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The Significance of Addressing Academic Drift in Nursing
No full textThe nursing profession has evolved, reflecting shifts in healthcare practices, standards, and societal demands. Historically, nursing education was informal and linked to hospitals or religious institutions, but the 20th century brought reforms. A key development was the Netherlands\u27 introduction of the hbo-v program in the 1970s, offering a four-year bachelor’s degree that combined academic learning with clinical training (Roux & Halstead, 2017; Schalkwijk et al., 2024). Nursing education today emphasizes evidence-based practice, interprofessional communication, and lifelong learning (Mlambo et al., 2021), which has improved patient outcomes (Lasater et al., 2021). However, concerns over academic drift, where programs prioritize theory over practical skills, are growing. Harwood (2010) warns this shift can undermine essential nursing competencies. New nurses may be theoretically strong but lack real-world clinical skills (Aldosari, Pryjmachuk, & Cooke, 2021), causing a gap between education and practice. The core of nursing—providing safe, compassionate care—relies on practical experience. Benner, Tanner, and Chesla (1992) emphasize that hands-on practice is critical to nursing competence. Yet, focusing too much on academics risks weakening professional identity. Laiho (2010) notes that in Nordic countries, academization has increased tensions between theory and practice. Benner (2012) also cautions that while academic rigor is necessary, it shouldn\u27t overshadow the caregiving role that defines nursing. Kumar (2023) notes that as nursing programs worldwide focus more on research, practical competencies may suffer, a trend especially concerning in resource-limited healthcare systems. To address this, Horntvedt et al. (2018) suggest using simulation training and enhanced clinical placements to better integrate theory with practice. Balancing theoretical knowledge with hands-on skills is crucial to preserving nursing’s professional identity. By partnering academic institutions with healthcare providers, nursing education can ensure students get the clinical training they need alongside a solid academic foundation
Nurses\u27 Propensity for Spiritual Care: A Nationwide Study Conducted in Oman
No full textIntroduction: Epidemiologic and demographic transitions have led to increased prevalence of chronic diseases requiring management in tertiary hospitals of countries like Oman. Many patients with chronic diseases have a high symptom burden, require frequent hospitalizations, and take multiple medications and other therapies, and all these lead to emotional and spiritual challenges. Nurses caring for such patients should provide spiritual care to ensure patient centered cared and attainment of holistic health.
Purpose: We aimed to describe how frequently registered nurses in Oman provide spiritual care therapeutic interventions.
Methods: The study used cross-sectional design and the Nurse Spiritual Care Therapeutics Scale (NSCTS) to collect data from a nationwide sample of 1469 nurses working in referral hospitals in Oman. Descriptive statistics, the independent samples t-test, ANOVA and Pearson correlation were used to analyze data.
Results: All the 17 spiritual care therapeutic interventions were used in practice. Each of the 17 spiritual care therapeutic intervention was provided at least thrice in the last 72-80 hours at work. The most frequently used interventions were listening actively to patients’ stories of illness, helping patients have quiet time or space, listening to patients talk about spiritual concerns, assessing patients’ spiritual or religious beliefs and practices, and remaining present to show caring. The interventions used less frequently were documenting of provided spiritual care, arranging for a religious clergy to visit a patient, and discussing patients’ spiritual care needs during shift reports. Nurses that received palliative care training during nursing school (p = 0.006) or after graduation (p = 0.023), and with experience in caring for terminally ill patients (p = 0. 032) had significantly higher mean NSCTS scores. The NSCTS scores were also significantly associated with self-rated religiosity (r = - 0.101, p \u3c 0.001) and spirituality (r = - 0.135, p \u3c 0.001).
