Volume 20, Issue 1

Objectives We aimed to synthesize research findings identifying factors associated with mental health in undergraduate nursing students early in the COVID-19 pandemic. Methods Seven electronic databases were searched using key terms and subject headings. JBI Critical Appraisal Checklists were used to evaluate research report quality. Results Among 23 reports (19 quantitative and four qualitative) meeting inclusion criteria, negative emotional responses to COVID-19 (fear of infection, perceived risk, uncertainty about care/future), negative behavioral responses to COVID-19 (eating behaviors, problematic internet use, insomnia), and negative coping strategies were associated with more adverse mental health symptoms. Conversely, social support, professional identity, preventive behaviors, sufficient personal protective equipment (PPE), and positive coping strategies were related to fewer symptoms. Conclusions During a pandemic, undergraduate nursing students require educational support to promote their ability to avoid severe mental health disorders. Also, educators should strengthen students’ professional identity, provide infection prevention knowledge and skills, and supply sufficient PPE.

The purpose of this scoping review was to assess the state of the literature concerning the experiences of new PhD-prepared tenure-track faculty, with a keen interest in nursing faculty. Effective recruitment and retention strategies for new nursing academic faculty need to be found and implemented. A literature review based on Arksey and O’Malley’s five-stage framework for scoping reviews was undertaken. Using the PRISMA protocol, a systematic literature search was conducted in seven databases of studies published in English. Based upon inclusion criteria and relevance, 13 studies out of 90 papers were included in this study. Themes identified from the studies were transitioning to academia, developing a research program, balancing work and life, and perceived inequity. The research was predominately American and Canadian based. Several gaps in the literature were identified. Further research is critical to make recommendations to key stakeholders for recruitment and retention strategies.

Objectives During the COVID-19 pandemic, educators shifted from traditional lectures to videoconferencing. This systematic review explored the use of videoconferencing as a teaching tool in response to the pandemic as well as issues related to digital equity and inclusion. Content The review was conducted using the Joanna Briggs Institute for Systematic Reviews methodology and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 statement. Summary A total of nine studies met eligibility criteria. The participants in the included studies were medical students from various parts of the world. Technical difficulties and lack of human interactions were identified as barriers to learning through videoconferencing. Outlook To achieve full success, pedagogical videoconferencing must prioritize digital equity and a universal design for learning. Although useful for maintaining education during the pandemic, in the future, videoconferencing will present challenges related to the digital divide as well as opportunities as a teaching tool for nurse educators globally.

Objectives Developing nursing plans using standardized taxonomy offers for a better understanding of how nursing abilities affect the achievement of better levels of outcomes for NH residents. This study aimed to investigate the effectiveness of an educational video on standardized nursing languages (SNLs) developed for nursing home nurses. Methods We used a single group pre–post study design. We collected presurvey data from April 25 to June 22, 2022 and postsurvey data from May 23 to July 18, 2022. Sixteen nursing homes (NHs) participated in this study. We collected data on nurses’ knowledge, perceptions, and attitudes towards SNLs and the evidence-based nursing practice self-efficacy. Analysis was conducted utilizing the McNemar test. Results The educational video about standardized nursing languages were provided to 31 registered nurses (RNs) from 16 NHs in Korea. Knowledge about the definition of SNLs and the benefits of their utilization improved after watching educational video. Conclusions Study findings support the effectiveness of educational videos on SNLs in increasing knowledge of SNLs, as well as confidence in the profession. To support NH nurses’ professional development, ongoing SNL-focused education and research on innovative training methods like videos are recommended. Implication for an international audience Developing nursing plans using a common, standardized taxonomy offers a good chance to more clearly observe how nursing abilities affect the achievement of better levels of health and wellbeing. Education using audiovisual materials may help NH RNs learn how to utilize SNLs and may further enhance the development of SNL through periodic, long-term education and SNL-based nursing practice.

