As nursing education continues to transform, nursing schools are seeking intentional strategies to ensure clinical experiences are meaningful and support students' development of clinical reasoning and judgment. Traditional post-clinical assignments, such as care plans and concept maps, have served as tools to evaluate undergraduate learners' understanding of patient care. This podcast with Dr. Katie Parris and <a href= "https://www.ovid.com/jnls/nurseeducatoronline/fulltext/10.1097/nne.0000000000002128~from-paperwork-to-presence-using-postconference-coaching"> article</a> present a high-impact clinical teaching strategy to help students to engage in critical thinking with competency-based education as a framework.

As nursing education continues to transform, nursing schools are seeking intentional strategies to ensure clinical experiences are meaningful and support students' development of clinical reasoning and judgment. Traditional post-clinical assignments, such as care plans and concept maps, have served as tools to evaluate undergraduate learners' understanding of patient care. This podcast with Dr. Katie Parris and article present a high-impact clinical teaching strategy to help students to engage in critical thinking with competency-based education as a framework.

As nursing education continues to transform, nursing schools are seeking intentional strategies to ensure clinical experiences are meaningful and support students' development of clinical reasoning and judgment. Traditional post-clinical assignments, such as care plans and concept maps, have served as tools to evaluate undergraduate learners' understanding of patient care. This podcast with Dr. Katie Parris and <a href="https://www.ovid.com/jnls/nurseeducatoronline/fulltext/10.1097/nne.0000000000002128~from-paperwork-to-presence-using-postconference-coaching" rel="noopener noreferrer"> article</a> present a high-impact clinical teaching strategy to help students to engage in critical thinking with competency-based education as a framework.

Using Post-conference Coaching Questions to Promote Clinical Judgment in Nursing Students

Harm reduction approaches are well-established public health interventions that can reduce mortality associated with substance use. Concepts related to harm reduction and overdose prevention have been virtually absent in the nursing education literature. This <a href= "https://www.ovid.com/jnls/nurseeducatoronline/fulltext/10.1097/nne.0000000000002038~using-standardized-patient-simulation-to-improve-nursing"> study</a> by Dr. Brayden Kameg and colleagues evaluated changes in nursing students' perceptions toward people who use drugs and knowledge, beliefs, and attitudes about overdose prevention following an opioid overdose prevention workshop using simulation. A total of 569 students participated in the workshop. Competence and readiness to manage an overdose increased among participants (P

Harm reduction approaches are well-established public health interventions that can reduce mortality associated with substance use. Concepts related to harm reduction and overdose prevention have been virtually absent in the nursing education literature. This study by Dr. Brayden Kameg and colleagues evaluated changes in nursing students' perceptions toward people who use drugs and knowledge, beliefs, and attitudes about overdose prevention following an opioid overdose prevention workshop using simulation. A total of 569 students participated in the workshop. Competence and readiness to manage an overdose increased among participants (P

Harm reduction approaches are well-established public health interventions that can reduce mortality associated with substance use. Concepts related to harm reduction and overdose prevention have been virtually absent in the nursing education literature. This <a href="https://www.ovid.com/jnls/nurseeducatoronline/fulltext/10.1097/nne.0000000000002038~using-standardized-patient-simulation-to-improve-nursing" rel="noopener noreferrer"> study</a> by Dr. Brayden Kameg and colleagues evaluated changes in nursing students' perceptions toward people who use drugs and knowledge, beliefs, and attitudes about overdose prevention following an opioid overdose prevention workshop using simulation. A total of 569 students participated in the workshop. Competence and readiness to manage an overdose increased among participants (P

Using Standardized Patient Simulation to Improve Nursing Students' Perceptions, Knowledge, Beliefs, and Attitudes About People Who Use Drugs and Opioid Overdose Prevention

Extensive clinical hours and prior health care experience are widely believed to enhance new graduate nurse practice readiness, yet supporting evidence is limited. Dr. Ryan shares an important <a href= "https://journals.lww.com/nurseeducatoronline/abstract/2026/05000/challenging_assumptions__association_between.12.aspx"> study</a> that examined these assumptions. Using data from 189 students from 8 BSN programs, Dr. Ryan and colleagues found no significant associations between practice readiness and total clinical hours, between practice readiness and percentage of simulation hours, or between practice readiness and prior health care employment.

Extensive clinical hours and prior health care experience are widely believed to enhance new graduate nurse practice readiness, yet supporting evidence is limited. Dr. Ryan shares an important study that examined these assumptions. Using data from 189 students from 8 BSN programs, Dr. Ryan and colleagues found no significant associations between practice readiness and total clinical hours, between practice readiness and percentage of simulation hours, or between practice readiness and prior health care employment.

Extensive clinical hours and prior health care experience are widely believed to enhance new graduate nurse practice readiness, yet supporting evidence is limited. Dr. Ryan shares an important <a href="https://journals.lww.com/nurseeducatoronline/abstract/2026/05000/challenging_assumptions__association_between.12.aspx" rel="noopener noreferrer"> study</a> that examined these assumptions. Using data from 189 students from 8 BSN programs, Dr. Ryan and colleagues found no significant associations between practice readiness and total clinical hours, between practice readiness and percentage of simulation hours, or between practice readiness and prior health care employment.

