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BACKGROUND: Nurses who earn a Doctor of Nursing Practice (DNP) degree are expected to make essential contributions to the scholarship of practice and the improvement of health care outcomes. The DNP program at Duke University School of Nursing requires that students demonstrate scholarship competence by writing a manuscript based on their DNP project and submitting it for publication. PURPOSE: The purpose of this article is to share an evaluation of the effectiveness of this approach. METHODS: The authors used a bibliometric study design. RESULTS: This study demonstrates that manuscripts authored by students based on the DNP projects they conduct while earning their DNP degree can be published and are cited by other scholars. Additionally, the majority of these authors continue to publish scholarly work in the nursing and broader health-focused literature after they graduate. CONCLUSION: Nurses who developed and submit manuscripts for publication based on their DNP project contribute to the literature and evidence base for practice.

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The surge in healthcare demands due to the explosion of growth in the aging adult population demands that academic institutions address enhanced education of Advanced Practice Registered Nurses (APRNs). This is particularly challenging amidst nurse faculty shortages in specialty areas, stemming from factors such as lack of pay competitiveness with clinical positions, and doctoral-prepared nurses seeking faculty positions. Despite efforts to address the shortages, recruitment challenges persist, necessitating innovative approaches. This article explores the interprofessional collaborative teaching between Nurse Anesthesia (NA) and Adult Gerontology Nurse Practitioner (NP) programs, focusing on airway management, sedation techniques, chest X-ray interpretation, and ultrasound skills. To date, this collaboration between NA and NP faculty has proven effective. Both synchronous and online asynchronous teaching have received overwhelmingly positive student feedback. Ongoing communication and collaborations between NA and NP faculty facilitate teaching and educational strategies across programs, sharing faculty expertise, and mitigating reduced faculty numbers. This innovative model benefits faculty and students and provides a platform for firsthand interprofessional collaboration, fostering mutual respect and preparing students for effective interdisciplinary healthcare teamwork.

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Introduction: The emergence of COVID-19 caused a sudden, unexpected disruption in the clinical training experiences of nurse trainees at the US Department of Veterans Affairs (VA), the largest clinical training setting in the US for nurses. Purpose: To understand associations between COVID-19 and nurse trainees' satisfaction with their training experiences and the likelihood that they would consider future VA employment. Methods: A cross-sectional design was used to assess 7,890 nurse responses from the VA's Trainee Satisfaction Survey for academic years 2018-2021. Results: After the pandemic, trainees reported decreased training satisfaction (95.06% vs. 93.46%; P = .0028). Willingness to consider future VA employment was unchanged. Patient case mix, the onboarding process, and challenges with other staff were the most common reasons for dissatisfaction. Conclusion: Nurse trainees expressed a small but statistically significant degree of dissatisfaction with their clinical learning environment during this study period but their willingness to seek employment with the VA remained high.

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OBJECTIVE: We aimed to evaluate the feasibility of using ChatGPT as programming support for nursing PhD students conducting analyses using the All of Us Researcher Workbench. MATERIALS AND METHODS: 9 students in a PhD-level nursing course were prospectively randomized into 2 groups who used ChatGPT for programming support on alternating assignments in the workbench. Students reported completion time, confidence, and qualitative reflections on barriers, resources used, and the learning process. RESULTS: The median completion time was shorter for novices and certain assignments using ChatGPT. In qualitative reflections, students reported ChatGPT helped generate and troubleshoot code and facilitated learning but was occasionally inaccurate. DISCUSSION: ChatGPT provided cognitive scaffolding that enabled students to move toward complex programming tasks using the All of Us Researcher Workbench but should be used in combination with other resources. CONCLUSION: Our findings support the feasibility of using ChatGPT to help PhD nursing students use the All of Us Researcher Workbench to pursue novel research directions.

