Simulation can effectively enhance the clinical reasoning skills of nursing students. However, it can also lead to increased stress levels with a potential impact on learning outcomes. We monitored nursing students' stress using the E4©wristband and evaluated the effects of a brief debriefing intervention on stress and overall satisfaction during simulation. Using a randomized controlled study design, we collected quantitative data and real-time stress measurements. Tailored debriefing interventions have the potential to improve overall well-being and learning satisfaction.
AIM:To examine the multivariate relationship between academic stress factors and academic integrity-related constructs in prelicensure nursing students. BACKGROUND:Academic stress may challenge students' ethical decision-making and adherence to academic integrity, yet comparative evidence across regions remains limited. METHOD:Using a descriptive correlational design guided by moral reckoning theory, 132 prelicensure nursing students from two Middle Eastern and two US nursing schools. Canonical correlation analysis examined associations between stress domains and integrity-related constructs. RESULTS:The first canonical function was statistically significant (r = .470, p < .002), indicating that greater interpersonal, academic, and environmental stress was associated with higher academic misconduct and lower mastery-oriented achievement-goal structures. CONCLUSION:Elevated academic stress was associated with patterns of integrity-related constructs reflecting increased misconduct behaviors and reduced mastery orientation. Findings support the interpretation of stress as a situational bind within moral reckoning theory and highlight the need for stress-responsive and integrity-supportive educational environments.
The Lego Serious Play® methodology uses LEGO bricks to foster creativity, participation, and meaningful learning. We explored its impact on emotional regulation and motivation in mental health education nursing students. A qualitative study was conducted through reflective writing after group activities (8 to 10 students) involving constructions representing mental health issues, complemented by a Metaplan (participatory, visual methodology using cards to organize and discuss ideas), with symptoms, treatment, and nursing care. Students presented their models, Metaplan, and a podcast on mental health care. Findings revealed perceived advantages and disadvantages of gamification, highlighting its positive influence on motivation and emotional regulation.
AIM:To examine the content validity of an adapted Political Competence Scale for Nurses (PCS-N) for use in graduate nursing education. BACKGROUND:Instruments to evaluate political competence as a graduate-level educational outcome remain limited. METHOD:Experts rated item relevance using a four-point scale (1 = not relevant to 4 = highly relevant). Scale-level indices were calculated using the average method (S-CVI/Ave). RESULTS:All subscales demonstrated strong content validity, with S-CVI/Ave values ranging from 0.89 to 0.95. Mean item-level content validity index values were 0.89 for Political Knowledge, 0.94 for Political Efficacy, 0.95 for Political Interaction, and 0.91 for Political Activity. The overall scale content validity (S-CVI/Ave) was 0.92, indicating excellent scale validity. CONCLUSION:Findings support the content validity and relevance of the adapted instrument for graduate nursing education. The instrument provides a foundation for national psychometric testing and may support future competency-based evaluation of graduate nursing programs.
BACKGROUND:Burnout, characterized by exhaustion, cynicism, and low professional efficacy, is the primary cause of nurse turnover. Healthy behaviors, which vary by geographic region, may reduce burnout. METHOD:Undergraduate nursing students in Northern (n = 257) and Southern (n = 261) programs were surveyed. Multivariate linear regression and dominance analyses were conducted. RESULTS:Expression of burnout did not differ across regions. Social support, associated with reduced cynicism (p = .006) and greater efficacy (p < .001), was the highest-ranking predictor of exhaustion, cynicism, and efficacy. Physical activity was associated with reduced exhaustion (p = .027). Healthy diet (p = .035) and regular spiritual practice (p = .044) were associated with increased efficacy. CONCLUSION:Physical activity, social support, a healthy diet, and spiritual practice may prevent burnout in nursing students. Programs that build healthy habits in students may reduce their experience of burnout.
