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Relevance and Challenges of Artificial Intelligence in Nursing Education
No full textThe integration of artificial intelligence (AI) has become prominent in nursing education. The use of AI in nursing education includes virtual reality, AI-based simulations, virtual patients, and ChatGPT. These various uses of AI in the academic setting provide opportunities for nursing students to develop critical thinking skills, clinical reasoning, decision-making, and clinical judgment. While this may enhance student learning, and revolutionize nursing education and practice, it also presents challenges and risks. The purpose of this poster presentation is to bring to light the importance of AI in nursing education while stressing the risk that must be considered with its use.With the climate of enhanced technology using AI, it is imperative for nurse educators to understand the various use and application of AI and equip themselves to adequately support nursing students (Montejo et al., 2024). There is a need for nurse educators to adapt AI tools into learning materials across the curriculum to promote student’s acquisition of knowledge, clinical skills, and the responsible use of technology. Potential risk and unintended consequences associated with the use of AI must be considered and included in nursing programs. This includes data privacy, algorithmic bias, ethical dilemmas, plagiarism, and academic integrity (Ahmed, 2024).There is also a place for AI in nursing informatics which is offered by some nursing programs. The integration of AI in nursing informatics underscores the importance of data management, interoperability, and the ability to analyze and apply data-driven insights to improve learning outcomes (McBride & Tietze, 2019). Nurse informaticists can assist educators to ensure that AI tools are effectively integrated into nursing curricula, balancing technological innovations with ethical considerations, and safeguarding data privacy and security.AI is one of the most significant advancements that provide effective learning opportunities for nursing students (Jallad et al., 2024). To provide guidance in this technological era, the American Nurses Association (2022) created a position statement that support the use of AI, but to do so with caution of inaccuracies, injustice, bias, and inequities. The use of AI is prevalent in healthcare and by integrating the proper use of AI in nursing education, students can be better prepared to utilize it in practice (Foronda, 2023)
International Ethics Collaborative: Exploring Global Healthcare Ethics with Prelicensure Students
No full textEthics and Diversity, Equity and Inclusion are nursing concepts in the American Association of Colleges of Nursing Essentials for professional nursing education (AACN, 2021). Faculty desired the opportunity to guide prelicensure students in developing a deeper understanding of global healthcare ethics issues.The American Nurses Association Code of Ethics directs nurses to practice with compassion for every person and promote health by incorporating social justice in nursing practice (ANA, 2015). Ethical analysis in nursing is linked to patient care quality and individual moral agency (Barlow et al., 2018). When exploring global healthcare issues, providing ethical frameworks to guide student reflections and analysis may benefit contemporary learning (Papastavrou et al., 2024).Faculty instructing the Applied Healthcare Ethics course developed a learning module and activity focused on the application of ethical principles and analysis in healthcare environments outside the United States.The asynchronous learning module contained several video interviews with American healthcare providers practicing in countries outside the United States. Interviews included discussion of healthcare ethics issues (social justice, resource allocation, social determinants of health, and ethical analysis of care for local populations).Students completed reflection papers after viewing the video interviews. Question prompts explored a topic from the interviews that gave a moment of pause, a moment that made the student appreciate a new perspective, or made the student want to know more about the topic. Students also reflected on how they evaluate and approach ethical dilemmas in global health contexts. A second question required students to search for a global ethics academic journal article, summarize the ethical issue, and analyze the central ethical principle at stake.Student reflections from the learning activity included a deeper awareness of global healthcare ethics and application of the knowledge to their future clinical practice. Students verbalized pausing to understand health disparities and resource allocation gaps in global health. Students reported a desire to advocate for global health equity as they prepared to enter nursing practice.By discussing and applying ethical analysis of global healthcare issues students are better able to understand, advocate for, and appreciate the importance of ethics in nursing (Doherty, 2021)
The Mediating Role of Self-Efficacy and Symptom Distress in Cancer Patients
No full textCancer symptoms significantly impact the quality of life (QOL) among cancer patients (Almståhl et al., 2019; Bashir et al., 2020; Nayak et al., 2019). Self-efficacy plays a key role in managing symptoms and improving QOL (Cox-Martin et al., 2020; Erickson et al., 2021; Frensham et al., 2020; Thieser et al., 2021; Wu et al., 2019). Symptom distress, defined as the suffering from symptom occurrence, predicts QOL in cancer patients with symptoms (Badana et al., 2019). However, it is not clear whether self-efficacy and/or symptom distress mediate the effects of symptoms on QOL. This study seeks to explore if and how self-efficacy and symptom distress mediate the relationship between symptom occurrence and QOL among cancer patients. This is a secondary data analysis of a randomized controlled trial including 534 cancer patients with moderate to high symptoms on active cancer treatment. We used a structural regression modeling approach.
