A strategic approach to incorporating business principles within the DNP curriculum presents multiple advantages for DNP graduates, the organizations they serve, and the patients they care for.

The concept of academic resilience has been identified as a key component in supporting nursing students' progress through both their educational and practical endeavors. Despite the profound value of academic stamina, there is a paucity of research dedicated to improving its development. To identify effective techniques, it is crucial to examine the relationships between academic resilience and other variables.
This research evaluates the determinants of academic resilience among Iranian undergraduate nursing students, examining its relationship with self-compassion and moral perfectionism.
This descriptive cross-sectional study was completed in the year 2022.
A sample of 250 undergraduate nursing students from three Iranian universities self-reported in this study, utilizing standardized questionnaires.
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.
Mean scores for academic resilience were 57572369, a standard deviation measurement illustrating the data spread. The mean for moral perfectionism stood at 5024997, and self-compassion's mean was 3719502. Moral perfectionism and self-compassion displayed a significant correlation (r = 0.23, p-value less than 0.0001). Moral perfectionism (r = -0.005, p = 0.041) and self-compassion (r = -0.006, p = 0.035) showed no statistically significant link to academic resilience, while age (r = 0.014, p = 0.003), grade point average (r = 0.18, p < 0.0001), and university affiliation (r = 0.56, p < 0.0001) correlated significantly with it. Academic resilience was predicted by 33% in relation to grade point average and the university of study, with the university demonstrating 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. Nursing students' moral perfectionism is positively influenced by the practice of self-compassion.
Strategic educational approaches, coupled with supportive interventions, will significantly contribute to enhancing the academic resilience and performance of nursing students. Bio-Imaging The development of moral perfectionism in nursing students is positively influenced by the promotion of self-compassion.

The rising number of older adults and those with dementia will require the pivotal contributions of undergraduate nursing students. While many healthcare professionals acquire necessary qualifications, many do not specialize in geriatrics or dementia care, which results in a significant deficit in this critical area of medical practice post-graduation.
Our objective was to gauge student engagement with and desire to collaborate with people with physical limitations or disabilities (PLWD), solicit their feedback on potential training programs, and assess their interest in a new long-term care (LTC) externship elective.
To gauge the attitudes and experiences of Bachelor of Science in Nursing students, we constructed and administered a survey. The survey's questions were adapted from the Dementia Attitude Scale, assessing their healthcare experiences, their attitudes on caring for elderly people, their comfort in working with individuals with dementia, and their readiness to build geriatric and dementia care skills. In order to identify preferred curricular and clinical content, focus groups were subsequently conducted.
Seventy-six students successfully concluded the survey. KAND567 clinical trial The prevailing sentiment was one of low interest in engaging with, and a scarcity of knowledge regarding, the needs of the elderly and people with physical limitations. Six focus group members stated their intention to engage in hands-on learning experiences. Students can be attracted to geriatrics education through the specific training components that participants identified.
Our investigation's results facilitated the development, testing, and evaluation process for a new long-term care (LTC) externship program at the University of Washington School of Nursing.
The development, piloting, and assessment of a new long-term care externship at the University of Washington School of Nursing were directly informed by our research.

Since 2021, restrictions on the discussion of discrimination in public institutions have been established by some state legislative bodies. The proliferation of gag orders, despite widespread national opposition to racism, homophobia, transphobia, and other forms of discrimination, is a troubling trend. Many nursing and allied healthcare professions have voiced their opposition to racism in healthcare, emphasizing the importance of mitigating health disparities and achieving health equity. By the same token, studies on health disparities are being funded by national research institutions and private grant-providers. However, nursing and other faculty in higher education are muzzled by legislation and executive orders, thereby forbidding them from instructing and researching health disparities both past and present. This commentary aims to illuminate the immediate and long-lasting consequences of academic gag orders, and to stimulate counteraction against such mandates. Professional codes of ethics and discipline-specific training equip us to offer tangible activities that readers can utilize to challenge gag order legislation, thereby protecting patient and community health outcomes.

To advance the understanding of poor health, which includes non-medical variables, research in the health sciences necessitates a parallel evolution of nursing practices, enabling nurses to effectively contribute to improved population health outcomes. The 2021 Essentials Core Competencies for Professional Nursing Education from the American Association of Colleges of Nursing (AACN) have incorporated population health as a crucial skill set for nursing students and professionals, from entry-level to advanced practice. This article explores these competencies in depth, offering practical examples of their integration into beginner nursing programs.

Nursing history's presence in undergraduate and graduate nursing programs has fluctuated considerably throughout the years. In their 2021 document, “The Essentials Core Competencies for Professional Education,” the American Association of Colleges of Nursing stresses that nursing education programs should incorporate a study of history. Employing a nursing history framework and a five-step method, this article seeks to offer the nurse educator a roadmap to incorporate historical context into their already comprehensive curriculum. Student learning will be amplified by the strategic incorporation of nursing history within the course framework, ensuring alignment with existing course objectives. Students' interaction with varied historical resources is instrumental in achieving The Essentials' core competencies, encompassing the 10 key nursing domains. Historical source types and methods for locating suitable sources are discussed in detail.

Nursing PhD programs have multiplied in the U.S., yet the intake and completion of these programs by students have remained unchanged. The key to a more varied future nursing workforce lies in groundbreaking methods of attracting, developing, and graduating a diverse student population.
PhD nursing students' views on their programs, experiences, and strategies for academic success are detailed in this article.
This study employed a descriptive, cross-sectional design. Data were collected through a 65-question online student survey, which spanned the period between December 2020 and April 2021.
53 nursing schools contributed 568 students who participated in the survey. Regarding the challenges students encountered in their programs, five central themes were discovered: faculty-related concerns, issues with scheduling and time management, inadequate readiness for dissertation research, financial constraints, and the continued consequences 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.
PhD program administrators should create a gap analysis document, incorporating suggestions from the new AACN position statement alongside the reported perceptions of PhD students revealed by this survey. Implementing a roadmap for enhancement will better equip PhD programs to cultivate the next generation of nurse scientists, leaders, and scholars.
PhD program administrators should conduct a gap analysis that incorporates the recommendations in the new AACN position statement and insights into PhD student perspectives gathered in this survey. Future nurse scientists, leaders, and scholars will benefit from the implementation of a meticulously designed roadmap for improvement in PhD programs.

Substance users (SU) and individuals with addictions are cared for by nurses in healthcare settings, although educational resources about these challenging situations are insufficient. immune cytokine profile Working with patients exhibiting SU alongside a deficiency in understanding, can detrimentally impact attitudes.
Our initial assessment, preceding the creation of an addictions curriculum, focused on evaluating pre-licensure nursing students', registered nurses', and advanced practice registered nurses' (RN/APRNs') perceived knowledge, attitudes, and educational interests concerning substance use (SU) and addiction.
An online survey of the student body at a large mid-Atlantic nursing school took place during the fall of 2019.