Nurse practitioner (NP) residencies support transition to practice and improve retention. We describe outcomes of a primary care NP residency across four cohorts (2020 to 2024) at the Veterans Health Administration-VA Boston Healthcare System (VA-BHS). Evaluated outcomes include clinical competence, confidence in practice, employment, and retention. All 10 residents achieved competence and significantly greater confidence at graduation compared with 1 month after starting the program (p < .0001). VA-BHS offered eight residents employment, retaining five of the six hired (83%) 1 year postgraduation. The robust confidence, competence, and retention of graduates uphold evidence that residencies support successful NP transition into practice.
Workplace violence (WPV) in health care is a growing and urgent concern, significantly impacting both nurses and nursing students. This quasi-experimental study evaluated a structured, trauma-informed WPV training program designed to enhance behavioral health care competency in undergraduate nursing students. Statistically significant improvements were observed in overall behavioral health care competency scores (p = .045, Cohen's d = 0.32), with particularly pronounced gains among accelerated baccalaureate students. These findings underscore the importance of integrating comprehensive WPV training into nursing curricula to better prepare students for the realities of clinical practice.
This study evaluated the use of a metacognitive-based program integrated with the BOPPS model (Bridge-in, Objective, Preassessment, Participatory Learning, Postassessment, and Summary) in a sample of 78 third-year nursing students. Metacognitive awareness (monitoring, evaluation, and regulation) was assessed using the Metacognitive Awareness Inventory before and after the course; reflective essays captured learning experiences. Paired-sample t tests and thematic analysis revealed significant gains in monitoring and regulation but not evaluation. Students reported greater learning initiative, a deeper understanding of community nursing, and improved teamwork and problem-solving skills. Integrating metacognitive strategies within the BOPPS model offered an effective approach to fostering professional competence in nursing education.
This study was conducted to assess a nurse specialist training program in Vietnam through a cross-sectional descriptive study of 1,231 graduates. The primary motivation for enrollment was job requirements (87.9%), and the program significantly enhanced professional competencies. Nearly all participants reported a better understanding of complex care, and all acknowledged enhanced safe practices; 41.2 percent advanced to higher roles. However, challenges in implementing evidence-based practices and managing heavy workloads were identified. The findings affirm the program's impact but underscore the need for systemic support to promote evidence-based care and strengthen workforce development to improve health care quality in Vietnam.
Student trust relates to affect, engagement, and performance, yet the literature lacks a process model that links events to downstream outcomes. Affective events theory was applied to focus group data from 77 baccalaureate nursing students who described events that led them to trust or distrust an instructor and their subsequent affective reactions, attitudes, affect-driven behaviors, and perceived impact on performance. Two models emerged. The Trust Pathway and Distrust Pathway Models provide a temporal depiction of how instructor actions are appraised and translated into learning‑relevant behaviors that influence performance. The models identify leverage points for building or repairing trust.
AIM:The purpose of this study was to examine the relationship between undergraduate nursing student burnout and faculty immediacy behaviors. BACKGROUND:Undergraduate nursing students in the United States are experiencing burnout syndrome at alarming rates. There have been many attempts to improve the issue in this population, but few focus on the impact that nursing faculty have on student burnout. METHOD:A quantitative, nonexperimental, correlational research design was used. Data were collected from Bachelor of Science in Nursing students using three valid and reliable survey tools. RESULTS:Statistical analysis revealed the existence of a significant relationship between faculty nonverbal immediacy and all three tenets of student burnout (emotional exhaustion, cynicism, and academic efficacy). A statistically significant relationship between verbal immediacy and academic efficacy also existed. CONCLUSION:This research demonstrates that nursing faculty who engage in immediacy behaviors may have a positive impact on the experiences of undergraduate nursing students.
