A qualitative, two-stage research design was followed, featuring semi-structured interviews.
From qualitative data analysis, these themes emerged: social integration, retransition, and readjustment.
International students found themselves grappling with a complex set of challenges in both social and academic spheres while studying overseas, and these difficulties often continued after they returned to their home country. The techniques used by students to comprehend and manage the transition process suggest a need for universities to augment their pre-arrival support and induction programs, encourage cross-cultural connections among students, and equip students to smoothly re-enter their career paths and home societies.
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Navigating a new social and academic environment presented hurdles for international students, both during their time abroad and upon their homecoming. The approaches adopted by students to successfully negotiate the transition process necessitate that universities increase their pre-arrival support, reinforce bonds between international and domestic students, and empower students to smoothly reintegrate into their home occupations and cultural landscapes. Nursing education finds a platform in this journal. Within the 62nd volume, 3rd issue, of a particular publication from 2023, one can find pages 125 to 132.
The current shortage of nurse faculty necessitates mentorship programs to effectively support clinical assistant professors (CAPs) in their career advancement, promotion prospects, and long-term retention when recruiting clinical-track faculty.
An analysis of the CAP mentorship workgroup's organizational form, individual experiences, and final achievements at a multi-campus research-focused college of nursing is provided.
The CAP mentorship workgroup, guided by senior faculty, convened monthly to equip CAPs with a deeper understanding of the promotion process, motivate them toward scholarly pursuits, and provide peer support systems. The workgroup has facilitated the successful completion of the probationary review for seven CAPs. Furthermore, the promotion process is underway for two CAPs to clinical associate professor positions; retention for CAPs exceeds ninety percent.
Mentoring clinical-track faculty can positively influence their productivity and retention of CAPs, which significantly contributes to the success of nursing programs.
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Mentorship programs designed for clinical-track faculty can enhance their productivity, support Certified Academic Program (CAP) retention, and contribute to the overall success of nursing education programs. This JSON schema, a list of sentences, is crucial for the Journal of Nursing Education's requirements. Volume 62, issue 3 of the 2023 publication encompassed pages 183 to 186, each holding specific data.
Southeastern university initiated a respite program aimed at providing services to families of children with special needs, and additionally, to integrate hands-on clinical training for nursing students.
The respite program's impact on prelicensure nursing students' perspectives was assessed through a survey administered to these students.
Participants in the survey unanimously expressed their contentment with the respite, projected their ability to apply the gained knowledge, and identified potential avenues for improving their soft skills. The positive student outlook on respite clinical learning is substantiated by findings from the survey.
Undergraduate nursing students who participated in the respite program furnished valuable data describing their experiences. IWP-4 A community need for children with special needs is met by this innovative learning experience, which provides experiential learning opportunities for diverse populations.
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The respite program enabled the gathering of valuable data related to the undergraduate nursing students' experiences. This groundbreaking learning program, tailored for children with special needs, fulfills a community need while offering experiential learning opportunities for diverse populations. The Journal of Nursing Education stipulates the return of this item. Volume 62, number 3 of the 2023 journal includes pages 180-182.
To improve the preparation of future nurses, nursing organizations are requesting that social determinants of health (SDOH) be added to nursing school curricula. Guidance is necessary for the incorporation of social determinants of health (SDOH) in a manner consistent with best practices for prelicensure nursing pharmacology courses.
Emory University's School of Nursing SDOH framework, guiding curriculum innovation, prompted pharmacology faculty to identify three pharmacology-centric SDOH topics: race-based medicine and pharmacogenomics, pharmacy deserts, and the scarcity of diverse representation in clinical trials. These three SDOH areas were integrated into the pre-set pharmacology materials.
The scientific rigor of pharmacology courses was enriched by the incorporation of social determinants of health (SDOH), and students responded positively to the opportunity for open discussion of SDOH topics.
The prelicensure nursing pharmacology course's inclusion of SDOH across various student groups was manageable, generating positive student responses. The faculty's journey was fraught with challenges, a prominent one being the pressure of time. Additional and ongoing training is a prerequisite to effectively incorporate social determinants of health (SDOH) within nursing educational frameworks.