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BACKGROUND: Academic burnout is widespread in higher education, affecting academic achievements, professional development, and physical and mental health. Previous related research lacks qualitative studies on graduate nursing students. AIM: This study aims to provide valuable information to relevant authorities and stakeholders by identifying the key experiences associated with academic burnout in graduate nursing students. DESIGN: An exploratory qualitative research design. SETTINGS: This research was carried out at two medical universities located in the southern region of China. PARTICIPANTS: Nineteen enrolled graduate nursing students. METHODS: Data collection spanned from December 2023 to January 2024. After obtaining informed consent from the participants, the researchers conducted in-depth, semi-structured interviews. Data processing and analysis were based on Giorgi's phenomenological method. The reporting of this study strictly adhered to the Standards for Reporting Qualitative Research (SRQR). RESULTS: Nineteen participants completed the interviews, ranging in age from 22 to 42 years and including sixteen females and three males. "Wheels stuck in mud" was the core construct that explained graduate nursing students' academic burnout. Analyses revealed four themes: invisible hand, a battle with myself, two choices, find my way. CONCLUSION: The academic burnout of nursing graduate students is perceived as a psychological dilemma akin to being "wheels stuck in mud." It is driven by an invisible force composed of multiple components, leading to intense internal struggles for individuals. Individuals exhibit two distinct trends in their academic performance: either "remaining detached and indifferent to academics" or "overcommitting and self-exploiting." It is encouraged to conduct intervention using an integrative strategy based on acceptance and commitment therapy, self-disclosure, and mindfulness.

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Possessing a clear identity in nursing is a guiding principle to professional comportment. In graduate nursing education, transitioning and expanding one's professional identity requires role evolution. Nurses transitioning into the advanced professional nursing role shifts their thinking to a new level. The Conceptual Model of Professional Identity in Nursing constitutes how values and ethics, knowledge, nurse as a leader, and professional comportment are intertwined. Competency-based education requires curricular redesign. The Essentials Tool Kit aligns The Essentials with learning activities to support competency-based curriculum and assessment. The Douglass and Stager Toolkit intertwines these resources for graduate nursing educators to inform professional identity in nursing for curriculum revisions. This article aims to illustrate how faculty educate graduate nursing students in the development of professional identity using a conceptual framework to achieve competencies outlined in The Essentials (AACN, 2021).

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BACKGROUND: Leadership acumen, interprofessional relationships, and knowledge of healthcare operations are essential proficiencies for nurses to navigate the dynamic and complex healthcare landscape. The American Association of Colleges of Nursing (AACN) re-envisioned the academic nursing standards, The Essentials: Core Competencies for Professional Nursing Education (Essentials), to guide curricular development in preparing nurses with the aptitude to meet these challenges. PURPOSE: The purpose of this project was to develop an innovative Master of Science nursing program to address the challenges facing the RN workforce. METHODS: A relationship-based framework and the Analysis, Design, Development, Implementation and Evaluation (ADDIE) model were used to guide the development of the program using the Essentials to inform curricular design. RESULTS: A Nursing and Interprofessional Leadership Master of Science program was designed comprising seven core courses with two tracks, Bachelor of Nursing and Post Graduate Option. LIMITATION: The program was created during the COVID-19 pandemic, which may have influenced the data used for the program's design. CONCLUSION: Healthcare complexities are requiring nursing education to evaluate curricula for advanced knowledge and skills. A Nursing and Interprofessional Leadership Master of Science degree program guided by the Essentials was developed to meet this challenge.

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AIM: To determine the degree of satisfaction for each academic year and according to the type of simulation performed (simulated patient actor/advanced simulator) among nursing students after the use of clinical simulation. INTRODUCTION: Clinical simulation is currently being incorporated in a cross-cutting manner throughout undergraduate nursing education. Its implementation requires a novel curricular design and educational changes throughout the academic subjects. DESIGN: A cross-sectional descriptive study was performed. METHODS: During the academic years 2018-2019 and 2019-2020, 425 students completed the High-Fidelity Simulation Satisfaction Reduced Scale for Students based on 25 questions and six factors, with a total score between 0 and 125. In total, 91 simulation sessions were performed among students who had different degrees of clinical and previous experience with simulation as well as standardized patient versus advanced simulator. A bivariate analysis was performed, comparing the total scores and the different subscales by sex, previous experience, academic year, and simulation methodology. Linear regression was used for both bivariate and multivariate analysis. RESULTS: The mean scale score was 116.8 (SD=7.44). The factor with the highest score was "F2: feedback or subsequent reflection", with a mean score of 14.71 (SD=0.73) out of 15. Fourth year students scored the highest (mean=119.17; SD=5.28). Students who underwent simulation training with a simulated patient actor presented a higher level of overall satisfaction (p<0.05) (Mean=120.31; SD=4.91), compared to students who used an advanced simulator (Mean=118.11; SD=5.75). CONCLUSIONS: Satisfaction with the simulation program was higher in fourth-year students compared to first-year students and was also higher when a simulated patient actor was used compared to an advanced simulator. The most highly valued aspect was the subsequent debriefing or reflective process.

