Pursuing Success in a Hybrid PhD Nursing Program.

BACKGROUND: Little is known about hybrid PhD nursing students' experiences. METHOD: The purpose of this study was to describe and analyze the experiences of PhD nursing students in a hybrid program using a convergent mixed methods design. Recent nursing PhD alumni (n = 18), and current PhD students (n = 4) were recruited at a research-intensive university in the southwestern United States. RESULTS: Four metainferences were identified: (1) the facilitator of faculty as both advisors and mentors; (2) the facilitator of peers as support, motivation, and a source of advice that preceded advisors; (3) the barrier of receiving conflicting feedback from advisory and dissertation committees; and (4) the barrier of not understanding the PhD student process. CONCLUSION: Peer support is fundamental for hybrid PhD nursing student success; conflicting feedback and not understanding the process are significant barriers. Strategies are recommended to mitigate barriers to facilitate hybrid PhD nursing students' success. [J Nurs Educ. 2024;63(5):328-331.].

Embracing authenticity and challenging norms: Including people with an intellectual disability as lecturers in third level intellectual disability nursing programmes.

UNDERREPRESENTATION OF VOICES FROM PEOPLE WITH INTELLECTUAL DISABILITY IN NURSE EDUCATION: In the Republic of Ireland and the United Kingdom, university level programmes for intellectual disability nurses have traditionally incorporated the perspectives of people with intellectual disabilities but have been delivered by non-disabled educators. Perspectives are interpreted through the lens of the non-disabled person, with the voices of people with intellectual disabilities rarely heard. AN ALTERNATIVE APPROACH: INCLUDING PEOPLE WITH INTELLECTUAL DISABILITY AS EDUCATORS: In this article, an alternative approach is proposed that addresses this problem by including individuals with intellectual disabilities as educators within university programmes. Such inclusion will benefit students, academics, and ultimately the individuals who will receive health and social care from these nurses. Many countries have seen legislative and policy changes promoting inclusion for people with an intellectual disability. These are welcomed, but if they are to have a meaningful impact, societal attitudes and perceptions towards people with intellectual disabilities must be challenged. Drawing upon the concepts of social reconstruction and the ideologies of Paulo Freire and John Dewey, we argue that education can catalyze societal transformation. By including individuals with intellectual disabilities as educators in undergraduate programmes, such as nursing, traditional hierarchies of educators can be challenged, and students can learn from experts with lived experiences. This approach fosters critical thinking, reflection, and the development of authentic and informed healthcare professionals. The experiences of a co-author with a lived experience of intellectual disability as an educator, highlights the positive impact of such inclusion on students' perspectives, understanding, and empathy.

An intervention to address nurse educators' occupational well-being: A process evaluation.

BACKGROUND: There is a global need for more support for the occupational well-being of educators working in nurse education, where nurse educators experience challenges when managing their own occupational well-being. However, there is a lack of research studies into occupational well-being interventions. Aim To evaluate the usability and utility of the Self-Help INtervention for Educators in nurse education. DESIGN: A process evaluation was conducted after the intervention in Spring 2022. SETTINGS: Educational organisations providing national regulated practical nurse education in Finland. PARTICIPANTS: Nurse educators (n = 37), completing the 8-workweek intervention. METHODS: Data were collected with the self-reported electronic feedback questionnaire consisting of three sections: 1) 10-item System Usability Scale, 2) 7-item Utility scale developed for this study and 3) 4 open ended questions. The data were analysed statistically and with content analysis. RESULTS: The intervention was found to be usable; especially the easy learnability and usage of the digital Smart Break-SHINE program and the applicable exercises. It was estimated to be moderately useful as a well-being and break promoter at work. The utility of the intervention to promote physical activity and recovery during working hours was statistically more positive for educators with <5 years of work experience than those with over 15 years. Usability and utility barriers were found especially regarding workload issues. CONCLUSIONS: The Self-Help INtervention for Educators supports the occupational well-being of nurse educators and includes well-being actions suitable for different work surroundings (e.g., remote working) without the need for constant facilitating. The intervention was found to be most beneficial for early career nurse educators. The Self-Help INtervention for Educators needs more development to overcome the usability and utility barriers related to workload issues.

Nursing faculty members' response to bullying in the eyes of their students: A pilot study in Pangasinan.