Conclusion: Spiritual care contributes to holistic health, patient centered care, and health outcomes. There is need to enhance utilization of objective spiritual care interventions such as documenting spiritual care, arranging meetings between patient and religious clergy, and discussing patients’ spiritual care needs during shift reports. We recommend staff development activities and policies to enhance integration of spiritual care in routine nursing care in Oman
Building Resilient Nursing Students: Faculty Mentorship and Tech Innovation to Prevent Burnout
No full textPurpose Statement: This study examines the transformative impact of combining faculty mentorship with technological innovations to enhance resilience in nursing students and promote long-term success.Problem: High turnover rates among nurses and NCLEX failure are contributing to a critical shortage in the nursing workforce (Opoku et al., 2021). Many nurses leave bedside roles within 3 to 4 years due to burnout and poor work-life balance (Gamble, 2024). Additionally, 29% of students who took the NCLEX between January 2022 and June 2024 failed, limiting the flow of new nurses into the field (NCSBN, 2024). These challenges intensify staffing shortages in healthcare and pose a risk not only to quality care but to overall client and staff safety (Lindquist, 2023). Strengthening resilience in nursing students through mentorship and technology is essential for improving licensure success and increasing bedside retention.Method: The study employed a dual approach, combining structured mentorship with an innovative performance analytics dashboard. Starting in February 2022, groups of 20 students participated in a 6-week program. An entrance survey assessed baseline stress and academic preparedness. Faculty mentors provided personalized guidance, while the dashboard tracked performance and identified weak areas for targeted interventions. At the program’s conclusion, an exit survey assessed changes in student anxiety and self-confidence.Results: Exit surveys revealed a significant reduction in student-reported anxiety. Students noted that personal mentorship and real-time performance tracking helped them feel more prepared, reducing anxiety and improving performance in high-stakes exams. NCLEX pass rates, previously declining, increased from 79.90% in 2022 to 93.35% in 2024 (NCSBN, 2024). These results demonstrate the potential of mentorship combined with technology to build resilience and critical thinking, offering a scalable solution to address the global nursing shortage by improving licensure success and increasing bedside retention.Conclusion: Faculty mentorship combined with technological tools reduces student anxiety, improves NCLEX pass rates, and strengthens student resilience. Future research will investigate the potential contribution to longer bedside tenure. The global nursing shortage requires resilient healthcare professionals, and this approach offers a sustainable model for building a prepared, confident nursing workforce
Early Laser for Burns Scars (ELABS): A Qualitative Exploration
No full textBurns are a global public health issue. Due to improvements in burn management, mortality rates are reducing, resulting in burns being a leading cause of morbidity globally (WHO 2023). Up to 70% of patients develop hypertrophic scars after burns (Finnerty et al., 2016) as well as other associated physical (itching, pain, tightness and limited joint mobility) and psychological complications (low mood, anxiety and PTSD). These complications have a significant impact upon the individual’s quality-of-life which Finnerty et al., (2016) argues is the greatest unmet challenge in burn rehabilitation. Current treatments for burn scar management include moisturisation, silicone gel, pressure therapy, corticosteroid injection, and splinting. There are minimal trials exploring the use of laser treatment; there is an early randomised controlled trial (RCT) on effectiveness of ablative fractional laser (Lewis et al., 2023), however there are no RCTs exploring the use of Pulsed Dye Laser (PDL). Furthermore, there is also a lack of discussion regarding the holistic assessment of the effects of scar management interventions (Mathers 2022).This presentation reports upon the qualitative component of a National Institute of Health Research Council (NIHR) funded multicentre parallel arm RCT exploring the use of PDL in early scar management. The qualitative component sought to explore participants’ experiences of their scar management, impact upon their life and experiences of PDL. This is to our knowledge the first qualitative study exploring the patient experience of PDL in early scar management. This study included telephone interviews (n=20) from the larger RCT sample (n=138). Participants were recruited across a range of demographic, burn and burn management details (gender, age, treatment (PDL or standard care), Fitzpatrick skin type, burn location, TBSA%, Depth of burn and clinical site). Interviews were analysed using Reflexive Thematic Analysis (Braun and Clarke 2022) and five themes were constructed: they don’t seem to know what they’re doing, feeling disconnected, human and financial costs (including 4 sub themes, having to adapt, money worries, it’s changed how I feel about myself and it doesn’t just affect me), Pulse Dye Laser and moving forwards. Using the Life Thread Model (Ellis-Hill et al., 2008) these findings are discussed, highlighting the need for a much more integrated programme of burns rehabilitation
The Importance of Educating Patients on Side Effects of Weight Loss Medications