Objectives This rapid review provides an overview of the current landscape of, and the criteria used for admission into nurse practitioner programs. Methods A series of application and admission criteria were collected from nurse practitioner programs in Canada, the United States of America (USA) and Australia. Key descriptive statistics and indicators were analyzed. Results Most programs in the USA and Canada required a minimum grade point average (GPA) between 3.00 and 3.24, while Australian programs did not identify minimum GPA requirements. Contrastingly, Australian programs required the highest minimum clinical practice hours. Many North American programs required writing samples, while Australian programs did not. Conclusions Despite role similarity, nurse practitioner admission criteria differ substantially between Canada, the USA and Australia, hindering standardization and integration of the role globally.

Aim To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. Background COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education. Methods The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi’s descriptive phenomenology method was used for data analysis. Findings A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency. Conclusions These findings contribute to improving online nursing programs during pandemics by providing insight into students’ challenges. Implications for an International Audience This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.

Objectives Clinical judgment has been identified as a key component of clinical practice. We sought to measure the elements of clinical judgment in new nurse graduates to identify future educational interventions. Methods Lasater’s clinical judgment rubric was adapted and distributed to nurse preceptors at two significant health care systems in central Illinois. Results One hundred and six surveys were returned and one hundred and five of those were included in the study. New nurse graduates were found to be the lowest ranking in ability to identify significant data and calm, confident responses. Conclusions The findings can guide nurse educators to create innovative, targeted educational interventions to improve students’ ability to identify important pieces of data and respond to challenging situations in a self-assured manner. Implications for international audience Identifying and addressing the gaps to improve students’ clinical judgment may facilitate NCLEX success and entry to practice.

Objectives This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation. Methods This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale – Domain Specific (MCAS-DS). Results Study results revealed that participants’ metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001). Conclusions This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.

Objectives To develop and validate an instrument to assess nursing students’ perceived knowledge on the International Classification for Nursing Practice. Methods The study design is an initial development of a scale by a longitudinal, prospective, monocentric study. An instrument, including a final pool of 6 items, was developed and through a Content Validity approved by experts. Cronbach’s alpha coefficient, Exploratory Factor Analysis and Confirmatory Factor Analysis were calculated in a sample of nursing students. Results The instrument demonstrated a CVI of 1.0. Cronbach’s alpha coefficient was 0.879. Exploratory Factor Analysis indicated one component, with a saturation of items in the range between 0.594 and 0.856. Confirmatory Factor Analysis confirmed the structure. Conclusions Although further studies are needed, the preliminary analyses of the instrument suggest satisfaction in terms of content validity, factorial structure, and reliability. This instrument may rise interest in international nursing educational context.

The Critical Incident Video (CIV) Project is a mixed method longitudinal study that uses CIVs to prepare nursing faculty members to address common teaching challenges. CIVs are short videos that present unresolved teaching challenges. Given the lack of specific instruments for evaluating the usefulness of CIVs, the aim of this phase of the project was to develop and test two instruments measuring the pedagogical effects of CIVs. The CIV Preparation and Confidence Scale (CIVPCS©) and the CIV Simulation Experience Scale (CIVSES©) were assessed for validity and reliability. Using a Delphi method, a convenience sample of 23 nurse educators provided feedback enhancing the validity and clarity of the CIVPCS©. Reliability of the CIVPCS© was determined using Cronbach’s alpha and test-retest method. No changes were recommended for the CIVSES©. Findings from the assessment of these newly developed CIV instruments are reported and implications for faculty development are discussed.

Intuitively, nurse educators know that graduate students in both master’s and doctoral programs question their ability to succeed. The impostor phenomenon (IP) is an internalized sense of inadequacy and fear of being seen as a fraud in the presence of external indicators of authentic achievement, and experienced by high achieving, successful individuals. Fifty-three percent (49/93) of graduate students completed the CIPS survey, and 11 master’s (regular streams & nurse practitioner) and two doctoral students participated in focus group interviews. The quantitative results showed that 88 % of participants experienced moderate to intense impostor phenomenon. Two themes emerged in the qualitative analysis: (i) experiencing the imposter phenomenon and (ii) managing feeling like an impostor. Descriptions of IP were similar across the three groups of participants. This research provides a foundational understanding of how IP is experienced by graduate nursing students.

