Background Writing high-quality test items is essential for valid assessments in nursing education but remains time-intensive and challenging for faculty with limited training. Aim To evaluate the effectiveness of an AI-assisted item writing tool, ATI's Claire AI, by addressing reductions in writing time, consistency in item quality, and faculty perceptions. Design A mixed-methods study using a three-phase design (QUAN + QUAL → quan). Methods Phase 1 compared writing time and item quality between manual and AI-assisted methods from nine nurse educators. Phase 2 conducted cognitive interviews to capture perceptions of usability and value for students and faculty. Phase 3 analyzed survey responses from 250 faculty regarding workload and time management. Results The use of ATI's Claire AI reduced the average writing time from 10.7 to 3.5 min and tripled productivity. Item quality ratings were comparable across the two conditions. Through cognitive interviews, faculty highlighted the benefits such as reducing workload burden and supporting new faculty onboarding. However, faculty expressed the need for expert review of AI-generated distractors. Survey findings verified substantial time savings and growing adoption of AI tools. Conclusion AI-assisted item writing significantly enhances efficiency without compromising quality. Empirical results offer a promising AI strategy in nursing education.
The financial landscape of higher education has dramatically shifted in recent years, owing to substantial declines in state and federal funding. As a result, institutional priorities have evolved for administrators and faculty. Deans of nursing programs can no longer depend solely on centralized advancement offices to secure philanthropic support. They must take an active leadership role and partner with advancement professionals in fundraising efforts for their programs. This article provides an overview of advancement and outlines strategies for deans to effectively engage in philanthropic activities.
Background Undergraduate nursing student attrition persists globally amid a projected shortage of 4.1 million nurses by 2030. Preadmission predictors and in-program supports have been studied separately, and prediction-based approaches risk reproducing structural inequities when used to exclude rather than support students. Objectives To propose an equity-oriented pipeline model grounded in Social Cognitive Theory (SCT) linking risk identification with leadership actions to strengthen self-efficacy, self-regulation, and persistence from preadmission through licensure readiness. Design Evidence-informed conceptual synthesis; searches of CINAHL, PubMed, ERIC, and Scopus (2015–2025). Results The model maps two stages: (1) preadmission readiness indicators shaping early academic stability, and (2) modifiable in-program conditions including mentoring, self-regulation supports, learning climate, and barrier reduction that influence persistence. Qualitative evidence identifies financial strain, inadequate support, isolation, and evaluation anxiety as key barriers. Equity is integrated as a cross-cutting layer, reframing prediction as a trigger for timely support rather than gatekeeping. A five-lever leadership blueprint and equity-centered monitoring plan operationalize the model. Conclusions An SCT-anchored pipeline model offers a theoretically grounded account of how leadership decisions could interrupt attrition patterns, support licensure readiness, and advance equity across international nursing education contexts. This conceptual synthesis generates propositions for prospective testing rather than reporting demonstrated effects.
Background Expert nurse clinicians are often assigned to precept learners and new staff without formal preparation in teaching, feedback, or evaluation—contributing to dissatisfaction and burnout for both parties. Structured, accessible development for clinical faculty and preceptors is needed. Purpose This study evaluated changes in clinical teaching self-efficacy among nurses participating in the Academy for Clinical Instructor and Preceptor Excellence in the Southeast (CAPES Academy), an HRSA-funded program building on the Clinical Instructor Program (CIP). Methods CAPES Academy provided professional development to nurses from eight southeastern states through six main interactive online modules, followed by three supplemental modules, monthly engagement activities, and a week-long in-person intensive. Self-efficacy was measured pre- and post-modules with a 58-item modified version (CAPES SETTI) of the Self-Efficacy Toward Teaching Inventory-NE (SETTI-NE). Descriptive statistics were used to characterize the sample. Internal consistency reliability was conducted for the CAPES SETTI subscales and paired-t-tests were used to evaluate change in self-efficacy. Cohen's d was used to estimate the effect size for change. Bonferroni correction was used to control for family wise error with alpha set at p < .004. Results Trainees (n = 92) were predominantly female (95.7%), Non-Hispanic/Latino (92.2%), who held a master's degree or higher in education (56.6%). The majority had been practicing nursing for 10 years or more (64.4%). CAPES SETTI subscales demonstrated good internal consistency reliability. Self-confidence for clinical teaching significantly improved in all areas and effect sizes for change were all within the medium to large range. The greatest improvement was noted around using Synergy Model and summative evaluation. While still statistically significant, the smallest improvement was in teaching learners to communicate using SBAR. Conclusions CAPES Academy significantly improved clinical teaching self-efficacy through a brief, flexible, evidence-based design. It offers a replicable model for strengthening the clinical nurse educator pipeline, with ongoing work targeting student-level outcomes and international adaptation.
