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BACKGROUND: A need exists for a unified curriculum framework for nurse educators, recognizing racism as a central driver of health inequities. PURPOSE: This paper provides nurse educators with a unifying curriculum framework that centers racism as a root cause of health inequity shaping SSDH. METHODS: A critical examination of the social and structural determinants of health (SSDH) and Yob's (2018) Framework for a Curriculum in Social Change was conducted, to develop a curriculum framework tailored to the intersection of SSDH and social change within nursing education. DISCUSSION: The "Nursing Education Integrating Social Change for Health Equity (NISCHE)" framework was developed as a comprehensive curriculum framework for SSDH and social change specifically tailored for nursing education. Practical examples of curricular activities across various settings are offered, thus illustrating implementation and potential impact. CONCLUSION: By centering racism in the curriculum framework and emphasizing its role in perpetuating health inequities, this paper advances a crucial agenda in nursing education.

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Sexually transmitted infections (STIs) continue to be a health concern in the United States, particularly in rural settings. Point-of-care (POC) STI testing is useful in overcoming access barriers in these settings. The purpose of this project was to implement POC STI testing to increase access to care in rural settings and test the feasibility of this model. Six mobile health clinics were implemented by a nurse-led team in three rural communities in the Blackbelt region of Alabama utilizing the Binx IO® to test for chlamydia and gonorrhea. Mobile clinic volunteers participated in focus groups to determine provider satisfaction with clinic workflow. The mobile health clinics were a feasible way to increase access to STI testing in rural settings with reported provider and client satisfaction in work flow.

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ABSTRACT: The COVID-19 pandemic and subsequent vaccine hesitancy highlighted the need for additional learning experiences for nursing students to address person-centered care and communication. This project aimed to employ a three-step service-learning experience consisting of town hall meetings, motivational interviewing training, and rural health fairs to address vaccine hesitancy in communities surrounding the college. Evaluation of the project revealed satisfaction and increased confidence among participating nursing students.

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OBJECTIVE: This qualitative phenomenological study explored eating habits, behaviors, and motivations of Gen Z females (born 1996-2002). PARTICIPANTS: Ten participants met selection criteria: female aged 18-24 (thus, part of Gen Z), enrolled full-time at the University and able to share experiences. Maximum variation was sought for race/ethnicity, Greek life/sorority involvement and hometown regional area. METHODS: Semi-structured interviews elicited detailed descriptions of lived experiences. Data consisted of five face-to-face interviews and five Internet-based teleconferenced interviews. Saldana's First Cycle/Second Cycle constant comparative method was used for data analysis. RESULTS: Four themes and four subthemes were identified: Blurred Lines (healthy versus disordered behaviors), Rationalizing Behaviors (Denial), Technological Influences (Social Media; Self-Worth), and Pandemic Influence. CONCLUSION: Gen Z represents a pivotal population with diverse characteristics. These findings are helpful to health professionals, faculty, academic administrators, and others with vested interests in promoting healthier living, learning and work environments for this population.

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OBJECTIVE: This qualitative phenomenological study explored alcohol habits, behaviors, and motivations of Gen Z students (born 1996-2010). Participants: Thirteen participants met selection criteria: aged 18-24 years (thus, part of Gen Z), enrolled as at either the University or community college, and able to share experiences. Maximum variation was sought for race/ethnicity, Greek life/sorority involvement and hometown regional area. Methods: Semi-structured interviews elicited detailed descriptions of lived experiences. Saldana's First Cycle/Second Cycle constant comparative method was used for data analysis. Results: Five themes were identified: Motivations to Drink, Know My Limits, Exceeding Limits Leads to Risky Behaviors, Hangover Anxiety ("Hangxiety"), and Greek Life Influence. Additionally, the subtheme Internal Thoughts and Rationalizations was identified. Conclusion: Unique characteristics and unprecedented times contribute to alcohol consumption behaviors of Gen Z students. These findings hold an awareness to assist in the provision of education, support, and needed resources.

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BACKGROUND: Service-learning (SL) was incorporated into a nonclinical undergraduate nursing course. This study examined the effects of SL on nursing students' confidence in performing patient health assessments. METHOD: Nursing students completed an experiential SL vital signs assessment and a subsequent reflective journal. Of 112 reflective journals, 30 journals were randomly selected for qualitative analysis to understand the experiences of SL for nursing students. A rapid analytic framework was used for data analysis. RESULTS: The following domains were identified: overcoming initial fear, building confidence in clinical assessment skills, practicing therapeutic communication and patient education, and developing problem solving skills. CONCLUSION: This project highlights that SL experiences are not limited only to clinical settings but also are appropriate for nontraditional preclinical settings as well. Such experiences introduce nursing students to patient care and critical reasoning prior to transitioning to subsequent clinical nursing courses. [J Nurs Educ. 2022;61(5):272-275.].

