Evaluating the Impact of Self-Care Strategies Incorporated in Undergraduate and Graduate Nursing Curricula: A Systematic Review.

Background: Evidence demonstrates professional nurses' vital need for self-care, underscoring the necessity to support the integration of self-care behaviors in nursing education.

Purpose: The aim was to synthesize the impact of self-care strategies in nursing curricula to evaluate students' experiential, evidence-based outcomes.

Methods: A systematic review was conducted to examine interventional self-care studies in undergraduate and graduate nursing curricula published in the English language from 2018 to 2023.

A qualitative study of continuing education needs of rural nursing unit staff: the nurse administrator's perspective.

Background: This study reports perceptions of the continuing education (CE) needs of nursing unit staff in 40 rural healthcare facilities (10 hospitals and 30 long-term care facilities) in a rural Midwestern U.S. region from the perspective of nurse administrators in an effort to promote a community-based academic-practice CE partnership.

Hold that TIGER! A collaborative service-learning academic-practice partnership with rural healthcare facilities.

Observing a renewed focus on community engagement as part of our university's strategic plan and the experiential learning partnerships encouraged by the TIGER (Technology and Information Guiding Education Reform) Initiative in health information technology, an academic-practice partnership was initiated between a group of Midwestern rural hospitals and a university's advanced practice nursing students via the graduate online nursing informatics course. Using a service-learning approach, the course features an emphasis on the collaborative design and implementation of student- and healthcare provider team-driven projects to support rural hospital staff and administrators in meeting the broad spectrum of challenges they face every day. The author discusses the adaptable course outline of foundational and service-learning course activities, recent service-learning projects and outcomes, and results of a cumulative 2-year course evaluation by internal/external stakeholders.

Practical ethical theory for nurses responding to complexity in care.

In the context of health care system complexity, nurses need responsive leadership and organizational support to maintain intrinsic motivation, moral sensitivity and a caring stance in the delivery of patient care. The current complexity of nurses' work environment promotes decreases in work motivation and moral satisfaction, thus creating motivational and ethical dissonance in practice. These and other work-related factors increase emotional stress and burnout for nurses, prompting both new and seasoned nurse professionals to leave their current position, or even the profession.