Rural and underserved communities face persistent barriers to healthcare access, often compounded by limited clinical infrastructure. Academic–Practice partnerships have long aligned nursing education and practice but may be insufficient where traditional clinical partners are absent. This paper describes how DNP-prepared nursing faculty led the development of an academic–community–clinical partnership (ACP) integrating a school of nursing, a federally qualified health center, and a community-based organization in a rural setting.Two conceptual tools guided this work. A Levels of Partnership Rubric, introduced early in the partnership's development, characterizes the depth and structure of academic–community–clinical collaboration, from academic affiliation through mission interconnectedness. The Community Engagement in Healthcare Framework emerged from implementation and describes how individuals progressed from pre-engagement in community spaces to sustained engagement with healthcare services. Lessons learned emphasize the importance of intentional DNP leadership, shared governance, and adaptable funding models. This initiative demonstrates how evolving partnership models can align academic missions with community priorities, strengthen faculty practice, and advance access to care.
Background Attrition in the Doctor of Nursing Practice (DNP) program remains a persistent concern, with the DNP project representing a critical point at which students withdraw, often transitioning to the MSN program. Increased attrition was observed during the first DNP project course, prompting examination of contributing factors and programmatic responses. Method Over multiple years, faculty implemented and evaluated a series of academic, curricular, structural, and policy-focused strategies designed to improve student readiness, support appropriate project selection, and promote progression. Results Despite these interventions, attrition persisted. Students experienced barriers identifying feasible practice problems, accessing data, securing engaged mentorship, and balancing academic, professional, and personal responsibilities, particularly during concurrent advanced practice clinical training. Discussion Findings suggest attrition during the DNP project reflects misalignment between program expectations and student capacity within diverse practice environments. Addressing this issue requires comprehensive, system-level strategies that account for external constraints, mentorship variability, and competing professional and personal demands.
Background As older adults live longer and require greater healthcare support, research on simulation-based learning in gerontological practice has highlighted its growing significance in nursing education. Aim To analyze scientific literature on the use of simulation in gerontological nursing education through bibliometric overview. Methods A bibliometric study approach followed a five-stage methodological framework: (1) research design, (2) compilation of bibliometric data, (3) analysis, (4) visualization, and (5) interpretation. We searched the ISI Web of Science database, CINAHL (EBSCOhost), and Medline (Ovid) to identify relevant articles, which were then screened independently by two reviewers. The sample was exported to the Microsoft Excel spreadsheet editor for descriptive analysis, followed by bibliometric analysis in VOSviewer version 1.6.19. Results A total of 2115 records were identified, of which 48 met the inclusion criteria and comprised the final sample. The included studies were published between 2010 and 2024. The majority of the studies originated from the United States. A general increase in publication volume was observed during the 2022–2023 period. The bibliometric analysis identified 11 distinct clusters. Conclusion Simulation-mediated teaching is increasingly adopted in gerontological nursing education yet advancing simulation strategies and reducing geographic research gaps remain essential.
The purpose of this initiative was to develop, implement, and evaluate outcomes associated with holistic admissions in our Prelicensure Bachelor of Science in Nursing (PL-BSN) program.We used the Experiences-Attributes-Metrics (EAM) model to revise our admission process. Holistic admissions were implemented in 2023, giving more weight to experiences and attributes versus grade point average. This article compares outcomes before (2022) and after (2023–2026) implementation.Diversity in the proportion of students of color and students identifying as male has increased since we implemented holistic admissions. The range of minimum grade point averages (GPAs) of admitted applicants broadened, making admission still competitive but more accessible for applicants with valuable experiences but whose GPAs were below 3.7. NCLEX first-time pass rates remained strong at above 90%. No relationship was seen between adopting holistic admissions and progression or retention issues among students admitted using a holistic admission process.NCLEX pass rates demonstrate that admitting students who may be less academically competitive does not jeopardize their learning or ability to succeed in nursing. Holistic admissions can be successfully developed to promote diversity among nursing academic programs.
Aim/objective To map the existing evidence on interventions, accommodations, barriers, and facilitation models designed to support neurodivergent students during Professional Experience Placement (PEP). Information sources APA PsycINFO, CINAHL Complete, Education Source, ERIC, MEDLINE Complete, Scopus, and Web of Science Core Collection. Background Neurodivergent students encounter distinct challenges during PEP, a core requirement for nursing registration. Despite this, tailored and inclusive supports remain inconsistent, fragmented, or absent, limiting the capacity of neurodivergent students to engage equitably in clinical learning environments. Design A scoping review. Methods A scoping review was conducted following the JBI Manual for Evidence Synthesis and reported using the PRISMA-ScR checklist. Findings were presented through narrative synthesis, supported by descriptive statistics and content analysis. Results Twenty-one sources of evidence were included, most of which were qualitative (n = 13) and predominantly conducted in the U.K. (n = 15), with additional studies from Australia (n = 2) and the United States (n = 2). Nursing was the most represented discipline (n = 9). Common interventions focused on disclosure support (n = 13) and peer mentorship (n = 10). Key barriers included stigma and negative attitudes from clinical staff (n = 13), alongside fear of academic or professional consequences following disclosure (n = 9). Effective facilitation most often involved supportive mentor or peer relationships (n = 8), neurodiversity focused staff education (n = 8), and clear processes to guide disclosure (n = 8). Conclusion Supporting neurodivergent students during PEP requires more than standard accommodations; it demands cultural and systemic change. Priorities include reducing attitudinal barriers, strengthening personalised support, and fostering meaningful mentoring relationships. Future research should evaluate structured mentorship and staff training across diverse disciplines.
