Notes

Disinformed cultural motions: A large-scale applying regarding fringe movement stories while on the internet damages throughout the COVID-19 pandemic.
For residents who are simultaneously enrolled in BSN to DNP programs, the additional clinical training afforded by NP residency education provides a natural laboratory for their projects with foci of quality and safety, leadership, and clinical scholarship. Reduction in NP turnover as well as cost savings of orientation and recruitment are significant benefits for the practice partner with zero vacancies since the partnership's inception. These multiple successes predict increased establishment of residencies as viable post graduate pathways for NPs.
Nursing faculty are expected to disseminate scholarly work through publications, yet little is known about how faculty develop as scholarly writers.

This manuscript discusses a hermeneutic phenomenological research study that uncovered the experience of nursing faculty developing as scholarly writers.

Audiotaped personal interviews were conducted with 12 nursing faculty to understand the lived experience of nursing faculty developing as scholarly writers. A 5-step data analysis process consistent with phenomenology was used to identify common themes.

Findings revealed five themes pulling everything together, steering me in the direction, using feedback to grow, squeezing it in, and staying on task.

This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.
This study offers educators insight into the experience of faculty developing as scholarly writers and leads to recommendations for approaches that may be useful in writing development.Although nurse educators may prefer to avert student failure, they need to handle the situation competently when failure occurs. Thus, faculty should know how to inform the student and administration of course failure, process their own emotions, and learn from the experience. However, many nurse educators lack confidence in dealing with the consequences of assigning a failing grade. This manuscript aims to provide foundational knowledge on managing student failure after it happens. Planning the timing, setting, and conversation can ease this challenging process. Despite faculty attempts to present the information compassionately, students may react aggressively. Consequently, faculty should develop a strategy to maintain safety. In addition, faculty may find it daunting to notify administrators of a student's failure, but preparing objective data based on missed course outcomes can promote administrator support of the decision. This factual rationale for the course failure also assists the faculty during a potential student appeal. selleck Following the initial conversations with the student and administration, faculty should plan a time of respite to recover from the conflicting emotions that typically results from assigning a failing grade. Additionally, individual reflection and discussion with a mentor will help the educator to process the experience and grow professionally.The objective of this manuscript is to describe a method of integrating baccalaureate nursing student service-learning experiences within a randomized controlled trial conducted in a community setting to facilitate student learning and expose students to the nursing scientist role. Placing students in a research service-learning experience involved several steps beginning with finding a nursing program for potential collaboration where this service-learning opportunity would be a natural fit with course content and formalizing the collaboration between the two institutions. Upon receipt of research grant funding, researchers and course faculty worked to navigate logistics and place students within the service-learning experience. After research training, 35 students assisted with intervention delivery and completed course assignments to document their learning. The collaboration described between a community-engaged research team from a research-intensive university and course faculty from a distant institution could be replicated with all types of nursing research.
Previous studies have found that emotional intelligence has a remarkable influence on authentic leadership. However, the conceivable relationship between emotional intelligence and authentic leadership was unclear, as were the hypothetical bases used in previous studies.

To determine the correlation between emotional intelligence and authentic leadership of the nursing leaders and the socio-demographic characteristics by which emotional intelligence and authentic leadership vary.

Data derived from 152 of the distributed 180 questionnaires were analyzed (84.44% response rate). Nurse leaders in the academy of the Kingdom of Saudi Arabia were assessed from April to July of 2019. t-Tests were used to test gender differences, while the Analysis of variance (ANOVA) tests were employed for age, position, and years of experience. The relationship between the emotional intelligence and authentic leadership scores was analyzed using Pearson's correlation coefficients (bivariate r). The relationships of the four dgence, whereas gender, age, and years of experience in the current position were significant for explaining variation in authentic leadership. Using emotions was the strongest influence on authentic leadership, and the emotional intelligence dimension measuring regulation of emotion had no significant influence on authentic leadership.
Age and years of experience were significant factors explaining variation in emotional intelligence, whereas gender, age, and years of experience in the current position were significant for explaining variation in authentic leadership. Using emotions was the strongest influence on authentic leadership, and the emotional intelligence dimension measuring regulation of emotion had no significant influence on authentic leadership.
Evidence-based practice (EBP) in nursing is an important tool for promoting quality care and improving patient outcomes. Global evidence suggests that the rate of EBP implementation among nurses and nursing students is low. The effects of EBP perception, information literacy self-efficacy, and academic motivation on nursing students' future implementation of EBP have not been fully explored.

To examine the effect of EBP perception, information literacy self-efficacy, and academic motivation on future implementation of EBP among pre-registration nursing students.

A cross-sectional study used a self-administered structured questionnaire and analyzed data from 148 pre-registration nursing students at a university in central Israel. A hierarchical forced steps regression analysis was conducted to predict future implementation of EBP.

Information literacy self-efficacy, EBP perception, and intrinsic academic motivation to experience stimulation, may predict EBP future implementation. The model explained 46.
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