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Background: Clinical judgment is declining in new graduate nurses, which affects patient safety and is therefore tested on the Next Generation NCLEX. There is limited research describing barriers and facilitators impacting nursing faculty's experiences teaching clinical judgment., Aims: The purpose of this study was to explore barriers and facilitators affecting undergraduate nursing faculty's clinical judgment teaching methods., Methods: Sixteen qualitative interviews were conducted with full-time nursing faculty at seven universities in the Northeast and Southeast regions of the United States., Results: The findings revealed program, student, and faculty factors affecting clinical judgment teaching methods. Subthemes included time, class size, students' class preparation, critical thinking, task orientation, professional development, and faculty resistance., Conclusion: Minimizing barriers and strengthening facilitators based on participants' practices and previous research can support more effective clinical judgment pedagogy, which has the potential to achieve Next Generation NCLEX success and potentially increase patient safety., Competing Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2024.)

Introduction: Worldwide, COVID-19 affected nursing students' and faculty's mental and physical health. The final clinical placement for fourth-year nursing students during the third wave of COVID-19 in Toronto, Canada, included direct patient care without vaccination eligibility. Students' experiences during the pandemic and faculty exposure to teaching and supporting them provide unique reflective opportunities., Objective: To examine the lived experiences of nursing students and faculty during the third wave of the COVID-19 pandemic., Methods: The study used a qualitative phenomenological design with thematic analysis. A voluntary response sample of 80 participants shared their narratives of working and teaching during January to May 2021. An optional interview guide offered open-ended questions requiring reflection. The study was conducted in a nursing school in Toronto, Canada during fourth-year baccalaureate students final clinical placement settings., Results: A total of 77 fourth-year baccalaureate nursing students and three faculty members participated. Thematic analysis of nursing student narratives identified four main themes: (i) fear and anxiety of COVID-19 during clinical practice; (ii) impact on students' learning environments; (iii) intrinsic and extrinsic factors that enabled students to persevere; and (iv) how to deal with future pandemics. Thematic analysis of faculty narratives identified three main themes: (i) the importance of preparatory work; (ii) psychological and physical manifestations of supporting students; and (iii) the resilience of students and faculty., Conclusion: Future disease outbreaks and other large-scale health events will require nurse educators to understand and plan strategies for both themselves and students practicing in high-risk clinical settings. Nursing schools should rethink all fourth-year students' experiences, perceptions, and feelings to minimize their susceptibility to physical and psychological distress., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2023.)

Introduction: Approximately 83% of U.S. workers suffer from work-related stress. Burnout affects approximately 38% of nurses and nurse faculty per year. Contributing factors, including growing levels of mental health issues, can be seen among nursing faculty, leading to more and more nurses leaving nursing academia., Objectives: This study objective aimed to identify associations between psychological distress with burnout in nursing faculty teaching in an undergraduate nursing program., Methods: A quantitative design was utilized using a descriptive method with a convenience sample of nursing faculty ( n   =  150) from the Southeastern United States The Kessler Psychological Distress Scale was correlated with the Oldenburg Burnout Inventory. Regression analysis was used to analyze the data., Results: Psychological distress was reported in 25% of the sample. Burnout was reported in 94% of the sample. Psychological distress and burnout were significantly correlated ( p  < .05). Race, gender, and age ( p  < .05) contributed to psychological distress., Conclusion: Interventions promoting healthy mental well-being among nursing faculty are needed to address issues related to increasing rates of burnout and psychological distress. Implementation of workplace health promotion programs, increased mentorship, inclusion of diversity within nursing academia, and mental health awareness can improve mental health outcomes among nursing faculty. Further research is needed to explore the improvement of mental well-being among nursing faculty., Competing Interests: The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2023.)

Introduction: Even before COVID-19, enrolments in online postgraduate nursing and midwifery courses were growing globally. Teaching into planned online courses requires pedagogical considerations unique to the context., Objective: The objective of this descriptive mixed methods study was to understand the experiences and needs of Australian online educators who taught into planned online postgraduate nursing or midwifery courses., Methods: A 55-item online survey captured the experiences and needs of participants. This paper reports on the analysis of participants' qualitative responses in this survey, analyzed using a thematic analysis approach. Forty-nine postgraduate educators participated in this study., Results: Five core themes were identified: time is precious; redefining the educator role; understanding the pedagogical shift; online and alone; and learning to teach online. Many educators report lacking the skills and confidence to deliver high-quality education to postgraduate students through their fingertips., Conclusion: This research highlighted that online educators need support through resources, education, and professional development., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2023.)

