Background and objective: University-based, pre-licensure programs can expose healthcare students to the realities of poverty and its relationship to healthcare using an interprofessional Poverty Simulation. The aim of the study was to evaluate the effectiveness of a Poverty Simulation on the unconscious bias among health professions students.
Methods: A pre-test/post-test online survey design was implemented (N = 181) at two institutions. Paired-sample t-tests compared pre-and post-simulation scores for the Poverty Attributions Survey (PAS) and Interprofessional Attitudes (IPAS) subscales.
Results: Significant differences were found for the PAS subscales assessing Individual (pre-simulation M = 4.09, SD = 1.15; post-simulation M = 4.71, SD = 1.13) and Cultural attributions of poverty (pre-simulation M = 3.74, SD = 1.16; post-simulation M = 4.20, SD = 1.25); t(168) = -7.814, p <.001 and t(175) = -5.242, p <.001, respectively. A significant difference between pre- (M = 1.83, SD =.57) and post-simulation scores (M = 1.68, SD =.69) for the IPAS Teamwork, Roles, and Responsibility subscale was found, t(170) = 2.511, p =.013, Cohen’s d = 0.23.
Conclusions: Results support engaging healthcare students in the realities of poverty to positively influence understanding and empathy, reducing unconscious bias.

Objective: In the outpatient setting, polypharmacy and poor communication among providers has left a gap in drug education involving the elderly population. Linking all of these providers with an accurate medication regimen may be the answer. Nurses can play a pivotal role in drug-related problems in the elderly population. The aim of this study is to use a liaison nurse to help educate the elderly population on the importance of adherence and understanding their medications by using an individualized medication card.
Methods: This study used a descriptive study design. A convenience sample (n = 16) of patients, who were sixty-five years of age or older and were taking five prescription medications daily was employed. After collecting patient demographic information, a counseling session was performed with the patient on their medications using an individualized medication card. Data was then collected via two follow-up phone calls at two and four weeks after initial counseling session using a medication questionnaire and a set of five follow-up questions.
Results: Sixteen participants received counseling on their medications and an individualized medication card to take home. Only thirteen participants were reached via phone call, two weeks after their initial counseling session. Of these thirteen, two had lost or forgotten their medication card. Eleven reported that the medication card had been helpful in understanding and adhering to their medications. Of the participants who kept their cards, all were satisfied with the counseling materials and methods used.
Conclusions: The findings indicate that the elderly population who were taking five or more prescription medications showed benefit from counseling on their medications using an individualized medication card. Such a tool will help nurse practitioners guide elderly patients in medication education and adherence in future practice.

Objective: The purpose is to explore opportunities to leverage faculty practice to grow the NP faculty workforce.
Methods: The data were a subset of a larger study surveying NP students and faculty.
Results: Findings support faculty practice as an innovative strategy that can be leveraged to grow the NP faculty workforce.
Conclusions: There are missed opportunities for growing the NP workforce when faculty practice is not being used 1) as a strategy to recruit and retain faculty and 2) to entice NP students to consider a future career in academia.

This retrospective study uniquely focused on the effects of continuous positive airway pressure (CPAP) on blood pressure in patients with mild obstructive sleep apnea (OSA), a condition characterized by intermittent upper airway collapse. OSA is a well-established risk factor for hypertension, with positive airway pressure (PAP) therapy being the most common treatment. While substantial evidence supports PAP therapy in moderate and severe OSA, the impact of CPAP on mild OSA, which accounts for 50%-70% of all cases, remains underexplored. The primary objective of this study was to investigate whether CPAP therapy, particularly the degree of adherence to treatment, has a measurable impact on blood pressure regulation in patients with mild OSA. Specifically, this research aimed to evaluate whether consistent CPAP use could lower systolic and diastolic blood pressure and assess how varying levels of adherence influence these outcomes. Participants were stratified into two groups based on CPAP adherence: Group A (n = 45) included those who used CPAP for four or more hours per night on at least 70% of nights, while Group B (n = 15) consisted of those with less than four hours of CPAP use per night on 70% of nights. Interestingly, greater systolic and diastolic blood pressure reductions were observed in Group B, suggesting that lower CPAP adherence may still contribute to significant cardiovascular improvements. These findings offer new insights into the management of blood pressure in patients with mild OSA and the role of CPAP adherence.

Objective: The aim of this review was to explore the concepts of diversity, equity, inclusion within nursing education. Moving forward with the new AACN Essentials, nursing professors will be required to integrate these concepts into the curriculum, therefore it is important to understand what is currently available in the literature.
Methods: An exhaustive review of the literature revealed that among the original 3,107 articles found, only 24 were included because of the narrowed IR focus on curriculum. Articles were then evaluated for suggested learning activities.
Results: This IR reviews 24 articles in total. Some of the articles reviewed contained more than one concept. Of the articles reviewed, 18 focused on inclusion, 8 on equity, and 13 on diversity.
Conclusions: The findings first and foremost indicate the need to incorporate teaching and learning practices related to the concepts of diversity, equity, and inclusion and secondly the need to publish additional best practices and exemplars.

