The ongoing nursing faculty shortage acts as a roadblock to successfully addressing the nursing workforce shortage. University nursing programs and institutions need to proactively address the factors leading to reduced faculty job satisfaction and faculty turnover, with incivility being a crucial aspect to consider.
Presently, a shortfall in nursing faculty numbers is a significant roadblock to overcoming the nursing workforce shortage. The imperative need to improve job satisfaction and reduce faculty turnover within universities and nursing programs necessitates addressing various contributing factors, prominently featuring incivility.

Nursing students' robust learning drive is essential, given the demanding academic curriculum and high expectations of medical care.
This investigation sought to determine how perfectionism affects the enthusiasm for learning in undergraduate nursing students, and to examine the intervening factors shaping this connection.
A survey, conducted between May and July 2022, targeted 1366 nursing students distributed across four undergraduate universities in Henan Province, China. A combined approach using Pearson's correlation analysis and regression analysis with PROCESS Macro Model 6 was employed to examine the relationships between perfectionism, efficacy, psychological resilience, and learning motivation.
The results indicated that perfectionism's influence on undergraduate nursing students' learning motivation was not limited to a direct effect, but also extended indirectly through the influence on self-efficacy and psychological resilience.
Undergraduate nursing student learning motivation, as investigated in this study, provides some theoretical framework and direction for relevant research and interventions.
Theoretical support and guidance for interventions and research concerning undergraduate nursing student learning motivation are presented in this study's results.

DNP faculty, frequently guiding students in quality improvement (QI) DNP projects, can exhibit a gap in essential QI knowledge. To foster the success of DNP students, this article provides guidance for DNP programs in developing faculty mentors who are both confident and competent in the context of QI DNP projects. To equip College of Nursing faculty at a multi-campus practice- and research-intensive university with essential QI principles, strategies incorporate structural and process-oriented components. Structural supports, instrumental in standardizing faculty workload, advance collaborative scholarship and grant mentors access to instructional and resource support. By employing organizational processes, practice sites and worthwhile projects are pinpointed. The College of Nursing, in partnership with the university's Institutional Review Board, implemented a policy regarding the protection of human subjects in DNP projects, both streamlining and standardizing the process. Consistently sustained and ongoing are the faculty development procedures for quality improvement, including library support, ongoing faculty training, and faculty feedback processes. cutaneous autoimmunity Peer coaching programs provide ongoing support for the professional growth of faculty. Faculty responses to the implemented strategies, as evidenced by initial process outcomes, are highly positive. Acute respiratory infection The shift towards competency-based education empowers the creation of measures for evaluating multiple student quality and safety competencies, which are detailed in Domain 5 of The Essentials Core Competencies for Professional Nursing Education, informing future faculty development crucial for supporting student success.

Nursing school's stressful atmosphere demands exceptional standards of professional and academic performance. Interpersonal mindfulness training, while displaying promise for stress reduction in diverse contexts, has yet to receive adequate attention in the nursing training literature, with few published reports describing or evaluating its use.
Utilizing a brief interpersonal mindfulness program, this pilot study in Thailand assessed the consequences of its integration into a four-week psychiatric nursing practicum.
A study using mixed methods evaluated the mindfulness levels and program impact experiences of 31 fourth-year nursing students. EPZ020411 The control group underwent the standard clinical training; the experimental group, however, received additional interpersonal mindfulness training throughout the course.
The experimental group's scores on the Observing, Describing, and Non-reacting subscales, and the overall Five-Facet Mindfulness questionnaire (Thai version), increased significantly more than those in the control group (p<.05). The effect sizes, as measured by Cohen's d, were large, falling between 0.83 and 0.95. Group discussions on mindfulness practices revealed common threads concerning initial obstacles to implementing mindful techniques, the experience of growth in mindfulness, the inner advantages observed, and the impact of mindfulness on interactions with others.
Overall effectiveness was observed in the interpersonal mindfulness program, which was embedded within a psychiatric nursing practicum. Additional inquiries are critical to address the limitations inherent in this present study.
An interpersonal mindfulness program, integrated into a psychiatric nursing practicum, yielded positive results overall. More thorough investigation is needed to resolve the shortcomings within this current study.

Improved identification and support for trafficking victims among nursing graduates may result from integrating human trafficking education into their training. A lack of research has investigated human trafficking as a specific area of study in nursing programs, and the corresponding perspectives and instructional methods of nurse educators regarding it.
The investigation aimed to understand nurse educators' perceived knowledge, actual knowledge, attitudes, pedagogical approaches, and instructional strategies related to human trafficking; (b) to explore whether experience teaching about human trafficking correlates with differences in actual knowledge, attitudes, and instructional beliefs regarding human trafficking among nurse educators; and (c) to ascertain if differences in actual knowledge, attitudes, and instructional beliefs about human trafficking exist between nurse educators who have received human trafficking training and those who have not.
Through the utilization of survey methodology, a descriptive cross-sectional study was completed. The nationwide sample of 332 academic nurse educators underwent a detailed analysis process.
Nurse educators' understanding of human trafficking displayed an interesting contradiction: a perceived lack of knowledge, yet a strong demonstrated understanding of the subject. Recognizing the potential for encountering trafficked individuals in the workplace, participants expressed their commitment to addressing any suspected cases. Participants noted that the training provided on trafficking was insufficient and their confidence level in addressing these situations was correspondingly low. Despite the acknowledged importance of teaching students about human trafficking, a significant number of nurse educators lack personal experience in this area and feel uncertain about their teaching abilities.
Understanding and instructional practices regarding human trafficking among nurse educators are examined in this initial study. Implications for nurse educators and program administrators regarding human trafficking training for nursing faculty and curriculum integration are presented in this study's findings.
This study presents preliminary findings about nurse educators' grasp of and instructional approaches to human trafficking. This research provides insights enabling nurse educators and program administrators to better design and implement human trafficking training for nursing faculty, ensuring its incorporation into the nursing curriculum.

The current increase in human trafficking cases in the United States demands that nursing education incorporate training to enable students to identify victims and offer the requisite care effectively. To describe an undergraduate nursing simulation featuring a human trafficking victim, this article also discusses its adherence to the American Association of Colleges of Nursing (AACN) Essentials. Course evaluation data demonstrated that a simulation experience focusing on human trafficking victims assisted baccalaureate nursing students in integrating classroom instruction into clinical scenarios. Through education and simulations, students reported a marked improvement in their confidence to discern victims. Significantly, the simulation program effectively covered many of the novel components outlined in the American Association of Colleges of Nursing's revised Essentials, solidifying the importance of this clinical experience in the nursing education program. A key tenet of nursing education is the imperative to enable students to recognize social determinants of health and to actively advocate for social justice for vulnerable people. Because nurses are the most prevalent healthcare professionals, they often have opportunities to interact with individuals who have experienced human trafficking, thereby highlighting the critical need for improved training in victim identification protocols.

The delivery and assimilation of feedback on academic progress are frequently debated topics in the higher education sector. Educators, in their dedication to providing helpful feedback on student academic work, frequently receive reports that this feedback is not given promptly or in adequate detail, or is not followed up by students. Historically, written feedback has been the norm, but this research explores the potential benefits of a novel approach, using short audio clips for formative feedback.
Determining baccalaureate student nurses' understandings of audio feedback's impact on their academic assignments was the goal of this investigation.
A qualitative, descriptive online study examined the perceived usefulness of formative feedback. 199 baccalaureate nursing students enrolled at a particular higher education institution in Ireland received feedback on an academic paper, delivered through both audio and written formats.