The results from the final structural equation model revealed two mediating routes: cancer coping self-efficacy (week 4) (β = -0.035, B = -0.161, p = 0.000, CI95 = [-0.050, -0.021]) mediated the relationship between symptom occurrence (week 1) and QOL (week 10); cancer coping self-efficacy (week 4) and symptom distress (week 4) also work as serial mediators (β = -0.003, B = -0.013, p = 0.041, CI95 = [-0.006, -0.000]) between symptom occurrence (week 1) and QOL (week 10).
The findings provide evidence on the mechanism of how cancer-coping self-efficacy and symptom distress mediate the relationship between symptom occurrence and QOL among cancer patients. This study is only the beginning to investigate the causal mechanism of change, and a series of investigations are needed to verify such a mediating pathway to explain the change
An ER Pilot Study Utilizing a Novel Mobile App for Just-in-Time Teaching and Performance Feedback
No full textPurpose/Background: Emergency departments (EDs) present a challenging environment for new graduate nurses (residents), often impacting proficiency and retention. This pilot study aimed to evaluate the effectiveness of an ED Train the Trainer (T3) program utilizing a novel mobile app to enhance resident proficiency, confidence, and retention, as well as preceptor confidence. The program addressed the transitional gap between academic preparation and clinical practice by focusing on critical thinking and task management skills, leveraging technology to provide just-in-time learning and real-time feedback.
Methods: After IRB approval, a time-series design was employed. The T3 program incorporated various learning modalities, including face-to-face sessions, instructional videos, and hands-on skills practice, centered around the Identify, Intervene, Assess, and Reassess (IIAR) methodology. Central to the program was a mobile app providing residents with just-in-time access to teaching modules and allowing preceptors to utilize embedded checklists for observation and evaluation, linking resident performance to specific modules and providing real-time feedback. Monthly meetings were held for ongoing support. The primary outcome was resident proficiency, defined as the completion of tasks within a 4-room patient assignment in 30-60 minutes. Confidence levels of both residents and preceptors were also assessed pre, mid, and post-course.
Results: The T3 program, with its emphasis on the IIAR model and integration of the mobile app, demonstrated a significant positive impact on resident proficiency, confidence, and overall preparedness for the challenging ED environment. Qualitative data revealed a significant improvement in critical thinking skills, with residents reporting a greater ability to think critically and what could be the worst case for my patients and quickly assess and prioritize patients based on urgency. Residents also expressed heightened confidence in their decision-making abilities.
Conclusion: The results of this pilot study suggest that the ED T3 program, particularly its focus on the novel IIAR methodology and the integration of a mobile app, may be effective in fostering critical thinking and task management skills in resident nurses, facilitating a smoother transition into the challenging ED setting. Further research is warranted to confirm these findings and explore the long-term impact of the program
Contextualization of Best Practice Guidelines for Managing Postoperative Pain in Children in Ghana
No full textBackground: Acute postoperative pain is a prevalent surgical symptom that affects a significant proportion of patients, ranging from 40% to 80% (Skervin & Levy, 2020). Management of postoperative pain is critical for all groups of people, especially children. Various stakeholders are involved in postoperative pain management among children to be effective. Among these stakeholders, much of the concentration is on nurses and caregivers. Best practice guidelines are recommended for effective postoperative pain management among children. There are numerous best practice guidelines for managing postoperative pain among children globally (Cettler et al., 2022; Smith et al., 2022; Trottier et al., 2022).
Purpose: This study aimed to contextualise the best practice guidelines for nurses and caregivers in managing postoperative pain for hospitalised children (0- 3 years) in Ghana.
Methods: A consensus research design was used to contextualise best practice guidelines for managing children\u27s (0- 3 years) postoperative pain. Four previous studies were conducted to aid in this consensus process. Two consensus meetings were conducted to produce quantitative and qualitative data. The quantitative data was analysed using a rating method, and qualitative data analysed thematically.
Results: The first meeting rejected one hundred fifty-nine (159) best practice guidelines. In the second meeting, the thematic analysis produced five themes: preoperative teaching, documentation, pain assessment, pharmacological treatment, and non-pharmacological treatment. The thirty-five (35) best practice guidelines remaining after the first consensus meeting were contextualised to produce twenty-five (25) best practice guidelines to be used by nurses and caregivers in managing postoperative pain management in children (0- 3 years).
