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Clinical nurse educators (CNEs), responsible for nursing education, have begun to address unresolved issues in nursing education overlooked by preceptorship. However, research on this topic is lacking in South Korea, despite the government's 2019 launch of the CNE support project. This study explored the role experience of CNE in South Korea, focusing on their role challenges and the process of overcoming them. Fifteen CNEs from tertiary or secondary general hospitals in South Korea participated in semi-structured, in-depth interviews conducted between August and December 2023. Interviews were recorded and transcribed for conventional content analysis. Four categories emerged: challenges in the role of CNE, personal strategies for growth as a CNE, external support systems for growth as a CNE, and role evolution and emerging challenges for CNEs. This study demonstrates previously unexplored CNE role experiences in South Korea and provides valuable recommendations for enhancing CNE support projects., (© 2024 John Wiley & Sons Australia, Ltd.)

Background: Students' clinical reasoning can be stimulated by guiding them to use their experiences with patients to develop own illness scripts. Debriefing during hospital shifts invites students to put patient experiences into words, link them to previously acquired knowledge and make connections., Objectives: To develop, implement and evaluate a debriefing procedure for nursing internships based on illness script theory and generate corresponding design principles., Design: Qualitative design-based research., Setting: Clinical education in dedicated educational hospital units., Participants: Nurse educators, nursing students., Methods: From a collaboration between nurse educators and a researcher, a short, peer-debriefing procedure was designed, tested and enacted through four cycles of planning, action, evaluation and reflection. Students drew mind maps about patients. Nurse educators and students joined focus group discussions to evaluate outcomes and processes. Mind map and iterative thematic analysis were applied to these data., Results: An adjusted design and more extensive design principles resulted. Differences in mind maps were evident over time. Three themes in the process evaluation were established: trigger to reason; energy giving and taking; and form follows function., Conclusions: This design-based investigation displays how nurse educators could design and implement a debriefing procedure to facilitate students' clinical reasoning skills and how students could learn from this. This method integrates research, innovation and collaboration. The design and enactment under real-life hospital conditions generated design principles for educators and researchers which may be useful for those seeking to improve teaching and learning clinical reasoning in practice. More clarification is needed about the path from design through enactment to real change in practice., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

As Black faculty members of a majority-White nursing school, we reflected on our unique experiences as part of a Black community engagement project, aimed at addressing anti-Black racism in nursing education. Our positionality created a complex scenario as we navigated emotionally heavy discussions, grappled with our ability to manage competing interests and care for our own well-being. The invisibility of the undue burden of anti-racism work is discussed. Recommendations for alleviating the burden are proposed based on this lived experience. Nursing schools must recognize the uniqueness of Black faculty members' experiences. Proposed strategies include creating mechanisms and resources for emotional support and incorporating anti-racism initiatives into the nursing school's values and strategic plan., Competing Interests: Authors' contributionsKimani Daniel and Anne-Laurie Beaubrun wrote the editorial and reviewed and approved the final version. Josée Lavallée and Bruna Fernandes both reviewed the first draft. Declaration of conflicting interestsThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Background: Master's degrees for nurses have various foci including clinical practice, leadership and education, with some programs consisting of coursework, while others offer hybrid study that combines coursework and research. Multiple formats are associated with offering the research component. The research component is often termed the minor thesis. Limited knowledge exists regarding the supervision of the research component., Aim(s): To capture the practices and perspectives of experienced nurse academics regarding effective supervision of the masters-level minor thesis in nursing coursework master degrees., The Study: Design Qualitative descriptive. Methods Semi-structured interviews with 28 experienced nurse academics recruited from 15 Australian and three New Zealand universities linked to the Council of Deans in Australia and New Zealand. Inclusion criteria were having experience of supervising masters-level minor theses and higher degrees. Interviews were face-to-face using the internet platform Zoom©. Thematic analysis was undertaken. Findings The analysis revealed three themes and associated sub-themes: (i) establishing the framework (setting up the student's research; building the student-supervisor relationship; setting clear expectations), (ii) supervisors' knowledge and actions: driving for success (supervisors' knowledge for a satisfactory and timely outcome; supervisors' actions to develop students' capabilities; supervisors' actions of drawing in other expertise) and (iii) supervisor savviness: Attending to the finer points of supervision for student success (using your attributes as a supervisor; being savvy to teach and engage students; creatively seeking a smooth process for student success)., Conclusion: The findings highlight three themes crucial to effective supervision of masters-level minor theses in nursing: Establishing a strong research framework, emphasizing supervisors' knowledge and proactive engagement and attending to nuanced aspects of supervision for student success. These insights contribute to deeper understanding of the multifaceted nature of supervising minor theses, providing a valuable foundation for refining supervisory practices and enhancing the educational experience within coursework nursing master degree programs., Implications for the Profession And/or Patient Care: The findings highlight the supervisors' pivotal practices in guiding students through the minor thesis. These insights will be useful for inexperienced and experienced supervisors and for degree program directors. The findings should inform supervision training and supervision practices in the future., Impact: The study addressed a gap in knowledge about what experienced supervisors do to be effective and achieve success in the research component in a hybrid master degree for registered nurses. Effective supervision for student success in the minor thesis requires supervisors to establish and maintain a project and supervisory framework with appropriate boundaries and that is attuned to both the supervisor and student capabilities and preferences. Supervisors have an active role in directing the focus, scale and scope of a minor theses in keeping with university requirements and the short timeframe. Supervisors pay attention to the development of multiple student literacies (research, academic, professional, feedback and cultural) as core aspects of the masters research journey. Supervisors use their savviness and customize supervision to student contexts and capabilities as they guide development to achieve student success. The research findings have implications for targeted supervisor training and enhancing educational strategies for research supervision of minor thesis students., Reporting Method: COREQ reporting was adhered to as the relevant EQUATOR guideline., Patient or Public Contribution: No patient or public contribution., (© 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.)

