Background and objective: Interactive learning enhances nursing education by fostering critical thinking, problem-solving skills, and teamwork. Escape room-style instruction is an innovative but underutilized approach in nursing. Traditional lectures may not fully engage students or optimize content retention. Escape rooms offer many potential benefits; however, their effectiveness in didactic nursing education remains understudied. The aim of this study was to compare traditional lectures and escape room style instruction in a pre-licensure pediatric nursing course to determine differences in learning outcomes.
Methods: Comparative observational study compared outcomes in two sections of the same pediatric nursing course in the same quarter which covered identical content using different teaching methods. Content retention was measured through pre-/post-tests. T-test scores and frequency tables showing changes from pre-test to post-test are reported by modality.
Results: A total of 61 students participated, with 21 attending a traditional lecture class and 45 attending an escape room class. Escape room cohorts demonstrated significantly higher post-test scores, suggesting improved short-term retention.
Conclusions: Escape room style classes can help enhance students critical thinking skills and short-term content comprehension and retention versus a traditional lecture style class. Classroom-based escape rooms can also offer a low-tech, high-impact alternative to traditional simulation labs to actively engage students in learning. However, further research is needed to assess its long-term effects in nursing education.

Background: Obesity in the United States plagues 70% of adults and over 30 million are diagnosed with diabetes. Research confirms diet as the most significant risk factor, yet this is not being disseminated to providers. Extensive research exists confirming the lack of nutrition education in medical programs, while little exists within nursing programs.
Methods: Eighty United States baccalaureate nursing programs were evaluated for nutrition content along with a survey of the faculty regarding their opinions of the nutrition curriculum. Program evaluation and survey data were analyzed using descriptive statistics.
Results: Among baccalaureate nursing programs, 66% of programs required a nutrition course, averaging 2 hours while 34% of programs had no nutrition requirement, and only 16% had evidence-based nutrition content.
Conclusions: Medical school curricula are moving to include evidence-based nutrition content. Nursing is compelled to address this curriculum deficit thereby facilitating appropriate dissemination of evidence-based nutrition education.

The demand for valid and reliable instruments to assess behaviors in interprofessional education (IPE) opportunities coincides with the recent shift in nursing education toward competency-based education (CBE). The purpose of the proposed study is to validate the Interprofessional Professionalism Assessment (IPA) instrument within the context of nursing education. The IPA instrument is used to assess individual interprofessional professionalism (IPP) in IPE and consists of 26 items clustered across six subscales: Accountability, Altruism and Caring, Communication, Ethics, Excellence, and Respect. The proposed study will be among the first to involve psychometric testing of the IPA instrument among the health professions and the first in nursing education, building upon the foundational work of the Interprofessional Professionalism Collaborative. The aim is to fill the gap in robust assessment tools that measure professionalism within IPE opportunities in a CBE framework. Potential participants for this study include clinical instructors overseeing prelicensure nursing students in the final year of their programs, ensuring a diverse representation of nursing students. The study will have a non-experimental, cross-sectional, and correlational design involving a web-based survey created with Qualtrics to validate the IPA instrument and explore the relationship between the IPA instrument and the Individual Teamwork Observation and Feedback Tool (i-TOFT). Confirmatory factor analysis will reveal the interrelationships among the items of the IPA instrument by investigating factor retention.

Background: Evidence-based practice (EBP) is highly recommended for health care professionals to apply in their practice. Provision of healthcare should be current and scientifically proven, hence the necessity for nursing education institutions to pursue nurse training programmes incorporating teaching of EBP skills. The purpose was to explore and describe the experiences of nurse educators with the integration of EBP into teaching and learning at a nursing college to develop a strategy to support nurse educators and to recommend the inclusion of EBP skills in the nurse training curriculum.
Methodology: A qualitative, descriptive phenomenological research design was employed, utilizing non-probability purposive and snowball sampling techniques to select nurse educators as participants. Data were collected through unstructured in-depth interviews using a grand tour question, a digital recording device, and field notes to record all interviews. Colaizzi’s phenomenological data analysis method guided data analysis using Atlas.ti 24 software for coding.
Results: Four themes emerged: nurse educators’ experiences with integration and understanding of the EBP concept, facilitating EBP integration, significance of integrating EBP in teaching and learning, and suggested strategies to enhance EBP integration. Based on these findings, a strategy was developed with seven action statements to support nurse educators. Furthermore, recommendations to the college and future research were suggested for the successful integration of EBP.
Conclusions: The suggested strategy and recommendations made, would facilitate and create a culture of EBP within the nursing profession and education.

Objective: To assess the use of SRQ-20 and RCOPE as complementary tools to the Nursing Process.
Methods: This is a descriptive and cross-sectional study carried out with 313 adults from two therapeutic communities (Therapeutic communities are usually residential facilities in which the community structure and function are agents of change. Community members progress through varying roles and responsibilities in their recovery and collectively ensure day-to-day functioning of the community.). and a community mental health treatment unit, located in two cities in northern Paraná (Brazil).
Results: The sample consisted of 313 individuals, aged between 18 and 68 years (M = 36.87, SD = 13.21). The majority of participants (57.9%) were female, of east-asian descent (35.7%), with a socioeconomic level equivalent to US$252.48 (65.8%) and incomplete secondary education (60%). Of the sample, 43.4% (n = 136) had a depressive disorder and 23.7% (n = 74) had an anxiety disorder. As for suicidal behavior, 52.1% of the participants mentioned having suicidal ideation at some point in their lives. Of those with ideation (n = 163), more than half (54.6%) reported not seeking help in times of crisis. Based on the frequencies obtained using the Self-Reporting Questionnaire (SRQ-20), 41.9% of the subjects obtained a score of 8 points, representing the cut-off point for risk of mental disorders. Regarding the hours of religious practices carried out by the participant (measured in weekly hours), the average obtained was 2.70 hours.
Conclusions: The application of the SRQ-20 helped identify that 48.58% of the individuals were classified as suffering from psychological distress. The early identification of signs of suffering and religious coping strategies have proven to be beneficial and necessary for the nurse's work process, as it adds better direction to the anamnesis and also to the alignment of the health team in promoting comprehensive care, including aspects of the spiritual dimension in nursing care.

Attention-Deficit/Hyperactivity Disorder (ADHD) remains under-recognized within nursing education despite its prevalence. ADHD is recognized as a chronic neurodevelopmental disorder. It often manifests as persistent patterns of inattention, impulsivity, and difficulties with executive functioning, which can significantly impact a student's academic and clinical performance. While clinicians typically diagnose ADHD during childhood, it sometimes continues into adulthood and is increasingly identified among college students, including those in nursing programs. Few studies have specifically explored ADHD's impact on nursing students, underscoring the need for further research and a deeper understanding of this chronic neurodevelopmental disorder. This paper examines the complex causes of ADHD and emphasizes how core symptoms affect nursing students' engagement, task completion, and clinical competence. The demanding nature of nursing education highlights the importance of executive functions in supporting self-regulation, planning, and time management. Additionally, effective teaching strategies for helping students with ADHD are outlined. Nurse educators play a critical role in promoting academic and clinical success by adopting responsive, evidence-based teaching practices that acknowledge neurodiversity.