Conclusion: As context influences pain and its management, context-specific best practice guidelines will help nurses and caregivers effectively manage children\u27s postoperative pain from birth to three years. This study produced twenty-five contextualised best practice guidelines to be used by nurses and caregivers
Current Practices in Undergraduate Nursing Honors Research Programs
No full textPurpose/Background/Significance: Undergraduate nursing honors research programs are a method for increasing the desire for students to pursue graduate education for eventual research careers. The purpose of this study was to identify and describe the types and outcomes of undergraduate nursing honors research programs in the U.S.
Methods: A qualitative descriptive design using content analysis for data analysis. Faculty who were involved in undergraduate nursing honors research programs in the U.S. were recruited to complete an interview that elicited responses on the type and structure of the program, barriers to implementation, faculty workload models, and outcomes realized from the program.
Results: There is variance in the methods for the design and execution of undergraduate nursing honors research programs. Variance is primarily seen in the following areas: linkage to a university or campus level honors/research program; specific required coursework; when in the nursing program the honors program commences; who is selecting the honors topic; the student final outcome; faculty eligibility to direct honors students; how faculty workload is managed; and how mentoring honors students contributes to the promotion and/or tenure process. Less variability is found with the following areas: admissions criteria; major barrier to execution of program is faculty availability; and desiring program outcomes of graduate school and project dissemination. Despite the variation, the many types of models of undergraduate nursing honors research program were deemed successful by participants related to the main purpose of the programs which is to develop future nursing scholars. This study is limited to the findings of the participants programs.
Conclusions: This study found that while there is variance in the design and execution of undergraduate nursing honors research programs, that this variance does not limit the outcomes of the program
Standardizing ED Tech Onboarding Through Collaboration to Enhance Competency and Workplace Culture
No full textPurpose: Emergency Department Technicians (ED Techs) are vital to supporting nursing services and optimizing patient care in high-acuity EDs. However, the lack of a standardized onboarding curriculum has led to inconsistent skill acquisition, variable competency levels, and gaps in preparedness among ED Techs. This project seeks to design and implement a structured onboarding curriculum to standardize training, ensure competency, and enhance consistency in practice. Addressing these gaps will improve care quality and promote a collaborative work environment.Methods: The ED Tech Council conducted an Essential Skills Inventory Survey to identify core competencies for onboarding, inviting ED Techs to list up to 15 critical skills. Survey responses were analyzed to prioritize key competencies, which informed the curriculum design. The curriculum included orientation, competency assessments, and preceptor-led training. Key stakeholders, including the Nursing Management and Education Councils are collaborating to refine the curriculum, ensuring alignment with patient safety standards and interprofessional collaboration practices. A pilot implementation is planned with pre- and post-training surveys at 30, 90, and 180 days to evaluate the curriculum’s impact on ED Tech confidence, competency, and preparedness.Results: The Essential Skills Inventory Survey identified five key competencies: communication, equipment familiarity, ECG, vital signs, and CPR, forming the basis of a standardized onboarding curriculum to address skill gaps and improve competency. Collaboration with nursing stakeholders refined the curriculum to align with departmental goals and interprofessional standards. While pilot data are pending, the curriculum is anticipated to enhance ED Tech confidence, preparedness, and contributions to patient care.Conclusion: This project highlights the role of interprofessional collaboration in addressing gaps in ED Tech onboarding through a standardized curriculum. Input from ED Techs and nursing stakeholders ensured alignment with departmental goals and patient safety standards, fostering a cohesive workplace culture. Using pre- and post-training surveys, the evaluation process will measure outcomes in ED Tech confidence, competency, and preparedness. Findings will guide curriculum refinements, with implications for nursing practice, leadership, education, and improved patient care through consistent and competent ED Tech performance
Responding to Violence in Your Community: Developing a Forensic Nursing Training Program
