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Simulation is widely used in nursing education; however, its application in graduate nurse educator programs remains limited. This pilot explored the use of a novel multistudent, multipatient simulation in which nurse educator students assumed the role of clinical faculty. Designed in accordance with the Healthcare Simulation Standards of Best PracticeTM, this simulation focused on clinical facilitation, time management, and feedback. Participants (n = 2) reported increased confidence and insight into clinical teaching responsibilities following the encounter. This pilot warrants further investigation into the application of simulation in graduate-level nonclinical programs and may serve as a template for educator development programs.

The Restorative Masculine Integration Theory (RMIT) introduces a strengths-based, systems-oriented framework for promoting healthy masculinity through healing, leadership, and relational engagement. Developed in response to the adverse effects of masculine suppression, such as emotional disengagement, burnout, and polarity collapse, RMIT outlines a five-phase Cycle of Masculine Restoration: reclaimed masculinity, emotional safety and trust, grounded leadership, rebalanced gender polarity, and healing with cultural renewal. These stages are underpinned by core concepts including psychological safety, peer mentorship, emotional literacy, and authentic masculinity. Drawing from interdisciplinary foundations in gender studies, emotional intelligence, trauma-informed practice, polarity theory, and servant leadership, RMIT offers an adaptable framework for use across clinical, educational, organizational, and policy settings. Its alignment with the MANifest Health Theory further strengthens its applicability in men’s health promotion. This manuscript elaborates the theory’s conceptual development, visual model, and practical implications, while identifying future directions for empirical validation and inclusive application. RMIT advances a timely and restorative model for transforming masculine identity into a source of individual and collective resilience © The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

PurposeTo identify contributing factors to mental health symptoms and suicidality among sexual and gender minority (SGM) youth identified by quantitative research.MethodA scoping review was conducted, guided by the methodological framework of Arksey and O'Malley. Ten articles met inclusion criteria after a comprehensive search was performed across four databases.ResultsCommon factors identified as being associated with poor mental health outcomes and increased suicidality among SGM youth were environmental influences and minority stress. Factors were interrelated and often found to be associated with worsening anxiety, depression, and suicidal ideation.ConclusionFindings can be used to enhance the knowledge and training of nursing professionals to improve their understanding of the naturalistic course of poor mental health outcomes and suicidality in SGM youth. Future research should focus on screening tools and clinical interventions for SGM youth in need of mental health services. [Journal of Psychosocial Nursing and Mental Health Services, 63(7), 12–17.]

Abstract: The purpose of this study was to explore how students of different generations perceived presence and caring behaviors by faculty in online Registered Nurse to Bachelor of Science in Nursing programs. Results showed that millennials reported statistically significant higher perceptions of social presence when compared with nonmillennials. Although generation was not a predictor of caring, all presence subscales were positively and significantly correlated with the total caring score. Teaching presence was a significant predictor of students' perceptions of caring in online courses.

Introduction:Though the National Advisory Council on Nurse Education and Practice has named underrepresented minorities (URM) as key demographics in addressing the nursing shortage, this group faces significant barriers to entry into nursing practice. In the academic year 2023–2024, URM students represented nearly 46.7% of students enrolled in entry-level baccalaureate nursing programs. Although this represents an increase in URM nursing presence, more work is needed to mirror the demographics of the U.S. patient population. Connecting URM communities with local academic institutions allows a clear path to the nursing profession. Methods: An educational program tailored to the URM student was designed to address URM barriers in access to college and offered networking with local communities and hospitals. Results: Results are suggestive of definite knowledge acquisition given a robust statistical significance in nearly all categories measured; students found the topics helpful in both preparing for college and increasing their interest in the nursing profession. Conclusion: A comprehensive educational program designed to attract high school students from URM/disadvantaged backgrounds could assist in promoting successful academic outcomes. Future studies may consider a larger sample size and multi-university settings.

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Dishonesty and misconduct of nursing students during their education is a continuing concern, especially as it relates to expected professional behaviors. This quasi experimental pre-and post-interventional study explored the impact of an affective learning module on developing beliefs and perceptions of ethicality of academic and professional misconduct of students in a BSN program. A modified version of McCrink’s (2008) tool, entitled “Nursing Student Experiences and Perceptions of Academic and Professional Conduct Survey” measured these constructs. The affective learning module, based on Rest’s theory of moral development, and Krathwohl’s affective taxonomy, actively engaged students in ethical decision-making with connections to professional practice through discussion, case review and reflection. The pretest data (N=65) analysis using Mann Whitney U, indicated differences in mean rank related to enrollment status, healthcare work experience and gender and beliefs, and perceptions of academic and professional misconduct. A comparative analysis (N=16) of pre and posttest data was limited due to required changes related to the COVID-19 pandemic. Changes in pre and posttest data suggest the need to replicate and continue research in the area of intentional affective teaching of ethicality and professional values.