Introduction: The COVID-19 pandemic significantly impacted the world in 2020. Every country adopted quarantine measures to prevent the transmission of the coronavirus infection. These measures resulted in dramatic changes in the daily lives of most people. In the academic world, students faced a shift from the traditional classroom-based teaching to virtual distance learning platforms. This shift in nursing education posed challenges both to the instructors and students as they were not fully prepared for this transition., Objective: The study assessed the nursing students' satisfaction with the virtual learning experience during the COVID-19 pandemic in selected nursing colleges in India., Methods: The study was conducted in four nursing colleges in India. A total of 1,166 Diploma, Post Basic BSc (N), BSN, and MSN nursing students participated in the study. Ethical approval was obtained from all the nursing colleges included in the study. The Google Forms satisfaction survey included student, teacher, course, technology, environmental, and practical dimensions., Results: The response rate was 86.31% (n = 1,166). The overall satisfaction with virtual theory and practical classes has a mean and SD score of 67.14 + 11 and 16.21 + 3.46, respectively. The results showed that overall 51% of the students had good satisfaction with virtual theory classes while 48% had moderate satisfaction. In terms of overall satisfaction with virtual practical classes, approximately 39% had good satisfaction, 58% had moderate satisfaction and nearly 3% had poor satisfaction. In addition, the students expressed that they had good satisfaction with Teacher dimension (64.3%), Student dimension (63%), and Course dimension (57.2%). On the contrary, they expressed poor satisfaction in the Technical dimension (11.3%) and Environmental dimension (5.6%). The results showed that the courses, the place of attending class, and health issues were significantly associated with the student's level of satisfaction with virtual learning., Conclusion: Although the majority of the students rated their satisfaction level as being "good" in virtual theory classes and "moderate" in virtual practical learning, most of them were dissatisfied with the Technical and Environmental dimensions of virtual learning. This results calls for blended learning strategies to be designed to enhance better learning outcomes and, to ensure deepened level of satisfaction with virtual learning activities., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2022.)

Introduction: Competency-based education (CBE) is increasingly emphasized in nursing. Professional organizations and regulatory bodies are calling for radical transformation in nursing education along with increased emphasis on developing clinical judgment., Methods: This practice update article provides a brief history of CBE in a variety of educational settings including health professions education and demonstrates the value of CBE strategies. The article also provides examples of the application of CBE to nursing education., Conclusion: CBE offers the opportunity to enhance interprofessional education, increase the use of simulation, and improve clinical judgment in new graduate and advanced practice nurses., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2022.)

Severe under-representation of Black women academic nurse leaders persists in United States higher education, and a major research gap still exists regarding experiences of these leaders, and facilitators of and barriers to their success. Our objective was to examine how race and gender influence how Black women academic nurse leaders' function in their leadership positions, how they are perceived by their peers, and how their perception of race, gender, class, and power influences diversity, equity, and inclusion initiatives in the workplace. Critical race theory was used as a guiding theory, and the study design involved narrative inquiry followed by thematic analysis. Four overarching themes with four sub-themes were revealed: (a) Paying a personal price for authenticity, (b) Being the only one is hard even when you are in charge, (c) The illusion of diversity and inclusion while trying to survive, and (d) Focusing on building and sustaining diversity, equity, and inclusion. Implications for nursing education including instituting training for faculty in anti-racist pedagogy and requiring nursing programs to meet inclusivity metrics for approval and accreditation., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2022.)

Background: During the COVID-19 pandemic many nursing educators have been required to abruptly convert to an online delivery model. Faculty need resources and support to transition face to face courses into an online format., Purpose: The purpose of this article is to highlight nursing faculty perceptions of the effectiveness of resources, support, and methodologies for online teaching during the COVID-19 Pandemic., Methods: A cross-sectional descriptive survey design was used to collect data about nursing faculty resources, support and methodologies used to transition at least one undergraduate or graduate degree nursing course to an online format during the COVID-19 pandemic., Results: Eighty-four faculty who taught in ten university colleges of nursing used varied teaching methodologies in online courses, but included some consistent methods such as websites and web based tools. The student engagement strategies that faculty were most satisfied with were journal writing and projects. Most faculty reported having information technology support and access to instructional design resources., Conclusion: Nursing faculty were resourceful, adaptive, and willing to use both novel and existing resources and methodologies to meet their teaching objectives and engage students. They were also, overall, satisfied with the administrative support they received from their respective institutions. Many of these resources, methodologies, and supports will continue to be used by faculty as likely more programs and courses will continue to be managed online., Competing Interests: Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2021.)

