Background and objective Nursing faculty experience high levels of stress and burnout, yet few wellness interventions tailored to this population have been evaluated. This study examined the feasibility and impact of an 8-week group stretching program on burnout, physical activity, and well-being among academic nursing faculty.
Methods Twenty-one faculty at Nevada State University completed pre-intervention surveys, with 12 completed post-intervention surveys. A mixed-methods design included the Maslach Burnout Inventory, International Physical Activity Questionnaire, and open-ended qualitative questions. Wilcoxon Signed-Rank Tests assessed quantitative changes; thematic analysis examined qualitative data.
Results Quantitative analyses showed no significant changes in burnout or physical activity. Qualitative findings revealed reductions in perceived stress, enhanced mindfulness, improved job satisfaction, and strengthened social connection.
Conclusions Brief, group-based wellness activities foster psychological and social benefits that may precede measurable reductions in burnout. Integrating such interventions into faculty workdays can promote resilience and well-being despite time constraints.
Background In the ever-changing health care field, a solid foundation of assessing clients is imperative. The standard method of performance based head-to-toe is limited in assessing students critical thinking and clinical judgement. An escape room utilizes innovative methods through gamification allowing students a collaborative approach to traditional learning strategies. The objectives were to promoting engagement, enhance teamwork, critical thinking and clinical judgment during performance-based checkoffs.
Methods The process for the escape room was determined by the purpose, and objectives. The steps included designing the escape room, writing the scenario, formulating the clues and puzzles.
ResultsA health assessment escape room was an effective modality fostering collaboration and student engagement during the final performance check-off. This innovation was well received based on evaluations and input by students and facility.
Conclusions A health assessment escape room enhances clinical judgement during performance checkoffs.
Clinical reasoning is a core competency in nursing practice, yet its effective teaching faces challenges such as time constraints, limited resources, and insufficient individualized instruction. The rapid advancement of conversational artificial intelligence (CAI) in recent years offers new possibilities for innovating nursing education models. This scoping review aims to systematically map the current application of CAI in nursing clinical reasoning education, delineate its specific roles, analyze the educational opportunities it presents, and identify the main challenges and future directions. By synthesizing existing evidence, this review seeks to provide an evidence-based reference for educators, technology developers, and policymakers to promote the effective and responsible integration of this technology into nursing education. It also offers practical guidance for the application of conversational AI in clinical nursing teaching such as outpatient nursing training.
Pre-licensure nursing students enrolled in remediation often experience diminished academic self-efficacy and elevated stress, increasing risk for attrition. This descriptive correlational pilot study examined the feasibility and preliminary outcomes of embedding a structured self-care and self-efficacy intervention within a 6-8-week remediation course. Guided by Bandura’s Social Cognitive Theory and principles of metacognitive regulation, the intervention integrated evidence-based learning strategies, time management instruction, stress regulation techniques, and structured reflective journaling. Six students completed pre- and post-intervention assessments using the General Self-Efficacy Scale (GSES). Mean self-efficacy scores increased from 4.28 (SD = 0.31) to 4.62 (SD = 0.38), and internal consistency reliability improved (α =.78 to α =.90). The Wilcoxon signed-rank test was not statistically significant (p =.156). Qualitative analysis identified themes of active strategy adoption, improved planning behaviors, and enhanced academic confidence. Although limited by sample size, findings provide preliminary support for the feasibility of a theory-informed remediation model and suggest potential value in strengthening academic self-efficacy and adaptive learning behaviors among pre-licensure nursing students.
Objective To evaluate the impact of an educational intervention aimed at improving knowledge and clinical understanding for emergency nursing professionals who care for patients following suicide attempts.
Methods A quasi-experimental before-and-after study was conducted in Brazil in 2024 with 130 nursing professionals who were allocated to an intervention group (n = 25) that received a structured, interactive educational program or to an active control group (n = 105) that received written educational materials. Knowledge related to suicide attempts was assessed using a 14-item instrument administered before and after the interventions. Paired comparisons were performed using parametric or nonparametric tests based on data distribution, and effect sizes were calculated to estimate the magnitude of change.