Innovation is needed to solve nursing workforce issues during times of crisis. A collaborative effort between a hospital system and several universities resulted in the Bridge to Professional Practice Program that was implemented during a period of high patient volume and nursing student downtime. The program provided support for staffing needs and clinical hours to promote readiness for practice for students. The program evaluation outcomes and recommendations for improvement are addressed.

Background In 2016, the Centers for Disease Control found that more than 1.5 million people develop sepsis each year and about 250,000 Americans die from it. Early identification and treatment of sepsis can decrease mortality and morbidity, yet studies have shown student nurses are not prepared to rescue deteriorating patients. Method The purpose of this pilot study was to create and test a response to rescue simulation for use with undergraduate nursing students. The simulation depicted a patient deteriorating from sepsis. The Martinez Sepsis Competency Evaluation Tool (MSCET) developed to rate student behaviors during the simulation. Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing model was used post simulation. Results The overall content validity of the MSCET was 0.88. Each item that scored a I-CVI of 0.78 or less were revised. The total percentage of behaviors met was 68 %. The inter-rater reliability of the MSCET conciseness was 0.47 (X = 67.508, df = 48, p ≤ .05). Conclusion The results indicate the simulation based experience was effective in preparing students to care for patients with early signs of sepsis. Students were complimentary about the experience, and preliminary data on the MSCET psychometrics were positive. Limitations of the study and recommendations for further revision of the simulation were made.

Background:Mothers having difficulty breastfeeding their infants may use alternative supportive feeding methods. Although a supplemental feeding tube device is commonly used, efficacy for supporting sustained breastfeeding remains unknown.Purpose:To describe supplemental feeding tube device use by breastfeeding mothers as an alternative feeding method through exploration of associations between supplemental feeding tube device use and continued breastfeeding at 4 weeks of infant's age.Method:Forty mothers participated. They were interviewed during the birth hospitalization and at 4 weeks postpartum. Questions addressed use of supplemental feeding tube devices, breastfeeding issues, and continued breastfeeding relationships. We examined the relationship between LATCH scores at 2 to 3 days of life.Results:Breastfeeding mothers who chose to supplement with bottle-feeding instead of use of a supplemental feeding tube device were 30% less likely to continue breastfeeding at a medium/high/exclusive level.Conclusion:Use of the supplemental feeding tube device may help avoid the potentially detrimental effect of bottle-feeding on continued breastfeeding. © 2023 Lippincott Williams and Wilkins. All rights reserved.

This book was designed with student nurses in mind. It is intended to serve as a tool to provide practice, enhance learning, and increase the propensity for retention and application of basic concepts of health and physical assessment. The book can be used by early-career nursing students who have just begun to cover its concepts as well as by pre-licensure exam students who may benefit from reiteration and reinforcement of concepts learned early on in nursing school and from practicing applying these concepts to more complex scenarios.Divided into 13 chapters, all of which are geared toward a particular subject matter. Chapters 1 and 2 introduce the concept of an unfolding case study and the nursing process. Chapter 3 provides an in-depth guide to answering NCLEX-style questions. There are several NCLEX-style questions broken down and analyzed within this chapter and several practice questions for your benefit. The remainder of the chapters are subject-based and cover assessment of the major body systems in a systematic and learner-friendly way. Readers will notice that while each chapter covers different content matter, the chapters are structured in similar ways so the reader can begin to develop a feel for and familiarity with an unfolding case study analysis.Goals for the book are:*Increased comfort level and confidence in analyzing patient scenarios in regards to basic health assessment *A more in-depth knowledge of basic health assessment concepts *Ample chances to practice applying concepts learned in your health assessment course to solidify the information you have learned*Increased confidence in answering NCLEX-style questions *Increased knowledge, skill levels, and confidence in assessing and managing patients with a variety of healthcare needsThe chapters of the book do not have to be completed in any particular order, as they are each individualized to certain subject matter categories. The authors recommend you use these unfolding case studies as a means of evaluating the ability to think critically and apply the concepts learned in health assessment classes to realistic patient scenarios. The book can be used as a study tool during health assessment classes, a health assessment refresher tool during other classes, and an NCLEX study tool after finishing nursing school.