Integrating business strategies into the Doctor of Nursing Practice curriculum yields substantial benefits for graduates, organizations, and the well-being of patients.

Navigating the demands of nursing education and practice requires the development of academic resilience as a critical coping skill for students. Despite the significance of academic perseverance, the investigation into methods for strengthening it is comparatively limited. To establish appropriate courses of action, the interdependence between academic resilience and other factors must be properly investigated.
Predicting academic resilience in Iranian undergraduate nursing students is the focus of this study, which examines its correlation with self-compassion and moral perfectionism.
This descriptive cross-sectional study was completed in the year 2022.
As a convenience sample, 250 undergraduate nursing students from three Iranian universities contributed to this study by completing self-reported measures.
The following tools were used for data collection: the Nursing Student Academic Resilience Inventory, the Moral Perfectionism scale, and the Self-Compassion Scale-Short Form. Detailed correlation and regression analyses were implemented.
The average score for academic resilience was 57572369, accompanied by a standard deviation reflecting variability. Moral perfectionism scored an average of 5024997, and self-compassion, an average of 3719502. Moral perfectionism demonstrated a substantial correlation (r = 0.23, p < 0.0001) in relation to self-compassion. Academic resilience showed no statistically significant link with moral perfectionism (r = -0.005, p = 0.041) and self-compassion (r = -0.006, p = 0.035), but it did show statistically significant effects on age (r = 0.014, p = 0.003), Grade Point Average (r = 0.18, p < 0.0001), and university of enrollment (r = 0.56, p < 0.0001). Predicting 33% of the changes in academic resilience, the grade point average and the university of study were significant factors, the university having the strongest influence (r=0.56, p<0.0001).
The successful navigation of academic challenges, and the concomitant improvement of performance, for nursing students, relies on the strategic application of educational methods and comprehensive student support. The development of moral perfectionism in nursing students hinges on the promotion of self-compassion.
Nursing students' academic performance and resilience can be elevated by utilizing strategic educational approaches and providing the necessary student support. oncology department Through the practice of self-compassion, nursing students' moral perfectionism will consequently flourish.

Care for the escalating number of senior citizens and people living with dementia will be significantly enhanced by the critical involvement of undergraduate nursing students. In spite of the need, there are many healthcare providers who do not receive training in geriatrics or dementia care and do not pursue this specialization after their education, contributing to a deficiency in this specialized area of practice.
We sought to ascertain student enthusiasm for working with individuals with physical limitations or disabilities (PLWD), gather their recommendations for training programs, and evaluate their interest in a new long-term care (LTC) externship option.
We implemented a survey, composed of questions derived from the Dementia Attitude Scale, for Bachelor of Science in Nursing students. The survey probed their experiences in healthcare, attitudes regarding the care of older adults, levels of comfort interacting with persons with dementia, and willingness to cultivate geriatric and dementia care expertise. To gather insights, focus groups were subsequently conducted concerning preferred curricular and clinical content areas.
A total of seventy-six students finalized the survey. Hepatoid adenocarcinoma of the stomach A considerable number of individuals expressed a lack of motivation to work with and a limited understanding of the needs of older adults and people with physical disabilities. Six focus group participants expressed a keen interest in hands-on, practical learning opportunities. The participants pinpointed particular training components, aimed at attracting students, for geriatrics education.
Our research findings guided the creation, testing, and assessment of a novel long-term care (LTC) externship program at the University of Washington School of Nursing.
A new long-term care externship program at the University of Washington School of Nursing was conceived, tried out, and examined in light of our research conclusions.

