Prior to the COVID-19 pandemic, the University of San Francisco (UCSF) School of Nursing (SON) is a historically in person graduate program that immediately transitioned to remote learning at the start of the pandemic. In 2022, upon emerging from the pandemic, the need to intentionally determine the teaching and learning modality of the UCSF SON became apparent. This is a report of the process of our institutions transition from an in person to a hybrid school. A task force was formed and charged with identifying the school's approach to the teaching and learning modality moving forward. A group think activity identified needs assessment for the task force's approach. The task force agreed upon definitions for in person, hybrid, online and hyflex learning, conducted a literature review, re-examined internal survey results from both faculty and learners regarding teaching and learning modality preferences and compared top graduate nursing programs teaching and learning modalities. The literature review revealed that hybrid learning was not inferior to in person learning and may improve educational outcomes. The faculty and learner survey results identified a preference toward hybrid learning and teaching. The task force recommended that the school change its public-facing information to identify as a hybrid school with specialty specific flexible design. This transition allows the school to carry out the mission of educating diverse health leaders.

Academic programs grapple with the daunting task of managing a growing influx of nursing students while ensuring the quality and accessibility of clinical placements, and simultaneously engaging in competition among themselves to secure diverse clinical sites. This article delves into the innovative approach of integrating night shift clinical placements for nursing students to address the challenges posed by growing competition for day shift opportunities in acute care hospital settings. With pressure mounting on academic programs to accommodate a rising number of qualified nursing students while ensuring sufficient clinical placements, this initiative aims to alleviate strain on day shift nursing staff, mitigate teaching fatigue, and provide students with diverse learning experiences. Drawing upon a comprehensive review of literature and practical considerations, this article presents a detailed exploration of the benefits, planning processes, implementation strategies, and evaluation methods associated with night shift clinical placements in prelicensure nursing programs.

Undergraduate nursing students are at risk of exposure to clinical related critical incidents. The impact on nursing students and the use of coping mechanisms and processes to make meaning of these distressing experiences are poorly understood.

Telehealth is now a necessary component of health care delivery, and its use among health care professionals was accelerated by the COVID-19 pandemic.

Virtual reality (VR) simulation use in graduate nursing education is a growing innovative trend that can help with competency-based education. The Virtual Reality Simulation to aid in competency-based online nurse practitioner curriculum (VR-NP) pilot innovation and quality improvement project sought to deliver VR simulation as an educational strategy in an online graduate nursing program advanced health assessment course that enrolled sixty-six students. Twenty-nine of the students were provided loaner VR equipment to complete simulated advanced health assessments from their home while the remainder of students completed the same simulations using screen-based technology. For all students, weekly simulations were paired with follow-up debriefing led by faculty using synchronous web conferencing. Students using VR completed a mid-implementation and post-implementation survey, consisting of the System Usability Scale (SUS), Simulation Effectiveness Tool-Modified (SET-M), and open ended questions. Students using screen-based technology, completed similar surveys with only the SET-M and open-ended questions. Necessary adjustments were made to the implementation process based on data received mid-implementation. Overall students were satisfied with the use of VR simulation from a distance and minimal implementation challenges were encountered. Recommendations for integration of VR into other graduate nursing programs are shared.

As the fastest growing segment of the healthcare workforce, understanding NP enrollment is vital.

In a previous article, we focused on dissertation research related to rigor and the central role of rigor in Ph.D. dissertation research (Goodman et al., 2020). In this article, we focus on representations of dissertation rigor as it relates to the major components of the dissertation chapters (nature of the study, literature review, methodology, results, and discussion). We address the critical and central importance of good writing in dissertations, identify indicators of rigorous research, and discuss implications for nursing faculty, doctoral students, and the nursing profession.

For over a century, Bloom's hierarchical taxonomy has been the gold standard for writing objectives for curricula and courses in programs of nursing. Development of courses and curricula with demonstration of nursing competencies as the outcome requires a more robust taxonomy. The American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education requires nursing students to meet competencies in assertive leadership, personal development around adapting to ambiguity and change, and professional life-long learning. The purpose of this review was to compare Fink's taxonomy with the AACN basic principles and benefits of competency-based education. In conclusion, Fink's taxonomy of significant learning experiences provides an integrative framework to meet competencies of foundational knowledge, application, and integration of knowledge. Moreover, Fink's taxonomy includes additional areas of learning needed in nursing education such as learning how to learn, leadership and interpersonal skills such as in a human dimension of learning, caring about learning, and the ability to adapt to change. Educators should consider all kinds of learning for nursing practice and should reconsider the use of a hierarchical and content-centered teaching approach, with learning objectives written only at the cognitive level.