Objectives To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses’ knowledge and attitudes in the care of older adults. Methods A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses’ knowledge, ageist beliefs, and feedback on the modules respectively. Results Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities. Conclusions Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.

Objectives This study aimed to investigate the level of perceived competence and explore the predictors of competence in nursing students at graduation. Methods This cross-sectional study was conducted with students at the point of graduation (n=239). A sociodemographic form and three different scales assessing students’ competence, self-efficacy, and self-reflection and insight were used to collect data. Visual Analog Scale (VAS) was used to assess students’ satisfaction (i.e., the role as nursing students in the nursing program), job-related stress (i.e., perceived stress related to nursing program), and coping behaviors. The data were analyzed using descriptive statistics and hierarchical linear regression. Results The mean scores of perceived competence, self-reflection, insight, and self-efficacy were 5.25 ± 0.96 (range: 1–7), 54.51 ± 7.83 (range: 12–96), 33.36 ± 5.40 (range: 8–48), 84.13 ± 12.27 (range: 0–100), respectively. Self-efficacy was the most significant associated factor of the entire group of variables in competence. Conclusions Scores of perceived competence of students were optimistic. Self-efficacy was the most important factor affecting competence; that is, the greater the self-efficacy, the better the perceived competence.

Introduction Emerging literature reports on the challenges faced by nursing students internationally during the pandemic as they continue their education. The aim of this mixed methods study was to examine stress, depression, and anxiety among undergraduate nursing students at a Canadian university during the pandemic. Theoretical Frameworks Stress and coping and trauma theories informed this study. Methods Mixed methods included an online questionnaire composed of the Depression Anxiety Stress scales (DASS), sociodemographic data, and quality of life items with open-ended questions. Results Sample included 280 participants. Mean scores for depression and stress were in the mild level, for anxiety in the moderate level; 24 , 37 and 23 % of the sample had scores of severe or extremely severe for depression, anxiety, and stress respectively. Written comments reflected the impact on participants’ relationships, motivation, struggles with remote learning, perceived heavy workloads, and impact on health and self-care, while some described positive experiences, including improved study habits. Discussion Uncertainty, isolation, sudden and ongoing changes with program delivery and a variety of psychosocial losses, helped to explain the distress many shared. The disconnect between reported levels of use of mental health services and the higher levels of mental distress raises the question of access to and use of these services. Implications for an International Audience The importance of developing and maintaining effective coping, including a support system, and committing to healthy self-care during challenging times was reinforced. Conclusions This difficult time for nursing students emphasized the need to ensure attention to student well-being and mental health during their foundational educational experiences.

Objectives This case study explored implementation of a Decision-Based Learning (DBL) tool for teaching arterial blood gas (ABG) analysis to nursing students. Methods For this mixed-methods study, ABG problems in a DBL model were solved by nursing students. Students answered a survey about their experience with DBL. Quantitative survey results are reported with descriptive statistics. Open-ended questions and instructor and student interview data were qualitatively analyzed. Results Students had a positive experience with DBL and gained self-efficacy regarding ABG analysis. The tool was engaging, simple to use, and not overly time-consuming. Conclusions DBL can be a useful tool for teaching ABG analysis to nursing students. Implications for an international audience nursing students everywhere benefit from understanding ABG analysis. DBL is a promising tool that can be used in any location with digital resources.

Objectives To examine graduate students’ perceptions of their nursing professional identity within the university-based educational system. Methods A qualitative phenomenological approach was adopted involving the completion of in-depth interviews and focus groups among master’s degree students in Morocco. Results The shift to university-based nursing education system was associated with the development of a positive self-image, sense of empowerment, and attachment to professional values in addition to role extension and involvement in research. Conclusions The perceived external barriers such as negative social image, role ambiguity, and unsupportive work environments, limit the reach of the positive influence of the educational shift and may lead to doubts in integrating the clinical workspace.

