For nursing PhD students, the pursuit of diverse career paths outside of academia was enhanced by the opportunity to explore these options independently of the traditional mentor-mentee relationship. Schools of nursing and the broader college environment provide vital resources that aid students in envisioning and exploring potential career avenues.
Nursing PhD students desired to forge careers transcending the boundaries of academia and saw value in the chance to explore alternative career paths outside the established structure of a mentor-mentee relationship. Students' exploration of future career possibilities is effectively aided by drawing upon the resources of nursing schools and the broader collegiate community.

A Doctor of Philosophy (PhD) degree is an increasingly sought-after next step for those with a Doctor of Nursing Practice (DNP) background in nursing. This cohort of students may furnish significant insights, potentially revitalizing the shrinking cadre of PhD-prepared professionals.
Investigating the core experiences of DNP-prepared nurses who opted for a PhD program was the goal of this research.
Employing a phenomenological approach rooted in existentialism, 10 DNP-to-PhD students were interviewed for the study.
The DNP-to-PhD transition is characterized by a focused mission-driven approach. The Nursing Hierarchy subtly shaped the aspirations of students, their experiences encapsulated by five key themes: (a) Unmet Needs Exceeding the DNP's Scope – Further learning was indispensable for me. (b) Acknowledging Aspirations and Life Circumstances – This is the opportune moment. (c) Cultivating Confidence – You are capable. (d) The Subconscious Influence of the Nursing Hierarchy on Student Aspirations – Students' journeys were affected by the nursing hierarchy. (e) Experiential Learning and the Nursing Hierarchy – Real-world experiences reinforced student learning influenced by the nursing hierarchy. (f) The Nursing Hierarchy's Subtile Influence on Student Motivations – The nursing hierarchy's impact on student missions was undeniable. (g) Navigating the Hierarchy's Impact on Learning – Understanding the hierarchy's role was paramount. (h) The Hierarchy's Influence on Personal and Professional Development – Students' growth was inextricably tied to the nursing hierarchy. (i) The Nursing Hierarchy and the Unforeseen Challenges – The challenges of the hierarchy impacted student development. (j) The Hierarchy's Influence on Student Goals – The students' ambitions were profoundly shaped by the nursing hierarchy. My experiences have consistently been marked by a strong sense of support, or a complete lack thereof.
Students' decisions are significantly influenced by the nursing hierarchy, according to the study, along with persistent misunderstandings surrounding DNP and PhD education and career paths. To counteract the disinterest, fear, and feelings of inadequacy (imposter syndrome) surrounding PhD programs, nursing academicians, organizational leaders, and researchers should prioritize revised messaging about both degrees.
Research indicates the nursing hierarchy has a significant impact on student decisions, coupled with the continued presence of misconceptions about DNP and PhD education and careers. The disinterest, intimidation, and imposter syndrome prevalent in nursing PhD programs need rectification through improved communication strategies from researchers, organizational leaders, and nursing academicians.

At a mid-sized research university located in Western Canada, the curriculum of the Bachelor of Science in Nursing (BSN) program has recently been significantly altered (Epp et al., 2021). To foster a more profound understanding, a constructivist approach was taken to connect students' existing knowledge, skills, and abilities (KSAs) with their prior learning (Vygotsky, 1978). In alignment with constructivist principles, faculty crafted diverse learning pathways as curriculum planning tools, strategically arranging student learning outcomes to support program learning outcomes and enhance curriculum coherence. Through a conceptual learning pathway model developed by the faculty, several key program outcomes were singled out for curriculum review to guarantee their adequate coverage in the nursing program's curriculum. The levelling and scaffolding of specific concepts and content, as detailed in each learning pathway, are aimed at facilitating student acquisition of knowledge, skills, and abilities (KSAs) in a structured and progressive way (Gazza & Hunker, 2012; Maguire, 2013). In this article, the BSN Scholarly Writing Pathway and the BSN Psychomotor Pathway will be highlighted to illustrate their key features.