Aim: This study explored the knowledge and confidence levels of nursing academics in teaching both the theories and practical skills of digital health in undergraduate nursing programs., Design: A cross-sectional study., Methods: A structured online survey was distributed among nursing academics across Australian universities. The survey included two sections: (1) the participants' demographics and their nursing and digital health teaching experience; (2) likert scales asking the participants to rate their knowledge and confidence to teach the theories and practical skills of four main themes; digital health technologies, information exchange, quality and digital professionalism., Results: One hundred and nineteen nursing academics completed part one, and 97 individuals completed part two of the survey. Only 6% (n = 5) of the participants reported having formal training in digital health. Digital health was mainly taught as a module (n = 57, 45.9%), and assessments of theory or practical application of digital health in the nursing curriculum were uncommon, with 79 (69.9%) responding that there was no digital health assessment in their entry to practice nursing programs. Among the four core digital health themes, the participants rated high on knowledge of digital professionalism (22.4% significant knowledge vs. 5.9% no knowledge) but low on information exchange (30% significant knowledge vs. 28.3% no knowledge). Statistically significant (p < .001) associations were found between different themes of digital health knowledge and the level of confidence in teaching its application. Nursing academics with more than 15 years of teaching experience had a significantly higher level of knowledge and confidence in teaching digital health content compared with those with fewer years of teaching experience., Conclusion: There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Nursing academics need to upskill in digital health to prepare the future workforce to be capable in digitally enabled health care settings., Implications for the Profession: Nursing academics have a limited level of digital knowledge and confidence in preparing future nurses to work in increasingly technology-driven health care environments. Addressing this competency gap and providing sufficient support for nursing academics in this regard is essential., Impact: What problem did the study address? Level of knowledge and confidence among nursing academics to teach digital health in nursing practice. What were the main findings? There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Where and on whom will the research have an impact? Professional nursing education globally., Reporting Method: The STROBE guideline was used to guide the reporting of the study., Patient or Public Contribution: The call for participation from nursing academics across Australia provided an introductory statement about the project, its aim and scope, and the contact information of the principal researcher. A participant information sheet was shared with the call providing a detailed explanation of participation. Nursing academics across Australia participated in the survey through the link embedded in the participation invite., (© 2024 The Authors. Journal of Advanced Nursing published by John Wiley & Sons Ltd.)

Background: The global shortage of healthcare workers, an ageing population, and increasing retirement within the healthcare workforce are causing social and healthcare systems to undergo significant internationalisation and cultural-linguistic diversification. Despite the crucial role educators play in imparting healthcare education and supporting the integration of professionals into these diverse environments, there is a lack of effective strategies and understanding to achieve this integration successfully., Aim: To explore and understand how social and healthcare educators self-perceive their role in supporting the integration of culturally and linguistically diverse (CALD) students into healthcare working environments, and to identify whether these perceptions can be categorised into specific educator profiles., Methods: A cross-sectional survey was conducted in the spring of 2022 in Finland, collecting observational data from 59 social and healthcare educators across 15 universities of applied sciences providing nurse education to CALD students. Four instruments were developed to measure educators' perceptions of supporting students in healthcare work environment integration. K-means clustering analysis identified two distinct educator profiles, and statistically significant differences between these profiles were analysed using t-tests, Chi-square tests, and Mann-Whitney U tests., Results: Educators perceived their highest strengths as ensuring equality for students (mean 3.81), possessing suitable characteristics (mean 3.78), and being culturally sensitive and aware (mean 3.73). They felt least confident in knowing their institution's integration practices (mean score of 2.43) and personally supporting cultural diversity among students (mean 2.93). Educators were classified into two profiles: less confident educators (mean 2.27-3.66) and confident educators (mean 2.58-3.94). Confident educators, who more effectively support CALD students, have been more involved in continuous education., Conclusions: Continuous education is critical for enhancing educators' confidence and effectiveness in supporting CALD students. Improved training and resources focused on institutional integration practices and personal support for cultural diversity are needed to address areas where educators feel less confident., Competing Interests: Declaration of competing interest Given her role as Editor on the target journal, Professor Kristina Mikkonen had no involvement in the peer-review of this article and has no access to information regarding its peer-review. An independent editor was given full responsibility for the editorial process of this article., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Aim: The effects of COVID-19 have brought numerous changes in society in the past several months. Lifestyles, business sectors, educational facilities and healthcare services have been greatly affected, causing individuals to be alarmed about future repercussions. This study investigated the various challenges of nursing faculties in conducting online teaching during the COVID-19 pandemic crisis., Design: Qualitative description., Method: Individual interviews were conducted among 20 nurse educators and faculty members, including professors, lecturers and demonstrators utilising a semistructured interview guide. This study utilised qualitative content analysis. COREQ criteria list was used in the qualitative data reporting., Result: Three major themes were generated from the experiences of the participants namely: (1) 'lack of teacher-student interaction' (2) 'digital literacy and technical issues' and (3) 'curriculum structure and programme quality'. The study's benefits will enable the nurse faculties to realise and conceptualise ways and means to mitigate the challenges in conducting online teaching since the effects of COVID-19 continue to increase. Nurse faculties must prepare various strategies approach to deliver education without compromising their quality., Patient or Public Contribution: Experts from various fields were consulted in the planning of the data gathering procedures, analysis of data and reviewing of the manuscript., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

