The NCSBN 2022 Environmental Scan: Resiliency, Achievement, and Public Protection

Faculty perceptions of the impact of the COVID-19 pandemic on new graduate nurses' transition to practice: A qualitative study

“…Although clinical learning had resumed for most participants in this study, hours were often reduced, care of certain patient populations was restricted, and absenteeism was an issue. Since the time of data collection, the pandemic has continued to disrupt nursing education ( National Council of State Boards of Nursing, 2022 ), and it is likely that new nurses will continue to enter practice having had less opportunities to learn comprehensive nursing care within clinical settings. While simulation can provide experiential learning, faculty felt it is not as effective as working with actual patients and they indicated pandemic graduates may be “ prepared theoretically but not clinically .” A meta-narrative review published pre-pandemic found no significant differences in students' knowledge, skills, or self-confidence when a portion of clinical hours were replaced with simulation.…”

“…Most notably, there was a significant reduction in clinical learning hours because many healthcare facilities restricted clinical experiences of nursing students ( Kalanlar, 2022 ; Zerwic et al, 2021 ). The ongoing nature of the pandemic has continued to disrupt nursing education ( National Council of State Boards of Nursing, 2022 ). For example, colleges have had to restrict occupancy for classrooms requiring online class delivery, students requiring quarantine or isolation have missed learning experiences, and clinical sites have been plagued with heightened patient acuity/volume and staff stress impacting clinical learning.…”

Addressing Barriers to APRN Practice: Policy and Regulatory Implications During COVID-19

“…As highlighted in the NCSBN’s 2022 Environmental Scan ( NCSBN, 2022 ), regulators and nurse leaders are responsible for upholding rules and regulations of nursing practice as well as for ensuring that standards of care are met and patients are protected. Of equal importance is regulator awareness of the degree to which barriers continue to impact APRN practice and limit aspects of care that directly influence care quality and access.…”

Reverse Mentoring in Nursing Education

“…Many students in school today are Generation Z students, who are themselves a diverse group 16. In contrast, the vast majority of nursing faculty are White women1 and older: the mean ages of nursing faculty by rank of professor, associate professor, and assistant professor were 62.5, 56.7, and 50.6 years, respectively 17. Whether these racial disparities and widening generational divides are contributory, a perennial decline exists of historically disenfranchised students finishing nursing programs, which bears urgent attention if we are to diversify the nursing workforce 3-5.…”

“…A ccording to the National Council of State Boards of Nursing 2022 Environmental Scan, younger US registered nurses entering the workforce are likelier to report being an underrepresented minority than older nurses. 1 Therefore, nursing faculty interact with increasingly younger, diverse students with different learning needs and sociocultural and economic barriers. 2 The economic downfall related to nursing student failure is troublesome for students and maintenance of the nursing pipeline, requiring urgent intervention.…”