NUR Faculty Scholarship

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    Disability and accommodation use in US bachelor of science in nursing programs
    (2025-02-20) Jackson, Brandy L.; Cameron, Vanessa K.; Hodgens, Tiffany M.; Jamal-Eddine, Sabrina A.; Kunte, Vera; Marsala-Cervasio, Kathleen; Smeltz, Lydia; Betchkal, Rylee; Carichner, Tess; Jones, Krista; Morrow, Linda; Bandell, Jaclyn; Pawloski, Katie; Valdez, Anna; Meeks, Lisa M.
    [No abstract available]
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    Transforming RN-Baccalaureate education using insights from a national faculty needs assessment
    (Lippincott Williams and Wilkins, 2025-01-29) Heywood, Natalie; Williams, Rhonda; Blackwell, Deborah; Hommes, Tiffany; Franklin, Sherri; Nichols, Lynn Stover
    Background: The recent American Association of Colleges of Nursing (AACN) Essentials revision emphasizes direct clinical experiences across 4 spheres of care in RN-Baccalaureate (RN-B) education, creating challenges for online, asynchronous programs. Differentiating between prelicensure and postlicensure education complicates the integration of these requirements. Understanding RN-B faculty needs is critical for curricular transformation. Purpose: This needs assessment examines challenges faced by RN-B faculty in integrating the AACN Essentials into nursing curricula and provides resources critical for the transition to them. Methods: A web-based needs assessment was conducted with RN-B faculty across the United States. It included a demographic questionnaire, 5 quantitative questions, and 3 qualitative items. Results: The assessment revealed a need for enhanced academic support, resources, communication, and collaboration to facilitate implementation. Conclusion: This article offers insights, recommendations, and resources for RN-B faculty engaged in curricular transformation, emphasizing targeted support for adopting the AACN Essentials. Copyright © 2025 Wolters Kluwer Health, Inc. All rights reserved.
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    Mindfulness smartphone application implementation to impact stress and burnout in adult healthcare professionals
    (Lippincott Williams and Wilkins, 2024-12-26) White, Peggi; Williams, Rhonda; Harrington, Jamie
    Many healthcare professionals are experiencing increased stress and burnout, worsened by the COVID-19 pandemic, leading to negative individual and organizational outcomes such as mental illness, maladaptive coping, job dissatisfaction, poor patient care, and higher turnover costs. Mindfulness practice is a promising evidence-based approach to impact stress and burnout. This quality improvement pilot project evaluated the impact of a free mindfulness smartphone application on stress and burnout levels in certified or licensed adult healthcare professionals over 6 weeks. Using a quasi-experimental pre- and post-intervention design, the project assessed the Mindfulness Coach application’s (app) impact on stress and burnout using the Perceived Stress Scale and the Mini Z 2.0 survey. The results indicated that using the app significantly reduced perceived stress but did not impact burnout symptoms. Copyright © 2024 Wolters Kluwer Health, Inc All rights reserved.
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    Electronic monitoring of mom’s schedule (eMOMS™): A feasibility randomized controlled trial targeting postpartum weight retention and breastfeeding duration among populations with overweight/obesity
    (SAGE Publications Inc., 2024-11-26) Jacobson, Lisette T.; Befort, Christie; Okut, Hayrettin; Zackula, Rosey; Dowling, Jolynn A.; Stern, Judy E.; Robbins, David C.; Wolfe, Michael D.; Kluding, Patricia; Grainger, David A.
    Background: Globally, rising trends in gestational diabetes and body mass index contribute to maternal and neonatal morbidity and mortality. Lifestyle modifications and breastfeeding may reverse this effect, although few studies combine these into one intervention. Research Aims: To measure postpartum weight retention, breastfeeding duration, hemoglobin A1C, and mean arterial blood pressure at 6 months postpartum among women with elevated pre-pregnancy body mass index. Methods: The electronic Monitoring of Mom’s Schedule study (eMOMS™) was a feasibility, three-arm, randomized controlled trial modeled after a Diabetes Prevention Program and breastfeeding support. A health coach delivered a 12-month virtual intervention. Study arm results were compared using Wilcoxon signed-ranks exact test reporting from a two-sided test and bootstrapped samples with 95% confidence intervals. Results: Between September 2019 and May 2021, 100 individuals were screened, and 35 were randomized: nine to Group 1, 14 to Group 2, and 12 to Group 3. At baseline, participants averaged 13.0 (SD = 2.5) weeks gestation, with a mean pre-pregnancy body mass index of 29.7 (SD = 3.0). With 5,000 bootstrapped samples, mean weight retention from baseline to 6 months postpartum was: 4.0 kg, 95% CI [1.6, 6.2] for Group 1; 3.7 kg, CI [-1.8, 9.8] for Group 2; and 7.5 kg, CI [4.1, 11.6] for Group 3. Mean (exclusive) breastfeeding duration was 9.3 weeks, 95% CI [0.43, 26.1]; 9.6 weeks, CI [4.4, 15.7]; and 15.1 weeks, CI [6.5, 23.3] for each group, respectively. Conclusion: Our intervention was positively associated with postpartum weight retention and breastfeeding duration. Future research is needed to assess intervention components. © The Author(s) 2024.
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    Navigating the virtual frontier: A virtual patient simulation pilot study in prelicensure baccalaureate nursing education
    (Elsevier Inc., 2024-08-23) Williams, Rhonda; Helmer, Brenda; Elliott, Abbey; Robinson, Donna; Jimenez, Francisco A.; Faragher, Mary E.
    Background: Clinical reasoning and effective communication are foundational to patient outcomes, and therefore, key concepts in nursing education. There is a growing body of evidence to support virtual patient simulation in nursing and other health professions, but to date none that focuses specifically on whether virtual simulation impacts clinical reasoning in on-campus baccalaureate nursing health assessment courses. Sample: First semester prelicensure baccalaureate nursing students. Methods: A quantitative, quasi-experimental design with a pre-test post-test methodology grounded in Experiential Learning Theory was used. The Student Performance Index score measured clinical reasoning and simulation software automatically calculated communication variables. Results: In the sample of 19 students, a two-tailed paired samples t-test found statistically significant improved outcomes for most variables. Conclusion: Virtual patient simulation positively impacts clinical reasoning and communication skills and is an appropriate pedagogical tool for nurse educators. © 2024