Objectives This study explored the experiences of Black students in two western Canadian undergraduate nursing programs. Methods Using a qualitative focused ethnography design grounded in critical race theory and intersectionality, participants were recruited using purposive and snowball sampling. Data were collected through individual interviews, and a follow-up focus group. Data were analyzed using collaborative-thematic analysis team approaches. Results n=18 current and former students participated. Five themes emerged: systemic racism in nursing, precarious immigrant context, mental health/well-being concerns, coping mechanisms, and suggestions for improvement. Conclusions An improved understanding of Black student experiences can inform their recruitment and retention. Supporting Black students’ success can potentially improve equity, diversity, and inclusivity in nursing education programs and/or their representation in the Canadian nursing workforce. Implications for an international audience The presence of a diverse nursing profession is imperative to meet the needs to provide more quality and culturally competent services to diverse population.

Objective This correlational longitudinal study examined levels and relationships of Learned Resourcefulness (LR), stressors, and academic performance in baccalaureate nursing students at a North Carolina university. Method Gadzella‘s Student-life Stress Inventory (SSI) and Rosenbaum’s Self-Control Scale (SCS) administered to 85 students in two groups upon admission and graduation. Results LR increased, while stress decreased significantly in both groups ( p < 0.05). Both groups (95.3% female, 85.8% Caucasian) reported similarly high frustration, pressure, and emotional reactions to stress. Significant relationship between taking tests and stress ( p < 0.01). Stressors ( p < 0.05) and age ( p < 0.01) significant predictors of academic performance. Significant correlations of LR and work status ( p < 0.01), and increased self-esteem ( p  < 0.05). No significant relationships among LR, stressors, and academic performance. Conclusion Results validate high levels of stress and suggest that higher LR enhances coping skills and decreases stress longitudinally, which can improve academic performance and retention. Implications for International Audience Trends and relationships in stressors and LR should be explored internationally in larger, more diverse samples of college students in nursing and other majors in relation to depression, anxiety, health-related behaviors, demographics, and academic performance. LR can be assessed, taught, learned, and enhanced. Greater numbers of qualified, competent nursing graduates with stronger clinical judgment, coping, and problem-solving skills will address the critical global nursing shortage and improve the quality, safety, and access of health care worldwide.

Objectives The aim of this study was to explore the experiences of faculty teaching in programs designed to support internationally educated nurses’ transition to nursing practice in Canada. Methods This was a qualitative study that gathered data through semi-structured interviews. Results Four themes were developed from the data: learning the learner, feeling moral unrest in my role, inviting reciprocal relationships, and finding our way. Conclusions There is an urgent need to ensure that faculty are well prepared for their role and that the needs of internationally educated nurses, both personal and pedagogical, are central. Despite the challenges experienced by faculty, they also describe great growth as a result of their new role. Implications for an International Audience Findings from this study are particularly relevant for those in high income countries seeking to support internationally educated nurses. Faculty preparedness and holistic support for students are critical for ethical, high-quality education.

Objectives To examine changes in grit and psychological capital among nursing students prior to, during the height of the pandemic, and more than 12 months after the initial pandemic announcement. Methods A cross-sectional study design addressed the aim of the study. Nursing students undertaking a three-year baccalaureate degree between 2019 and 2021 were included. Results Mean grit levels among the n=818 unique student participants were significantly lower in 2020 than in 2019 and 2021; however, no significant difference was detected for psychological capital over the same period. Conclusions Although normative day-to-day challenges may aid grit development, a major event has a negative impact yet has a buffering effect of negative life events at the time of a crisis. The study further placates that psychological capital remains malleable and open to change at the time of a crisis and may be an essential mechanism to mediate grit and has the capacity to influence student performance over time. It remains essential to develop grit through the mediating elements of psychological capital to enable nursing student to undertake academic studies, particularly in the event of major challenges, such approaches may further enable students’ endurance to withstand major crises as they enter the workforce.

