Journal of Nursing Education and Practice
https://www.sciedu.ca/journal/index.php/jnep
<p><img style="float: right; padding-left: 20px; padding-right: 20px;" src="/journal/public/site/images/jnep/JNEP-61.jpg" alt="" width="300" />Journal of Nursing Education and Practice (PRINT ISSN 1925-4040, ONLINE ISSN 1925-4059) is a peer-reviewed international scientific journal providing a forum for original research, case reports, experience exchange and reviews to the fields of nursing on clinical nursing, nursing administration, nursing practice, nursing education and other relevant nursing issues.</p><p>The primary aim of the JNEP is to promote a high standard of clinically related scholarship that supports the practice and education of nursing. These aims are achieved through promoting the international exchange of ideas and experience that draw from the different cultures in which practice takes place. Manuscripts on evidence-based nursing and nursing education are preferred.</p><p><strong>JNEP is included in:</strong></p><ul><li><a href="https://www.arc.gov.au/evaluating-research/excellence-research-australia">ERA</a></li><li><a href="https://scholar.google.com/citations?hl=en&pli=1&user=g98Eo0cAAAAJ">Google Scholar</a></li><li><a href="https://hollis.harvard.edu/primo-explore/search?query=any,contains,Journal%20of%20Nursing%20Education%20and%20Practice&tab=everything&search_scope=everything&vid=HVD2&offset=0">HOLLIS (Harvard Library)</a></li><li>Library and Archives Canada</li><li>LOCKSS</li><li>PKP Open Archives Harvester</li><li>SHERPA/RoMEO</li><li>The Standard Periodical Directory</li><li>The World Journal Clout Index (WJCI) Report (2020 STM)</li></ul><p>To facilitate rapid publication and to minimize administrative costs, the journal accepts <a href="/journal/index.php/jnep/about/submissions"><strong>Online submission</strong></a> and <strong><a href="mailto:jnep@sciedupress.com">Email submission</a></strong>. All manuscripts and any supplementary material can be submitted via the journal’s Online Submission or email to jnep@sciedupress.com. For online submission, please create a new account and then follow the instructions given on the screen.</p><p><strong>JNEP’s Sections:</strong></p><p>Original Research, Clinical Practice, Conference Report, Experience Exchange, Review.</p>Sciedu Pressen-USJournal of Nursing Education and Practice1925-4040Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication. <br />Copyrights for articles published in our journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.Evaluating nurses’ preparedness in critical incidents
https://www.sciedu.ca/journal/index.php/jnep/article/view/25092
<p><strong>Objective:</strong> This study aims to evaluate the preparedness and training of Canadian nurses in critical incidents.</p><p><strong>Methods:</strong> <em>Design:</em> An observational cross-sectional survey through a self-administered web-based questionnaire. <em>Setting:</em> The questionnaire was shared with nurses working in emergency departments, intensive care units, and coronary care units at five hospitals affiliated with McGill University in Montreal (Quebec, Canada). <em>Participants:</em> In total, 145 nurses completed the questionnaire. It was sent through email to nurse managers and assistant nurse managers working in the emergency department, adult intensive care unit, and cardiac care unit at four academic hospitals. <em>Main Outcome Measured:</em> level of preparedness and skills of nurses to deal with critical incidents.</p><p><strong>Results:</strong> Most nurses have not participated in a disaster management (code orange) simulation (64.8%, n = 94). Moreover, around half of them knew their specific role in such a simulation (49.6%, n = 72). The vast majority of participants (78.6%, n = 114) never took part in a real code orange scenario. On multiple logistic regression, having > 10 years of experience in nursing, having > 10 years of experience in critical care, participating in a code orange simulation, knowledge of roles and responsibilities during a code orange situation, and having knowledge of the department's code orange plan, were significantly associated with a higher level of preparedness.</p><strong>Conclusions:</strong> This study shows a lack of nurses’ preparedness in dealing with critical incidents based on their self-assessment. Confidence and knowledge of skills associated with BLS and ACLS were noted to be essential for a high level of preparedness.Shafic AbdulkarimAmmar Saed AldienAnudari ZorigtbaatarNatasha DupuisJosee LarocqueTarek Razek
Copyright (c) 2024 Journal of Nursing Education and Practice
2024-02-232024-02-23146110.5430/jnep.v14n6p1What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?
https://www.sciedu.ca/journal/index.php/jnep/article/view/24813
<p><strong>Background and objective:</strong> Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.</p><p><strong>Methods:</strong> The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. </p><p><strong>Results:</strong> The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.</p><p><strong>Conclusions: </strong>The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy.</p>Christina Ebanks
Copyright (c) 2024 Journal of Nursing Education and Practice
2024-03-142024-03-141462210.5430/jnep.v14n6p22Creation of a holistic admissions review process: A promising change designed to promote diversity and inclusion in nursing education
https://www.sciedu.ca/journal/index.php/jnep/article/view/24957
<p><strong>Objective: </strong>The holistic admissions process employs a review strategy designed to assess an applicant's unique life experiences together with traditional measures of academic achievement. This process considers a broad range of factors that reflect an applicant's potential for professional success in the nursing field. The purpose of this initiative was to introduce a holistic admissions process at a nursing program that has historically utilized an academic metrics-based approach.</p><p><strong>Methods:</strong> The nursing program identified goals and targets for holistic admissions as a means to evaluate the process and to make informed decisions that support the aim of increased student diversity.</p><p><strong>Results:</strong> A team-based approach was used to develop criteria for holistic admissions. Shared values for characteristics of ideal nursing applicants were discussed first, and a literature review was conducted, focusing on predictors of success in nursing school and on the nursing licensure examination. Criteria were developed aimed at capturing the shared values, predictors of success, while also allowing applicants to ‘tell their stories’ during the application process. A student-facing application and applicant faculty review process were created. Benchmarks for monitoring diversity of the student population were identified.</p><p><strong>Conclusions: </strong>Our faculty task force developed and implemented a holistic admissions review process and generated plans designed to monitor the improved diversity of the student population. Faculty reflections highlight the value of pursuing this change and moving forward with holistic admissions in our nursing program.</p>Angela Silvestri-ElmoreKayla SullivanEsmeralda ClarkJennifer PfannesNatalie SpitlerNecole LelandKathi ThimsenRoseann ColosimoJanelle Willis
Copyright (c) 2024 Journal of Nursing Education and Practice
2024-02-232024-02-231461110.5430/jnep.v14n6p11