Aim: The aim of the study was to identify specific actionable behaviors academic nurse leaders can implement to improve nurse faculty job satisfaction., Background: The nurse faculty shortage is a persistent and worsening problem, with job dissatisfaction a significant contributor in the United States. However, little is known about actionable behaviors academic nurse leaders can do to improve nurse faculty job satisfaction., Method: Qualitative semistructured interviews were conducted with 15 nurse faculty. Inductive thematic analysis was used to analyze and interpret the interviews., Results: Four themes emerged about academic nurse leader behavior: 1) build relationships with leaders and faculty, 2) create an environment where autonomy is valued, 3) facilitate faculty growth and development, and 4) serve as a role model., Conclusion: Effective leadership contributes to nurse faculty job satisfaction. Academic nurse leaders need to be aware of their influential behaviors and intentionally contribute to creating a workplace environment that promotes nurse faculty job satisfaction., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Background: Technology is pivotal in nursing education, with methods such as the flipped classroom, active learning, and patient simulation becoming integral. Despite this, persistent barriers hinder technology's full integration., Methods: An online survey collected data from nursing faculty members (n = 1761) in prelicensure nursing programs. The survey assessed their views on technology, barriers, training needs, and importance in classroom and simulation settings., Results: Participants highlighted financial support, commitment, and administrative support as critical for technology adoption. Statistical analysis of the results revealed differences in the rankings of the importance of technology, emphasizing the significance of these factors. Additionally, time in the classroom was noted as a significant barrier., Conclusions: Technology's role in nursing education continues to expand. Overcoming financial constraints and enhancing faculty buy-in are essential for successful technology integration, ultimately, improving informatics competencies and advancing technological nursing education., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Durable learning is the teaching/learning methods that result in retained knowledge that can be transferred to practice. There is limited research on durable learning in nursing education (NE)., Purpose: The purpose of this study was to understand the perceptions of how learners acquire and retain knowledge., Methods: Nursing students and recent graduates were recruited from 2 large universities. Focus groups (n = 7) were audio-recorded, and transcripts were analyzed., Results: Thematic analysis of learners' perceptions revealed (1) effective learner-initiated techniques, (2) effective instructor-initiated techniques, (3) learner-initiated techniques that were not effective, and (4) instructor-initiated techniques in the classroom, clinical practice, and simulation that were not effective., Conclusion: Additional research is needed to understand faculty perspectives on durable learning techniques and their effectiveness. Findings from student, graduate, and faculty perspectives will guide the development of a validated, reliable tool to evaluate durable learning in NE., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Evidence-based practice (EBP) competency is an expected outcome of baccalaureate education; however, research indicates nursing graduates enter practice with competency gaps., Purpose: The purpose of this study was to explore the challenges accelerated baccalaureate students experience when learning the steps of EBP., Methods: A qualitative, descriptive design was used to identify bottlenecks to student learning., Results: Learning the steps of EBP in an accelerated format was challenging for students. Data analysis revealed 3 types of bottlenecks that stalled learning: cognitive, procedural, and emotional., Conclusions: Faculty build EBP competency by making explicit the steps that help students progress. Scaffolded learning, collaborative partnerships, and reflective practices are recommended to support student learning in accelerated formats., Competing Interests: The authors declare no conflict of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Objective: To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection., Design: A scoping review of published and unpublished research between 2012 and 2022., Data Sources: Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review., Review Methods: Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework., Results: The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19., Conclusion: This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers., Competing Interests: Declaration of competing interest Financial support was provided by UniSA DVRCE CHS seed funding. This funding source had no involvement in the study design; collection, analysis and interpretation of data; nor in the writing of the report; and in the decision to submit the article for publication., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Abstract: This article describes an exemplary collaboration in which a librarian was fully embedded in beginner undergraduate nursing courses in a baccalaureate nursing program. The goal was to increase academic help-seeking behaviors and information literacy skills. Students benefited from the intervention and increasingly demonstrated the use of better sources for their evidence-based practice assignments. Library tutorials were permanently integrated into the courses. A collaborative approach to designing research assignments allowed the librarian and nursing faculty to lay a foundation of information literacy in the nursing program and encourage academic help-seeking behaviors., Competing Interests: The authors have declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Background: There is a chronic lack of appropriately qualified nurses and midwives being attracted into and remaining in the academic workforce. Reasons for this are not well understood but have been linked to stressful work environments related to balancing multiple roles in sometimes unsupportive environments, resulting in overload and demoralisation., Aim: To illuminate factors associated with nursing and midwifery academics' intention to remain in academia and factors associated with intention to leave., Design: A scoping review was undertaken to provide a comprehensive and broad analysis of the related literature. This was guided by Arksey and O'Malley. A search strategy was developed using a combination of keywords and subject headings and adapted for four electronic databases to search for papers published between 2013 and 2024., Methods: The review included five steps: (i) identifying the question, (ii) identifying relevant studies, (iii) study selection, (iv) data charting, (v) collating, summarising, and reporting the results. Covidence systematic review software was used. Quality appraisal was undertaken using the Mixed Methods Assessment Tool (MMAT)., Results: A total of 2870 papers were identified, 23 were included in the review. Retaining academics includes addressing issues related to promotion positive work environments such teamwork, professional relationships, supporting older academics, and professional development. Preventing attrition includes addressing emotional exhaustion and burnout, and ensuring academics feel valued and are recognised. Notably, there was a lack of research related to the Indigenous nursing and midwifery academic workforce., Conclusion: Given the predicted workforce shortages it is imperative for nursing education providers to develop strategies to promote healthy work environments and career pathways, and identify how to develop strong leadership in an ageing nursing and midwifery academic workforce. Importantly, the lack of research related to the Indigenous academic workforce is concerning and must be a priority area for focus., Competing Interests: Declaration of competing interest Marion Tower reports a relationship with Griffith University that includes: employment. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.)

Background: Metacognition can assist students in improving poor examination (exam) performance. An exam wrapper is a metacognitive tool used to assess a student's thought processes and behavioral patterns during test-taking., Purpose: The purpose of this study was to determine the effect of an exam wrapper tool used during one-to-one exam review sessions with faculty on prelicensure nursing students' subsequent exam performance., Methods: Paired t -tests and repeated measures ANOVA were used to compare undergraduate students' (n = 91) exam scores before and after an exam review session with faculty in which the exam wrapper tool was used., Results: Students who completed a one-to-one exam review session with faculty using the exam wrapper showed significant improvement in subsequent exam scores., Conclusions: Use of an exam wrapper tool as part of a one-to-one exam review session with faculty is a viable way to leverage metacognition to improve student exam performance., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: The integration of generative artificial intelligence (AI) tools like OpenAI's ChatGPT into nursing education marks a transformative advance in personalized learning and interactive engagement., Problem: Variability in faculty's experience with AI outputs highlights the need for well-crafted prompts that align with educational objectives, maximize learning outcomes, and ensure contextual relevance. Effective prompting is a key to eliciting accurate, relevant responses from AI, fostering a dynamic learning environment that bolsters student comprehension of complex topics., Approach: This article examines the critical role of prompt engineering in optimizing AI-generated content's effectiveness within academic settings. With a detailed guide and strategies specifically designed for nursing education, the article prepares faculty to proficiently use generative AI., Conclusions: By mastering prompt engineering, educators can leverage AI tools as powerful aids, potentially significantly enhancing teaching effectiveness, work efficiency, and student learning outcomes., Competing Interests: The author declares no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Objective: To explore nursing educators' perceptions about using humour as a teaching strategy in the classroom setting., Study Design: Qualitative study. Place and Duration of the Study: Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan, from September 2021 to January 2022., Methodology: Twelve educators from the Bachelor of Science in Nursing (BScN) programme were purposefully selected for their rich and expressive insights. Institutional Review Board approval was obtained, and participants provided informed consent with the option to terminate interviews at any time. Data were collected and analysed simultaneously using content analysis, with rigour maintained per Lincoln and Guba's 1985 trustworthiness framework., Results: The study revealed four key categories from educators' perspectives on using humour as a teaching strategy. First was the humour and learning, with innate vs. acquired competency and teaching phases. Second was the inside track, encompassing revitalisation, critical thinking, eco-friendliness, encouragement culture, self-esteem, and confidence. Third was provocation; with subcategories of language and student diversity. Fourth was the way forward addressed humour applicability and classification., Conclusion: The study explored the importance of humour as a teaching strategy in the classroom, stressing the need to consider context, subject matter, and diverse student needs. It underscores a balanced approach that engages students and fosters inclusivity. The findings are individual differences. Future research should explore the long-term impact and how training can help teachers effectively using humour as a teaching tool., Key Words: Humour teaching strategy, Nursing, Nursing educator, Learning, Pedagogical tool.