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BACKGROUND: There is a growing number of online nursing graduate degree programs to address the professional development needs of working nurses. Work-related antecedents of online student engagement in graduate nursing studies are under-explored in the literature. AIM: The aim of the study is to examine the relationship among demographic and work characteristics, work-life balance (WLB), and online student engagement (OSE) among registered nurses enrolled in online graduate studies. METHODS: This study design is convergent-parallel mixed methods, utilizing a survey approach to collect both quantitative and qualitative data. The target population is students of an online Master of Arts in Nursing program at a university in Cabanatuan City, Philippines. Respondents were recruited via email. Google Forms were used for data collection. Non-parametric, inferential statistical tests were used to examine relationships among variables. Inductive qualitative content analysis was used to draw insights from open-ended responses. RESULTS: A total of 173 graduate students responded to the survey. Quantitative results indicate high levels of WLB (Mdn = 4.8, IQR = 1.5) and OSE (Mdn = 3.7-4.0, IQR = 0.5-1.0). WLB was significantly lower among females (U = 3297.5, p < 0.01). Emotion OSE was significantly higher for respondents with managerial positions (U = 2987.5, p < 0.05). WLB had significant low to moderate positive correlations with the domains of OSE (r = 0.22 to 0.32, p < 0.01). Qualitative findings reveal various appraisals of online learning and factors influencing work-life-study balance, such as work, personal life, and school. CONCLUSION: Work-life balance facilitates better online student engagement among graduate nursing students and is influenced by time management, work (i.e. job environment and stressors), personal (i.e. home life and leisure activities), and university factors (i.e. curriculum, modality, and professors). IMPACT STATEMENT: Empirical evidence on the link between WLB and OSE can inform graduate nursing academics in developing initiatives to ensure the timely completion of the degree program.

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BACKGROUND: Mixed methods research (MMR) can be a pathway for doctoral nursing students to create innovative and noble contributions for the advancement of nursing theory, practice, and education. Several issues and challenges must be identified to successfully train, mentor, and support doctoral nursing students in conducting MMR. AIM: The study aimed to explore the status and critical issues in conducting, mentoring, and training MMR in doctoral nursing programs in the Philippines. METHODS: A descriptive qualitative study was conducted by performing semi-structured online interviews with 10 purposively selected participants who were faculty and educators with doctoral degrees, involved in teaching and mentoring MMR among doctoral nursing students in the last 10 years. Data were analyzed using Braun and Clarke's thematic analysis. FINDINGS: Four key themes emerged, namely, (1) perceptions on the use of MMR, (2) facilitators to use MMR, (3) barriers to the use of MMR, and (4) recommendations to promote the use of MMR focused on the student, faculty, and educational institution levels. CONCLUSION: Providing educational, institutional, and research support for doctoral nursing students and faculty could flourish the use of MMR in doctoral nursing programs with deeper meaning and reasoning.

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This article reports the results from an anonymous survey sent to working graduate nursing students. The survey asked about nurses' awareness of medical librarians at the healthcare institutions where they work. Less than half of the survey respondents were aware that medical librarians were available to them at work. Less than half of the survey respondents claimed they consulted with a medical librarian at work or witnessed another nurse consulting with a medical librarian. The disconnect between academia and patient care is part of the 15-year research-to-bedside gap that exists in nursing. Medical librarians can help to close the gap.

