Notes

Materials within soft spiders: Latest improvement and also potential trends.
The movement to advance academic preparation of entry-level nurses to the baccalaureate degree across the United States (U.S.) prompted the emergence of collaborative academic progression models. Since the National Academy of Medicine's (2010) call to action, nine states responded with academic progression collaboration models of nursing education to address the nursing shortage and prepare nurses for the increase in healthcare complexity.

The purpose of this scoping review is to examine key features including best practices and lessons learned of academic progression initiatives in nine states California, Hawaii, Massachusetts, Montana, New Mexico, New York, North Carolina, Texas, and Washington. States that established academic progression models later are also included in this review.

The Joanna Briggs Institute (JBI) procedures for scoping review were implemented to synthesize literature from multiple relevant sources including peer-reviewed journals and gray literature.

Best practices of academic progression models include local collaboration between academic institutions and program policy such as articulation agreements, seamless progression, and course transfer. Lessons learned include dissonance in faculty advising, employer support, and a paucity of data for robust program evaluation.

Academic progression models that not only remove barriers for students to attain the BSN degree but also facilitate collaboration and innovative learning demonstrate success in promoting meaningful academic progression and education mobility.
Academic progression models that not only remove barriers for students to attain the BSN degree but also facilitate collaboration and innovative learning demonstrate success in promoting meaningful academic progression and education mobility.When community engaged service learning (CESL) is integrated as a component of nursing education, student learning outcomes are improved. Utilizing this pedagogical strategy in undergraduate pathophysiology and pharmacology courses comes with a unique set of challenges and barriers. However, integrating this high impact, evidence-informed approach offers an opportunity for students to advance knowledge of course concepts while meeting the needs of underserved community groups. Forty-two sophomore level nursing students enrolled in pathophysiology and pharmacology completed semester long projects in the community. Student reflective responses were collected, analyzed for content, and revealed themes of perceived community connection, empathy, and empowerment to become community engaged leaders.Effective public health nurses excel in partnership building and program planning to address priority health concerns, such as childhood obesity and disordered eating. Gambogic nmr Worldwide, children are at risk for low food and nutrition literacy with associated patterns of low fruit and vegetable consumption. This report focuses on the application of public health nursing principles by undergraduate nursing student teams in the design and delivery of food literacy interventions among a population of children and adolescents. Over a four-year time period, the cumulative intervention reach was 640 children/adolescents. Over 75 nursing students implemented the public health nursing process in support of food literacy, gaining skills across multiple practice domains. Lessons learned from academic-community partnerships to promote food literacy among children and adolescents have direct implications for undergraduate nursing education. Chief among these implications include the growing significance of integrating nutrition in the nursing curriculum and the need for scaffolding to support clinical application of interventions beyond health teaching to address broad determinants of health.
Effective communication and empathy are fundamental to nurse-patient relationships and good nursing practice. Although the importance of listening is widely accepted in the nursing practice, little research exists regarding the empathic and listening styles of undergraduate nursing students.

This study investigated empathic and listening styles of first year nursing students.

A cross-sectional study of 135 first year Bachelor of Nursing (BN) students from one Australian university completed paper-based versions of the revised Listening Styles Profile (LSP) and Active-Empathic Listening Scale (AELS).

Participants reported strong preference for 'people' listening style and 'responding' empathic listening process. No statistically significant differences were found between male and female students. People-oriented LSP was strongly correlated with the three stages of AELS, Content-oriented LSP was strongly correlated with Processing and with Responding AELS and Action-oriented LSP was strongly correlated with Processing AELS.

It is not only important that communication skills training exists in the nursing curriculum but ensuring that knowledge learnt in the classroom is transferred to the clinical setting. Nurses must consistently implement active listening techniques and effective communication skills with all patients.
It is not only important that communication skills training exists in the nursing curriculum but ensuring that knowledge learnt in the classroom is transferred to the clinical setting. Nurses must consistently implement active listening techniques and effective communication skills with all patients.Those involved in preparing the next generation of nurse scientists face numerous challenges, including but not limited to relatively older age at completion of doctoral studies, insufficient funding for full-time PhD students in nursing, inadequate funding for nursing research, and the limited number of well-funded mentors in nursing doctoral programs. These issues have limited the number of students enrolled in PhD nursing programs and graduates to supply the research faculty of the future and generate nursing science. This phenomenon persists despite numerous calls to increase the number of PhD doctoral students and graduates and expedite the PhD process without compromising educational integrity. This article describes the BSN-to-PhD Pathway and the Accelerated (3 year) Pathway to the nursing PhD at an established research doctoral program that required a shift in the approach to student recruitment, curriculum development, and timely progression. Implications for practice and research are discussed.
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