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1.
J Nurs Educ ; 63(5): 277-281, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38729136

RESUMO

BACKGROUND: Enhancing faculty voice and promoting shared governance within academia has long been called for but has not been well-reported. A college of nursing in the midwestern United States identified shortcomings in its organizational structure including lack of faculty voice, communication barriers, lack of faculty participation in decision making, and academic programs operating independently. METHOD: A workgroup was formed to transform the bylaws to promote shared governance, including faculty voice, equality, and engagement. RESULTS: The bylaws were revised and presented to faculty for discussion, further revisions, and vote. The revised bylaws were approved and implemented in August 2021. CONCLUSION: Through transformation of the bylaws, the college's 12-committee structure was reconceptualized to five standing committees and 13 subcommittees. Clear communication lines and cross-committee collaboration was established to break down the former academic program silos. Faculty with primary teaching assignments are equally represented throughout the structure with voice, vote, and responsibility. [J Nurs Educ. 2024;63(5):277-281.].


Assuntos
Docentes de Enfermagem , Escolas de Enfermagem , Humanos , Escolas de Enfermagem/organização & administração , Meio-Oeste dos Estados Unidos
3.
J Nurs Educ ; 63(5): 328-331, 2024 May.
Artigo em Inglês | MEDLINE | ID: mdl-38729148

RESUMO

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.].


Assuntos
Educação de Pós-Graduação em Enfermagem , Estudantes de Enfermagem , Humanos , Educação de Pós-Graduação em Enfermagem/organização & administração , Estudantes de Enfermagem/psicologia , Pesquisa em Educação em Enfermagem , Grupo Associado , Mentores , Feminino , Docentes de Enfermagem/psicologia , Masculino , Sudoeste dos Estados Unidos , Adulto
4.
BMC Med Educ ; 24(1): 511, 2024 May 08.
Artigo em Inglês | MEDLINE | ID: mdl-38720333

RESUMO

BACKGROUND: Nursing faculties need to develop digital competencies to effectively use information, communication, and technology-based nursing education. PURPOSE: The study aimed to develop and apply a theory-guided faculty development program on digital teaching competencies. METHODS: A faculty development program was developed. Between March and April 2020, three five-hour web workshops participated by ninety-three faculty members were held. The program was assessed via mixed methods, combining satisfaction surveys post-workshop with content analysis of open-ended questionnaires to gauge participant evaluation of program content and learning experience. RESULTS: Participants were highly satisfied with the program contents and their opportunity for integrating digital technology into education and improving faculty proficiency in digital teaching technology. CONCLUSIONS: The program provides faculties with the self-confidence and essential skills to teach students using information, communication, and technology-based nursing education by enhancing their digital teaching competencies. It is critical to integrate both digital proficiency and nursing practice education.


Assuntos
Docentes de Enfermagem , Desenvolvimento de Pessoal , Humanos , Competência Profissional , Feminino , Masculino , Educação em Enfermagem/métodos , Ensino , Inquéritos e Questionários , Desenvolvimento de Programas , Adulto
5.
J Prof Nurs ; 52: 40-49, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777524

RESUMO

With the widespread adoption of online education, nursing educators have observed significant challenges related to learner engagement and participation. Over the past decade, the implementation of Caring has consistently displayed a beneficial influence on creating and maintaining a sustainable online learning environment. However, existing online nursing curricula often lack a Caring and learner-centered approach. The aim of this integrative review is to analyze existing research and gain a comprehensive understanding of the factors that promote a sense of Caring in online nursing education programs. A systematic search for published peer reviewed, English language literature identifying the factors that contribute to Caring in online nursing education was conducted utilizing five databases. Findings from 18 included articles suggest that a combination of Caring strategies implemented by faculty and students, and the utilization of institutional resources contribute to enhanced student outcomes. Faculty driven strategies that promote an online Caring environment are Caring communication, role modeling, building personal connections, demonstrating teaching passion, and embodying emotional intelligence. Student behaviors that promote a Caring online environment include deliberate commitment to learning, genuine presence, active listening, and meaningful interactions with peers. Furthermore, incorporating instructional design to develop a Caring learning platform provides synergy to the student and faculty strategies to produce a Caring environment.