Background: Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV., Method: Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted., Results: Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors., Conclusion: This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [ J Nurs Educ . 2024;63(10):671-678.] .

The COVID-19 pandemic impacted all aspects of healthcare, including the education of certified registered nurse anesthesiologists. While the literature contains reports of the impact of COVID-19 on physician anesthesiologist faculty, there was no research identified describing the impact on nurse anesthesiologist faculty. The purpose of this study was therefore to describe and explore the impact of the COVID-19 pandemic on nurse anesthesiology faculty. This qualitative ethnographic study used small focus groups and semistructured and probing questions to examine the phenomenon of interest. Through thematic analysis of the narrative, five overarching themes were identified: 1) ability to adapt to adversity, 2) disruption leads to change, 3) perceived positive outcomes, 4) previously untapped resources, and 5) curricular innovation and integrity., Competing Interests: Name: Bryan Wilbanks, PhD, DNP, CRNA, FAANA, FAAN Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None. Name: Anne Hranchook, DNP, CRNA Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None. Name: Vicki Callan, PhD, CRNA, CHSE, FAANA Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None. Name: Marjorie Everson, PhD, CRNA, FNAP Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None. Name: Beth Ann Clayton, DNP, CRNA, FAANA, FAAN Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None Name: Maria Hirsch, MS, DNAP, CRNA Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None Name: Lorraine Jordan, PhD, CRNA, CAE, FAAN Contribution: This author made significant contributions to the conception, synthesis, writing, and final editing and approval of the manuscript to justify inclusion as an author. Disclosures: None Disclosure statements are available upon request., (Copyright © 2024 by the American Association of Nurse Anesthesiology.)

Aim: Guided by Benner's framework, From Novice to Expert, this study aimed to identify (1) critical soft skills to be evaluated in nurses and (2) levels of nursing behaviour indicating achievement of soft skills to provide a framework for developing a soft skills rubric., Background/introduction: Nurse shortages are often attributable to high turnover rates among nurses. To improve this situation, healthcare facilities implement transition programmes and continuing education with a primary focus on developing and maintaining nurses' knowledge and performance (hard skills). However, balancing hard and soft skills (beliefs, values and attitudes) is key to nurses' quality of care and ultimately to their retention. Despite the importance of soft skills, their intangible nature creates problems in evaluating nurses' attainment of these skills and in providing constructive feedback to help them set concrete goals for improving their practice., Methods: This qualitative descriptive study described critical soft skills in the nursing context. A purposeful sampling strategy was used to enrol 13 clinical nurse educators from multiple hospital units; each had more than 2 years of clinical nurse educator experience and had completed preceptor training. One-to-one interviews with these individuals were audio recorded, transcribed and subjected to direct content analysis using NVivo 12. The study follows the Consolidated criteria for reporting qualitative research (COREQ) guidelines for qualitative studies., Findings: Five main competencies, comprising 20 subcompetencies, were identified: personal growth, effective interactions, professionalism, teamwork and the caring role. For each subcompetency, four skill levels were delineated using clinical indicators., Conclusion: This study's findings can enhance understanding of clinical nurse educators' perceptions regarding soft skills required of nurses., Implications for the Profession And/or Patient Care: The soft skills identified can be incorporated into a rubric to be used by clinical nurse educators to evaluate and guide nurses' professional development and contribute to improving quality of care. No patient or public contribution is required for this study., (© 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.)

Abstract: Adjunct nursing instructors (ANIs) are used to meet the needs of nursing education programs, but challenges of adjusting to unfamiliar academic settings often lead to poor job satisfaction and low retention of ANIs. The Adjunct Instructor Survey (Milliken & Jurgens, 2008) was used to query 25 ANIs regarding the importance and availability of support services pre-COVID-19 pandemic and post-pandemic. Mentoring was identified as most important pre- and post-pandemic, with a reported decrease in mentoring opportunities post-pandemic. Developing quality mentoring programs for ANIs needs to be a priority., (Copyright © 2024 InterVarsity Christian Fellowship.)

Despite repeated calls for equity, diversity, and inclusion in nursing education and the significance of disability for the vocation of nursing, the voices and experiences of nursing faculty with disabilities are largely absent from our literature. In this paper, we present a critical grounded theory of the experiences of disabled nursing faculty in academe to begin to amend this gap. Using critical disability studies as a sensitizing framework and building on prior work on racism and other systems of oppression in nursing, we theorize that nursing academe is a normalized space produced by White, able-mindbodied, and cis-heteropatriarchal discourses that regulate the boundaries of inclusion via exclusionary social norms. Further, we describe the operations of normalcy in nursing academe, discuss implications for education and health care, and consider avenues for change., (© 2024 John Wiley & Sons Ltd.)

Abstract: Curriculum evaluation, including alignment of concepts, is an ongoing challenge for nurse educators. Nursing curricular frameworks encompass varied concepts, guided by professional standards. This article examines a conceptual model, the Globe Framework, for BSN generalist practice including initial development, implementation, and evaluation. Evaluation at one school, driven by new AACN Essentials in 2021, spans from 2008 to 2020, reviewing three data points: meeting minutes, master syllabi from baccalaureate coursework, and accreditation documents. Challenges included merging two nursing departments with collaboration to reach consensus. Framework strengths include local practice environment values and multiple concepts. Findings and recommendations can inform nurse educators as they consider program evaluation and upcoming accreditation standards., (Copyright © 2023 InterVarsity Christian Fellowship.)

Background: Nurses are expected to base practice on evidence from research, which requires an understanding of the research process. However, baccalaureate nursing students may find research courses uninteresting or feel unprepared to conduct research. Participation in experiential research projects may affect their research attitudes, knowledge, and skills., Method: Nursing investigators engaged nursing students in an experiential, active learning research project centered on the effects of pet interaction involving university students. Faculty mentored and partnered with nursing students, immersing them in all research processes., Results: Students confirmed that participation in the project enhanced their understanding of research, improved their clinical and communication skills, and fostered professional growth. Students presented results in a scientific poster at the University's research event., Conclusion: Collaborative faculty-student research projects enhance students' interest in and appreciation of evidence-based research, and support professional development, confidence in assuming research roles, and feelings of connection with faculty, each other, and the university. [ J Nurs Educ . 2024;63(10):713-715.] .