BACKGROUND: Bullying is a pervasive issue that can occur in any setting, including among nursing students and within the nursing profession. Faculty members have a vital role in resolving bullying. OBJECTIVES: To examine the nursing faculty members' responses to incidents of bullying within two nursing institutions in Pangasinan. DESIGN: Descriptive- comparative design. SETTINGS: Two Colleges of Nursing in a city in Pangasinan, Philippines. PARTICIPANTS: Nursing students from first to fourth year BS Nursing students. METHODS: An online survey was the main tool in this study, Lynch formula was utilized to calculate the sample size. There are 458 nursing students who participated in this study. Frequency, percentage, mean, standard deviation, one-way ANOVA, and t-test were used to analyze the data. RESULTS: It was revealed that faculty members sometimes address bullying by group discussion (M = 3.26, SD = 1.27), and they almost never utilized non-intervention in bullying (M = 2.33, SD = 0.85). There is a variation in terms of group discussion with a one-way ANOVA score of F (2, 455) = 3.22, p = 0.04, when faculty members are grouped according to their degrees. Regarding the difference between the faculty members' responses to bullying when grouped according to gender, there is a significant difference between male and female for mediation (t(457) = 2.10, p = 0.04), group discussion (t(457) = 2.79, p = 0.01), victim support (t(457) = 2.54, p = 0.01), and disciplinary methods (t(457) = 2.66, p = 0.01). CONCLUSION: The study emphasizes the complex nature of tackling bullying among nursing students. It highlights the efficacy of several solutions used by faculty members, such as group discussions, mediation, victim assistance, and disciplinary measures. The findings indicate that a comprehensive understanding of the dynamics involved in addressing bullying is necessary. This understanding highlights the significance of a cooperative and compassionate strategy that includes all individuals involved in the educational setting. It is clear that a standardized approach may not be enough, and customized techniques that take into account the particular circumstances and requirements of the persons involved are essential.

Integrating wellness into curricula using the ten dimensions of wellness as a framework.

Burnout is a public health crisis that persists at the expense of clinician well-being, the healthcare workforce, and the quality of care provided. Clinician well-being is a professional imperative, yet nursing students still report higher levels of burnout than non-nursing students. Cultivating an academic learning environment that supports the development of resiliency, well-being, and improved student mental health requires a coordinated and sustained effort from nurse educators and academic leaders. This article aims to inspire nurse educators to take the first or next steps toward integrating wellness into nursing curricula. The ten dimensions of wellness provide a framework for wellness programming. Practical strategies aligned with each dimension are offered. As an exemplar, the Banding Together for Wellness program is summarized, including innovative incentives for student participation. Over the past five years, 426 (approximately 54 %) undergraduate nursing students voluntarily completed the program. While best practices may vary by institution, the strategies and resources offered herein can support nurse educators in the classroom, lab, and clinical setting as we all work to foster personal and professional well-being in nursing students. Nurse educators can be instrumental in cultivating the knowledge, skills, and attitudes required for life-long self-care, well-being, and nursing practice.

Analysis of a Needs Assessment Survey to Develop an Online Resource Repository Supporting Nurse Anesthesia Educators.

BACKGROUND: Without highly qualified nurse anesthesia educators and administrators, the health care system will be threatened by the inadequate supply of certified registered nurse anesthetists (CRNAs). PURPOSE: American Association of Nurse Anesthesiologists' Faculty Stabilization Task Force (FSTF) analyzed reasons for high faculty turnover and developed recommendations to support nurse anesthesia faculty and administrators. METHODS: A survey evaluated participants' current role, leadership development opportunities, mentorship experiences, and resource needs. RESULTS: Of 109 respondents, 87 (80%) were program administrators or assistant administrators with less than 5 years of experience in their role. Despite academic experience, 51% felt adequately prepared for their role. CONCLUSIONS: The FSTF provided 2 recommendations: to create a robust faculty development program for all faculty at all levels of CRNA education and a repository of information needed for program administrators and faculty to oversee and educate students in a high-quality CRNA program.

Perceptions of Incivility Among Dental Hygiene Students and Faculty/Administrators.

Purpose While incivility has been part of higher education for many years, there has been a documented increase as both students and educators have begun to recognize this behavior and its effects on student learning, faculty satisfaction and stress. The purpose of this descriptive study was to investigate the perceptions of incivility among dental hygiene students and faculty/administrators.Methods This study utilized a convenience sample of five dental hygiene programs in California. The Incivility in Higher Education-Revised survey (IHE-R) was adapted to obtain data regarding perceptions of incivility among dental hygiene students and faculty/administrators. The survey required participants to describe incivil encounters and the perceived reasons for and consequences of the incivil behavior. An online survey was used for faculty and a paper survey was administered for dental hygiene students. Data from the open-ended questions were reviewed, summarized, edited for redundancy, and analyzed using categories.Results Of the 196 participants, 81.63% were dental hygiene students (n = 160) and 18.37% were dental hygiene faculty and administrators (n = 36). Data analysis of participant responses related to the primary reason for incivil behavior in dental hygiene education revealed five categories including lack of consequences, personality traits, miscommunication, stress, and lack of professionalism. Upon data analysis of participant responses related to the most significant consequence of incivil behavior in dental hygiene education, five categories emerged including hostile environment, decreased student success, emotional distress, relationship damage, and professional damage.Conclusion Both faculty and students felt there was a lack of consequences for incivil behavior and did not feel adequately equipped to manage these situations when they arose. Dental hygiene institutions and professional organizations need to consider offering advanced training in creating a culture of civility to prevent and address incivil behaviors.

