing projects worked primarily in northern Taiwan, wor

In 2004, the American Association of Colleges of Nursing released the doctorate of nursing practice (DNP) position statement endorsing the DNP as the terminal practice degree in nursing. After this, the AACN assembled a task force that developed the Essentials of Doctoral Education for Advanced Practice Nursing, establishing the curricular components for the DNP degree. Since that time, there has been continued debate regarding what constitutes a satisfactory DNP project. Although there are many published accounts of actual DNP projects, very little literature exists illustrating how the DNP essentials were specifically addressed within each project. This article shows the influence of each individual DNP essential on the development of a revamped automatic external defibrillator policy and program at a large urban university. •There is currently no national consensus on the rigor or standards for doctorate of nursing practice (DNP) projects.•This article outlines a DNP project exemplar to be used as a blueprint for other programs.•The DNP project demonstrates use of all 8 DNP Essentials as developed by the American Association of Colleges of Nursing.

背景　護理專案是護理人員進階N4的重點專業能力訓練，因通過率低而影響護理人員進階之意願。目的　本研究之目的在於分析2011至2013年護理專案的得分概況；並比較護理專案是否通過與專案屬性之差異性。方法　採回顧性描述性研究，收集2011至2013年台灣護理學會護理專案資料庫之資料作分析。並隨機抽樣100篇護理專案之審查委員意見作內容分析。結果　2011-2013年共有3,359篇護理專案送審，排除不符合規定之護理專案後共有3,246篇，通過篇數1,099篇，通過率為33.9%；護理專案送審作者所服務醫院之地理分佈以北部、醫學中心、重症科別最多；平均得分及通過率以中部最高，離島最低。送審主題以「護理服務技術或品質之改進」類最多（77.3%），得分比率最低的評分項目是問題及導因確立、現況分析、結果評值。護理專案主題與是否通過無統計上顯著差異；但在年度、送審醫院地理分布、機構層級、科別等皆有統計上顯著差異。在抽樣100篇中，其審查委員意見之內容分析結果顯示：正向意見最多的項目是文獻查證與參考資料；負向意見最多的項目依序是文獻查證與參考資料、現況分析、解決辦法及執行過程、結果評值、問題及導因確立。結論／實務應用　本研究分析護理專案之屬性、送審趨勢及審查委員意見，在撰寫專案時問題及導因確立、現況分析、結果評值等是待加強項目。研究結果可提供護理人員執行專案之參考，及作為推動「護理人員臨床專業能力進階制度」變革與決策之依據。

Background: The development of educational research, critical thinking skills, and evidence-based practice requires proposals for educational innovation. The purpose of this study was to explore the perspectives of undergraduate nursing students on the barriers and facilitators after the implementation of a novel activity within the course of research methodology, composed of three active learning strategies: (a) project-based learning; (b) small-group learning; and (c) self-directed learning. Methods: A qualitative exploratory study using reflective writing was conducted at the Nursing Department of the Red Cross School (Spain). Seventy-four nursing students participated in the study, enrolled in the research methodology course. Purposive sampling was used. Online reflective notes were collected from a script of open-ended questions. An inductive thematic analysis was performed. Results: The new proposals facilitated learning of the subject matter and its contents. They were useful and enabled the students to put the contents into practice. In addition, they improved the students’ organization, planning, and involvement. The barriers identified were a lack of time, ambiguity, inadequate tutoring or novelty of the work, and inequity in the distribution of tasks and workloads. Conclusions: Our findings shed light on the barriers and facilitators identified by nursing students when implementing an educational innovation proposal, using three active learning methodologies as learning tools for the subject of nursing research.

This paper provides a critical reflection on a Global Classroom project in psychiatric mental health nursing. It describes the implementation of the project including opportunities for learning and challenges experienced during the project. The project was an intercultural collaborative classroom activity that focused on substance-related and addictive disorders (SAD) with the overarching goal of reducing stigma related to SAD. The project started in August through December 2022 when students were asked to select addictive substances explored throughout the semester; develop a project plan; and prepare SAD health teaching for 20 attendees at their end-of-semester virtual presentation. At the end of the activity, we observed that students from both universities had little or no experience with people different from themselves and that most participating students would have benefited from cultural humility and intercultural communication training to help them navigate issues encountered as the project progressed. Insight gained might help faculty as they plan future projects.

The following paper aims at analyzing the technological organization of team’s health-related work in an emergency room of a public hospital in the state of Rio Grande do Sul, describing the context of the work in the emergency room, as well as the conceptions of the professionals who perform such work. It is a qualitative research performed as a case study. The research constituted a Master’s Degree Project of the Nursing Graduation Program of the Nursing School of the Federal University of Rio Grande do Sul

Background A unique partnership between two academic medical centers, one with a college of nursing and the other with a clinical research center (CRC), provided professional development hours focusing on clinical research and the clinical research nurse's role to generalist entry master's nursing students. Method Students with clinical research interests were invited to apply for the 32-hour professional development program scheduled during 4 sequential days. Didactic, observational, and role-playing experiences offered students a picture of the clinical research nurse role, research regulatory processes, and career opportunities postgraduation. Results Evaluation of the four cohorts who completed the program demonstrated that most participants highly agreed that the program was educational and valuable. Conclusion Partnering with academic medical centers who have CRCs provides master's-level students with innovative professional development hours that foster their understanding of practice areas (e.g., clinical research, specialty role of the clinical research nurse) that are not part of their coursework. [J Nurs Educ. 2025;64(7):e71–e75.]

Mongolian government has set improvement of clinical proficiency of nursing students as one of its priorities. Nursing professionals have the sentinel role in providing healthcare services in rural areas. Outcome-based education (OBE) offers a promising pedagogical approach to actively mentally engage students to strengthen their clinical proficiencies. We implemented a pilot project with the objective of comparing students' clinical performance under OBE with our traditional didactic techniques. The researchers implemented a non-equivalent two-armed quasi-experimental post-test-only' design approach study. The intervention arm (n = 34) received OBE pediatric training, while the control arm (n = 32) received the traditional pedagogical pediatric nursing training. Each arm of the study completed 16 hours of theory, 32 hours of clinical skills practice and 32 hours of seminars in pediatric nursing care. Data were collected using a five-section instrument, Demographic, Competency Inventory, Nursing Students' Satisfaction, Course Experience, and Objective Structured Clinical Examination. Performance and knowledge proficiencies were evaluated by applying the two-sided independent T-test. The distributions of categorical variables were assessed by Fisher's exact test or chi-squared test of significance. The intervention arm had higher mean score value in the competency inventory ([Formula: see text] = 238.70, SD = ± 23.07) compared to the control arm ([Formula: see text] = 222.11, SD = ± 39.94) (P = 0.04); similarly, the mean value for nursing students' satisfaction was higher for the intervention arm ([Formula: see text] = 117.87, SD = ± 15.94) compared to the control group ([Formula: see text] = 109.76, SD = ± 16.94) (P = 0.049). Additionally, the difference in the mean value for course experience questionnaire between the intervention arm ([Formula: see text] = 125.33, SD = ± 19.30) and the control arm ([Formula: see text] = 110.41, SD = ± 11.28) was statistically significant (P = 0.0001). Finally, the intervention arm had a higher mean value ([Formula: see text] = 85.40, SD = ± 6.11) for objective structural clinical examination compared to the control arm ([Formula: see text] = 81.56, SD = ± 7.01) (P = 0.023). OBE pedagogical approach offers promising benefits to improving nursing students' clinical competencies; additionally, the OBE approach seems to increase students' satisfactions with their clinical curriculum.