Background: Compassion and empathy form the bedrock of nursing, essential for sincere and integral healthcare practice. This study delves into the multifaceted dimensions of caring in nursing, exploring its physical and emotional aspects. Nursing instructors are pivotal in infusing active learning strategies that cultivate caring behaviors among students, preparing them for healthcare's technical and compassionate aspects. Positive interactions between instructors and students impact students' academic performance and personal development by creating a supportive and nurturing learning environment, fostering openness to constructive feedback, building students' self-esteem and confidence, and helping them manage academic stresses and anxieties., Aim: The study explored Kazakh nursing students' experiences regarding their instructors' caring behavior., Design: Exploratory qualitative research using a thematic approach., Setting: A university situated in Astana, Kazakhstan., Participants: Eleven (11) Kazakh nursing students., Methods: This study utilized purposive sampling to collect data from Kazakh nursing students from January to March 2024. The researcher adhered to ethical guidelines and ensured the rigor and trustworthiness of the study. The data were analyzed using the thematic approach., Result: One hundred fifty-nine initial codes were identified, and after the codes were grouped and categorized, ten subthemes and four major themes were developed. The four major themes are Caring Creates a Supportive and Inclusive Environment for Learning, Caring Qualities of an Instructor, Caring is Cultural in Nature, and Negative Consequences of an Instructor's Over-Caring., Conclusion: According to nursing students' experience, instructors' caring behavior is crucial in maintaining the student-teacher relationship and motivating and collaborating. On the other hand, overly caring may lead to irresponsibility, impaired personal development, and disrespect from students toward instructors., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Research on improving academic leadership in nursing is paramount to increase new faculty support, improve retention, and ensure a high academic standard for the next generation of nurses. However, an operational definition of academic leadership in nursing is missing from the literature and a common language is needed to cohere research., Aim: This study aimed to analyze the concept of academic leadership in nursing to inform future research on the factors that affect nursing faculty career development, job satisfaction, and retention., Methods: A concept analysis using Walker and Avant's eight-step method., Data Sources: Five databases were searched (CINAHL, PubMed, OVID Emcare, ERIC, and Google Scholar), with 16 articles identified for analysis. The term "academic leadership" was used in a title search with "nursing" as a keyword., Results: Three main attributes were found: administrator, mentor, and nurse. The consequences of academic leadership in nursing are improved work environments, increased job satisfaction, and decreased faculty turnover. Capabilities essential for academic leaders in nursing include vision, risk-taking, excellent communication, mentoring, succession planning, advocacy, and education., Conclusion: An academic leader in nursing is a transformational leader who encourages, empowers, and motivates team members to grow, develop and thrive., Competing Interests: Declaration of competing interest The authors have no conflicts of interest to disclose., (Copyright © 2024 The Author. Published by Elsevier Ltd.. All rights reserved.)

Background: The global nursing workforce is confounded by shortages of nurses, faculty, and academic nursing leaders. Nursing academic leaders influence faculty recruitment and retention influencing the enrollment pipeline to fill nurse workforce capacity., Objective: To identify leadership qualities nursing faculty prefer in nursing academic leaders globally., Design: A multi-country exploratory design employed a three-round Delphi process including Demographic Data and open-ended questions., Setting: An online Qualtrics survey was emailed to schools of nursing selected from seven global regions: United States (North America), Mexico (Latin America/ Caribbean), South Africa (Africa), Saudi Arabia (Middle East), Korea (Asia), Sweden (Europe), and Australia (Oceania)., Participants: A convenience sample of faculty members employed in schools of nursing in the seven countries., Method: A 43-item Qualtrics survey developed from literature review of leadership qualities of nursing academic leaders was distributed to nursing faculty who participated in three Delphi rounds using descriptive statistics to analyze each round. Open-ended questions were analyzed using qualitative descriptive analysis., Results: In Round 1, 54 faculty rated the 43 leadership qualities using a Likert Scale, identified the top 10, and added additional qualities not in the list. In Round 2, 26 of the original participants rated the resulting 29 leadership qualities. In Round 3, 16 of the original participants ranked their top 8 leadership qualities: mutual trust and respect; clear communication; creating a cohesive culture; assuring diversity, equity, and inclusivity; integrity; developing effective team structure; effective decision-making; and leading by example. In Round 3 participants rated nurses' preparedness for academic leadership. Open-ended questions identified 1) Strategies to prepare nurses for academic leadership roles and 2) Essential characteristics for effective academic leaders., Conclusion: Developing key leadership skills can increase the leadership capacity of nursing academic leaders, enhancing work environments, faculty recruitment and retention, helping mitigate a global challenge., Competing Interests: Declaration of competing interest There is no conflict of interest to declare and authors did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Objectives: To uncover current international evidence of the working experience of sessional teaching staff in pre-registration nurse education programs., Design: Systematic review., Data Sources: In April 2023, electronic databases of Web of Science, Education Source, American Psychological Association (APA) PsycInfo®, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus and Education Resources Information Center (ERIC) were searched with no time limit for publication. Hand search material from Google Scholar was included., Review Methods: The inclusion criteria were research focused on (1) the work experiences of sessional nursing teaching staff (2) pre-registration nurse education programs including diploma, associate degree, bachelor's degree, or accelerated bachelor's degree (3) the post-secondary education setting. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. After extraction, thematic synthesis was performed., Results: A total of 514 studies were retrieved and five studies were included: three qualitative studies, one quantitative study, and one mixed method study. Three themes were developed from this review: (i) Lack of a sense of belonging; (ii) Working experience and support; and (iii) Clinical recency, however, most of the studies have a small sample size., Conclusion: Sessional teaching staff enjoy teaching nursing students as they feel a sense of responsibility to pass on their knowledge to future generations of nurses. They appreciate a supportive working environment and culture including professional development, feedback, mentorship and growth opportunities to increase job satisfaction. This will reduce the turnover. There is a need to conduct further research on sessional teaching staff to understand their experience in pre-registration nursing programs., Registration: The protocol of this systematic review is registered with Open Science Framework (registration link: doi:10.17605/OSF.IO/SUD4Y)., Competing Interests: Declaration of competing interest No conflict of interest has been declared by the authors., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Objectives: The aim of this study was to gather data on Canadian nursing programs regarding oral health curriculum and attitudes towards oral health curriculum to evaluate the level of oral health education in nursing programs and provide a reference for understanding dental and oral health in the nursing field., Methods: Data to inform models for oral health curriculum in nursing were collected through an online survey using a secured google form. The web-based questionnaire examined main aspects of dental and oral health in nursing educational institutions. Eligibility criteria for this study included faculty members of an accredited nursing program in Canada., Results: Of the 76 institutions approached, a total of 47 nursing faculty members from 35 nursing programs responded to the online survey. The vast majority (85.1 %) of the participants stated they believe oral health should be taught within nursing programs. Relating to the current curriculum, 70.2 % of the respondents stated their institution currently teaches anatomy relating to the oral cavity, but only 38.3 % reported their institution implemented oral diseases and pathology into the curriculum. Moreover, 48.9 % of the participants noted that dental screening was not covered in the nursing curriculum; 27.7 % of the respondents stated that their institution implemented education regarding gum disease, 25.5 % noted implementing education regarding oral cancer and oral lesions screening. Overall, 80.9 % of the participants noted that future nurses should be educated about oral cancer and disease prevention. However, in order to implement dental and oral health curriculums, participants noted certain needs such as time to implement curriculum (87.2 %) and more knowledge about the topic (83 %)., Conclusions: There is a current lack of content regarding dental and oral health in the curriculum of nursing programs throughout Canada. Due to this deficiency, many nursing graduates lack general knowledge about various aspects of dental and oral health., Competing Interests: Declaration of competing interest The authors declare there are no competing interests for the above manuscript., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: Numeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied., Aim: To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students., Design: Cross-sectional survey., Setting: Australian universities that provide an undergraduate nursing degree leading to nursing registration., Participants: Australian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students., Methods: A combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform., Results: Almost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted., Conclusions: A significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics., Competing Interests: Conflict of interest The authors declare no conflicts of interest., (Copyright © 2024 The Authors. Published by Elsevier Ltd.. All rights reserved.)