Assuntos
Currículo , Educação a Distância , Empatia , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Docentes de Enfermagem , Bacharelado em Enfermagem , Educação em Enfermagem , Aprendizagem
6.
J Prof Nurs ; 52: 1-6, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777520

RESUMO

Within higher education, scholarship is narrowly and inconsistently defined, limiting recognition of evolving faculty expectations, particularly for nursing faculty. At this academic medical center, a campus-wide, multi-school, academic advancement policy was achieved with a broader definition of scholarship that included: peer-reviewed publication of federally funded research, as well as innovation in curriculum development, teaching methodology, community engagement, safety and quality improvement, clinical practice, and health policy that would be applicable to tenure and non-tenure track faculty. The background, process, and outcomes of developing an expanded definition of scholarship that encompasses new and evolving areas of scholarship for a reconstructed academic personnel policy is presented. Beginning with a literature review and surveys of other schools' policies, we describe how a campus-wide working group ensured consensus and acceptance of the new policy. Upon approval of the reconstructed document, guidelines for implementation were widely disseminated through training workshops and discussions, integration into new faculty orientation, and faculty development programs. We share our process, outcomes, and lessons learned believing this information to be useful to other institutions engaged in review and revision of their promotion and tenure processes to align with the increasing expectations of nursing faculty of today and tomorrow.


Assuntos
Docentes de Enfermagem , Humanos , Currículo , Relações Interprofissionais , Centros Médicos Acadêmicos , Bolsas de Estudo , Mobilidade Ocupacional , Política Organizacional
7.
J Prof Nurs ; 52: 21-29, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777522

RESUMO

BACKGROUND: The evolution of nursing education requires a combination of strong academic faculty and expert clinicians. Different professional growth and development pathways are necessary to build a robust faculty with clinical and research expertise. Some schools have implemented a formal clinical track (CT) to complement the traditional tenure track for the professional advancement of CT. METHODS: The article presents a case example of how one institution maintains and advances a strong CT using the Kotter Change Model and discusses future directions. RESULTS: The school's infrastructure for promotion, which follows a similar structure and guidelines as Tenure Track (TT) Promotion and Tenure Guidelines, has led to an increase in the school's scholarly productivity among CT faculty across ranks. Increasing poster and podium presentations as well as publications to a national and international audience results in greater reach and improved reputation for the school, both nationally and internationally. CONCLUSIONS: While there is still work to be done to advance equity and inclusion for nursing CTs, developing and maintaining a CT with system-level structures holds significant value and provides a clear path to promotion, invests in clinical scholarship, and includes clinical faculty as full citizens in academia.


Assuntos
Mobilidade Ocupacional , Docentes de Enfermagem , Humanos , Escolas de Enfermagem , Educação em Enfermagem
8.
J Prof Nurs ; 52: 94-101, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777532

RESUMO

BACKGROUND: Learning medication administration is essential for nursing students, but the first time can be stressful and shape their clinical development. Previous research primarily focused on student knowledge and technical aspects. PURPOSE: This phenomenological study helped explore the lived experiences of nursing students and faculty during student's first medication administration in the clinical setting to gain a deeper understanding of their thoughts, feelings, and perspectives. METHOD: Semi-structured interviews were conducted with female student and faculty informants (N = 12). Using a phenomenological study, data were analyzed using van Manen's hermeneutic six-step research activity method. RESULTS: Five overarching themes were found: administrating medication, (un)preparedness for complexities in the clinical environment, transformative experience, overcoming fears, and reaping the rewards. CONCLUSION: First-time medication experiences are greater than an exercise in skill proficiency and may be improved if faculty provides more structured learning experiences and take sufficient time for student preparation in relating medication knowledge to the skill, technology usage, and supporting students' attitudes toward nurse-patient interactions. These are essential aspects of the medication administration learning process as nursing programs shift toward competency-based education. Clinical faculty also need support in their role as educators and to be facilitated to find this time, considering their multiple responsibilities.