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INTRODUCTION: Nurses and emergency medical services workers frequently suffer musculoskeletal injuries at a disproportionate rate in relation to the rest of the population. The most common form of this musculoskeletal injury is lumbar spine injury. The purpose of this study was to develop and conduct phase 1 feasibility testing of a contextual lifting intervention that reduces the risks of low back injury. METHODS: This study was an intervention development and phase 1 feasibility test. The intervention was created on the basis of weightlifting techniques to specifically reduce the incidence injury related to valgus knee, asymmetrical lifting technique, and rotation of the trunk and pelvis. Motion capture technology (Xsens; Xsens Technologies) was used while 17 nursing students completed the direct patient lift from the floor, the lift from the floor with a manikin attached to a rigid spine board, the push portion of the horizontal transfer, and the pull portion of the horizontal transfer. Pre- and postintervention data were collected. Linear mixed model regression, with pairwise comparisons, was conducted for each lift at the time points of preintervention, immediately after the intervention, and 1-month postintervention. RESULTS: Significant changes were noted between the initial lifting techniques used and those used after the intervention. The maximum lever arm distance, defined as the distance from L5-S1 to the center of the force applied to the load, showed a significant reduction after the intervention in 3 of the 4 movements. DISCUSSION: Our results support the idea that injury risk can be reduced through appropriate contextual training methods.

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The American Nurses Association declared 2017 the Year of the Healthy Nurse. In an effort to promote a healthy academic environment, faculty and staff in institutions of higher learning should serve as role models for healthy living for their students. This article describes an innovative approach to cultivating a healthy academic environment. Details about planning and implementation are provided along with recommendations for future implementation.

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Student nurses are unprepared to meet the spiritual needs of patients, and are often uncomfortable addressing this. This article aims to describe the student perspective of spirituality in relation to the holistic care model. Findings from the study provide insight about preparing nursing students to deliver spiritual care in nursing practice.

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This article describes an innovative approach to patient teaching using standardized patients, humor, and therapeutic communication. The strategy was designed for baccalaureate students enrolled in a fundamentals nursing course. Students, divided into small groups, were assigned a patient education topic to provide to the standardized patient. Student and faculty feedback indicated positive responses to this instructional strategy. Utilization of this learner-centered teaching environment to promote therapeutic communication during a complex patient-teaching scenario was found to be beneficial for novice nursing students.

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BACKGROUND: The purpose of this article is to describe the theoretical basis for the integration of gaming in nursing education and discuss aspects related to the implementation of "The Race for Nursing Student Success" game. METHODS: This game was designed for 112 junior-level baccalaureate nursing students enrolled in a fundamentals nursing course. Students were divided into groups of 5-8 and rotated through ten specific learning activities that took place in various locations throughout the nursing building. RESULTS: Student and faculty feedback indicated positive responses to this instructional strategy and also promoted a learner-centered teaching environment. CONCLUSION: This learning activity supports the use of educational gaming as a means to develop learner-centered environments that provide experiential experiences, enhance learning, and stimulate interest, and motivation for students to learn.

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Due to the stressors involved in the field of nursing, resilience has been identified as an essential trait for those working in the profession. Nurses must deal with many issues that can lead to exhaustion and burnout. The Neuman Systems Model focuses on types of stressors that may cause harm to a person's health and well-being. The purposes of this article are to offer the Neuman Systems Model as a conceptual framework for exploring nurse resilience, and to describe strategies that promote resilience-building in nurses.

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Nurse educators are challenged to incorporate evidence-based practice initiatives into content-laden curricula in a manner that supports learner-centered teaching environments. This article describes a technique for using unfolding case studies to include such initiatives in the teaching of novice nursing students, as opposed to summative evaluation of their knowledge. Modeled after Kolb's experiential learning theory, a framework for unfolding case studies is presented, which proposes that instead of faculty selecting scenarios for students, they should instead challenge students to directly and creatively develop their own. Small student groups used creative collaboration to create well-planned, complex case study scenarios that unfolded in surprising, realistic ways. This instructional method was met with positive student feedback; however, the authors suggest several recommendations for educators considering this approach. The authors found this framework to be a successful and effective strategy for undergraduate novice nursing students.

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Nursing students are challenged by content-laden curricula and learning environments that emphasize testing outcomes. Likewise, educators are challenged to support student-centered learning in a manner that encourages students to connect and act upon their personal motivations. This article describes the use of cognitive load theory (CLT) as an instructional design framework for an undergraduate pharmacology for nursing course. Guided by the principles of CLT, four instructional strategies were used in this course: (a) opening review activities, (b) providing students with lecture notes, (c) a "Top Five" prototype approach, and (d) deciphering "Need to Knows" from "Nice to Knows." Instructional style and strategies received positive student feedback and were found to promote a student-centered environment and active learning. On the basis of this feedback, cognitive load theory may be a successful and effective framework for undergraduate pharmacology and other nursing courses, thus assisting students and educators alike in overcoming obstacles imposed on learning environments.

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