Introduction: Clinical supervision is a crucial aspect of developing nursing students' knowledge, skills, and professional attitudes. The characteristics of clinical instructors have a significant role in the progress and transition of students into their future professional roles., Objective: The study aimed to examine the behaviors of effective clinical instructors as perceived by nursing students and faculty members in the UAE., Methods: The study followed a cross-sectional quantitative research design to explore nursing students' and faculty members' perceptions of clinical instructors' effective behaviors that facilitate students' clinical practice. Data were collected from a convenience sample of 147 nursing students and 17 faculty members who completed an online version of the study survey at four nursing programs in the UAE., Results: Students rated personality ( M = 4.96, SD = 1.91) and teaching ability ( M = 4.94, SD = 1.96) as the highest behaviors for effective clinical instructor. They perceived effective clinical instructor to be organized ( M = 5.19, SD = 1.88), shows self-confidence ( M = 5.16, SD = 1.84), able to answer questions ( M = 5.16, SD = 1.90), emphasizes what is crucial to learn ( M = 5.11, SD = 1.81), and takes responsibility for his/her actions ( M = 5.11, SD = 1.90). While faculty members perceived effective clinical instructor to encourage a climate of mutual respect ( M = 5.56, SD = 1.27), be approachable ( M = 5.47, SD = 1.32), demonstrates clinical skill and judgment ( M = 5.53, SD = 1.46), takes responsibility for his/her actions ( M = 5.53, SD = 1.37), and be a good role model ( M = 5.47, SD = 1.32)., Conclusion: Understanding clinical instructors' effective behaviors and supporting them during students' clinical experiences inspire a productive teaching-learning environment that is crucial to improve students' motivation, expand their learning opportunities and improve their hands-on skills., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2020.)

Background: Simulation is the most adopted teaching methodology in nursing education., Objectives: This article investigated the outcome of repeated simulation experience on self-confidence, critical thinking, knowledge, competence, and satisfaction of nurses and nursing students., Methods: The Scholarly literature published in English for the period of 2011 to 2019 was reviewed., Results: Repeated simulation enhances students' self-confidence, knowledge, competence, critical thinking, and satisfaction., Conclusions: Repetitive simulation experience is valued by the nurse educators as a valuable teaching methodology to reinforce the student's learning outcomes., Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article., (© The Author(s) 2020.)

Before completing a nursing PhD program, doctoral students are encouraged to seek out and apply for a position in one of many, often highly competitive postdoctoral programs. These programs include the more traditional National Institutes of Health (NIH) funded experiences, such as the T32, as well as the nontraditional institution funded positions, including the associate faculty role. Graduates often need guidance on which postdoctoral programs are available, the resources each program offers to promote development of the applicant's program of research, the disadvantages of each program, and what each program uses as benchmarks for success. This article summarizes both traditional and nontraditional postdoctoral positions including the T32, F32, F99/K00, T90/R90, research supplements, associate faculty, research associate, and hospital-affiliated postdoctoral positions. This article updates previous papers describing postdoctoral opportunities and offers a starting place to aide PhD students planning their postgraduate activities in seeking and evaluating these positions.

This article presents a nursing faculty department's strategy to empower nursing students identified as being at risk for not passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on the first attempt while significantly increasing the nursing program's overall first-time NCLEX-RN pass rate. These students were identified as being at risk because of their low scores on standardized assessments with national norms predicting the likelihood of passing the NCLEX on the first attempt. This account details the NCLEX-RN Coaching Partnership as an exemplar to support nursing students' success through caring relationships with nursing faculty. Faculty coaches offered support, fostered confidence, and maintained accountability with the identified nursing students. The students provided positive feedback regarding the NCLEX-RN Coaching Partnership and ultimately attributed their passing to the coaching relationships. Seven of the eight identified students passed the examination on the first attempt; the overall program's first-time NCLEX-RN pass rate increased significantly from 78% to 90%., (© 2018 Creative Health Care Management.)

Purpose: Some nursing scholars assert that race and racism require a more explicit focus in cultural nursing education if the profession is to positively impact health care disparities. This study explored what White BSN cultural educators think, believe, and teach about race, racism, and antiracism., Method: Phenomenological methods were used to analyze interview data from 10 White BSN faculty members who taught cultural content., Findings: Four themes were identified: living and learning in White spaces, a personal journey toward antiracism, values transformed through personal relationship, and race at the margins., Discussion/conclusions: Whiteness obscured the participants' understanding and teaching of race; White nursing faculty were not well prepared to teach about race and racism; learning about these topics occurs best over time and through personal relationships., Implications: Faculty development regarding race and racism is needed to facilitate student, curricular, and institutional change., (© The Author(s) 2014.)