Background: A strong grasp of pathophysiological concepts is essential for nursing students as they prepare for clinical work that demands sound reasoning and integration of complex information. This educational innovation introduced concept mapping as a structured learning strategy in a sophomore-level undergraduate pathophysiology course.
Methods Eighteen students completed two concept maps during the semester and responded to a faculty-developed questionnaire about their experiences. Faculty review of the first and second maps revealed noticeable gains in organization, conceptual clarity, and the accuracy of linkages.
Results Students reported greater confidence, improved comprehension, and a clearer understanding of relationships among disease processes.
Conclusions These findings suggest that incorporating concept mapping early in the curriculum supports meaningful learning, strengthens clinical reasoning foundations, and prepares students for the analytical demands of upper-level nursing coursework and clinical practice.
MetaPORT is a practical algorithm for the advanced practice nurse (APN) student to use as a helpful model when applying theory to inspire innovative solutions to various healthcare challenges. MetaPORT represents the essential steps in applying theory to practice through metacognition, problem identification, organized thinking, relating theory assumptions to problems, and talking out loud.
Facilitating successful simulations in a virtual environment requires an understanding of best practices for simulation. A faculty simulation training, including didactic and simulation skills practice, was developed and implemented in a graduate program, preparing faculty in best practices for simulation facilitation and instruction. The quality improvement project utilized the Healthcare Simulation Standards of Best Practice in Facilitation. Faculty practiced instructional best practices using a mid-fidelity simulation and transferred their experiences to the virtual simulation teaching environment. The project outcomes were achieved, reflecting the implementation of simulation best practices in the virtual simulation of the graduate program’s courses.
Background and objective: Clinical education is a cornerstone of undergraduate nursing programs, providing students with hands-on experiences essential for developing clinical judgment, professional identity, and confidence. Despite its central role, limited research explores how students experience clinical learning or how these experiences are structured and delivered. This integrative review explored and critically analyzed the clinical experiences of undergraduate nursing students in generalist nurse clinical placements in the United States.
Methods Design: The review followed the Whittemore and Knafl integrative review framework and adhered to the PRISMA 2020 reporting guidelines. A comprehensive search of PubMed, CINAHL Complete, APA PsycINFO, and Web of Science identified peer-reviewed studies published between 2014 and 2024. Inclusion criteria focused on primary research involving undergraduate nursing students in U.S.-based generalist clinical experiences. Nine studies met the inclusion criteria and were included in the integrative review. These studies were comprised of five mixed-methods, two qualitative, one retrospective, and one cross-sectional study.
Results Four themes emerged: (1) student emotional responses to clinical experiences, (2) the influence of clinical instructors or preceptors, (3) student confidence and sense of belonging, and (4) clinical skill development. Emotional responses and instructor influence were most frequently studied, while psychomotor skills acquisition received minimal attention.
Conclusions Emotional and relational dimensions of clinical education are well represented in the literature; however, evidence related to skill development, instructional models, and faculty preparation remains limited. Further research should identify and test best practices that enhance student competence, confidence, and readiness for professional practice.
Objective: To develop a specialized cardiac-psychological integrated care model for patients with Acute Coronary Syndrome (ACS) and explore the core components, implementation strategies, and clinical nursing value of integrating psychological resilience-building into routine cardiac care for ACS patients.
Methods A structured literature search adhering to PRISMA guidelines was conducted across PubMed, Web of Science, and the Cochrane Library for studies published from January 2016 to December 2025. Eligible studies focused on ACS cardiac-psychological integrated care, psychological resilience interventions, and clinical nursing practice. A total of 33 peer-reviewed studies, clinical consensus statements, and systematic reviews were included for synthesis, and based on the evidence, a structured ACS cardiac-psychological integrated care model with psychological resilience-building as the core was constructed.
Results This study clarifies the multi-dimensional protective role of psychological resilience in ACS patients (biological, psychological, and social), defines the key structural components of the integrated care model (early screening, family-centered assessment, social support mapping, and digital integration), and identifies the clinical nurse’s core role as a “Resilience Architect” with specific intervention strategies. A nurse-led resilience discharge checklist for inpatient ACS care is proposed, and the main implementation challenges of the model (time/resource constraints, stigma, nurse training gaps, and organizational culture barriers) are also summarized.
Conclusions Psychological resilience-building integrated into routine cardiac care is a pivotal factor in breaking the vicious cycle of physical and mental deterioration in ACS patients. The developed cardiac-psychological integrated care model provides a structured clinical roadmap for ACS management, which is conducive to improving long-term patient prognosis and quality of life in clinical nursing practice.
Background and objectives: Artificial intelligence (AI) is increasingly embedded in higher education, yet little qualitative research has examined how undergraduate nursing students perceive and use AI in their learning. This study explored students’ experiences with AI for personalized learning, ethical decision making, and National Council Licensure Examination for Registered Nurses (NCLEX-RN) preparation.
Methods A descriptive qualitative phenomenological design was used to capture the perspectives of baccalaureate nursing students at a four year Midwest university. Fifty seven students completed an open ended survey and one student participated in an interview. Data were analyzed using qualitative thematic analysis.
Results Across the four research questions, students described a wide range of AI supported learning practices and concerns. For general learning use, students reported leveraging AI for personalized learning support, study guide creation, practice questions and exam preparation, and engagement through interactive tools. When describing challenges, students emphasized accuracy and reliability limitations, academic integrity and ethical risks, loss of critical thinking and clinical preparedness. Ethical perceptions are centered on trust, reliability, and patient safety, and accountability. For NCLEX-RN preparation, students highlighted AI’s role in exam focused question generation, content summarization, personalized study plans, and noted skepticism regarding AI’s alignment with evolving exam standards.
Conclusions Overall, students viewed AI as a multifaceted learning tool that enhances personalization and exam readiness while simultaneously raising concerns about accuracy, ethics, and the preservation of critical thinking and clinical reasoning skills.
The opioid crisis continues to pose a critical public health challenge in the United States, demanding an adequately trained primary care workforce. In response, a Family Nurse Practitioner (FNP) program revised its curriculum to prepare students to care for individuals with Opioid Use Disorder (OUD) through a multi-pronged educational intervention. Grounded in Social Cognitive Theory, Situated Learning Theory, and Community of Practice Theory, the revised curriculum integrated a 24-hour Medication for Opioid Use Disorder (MOUD) waiver training, clinical shadowing with MOUD providers, and participation in a 10-month Project ECHO telementoring series based on SAMHSA’s Treatment Improvement Protocol (TIP) 63. Results demonstrated statistically and clinically significant improvements in knowledge across all domains, with an average score increase of 14.13 points (95% CI: 9.99-18.27). Notable gains were observed in understanding prescribing guidelines, addiction as a chronic condition, state laws, and use of de-stigmatizing language. Data from reflective narratives revealed several emergent themes, including reduced stigma, recognition of addiction as a chronic illness, and the value of dignity and empathy in patient care. Students reported shifts in perception due to experiential learning and exposure to recovery-focused clinical environments. This innovative curriculum highlights the effectiveness of integrating didactic, clinical, and community-based strategies to enhance FNP student readiness to address OUD in primary care. Future research should explore long-term impacts on clinical practice and patient outcomes. The approach may lend itself to other pressing challenges in public health.