Data Science Implementation Trends in Nursing Practice: A Review of the 2021 Literature.

OBJECTIVES: The goal of this work was to provide a review of the implementation of data science driven applications focused on structural or outcome-related nurse sensitive indicators in the literature in 2021. By conducting this review, we aim to inform readers of on trends in the nursing indicators being addressed, the patient populations and settings of focus, and lessons and challenges identified during the implementation of these tools. METHODS: We conducted a rigorous descriptive review of the literature to identify relevant research published in 2021. We extracted data on model development, implementation-related; lessons learned and challenges and stakeholder involvement. We also assessed whether reports of data science application implementations currently follow the guidelines of the Developmental and Exploratory Clinical Investigations of DEcision support systems driven by AI (DECIDE-AI) framework. RESULTS: Of 4,943 articles found in PubMed (NLM) and CINAHL (EBSCOhost), 11 were included in the final review and data extraction. Systems leveraging data science were developed for adult patient populations and were primarily deployed in hospital settings. The clinical domains targeted included mortality/deterioration, utilization/resource allocation and hospital acquired infections/COVID-19. The composition of development teams and types of stakeholders involved varied. Research teams more frequently reported on implementation methods than implementation results. Most studies provided lessons learned that could help inform future implementations of data science systems in healthcare. CONCLUSIONS: In 2021, very few studies report on the implementation of data science driven applications focused on structural- or outcome-related nurse sensitive indicators. This gap in the sharing of implementation strategies needs to be addressed in order for these systems to be successfully adopted in health care settings.

Support for Doctoral Nursing Students in PhD Programs in the United States.

BACKGROUND: The number of PhD nursing programs in the U.S. has increased, but the number of nursing students entering and completing these programs remains stagnant. It is crucial to consider innovative approaches to recruit, nurture, and graduate more diverse nursing students. PURPOSE: This article presents the perceptions of PhD nursing students regarding their programs, experiences, and strategies to support their academic success. METHODS: This study used a cross-sectional, descriptive design. Data were obtained from an online 65-question student survey completed between December 2020 and April 2021. RESULTS: A total of 568 students from 53 nursing schools completed the survey. Five themes emerged regarding the barriers students experienced during their programs: Faculty issues, time management and balance, insufficient preparation for dissertation research, financial barriers, and COVID-19 impact. Student recommendations for improving PhD nursing programs were also captured in five themes: Program improvement, coursework improvement, research opportunities, faculty, and dissertation. The low numbers of male, non-binary, Hispanic/Latino, minority, and international survey respondents indicate a need for innovative recruitment and retention strategies to increase diversity of PhD students. CONCLUSION: PhD program leaders should complete a gap analysis based on the recommendations in the new AACN position statement and perceptions of PhD students reported from this survey. By doing so, PhD programs will be better positioned to implement a roadmap for improvement to better prepare the next generation of nurse scientists, leaders, and scholars.

Nursing Students' Grit, Socio-Cognitive Mindfulness, and Achievement Emotions: Mediating Effects of Socio-Cognitive Mindfulness.

BACKGROUND: Recognizing the under-examined socio-cognitive mindfulness and achievement emotions in nursing, this study aimed to examine the relationships between grit, socio-cognitive mindfulness, and achievement emotions among nursing students, as well as the mediating effects of socio-cognitive mindfulness. METHODS: This study utilized a cross-sectional design. A total of 220 nursing students in Korea completed the questionnaire measuring the levels of grit, socio-cognitive mindfulness, and achievement emotions. To analyze data, structural equation modeling and path analysis were performed. RESULTS: Grit was positively related to socio-cognitive mindfulness and positive achievement emotions but negatively related to negative emotions. Socio-cognitive mindfulness was positively related to positive emotions but negatively related to negative emotions. In addition, the mediating effects of socio-cognitive mindfulness were found in the association between grit and achievement emotions in nursing students. CONCLUSIONS: Grittier students tend to have higher socio-cognitive mindfulness and positive emotions but lower negative emotions in learning environments. Mediating effects highlight the benefits of socio-cognitive mindfulness in the context of nursing education, providing the basis for developing practical mindfulness programs to cultivate nursing students' socio-cognitive mindfulness.

The Effect of a Mindfulness-Based Education Program on Brain Waves and the Autonomic Nervous System in University Students.

BACKGROUND: Mindfulness, defined as the awareness emerging from purposefully paying attention to the present moment, has been shown to be effective in reducing stress and, thus, promoting psychological well-being. This study investigated the effects of a mindfulness-based education program on mindfulness, brain waves, and the autonomic nervous system (ANS) in university students in Korea. METHODS: This study is a quantitative and experimental research with a single-group pre-post design. Six sessions of mindfulness-based intervention were applied. In total, 42 students completed a mindfulness questionnaire before and after the intervention, and 28 among them completed pre-intervention and post-intervention measures of brain waves and ANS. RESULTS: The level of mindfulness increased in the participants after intervention. Regarding brain waves, the alpha and theta waves increased, but the beta waves decreased. There was no significant difference in the ANS, presenting no change in heart rate variability. CONCLUSIONS: We identified the positive effects of the mindfulness-based education program for university students. The findings indicate that this program may help students not only relax, but also generate a mindfulness state in stressful situations, potentially leading to a successful university life. This study can be used as a basis for quality improvement and sustainability of mindfulness-based education programs for university students.