Objectives To test if two e-learning modules – one on cognitive impairment, and one on continence and mobility – in older people would improve the knowledge of nurse members from the Canadian Gerontological Nurses Association and College of Licensed Practical Nurses of Alberta. Methods A pre-post-test design was used to test 88 nurses’ knowledge of cognitive impairment and 105 nurses’ knowledge of continence and mobility and their perceptions of how the modules contributed to their learning. Results There was a statistically significant increase in practicing nurses’ knowledge about cognitive impairment (0.68 increase), continence (2.30 increase), and its relationship to mobility. Nurses’ self-report on the feedback survey demonstrated increases in knowledge, confidence, and perceptions about older people. Conclusion These results suggest the modules have strong potential to enhance practicing nurses’ knowledge about cognitive impairment, continence, and mobility.

Objectives Academic literacy in nursing students has historically been poor this research therefore aimed to investigate the effectiveness of an embedded multidisciplinary approach to academic written communication skills for first year Bachelor of Nursing students in Australia. Methods This initiative consisted of (1) collaboratively embedding academic skills with nursing staff and Learning and Academic Skills Advisors using scaffolded tasks, curriculum/material development, workshops/tutorials on writing skills; and (2) individual support sessions. Data was obtained via questionnaire. Results Responses were received from 92 (74% local and 26% international) students. Key findings showed the collaborative approach to embedding skills with added follow up, was beneficial for students’ skills development, including improved academic writing, increased confidence, and recognition of the importance of academic writing. Conclusions It is important to equip student to develop academic literacy and an embedded academic literacy program has been determined to assist and may contribute to future professionalisation in nursing.

Background Nursing education was affected by the COVID-19 pandemic as most institutions shifted to e-learning. The aim of the current study was to examine students’ engagement and satisfaction levels with e-learning during the COVID-19 pandemic. Methods A descriptive correlation design was used to guide this study. A voluntary response sampling method was used to recruit undergraduate nursing programs in Jordan. Data were collected using an electronic link to a self-reported questionnaire. Results A total of 1,562 undergraduate nursing students responded to the questionnaire. The study showed that most students have high engagement in the emotional, skills, and performance subscales and low engagement in the participation subscale. Further, they were moderately satisfied with e-learning during the COVID-19 pandemic. Conclusions Students identified several issues regarding their e-learning, which must be considered to improve their engagement and satisfaction. Further, the study revealed several shortcomings in preparing students to attend e-learning classes.

Objectives Despite the cultural challenges and stigma associated with nursing in the United Arab Emirates, there has been an increase in male nursing students. It is therefore important to understand barriers and facilitators that influence their decision to choose nursing education. Methods This qualitative study used purposive sampling to recruit 30 male undergraduate students. Semi-structured interviews were conducted and data were analyzed with thematic analysis. Results Ten themes were identified that described barriers and facilitators to choosing nursing programs as perceived by male students. Four themes reflected barriers and six themes were identified that encompassed facilitators to choosing nursing programs. Conclusions For international audiences, our findings could be helpful in enhancing both the recruitment and educational opportunities for male nursing students. Male students may be inspired to pursue the nursing profession by the presence of men in the profession and favorable male role models. Effort is needed to recruit male role models in nursing schools.

Objectives This study aimed to identify and compare nursing students’ achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic. Methods This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning. Results Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning. Conclusions Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.