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OBJECTIVE: Explore potential education and clinical pathways for nurses entering the profession through a Graduate Entry Nursing programme to transition to advanced practice roles. DESIGN: Realist review. REVIEW METHODS: A two stage process included 1) a systematic search of the following electronic databases EMCARE, MEDLINE, CINAHL, ERIC, and Scopus for published peer reviewed literature reporting academic pathways for graduates of graduate entry nursing programmes to progress to advanced nursing roles, and 2) consultation with key education programme stakeholders of graduate entry nursing programmes across Australasia, who undertook an inductive interpretive approach using realist logic to determine what works, for whom, and in what circumstances. RESULTS: Twelve published articles that explored advanced practice academic pathways for graduate entry nursing graduates were synthesised in terms of context, mechanisms, and outcomes. Data were then interpreted as to what works, for whom, in what context, and why, to develop new understandings of opportunities for advanced practice pathways for these students. No specific tailored academic pathway for graduate entry nursing graduates to progress to advanced practice was identified. Important relationships were identified between financial imperatives, political drivers, and registration requirements. CONCLUSIONS: Transformative strategies for new education pathways were identified as necessary to inspire innovation in nurturing graduate entry nurse graduates to progress to advanced practice roles. Effective collaboration and consultation within and across agencies and organisations are needed to both develop and implement accessible, expedient, and equitable programmes to enable this capable cohort to contribute to the health workforce.

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INTRODUCTION: Cultural identity has a profound impact on the health of children. The delivery of culturally appropriate care is key to patient-centered care. To combat health inequities children face, nursing faculty must prepare students to provide culturally appropriate care. METHOD: We conducted a quality improvement educational intervention to enhance pediatric nurse practitioner students' educational preparation in providing culturally appropriate care. The setting for this project was a large academic institution. This study aimed to evaluate a multimodal approach to educating nurse practitioner students on culturally appropriate care. A three-phase intervention was used to explore the impact of the multimodal approach. RESULTS: Surveys were used to explore the impact of each modality on the student's knowledge and confidence in delivering culturally appropriate care. Results suggest that a multimodal approach is an effective modality. DISCUSSION: Experiential learning opportunities are imperative to enhance the delivery of culturally appropriate care.

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Telehealth is becoming a vital option for increasing access to health care. Family Nurse Practitioners (FNPs) are often the primary providers for rural and disadvantaged populations. They may be the first to encounter patients experiencing depression and other psychiatric problems. This article describes a two-part simulated telehealth education initiative to build FNP student competencies in the use of telehealth technology to interview clients with depressive symptoms. In Part 1, students completed didactic modules that introduced them to telehealth concepts. In Part 2, they participated in a simulated telehealth encounter with a standardized patient experiencing depression. Preparation included a review of care of patients with depression and focused content on telehealth etiquette. After the encounter, they received feedback from the standardized patient, debriefed with faculty, and documented their simulated telehealth visit. The activity was evaluated through post-education surveys and a one-time focus group. Students were overwhelmingly positive regarding the relevance of the educational activity to their graduate preparation and future practice. Many shared suggestions for refinement of the activity. Integration into the current curriculum and use of existing resources increased the feasibility, cost-effectiveness, and potential for long-term sustainability of the educational initiative.

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Digital health is health care delivery that connects and empowers people and populations to manage health and wellness through technology. This mode of health care delivery has increased exponentially since the COVID-19 pandemic with most hospitals and health systems offering digital health services. The American Association of Colleges of Nursing (AACN) published The Essentials: Core Competencies for Professional Nursing Education which digital health education helps to partially meet four of these competencies. It is imperative graduate nursing education prepare future advanced practice registered nurses for practice in the evolving health care field. The purpose of this article is to share how to implement a graduate level digital health course for advanced practice registered nursing students.

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PURPOSE: This study aimed to evaluate the impact of a transcultural nursing course on enhancing the cultural competency of graduate nursing students in Korea. We hypothesized that participants' cultural competency would significantly improve in areas such as communication, biocultural ecology and family, dietary habits, death rituals, spirituality, equity, and empowerment and intermediation after completing the course. Furthermore, we assessed the participants' overall satisfaction with the course. METHODS: A before-and-after study was conducted with graduate nursing students at Hallym University, Chuncheon, Korea, from March to June 2023. A transcultural nursing course was developed based on Giger & Haddad's transcultural nursing model and Purnell's theoretical model of cultural competence. Data was collected using a cultural competence scale for registered nurses developed by Kim and his colleagues. A total of 18 students participated, and the paired t-test was employed to compare pre-and post-intervention scores. RESULTS: The study revealed significant improvements in all 7 categories of cultural nursing competence (P<0.01). Specifically, the mean differences in scores (pre­post) ranged from 0.74 to 1.09 across the categories. Additionally, participants expressed high satisfaction with the course, with an average score of 4.72 out of a maximum of 5.0. CONCLUSION: The transcultural nursing course effectively enhanced the cultural competency of graduate nursing students. Such courses are imperative to ensure quality care for the increasing multicultural population in Korea.