No full textNon-fatal violent crimes in the United States have surged since the Covid-19 pandemic. These patients often end up in an emergency department due to their injuries and often preservation of evidence is crucial in adjudicating their criminal case. If a patient dies as a result of a crime, there are forensic pathologist and medical examiners that complete a forensic exam and collect evidence but what if a patient survives the crime? Therefore, there is an increase demand for medicolegal services and a need for forensic care in the hospital setting. Forensic Nurses are specially trained to bridge the gap between medical and legal aspects of patient care.Our forensic nursing education program offers free forensic nursing education that meets the IAFN forensic nursing guidelines for becoming a forensic nurse. We have developed a training program that support the forensic nurse after their initial 40-hour didactic training which is the starting point in becoming a forensic nurse. Forensic nurses experience vicarious trauma during their career due to the nature of the work. Our training provides resiliency training and wellness coaching to our students as they start their career in forensic nursing. Burnout and vicarious trauma in the first couple of years of a forensic nurse’s career plagues the forensic nursing workforce leading to constant turnover in this field. Our approach to forensic nursing training will hopefully ease some of that turnover and provide forensic nurses with the support that they need.Our wellness coach is following up on our participants from the class monthly to gather if they are needing help emotionally or have any questions. We are finding that some nurses need help finding jobs out in the community while other nurses want more clinical practice. We have developed a forensic nursing fellowship to help support these nurses. In the fellowship the participants will work with an experienced forensic nurse at a local level 1 trauma center to develop their forensic nursing skills. Our training program has a 2-day clinical skills lab at our local simulation training center so nurses can be proficient in their forensic clinical skills. We are confident that all the support and trainings we give our participants will make a difference in decreasing burnout and help them develop coping strategies to deal with vicarious trauma
Nursing Across Cultures: Challenges and Opportunities in Caring for Kenya\u27s Indigenous Communities
No full textPurpose: This study aimed to assess nursing students\u27 CC in cultural awareness, knowledge, sensitivity, skills, encounters, and desire. It also explored nursing students\u27 views on caring for culturally diverse patients and how these views relate to CC.
Design: A convergent mixed methods design addressed the following research questions:
1. What are the levels of CC in nursing students in Kenya?2. What demographic and cultural characteristics impact students\u27 CC levels?3. What are nursing students\u27 views on caring for diverse patients?4. How do these views compare to or explain the students\u27 CC levels?
Methods: A convenience sample of 190 nursing students from a Kenyan university participated. Cultural competence was assessed using questionnaires and interviews. Data were analyzed using descriptive and inferential statistics, multiple regression, and content analysis. Common concepts from quantitative and qualitative data were identified.
Results: Quantitative results indicated high levels of CC among most nursing students, with the highest scores in awareness and knowledge subscales. Skills and sensitivity were ranked lower. Greater CC was associated with working in rural areas, private healthcare settings, taking more continuing education units (CEUs), and younger age. Qualitative and quantitative data converged for most variables. Divergent areas explained why scores were not at the highest possible level.
Conclusion: These findings inform education and healthcare stakeholders about nursing students\u27 CC needs. Strategies to support ongoing competency are recommended
Bridging the Gap: A Scoping Review of Simulation Use in NP Programs with INACSL Standards and CBE
No full textSimulation-based education (SBE) has become an integral component of nursing education, particularly in Nurse Practitioner (NP) programs, where it is increasingly used to bridge the gap between classroom learning and clinical practice. This scoping review examines the implementation of simulation in NP programs, with a focus on its alignment with International Nursing Association for Clinical Simulation and Learning (INACSL) standards and the principles of competency-based education (CBE). The review aims to explore the current evidence, identify best practices, and highlight gaps in research regarding the integration of simulation to enhance NP competencies.
A systematic search was conducted across multiple databases, including PubMed, CINAHL, and Scopus, to identify studies published from 2015 to 2024. Eligible studies included those focused on simulation use in NP programs, adherence to INACSL standards, and frameworks supporting CBE. Data were extracted and mapped to key domains, including simulation design, implementation strategies, competency outcomes, and adherence to INACSL’s core standards (e.g., simulation design, debriefing, and evaluation).
Preliminary findings reveal diverse approaches to simulation design and delivery, with varying degrees of fidelity and adherence to INACSL standards. Programs utilizing simulation aligned with CBE principles reported improvements in NP student competencies, particularly in clinical reasoning, diagnostic accuracy, and procedural skills. However, significant gaps were identified in standardization of practices, integration of simulation into curricula, and faculty development for CBE-aligned simulation.
This scoping review underscores the importance of aligning SBE in NP programs with INACSL standards and CBE principles to ensure consistent, high-quality training that meets the evolving demands of advanced practice nursing. Findings highlight the need for further research to establish best practices, develop standardized metrics for competency assessment, and support faculty in designing effective simulation-based curricula. These insights provide actionable recommendations for educators and policymakers seeking to enhance NP education and ultimately improve patient care outcomes