Since 2021, certain state legislatures have crafted laws that limit the ability of public educational institutions to cover the topic of discrimination. Despite a national outcry against racism, homophobia, transphobia, and other forms of discrimination, the number of these laws, also known as gag orders, continues to rise. A number of nursing and other healthcare professional bodies have made public pronouncements against racism within healthcare, emphasizing the imperative of addressing health disparities and advancing health equity initiatives. In a similar vein, funding for health disparity research comes from both national research organizations and private grant-making bodies. Higher education nursing and other faculty, nonetheless, are restricted by laws and executive orders, preventing the teaching and research on historical and modern health inequalities. This analysis intends to bring to light the immediate and lasting impacts of academic speech restrictions and to inspire action in opposition to such laws. Equipped with professional codes of ethics and discipline-specific education, we present readers with practical activities to counter gag order legislation and improve patient and community health.

Health science advancements, encompassing non-medical factors related to poor health, necessitate a simultaneous expansion and modification of nursing practice for nurses to become integral contributors to community health improvement. Population health competencies, as outlined in the American Association of Colleges of Nursing (AACN) 2021 Essentials, are now integral to the education of both beginning and experienced nurses. The article describes these competencies and offers examples of their integration into entry-level nursing education programs.

Nursing history, a component of both undergraduate and graduate nursing education, has experienced alternating periods of prominence and relative neglect. The American Association of Colleges of Nursing's 2021 publication, “Essentials Core Competencies for Professional Education,” demands that historical content be part of nursing education curriculums. For nurse educators, this article provides a nursing history framework and a five-step methodology to incorporate historical information into a pre-existing curriculum that is already saturated. The inclusion of nursing history at the course level, intentionally coordinated with the course's existing objectives, will result in improved student learning. A thorough exploration of historical sources will equip nursing students to demonstrate proficiency in The Essentials' core competencies within all 10 domains of nursing. Detailed explanations of historical sources are given, and methods for locating suitable historical sources are also included.

Nursing PhD programs have multiplied in the U.S., yet the intake and completion of these programs by students have remained unchanged. For a more varied and representative nursing workforce, inventive methods for recruitment, development, and graduation are crucial.
This article explores PhD nursing students' perspectives on their programs, experiences, and strategies for academic achievement.
This study's methodology involved a cross-sectional, descriptive approach. Data, gathered from a 65-question online student survey administered between December 2020 and April 2021, were the source of this information.
In the survey, 568 students from 53 nursing schools participated and submitted their responses. Five prevailing themes arose concerning obstacles students faced while participating in their respective programs: faculty-related difficulties, the challenge of balancing time and responsibilities, inadequate preparation for dissertation research, financial struggles, and the lasting impact of the COVID-19 pandemic. Student feedback on improving PhD nursing programs was grouped into five themes: program reformation, course re-evaluation, research expansion, faculty augmentation, and dissertation completion. The low response rates among male, non-binary, Hispanic/Latino, minority, and international survey respondents demonstrate the importance of implementing innovative recruitment and retention initiatives to increase the diversity of PhD programs.
In light of the AACN's new position statement and the perspectives of PhD students, as revealed by this survey, a gap analysis should be conducted by PhD program leaders. Developing and executing a strategic roadmap for improvement will significantly enhance the ability of PhD programs to prepare the next generation of nurse scientists, leaders, and scholars.
Program directors of PhD programs should perform a gap analysis, using the new AACN position statement's recommendations and the perspectives of PhD students as revealed by this survey. Through the implementation of a structured improvement roadmap, PhD programs will be better equipped to cultivate the next generation of nurse scientists, leaders, and scholars.

In healthcare settings, nurses administer care to people facing substance use (SU) and addiction, despite the absence of adequate education on these complex conditions. BIBR 1532 solubility dmso Patients with SU, coupled with a deficiency in understanding, can unfortunately influence attitudes negatively.
Our intention, preceding the creation of an addictions curriculum, was to assess the perceived knowledge, attitudes, and educational interests of pre-licensure nursing students, registered nurses, and advanced practice registered nurses (RN/APRNs) concerning substance use (SU) and addiction.
During the fall of 2019, an online survey was carried out to gather data from the student body of a large mid-Atlantic nursing school.