Assuntos
Docentes de Enfermagem , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Docentes de Enfermagem/psicologia , Feminino , Bacharelado em Enfermagem , Entrevistas como Assunto , Competência Clínica , Pesquisa Qualitativa , Adulto , Tratamento Farmacológico , Atitude do Pessoal de Saúde , Relações Enfermeiro-Paciente
9.
J Prof Nurs ; 52: 56-61, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777526

RESUMO

The American Association of Colleges of Nursing (AACN) released updated nursing curriculum Essentials in 2021. The new Essentials document reflects an innovative and unique approach to nursing education and provides a framework for competency-based education and assessment to prepare students to work in a profession that is ever-changing. The first in the state of Oregon, a Masters Entry into Professional Nursing program was launched with a curriculum based on the new Essentials with the goal to remain true to the program's current concept-based approach while incorporating elements of a competency-based curriculum. As with all new programs, curricular design is paramount and requires careful planning to ensure the curriculum aligns with education trends, meets the needs of diverse learners, adheres to regulatory requirements and standards, and has strong faculty buy-in. Curriculum development done in a systematic fashion with faculty input is imperative. All current faculty were invited by the school of nursing (SON) leadership to participate in the curriculum development process. Regularly scheduled meetings were held, and all interested faculty participants were able to provide input. This process also included the SON Curriculum Committee and SON Faculty Council, to ensure all faculty were included in the process and appraised of the curriculum development. The faculty members who participated in the systematic development process then served as advocates for the new curriculum and helped create a smooth transition when the new MEPN program was introduced.


Assuntos
Currículo , Educação de Pós-Graduação em Enfermagem , Docentes de Enfermagem , Humanos , Oregon , Educação Baseada em Competências , Desenvolvimento de Programas , Estudantes de Enfermagem , Competência Clínica
10.
J Prof Nurs ; 52: 80-85, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777530

RESUMO

BACKGROUND: Psychiatric nurses are responsible for maintaining professional boundaries. However, professional boundaries are as described as unclear and psychiatric nursing students are at risk of crossing these boundaries. Educational instruction regarding professional boundaries within psychiatric nursing often lacks foundational structure placing students at risk of transgressions. PURPOSE: The purpose of the study was to describe boundaries in psychiatric nursing practice, identify strategies effective in teaching professional boundaries, and inform curriculum development in psychiatric nursing education. METHOD: Interpretive description was utilized to answer: How do psychiatric nurse educators interpret and explain professional boundaries in psychiatric nursing undergraduate education? Psychiatric nurse educators and psychiatric nurses were recruited from an academic institution in western Canada. Twenty participants engaged in semi-structured interviews. Eight of those participants also attended a focus group. RESULT: Participants reported that 'textbook' definitions of boundaries were insufficient in illustrating the complexities of the construct. Rather, relational forms of learning such as educators sharing clinical stories, role play activities, clinical supervision, and clinical debriefing were described as helpful strategies. CONCLUSION: Foundational knowledge regarding professional boundaries in psychiatric nursing practice appears to be incorporated in the formal curriculum. However, learning is enhanced through the informal and hidden curriculum.