Results The intervention group showed statistically significant improvements in misconceptions related to suicide myths, religiosity, and stigma, with effect sizes ranging from negligible (p= -.01) to high (p =.90). The active control group showed negligible or small effects across all items (\textit{p} <.20), with not statistically significant pre-post differences.
Conclusions The intervention group demonstrated improvements in several domains related to misconceptions, stigma, and clinical understanding of suicide attempts, with effect sizes ranging from negligible to high (p = -.01 to.90). Largest effects were observed in items addressing suicide myths and moral or religious beliefs. In contrast, the active control group showed predominantly negligible or small effects (p <.20), with not statistically significant pre-post differences across most items. Items related to institutional safety procedures showed minimal change in both groups.
Background and objective Nursing interns frequently experience psychological distress during clinical training, which may negatively affect learning outcomes and professional development. Traditional dual-mentor models provide important educational support but often lack continuous monitoring of interns’ psychological status. This study aimed to develop and evaluate an AI-enabled dual-mentor psychological support closed-loop system and to examine its effects on nursing interns’ clinical skills, emotional exhaustion, and internship satisfaction.
Methods A quasi-experimental pretest-posttest control group design was adopted. A total of 200 nursing interns from a vocational college in Zhejiang Province, China, were assigned to an experimental group (n = 100) or a control group (n = 100) using cluster sampling. The experimental group received an AI-enabled dual-mentor psychological support intervention in addition to routine internship supervision for one semester, while the control group received routine dual-mentor supervision only. Outcomes included clinical skills performance, emotional exhaustion (MBI-GS), and internship satisfaction. Data were analyzed using paired t-tests, chi-square tests, and analysis of covariance (ANCOVA).
Results The proportion of interns achieving excellent clinical skills performance was significantly higher in the experimental group than in the control group (28.0% vs. 11.0%, χ2 = 9.82, p =.002). After controlling for baseline scores, the experimental group reported significantly lower posttest emotional exhaustion (F = 25.34, p <.001) and significantly higher internship satisfaction than the control group (F = 18.56, p =.008).
Conclusions The AI-enabled dual-mentor psychological support closed-loop system effectively improves nursing interns' clinical skills, reduces emotional exhaustion, and enhances internship satisfaction. The system was particularly effective in identifying early signs of psychological distress and facilitating timely, tiered interventions, serving as a supportive tool that enhances—rather than replaces—the established dual-mentor framework.
Objective Workplace violence is an ongoing concern in healthcare settings. Patient-initiated violence toward healthcare workers impacts employees physically and emotionally and may affect the quality of care delivered to patients. Healthcare organizations must promote safety through appropriate policies, procedures, and educational practices. The purpose of the study was to examine potential gaps in education and preparedness to manage violent patient situations and to evaluate whether workplace violence training is associated with the prevalence of patient-initiated violence.
Methods A cross-sectional correlational design was used, including a survey with Likert-type items and open-ended questions. The survey was distributed via snowball sampling through social media and professional email listservs. Two hundred fifty-six respondents from the United States participated in the study. Quantitative data were analyzed using chi-square tests and exploratory logistic regression, and qualitative responses were analyzed to identify common themes.
Results More than half of the respondents (66.01%) reported experiencing patient-initiated violence within the past six months. Although 82% of participants reported completing workplace violence training, no statistically significant association was observed between training and the prevalence of patient-initiated violence. Exploratory multivariate analysis adjusting for years of experience, clinical setting, and employment status yielded similar findings. Clinical setting was a significant predictor of violence exposure, indicating variability across practice environments. Qualitative responses highlighted concerns regarding training adequacy, frequency, organizational support, and emphasized the need for changes in hospital policy, procedures, and unit-level environments.
Conclusions Patient-initiated violence toward healthcare workers remains a significant issue in healthcare. Findings from this study suggest that training alone may be insufficient to reduce violence exposure and that organizational and environmental factors play a critical role. Interventions such as enhanced scenario-based training, implementation of de-escalation teams, and stronger enforcement of policies and procedures at the organizational level may better support healthcare workers in recognizing and managing escalating situations.