Michaelsensheehan5964

Due to the demanding nature of critical care settings, students are prone to experience stress and lack of confidence, which hinders their learning and affects patient care. Educators should be knowledgeable about students' roles, stressors, and challenges as well as strategies to enhance students' competence and confidence to efficiently practice in critical care.

To map and analyze the literature about nursing students' placement, preparedness, and practice in critical care settings and identified areas for future research and practice.

A scoping review using PRISMA guidelines. The literature was searched within eight databases using indexed terms. In total, 32 sources were selected for review. Literature summary tables, thematic synthesis, narrative summaries were used for data extraction and synthesis.

Three themes and 12 sub-themes were generated. The themes included students' experiences and perspectives about critical care placements, strategies to enhance student learning, and the impact of clinical placements and teaching strategies on students.

Critical care placements allow students in understanding the care of complex patients, enhancing their observational skills, and improving their interpersonal relationships in critical care teams. To enhance student preparedness for effective practice, high fidelity simulations and course-based teaching have been demonstrated to be effective.

Critical care placements allow students in understanding the care of complex patients, enhancing their observational skills, and improving their interpersonal relationships in critical care teams. To enhance student preparedness for effective practice, high fidelity simulations and course-based teaching have been demonstrated to be effective.Designation as an accredited school of nursing (SON) requires "…. a comprehensive framework for ensuring quality in nursing education programs" (NLN CNEA, 2016). Although standards for accreditation of baccalaureate and graduate nursing programs are defined by agencies such as the Commission on Collegiate Nursing Education (CCNE, 2018) and the National League for Nursing Commission for Nursing Education Accreditation (NLN CNEA) (NLN CNEA, 2016), methods for collecting, analyzing, or reporting data are not prescribed, resulting in wide variation in quality management processes among schools. The lack of a standardized approach can lead to inefficiencies, invalid or misleading data, and unnecessary stress for all involved in the quality management process (Hanna, Duvall, Turpin, Pendleton-Romig, & Parker, 2016). In contrast, hospitals and nursing homes frequently implement a quality assurance and performance improvement (QAPI) program, a well-defined, methodical approach to quality management. The QAPI model offers healthcare organizations a systematic, comprehensive, and data-driven strategy for maximizing outcomes (Centers for Medicare & Medicaid Services (CMS), 2016). Recognizing the need to improve and standardize the processes for data collection, analysis, and reporting, this paper describes how leaders at one accredited SON collaborated to translate CMS's QAPI model into the academic setting, establishing the foundation and mechanism to ensure the quality and integrity of the SON's outcomes.

Nurses with graduate degrees play pivotal roles in nursing care, education, and research. Alarming trends of a nurse faculty shortage and high levels of graduate nursing student attrition highlight the need to better understand the experiences of graduate nursing students.

The purpose of this paper is to define the concept of self-efficacy in graduate students as it pertains to enrollment, retention, and graduation.

Using Rodgers' Evolutionary Method of concept analysis, self-efficacy was analyzed from the literature of various disciplines, including nursing.

Antecedents, attributes, and consequences of self-efficacy were identified from 23 studies. Self-efficacy in graduate students is sourced by perceived, positive experiences. Its attributes are personal, malleable, goal-driven, a resource, knowledge, and trust. Graduate student self-efficacy results in productive thoughts, feelings, and actions that culminate in successful outcomes.

Self-efficacy has been identified by researchers in other disciplines as a helpful concept for understanding why and how graduate students initiate, continue, and complete their degrees. With a dearth of research exploring nursing graduate student self-efficacy, qualitative research is needed to understand the role this concept plays in graduate nursing education. Nevertheless, the findings of this concept analysis may serve as a starting point to inform nursing graduate education practice.

Self-efficacy has been identified by researchers in other disciplines as a helpful concept for understanding why and how graduate students initiate, continue, and complete their degrees. With a dearth of research exploring nursing graduate student self-efficacy, qualitative research is needed to understand the role this concept plays in graduate nursing education. Nevertheless, the findings of this concept analysis may serve as a starting point to inform nursing graduate education practice.Lack of clinical placement sites in the community setting can pose a barrier to student learning in baccalaureate nursing education. Colleges and universities that have limited health-related majors are also challenged to create interdisciplinary learning opportunities in the community environment. Nursing faculty often address these issues with innovative teaching modalities. T0901317 This article will introduce an innovative teaching modality, utilizing a constructivist teaching pedagogical approach, in a community-based learning environment. This modality addresses interdisciplinary community-based student learning related to health promotion and disease prevention in diverse communities.

The LGBTQIA+ community has a long history of marginalization, disenfranchisement, and structural violence within the healthcare sector. Sexual and gender minority individuals may be wary of disclosing sexuality-related information to providers, and providers may not have received education on creating therapeutic relationships with these individuals.

This paper explores factors that shape LGBTQIA+ individuals' daily lives and how these may influence care encounters. We argue for broadening nursing education to incorporate more specific and efficacious LGBTQIA+ education.

We propose that consideration of LGBTQIA+ care in nursing education is an important means of meeting the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing. We further suggest specific strategies for so doing.

Attending to the inclusion of LGBTQIA+ populations when developing and planning nursing education activities assures that newly-graduated nurses can be safe, effective, and nonjudgmental providers of care to a variety of populations.