Development and Validation of the Curriculum Evaluation Tool - Diversity, Equity, and Inclusion: A Tool for Evaluating Diversity, Equity, and Inclusion in Nursing Curricula.

ABSTRACT: Professional organizations and experts are calling for nursing education to be more diverse. The nursing education curriculum has been identified as one structural barrier to a diverse workforce. This article describes the development and initial validation of the CET-DEI, a curriculum evaluation tool for diversity, equity, and inclusion in nursing education. The results of a survey to establish validity are presented. Continued development of this tool shows promise for future integration in curriculum evaluation, an important first step in dismantling barriers to diversity in nursing education and the workforce.

Compassion fatigue and COVID-19: A global view from nurses.

BACKGROUND: Due to the rapid spread of COVID-19 variants, the number of people hospitalized for COVID-19 may create psychological burdens on nurses. Nurses with high levels of compassion fatigue (CF) are more likely to make work errors, deliver poor-quality care, and have greater intent to leave their position. OBJECTIVES: This study utilized the social-ecological model to examine factors associated with nurses' CF and compassion satisfaction (CS) during the COVID-19 pandemic. METHODS: Data were collected from the United States, Japan, and South Korea from July to December 2020. The Professional Quality of Life Scale was used to measure burnout (BO), secondary traumatic stress (STS), and CS. RESULTS: Data from 662 responses were used in the analysis. Mean scores were 25.04 (±6.44) for BO, 24.81 (±6.43) for STS, and 37.85 (±7.67) for CS. Multiple regression analyses indicated that resilience and intention to leave nursing were related to each study outcome (i.e., BO, STS, and CS). Greater resilience predicted lower BO and STS but greater CS, whereas intention to leave nursing indicated greater BO and STS, but lower CS. Furthermore, intrapersonal factors and organizational factors (i.e., nurses involved in developing policies to prepare for COVID-19 patients, organizational support, and personal protective equipment [PPE] provisions) were related to BO, STS, and CS. LINKING EVIDENCE TO PRACTICE: To promote nurses' psychological well-being, improvement of organizational factors such as support, PPE, and programs to enhance resilience is recommended to prepare for future emerging infectious disease crises.

Student Perspectives on Sources of Resilience During Nursing School.

ABSTRACT: Resilience is important to the academic and career success of nursing students; however, the literature on nursing student resilience is sparse and remains undertheorized. This article describes nursing students' perspectives on sources of resilience during nursing school at one institution of higher learning. A constant comparative analysis of baccalaureate nursing student focus group responses was performed. Three themes emerged: negative experiences, supportive structures and relationships, and individual coping processes and abilities. Interrelationships between thematic findings highlight the centrality of supportive structures and relationships. Based on these findings, theoretical guidance for future nursing student resilience assessments and interventions is provided.

Nursing Faculty Professional Quality of Life and Resilience in a Changing Educational Environment.

BACKGROUND: Growing workload demands of nursing faculty has led to an academic work environment that is stressful with loss of work life balance and occupational burnout. METHOD: Full-time faculty were surveyed prior to the pandemic at a private school of nursing using the Professional Quality of Life (ProQOL), Bride Secondary Traumatic Stress Scale (STSS), Conner-Davidson Resilience-10 (CDRS-10), and Trauma Informed Climate Scale (TICS-10). RESULTS: The ProQOL revealed moderate faculty burnout scores (mean score, 25.8). The STSS identified two thirds of faculty experienced secondary traumatic stress in various degrees, with one third of faculty respondents experiencing high to severe STSS symptoms. The CDRS-10 identified 42% of faculty scored within the lowest quartile and 13% of faculty scored within the highest quartile. CONCLUSION: Faculty must be provided a safe work environment to limit burn-out, promote resilience, and support work life balance to address the current nursing faculty shortage. [J Nurs Educ. 2022;61(6):330-333.].

Student perspectives on potential sources of trauma exposure during nursing school.

Adverse effects of events experienced by nursing students as harmful during nursing school have included moral distress, prolonged grief reactions, secondary traumatic stress, and anxiety and depression during nursing school. Nursing student perceptions of potential sources of trauma exposure also known as potentially traumatic events (PTEs) during nursing school are lacking in the literature. The purpose of this study was to describe nursing students' perceptions of potential sources of trauma exposure during nursing school at one private school of nursing. Four online, synchronous focus groups with undergraduate nursing students were conducted in April 2020. Four themes emerged from analysis of focus group transcripts related to potential sources of trauma exposure: Individual-oriented interpersonal sources, nursing student-oriented interpersonal sources, nursing student-oriented institutional and organizational sources, and individual-oriented community sources. Participants focused on nursing student-oriented, interpersonal, and institutional and organizational potential sources of trauma exposure, while minimizing individual-oriented, community, and macro-level potential sources of student trauma exposure during nursing school. Findings advance discussions of organizational, systems, and community PTEs in nursing education. Trauma-informed educational and healthcare systems that promote the academic and career success of nursing students should be considered in PTE prevention efforts.