A National Survey of Nursing Faculty Resilience, Moral Courage, and Purpose.

BACKGROUND: High rates of nursing faculty burnout and moral distress fuel faculty attrition, which directly affects our ability to educate new nurses. This study investigated the relationships among resilience, moral courage, and purpose to inform strategies to promote well-being in nursing faculty. METHOD: A descriptive, correlational study was conducted using a convenience sample of nursing faculty in the United States and Canada (n = 690). Participants completed three surveys: the Connor Davidson Resilience Scale (CD-RISC), the Moral Courage Scale for Nursing Faculty (MCNF), and the Meaning of Life Questionnaire (MSQ), as well as a single open-ended question. RESULTS: Moral courage was moderately correlated to resilience, and the Meaning of Life Presence subscale was moderately correlated to resilience. Meaning of life presence and meaning of life search were moderately negatively correlated. CONCLUSION: Resilience, moral courage, and purpose are essential in promoting professional fulfillment and personal well-being in nursing faculty. [J Nurs Educ. 2023;62(7):381-386.].

The relationship among faculty-to-faculty incivility and job satisfaction or intent to leave in nursing programs in the United States.

BACKGROUND: There have been numerous studies examining student-faculty and faculty-student incivility in nursing programs (Atmiller, 2012; Clark et al., 2021; Clark & Springer, 2010; Eka & Chambers, 2019; Tourangeau et al., 2014). Research on faculty-to-faculty incivility in nursing programs has been lacking. PURPOSE: The purpose of this study was to determine if there was a relationship among faculty-to-faculty incivility, job satisfaction and intent to leave. Furthermore, this study examined the barriers to addressing incivility, the contributing factors to workplace incivility and strategies to improve workplace incivility. METHODS: The initial sampling method used was a randomized stratified cluster sampling method. Due to a poor response rate the sampling process was changed to convenience sampling. The researcher collected data using The Workplace Incivility/Civility Survey. Additional questions were added to collect demographic data, incidences of incivility in the workplace, the physical and emotional response to these incidences, job satisfaction and intent to leave. RESULTS: Data analysis showed that 50 % of the participants believe faculty-to-faculty incivility is a moderate to severe problem in their workplace. Furthermore, there is a negative correlation between faculty-to-faculty incivility and job satisfaction or faculty retention. Additional findings showed that 38.6 % of the participants had minimal to no confidence in addressing workplace incivility. Fear of professional or personal retaliation was the greatest barrier to addressing workplace incivility. CONCLUSION: The current nursing faculty shortage has created a barrier to addressing the nursing workforce shortage. Universities and nursing programs need to address the factors that lead to decreased job satisfaction and faculty attrition with incivility being one of the factors.

Faculty as Learners: Neuroscience in Action.

BACKGROUND: Today's nursing education environment requires a contemporary approach to teaching and learning that consistently challenges nurse educators to develop their expertise and embrace advanced teaching techniques. The application of neuroscience principles is one such approach. METHOD: For this descriptive study, nurse faculty (N = 16) attending a 10-week faculty development course were recruited to participate in focus groups. Discussion topics included the influences of a program using neuroscience principles to enrich an educator's teaching practice. RESULTS: Qualitative content analysis resulted in a model depicting a safe learning container contributing to a cognitive shift from teaching to learning in mind. Safe learning included communication of shared vulnerability, intentionality, and transparency. The shift required energy, risk taking, and time. CONCLUSION: The findings contribute to an increased understanding of how neuroscience principles are perceived through direct application by faculty using a novel approach to teaching and learning, thus advancing the science of nursing education. [J Nurs Educ. 2023;62(5):291-297.].

Ethics education: Nurse educators' main concern and their teaching strategies.