Background: College students are amid a mental health crisis with campuses seeing the highest rates of mental health disorders in over a decade. College nursing students stand out as particularly affected, experiencing elevated levels of anxiety, stress, and depression compared to the general student population. At the forefront of addressing this issue are college faculty, especially nursing faculty, who play a unique role in identifying and referring students with mental health needs due to their close interactions in smaller teaching-learning settings such as clinicals, simulations, and one-on-one validations., Aim: This study evaluated the perceived competency, knowledge, engagement, and fear levels of nursing faculty in supporting the mental health of Bachelor of Science in Nursing students. Additionally, the study explored whether faculty members with prior MH training differed in these levels., Methods: Survey data from 63 faculty members employed across six prominent nursing schools in the southeast region of the United States, all offering Bachelor of Science in Nursing programs, were analyzed. Employing a cross-sectional design, the study utilized the "College Mental Health Perceived Competency Scale" (CMHPCS) to assess faculty's competence, knowledge, engagement and fear in supporting student mental health., Results: Among the 63 participants, significant differences were observed in engagement levels between nursing faculty with and without prior mental health training (p < .012). Overall, the surveyed nursing faculty demonstrated high levels of competence, engagement and knowledge and low levels of fear in supporting the nursing student's mental health., Conclusion: The results prompt recommendations for future research aimed at developing a comprehensive approach to equip nursing faculty with effective mental health training and interventions. Such efforts seek to empower student nurses with the tools necessary to support their own mental health, enabling them to competently care for patients and communities., Competing Interests: Declaration of competing interest The authors declare that there is no conflict of interest regarding the publication of this article., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Objectives: This scoping review aims to map the evidence on barriers and facilitators of success with accelerated BSN (ABSN) students with the inclusion of faculty perspectives., Methods: We followed the scoping review methodology of the Joanna Briggs Institute for this review. The databases of CINAHL, PubMed, ProQuest, and Google Scholar were searched., Results: The search resulted in 39 studies. The identified barriers were: Academic factors, non-academic factors, challenges faced by non-native English-speaking and ethnically diverse students, socialization struggles, and faculty perceptions. The facilitators identified were: Supportive environment and practices, benefits of ABSN program completion, students' background and life experiences, innovative learning strategies and school resources, and faculty perceptions., Implications for International Audience: Given the global nature of the ABSN program now, findings from this scoping review and the strategies for success addressed in discussion will inform ABSN faculty and program managers about helpful strategies to support students' needs., (© 2024 Walter de Gruyter GmbH, Berlin/Boston.)

Background: Based on the involvement of qualified educators in its design, the Learning-by-Concordance tool aims to promote the learning of reasoning in contexts of uncertainty. However, data are still scarce on the experience of educators in terms of sharing and exposing their reasoning processes using this tool., Purpose: This study sought to explore the beliefs and experiences of educators when involved in the design of a Learning-by-Concordance tool., Method: This research used a descriptive qualitative design. Four dialogue groups were conducted with educators with different roles and responsibilities while designing a Learning-by-Concordance tool. A descriptive interpretative analysis of educators' verbatim quotes was done., Findings: A total of 14 participants took part in the study. The results show the discomfort of educators despite their recognized expertise. Three themes emerged: 1- the need to be reassured by the opinions of colleagues; 2-feeling like impostors; and 3- concerns for the quality of instructional supports., Conclusions: The role taken by educators for teaching reasoning in contexts of uncertainty is to draw on practical experience where different types of knowledge intersect and are mobilized, to overcome feelings of insecurity, and to engage in close and authentic conversation with learners., Competing Interests: Declaration of competing interest The authors declare that they have no competing interests., (Crown Copyright © 2024. Published by Elsevier Inc. All rights reserved.)

Background: Academic nurse educators play a crucial role in the educational environment, but the demands of their profession can lead to workaholism, which could result in an imbalance between work and personal life., Purpose: The study aimed to explore workaholism and life balance among academic nursing educators, as well as investigate the factors associated with workaholism., Methods: A mixed-methods design based on the "concurrent triangulation" approach was employed. A convenience sample of 76 nurse educators completed the Dutch Work Addiction Scale (DUWAS) and the Life Balance Inventory (LBI), while a purposive sample of 20 nurse educators participated in semi-structured interviews. Inferential statistics and thematic analysis were used to analyze the data., Results: The researchers found a notable prevalence of workaholism among nurse educators, with 59.0 % reporting a mean score above 2.5 and 86.8 % perceiving an unbalanced life. Regression analysis indicated that workaholism negatively predicted life balance (B = -0.404, p < 0.001). The qualitative findings derived three themes as determinants of workaholism: antecedents, consequences, personal and institutional strategies to mitigate workaholism among nursing educators., Conclusion: Educational institutions should develop comprehensive approaches to support and develop their academicians, fostering a positive work environment, work-life balance, employee well-being, and professional development., Competing Interests: Declaration of competing interest The authors declared no potential conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Abstract: Psychiatric mental health (PMH) nursing education covers topics that some students find potentially distressing and anxiety-producing. Trigger warnings are commonly found in entertainment and social media venues, but there is little research to explore the use of trigger/content warnings in undergraduate nursing education. This current research surveyed PMH nursing instructors ( n = 48) and found that most give trigger warnings and believe them to be helpful. However, there is no consistency on how and when warnings are provided, nor their content. Overall, results indicate that trigger warnings may be one aspect of implementing supportive and trauma-informed pedagogy., Competing Interests: The author has declared no conflict of interest., (Copyright © 2024 National League for Nursing.)