No full textObesity has become more of a problem in the world that is leading to further health issues. Research shows that worldwide obesity has contributed to over a million deaths every year. Obesity leads to increased risks of diabetes, cardiovascular problems, and many others. Medications such as glucagon-like peptide-1 receptor agonists (GLP1-RAs) are now available for weight management in an injectable and oral form. There are risks and benefits to both the injectable and oral forms that patients may not be aware of when deciding the best option for them.With the craze surrounding the use of these weight loss medications, many obese patients are making spontaneous decisions to use the medications without being aware of the potential risks and side effects. Side effects, such as nausea, vomiting, constipation, hair loss, and fatigue can be difficult to tolerate and can lead to non-compliance with therapy. This presentation gives an overview of the importance of patient education related to the use of weight loss medications in an effort to support compliance and symptom management to improve patient outcomes
Exploring the Impacts of Moral Distress on Critical Care Nurses Using Biometric Sensors
No full textMoral distress occurs when nurses are constrained from acting ethically or are forced into ethically inappropriate actions, leading to feelings of complicity and wrongdoing. This phenomenon is common among nurses, especially when institutional constraints prevent them from doing what they believe is right. Moral distress can cause negative physical, psychological, and emotional consequences, potentially leading to burnout, compassion fatigue, or even leaving the profession if unaddressed. Most evidence of these effects comes from subjective reports or workforce studies linking moral distress to nursing turnover; However, no studies to date have objectively measured the biometric effects of moral distress among nurses. This study aims to explore the physiological, psychological, and emotional responses to moral distress in critical care nurses. Following IRB approval, a concurrent mixed-methods design will be used to collect and compare quantitative and qualitative data. Ten critical care nurses will participate in two simulated scenarios while wearing the EmotiBit wearable device, which measures heart rate, variability, respiration, body temperature, emotional status, and movement. One scenario involves a morally distressing event, while the other represents a typical clinical situation. Baseline biometric data will be recorded before the simulations, and additional data will be collected during each scenario. Observation notes will document the timing of morally distressing events and observable participant responses, which will guide post-simulation interviews. Participants will complete a demographics questionnaire prior to the study and the Moral Distress Thermometer (MDT) after each scenario. Data collection will occur between May and July 2025, with findings expected by October 2025. Quantitative data will undergo descriptive, correlation, and regression analysis, while qualitative interview transcripts will be analyzed using content analysis. Cross-impact analysis, triangulation, and a joint display will be conducted to compare and integrate findings. The anticipated outcome is a deeper understanding of critical care nurses\u27 responses to moral distress, offering insights into its physiological, psychological, and emotional dimensions. These findings may inform strategies to mitigate its impact and support nurses in managing moral distress
Translating Leadership Competencies Acquired During Military Service to Civilian Settings
No full textLeadership competencies articulate the knowledge, skills, values, and behaviors associated with successful leaders1-2,5. In the military, all service members are expected to lead; therefore the military commits resources to intentional leadership development4. With training, military nurse officers (MNOs) develop a repertoire of skills necessary to successfully lead diverse teams.A qualitative descriptive study of the leadership experiences of MNOs (N = 21)3 focused on leadership behaviors acquired during military service and leadership lessons that translated to leading in civilian settings. The MNOs emphasized the importance of articulating a vision, setting goals, communication, emotional intelligence, humility, reflection, relationship building for succession planning, and business acumen. These align with the leading oneself, leading others, and leading organizations competency clusters1. The participants shared that these behaviors were transferrable to civilian settings with perceived positive outcomes.Nurse leaders and healthcare organizations must purposefully develop future nurse leaders. In doing so, nurses’ professional identity and capacity to lead with moral courage flourish, helping them grapple with difficult decisions. Lessons from MNOs underscore the importance of timely, intentional organized support for leadership development for all nurses
Team-Based Learning: Peer Perspectives About Navigating Nursing School
No full textBackground: The PANNS project was developed to help senior BSN students develop the skills they need for collaborative healthcare. PANNS focuses on team-based healthcare initiatives that reflect the diversity of today’s global healthcare environment. PANNS incorporates team-based learning (TBL) strategies to enhance leadership, teamwork, communication, and reflection skills, to prepare students for practical, team-based challenges in healthcare.
Method: As part of a 3-credit BSN Nursing Leadership and Management course, the PANNS project integrates conflict management strategies and interpersonal communication dynamics into the nursing curriculum. Unlike traditional lecture-based approaches, PANNS combines TBL and mentorship to create an engaging and practical way for students to build leadership and teamwork skills.Senior nursing students created 15-minute videos offering peer guidance for first-year nursing students. Each team set goals, created content, assigned work, and provided feedback to their peers. By engaging in teamwork, the process allowed students to practice shared decision-making, problem-solving, and conflict resolution. These skills are essential for addressing global healthcare challenges and fostering effective teams in a diverse professional setting.