Interprofessional collaboration is a crucial component of achieving both the safety and efficiency of healthcare systems. Interprofessional competency development opportunities are crucial for health profession students to build a workforce capable of handling practical situations. Interprofessional learning programs intended for multiple professions frequently encounter difficulties due to the heavy academic loads, the challenges in aligning schedules, and the obstacles presented by the geographical dispersion of professionals. To remove traditional obstacles, a faculty-student partnership was utilized to design an online case-based interprofessional collaboratory course for dentistry, nursing, occupational therapy, social work, and public health professionals.
The goal is to develop a flexible, web-based, collaborative learning environment which actively engages students in interprofessional teamwork.
The Interprofessional Education Collaborative (IPEC) core competency areas of Teamwork, Communication, Role/Responsibility delineation, and Values/Ethics were the focus of the learning objectives. The case patient's developmental stages throughout their lifespan were mirrored in the structure of four learning modules. For every stage of life development, learners were required to create a detailed care plan utilizing interprofessional teamwork. multiple infections Patient and clinician interviews, discussion board interactions, short persuasive elevator pitch videos, and demonstrations of interprofessional roles constituted the learning resources. A mixed-methods quality improvement methodology employed the pre- and post-IPEC Competency Self-Assessment Tool, synergistically combining it with qualitative student feedback.
The pilot program counted 37 learners among its participants. The average scores for the IPEC Competency Assessment Interaction domain saw a substantial jump, escalating from 417/5 to 433 (p=0.019). The Values domain exhibited a substantial score (457/5), contrasting with the previous measurement's 456. Five key themes emerged from thematic analysis as essential for successful teamwork: active engagement, realistic case scenarios, clearly defined goals, collective team dedication, and enjoyment.
The virtual, interprofessional team-based course design and implementation processes were achievable and satisfactory, thanks to a faculty-student partnership model. A prioritized quality improvement cycle led to accelerated course process improvements and highlighted strategic approaches for promoting student participation in online group projects.
The creation and execution of a virtual, interprofessional team-based course proved achievable and satisfactory through a faculty-student collaborative model. A fast-paced quality improvement cycle yielded significant improvements in course operations, while showcasing strategies for motivating student participation in online team projects.

Prelicensure nurse educators' levels of proficiency and experience in implementing principles of diversity, equity, and inclusion (DEI) within their courses vary. The reason for this could be insufficient faculty familiarity with these subjects or a lack of clarity on the optimal strategies for engaging with complex matters. Specifically, the knowledge base of nurse instructors might be insufficient in approaching issues of race-related medicine, refining care for minority groups, and guaranteeing safe spaces for LGBTQIA+ patients. By addressing DEI content in prelicensure nursing courses such as fundamentals, medical-surgical nursing, pathophysiology, pharmacology, and nursing care of the childbearing family, this article also explores student perceptions of DEI curriculum integration.

Open dialogue, crucial for higher education's goal of human capital development, suffers a decline, thus jeopardizing its inherent aspirations and objectives. From a recent study of undergraduates, it emerged that a notable percentage of students conceal or alter their perspectives. This situation has many potential causes; however, the current sociopolitical climate could be a secondary contributing factor. Educators who foster open dialogue, serve as role models for diverse thought processes, and support the exploration of varied viewpoints will inevitably unlock new perspectives and inspire innovation. A commitment to diverse ways of thinking will improve understanding of alternative viewpoints, unlock creative problem-solving methods for nursing issues, and drive groundbreaking research initiatives. The strategies detailed in this article are intended to encourage diversity of thought and perspective in nursing students during their learning. Opportunistic infection Exemplary demonstrations are offered to clarify the discussed strategies.

A crucial element in maintaining the health of Americans is the role of nurses. Unfortunately, the anticipated nursing shortage across the nation is fueled by retiring nurses, those leaving the profession, and the ever-increasing healthcare needs. The successful preparation of nursing students for their future practice relies heavily on their educational experience, notably in the context given. Students are required to develop proficiency in the domain knowledge relevant to contemporary nursing procedures and experience numerous experiential learning opportunities, which calls for a strong collaborative approach between academia and the realm of practical nursing. Academic nursing faculty have, in the past, been the main contributors to the formulation of nursing courses and curriculum. The article's objectives encompass a detailed account of prior academic-practical collaborations in baccalaureate nursing education, alongside the introduction of a novel Nursing Education and Practice Continuum model, built upon our team's successful collaborative initiatives. read more The model portrays nursing education as a flowing connection between the theoretical frameworks of academia and the practical application in the field, which constantly reshape each other, and this interplay allows for the joint development and execution of educational programs that benefit both students and practicing nurses. The scope of nursing practice stretches from the realm of experiential learning to the implementation of learned skills post-graduation. By aligning the curriculum of the Nurse Residency Program with baccalaureate-level nursing education, this continuum model can be put into practice. The article includes an examination of the likely roadblocks and solutions to navigate during implementation.

Teamwork skills are essential elements of a nurse's professional repertoire; imparting these competencies within the confines of online nursing education poses specific challenges.