AIM:This study aimed to examine ongoing gaps in clinical nursing faculty preparation and identify evidence-based strategies to strengthen orientation, mentorship, and credentialing. BACKGROUND:Clinical educators, particularly adjunct and part-time faculty, are central to translating classroom learning into practice, yet the literature consistently reports limited structured support and professional development for these roles. METHOD:This review examined 21 peer-reviewed studies published from 2009 to 2025 and identified recurring themes. Reports from professional organizations and national competency frameworks, including the American Association of Colleges of Nursing Essentials, the Quality and Safety Education for Nurses competencies, and the National League for Nursing certification standards, were also reviewed. RESULTS:Four themes emerged: inconsistent orientation, limited mentorship, minimal use of credentialing frameworks, and fragmented collaboration across academic and professional groups. CONCLUSION:Standardized orientation, sustained mentorship, and accessible credentialing supports are needed to strengthen teaching quality, support faculty retention, and prepare clinical educators for contemporary practice.
Given the academic and clinical demands faced by nursing students, mental health is a critical component of their well-being. To promote a culture of wellness, Mental Health Bulletin Boards were implemented at a large, multicampus nursing college to provide an interactive space for students to share mental health strategies. A thematic analysis of 339 individually posted bulletin board notes revealed five overarching categories: physical health, connectedness, mental and emotional health, leisure and creative outlets, and personal management strategies. The findings inform nursing education wellness initiatives, including curriculum integration, faculty messaging, and community outreach.
Work-life balance (WLB) is a key contributor to faculty attrition, potentially worsening the nursing faculty shortage. This study used mixed methods to explore differences in WLB between online and face-to-face nursing faculty. Data from 38 full-time faculty indicated that most perceived their work-life as unbalanced and were overwhelmed by workload demands. Online teaching was perceived as providing a better balance but was associated with greater boundary blurring and more evening and weekend work. Qualitative findings identify workload and boundary issues as key influences on WLB. Evidence-based strategies to support faculty retention and sustainability are needed.
Nurse anesthesia students face high rates of burnout, anxiety, and depression that can impair learning and clinical readiness. Between June and November 2024, a university nurse anesthesia program implemented trauma-informed wellness initiatives, including flexible scheduling (condensed on-campus days, excused absences, virtual attendance for distant sites), a pass/fail reflective wellness assignment, regular cohort town halls, weekly community emails, a final-year professional course with mindfulness/provider-wellness content, and a program-specific career fair. Following implementation, first-time national certification examination pass rates rose from 83 percent (2023) to 91 percent (2025). A trauma-informed, multilevel wellness approach was associated with improved program outcomes.
AIM:This study aimed to assess compassion satisfaction and compassion fatigue in nurse faculty and evaluate how they link with faculty retention. BACKGROUND:Ongoing shortages of nurses and nurse faculty in Mississippi underscore the need to identify effective strategies to retain current faculty and strengthen the pipeline. METHOD:An online cross-sectional survey using the Professional Quality of Life instrument was deployed. Descriptive and inferential statistics were performed using Stata 18. RESULTS:A total of 188 faculty participated in the study. Overall findings revealed low compassion satisfaction alongside moderate to high levels of burnout and secondary traumatic stress, highlighting concerns for faculty well-being within the academic nursing workforce. CONCLUSION:Findings provide support for targeted institutional strategies to promote nurse faculty well-being and retention.
The retention of nurse faculty is essential to address the nursing and nurse faculty shortage. This correlational study explored the relationship between the factors of organizational belonging and intent to stay in the organization for nursing faculty. A statistically significant relationship was found between the factors of organizational belonging and intent to stay ( p < .001), and the factors of organizational belonging added to the importance of belonging and intent to stay ( p < .001). Administrators should explore strategies to promote a workplace sense of belonging in nursing faculty.
Creating and sustaining healthy academic work environments is an ethical and professional imperative for all nursing programs. Using the Pathway for Fostering Organizational Civility as a theoretical framework, this article shares pre- and postassessment results from one nursing program's positive cultural transformation. The Healthy Work Environment Inventory was used to measure perceptions of the workplace culture, resulting in marked improvements in mission alignment, teamwork, psychological safety, communication, and trust. Critical strategies for fostering and sustaining a healthy academic work environment included leadership support, culture assessment, team formation, implementing a data-driven action plan, policy development, and celebrating successes.