BACKGROUND: To practice nursing ethics, students must first understand the ethical concepts and principles of their profession, but despite this knowledge, students face challenges in implementing ethical principles in clinical settings. The educational performance of nurse educators is critical in resolving these challenges. This study focused on the lived experiences of nurse educators. OBJECTIVE: To address the main concern of educators when teaching ethics to undergraduate nursing students and how they deal with it. RESEARCH DESIGN: We conducted this qualitative content analysis in Iran in 2020. We used individual semi-structured interviews to collect, record, and transcribe data, as well as Graneheim and Lundman method to analyze them. PARTICIPANTS: and research context: We used purposive sampling to select 11 nurse educators who either were currently in the position of ethics educators or had taught ethics from Iranian universities of medical sciences. ETHICAL CONSIDERATIONS: The present study received the code of ethics No. IR.MODARES.REC.1399.036. Participants were aware of the study's purpose and signed a consent form to participate in the study. We considered data confidentiality and the voluntary principle in data collection. FINDINGS: Nurse educators' main concern was how to sensitize students to ethical principles in clinical settings, so they tried to involve students in the teaching process, to repeat and practice ethical principles and concepts, simplify and simulate ethical principles and concepts, and provide opportunities for students to gain clinical experiences. DISCUSSION: To sensitize students to ethical nursing care, nurse educators try to institutionalize ethical principles using different teaching methods, including students' involvement in teaching, experiential learning through simulated situations, practice, repetition, and provision of opportunities for practice and experience. CONCLUSION: Improving students' cognitive ability and objectifying moral concepts and principles for students will institutionalize moral values in them that are fundamental for their moral sensitization.

Using Collaborative Online International Learning to Support Global Midwifery Education.

BACKGROUND AND LOCAL PROBLEM: The COVID-19 pandemic created a gap in global health learning, requiring creative solutions to bridge the divide. Collaborative online international learning (COIL) is a program between universities located in different geographic areas that aims to build cross-cultural learning and collaboration. INTERVENTION: Faculty members from Uganda and the United States worked collaboratively to plan a 2-session COIL activity for nursing and midwifery students. Twenty-eight students from the United States and Uganda participated in the pilot quality improvement project. MEASURES: Students completed a 13-question REDCap survey measuring satisfaction, time commitment for the activity, and increase in knowledge about differently resourced healthcare systems. Students also were asked to provide qualitative feedback in that survey. RESULTS: Survey results indicate a high level of satisfaction and an increased understanding of a new healthcare system. The majority of students wanted more scheduled activity times, the opportunity to meet face to face, and/or more robust sessions in the future. CONCLUSION: This COIL activity between students in the United States and Uganda was a no-cost activity that provided global health learning opportunities for students during the global pandemic. The COIL model is replicable, adaptable, and customizable for a variety of courses and time spans.

The state of mental health, burnout, mattering and perceived wellness culture in Doctorally prepared nursing faculty with implications for action.

BACKGROUND: Depression, anxiety, and burnout are an epidemic in the nursing profession. Unlike nurses in clinical settings, little is known about the mental health of doctorally prepared nursing faculty in academic settings, especially when separated by degree type (Doctor of Philosophy in Nursing [PhD] vs. Doctor of Nursing Practice [DNP]) and clinical or tenure track. AIMS: The study aims were to: (1) describe the current rate of depression, anxiety, and burnout in PhD and DNP-prepared nursing faculty and tenure and clinical faculty across the United States; (2) determine if differences exist in mental health outcomes between PhD and DNP-prepared faculty and tenure and clinical faculty; (3) explore whether wellness culture and mattering to the organization influence faculty mental health outcomes; and (4) gain insight into faculty's perceptions of their roles. METHODS: An online descriptive correlational survey design was used with doctorally prepared nursing faculty across the U.S. The survey was distributed to faculty by nursing deans and included: demographics; valid and reliable scales for depression, anxiety, and burnout; an assessment of wellness culture and mattering; and an open-ended question. Descriptive statistics described mental health outcomes; Cohen's d was used to determine effect sizes between PhD and DNP faculty for the mental health outcomes; and Spearman's correlations tested associations among depression, anxiety, burnout, mattering, and workplace culture. RESULTS: PhD (n = 110) and DNP (n = 114) faculty completed the survey; 70.9% of PhD faculty and 35.1% of DNP faculty were tenure track. A small effect size (0.22) was found, with more PhDs (17.3%) screening positive for depression than DNPs (9.6%). No differences were observed between tenure and clinical track. Higher perceptions of mattering and workplace culture were associated with less depression, anxiety, and burnout. Identified contributions to mental health outcomes yielded five themes: lack of appreciation, role concerns, time for scholarship, burnout cultures, and faculty preparation for teaching. LINKING EVIDENCE TO ACTION: Urgent action must be taken by college leaders to correct system issues contributing to suboptimal mental health in both faculty and students. Academic organizations need to build wellness cultures and provide infrastructures that offer evidence-based interventions to support faculty well-being.