Facilitators and Barriers to Critical Service-Learning Goals in a Community-Academic Relationship.

BACKGROUND: Educational exposure to authentic relationships where power is distributed is needed to prepare nursing students as social justice and patient-centered care practitioners and advocates. PURPOSE: The purpose of this study was to identify, describe, and understand facilitators and barriers to critical service-learning (SL) goals in an existing community-academic SL relationship. METHODS: Community partners were surveyed. Findings were compared with known factors in the literature that can facilitate or inhibit a relationship's success. RESULTS: Identification and description of SL relationship facilitators and barriers included partner-reported benefits from involvement in SL and limited satisfaction with their role in designing SL curriculum. CONCLUSIONS: Recommendations, such as increasing opportunities for partner involvement, provide insight into how to work toward critical SL goals in existing relationships. The equitable involvement of partners in nursing education processes has benefits for both students and community organizations.

Nurses' resilience in the face of coronavirus (COVID-19): An international view.

The purpose of this cross-sectional study was to examine factors associated with nurses' resilience during the COVID-19 pandemic. Data were collected in the latter half of 2020 from 904 nurses across Japan, Republic of Korea, Republic of Turkey, and the United States. The questionnaire included the Connor-Davidson Resilience Scale 10, plus demographics and 20 questions about practice environment, workplace safety concerning infection control, COVID-related experience, and organizational support. Fear of becoming infected, intention to leave nursing, and having had a positive COVID-19 test were inversely associated with resilience (p < 0.05). Regression analysis indicated that U.S. nurses had significantly greater resilience than nurses in the other countries examined (p < 0.001). Nurses reporting organization support and those who participated in policy and procedure development had higher resilience scores (p < 0.01). Organizational support, involving nurses in policy development, and country of practice were found to be important resilience factors in our research, which aligns with other findings. Further research is recommended to determine the optimal practice environment to support nurse resilience.

Opportunities in the integration of primary care and public health nursing: Two case exemplars on physical activity and nutrition.

OBJECTIVE: The integration of primary care and public health nursing may provide new opportunities for transforming nursing practice that addresses population health. Effective programs emphasize multilevel approaches that include both downstream (education) and upstream (policy change) actions. The purpose of this article is to identify downstream and upstream nursing actions that integrate public health and primary care practice through two case exemplars concerning disparities in physical activity and nutrition. METHODS: Describe two research case exemplars: (1) a secondary analysis of school physical activity policy for female adolescents in 36 public middle schools and (2) a focus group study of African American adults in a community kitchen program. RESULTS: In exemplar 1, school policies lacked population-based standards and presented structural disadvantages to African American girls who were already obese. In exemplar 2, participants found the community kitchen program to be more effective than the federally funded nutrition program. DISCUSSION: Integrating primary care and public health nursing could improve the tailoring of physical activity and nutrition programs to local populations by following core principles of community engagement, infrastructural sustainability, aligned leadership, and data sharing for population health improvement.

Exploring collaboration in a community-academic partnership.

OBJECTIVE: Community-academic relationships characterized by collaboration can contribute to the preparation of public health nursing students, sustainability of partnerships over time, and innovative solutions to pressing health problems. The purpose of this study was to describe and understand relationship characteristics in a community-academic partnership over time and how the relationship could be improved. DESIGN AND SAMPLE: A descriptive case study was conducted. Study participants included partnership staff, organizational leaders, community residents, and student nurses involved in the partnership between 2011 and 2015. MEASURES: Methods included focus groups, documents, interviews, and surveys. RESULTS: Four main themes emerged and include analysis findings that capture the relationship characteristics between partners and how the relationship could be improved: Time, Communication, Goals, and Sharing. CONCLUSIONS: Findings on how to improve relationship characteristics offer clear suggestions for academic and community partners on ways to move toward collaborative partnerships that can address health inequities and develop a competent and advanced public health nursing workforce in the 21st century.

Childhood obesity prevention: focusing on the community food environment.

This article examines the current state of science of Community-based Childhood Obesity Prevention Environmental Nutrition Interventions (CCOPENIs). Findings from the literature review indicate that CCOPENIs are effective in altering "obesogenic" community behaviors, reducing the prevalence of childhood obesity. However, the shortage of long-term communitywide interventions that address community characteristics limits our understanding of their effectiveness, feasibility, and sustainability. CCOPENIs have the potential to be utilized within clinical practice as well as within public health practice; however, further interdisciplinary research utilizing a CCOPENI framework is necessary to create innovative CCOPENIs that are effective, feasible, and sustainable long term.