Background: Professional development is an expectation for nurses and is part of lifelong learning. The American Association of Colleges of Nursing's Essentials: Core Competencies for Professional Nursing Education identify professional development as a core competency for nursing students.
Problem: At an urban pre-licensure nursing program, most students reported meeting with their academic advisor once a year or less and did not receive professional development opportunities from their advisor.
Approach: A centralized Professional Nursing Advisor role was created to provide access to professional development opportunities for nursing students in a sustainable, consistent approach.
Outcomes: Outcomes included a centralized approach to communicate with students regarding professional development and more consistent professional development offerings. Lessons learned include the need to educate all stakeholders regarding the new advising role.
Conclusions: The Professional Nursing Advisor role can be effective in providing consistent professional development opportunities to nursing students. Next steps include further alignment to professional competencies.
Download full-text PDF |
Source |
|---|---|
| http://dx.doi.org/10.1016/j.profnurs.2024.09.003 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Knowledge and Skills of Midwives Regarding Perinatal Mental Health and Their Needs for Further Education.
Cureus
December 2024
Department of Midwifery, University of West Attica, Athens, GRC.
Introduction The literature highlights the crucial role of midwives in assessing and managing perinatal mental health and in providing information to women about related issues. However, research also indicates significant gaps in midwives' knowledge and skills needed to fulfill this role. Data suggest that while midwives are interested in providing mental health support, they lack the confidence, knowledge, and training to do so effectively.
View Article and Find Full Text PDFProfessionalism and Ethics in Medical and Dental Education: A Survey of Student Perceptions and Experiences.
Cureus
December 2024
General Surgery, Nishtar Hospital, Multan, PAK.
Background: Professionalism and ethical behavior are critical components of medical practice, yet gaps in ethical education among medical students remain a concern. This study addresses the need to assess perceptions and experiences regarding professionalism among medical students.
Objective: This study aims to evaluate medical students' awareness, perceptions, and experiences related to professionalism and ethical practices.
Discrepancy between performance and feedback affects mathematics student teachers' self-efficacy but not their self-assessment accuracy.
Front Psychol
January 2025
Department of Educational Science, University of Freiburg, Freiburg, Germany.
Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning-self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance.
View Article and Find Full Text PDFUse of an electronic portfolio for longitudinal assessment of personal and professional development in undergraduate medical education.
Front Med (Lausanne)
January 2025
Department of Medical Education, Geisinger College of Health Sciences, Scranton, PA, United States.
From shadowing to active learning: exploring the impact of supervised teaching clinics on gynecology education.
Front Med (Lausanne)
January 2025
Department of Gynecologic Oncology, Women's Hospital, Zhejiang University School of Medicine, Hangzhou, China.
Background: Supervised Teaching Clinics (STCs) have emerged as an innovative approach to medical education, particularly in specialties like gynecology, where hands-on experience is crucial. Traditional clinical rotations often leave students in passive roles, limiting their active participation and the development of essential clinical skills.
Aim: This study aimed to evaluate the impact of STCs on the clinical competencies and professional development of medical students within a gynecological clinic, comparing the outcomes with those of traditional clinic shadowing.
Want AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!