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The inclusion of SDOH in a prelicensure nursing pharmacology course, spanning multiple student groups, was manageable, and student responses were favourable. Several obstacles, including the constraint of time, plagued the faculty. Further, ongoing, and supplemental training is needed for incorporating social determinants of health in nursing education. Nursing journals often contain critical insights for those in education. The 2023, volume 62, issue 3 publication, particularly on pages 175 to 179, includes pertinent data.
Responding to the COVID-19 pandemic, nurse educators sought to cultivate student engagement in virtual classrooms through the development of innovative teaching approaches. The effect of virtually delivered video-recorded simulation-based experiences on nursing student outcomes concerning clinical emergency management for cancer patients and their families was evaluated in this pilot study, using standardized participants.
A convergent mixed-methods design, using a pre- and post-test and a variant of the questionnaire, was employed in the one-group study. Data gathering was conducted both before and after the introduction of SBEs.
This pilot study involved nineteen senior baccalaureate nursing students. A marked enhancement in self-evaluated proficiency was observed due to the VDVR SBEs. IWP-4 Participants held favorable views regarding the employment of VDVR SBEs as a pedagogical approach. Qualitative themes were evident in the preference for hands-on learning, coupled with critical analysis and a focus on realism.
The VDVR SBEs were appreciated by prelicensure nursing students, successfully adding to their sense of self-efficacy. More in-depth research is required to analyze the effects of VDVR SBEs on student learning progression.
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Self-perceived competence of prelicensure nursing students was effectively developed by utilizing the VDVR SBEs as a supplementary instructional method. Subsequent research is essential to explore the consequences of VDVR SBEs on student learning. J Nurs Educ. Return this JSON schema: list[sentence] In 2023, volume 62, number 3, pages 167 to 170, a significant publication was released.
A study was performed to evaluate the transition of in-person standardized patient competencies to telehealth standardized patient competencies within nurse practitioner student training. To address the effects of coronavirus disease 2019 on clinical nursing education, faculty must implement evidence-based strategies to deliver high-quality, flexible learning experiences for students.
Rubrics for assessing SP grades of non-proficient students in a standardized way.
To establish the existence of discrepancies between the two examination approaches (face-to-face vs. tele-health), mean scores, case histories, physical examinations, final diagnoses, and documentation were evaluated amongst participants who completed either type of examination.
Differences in mean scores between face-to-face SP and TSP competencies were investigated through the use of a two-tailed independent samples t-test.
The overall results pointed towards a consistent level of SP competencies in the two groups. Both SP competency options are validated for applicability to family nurse practitioner students, as this confirmation demonstrates.
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The overall results displayed a notable similarity in the SP competencies of the two groups. This affirmation underscores that the two SP competency choices for family nurse practitioner students are both viable options. The Journal of Nursing Education delves deeply into the exploration of this topic. Within the 2023 publication's volume 62, issue 3, the specific contents of this subject are detailed across pages 162 to 166.
Even if objective structured clinical examinations (OSCEs) are perceived as objective, problems like human error, inconsistencies in grading, non-standardization of evaluation, and disparities in ratings across evaluators have been observed. IWP-4 Maintaining and improving quality within OSCEs is of utmost significance.
The study encompassed semi-structured interviews with 14 nurse educators and a qualitative analysis of documents representing reports by 15 external moderators.
Participants observed implemented procedures contributing to OSCE management quality, including a peer review mechanism, confidentiality safeguards, pre-OSCE briefings, orientation programs, and validation of assessment instruments. Nevertheless, shortcomings were observed in the OSCE assessment tools and accompanying documentation, coupled with a scarcity and uneven distribution of essential resources, including physical space, high-fidelity manikins, and adequately trained evaluators.
Addressing knowledge gaps requires the development of sound policies, pilot programs involving Objective Structured Clinical Examinations (OSCEs) and assessment tools, careful budgetary planning and resource deployment, thorough examiner briefings and training, and establishing a superior standard for assessment practices.