Assuntos
Docentes de Enfermagem , Enfermagem Psiquiátrica , Enfermagem Psiquiátrica/educação , Humanos , Docentes de Enfermagem/psicologia , Canadá , Currículo , Feminino , Masculino , Adulto , Grupos Focais , Educação em Enfermagem
11.
J Prof Nurs ; 52: 62-69, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777527

RESUMO

Nursing education is shifting toward competency-based education (CBE) in line with the American Association of Colleges of Nursing's (AACN) 2021 Essentials. This pedagogical shift from knowledge-based leaner outcomes to competency-based learner and program outcomes affects how faculty teach, how students learn, and how programs allocate resources to support this change. The initial move toward CBE necessitates scrutiny of current curricula and alignment of curriculum, teaching strategies, and assessment tactics framed within the ten domains of the Essentials. Drawing on the Donabedian quality improvement framework, one school of nursing's curricular revisions project team discusses their strategies and challenges in implementing the AACN Essentials, illustrating the structural, procedural, and initial outcomes of adopting the Essentials across programs and specialties. Key to this approach is engaging all relevant stakeholders and mapping current curricula to the Essentials' many competencies and subcompetencies. This work informs curricular revisions and fosters faculty engagement and creativity. Lessons learned highlight a critical need for ongoing faculty development and use of learner-centric pedagogies to achieve students' competency development and practice readiness. This article offers insights and guidance for nursing programs embracing CBE and aligning with AACN Essentials.


Assuntos
Educação Baseada em Competências , Currículo , Docentes de Enfermagem , Humanos , Estudantes de Enfermagem , Educação em Enfermagem , Bacharelado em Enfermagem , Competência Clínica , Estados Unidos , Sociedades de Enfermagem , Melhoria de Qualidade
12.
J Prof Nurs ; 52: 30-39, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38777523

RESUMO

BACKGROUND: The nursing shortage is apparent again after nearly five decades of having a stable workforce. One novel development is that new Registered Nurses (RNs) are exiting their careers too early. Many of them leave the profession for multiple reasons such as burnout and family obligations, yet one reason has emerged - lack of readiness for practice, that also drives the RNs to leave the profession. PURPOSE: The purpose of this study was twofold - (1) to investigate the relationship between students' characteristics, their Generalized Self-Efficacy (GSE), Perceived Faculty Support (PFS), the Assessment Technologies, Inc. (ATI) Comprehensive Predictor RN Exam scores and their self-report of readiness for practice and (2) to examine which variables best explains the students' readiness for practice. METHODS: A cross-sectional descriptive correlational research design with convenience sampling was utilized. Descriptive statistics were obtained to investigate the students' socio-demographic data. The Pearson r and multiple regression were used to analyze the relationships and influence between dependent variables Casey-Fink Readiness for Practice scale (CFRPS) and independent variables, students' characteristics, GSE, PFS, and ATI scores. RESULTS: One hundred forty-three (143) out of 416 students in five baccalaureate schools from the western region of the United States participated in the survey. Findings showed GSE and PFS had significant positive correlations with students' readiness for practice. Further, factors of CFRPS in learning strategies, problem-solving, resourcefulness, and team player are best explained by GSE and PFS, accounting for 91 % of the variance. CONCLUSION: Students' GSE and PFS can contribute to their readiness for practice. Nurse educators must employ strategies that will bolster students' preparedness by improving their sense of self-efficacy and showing them the utmost faculty support.


Assuntos
Docentes de Enfermagem , Autoeficácia , Estudantes de Enfermagem , Humanos , Estudos Transversais , Estudantes de Enfermagem/psicologia , Feminino , Masculino , Inquéritos e Questionários , Bacharelado em Enfermagem , Adulto
13.
BMC Med Educ ; 24(1): 546, 2024 May 16.
Artigo em Inglês | MEDLINE | ID: mdl-38755624

RESUMO

BACKGROUND: Nurses' professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices. METHODS: In a descriptive-comparative study, students' perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests. RESULTS: The results of the study showed that the highest scores for students' acquired competencies and nursing faculties' expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups' mean scores was significant in all 5 core-competencies and 17 sub-core competencies (P < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70). CONCLUSION: The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.


Assuntos
Competência Clínica , Estudantes de Enfermagem , Humanos , Irã (Geográfico) , Competência Clínica/normas , Masculino , Feminino , Inquéritos e Questionários , Adulto , Docentes de Enfermagem , Bacharelado em Enfermagem/normas , Adulto Jovem
14.
Nurse Educ Today ; 138: 106195, 2024 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-38581841

RESUMO

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.