Background: Nursing students often face challenges reconciling theoretical concepts with clinical realities. This study examines a novel concept 'Communities of Reflection' designed and tested to enhance coherency between theory and practice. The concept involves reflection groups comprising students, preceptors, and faculty during clinical placements., Aim: To examine the meaning of 'Communities of Reflection' regarding the coherency between theory and practice as perceived by the involved participants., Method: A qualitative multi-methods approach involved nursing students, preceptors, and faculty members who participated in 'Communities of Reflection.' Data collection methods included interviews, focus groups, written reflections, and observations., Findings: The content analysis revealed that 'Communities of Reflection' facilitate a shared engagement in nursing, fostering a deeper level of reflection. Creating a safe space and embracing vulnerability are key aspects of this shared engagement., Conclusion: 'Communities of Reflection' offer a valuable framework for promoting coherency between theory and practice. It appears to be crucial to students' outcomes that a well-established, equitable theory-practice partnership is the solid foundation, acknowledging that emotions can serve as a catalyst for the development of professional expertise., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Clinical instructors (CIs) assist student nurses within the context of their pediatric clinical education to assimilate into their new roles and develop their own clinical expertise. This involves acquisition of knowledge and skills including the adoption of Child and Family Centered Care (CFCC) principles., Aims: This study explored CIs experiences of CFCC in clinical settings by investigating their views and perceptions of its implementation within the clinical education process., Methods: A mixed-method approach was used. A focus group was employed to collect data from 7 participants recruited from one faculty of nursing. A questionnaire was also completed by 5 participants to enrich the data collection process. Descriptive statistics used to describe their perceived importance of CFCC, and conventional content analysis was used to organize data and identify themes., Results: While quantitative responses revealed discrepant findings, qualitative data resulted in three themes 1) Clinical instructors (CIs) know CFCC, acknowledge its importance, and take action for that 2) Facilitators and challenges of adopting CFCC in clinical education, and 3) CIs approaches to implement CFCC., Conclusions: While CI's were able to facilitate the implementation of CFCC despite the barriers, their whole experience circulated around external factors including the clinical environment and its role in facilitating or hindering the educational process including CFCC implementation., Implications: Program administrators should address clinical instructors concerns regarding barriers to CFCC implementation in clinical practice including the evaluation process. They should also ensure appropriate training is provided for healthcare professionals to enable them to effectively engage in CFCC., Competing Interests: Declaration of Competing Interest The author(s) declares that there is no conflict of interest. The PI is a member of the INCFCC., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Background: The Educators and Educator Candidates' Competence in Digital Pedagogy instrument needed to be tested before using it in nursing education., Purpose: This study describes the further testing of this instrument to measure nurse educators' digital competence., Methods: The study is reported according to the 7 steps of the MEASURE Approach. Psychometric testing was conducted with a sample of 111 Finnish nurse educators from 9 universities of applied sciences. The study was conducted during the years 2020 and 2023., Results: The exploratory factor analysis results explained 56% of the variance with 3 factors, including 20 items. The factors were labeled to describe the nurse educators' digital competence: implementing appropriate independent and community learning, acting safely and responsibly, and guiding learning based on the evidence. Cronbach α and McDonald ω coefficients showed good reliability., Conclusions: The instrument can be used to assess digital competence and identify the development needs to facilitate educators' continuous professional development., Competing Interests: The authors declare no conflicts of interest., (Copyright © 2024 The Authors. Published by Wolters Kluwer Health, Inc.)

Background: Four Black early-career faculty members, one Black doctoral student, and a Black senior faculty member, (herein referred to as scholars), previously engaged in cross-cultural mentoring with a White senior researcher to bolster their scholarship., Purpose: In the years following the 2020 racial reckoning, the scholars were motivated to reconvene by the realization that traditional scholarship activities of academia ignore historical educational oppression and fail to account for the contemporary effects of racism and discrimination rooted in American colonialism., Methods: Collaborative autoethnography, a decolonizing qualitative approach to research, was used to explicate our journeys in academia. The tenets of Freire's critical pedagogy (conscientização, scholarship, praxis) framed our collective experiences., Discussion: We describe resisting academic structures of power, discrimination, and disadvantage through reformation, crafting a vision statement, and utilizing positions of influence., Conclusion: To decolonize nursing academia, we implore the scholarly community to pursue liberation and contest structures that center Whiteness and marginalize collectivism and collaboration., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Competing Interests: The author declares no conflicts of interest.

Nursing is renowned for its high ethical standards and is considered one of the most trusted professions globally, yet it has deep historical ties to Eurocentric and white supremacist ideologies. These entrenched ideologies in nursing raise significant concerns regarding equity, diversity, and inclusion within the profession as they shape nursing education, research, and practice. Western nursing institutions are deeply engrained in a system designed to center and uphold whiteness, which frequently serves to safeguard dominant groups in power while detrimentally affecting faculty from underrepresented backgrounds. Consequently, faculty members from underrepresented groups depart academia due to systemic racism and inadequate institutional accountability and support. To decenter whiteness in nursing, we have shared our experiences to underscore how systems of oppression marginalize underrepresented faculty in nursing academia., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 The Author(s). Published by Elsevier Inc. All rights reserved.)

Competing Interests: The author declares no conflicts of interest.

Competing Interests: The authors declare no conflicts of interest.

