The diverse career aspirations of nursing PhD students extend beyond the confines of academia, and they recognized the importance of opportunities to explore these avenues outside the traditional mentorship model. By drawing on resources within nursing schools and the broader collegiate environment, students can better comprehend and explore prospective career pathways.
Eager to chart courses beyond academe, nursing PhD students appreciated the chance to investigate various career paths outside the conventional mentor-mentee arrangement. Students can benefit greatly from utilizing the resources available in nursing schools and the wider collegiate sphere to discern future career directions.

A Doctor of Philosophy (PhD) degree is a growing educational goal for nurses who already have a Doctor of Nursing Practice (DNP) degree. A valuable perspective could emerge from this segment of students, contributing to the development of a stronger PhD-prepared workforce, which is experiencing a decrease.
This research aimed to explore the core experiences of DNP-prepared nurses who selected a PhD path.
Employing a phenomenological approach rooted in existentialism, 10 DNP-to-PhD students were interviewed for the study.
A clear mission is intrinsic to the DNP-to-PhD progression and success. 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 development has been nurtured by supportive individuals, or unfortunately, hindered by a complete absence of support.
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. Researchers, organizational leaders, and nursing academicians should address the issues of disinterest, intimidation, and imposter syndrome associated with PhD programs by enhancing the communication surrounding both degrees.
Students' decisions are significantly influenced by the nursing hierarchy, according to the research, alongside lingering misconceptions surrounding DNP and PhD education and career paths. Organizational leaders, researchers, and academicians in nursing must take action to counter disinterest, intimidation, and imposter syndrome related to PhD programs, alongside better communication of these degree options.

In the Bachelor of Science in Nursing (BSN) program of a mid-sized research university in Western Canada, the curriculum was recently revised substantially (Epp et al., 2021). To facilitate a deeper understanding, a constructivist approach was implemented, ensuring that students could link their knowledge, skills, and abilities (KSAs) to previously acquired knowledge (Vygotsky, 1978). Faculty, acknowledging constructivist theory, constructed multiple learning pathways as curriculum planning tools. These pathways strategically organized student learning outcomes, advancing program learning objectives, and reinforcing curriculum integrity. To ensure complete coverage within the nursing program, the faculty devised a conceptual learning pathway model, identifying key program outcomes requiring a curriculum review. Each learning pathway's curriculum map outlines the progression and support needed for students to acquire knowledge, skills, and abilities (KSAs) through a gradual build-up of specific concepts and content (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.

Safe healthcare, achieved through efficiency, is dependent on interprofessional collaboration. The development of a practice-ready healthcare workforce necessitates providing students with opportunities to cultivate interprofessional skills in the health professions. The implementation of impactful interprofessional learning programs frequently faces challenges stemming from the substantial workloads, scheduling incompatibilities, and geographical separation of the involved professions. A case-based online interprofessional collaboratory course designed for dentistry, nursing, occupational therapy, social work, and public health professions was created, leveraging a faculty-student partnership to surmount traditional limitations.
A collaborative, web-based learning environment is to be created for students, enabling active participation in interprofessional teamwork.
By addressing the Interprofessional Education Collaborative (IPEC) core competencies, the learning objectives focused on Teamwork, effective Communication, Role clarity and Responsibilities, and Values and Ethical considerations. The four learning modules were purposefully structured to match the developmental stages of the case patient's lifespan. Through the use of interprofessional teamwork, learners were obligated to develop a thorough care plan for each phase of a person's developmental life. AS1517499 A diverse array of learning resources was utilized, including patient and clinician interviews, discussion board forums, engaging elevator pitch videos, and interprofessional role modeling exercises. A mixed methods quality improvement approach incorporated the pre- and post-IPEC Competency Self-Assessment Tool, augmenting it with qualitative student feedback.
Thirty-seven learners ultimately participated in the pilot. Significant improvement was observed in the IPEC Competency Assessment Interaction domain mean scores, rising from 417/5 to 433 (p=0.019). The Value domain score remained significantly high, standing at 457 out of 5, compared to the earlier value of 456. A thematic investigation uncovered five crucial themes driving successful teams: active team involvement, realistic case studies, clearly articulated expectations, unified team dedication, and pleasurable experiences.
A virtual, interprofessional team-based course design and implementation strategy found a workable and satisfactory partnership between faculty and students. With a streamlined quality improvement cycle, course workflows were upgraded quickly, and techniques for student engagement in online teamwork were showcased.
A feasible and acceptable model for a virtual, interprofessional team-based course was one that involved faculty and student collaboration. By employing a fast-tracked quality improvement cycle, course workflows were significantly improved, and best practices for motivating student participation in online collaborative learning were emphasized.

Prelicensure nursing education is delivered by educators with differing degrees of expertise in integrating diversity, equity, and inclusion (DEI) concepts into their instruction. A factor potentially contributing to this is the paucity of faculty experience in these areas or a lack of clarity on the most efficient way to address intricate matters. Concerningly, nurse educators might lack the necessary strategies to discuss race-based medical approaches, improve care for minoritized populations, and facilitate secure environments for LGBTQIA+ patients. The article examines the integration of DEI content within prelicensure nursing curricula, including fundamentals, medical-surgical nursing, pathophysiology, pharmacology, and nursing care of the childbearing family, furthermore including student viewpoints on the curriculum's DEI integration.

Higher education's pursuit of human capital development is jeopardized by a decline in open dialogue, undermining its very aims and ambitions. From a recent study of undergraduates, it emerged that a notable percentage of students conceal or alter their perspectives. A multitude of potential causes exist, but the current sociopolitical climate could be a key secondary influence on this. Cultivating educators who foster open dialogue, champion diverse viewpoints, and serve as models for such discourse will inevitably spark new perspectives and drive innovation. A commitment to diverse thinking improves empathy for alternative viewpoints, sparks novel solutions to nursing problems, and fosters pioneering research. This article provides strategies that can be implemented to promote diverse thinking skills within the learning environment for nursing students. NLRP3-mediated pyroptosis Illustrative examples of the discussed strategies are presented.

Nurses play a vital and significant part in the well-being of the people of America. Unfortunately, a growing nursing shortage is expected in the nation, attributable to the escalating healthcare needs, along with nurses' retirements and departures from the field. Preparing nursing students for immediate practical application within their chosen nursing field is essential in this context. Students are required to familiarize themselves with domain knowledge reflective of contemporary nursing practices and be given extensive hands-on training opportunities, which demand close collaboration and integration between academic and practical nursing environments. Typically, the creation of nursing course content and curriculum design has been undertaken by faculty members within the academic community. Prior efforts in academia-practice partnerships for baccalaureate nursing education are described, followed by the proposition of the innovative Nursing Education and Practice Continuum model, which builds upon the successful collaborative endeavors of our team. Anal immunization Nursing education, according to the model, is a continuous spectrum from academic theory to practical application, where these two aspects constantly evolve and shape each other, enabling collaborative efforts to construct and deploy nursing programs for both students and practitioners. The ongoing evolution of nursing practice is characterized by the transition from experiential learning to its application in professional practice post-graduation. The continuum model's implementation is achievable through the alignment of baccalaureate-level nursing education with the Nurse Residency Program's curriculum. The article also examines possible hurdles and approaches to overcome them during the implementation process.

Developing teamwork abilities is a vital professional skill for nurses, but imparting this knowledge online can be quite difficult in the context of nursing education.