This study examined the relationship between the timing from prelicensure Bachelor of Science in Nursing (BSN) program completion to first-attempt test outcomes in the National Council Licensure Examination for Registered Nurses (NCLEX®-RN). A retrospective cohort design was used to analyze data from BSN graduates (2021 to 2024). Test intervals were categorized and compared with NCLEX-RN pass rates. Students who tested within 2 to 4 weeks had higher first-time pass rates. Testing after approximately 10 weeks led to lower pass rates. Findings emphasize the value of timely NCLEX-RN testing after graduation and highlight the proactive role of educators in promoting early exam preparation.

As Generation Z students enter undergraduate programs, nurse educators must adopt innovative strategies to meet generational needs. Pediatric faculty at a large state university implemented games including cardiac clay modeling, Brain Bingo, Guess Who's Coming to Dinner, and an endocrine escape room. This approach boosted engagement, bridged generational learning gaps, and increased course participation. Results showed improved learning outcomes and higher student satisfaction, even in large classes.

With challenges in finding clinical placements for nursing students, night shift clinical opportunities provide broader access than day shift rotations. This study surveyed nursing students who participated in a night shift rotation about their perceptions of the effects of the alternative shift on their learning. The study also evaluated testing outcomes between the night shift and day shift clinical groups. Testing averages showed no significant difference between the two groups, and student perceptions were more positive than anticipated.

The purpose of this study was to identify the pedagogical and subject matter knowledge and teaching practices novice nurse educators use in the clinical area. A focused ethnographic methodology, including 70 hours of observation of four novice educators, was used. Data were analyzed through a thematic process that drew upon the mathematical knowledge for teaching model. Findings revealed that novice educators more often drew upon their subject matter knowledge than their pedagogical knowledge when teaching in clinical patient areas. They may underutilize teaching methods to facilitate critical thinking and judgment.

The rapid evolution of Generative Artificial Intelligence (AI) (GenAI) presents new opportunities for enhancing nursing education. This innovation explores the integration of GenAI into a post-licensure pathophysiology course, where students use AI tools to develop patient education pamphlets. The initiative aimed to improve comprehension of complex medical concepts, enhance communication skills, and promote AI literacy. By critically evaluating AI-generated content, students engaged in deeper learning while addressing ethical considerations surrounding AI use. This pedagogical approach aligns with the increasing role of AI in health care, preparing future nurses to effectively interact with AI-driven tools.

To engage Generation Z nursing students, faculty in a pediatric nursing course in a traditional baccalaureate program developed a three-part podcast series covering vaccine hesitancy, child abuse, and adolescent mental health. Each episode featured a content expert. Students listened to the podcasts independently and reflected through online discussions and in-person clinical conversations. Survey feedback from students revealed an appreciation for the flexible, conversational format and reported better understanding of complex topics. Survey findings suggest podcasting is an effective, learner-centered approach that supports Generation Z preferences and encourages meaningful reflection.

Undergraduate nursing students face high levels of stress and anxiety, leading to burnout before graduation. Implementing resilience education into undergraduate nursing curricula has been recognized as one way to combat burnout. A hybrid facilitated resilience education program, Registered Nurse Personal Resilience Enhancement Plan, was incorporated into an undergraduate nursing course to support student resilience. No prominent changes were noted in student resilience or professional quality of life after intervention. Adoption of the intervention was successful. This feasibility study provides baseline information on the reach, effectiveness, and adoption of incorporating the Registered Nurse Personal Resilience Enhancement Plan into the nursing curriculum.

The nursing faculty shortage necessitates approaches to increase and retain faculty. The grant-funded Cohen Scholars program in Maryland provides graduate tuition in exchange for nurse educator employment. Programmatic revisions in 2020 incorporated mentorship, role socialization, pedagogy, and employment assistance to improve graduate preparedness. This study aimed to evaluate the revisions' impact on graduates' perceived preparedness and role transition via a survey of the 2020 to 2023 cohorts. Statistical analysis showed no significant differences between cohorts, though there was a trend toward increased perceived preparedness in the 2022 to 2023 cohorts. Considering further studies, role-focused mentorship programs are potential solutions to the nurse educator shortage.

Our innovative program-wide initiative addresses clinical judgment and informatics skills in new graduate nurses. We created immersive learning environments that bridge informatics and clinical judgment by merging case-based learning with health care technologies. We used three digital platforms - a medical record template, simulated monitor, and academic electronic medical record - to facilitate unfolding case studies. Students reported improved comfort with technology and decision-making; faculty noted enhanced engagement and documentation skills. The article outlines the development process and implications for nursing education.

This study explored the impact of an interprofessional mass casualty simulation on undergraduate nursing students' disaster preparedness. A total of 127 students participated; 50 completed pre- and postsurveys using a validated 14-item tool that assessed knowledge, training, and perceived confidence. Results showed significant improvements in disaster knowledge, preparedness, and confidence. Students' willingness to respond to future mass casualty events did not change, which may be due to their prior experiences living in a hurricane-impacted region. Further research is needed to identify, build, and cultivate resiliency during disaster events.

Western North Carolina was devastated by Hurricane Helene in September 2024. Reengaging nursing students into a safe and supportive clinical learning environment following the disaster was essential to facilitate successful return to and progression in nursing education. An intentional event allowed faculty and students to support one another, draw on previous coursework, and utilize personal experiences to apply nursing skills to postdisaster community care. These activities facilitated clinical judgment and application of the nursing process.Educators can draw valuable insights from this event and replicate similar learning activities to engage students in the aftermath of disasters.

This study explored student experiences with team-based learning (TBL), a highly structured teaching-learning method. Participants were first-semester students enrolled in a prelicensure nursing course in the entry-level master's program at a private university. Student engagement, accountability, preference for lecture or TBL, and satisfaction with TBL were measured. Results showed that students were highly engaged with TBL, and their perceptions toward this method were favorable. TBL is an effective learning method that allows for more active learning.

Burnout in nurse educators is a mounting concern that impacts well-being and threatens academic nursing environments. Existing research on mindfulness-based interventions within this population remains limited. This study explored the effectiveness of an online burnout prevention program that incorporates mindfulness strategies for nurse faculty. Participants completed the Cognitive and Affective Mindfulness Scale-Revised before and after the intervention. Results revealed a clinically significant increase in self-perceived mindfulness. The outcomes of this study indicate that accessible, low-cost mindfulness practices may reduce burnout symptoms and support emotional wellness in the nursing academic environment.