Background: Undergraduate nursing students are at a high risk for mental health challenges, suicidal behaviors, and risk factors. High stress levels and personal and academic pressure may lead to mental health challenges such as depression, anxiety, and post-traumatic stress disorder in undergraduate nursing students. Nursing students experience barriers to mental health such as lack of support, academic burnout, and stigma., Aim: This paper presents the components for a comprehensive suicide prevention plan that nursing faculty can implement into pre-licensure nurse education., Method: The acrostic "PLAN TO TALK" can be used to create a comprehensive suicide prevention plan that can be implemented by undergraduate nursing faculty. "PLAN" emphasizes creating a trusting environment for students. "TO" focuses on active involvement in suicide prevention education and awareness. "TALK" suggests strategies for faculty to implement within their curriculum., Conclusion: Addressing nurse suicide during pre-licensure nurse education is essential. By implementing the "PLAN TO TALK" strategy, faculty can create a safe environment, equip faculty and students with suicide prevention resources and crisis intervention skills, and contribute to the overall mental health of students., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: "New nurses" are those with less than a year of work experience at a hospital. To address the challenges of new nurses caused by their limited experience, the Mentoring New Nurses for Transition and Empowerment Program (MNTEP) was designed based on the Stress-Appraisal-Coping Model of Lazarus and Folkman., Objectives: This study aimed to explore the impact of the MNTEP, in which clinical nurse educators teach stress-coping strategies, on the clinical transition of new nurses in South Korea., Design: This study used a mixed-methods design with a pretest-posttest non-equivalent comparison group and focus group interviews (FGIs)., Settings: The research was conducted at a hospital in South Korea., Participants: The intervention and comparison groups comprised 30 and 28 new nurses, respectively. Also, 12 MNTEP participants were subjected to three separate FGIs., Methods: To comprehensively assess the program's effects, quantitative data were collected through self-report surveys, while qualitative data were obtained from March 2022 to March 2023 using semi-structured interviews that allowed for open-ended responses., Results: There were significant differences in mean self-efficacy scores (t = 2.45, p = 0.017) and perceived social support from clinical nurse educators (F = 4.51, p = 0.038) between the intervention and comparison groups. Additionally, significant changes were observed in the field adaptation pre-test and post-test scores within the intervention group (t = -3.12, p = 0.004). However, there was no statistically significant difference between the groups in terms of active and passive coping strategies. FGIs yielded two main themes: (1) gaining positive energy through empowerment and solidarity; and (2) clinical nurse educators sharing strategies for improved role adaptation and capacity building., Conclusions: MNTEP led by clinical nurse educators positively influenced new nurses' self-efficacy and facilitated their transition to clinical settings. These findings underscore the importance of mentorship programs and clinical nurse educators., Competing Interests: Declaration of competing interest None., (Copyright © 2024 The Author(s). Published by Elsevier Ltd.. All rights reserved.)

The current documented nursing faculty shortage is an important factor affecting our ability to address the nationwide nursing shortage. Occupational burnout is a common phenomenon among nurses that may negatively impact retention of nursing faculty. While research suggests that promoting resilience moderates occupational burnout and relates to occupational satisfaction in practicing nurses, very few investigations have examined resilience among nursing faculty. The purpose of this integrative review is to describe the current state of the science on resilience in nursing faculty and includes an analysis of 14 studies. Three major foci were identified in the literature: 1) descriptions of resilience levels in nursing faculty, 2) examinations of resilience based upon demographic factors, and 3) resilience and related concepts. Existing research indicates there may be demographic differences in resilience levels of nursing faculty, but additional investigation is necessary to confirm these relationships. There is evidence that quality of life (QOL), components of QOL, and support are correlated with resilience in nursing faculty but more rigorous research on these relationships is needed. Understanding more about the relationship between resilience, demographics, and associated factors will guide future development and choice of interventions tailored to promote resilience among nursing faculty.

Background: Many nursing schools are transitioning to a competency-based model due to the increasing complexity of medical information, skills, task acuities, and cognitive overload., Problem: Nursing faculty may not be familiar with the synergy between achievement goal theory and the growth mindset (GM) model to prepare nursing students within a competency-based model effectively., Approach: This article presents a persuasive argument for how integrating achievement goal theory and the GM model could effectively foster mastery goals essential for competency development., Conclusions: Mastery goals, a component of the GM model, can be used as tangible indicators for assessing and evaluating competency development., Competing Interests: The author declares no conflicts of interest., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Due to the nursing faculty shortage, expert clinical nurses are working as novice clinical instructors (CIs). Orientation is needed to prepare these nurses to teach; however, lack of evidence-based guidelines for orientation programs can lead to variability among institutions., Purpose: The purpose of this study was to describe clinical nursing faculty orientation practices in the United States., Methods: A descriptive convergent mixed methods design was used., Results: One hundred thirteen CIs participated. Of these, 70.8% were not provided with a formal orientation to their role. Duration, modality, and content varied widely among orientations. Four themes were derived from the qualitative data: Administrative Requirements, Transition to Clinical Educator, Mentorship, and Resilience., Conclusions: Clinical faculty orientation practices vary widely in the United States. Evidence-based guidelines are needed to streamline orientations to provide CIs with the requisite knowledge and skills to support clinical students., Competing Interests: The authors declare no conflicts of interest or relevant funding., (Copyright © 2024 Wolters Kluwer Health, Inc. All rights reserved.)

Background: Nurse educators are critical to ensuring future nurses are prepared to meet healthcare needs due to climate change., Aim: The purpose of this research was to assess the attitudes of nursing students and faculty on sustainability and climate change in nursing and nursing education., Design: This study used a descriptive, cross-sectional online survey of nursing students and faculty recruited online and at national conferences., Settings: Online survey., Participants: A convenience sample of students and faculty were recruited from a national student nursing convention and a national meeting of community health nursing educators along with the principal investigator's university. Additional faculty were recruited from national nursing education organization email listservs. Eligibility criteria included adults 18 years or older who are enrolled students or faculty in an undergraduate nursing program., Methods: Participants completed the Sustainability Attitudes in Nursing Survey (SANS&#95;2) survey online. Survey responses were downloaded and analyzed using IBM SPSS., Results: Independent sample Mann-Whitney U tests of responses from faculty and students was significantly different, p = 0.047, for the question "Issues about climate change should be included in the nursing curriculum". Comparison of SANS&#95;2 overall means from first-year nursing students in other countries showed lower mean scores among first-year U.S. students that climate and sustainability are important issues of nursing and nursing education. Comparison of faculty overall SANS&#95;2 means found greater support for including climate change and sustainability among U.S. nursing faculty when compared with faculty from South Carolina., Conclusions: The results of the survey found differences in support among baccalaureate faculty and students for including climate change and sustainability in nursing education. Additional research into the effectiveness of learning activities needs to be done by nurse educators and researchers as part of on-going efforts to ensure future nursing students understand the impact of climate change on health., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: The Robert Wood Johnson Foundation Future of Nursing Scholars program supported nurses to complete PhDs in 3 years. Support mechanisms included mentoring by the program office and school faculty, and leadership development activities., Purpose: To describe scholars' perspectives of mentoring received by faculty during the accelerated timeline., Methods: Of 201 scholars, 157 (78%) completed exit surveys, providing qualitative data on their experiences working with faculty mentors., Discussion: Scholars highlighted strong mentorship (i.e., accessibility, emotional support) as the most important facilitator to program completion. Mentor challenges were identified as the second-most mentioned barrier to success, while the first was the accelerated timeline., Conclusion: The scholars' most-reported mentor-provided facilitators to success were availability and emotional support. Among scholars who noted barriers to their success caused by their mentor relationship, the most-reported issue was lack of access to their mentors., Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest., (Copyright © 2024 Elsevier Inc. All rights reserved.)