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Intuitively, nurse educators know that graduate students in both master's and doctoral programs question their ability to succeed. The impostor phenomenon (IP) is an internalized sense of inadequacy and fear of being seen as a fraud in the presence of external indicators of authentic achievement, and experienced by high achieving, successful individuals. Fifty-three percent (49/93) of graduate students completed the CIPS survey, and 11 master's (regular streams & nurse practitioner) and two doctoral students participated in focus group interviews. The quantitative results showed that 88 % of participants experienced moderate to intense impostor phenomenon. Two themes emerged in the qualitative analysis: (i) experiencing the imposter phenomenon and (ii) managing feeling like an impostor. Descriptions of IP were similar across the three groups of participants. This research provides a foundational understanding of how IP is experienced by graduate nursing students.

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Psychotropic medications are typically prescribed in a trial-and-error fashion, and some providers are beginning to utilize pharmacogenetic testing (PGx) as a supplemental prescribing tool in treatment decision making. PGx testing shows potential in enhancing provider insights into personalized prescribing for patients by examining genetic information related to drug metabolism. Literature points to providers' lack of knowledge in PGx interpretation as a main barrier, including psychiatric mental health nurse practitioners (PMHNPs). The aim of this study was to measure a difference, if any, in the knowledge and perceptions of PGx after implementation using a pre-post design. This study implemented an educational intervention on graduate nursing students (n = 15). Data were collected by using a pre- and post-interventional questionnaire. Results demonstrated a significant difference in findings related to students' knowledge (p < 0.001), students' skills related to pharmacogenetics, (p < 0.001), as well as students' perceived ability to implement pharmacogenetics into their practice, (p = 0.028). The authors propose that the knowledge gained from the study demonstrates the importance of introducing PGx education into the PMHNP curricula and to prepare future PMHNPs to confidently utilize PGx in their clinical practice.

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Purpose: The objective of this study is to explore and examine the approaches utilized by preceptors in guiding graduate nursing students toward developing critical thinking skills within governmental nursing colleges in Iraq. Methods: The study involved 215 preceptors employed in Al governmental nursing colleges in Iraq. Purposive sampling was used to select participants who had at least two years of nursing preceptorship experience. A survey instrument consisting of two open-ended questions was used to collect data, and descriptive and inferential statistics were used to analyze the data. Results: Most preceptors (82.8%) agreed that critical thinking is important to graduate nursing education, and 93.5% agreed that critical thinking skills are adequately taught during preceptorship. Case studies (92.1%), simulation (87.4%), and problem-based learning (81.9%) were the most commonly used methods to enhance critical thinking skills in nursing students during preceptorship. The study identified six main challenges, including managing the diverse needs and abilities of students, integrating students into the clinical environment, educators' lack of knowledge, selection criteria, teaching strategies, and language. Conclusion: The study concluded that most preceptors acknowledged the significance of critical thinking in nursing education and felt that these skills were effectively taught during preceptorship. Preceptors employed different techniques like case studies, simulation, and problem-based learning to enhance critical thinking abilities in nursing students.

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BACKGROUND: The impact of social inequity on the collective health of a society is well documented and, despite decades of research, the problem persists on a global scale. Nurse practitioners are competent to treat the downstream health effects of social inequity, but nursing students may lack the structural awareness to accurately target primary prevention efforts. OBJECTIVE: The authors discuss faculty preparation and pedagogical considerations when incorporating social justice learning into a graduate and post-graduate psychiatric nurse practitioner course. DESIGN/METHODS: Guided by Walter's Emancipatory Nursing Praxis model, several pedagogical strategies were developed to enhance graduate nursing students' awareness of oppressive and unjust realities in the healthcare setting. CONCLUSION: Emancipatory pedagogical strategies in competency-based graduate nursing education can enhance the transformative social learning essential for the development of health equity praxis.

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