Purpose, Planning, and Individualization of Master of Science in Nursing Capstone Experiences: An Integrative Review.

BACKGROUND: Graduate-level education programs use capstone experiences for students to demonstrate achieving essential learning and programmatic outcomes. However, a lack of standardization of these experiences and outcome measurements could result in varying competencies among students with the same degree. Employers seeking specific skills may find this problematic, and graduates may feel unprepared for new roles, which could hinder transition. METHOD: A systematic search of nine databases was conducted to identify: (1) the essential characteristics of master in nursing capstones and (2) the assessments programs use to demonstrate achievement of program outcomes. RESULTS: Synthesis and analysis of six sources of evidence revealed uniform agreement in purpose, planning, and individualization of experiences, yet ways of assessing student achievement of program outcomes were less clear and varied widely. CONCLUSION: Capstone experiences should be relevant to graduate-level education and include mapping to program outcomes to ensure students' competency and readiness to transition into their new role. [J Nurs Educ. 2023;62(9):502-508.].

Qualitative inquiry in nursing: Creating rigor.

Qualitative research offers some unique challenges, including the preparation of research reports suitable for publication. As a result of this challenge, manuscripts detailing qualitative studies may be insufficient and fail to demonstrate a qualitative inquiry's rigor. However, it is often unclear with the first review whether the deficiencies are due to methodological inadequacies or failure to include necessary details during the writing process. Responses to reviewers by some writers related to methodological problems often reveal the lack of methodological rigor. To aid with this challenge of methodological inadequacies and lack of necessary details in research reports, this article offers a survey of qualitative research, including an overview of qualitative methodologies, design considerations, ethical principles, and trustworthiness related to qualitative inquiry.

Veterans as Students in Higher Education: A Scoping Review.

AIM: The aim of this study was to determine what is known about military veterans as students in higher education and inform nurse educators. BACKGROUND: Military veterans are increasingly enrolling in higher education and in nursing programs and may provide a recruitment source for nursing education. METHOD: A scoping review of literature published after 2011 was performed to determine characteristics of military veterans as students. Twelve sources were identified. RESULTS: Military veterans have multiple strengths yet may also experience barriers to success. As a result, veterans may struggle to transition from the rigid military environment to the more relaxed college setting. CONCLUSION: Military veterans may provide a recruitment source for the nursing workforce. Gaining knowledge of the strengths and barriers faced by these students may help nurse educators plan strategies for achieving academic success.

Focused on the Objective: Experience of Male Combat Veterans in BSN Programs.

Background Veterans may provide a recruitment source to increase the diversity of the nursing workforce and increase the percentage of baccalaureate-prepared nurses. This study sought to understand the lived experience of male combat veterans in pre-licensure baccalaureate degree nursing programs. Method Using Van Manen's interpretive phenomenology methodology, a purposive sample of seven male combat veterans in pre-licensure baccalaureate degree nursing programs participated through written lived-experience descriptions (n = 2), photo-elicitation (n = 2), and unstructured interviews (N = 7). Findings The essential nature of the phenomenon is focused on the objective and four themes describing the participant's experiences were identified: tools of the trade, identity, turbulent waters, and fuel. Conclusion Despite the presence of barriers and frustrations, participants applied their identity and used the strengths gained through military service along with supports to focus on their objective of becoming a nurse. Thus, this research has implications for nurse educators.

Veterans in Transition: Implications for Nurse Educators.

Recently the United States military has begun strategic reductions in force and as a result many veterans are utilizing education benefits to transition from combat to classroom. During this transitional period, veterans entering nursing programs may struggle to transition from the combat experience to the college campus. Barriers to transition can include stigma, difficulty with peer relationships, differences in military and nursing education structure, and personal and financial responsibilities. Regardless of these barriers, this population, which may include highly trained combat medics and corpsmen, may also bring assets gained through military training and experience that can enhance the nursing profession. These strengths include teamwork, perseverance, ability to focus on assignments, global awareness, and increased self-efficacy. Nursing education research is lacking in the area of combat veterans transitioning into nursing programs, prompting the concern that nursing education is not prepared to meet the needs of this unique population. Gaining better understanding of the barriers to transition and strengths gained through combat can aid the nurse educator in better meeting the needs of this unique population of students. Dyar.

Therapeutic plasma exchange in a patient with myasthenia gravis.

Tom was an interesting combination of a patient requiring both renal placement therapy and TPE. Because there are available through the inpatient dialysis unit, it provided an opportunity to educate Tom on apheresis treatments as well as treatment options for chronic disease. Discussion with Tom during these treatments revealed that he wanted to retain as much autonomy and responsibility for his care as possible. Collaboration with the nephrologists and neurologist, as well as the outpatient infusion center, allowed Tom to schedule treatments before he experienced a myasthenic crisis but also hospitalization, which could increase his risk of infection. The time he spent receiving the TPE treatments was a unique and wonderful opportunity to answer all of Tom's questions about treatment modalities and allowed nursing staff to advocate fully for his wishes. At the time of this writing, Tom has remained free of myasthenic symptoms and has not required TPE treatments for over two years.