Browsing by Subject "Nursing faculty"

Now showing 1 - 3 of 3
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    A Systematic Review of Us Nursing Faculty's Knowledge, Awareness, Inclusion, and Perceived Importance of Sexual and Gender Minority-Related Content in Nursing Curricula
    (Elsevier, 2022-10-18) Moore, Scott Emory; Coleman, Christopher Lance; Hughes, Tonda L.; Dorsen, Caroline; Smith, Sheila K.; Bower, Kelly M.; Clochesy, John; Clark, Kristen; Sherman, Athena D. F.; School of Nursing
    Background: Health inequities among sexual and gender minority (SGM) individuals have been increasingly described, yet SGM-related content in nursing curricula and the number of nursing faculty with sufficient knowledge of SGM health are limited. Purpose: To describe, appraise, and synthesize research from 2000-2020 regarding the knowledge, awareness, inclusion, and perceived importance of SGM health content among US nursing faculty. Method: Adhering to PRISMA 2020 guidelines, we performed a systematic review, appraisal, and synthesis of the extant literature. Findings: Four descriptive articles fit inclusion criteria. Studies examined characteristics of nursing faculty and curricular inclusion of SGM content. Discussion: The evidence bases related to nursing faculty’s perceptions of SGM contents’ importance and inclusion of related SGM health content are very limited. Since 2020 there have been limited new publications, with most recent articles being commentaries. The time for commentary has passed, nursing researchers must employ rigorous methods to advance this important area.
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    Teaching Gun Violence Prevention in Undergraduate Nursing Programs
    (2023-12) Holmes, Sarah Margaret; Draucker, Claire; Moorman, Meg; Halverson, Paul; Otte, Julie; Reising, Deanna
    Gun violence is an epidemic that kills over 40,000 persons in the United States annually. Despite that gun violence is a significant public health problem, the topic is not often included in undergraduate nursing curricula. To understand this gap, the purpose of this study was to describe the teaching behaviors and perceptions of undergraduate nursing faculty related to gun violence prevention (GVP) and to explore factors that are associated with their behaviors. A survey was developed to measure faculty behaviors and perceptions. A sample of 102 nursing faculty recruited via social media communications, professional organization electronic discussion boards, and an electronic listserv completed the survey. Descriptive and inferential statistics and content analysis were used to analyze their responses. Whereas most participants were favorable to including GVP topics in curriculum, only 31 had taught about GVP in an undergraduate nursing course. Participants most frequently indicated the following topics and skills should be taught: the role of guns in unintentional injuries, suicide, and intimate partner violence; assessing for gun access; counseling about safe gun storage; and counseling about lethal means restrictions to prevent suicide. Participants indicated that key barriers to teaching about GVP included having too many other topics to teach, lack of standardized educational materials, lack of guidance from accrediting bodies, lack of faculty expertise, and the current political atmosphere. Perceived level of knowledge, level of confidence, and beliefs about teaching GVP were significantly associated with teaching GVP. The findings highlight the need for faculty development programs to increase awareness of gun violence as a public health issue and assist faculty to integrate GVP education into curricula. The findings also indicate that national nursing organizations should develop guidelines, identify competencies, and provide resources related to the inclusion of GVP content in undergraduate nursing programs.
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    Three-Year Nursing PhD Model Recommendations from the RWJF Future of Nursing Scholars
    (Slack, 2022) Rosa, William E.; Hartley, Kim; Hassmiller, Susan B.; Frisch, Stephanie O.; Bennett, Stephanie G.; Breen, Katherine; Goldberg, Jessica I.; Koschmann, Kara S.; Missel, Amanda L.; Parekh de Campos, Amisha; Pho, Anthony T.; Rausch, Jamie; Schlak, Amelia E.; Shook, Alic; Tierney, Meghan K.; Umberfield, Elizabeth; Fairman, Julie A.; School of Nursing
    Background: In response to the 2011 Future of Nursing report, the Robert Wood Johnson Foundation created the Future of Nursing Scholars (FNS) Program in partnership with select schools of nursing to increase the number of PhD-prepared nurses using a 3-year curriculum. Method: A group of scholars and FNS administrative leaders reflect on lessons learned for stakeholders planning to pursue a 3-year PhD model using personal experiences and extant literature. Results: Several factors should be considered prior to engaging in a 3-year PhD timeline, including mentorship, data collection approaches, methodological choices, and the need to balance multiple personal and professional loyalties. Considerations, strategies, and recommendations are provided for schools of nursing, faculty, mentors, and students. Conclusion: The recommendations provided add to a growing body of knowledge that will create a foundation for understanding what factors constitute "success" for both PhD programs and students.