Tool or Tyrant: Guiding and Guarding Generative Artificial Intelligence Use in Nursing Education.

As artificial intelligence (AI) continues to evolve rapidly, its integration into nursing education is inevitable. This article presents a narrative exploring the implementation of generative AI in nursing education and offers a guide for its strategic use. The exploration begins with an examination of the broader societal impact and uses of artificial intelligence, recognizing its pervasive presence and the potential it holds. Thematic analysis of strengths, weaknesses, opportunities, and threats collected from nurse educators across the southeastern United States in this case-based descriptive study used four codes: time, innovation, critical thinking, and routine tasks. Findings from the qualitative analysis revealed the overarching themes that AI can serve as both a tool and a tyrant, offering opportunities for efficiency and innovation while posing challenges of transparency, ethical use, and AI literacy. By establishing ethical guidelines, fostering AI literacy, and promoting responsible implementation in nursing education with a clear articulation of expectations, nurse educators can guide and guard the use of generative AI. Despite the concerns, the transformative potential of generative AI to enhance teaching methodologies and prepare students for the interprofessional health-care workforce provides a multitude of innovative opportunities for teaching and learning.

Preparing Nurse Educators: The Current Landscape.

There is an urgent need to address the nursing faculty shortage and evaluate current enrollment in nurse educator programs across the country. In this article, we describe a nationwide review of graduate nursing programs focusing on the nursing education shortage; program, faculty, and student demographics; methodological approaches; concentrations, content and practice areas; and future directions for graduate program development.

Resilience Education for Health-Care Professionals.

BACKGROUND: Burnout among health-care professionals is a growing problem having a sizeable impact on patient safety and health care as a whole. High levels of resilience in health-care professionals have been associated with safer care environments, improved health outcomes, higher quality care, and improved caregiver well-being and mental health. Resilience education can improve personal and professional resilience. OBJECTIVE: The goal of this project was to evaluate a resilience education program to improve measures of burnout and resilience in health-care professionals. DESIGN: A quantitative cross-sectional pretest/posttest design was used. SETTING: The resilience education program was implemented in a large, not-for-profit health-care system in the southeastern United States. METHODS: Participants completed the Copenhagen Burnout Inventory (CBI) and The Connor-Davidson Resilience Scale-25 (CD-RISC-25) immediately before the workshop and 2 weeks afterward. Participants also completed an evaluation survey one day after the education. RESULTS: Scores on the CD-RISC-25 showed statistically significant increases in resilience qualities after the education. Although not statistically significant, burnout as measure by CBI scores decreased following the workshop. CONCLUSION: A relatively short educational program can positively impact resilience and burnout levels in health-care professionals. Positive outcomes included successful learning outcomes and increased resilience qualities.

Understanding roles in health care through interprofessional educational experiences.

BACKGROUND: Students can find interacting within a healthcare team challenging. It is important for students to understand their role and respect those of other healthcare team members. Interprofessional education (IPE) is a strategy for exploring the roles of self and others within the team. AIM: The purpose of this study was to evaluate nursing students' perceptions of roles and responsibilities following an IPE experience. METHODS: Students in an undergraduate baccalaureate degree nursing programme participated in a two-day IPE event with students in the physician's assistant's (PA) programme, pharmacy programme, and physical therapy (PT) programme. FINDINGS: Self-perception and the perception of others were two main themes that emerged. The results suggested that roles and responsibilities are often misunderstood. CONCLUSION: Educators must be committed to educating our future healthcare workforce on role expectations and responsibilities within an individual's own profession and that of others. This education should start in the foundation stages of each discipline's educational curricula.

Simulation Performance and National Council Licensure Examination for Registered Nurses Outcomes: Field Research Perspectives.

PURPOSE: This descriptive field study examines processes used to evaluate simulation for senior-level Bachelor of Science in Nursing (BSN) students in a capstone course, discusses challenges related to simulation evaluation, and reports the relationship between faculty evaluation of student performance and National Council Licensure Examination for Registered Nurses (NCLEX-RN) first-time passing rates. METHODS: Researchers applied seven terms used to rank BSN student performance (n = 41, female, ages 22-24 years) in a senior-level capstone simulation. Faculty evaluation was correlated with students' NCLEX-RN outcomes. RESULTS: Students evaluated as "lacking confidence" and "flawed" were less likely to pass the NCLEX-RN on the first attempt. CONCLUSIONS: Faculty evaluation of capstone simulation performance provided additional evidence of student preparedness for practice in the RN role, as evidenced by the relationship between the faculty assessment and NCLEX-RN success. IMPLICATIONS: Simulation has been broadly accepted as a powerful educational tool that may also contribute to verification of student achievement of program outcomes and readiness for the RN role.

Going Domestic: Importing the Study Abroad Experience. The Development of a Multicultural New York City Study Away Program.

PROBLEM: Significant off-campus domestic study away experiences have been shown to be a transformative active learning environment for students and achieve similar learning outcomes as study abroad programs. METHODS: This manuscript describes the conception, development, and pedagogical approach of a faculty-led domestic study away experience in New York City for pre-licensure and post-licensure nursing students as an active learning strategy for developing cultural competence. Students participated in service-learning activities that illuminated the realities and challenges persons from other cultures face as they interact with health care in a culture that is not their own. FINDINGS: In partnership with New York Cares©, students were immersed in well-established ongoing sustainable community-based projects. These experiences fostered reflective conversations between community members, student participants, and faculty regarding social factors, cultural issues and needs, and global issues and trends. CONCLUSIONS: Through the New York study away program, students were able to broaden their perspectives about social factors and culture beyond geographic or ethnic boundaries and apply these service experiences to their nursing practice. Study away programs are an excellent strategy for nursing educators to prepare students for care of multicultural populations and for proficiency in cultural competency within the globalization of the United States.

