Where are nurse-scientists? Academic nursing research at critical crossroads.

BACKGROUND: Academic nursing research is at a critical impasse after the great retirement and resignation during COVID-19. Sustaining and replenishing senior nurse-scientist faculty that are clinical experts with real-world clinical practice is critical. Leveraging the mission of nursing scholarship within the business of building and sustaining externally funded research enterprises in schools of nursing presents conundrums, especially with persistent nursing faculty vacancies. PURPOSE AND METHODS: Through a lens of intersectionality within the context of academic bias and nursing education regulation, we address challenges in NIH funding for nurse-scientist faculty. Publicly available data reveal equity, inclusion, and advancement issues that make it an unequal playing field for nurse-scientist faculty if expected to achieve similar NIH funding as faculty in schools of public health and medicine. DISCUSSION: Understanding research enterprises requires appreciation of the complex interplay between academic nursing units, university infrastructures, and academic budgetary models. Creative support for both nursing deans and their faculty is needed.

Career advancement and professional development in nursing.

BACKGROUND: Excellence underscores the need for nurses to keep their skills and competencies current through participation in professional development and career advancement. Evidence suggests that internationally educated nurses (IENs) progress relatively slowly through the career ladder and participate less in professional development compared with nurses educated in the United States (UENs). Mentorship and self-efficacy are considered major determinants of career advancement. PURPOSE: The aim of the study was to understand the differences in levels of mentorship function and self-efficacy as well as the differences in participation in professional development and career advancement between UENs and IENs. METHOD: A descriptive survey design was implemented using a Web-based survey. RESULTS: Significant disparities were noted in the role model function of mentoring and some professional development and career advancement measures between UENs and IENs. Mentorship is essential for professional growth. Sociodemographic characteristics of mentors are important because mentors are role models. CONCLUSION: Standardized career advancement structures are needed to promote professional growth.

Transdisciplinary teamwork simulation in obstetrics-gynecology health care education.

This program evaluation was designed to assess whether a transdisciplinary teamwork simulation experience improves collaborative attitudes among women's health students toward the goals of reducing medical errors and improving patient outcomes. This program evaluation used a pretest-posttest comparative design to measure changes in collaborative attitudes among 35 multidisciplinary women's health students before and after a transdisciplinary simulation experience. Collaborative attitudes were measured by the Team Attitudes Questionnaire. Data analysis consisted of descriptive analysis, paired t tests, and post hoc item analysis. Findings suggest significant increases in collaborative attitudes for mutual support and communication but no significant increases in attitudes for structure, situation monitoring, or leadership from pretest to posttest. Trans-disciplinary simulation experiences among women's health students may enhance mutual support and communication and promote better patient outcomes. Future research should focus on mechanisms to facilitate improvements in structure, situation monitoring, and leadership.

The use of "high-stakes testing" in nursing education: Rhetoric or rigor?

The expectations for clinically ready graduates have increased over the years, paralleling changes in the NCLEX exam with increasingly cognitively difficult items in preparation for professional nursing practice. Yet, it is widely recognized that nursing program exit standardized exams have come under increased scrutiny in several public cases. Several articles have frequently been cited in the opposing argument against use of the HESI Exit Exam or other standardized nursing exit exams. We review two of these for logical coherence and standard psychometric adherence given their recurrent use in arguing against nursing program exit standardized testing. In light of patient safety implications and school accreditation consequences, it's more important that schools use exit standardized testing and assess minimum competency of students based on an exit program standardized exam. Measurement standards are critical to these analyses. The use of a program exit standardized exam also alerts students that faculty are holding them accountable for their time in the program.

Standardized testing in nursing education: Preparing students for NCLEX-RN® and practice.

Standardized testing that predicts nursing student success accurately and identifies weak content areas has played a critical role in nursing education. Critics of such testing lament the harm of this type of testing, often misinterpreting common practices as well as overlooking all value. The goal of nursing school is to graduate competent professionals with adequate knowledge to practice safely, who can pass the NCLEX-RN® and gain employment. The use of standardized exit exams or comprehensive exams that are valid and reliable should be embraced as evidence-based, academically rigorous evaluation tools, much like the discipline of education has embraced the Praxis Exam. This paper will present evidence supporting the value of "program exit standardized testing" and address the importance of assessing students and focusing on minimum competency. As a profession that prides itself on the use of evidence to guide practice, we need to use evidence to guide policy development with respect to the use of standardized testing in nursing education.

The standardized patient experience in undergraduate nursing education.

Drexel University College of Nursing and Health Professions was the first Undergraduate Nursing Program to incorporate the Standardized Patient Experience as a requirement for the completion of the Undergraduate Nursing Degree. This requirement has resulted in positive student outcomes and increased student satisfaction.

The embodiment of authentic leadership.

Development of student leadership capacity and efficacy is critical to the nursing profession, and vital to this process is a strong foundation in critical thinking that includes a depth of understanding of self (i.e., authentic leadership development). This article will (a) present a theoretical overview of authentic leadership as compared with other popular leadership theories, (b) provide an overview of development/implementation of an authentic leadership course, the first in a series of six one-credit courses as an integral component of the Macy Undergraduate Leadership Fellows Program for upper-level nursing students, and (c) discuss related implications for nursing education. Findings from an investigator-developed quantitative pre-post survey and qualitative evaluation questions are provided. Student feedback regarding the comprehensive nature of the course was extremely positive and affirmed the value of introspection associated with authentic leadership in ongoing personal and professional development. Critical pedagogy and action-oriented learning strategies also proved beneficial to student engagement.

Human papillomavirus and cervical cancer knowledge, health beliefs, and preventive practices in 2 age cohorts: a comparison study.

BACKGROUND: Genital human papillomavirus (HPV) infection is the most common sexually transmitted infection in the United States and a known precursor of cervical cancer. Recent studies suggest a bimodal HPV prevalence for women in 2 age groups: 19 to 26 and 40 to 70. HPV and cervical cancer knowledge has yet to be investigated in the older population of women. OBJECTIVE: The objective of this study was to evaluate and compare the HPV and cervical cancer knowledge, health beliefs, and preventive practices in women in these 2 age groups. METHODS: This study used a cross-sectional, descriptive design. A convenience sample of 300 women in 2 age groups was recruited from 3 ambulatory obstetrics and gynecology practices in Philadelphia, Pa. Participants completed the Awareness of HPV and Cervical Cancer Questionnaire to determine their HPV and cervical cancer knowledge, health beliefs, and preventive practices. RESULTS: A total of 280 responses (131 for the age group 19-26 years and 149 for the age group 40-70 years) were received. Significant differences were found between the 2 groups in knowledge (P = 0.010) only, but not health beliefs (perceived susceptibility [P = 0.111] and perceived seriousness [P = 0.266]). Significant differences in select preventive practices were also noted between these 2 groups. These included Pap smear (P = 0.05), use of condoms (P = 0.002), and use of oral contraception (P < 0.001). CONCLUSIONS: There is a remarkable need for age-appropriate HPV and cervical cancer awareness and education for women older than the age of 40. Women's health care providers are perfectly positioned to act as a catalyst to improve HPV and cervical cancer knowledge, health beliefs, and preventive practice to ensure optimal health promotion for all women.

Promoting quality and safety in women's health through the use of transdisciplinary clinical simulation educational modules: methodology and a pilot trial.

This manuscript presents the methodology used to assess the impact of a clinical simulation module used for training providers specializing in women's health. The methodology presented here will be used for a quantitative study in the future.