Background: Sleep is critical to general health and occupational safety of workers. Black nurses in the United States report sleeping less than their White counterparts, indicating sleep inequity exists. Understanding what workplace factors contributing to this inequity and suggestions for improvement are vital to protecting nurses.
Methods: A descriptive qualitative research design with content analysis was used to examine focus group data from Black nurses working in the United States. Participants were invited to virtual focus groups or interviews to answer questions about their sleep. Questions were guided by the Social Ecological Model for Sleep.
Results: Fifteen nurses participated. Four themes emerged: Societal Impact, Workplace, Interpersonal-Cultural Context, and Individual. Twelve sub-themes were identified that described factors that affect all nurses (i.e., night shift, long work hours) versus societal and interpersonal events tied to racism that are most impactful for Black nurses’ sleep. Participants offered six suggestions for changing the healthcare setting to increase a sense of belonging.
Conclusions: To improve sleep equity among Black nurses working in healthcare settings, a holistic approach towards worker health and safety may help attenuate individual risks from poor sleep. Systemic organizational efforts to increase belonging among staff could benefit from fostering trusting relationships with Black nurses, as well as increasing the diversity of healthcare leaders and managers.

This study aimed to assess the effectiveness of Nursing Virtual Reality Simulation (NVRS) in increasing confidence and reducing anxiety among English as a Second Language (ESL) students enrolled in undergraduate nursing clinical courses. ESL nursing students often face unique challenges in clinical settings, where effective communication and critical thinking are crucial. With the growing use of NVRS as an innovative component of nursing education, this study employed a mixed-methods approach, including a pre-intervention survey and a post-intervention Likert-scale questionnaire, along with individual interviews, to evaluate the outcomes of two NVRS sessions. Preliminary findings suggest that NVRS significantly reduces anxiety related to language barriers, enabling ESL students to practice and improve their communication skills in a supportive, immersive environment. The positive feedback from participants underscores the potential of NVRS to enhance clinical learning experiences. The study concludes that NVRS could be an effective supplementary tool in reducing anxiety among ESL nursing students, and further research is recommended to explore the long-term impacts of NVRS on clinical performance and confidence.

Background and objective: United States nursing programs use many ways to educate their students preparing them as registered nurses. There is a lack of research supporting nursing educational experiences that are helpful to newly licensed registered nurses when they are caring for patients after graduation. The aim of this study was to gain deeper understanding of pre-licensure undergraduate nursing educator’s role in the transition to patient care among newly licensed registered nurses.
Methods: Data from newly licensed registered nurses with less than 24 months of clinical experience (n = 10) were analyzed using a thematic approach.
Results: Two main themes with 3 subthemes; 1) Developing connections with the profession with sub themes of 1a) Unrealistic expectations, 1b) Developing a new perspective, 1c) Developing confidence, and Theme 2) Relying on what has been learned.
Conclusions: Nursing educators must ensure that undergraduate education is most beneficial in achieving adequate preparation and greater satisfaction in the transition to the role of the professional nurse.

Nursing school can be a challenging time for students. Resuscitation events are highly stressful situations that may be encountered by nursing students in clinical settings. Although resuscitation events are essential life-saving interventions for the patient in critical conditions, these experiences can impact the education of nursing students by offering unique learning opportunities in addition to emotional challenges. While the literature explores the outcomes of the resuscitation event, there is a gap in the literature on how nursing students perceive and respond emotionally to these critical situations. The purpose of this qualitative study was to explore nursing students' perceived feelings experienced during their first resuscitation event. Participants were recruited from a Bachelor of Science in Nursing (BSN) degree program located at a University in the Mid-Atlantic area of the United States. Convenience sampling was used. Seven senior-level nursing students were recruited. Data was collected by a focus group interview. Five themes emerged from the coded analysis of the data. The themes include traumatic reaction, novice role, bad experience, lasting impression, and lack of knowledge. This research highlights the emotional experiences of nursing students during their first resuscitation events, emphasizing the need for comprehensive support and training. By addressing the emotional and educational needs of students, nursing educators can foster the development of skilled, confident, and compassionate nurses capable of navigating the complexities of resuscitation events.

Background: Early career, pre-tenure nursing faculty face significant challenges as they navigate the demands of academia, particularly during their first year. While there is growing research about pre-tenure faculty needs, specific insights into early career nursing faculty, especially in Canada, is limited. It is also not known how professional development strategies such as Schwind’s Narrative Reflective Process (NRP) could facilitate integration into academia and support professional growth. The purpose of this article is to explore the application of NRP as a professional development tool for nursing faculty during their first year of a tenure-track position.
Methods: At a large urban school of nursing in Canada, four pre-tenure nursing faculty members in their first year of appointment engaged in a series of collaborative, professional development exercises guided by a senior faculty member using NRP. A composite reflection was analyzed using qualitative content analysis.
Results: Six themes emerged from the faculty members’ experiences using NRP: needing time to reflect, learning process, creative process, sharing experiences and finding our unique path, experiencing emotions, and looking forward.
Discussion: This article highlights the experiences of NRP on early career nursing faculty. Findings reveal the need for dedicated reflection time to foster emotional engagement. Creative activities deepened insights into faculty identities, while sharing experiences fostered community and collaboration. Faculty expressed enthusiasm for applying NRP in future educational and research contexts, recognizing its value for ongoing professional development.
Conclusion: NRP is a promising tool to promote professional development in early career tenure-track nursing faculty in academia.