Reaching Millennials With Nursing History.

The North Carolina Nursing History (NCNH) website, a comprehensive, award-winning, and rich educational resource, was developed by nursing and library faculty and staff at Appalachian State University and is being used by nursing faculty and students. Most of today's students prefer to learn with online tools. The advantages of using a digital nursing history website include access to an abundance and diversity of historical content in a student-friendly format.

The meanings of diabetes, healthy lifestyle and barriers to healthy lifestyle among Filipino immigrants in the United States

The purpose of this study was to explore the knowledge, perception, and beliefs of newly arrived Filipino immigrants regarding Type 2 Diabetes Mellitus (T2DM), healthy lifestyle, and perceived barriers to healthy lifestyle.This is a qualitative study. A sample (n=40) of newly-arrived (less than six years in United States) first generation Filipino immigrants, not diagnosed with T2DM, living in southeastern part of United States were the focus of the study. Face to face interviews were conducted using an interview guide. No further interviews were conducted after data were saturated. The data sources were field notes and audio-recorded interviews, which were transcribed verbatim by the researcher. This study complied with the protocol for human subjects' protection as obtained from the institutional review board. Prior to analyses of the transcripts, each transcript was read at least twice and compared to the recordings to ensure accuracy and completeness. To ensure trustworthiness, selected transcripts were reviewed and coded by two experience qualitative researchers to ensure inter-coder reliability. A significant number of the participants had little knowledge and few beliefs about T2DM. The perceptions of T2DM were varied, but several beliefs were widely held: (a) T2DM is a "sugar disease" that is based on sweet food intake, (b) participants were aiming to achieved healthy lifestyles through diet, exercise and prayers and (c) T2DM can result from several factors, including barriers to healthy lifestyle that includes stress, possible discrimination, and not enough information to navigate health resources. Although immigration brings opportunities, there are also numerous risks. Some of the diabetes beliefs that this study delineates provide anchors for future culturally appropriate intervention programs for recent Filipino immigrants. One of the major findings in this study was the low diabetes literacy among the participants. Immigrants with low diabetes literacy may have lower awareness of the disease condition, which may have a negative impact on their disease prevention behaviors. Migratory background is also an important factor influencing beliefs about disease prevention. These results provido information for the design of health programs for the prevention of T2DM in the Philippines and U nited States.

Examining the emerging ideas of connection within nursing practice and education

@#<p style="text-align: justify;"><strong>AIM:</strong> The purposes are to (a) examine the emerging concepts of connection within nursing practice and education; (b) evaluate current measures of connections within nursing practice and education; and c) identify strategies for enhancing connections between nursing educators and students and for nurses and patients.</p> <p style="text-align: justify;"><strong>BACKGROUND:</strong> Nursing and other disciplines rely on connections, although the term has evolved significantly in recent years due to changes of perceptions and expectations within other disciplines and within society. The lack of an empirical tool and defined attributes has constrained research and knowledge development. The initial exploration provided the first step in understanding the context and meaning of the word connect within the nursing profession. Three specific components were identified in this initial exploration within the nursing perspective: (a) respect, (b) trust, and (c) mutuality. Although the foundation of nursing care is based on the relationship and connections between the nurse and the patient, it is further identified in the first article that the need to further investigate the emerging ideas of connection within nursing practice and education.</p> <p style="text-align: justify;"><strong>METHODS:</strong> A detailed literature review was used to explore the phenomena of connection. The review of literature was performed through searches of CINAHL, EBSCO, and PubMed utilizing resources from the disciplines of transportation, business, technology, and nursing. Criteria for inclusion were (a) peer--reviewed articles; (b) articles published in English; and c) articles published between 2000 and 2014. Search terms included: connect, connection, connected, connectedness, and nursing. The search yielded a total of 114 articles; 33 were selected for inclusion. Definitions and related attributes were organized and classified based on relevance and frequency within the literature.</p> <p style="text-align: justify;"><strong>RESULTS:</strong> The attributes that were consistently found in the literature within the nurse to patient connection were: (a) interactions between the person and the object of connection; (b) an inherent need to be part of a social system; (c) use of communication in verbal, written, non­verbal, physical or virtual format; (d) the occurrence of meaningfulness, trust, mutuality and respect; (e) polychronicity; and (f) technology based emphasis. Instruments that measure connections and connectedness provide valuable insight into the concept. However, they do not adequately address the concept of connection as it relates to nursing practice and education with current technological.</p> <p style="text-align: justify;"><strong>CONCLUSIONS:</strong> While connection is a common term and fundamental to the role of the nurse/patient relationship, the defining attributes of connect have dynamically changed, and therefore require new understanding. It is critical to restructure the nurse to patient connection and to redefine the term within nursing practice and education with the inclusion of the multifaceted technological advances that define our current generations. Strategies that would enhance the nursing educator and student connection include: a) creation of additional nursing educational based Apps and Apps that focus on self-instruction tutorials and remediation techniques for non-successful students; b) integration of technological learning modalities into nursing curricula in both undergraduate and graduate programs; c) reduction of use of textbooks and inclusion of technology based learning; d) development of learning communities inside and outside of the classroom; e) creation of virtual resource support with simultaneous communication and valuable nursing information; f) and increased use of virtual environment and virtual communication.</p>

Incivility in the hospital environment: the nurse educator-staff nurse relationship.

Occurrences of incivility in nurse educator-staff nurse relationship studies are limited. A qualitative methodology (n = 6) was used to investigate nurse educators' perceptions of the main stressors for nurses during educational experiences. Identification of uncivil traits as seen by nurse educators and perceived role of nursing leaders in addressing incivility in the workplace were also identified.