By strategically embedding business concepts within the DNP curriculum, numerous advantages are realized for the DNP graduate, organizations, and, ultimately, the patient population served.

Nursing students' educational and practice difficulties have been shown to be effectively managed through the development of academic resilience. Despite the significance of academic perseverance, the investigation into methods for strengthening it is comparatively limited. To devise suitable protocols, an assessment of the interactions between academic resilience and other constructs is indispensable.
An evaluation of academic resilience predictors, in the context of its relationship with self-compassion and moral perfectionism, is undertaken in this study for Iranian undergraduate nursing students.
2022 saw the implementation of a cross-sectional study that was descriptive in its methodology.
This study involved 250 undergraduate nursing students from three Iranian universities, who volunteered to complete self-report measures as a convenience sample.
The instruments used for data collection comprised the Nursing Student Academic Resilience Inventory, the Moral Perfectionism scale, and the Self-Compassion Scale, short form. Statistical analyses of correlation and regression were performed.
Resilience in academics, with a mean of 57572369 and a standard deviation indicative of the distribution of scores, demonstrated a significant level of performance. Moral perfectionism scores averaged 5024997, and self-compassion scores averaged 3719502. Moral perfectionism demonstrated a substantial correlation (r = 0.23, p < 0.0001) in relation to self-compassion. Academic resilience was unrelated to moral perfectionism (r = -0.005, p = 0.041) and self-compassion (r = -0.006, p = 0.035) in statistical terms, but it displayed a strong association with age (r = 0.014, p = 0.003), grade point average (r = 0.18, p < 0.0001), and the chosen university (r = 0.56, p < 0.0001). University affiliation and GPA together explained 33% of the variation in academic resilience, the university having the most substantial effect (r=0.56, p<0.0001).
The cultivation of academic resilience and enhanced performance among nursing students is directly correlated with the implementation of suitable educational strategies and supportive interventions. The development of moral perfectionism in nursing students hinges on the promotion of self-compassion.
By implementing suitable pedagogical approaches and providing student support, we can bolster nursing students' academic resilience and enhance their overall performance. Pomalidomide in vitro By fostering self-compassion, the moral perfectionism of nursing students will be enhanced.

Nursing students in their undergraduate studies will hold a crucial position in attending to the growing number of senior citizens and individuals living with dementia. Despite the general demand, many professionals do not receive geriatric or dementia-specific training, and subsequently do not opt to focus on this area of healthcare after graduation, which exacerbates the existing staffing gap.
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.
A survey, designed for Bachelor of Science in Nursing students, included questions adapted from the Dementia Attitude Scale. The survey focused on respondents' health care experiences, their stances on caring for older adults, their ease when working with people living with dementia, and their eagerness to enhance geriatric and dementia care competencies. To ascertain preferred curricular and clinical content, focus groups were then held.
Seventy-six student participants completed the survey. skin biopsy A notable segment reported low enthusiasm for working with and a deficiency in knowledge concerning the care of senior citizens and individuals with physical or developmental challenges. Six focus group participants expressed a keen interest in hands-on, practical learning opportunities. Specific training components, identified by participants, are crucial to attracting students to geriatric education.
Through our research, a new long-term care (LTC) externship at the University of Washington School of Nursing was designed, implemented, and evaluated.
Following our research, the University of Washington School of Nursing developed, tested, and assessed a new long-term care externship program.

State legislative bodies, commencing in 2021, have implemented restrictions on the scope of material concerning discrimination that can be taught in public institutions. An increase in gag orders, despite a national chorus of protest against racism, homophobia, transphobia, and other forms of prejudice, is observable. Healthcare professional organizations, including nursing groups, have made public declarations against racism in healthcare, calling for a heightened awareness of health disparities and the achievement of health equity. Health disparity research receives financial support from both national research organizations and private grant-making institutions. Higher education faculty, specifically nurses and others, are, however, subject to restrictions imposed by legislation and executive orders, hindering their ability to instruct and research historical and modern health disparities. This commentary strives to reveal the immediate and long-term consequences of silencing academic voices and to prompt a response in defiance of such legislation. Through concrete activities, grounded in professional codes of ethics and discipline-specific instruction, we empower readers to confront gag order legislation, ensuring the well-being of patients and communities.

As the health sciences community uncovers more elements, including social determinants, in the causes of poor health, the application of nursing practice must also advance and adjust, enabling nurses to drive community health enhancements. Nurses at both the beginner and advanced levels are now required to demonstrate proficiency in population health, a key component of the American Association of Colleges of Nursing (AACN) 2021 Essentials Core Competencies for Professional Nursing Education. The article describes these competencies and offers examples of their integration into entry-level nursing education programs.

Undergraduate and graduate nursing courses have seen varying degrees of emphasis on nursing history over time. Nursing education programs, as detailed in the 2021 “Essentials Core Competencies for Professional Education” by the American Association of Colleges of Nursing, are expected to integrate historical subject matter. Using a nursing history framework and a five-step approach, this article offers assistance to nurse educators, allowing for the integration of historical elements into an already substantial curriculum. With a purposeful integration of nursing history into the course, and carefully aligned with its existing objectives, student learning will benefit. Utilizing a range of historical materials will enable nursing students to develop proficiency in The Essentials' 10 domains of nursing competencies. An explanation of the various types of historical sources is furnished, coupled with a guide to finding the appropriate historical sources.

The U.S. has seen a growth in the offering of PhD nursing programs, but the number of nursing students participating in and finishing these programs has remained stagnant. The key to a more varied future nursing workforce lies in groundbreaking methods of attracting, developing, and graduating a diverse student population.
PhD nursing student perspectives on their programs, experiences, and the strategies they use for academic success are the focus of this article.
Employing a descriptive cross-sectional design, this study was carried out. The online student survey, encompassing 65 questions, was completed between December 2020 and April 2021, yielding the data.
Following their participation, 568 students from 53 nursing schools submitted their survey responses. Distilling student experiences, five major themes emerged regarding obstacles they faced in their programs: faculty-related difficulties, managing time and personal life, insufficient preparation for doctoral research, financial restrictions, and the ongoing impact of the COVID-19 pandemic. Students' suggestions for boosting the quality of PhD nursing programs revolved around five core concepts: program advancement, course improvement, research exploration, professor development, and dissertation strategies. The paucity of male, non-binary, Hispanic/Latino, minority, and international survey participants highlights the critical necessity of novel recruitment and retention methods to cultivate a more diverse pool of PhD candidates.
Using the new AACN position statement and the feedback from PhD students presented in this survey, PhD program directors should conduct a gap assessment to pinpoint areas needing attention. A roadmap for improvement will better position PhD programs to foster the next generation of nurse scientists, leaders, and scholars.
PhD program leaders ought to execute a gap analysis, leveraging both the guidelines of the recent AACN position statement and the insights into PhD student views reported in 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.

Healthcare settings frequently see nurses tending to those who use substances (SU) and have addictions, however, a scarcity of educational initiatives exists regarding these issues. materno-fetal medicine Working with patients experiencing SU, coupled with a lack of understanding, can potentially have a detrimental impact on attitudes.
We aimed to assess pre-licensure nursing students', registered nurses', and advanced practice registered nurses' (RN/APRNs') perceived understanding, attitudes, and educational interests in substance use (SU) and addiction, in preparation for developing an addictions curriculum.
An online survey of the student body at a large mid-Atlantic nursing school was performed during the autumn of 2019.