Ethical considerations for artificial intelligence use in nursing informatics.

Artificial intelligence revolutionizes nursing informatics and healthcare by enhancing patient outcomes and healthcare access while streamlining nursing workflow. These advancements, while promising, have sparked debates on traditional nursing ethics like patient data handling and implicit bias. The key to unlocking the next frontier in holistic nursing care lies in nurses navigating the delicate balance between artificial intelligence and the core values of empathy and compassion. Mindful utilization of artificial intelligence coupled with an unwavering ethical commitment by nurses may transform the very essence of nursing.

Nurses' Professional Quality of Life and Self-Care: A Mixed-Methods Study.

BACKGROUND: Improving retention of nurses working in critical care is an urgent priority. Ideas on how to do this abound, but actual data are inconclusive. One common theory is that simply increasing nurse resiliency will minimize turnover. OBJECTIVE: To determine whether knowledge and application of compassionate self-care practices can significantly improve nurses' professional quality of life and thereby promote their retention. METHODS: This pilot study had a mixed-methods design. A training program in self-care techniques was implemented in a level IV trauma care secondary hospital, with data collected before and after the intervention by means of written surveys. Study participants were 40 nursing professionals working in an intensive care unit and a medical/surgical unit. The underlying theory was Jean Watson's framework of human caring. RESULTS: The study results showed that, although the participants evaluated the training program positively and reported improved work-life balance, they did not experience a statistically significant change in professional quality of life from before the intervention to after the intervention. CONCLUSIONS: The study findings are consistent with current literature indicating that prevention of compassion fatigue and burnout cannot be achieved by the efforts of individuals alone but requires collaboration between professionals and their institutions, with special attention to 3 elements: (1) a healthy work environment, (2) organizational support, and (3) nurse resiliency.

Responding to patient deterioration from simulation to practice: A narrative study of undergraduate nursing students.

OBJECTIVE: This study explores the impact of simulation-based training on nursing students' readiness to respond to patient deterioration in clinical practice. BACKGROUND: With limited in-hospital training opportunities, nursing educators seek alternative strategies to teach clinical skills. Simulation-based training offers a controlled environment for skill development and refinement. DESIGN: A narrative research design was used to examine the experiences of senior undergraduate nursing students (n = 12) at a private university in the Western United States. METHODS: Data were collected through semi-structured interviews conducted via Zoom. RESULTS: The study identified three key themes: the application of simulation experiences to real-world settings, the aspects of simulation training valued by students and the role of simulation in emotional regulation and coping. The findings highlight the importance of simulation training in preparing nursing students for clinical emergencies. CONCLUSIONS: Simulation training enhances clinical judgment and emotional resilience in nursing students, equipping them to handle emergent patient care. Integrating simulation into nursing curricula prepares students for clinical roles and nurse educators can enhance this by creating realistic clinical challenges in simulations.

A descriptive study on holistic nursing education: Student perspectives on integrating mindfulness, spirituality, and professionalism.

BACKGROUND: Mindfulness has gained prominence in education as a method for enhancing student well-being and learning, yet its integration into nursing curricula remains underexplored. Student lived experiences are essential to understanding the potential benefits and challenges of mindful nursing practice. AIM: To explore the lived experiences of undergraduate nursing students who practice mindfulness as it relates to nursing education. METHODS: This was a qualitative descriptive phenomenological study. Data was collected using semi-structured Zoom interviews. Recruitment used word of mouth and snowball sampling. Out of 80 applicants, 17 undergraduate nursing students were interviewed until data saturation was achieved. Data were analyzed using Edmund Husserl's approach to descriptive phenomenology, supported by Jean Watson's Theory of Human Caring and Abraham Maslow's hierarchy of needs. RESULTS: Seven main themes emerged: Interpersonal and Transpersonal Connections, Spiritual Beliefs and Practices, Faith in the Future, Feelings of Peace, Barriers to Mindfulness in Nursing Education, Integrating Mindfulness Across the Curriculum, and Mindfulness Models in Building Professional Patterns. CONCLUSION: Data indicate nursing educators have a significant role in guiding students to mindfulness practices for the well-being of the nursing profession.

Discovering nurse mode: A phenomenological study of nursing student role micro-transitions.

AIM: To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles. BACKGROUND: Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice. DESIGN: Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics. METHODS: Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached. RESULTS: Three main themes emerged: 1) Strategies for Getting In and Out of Nurse Mode, 2) Cultivating Mindful Nursing Practice, and 3) Nursing Student Socialization and Immersion. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not trapped in nurse mode while learning to navigate nurse role identity. CONCLUSIONS: Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.