Practical Implications of Online Learning with Nurses During Coronavirus Disease 2019.

This study explores how teaching practices were impacted by coronavirus disease 2019 (COVID-19) in a fully online nursing program. In-depth interviews were conducted of faculty in an online nursing program. The findings of the study suggest that the COVID-19 pandemic was challenging for the faculty members, but still they considered it an opportunity for personal and professional growth; they used this disruption to humanize their teaching practices by focusing on self-care to support their students in the challenging times of a global pandemic. The members also mentioned institutional support was crucial for their perseverance, growth, and job satisfaction.

Cultural intelligence and intercultural effectiveness among nurse educators: A mixed-method study.

BACKGROUND: Due to globalisation, the education sector is becoming multi-cultural. It is important for nurse educators to be aware of various cultures and to be able to work efficiently with culturally diverse group of students and colleagues. OBJECTIVES: To examine cultural intelligence and inter-cultural effectiveness among nurse educators and as well as to explore their experiences in culturally diverse education settings. DESIGN: A mixed-method approach applying a sequential explanatory design. RESULTS: Nurse educators' cultural intelligence (CQ) and intercultural effectiveness (IE) scores were above the median values, with an overall score of 76.33 (range 23-100) for CQ and 74.64 (range 58-87) for IE respectively. Individual CQ component scores were noted to be high. Although, the cognitive component was in the lower score range, which involves knowledge of norms, practices, values, rules of languages, and rules for expressing non-verbal behaviours. For IE, nurse educators had a lower score with Message Skills, which involved effective interactions conveying messages specific to a particular culture or group. The initial quantitative findings was explained by the narratives of nurse educators reinforcing that acquiring cultural intelligence is a continuous process of knowing and learning through active sharing and that cultural sensitivity overlaps with professional nursing standards. CONCLUSION: In the presence of culture-related dilemmas, nurse educators resort and are guided by professional standards of cultural awareness, inclusivity and culturally safe practice in nursing. Future research might need to examine how objective measures of cultural intelligence and experience-based evidence from nurse educators contribute to shaping the professional nursing requirements and standards applied in the nursing curriculum.

Nurse Educators' Pedagogical Approaches Addressing Student Nurses' Mental Health Care Competence: A Qualitative Study.

Nurses' mental health care competence is vital for addressing the current mental health care crisis' demand for quality in mental health care and services. These challenges also involve educational institutions. In the mental health course of the bachelor's nursing curriculum, nurse educators face multiple tasks and challenges concerning preparing students for their clinical placement. This study aimed to explore and describe nurse educators' pedagogical approaches across three universities. The study applied a qualitative and descriptive design, and data were collected from individual qualitative interviews with 13 experienced nurse educators. A content analysis approach in lines with Graneheim and Lundman was used to analyse the data. The content analysis resulted in one theme and three categories, and each category was characterised by three subcategories. The theme intentionally preparing student nurses for mental health care competence served as an overarching theme describing the educators' overall reflections and descriptions. The three categories were: activating students for the mental health context; caring for students on a personal level; and supporting students in grasping the scope of nursing within the mental health context. These categories described the varieties and complexity of nurse educators' pedagogical approaches addressing student nurses' mental health care competence.

Psychological safety in simulation: Perspectives of nursing students and faculty.

BACKGROUND: As simulation education continues to grow, more consideration has been given to creating and maintaining a psychologically safe simulation learning environment. It is known that failing to provide psychological safety can lead to feelings of incompetence and a lack of confidence with students. However, it is essential to understand what makes and maintains psychological safety in simulation from both student and facilitator's perspectives. In further understanding psychological safety, nursing educators can challenge students to think beyond that of task attainment and into the deeper realm of critical thinking and critical reflection. OBJECTIVES: The aim of this study was to understand students' and facilitators perspectives of psychological safety in simulation. METHODS: Participants in this qualitative interpretive description study were seven students and four faculty that were chosen using convenience sampling. The data was collected over a 2-week period where semi-structured interviews were used to collect the participants perspectives. Data analysis was continuous and iterative and used inductive analysis. RESULTS: There were two student themes which focused on the student-facilitator interaction: 1) dynamic interaction, 2) student self-efficacy. The facilitators results showed two themes which focused on 1) simulation design and 2) trust. CONCLUSION: Diverging thoughts are present between faculty and students in what constitutes psychological safety. In describing both the similarities and differences, we have a better understanding on how to create and maintain psychological safety thereby, providing students with the best learning experience possible.