Addressing Nursing Students' Anxiety During Simulation Sessions: A Pilot Intervention Study.

BACKGROUND: Although simulation-based education plays a vital role in nursing education, it consistently induces high levels of anxiety among nursing students. This study aimed to implement a mindfulness intervention to alleviate anxiety in nursing students during simulation sessions. METHOD: This randomized controlled trial study included 54 nursing students. Both survey and emotion track system data were collected and analyzed using multivariate analysis of covariance. RESULTS: The intervention effectively reduced anxiety among students in the experimental group compared with students in the control group during simulation sessions. The frequency (F[1, 53] = 6.145, p = .016), intensity (F[1, 51] = 3.771, p = .050), and duration of anxiety felt by students (F[1, 50] = 4.223, p = .017) decreased after the intervention. However, no long-term effects of the intervention were identified. CONCLUSION: The implementation of a mindfulness intervention successfully alleviated anxiety among nursing students during simulation. [J Nurs Educ. 2024;63(9):577-583.].

Nursing Faculty Workforce Development Project.

A proposed nursing faculty workforce development project by a college of nursing within a research-intensive institution will increase the number of nurse faculty from the current population of BSN-prepared nurses from underserved communities in a state to earn a master of science in nursing (MSN) degree with a nursing education specialty. This project will be accomplished through partnerships between a college of nursing and academic institutions with large nursing student populations from underserved communities. In addition, the project will incorporate the employment of MSN students at academic partner institutions within a clinical nurse faculty role. The proposed project will continue after an initial federally funded grant to continue the project and address the nurse faculty shortage from diverse populations and advance health equity and culturally congruent health care in the state. The project will also enhance partnership building with stakeholders, such as statewide academic institutions, to impact underserved communities.

The Effects of Frequent Quizzing on Exam Scores in a Baccalaureate Nursing Course.

ABSTRACT: This study examined the relationship between the use of frequent quizzing and students' examination scores in a fundamental-level baccalaureate nursing course. Four cohorts of students were utilized: two cohorts (n = 230) received only unit exams and a comprehensive final, whereas the other cohorts (n = 210) were given quizzes in addition to the unit exams and comprehensive final. Exam scores were analyzed to determine if there was improvement in scores once quizzing was implemented. Comparing the quizzing and control cohorts, quizzing was found to improve both unit (p < .001, ηp2 = .039) and final (p < .001, ηp2 = .046) exam scores.

Laughter Is the Best Medicine: Teaching to Teach Using Standardized Patients.

This article describes an innovative approach to patient teaching using standardized patients, humor, and therapeutic communication. The strategy was designed for baccalaureate students enrolled in a fundamentals nursing course. Students, divided into small groups, were assigned a patient education topic to provide to the standardized patient. Student and faculty feedback indicated positive responses to this instructional strategy. Utilization of this learner-centered teaching environment to promote therapeutic communication during a complex patient-teaching scenario was found to be beneficial for novice nursing students.