Results: For many participants (80%) this was a first experience in a leadership role. Students reported that participation in PANNS helped them identify leadership challenges and enhance their skills in communication, conflict resolution, and collaboration. First-year students (85%) who watched the videos said they found the advice useful and easy to apply. One participant noted, “I learned that working with friends doesn’t always make teamwork better—sometimes it makes things harder.”
Conclusion: In alignment with the AACN Essentials Domain 10, the students demonstrated a capacity for leadership, flexibility, and professional maturity (AACN, 2021). By engaging in team-based activities with a mentoring focus, students gained practical skills to collaborate in culturally diverse healthcare teams and navigate the complexities of modern healthcare, preparing them to lead in both local and global healthcare settings
Addressing Disrespect in Maternity Care: Case Study from Low- Middle-Income Countries
No full textDisrespectful maternity care, encompassing abuse, violence, and humiliation, often arises from healthcare providers\u27 actions or systemic deficiencies within healthcare systems. Alarmingly, recent data reveal that nearly 97% of women in Pakistan report experiencing mistreatment during maternity care.1 This mistreatment, not only violates women\u27s dignity but also discourages them from seeking institutional support for subsequent deliveries, thereby adversely affecting maternal and neonatal health outcomes underscoring critical need for immediate and targeted interventions by healthcare authorities. Addressing this issue is particularly urgent in Pakistan, where maternal and neonatal mortality rates remain among the highest globally. Tackling disrespectful maternity care is essential to advancing the Sustainable Development Goals (SDGs), which emphasize improved maternal health and the empowerment of women.The author intends to examine a case of disrespectful maternity care through Gibbs’ Reflective Cycle, to promote critical reflection among healthcare providers. Such reflective practices enable providers to critically evaluate their actions and attitudes, driving improvements in care quality and reinforcing patient-centered, holistic approaches. The analysis identifies three key contributing factors to disrespectful maternity care in Pakistan, categorized within UNICEF’s AAAQ framework.4 By employing reflective methodologies, this study underscores the need for targeted interventions to address these multifaceted challenges, fostering respectful and dignified maternity care. Implementing contextually relevant SMART strategies can play a pivotal role in promoting safer and more respectful maternity care, thereby contributing to the Sustainable Development Goal of reducing maternal mortality. These strategies include: S ensuring sustainability through policy development3,5,7, M introducing multi-level institutional interventions5,7, A advocating for women\u27s empowerment through community-level behavioral change6, R conducting experimental research to guide evidence-based practices6 and T training women on respectful maternity care7. Quality maternity care must extend beyond clinical safety to encompass the emotional and psychological well-being of women and their families. Prioritizing respectful and compassionate maternity care is an essential strategy for ensuring that every woman experiences dignified and empathetic treatment throughout childbirth
Disability Prevalence and Accommodation in US BSN Programs: Equity in Nursing Education
No full textIn the pursuit of global health equity, ensuring equal access to the nursing profession for students with disabilities is essential. Despite progress in disability inclusion in medical education, foundational data on disabled nursing students remains scarce. This study, completed by Access in Nursing, addresses this gap by quantifying disability prevalence and accommodations among students in U.S. traditional prelicensure Bachelor of Science in Nursing programs. Through a cross-sectional design, national data were collected between April and July 2024 from 19 nursing programs accredited by the Commission on Collegiate Nursing Education.Through adapted questionnaires, data were gathered on disability prevalence, types, and accommodations used, alongside program characteristics. Results show a disability prevalence of 8.8% across nursing students, notably higher than in medical programs (5.9%), with psychological disabilities and ADHD as the most reported categories. Testing accommodations were universally provided, while clinical accommodations were less accessible.This study identified a need to prioritize future research in the areas of accommodation efficacy and student support for the most prevalent disclosed disabilities in addition to understanding the perceived and actual barriers for less prevalent disclosed disabilities such as mobility and sensory disabilities. Identifying and removing barriers will support equitable access to healthcare education opportunities and lead to a more diverse nursing workforce. This initial prevalence data serves as an initial benchmark against which the advancement of health equity can be measured while providing methodological foundations for future national and global data collection