Objectives Evaluate effectiveness of a multisite program promoting the successful transition of baccalaureate and graduate entry (with a prior degree) students into pre-licensure curricula. Faculty concern around nursing students’ successful completion of nursing programs and passage of the nursing licensure exam stems from challenges students encounter in core courses, study habits, and civility. Methods One hundred eighty-five students participated in a quasi-experimental pre-post-test mixed-methods study. Students completed content modules and open-ended surveys. Results Most students found the program helpful. Statistically significant improvements were shown in medication calculation, reading comprehension, and medical terminology. No statistically significant improvement was shown in anatomy and physiology. Conclusions Our Transition to Nursing program shows promise and adds to proactive strategies in preparing students for a successful transition into nursing programs. Our innovative approach may serve as a model to nursing schools and colleges around the world to promote student success.

Objectives The purpose of this study was to explore nursing students’ experiences after completing community health nursing simulation encounters. Methods The study used a descriptive qualitative design. Through conventional content analysis, the research team analyzed the experiences of 73 nursing students after participating in community health nursing simulation encounters. The data come from nursing students’ responses to three post-simulation qualitative questions. Results Nursing students identified both positive aspects (simulation as a great learning method, useful in understanding community health nurses’ roles, faculty’s role in facilitating an effective learning environment) and opportunities for improvement (needing for clear objectives, expectations, and roles). Conclusions Community health nursing simulation encounters can be a powerful educational method to help students experience and understand the roles of community health nurses. Implications for international audience Augmentation of the pre-brief component will further improve students’ simulation experiences.

Objectives Collaborative Online International Learning (COIL) is an innovative teaching pedagogy involving faculty collaboration and student co-learning across global partner schools. Guided by the cross-cultural alignment model, the purpose of this educational research project was to analyze the impact of COIL on the knowledge, skills, and attitudes of nursing students in two global partner schools and to determine if groups of students were impacted differently. Methods Students engaged in synchronous and asynchronous learning sessions using a secure digital platform over several weeks. Data was gathered from students using an optional, anonymous, online, retrospective pre-posttest survey. Results COIL enhances student understanding of key global nursing concepts and culturally responsive care. Differences across schools were observed. Conclusions COIL is a feasible and cost-effective way to integrate global education into the curriculum of undergraduate nursing education. Recommendations for future COIL experiences are made.

Introduction Providing culturally competent care to members of the LGBTQ+ community is an essential role for nursing professionals. However, many healthcare professionals lack the knowledge and skills necessary for creating a therapeutic healthcare encounter with individuals from the LGBTQ+ community. Literature review Individuals from the LGBTQ+ population continue to report experiencing either real or perceived discrimination, oppression, and stigmatization when accessing the healthcare system. Health professionals report a lack of training where LGBTQ+ individuals are concerned. Purpose of the project The purpose of this project was to (1) pilot one of the ACE+ scenarios and provide feedback to the NLN and (2) expand on the LGBTQ+ educational content in the curriculum. Discussion Simulation-based learning activities are valuable and effective pedagogical tools for integrating essential LGBTQ+ care concepts into the curriculum. Students, faculty, and standardized participants perceived the simulated scenario as valuable. Recommendations for future implementations include utilizing a pool of trained standardized participants and ensuring ample pre-briefing, scenario facilitation, and debriefing time. Implications for an international audience The insights from this project can be integrated into healthcare training programs worldwide to enhance care for LGBTQ+ individuals. Simulation offers a safe environment for practicing real-life scenarios, building skills, and assessing competencies to ensure nurses are prepared for professional practice across the globe. Conclusions Nursing programs should incorporate LGBTQ+ content into the undergraduate curriculum. Evidence-based simulation resources that are free and readily accessible can support nursing faculty in effectively incorporating these concepts.

Purpose We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange. Approach Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths. Results From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning. Implications for International Audience Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.

Background Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment. Purpose Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students’ mastery of core competencies while offering versatility in an online environment. Methods Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling. Results 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals. Conclusions The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment. Highlights 1. The virtual simulation improved student understanding of poverty. 2. The virtual simulation can be used in multiple curriculum tracks in a virtual learning environment. 3. Affordable, creative, online tools are available to aid student learning.