Satisfactory scholarly writing is identified as a barrier to successful completion for students enrolled in graduate nursing programs. In this semester-long activity, students work collaboratively to develop and apply strategies including PICO(T) question development, appraisal of primary and secondary literature, and literature matrix development to enhance their professional writing. Students' demonstration of inquiry and scholarly writing improved throughout the semester. This innovative teaching approach to fostering scholarly writing development is an effective way to prepare students for dissemination.

Open educational resources (OER) are associated with several positive outcomes for undergraduate and graduate students, both financially and academically. Financial benefits include a reduction in student debt and costs of attending college. Academic benefits include improved academic success, especially for students from populations historically underserved by higher education.

Academic nurse leadership is associated with nurse faculty job satisfaction, yet there is a gap between theoretical understanding of leadership concepts and specific actionable behaviors that can be implemented to increase nurse faculty job satisfaction.

The U.S. is facing a mounting nursing faculty shortage. The size of one key group of potential faculty members, new nursing PhD graduates, is declining. The first step to programmatic and policy development to increase the number of PhD faculty is understanding recent and future trends in nursing PhD graduates and enrollments. This study aimed: 1) to analyze 10-year observed trends in the number of nursing PhD graduates, enrollments, and programs; 2) describe the geographical distribution of nursing PhD programs; and 3) forecast enrollment and graduation trends nationally and regionally. Data were from the American Association of Colleges of Nursing Annual Survey from academic years 2012-13 to 2021-22. From 2012-13 through 2021-22, the number of nursing PhD programs remained stable, and graduation rates increased by 13.9 %, though enrollments decreased by about 14.5 %. Forecasted trends suggest that both enrollments and graduates will decrease in the next ten years, with some regional variation. Overall, fewer PhD-prepared nurses may impact the capacity to educate more nurses in bachelor's and master's programs and limit input into future research and policy advancements. Recommendations include education about the nurse PhD role, programmatic changes and student financial support, and increasing diversity and multidisciplinarity in nursing.

The US healthcare system has changed dramatically in the past several decades. Nursing education, conversely, has not. This disparity, with a widening academic-practice gap prompted The National Academies to call on nursing education bodies to lead transformational change in nursing education to create the entry level and advanced practice nurses needed in the 21st century healthcare system (Wakefield et al., 2021). The Publication of The Essentials: Core Competencies for Professional Nursing Education is the catalyst for this change. Revising curricula in nursing schools will not affect the changes needed without a transformation in how nurse educators approach their practice. The Transformative Teaching Framework provides a roadmap for faculty to embody their role differently. Adopting the new role of Faculty Coach, nurse educators cultivate a teacher-learner relationship grounded in the neuroscience of learning, relational and developmental actions aimed at the professional formation of clinicians, and mutual trust. The Transformative Teaching Framework has the power to guide faculty as they develop clinicians who can thrive in the 21st century healthcare system.

The many educational pathways to obtain a professional nursing degree create confusion among healthcare leaders about new graduate nurses' (NGNs) competency expectations when entering practice.

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.

The shortage of nursing faculty has made the competence of academic clinical nurse educators (ACNE) crucial for effectively educating and evaluating nursing students. Many nursing faculty members are hired without specific training in nursing education or necessary skills, impacting the quality of future nurses.

Nursing education has seen a shift towards simulation-based education (SBE) to meet the demands of a rapidly evolving healthcare landscape. Maryland's Clinical Simulation Resource Consortium (MCSRC) aimed to enhance SBE utilization; however, noted a decline in SBE usage post pandemic, prompting an investigation into nurse administrators' perspectives on replacing clinical hours with SBE.

Success in completing an RN to BSN program largely depends on program quality, flexibility, and accessibility, as well as faculty ability to help students navigate several complex factors. Research specific to the RN-BSN student experience suggests that faculty teaching in RN-BSN programs must be respectful of diverse learners' needs, mindful to avoid bias and reduce stigma, and capable in creating equitable learning spaces. Faculty must also make content relevant to support immediate use by students in the workplace. Yet, little is known about faculty's actual experiences teaching RN-BSN students.

Growing awareness of social inequities and injustices in education highlights the urgent need to address harmful mechanisms, policies, and norms within health education curricula and systems.

Academic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy.

The lack of diversity in professional nursing education curricula, practices, and policies is reflective of its colonialist history. Despite increasing calls for action and organizational position statements affirming the importance of advancing diversity, equity, inclusion, and belonging, this deeply rooted history has led to embedded structural racism and other forms of bias that have remained rife in the discipline. The desire to maintain a status quo that ignores the institutional and structural effects of bias has even led some states to defund and disempower institutions historically charged with advancing knowledge and fostering inclusive education. Ongoing inattentiveness to addressing bias and practices that center idealized Whiteness diminishes our disciplinary capacity for innovation and reduces the likelihood of achieving key nursing aims such as the optimization of health for all and the adequate preparation of a civically engaged and socially conscious workforce. The following commentary examines how centering diversity, equity, inclusion, and belonging as key values provides a basis for a culture change that can decolonize the discipline.