Number of Clinical Hours, Percent of Simulation, and Work Experience and New Graduate Practice Readiness

New graduate nurses often lack the skills necessary to care for clients at the end of life. Essential to designing an end-of-life course is awareness of the potential psychological impact of the content and providing students with appropriate support resources. An <a href= "https://journals.lww.com/nurseeducatoronline/fulltext/2026/03000/integrating_wellness_into_an_end_of_life_nursing.31.aspx"> online, asynchronous end-of-life course</a> was integrated into an undergraduate nursing curriculum. Weekly modules provided specific wellness tips that encouraged students to use them in caring for their clients and supporting their own well-being.

New graduate nurses often lack the skills necessary to care for clients at the end of life. Essential to designing an end-of-life course is awareness of the potential psychological impact of the content and providing students with appropriate support resources. An online, asynchronous end-of-life course was integrated into an undergraduate nursing curriculum. Weekly modules provided specific wellness tips that encouraged students to use them in caring for their clients and supporting their own well-being.

New graduate nurses often lack the skills necessary to care for clients at the end of life. Essential to designing an end-of-life course is awareness of the potential psychological impact of the content and providing students with appropriate support resources. An <a href="https://journals.lww.com/nurseeducatoronline/fulltext/2026/03000/integrating_wellness_into_an_end_of_life_nursing.31.aspx" rel="noopener noreferrer"> online, asynchronous end-of-life course</a> was integrated into an undergraduate nursing curriculum. Weekly modules provided specific wellness tips that encouraged students to use them in caring for their clients and supporting their own well-being.

Integrating Wellness Into an End-of-Life Nursing Course

Intensifying demands on nurses have led to burnout and workforce instability. Dr. Stubin describes her <a href="https://journals.lww.com/nurseeducatoronline/fulltext/2026/03000/a_study_of_nursing_graduates__transition_to.4.aspx"> study</a> that examined nursing alumni perceptions of how effectively their undergraduate curriculum prepared them to manage workplace burnout. She conducted focus group sessions with 55 alumni, all of whom had less than 5 years of experience as registered nurses. Participant responses included feeling overwhelmed and emotional shock during transition, inadequate preparation for managing burnout and mental health challenges, and desire for institutional change. Dr. Stubin share strategies to build into the curriculum to enhance retention, prevent early-career burnout, and foster a more sustainable nursing workforce. You also might be interested in reading Dr. Stubin's earlier study: <a href= "https://journals.lww.com/nurseeducatoronline/fulltext/2024/05000/promoting_nursing_student_mental_health_wellness_.1.aspx">Promoting Nursing Student Mental Health Wellness: The Impact of Resilience-Building and Faculty Support</a>

Intensifying demands on nurses have led to burnout and workforce instability. Dr. Stubin describes her study that examined nursing alumni perceptions of how effectively their undergraduate curriculum prepared them to manage workplace burnout. She conducted focus group sessions with 55 alumni, all of whom had less than 5 years of experience as registered nurses. Participant responses included feeling overwhelmed and emotional shock during transition, inadequate preparation for managing burnout and mental health challenges, and desire for institutional change. Dr. Stubin share strategies to build into the curriculum to enhance retention, prevent early-career burnout, and foster a more sustainable nursing workforce. You also might be interested in reading Dr. Stubin's earlier study: Promoting Nursing Student Mental Health Wellness: The Impact of Resilience-Building and Faculty Support

Intensifying demands on nurses have led to burnout and workforce instability. Dr. Stubin describes her <a href="https://journals.lww.com/nurseeducatoronline/fulltext/2026/03000/a_study_of_nursing_graduates__transition_to.4.aspx" rel="noopener noreferrer"> study</a> that examined nursing alumni perceptions of how effectively their undergraduate curriculum prepared them to manage workplace burnout. She conducted focus group sessions with 55 alumni, all of whom had less than 5 years of experience as registered nurses. Participant responses included feeling overwhelmed and emotional shock during transition, inadequate preparation for managing burnout and mental health challenges, and desire for institutional change. Dr. Stubin share strategies to build into the curriculum to enhance retention, prevent early-career burnout, and foster a more sustainable nursing workforce. You also might be interested in reading Dr. Stubin's earlier study: <a href="https://journals.lww.com/nurseeducatoronline/fulltext/2024/05000/promoting_nursing_student_mental_health_wellness_.1.aspx" rel="noopener noreferrer">Promoting Nursing Student Mental Health Wellness: The Impact of Resilience-Building and Faculty Support</a>

Nursing Graduates' Transition to Practice and Implications for Curriculum Development

Nursing students are underprepared for the rigors of graduate writing. Dr. Hampton shares the outcomes of her study on writing development strategies faculty can use with their DNP students. She also discusses faculty time, engagement, and workload to support students on their writing.

Nursing students are underprepared for the rigors of graduate writing. Dr. Hampton shares the outcomes of her study on writing development strategies faculty can use with their DNP students. She also discusses faculty time, engagement, and workload to support students on their writing.

Strategies for Developing DNP Students’ Writing Skills

This podcast presents adaptive quizzing and how to use it in nursing courses. The presenters share challenges of students and faculty with adaptive quizzing, the findings of their study, and take-home points for faculty to use adaptive quizzing in their own courses.

This podcast presents adaptive quizzing and how to use it in nursing courses. The presenters share challenges of students and faculty with adaptive quizzing, the findings of their study, and take-home points for faculty to use adaptive quizzing in their own courses.

Adaptive Quizzing

Whether you are a beginning or an experienced nurse educator, you will get new ideas for your teaching in this podcast. Experts share teaching strategies you can use with your nursing students.

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