Collaborative International Nursing Writing Group: A Nonpatriarchal Approach.

This paper offers a critical discussion of the evolution and impact of an international nursing writing group, developed to support nursing faculty and academics globally. Amid the challenges posed by the COVID-19 pandemic, the writing group adapted and thrived online with a flattened power structure, and shared influence and acknowledgment of mutual capacity and contribution. The writing group attracted participants from various countries, with international members enriching collaboration, and fostering a global network of nursing scholars. By embracing diverse perspectives and promoting nonpatriarchal approaches to scholarly writing, the International Writing Group became a unique and valuable platform for academic growth and cross-cultural exchange in nursing.

ChatGPT in Higher Education: Practical Ideas for Addressing Artificial Intelligence in Nursing Education.

BACKGROUND: As the use of artificial intelligence (AI) becomes more prevalent in academic settings, there is a growing concern about maintaining a culture of integrity. METHOD: This article explores the role of academic institutions and programs in fostering a culture of integrity in relation to AI. RESULTS: By implementing specific policies, integrating tools, and utilizing software for AI detection, academic institutions can establish a culture of integrity in relation to AI. These collective efforts foster an environment where ethical AI practices are upheld and reinforce the importance of academic honesty, particularly in the nursing profession. CONCLUSION: Academic institutions have the capacity to establish integrity-focused policies and integrate anti-AI agent tools in courses to mitigate unethical AI usage, while software advancements assist faculty in identifying AI presence during assessments. Emphasizing the interplay between academic and professional integrity strengthens nurses' dedication to academic honesty. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Employing a Risk Assessment Tool for Shared Decision-Making in Breast Cancer Screening.

Background: The existing guidelines for breast cancer screening incorporate assessing individual risk but contain no universally recommended risk assessment tool in the primary care setting. Local Problem: A family planning program utilizing nurses and nurse practitioners for assessment, education, and referral lacked a risk assessment tool for assessing breast cancer risk. Methods: A breast cancer risk assessment tool was implemented in practice. Interventions: The interventions involved assessing the patient's risks, providing education on risk reduction strategies, and determining the need for clinical breast exams and referrals for mammography. Results: The study demonstrated a clear correlation between the number of breast cancer risks identified and the extent of education provided to patients based on their specific risk profiles (0 vs. 1.5 risks; 2 vs. 4.6 educational components). Among patients under age 35, 80% opted for a clinical breast exam, while 100% of patients age 40 and above agreed to both clinical breast exams and referrals for mammography after discussing individual risks. Conclusions: The use of a breast cancer risk assessment tool provided an evidence-based foundation for the shared decision-making conversation between patient and nurse/provider on risk reduction. The discussion included current evidence on the risk versus benefit of age-based screening options for breast cancer, allowing for an informed decision made jointly between the patient and provider.