Background
While just culture is embraced in the clinical setting, just culture has not been systematically incorporated into nursing education.
Purpose
The purpose of this study was to assess prelicensure nursing student perceptions of just culture in academia.
Methods
Following a quantitative, descriptive design, the Just Culture Assessment Tool for Nursing Education (JCAT-NE) was used to measure just culture across multiple (N = 15) nursing programs.
Results
The majority of JCAT-NE respondents (78%) reported their program has a safety reporting system, 15.4% had involvement in a safety-related event, and 12% submitted an error report. The JCAT-NE mean total score was 127.4 (SD, 23.6), with a statistically significant total score decline as students progressed from the beginning (133.6 [SD, 20.52]) to the middle (129.77 [SD, 23.6]) and end (122.2 [SD, 25.43]) of their programs (χ
2[2] = 25.09, P < .001).
Conclusions
The results from this study are a call to action for nursing education to emphasize the tenets of just culture, error reporting, and quality improvement.
Objective:Emotional intelligence (EI) within nursing appears to be a growing interest as evidenced by the expanding number of literature reviews conducted on the subject. The inquiry for this historical research is to understand the work and characteristics of Florence Nightingale and EI.Methods:The assumption is that nurses who are emotionally intelligent are the most likely to not only survive the nursing profession but to thrive and make compassionate future leaders. Nightingale's letters, pictures and other writings were used to evaluate her viewpoints as an inspirational nurse and leader.Results:Nightingale was a catalyst for change; internally motivated to be a great nurse and had the zeal to develop others as well.Conclusions:Exploring Nightingale's characteristics of EI such her confidence, determination, integrity and compassion, her teachings and beliefs can transcend time to mold successful nurses more than a century later.“The voice of a leader. It is as resounding as the heart it encourages, as far-reaching as the change it invokes. It is tuned by its keen sense of the voices around it and speaks back in a language they can understand. Its breath enters all that truly hear it, and when it no longer speaks, it can still be heard.”—Mae Taylor Moss
Professional identity formation is essential to nursing education. Knowledge, skills, attitudes, and values help form nursing students’ identity. Professional identity is a process of becoming independent and having self-awareness of one’s educational journey (All Answers Ltd., 2018). Maranon and Pera (2015) described that the contrast between didactic and clinical learning may play a role in the ambiguity that initiates nursing students about professional identity. There is a gap in the current research literature and has been underexplored with no intentional plan to address new areas (Godfrey, 2020; Haghighat, Borhani, & Ranjbar, 2020). The goal of professional identity
formation is to develop well-rounded students with moral competencies who will blossom into future nursing leaders (Haghighat et al., 2020). The benefit to the community of producing well-rounded nursing students is safety and quality in their actions. This descriptive paper will address examples of how professional identity may be achieved by nursing students’ participation in community engagement such as attendance to professional conferences and intentional mentoring.
The purpose of this descriptive paper is to
explore examples of high impact practices in nursing
education that affects the community of interest and
more specifically from the perspective of a native
Hawaiian and Pacific Islander student. High impact
learning involving communities benefits nursing
students by honing their critical thinking skills and
compassionate way of knowing (Hill, 2017).
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