Objectives Nurse educators are increasingly challenged in preparing future nurses to be creative thinkers. The purpose of this innovative quality improvement initiative is to share nursing students’ interpretations of the value arts-based pedagogy (ABP) brings to their nursing practice. Methods Braun and Clarke’s approach to thematic analysis was utilized to identify and report patterns of ideas within learners’ interpretations of engaging in an ABP assignment. Results The analysis of students’ interpretations led to the creation of a novel conceptual model to encourage and support nurse educators in the use of innovative ABP approaches. Conclusions ABP can be seamlessly integrated within teaching and learning methodologies to cultivate meaningful student learning. Implications for international audience The intent of the conceptual model is to encourage and support nurse educators in the use of innovative ABP approaches designed for engaging nursing students in active, creative, and challenging learning environments.

Objectives Resilience is a complex concept that is extensively drawn upon in higher education, nursing included. The objective is to examine the concept of resilience and its use within nursing education. Methods Rodgers’ evolutionary concept analysis was used to explore this concept. Results The current focus on fostering resilience in undergraduate nursing education predominantly focuses on educational interventions to support one’s ability to self-care continues to be pervasive within the nursing literature. More recent dialogue encourages a more holistic approach that examine interventions from both individual and structural perspectives. Conclusions Recommendations for future research are to examine the synergy between individual, contextual, and structural factors to support resilience in nursing students. Implications for International Audience Based on the concept analysis, resilience is contextual. Therefore, nurse educators may support and foster nursing students’ resilience by having increased awareness of both individual and structural perspectives of resilience.

This paper presents the findings of a study comparing the post-registration midwifery curriculum (PRMC) taught in Sri Lanka with the International Confederation of Midwives (ICM) curriculum and five other selected curricula from other parts of the world to train midwifery trained registered nurses (MTRNs). In so doing, we consider the historical origins of post-registration midwifery training and its implications for modern teachings in Sri Lanka and other low-middle income countries (LMICs). Data collected through document review are read, summarized, and compared using checklists across different curricula components, content, and length. The wide variation in terms of length of the programs, content covered, the ratio of theoretical to practical content, and the range of skills and competencies developed has implications for the individual and professional growth of MTRNs. While there is a need to align the PRMC with the ICM standards to ensure safer maternity care in Sri Lanka, implications for developing and promoting the growth of midwifery as a strong independent body in LMIC is discussed.

Introduction The psychosocial needs of nursing students are a pressing matter as mental health disorders may affect nursing students’ journeys as professional nurses. Literature Review Psychological distress and burnout in nurses are threats to worldwide health care, as the stress associated with the COVID-19 pandemic could lead to an unstable future global nurse workforce. Discussion Resiliency training can positively impact nurse stress, mindfulness, and resilience, as resilient nurses are better able to manage their response to stress and adversity which will contribute to positive patient outcomes. Implications for an International Audience Educating faculty on resilience will aid nurse educators to create new student instructional approaches to improve mental health wellness. Conclusions Supportive faculty behaviors, self-care techniques, and resilience-building infused throughout the nursing curriculum may promote the effective transitioning of students into practice, providing the necessary foundation for improving workplace stress management and increasing longevity and satisfaction in the profession.

Objectives The purpose of this study was to examine student and faculty perspectives of student incivility in the online learning environment and social media platforms and to describe the participants’ recommendations for promoting civility. Methods Mixed-method design was used to collect data from a convenience sample of students and faculty in a nursing program in the Southeast United States. Results 53 faculty members and 203 nursing students participated, and the majority agreed that incivility is a problem to some degree. Several themes emerged for effectively promoting civility. Conclusions Incivility is a problem, but students and faculty believe the use of proactive strategies may be effective in promoting civility. Implications for International Audience: As more nursing programs move to the OLE, even if temporarily as occurred during the pandemic, coupled with the increase in social media use, there is need to recognize and implement strategies to thwart the incidence of incivility.

Objectives Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students. Methods A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor. Results The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students. Conclusion Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.