Assuntos
Bullying , Docentes de Enfermagem , Estudantes de Enfermagem , Humanos , Bullying/psicologia , Bullying/estatística & dados numéricos , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Feminino , Masculino , Projetos Piloto , Inquéritos e Questionários , Filipinas , Adulto , Bacharelado em Enfermagem/métodos
15.
Nurse Educ Today ; 138: 106206, 2024 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-38598869

RESUMO

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.


Assuntos
Deficiência Intelectual , Humanos , Deficiência Intelectual/enfermagem , Deficiência Intelectual/psicologia , Irlanda , Reino Unido , Bacharelado em Enfermagem/métodos , Docentes de Enfermagem/psicologia , Estudantes de Enfermagem/psicologia
16.
Nurse Educ Today ; 138: 106219, 2024 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-38636189

RESUMO

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.


Assuntos
Docentes de Enfermagem , Humanos , Docentes de Enfermagem/psicologia , Finlândia , Inquéritos e Questionários , Feminino , Masculino , Adulto , Pessoa de Meia-Idade , Saúde Ocupacional , Carga de Trabalho/psicologia
19.
J Prof Nurs ; 51: 1-8, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38614666

RESUMO

BACKGROUND: Selecting a journal with an appropriate scope and breadth, well-respected by other scholars in the field, and widely indexed and accessible to readers is an integral part of publishing. Academic publishing has recently seen a significant shift away from traditional print publications and toward open access journals and online publications. OBJECTIVE: The aim of this study was to investigate academic nurse researchers' knowledge, experience, and attitudes regarding predatory journals. METHODS: A descriptive cross-sectional quantitative study design was conducted using Predatory Journals Questionnaire to collect the data from academic nurse educators working at X and XX University. RESULTS: Almost two-thirds (68.6 %) of participants had previous knowledge of the term "predatory journal." As well as, the majority of academic educators had previous experience as they had used predatory journals before, as by being asked to publish in their journal (84.3 %) or serve on its editorial board (24.3 %), participants were more likely to receive requests to submit an article to a predatory journal (52.9 %) via email, mail, or phone. In addition, academic nurse researchers had a moderate perspective (mean = 3.87 ± 1.06; mean % score = 71.71) toward predatory journals. CONCLUSION: Publishing in a predatory journal, whether done knowingly or unknowingly, can harm authors' reputations as academics, their capacity to submit to other journals, and the quality of their work. According to the results of our study, many researchers still lacked a thorough understanding of the predatory journal publishing model, which is a phenomenon that demands an increasing amount of research, despite hearing about the phenomenon of a predatory journal and having previously attended training.


Assuntos
Publicações Periódicas como Assunto , Humanos , Estudos Transversais , Docentes de Enfermagem , Organizações , Editoração
20.
J Prof Nurs ; 51: 74-79, 2024.
Artigo em Inglês | MEDLINE | ID: mdl-38614677

RESUMO

There is a widely recognized need for nursing faculty in the United States. To prepare a practice-ready workforce, schools of nursing are hiring faculty with Doctor of Nursing Practice (DNP) preparation to ensure clinical expertise is embedded into curriculum by practice experts. However, nurses transitioning from clinical nursing to faculty positions require tailored support and guidance in navigating the academic environment. Preparation for academic promotion is essential to integration into an academic setting. Support in navigating the new environment is essential for building confidence, to lay a foundation for a successful transition, and ultimately retaining these qualified educators. This article provides strategies to support nursing faculty planning to embark on an academic career track and provides guidance on how to prepare these DNP-prepared faculty for career progression and future promotion along academic ranks. These strategies include school and institutional orientation, faculty development plans, mentorship, leadership development, and performance review processes.


Assuntos
Sucesso Acadêmico , Humanos , Docentes de Enfermagem , Instituições Acadêmicas , Currículo , Liderança
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