Supporting graduate nursing students from diverse backgrounds who work full-time in the clinical environment is important in increasing retention rates for advanced practice nurses. Onboarding programs designed to connect students to institutional resources have demonstrated benefits such as reducing anxiety, reducing attrition rates, and improving academic preparedness.

Structural competency equips nurses to address health disparities by understanding social, political, and economic structures. Despite its significance, nursing education lacks standardized approaches to teaching structural competency, highlighting the need for evidence-based curricula.

To finish out the Methodology Corner's focus in 2025 on questionable research practices, attention is called to the problem of HARKing. When research works omit that a finding being reported on and explained was discovered post hoc, a number of unwanted problems can ensue. Several strategies are suggested that might help our community manage the problems associated with HARKing.

The transition to competency-based education in nurse practitioner (NP) programs requires a systematic approach for curriculum development and assessment. The PRIME-NP Model structures competency progression across five roles-Professional, Reporter, Interpreter, Manager, and Educator/Evaluator.

The 2021 American Association of Colleges of Nursing (AACN) was the accelerant for moving nursing academia toward competency-based education (CBE). CBE is grounded in ongoing mastery with consistent progression throughout the program. Resources are needed for integrating the new into nursing programs.

Minimum exam averages are an essential component to ensuring academic rigor and subsequent licensure in nursing education, yet there is scant evidence to support such practices.

This investigation compared state legislation and nursing board guidelines that govern simulation-based learning and clinical practice for prelicensure nursing students across the United States and the District of Columbia. Using simulation-based learning facilitates the development of nursing students' critical thinking, clinical reasoning, and clinical judgment safely and effectively. Well-structured simulations aid nursing students during their transition into practice through knowledge application, clinical decision making, and increasing self-confidence and self-efficacy.

Family nurse practitioners (FNPs) are increasingly called upon to serve in diverse clinical roles, including inpatient settings, particularly within military operations. The Graduate School of Nursing at Uniformed Services University developed and piloted essential clinical competencies for an inpatient clinical rotation for Doctor of Nursing Practice FNP students.

There is little emphasis on verbal reporting skills in the nursing curriculum. This skill requires the nurse to use critical thinking and clinical judgment, skills documented as severely lacking in new graduate nurses. This study assessed the implementation of a series of video-recorded verbal report assignments in an undergraduate medical-surgical nursing course to increase students' confidence in this skill.

Nurses exemplify innovation as they navigate the dynamic and ever-evolving health care environment. The Three Cs of Innovation™-creativity, courage, and connection-are introduced as foundational competencies for fostering innovation in nursing.

Many nursing programs continue to strictly assign students to medical-surgical clinical placements in their senior practicum, despite a shortage of clinical sites. Little research exists on the impact of specialty clinical site placements on first-time NCLEX-RN outcomes.

Supporting graduate nursing students' well-being is a priority. Meaningful support begins with knowledge of students' health and self-care activities as they begin graduate education. Studies show RNs may suffer from burnout and poor health. These stressors can influence academic success. This pilot study investigated the health and self-care practices of newly enrolled graduate nursing students and identified potential health care needs.

Employing an objective assessment of information literacy (IL) skills for evidence-based practice (EBP) is an important consideration for Doctor of Nursing Practice (DNP) programs. This study aimed to develop a preliminary measure of IL skills and used it to identify skill strengths and weaknesses.

Professional identity is fundamental to the way a nurse thinks, feels, and behaves and is developed within a context. Global variance in nursing education and work environments formally and informally create differences in how nursing is performed, valued, and supported. In light of increased nurse migration, identifying differences and similarities is important to inform a more inclusive definition of professional identity.

Health literacy is one's ability to find, comprehend, and use information to make health decisions. Nursing students are exposed to health literacy during degree programs, yet no formal education exists across prelicensure associate and baccalaureate curricula. This lack of standardization contributes to poor provider performance and low health literacy rates, leading to suboptimal outcomes. About 80 million Americans have limited health literacy, increasing vulnerability to poor care and outcomes. Since the 1990s, limited health literacy has been linked to preventable admissions.

Earn While You Learn" (EWYL) programs allow nursing students to start their careers by earning an income and becoming comfortable in the practice environment while completing educational requirements for their degrees.

Presenting to peers is an effective practice to promote active learning. Assigned discussants ask prepared questions to spark meaningful dialogue among students. This project examined how students self-assessed the effects of using peer discussants on communication, engagement, and understanding of their presentations.

This article outlines an innovative practice implemented within a nursing program, utilizing a Continuous Quality Improvement (CQI) model to enhance exam item writing and evaluation techniques. A systematic review of NCLEX-style examination items is critical for effective evaluation in nursing education.

Rousing Generation Z's (Gen Z) interest in historical nursing theorists presents a challenge for nurse educators. An innovative method for engaging Gen Z with historical figures in nursing involves the use of artificial intelligence.