Journal of Nursing Education and Practice

Journal Information
ISSN / EISSN : 1925-4040 / 1925-4059
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 1,612
Archived in
SHERPA/ROMEO
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Latest articles in this journal

Melissa A. Wholeben, Gloria McKee, Audrey Tolouian, Diane Rankin
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p57

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Sherida Karanini Paz De Oliveira, Amelina De Brito Belchior, Rhanna Emanuela Fontenele De Lima Carvalho, Natércia Brígido Linhares Fernandes, Rebeca Furtado Fernandes, Natasha Albuquerque Vasconcelos, Patrícia Freire De Vasconcelos
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p47

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Jason A. Gregg, Ronald Lee Tyson, Lisa M. Hachey
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p53

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Krysia Warren Hudson, Sandra Marie Swoboda, Mishiko Redd, Melissa Diane Hunter, Nancy Sullivan
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p41

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Emily E. Hopkins, Jennifer J. Wasco, Kathleen C. Spadaro, Marydee Fisher, Lora Walter, Marilu Piotrowski
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p36

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Annette Ferguson, Natalie Perry
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p28

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Colin Eckert, Gordon L. Gillespie, Kimberly Johnson
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p24

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Theresa A. Kesseler, Lynette Rayman
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p17

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Renee Colsch, Suzanne Lehman, Katherine Tolcser
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p11

Abstract:
Background: Nurses who understand pathophysiology can provide higher quality patient care. Various pedagogical strategies make it unclear which practice meets the challenges of teaching pathophysiology. The aim of this systematic review was to synthesize research in the last ten years to report the current state of pedagogical strategies related to teaching pathophysiology concepts in undergraduate nursing.Methods: A systematic review of mixed, quantitative, and qualitative literature guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines was conducted from 2010 to 2020 through electronic databases.Results: Seven studies met the inclusion criteria. A gap exists among comparable research designs, pedagogy strategies, and outcomes specific to undergraduate nursing pathophysiology courses. Conclusions: Findings suggest that more rigorous research designs with validated measurement instruments are needed to compare student satisfaction and outcomes after different pedagogical strategies are applied to undergraduate pathophysiology courses. Also, there is a need to elicit findings related to the retention and effectiveness of pathophysiology concepts in clinical practice.
Christine S. Chauvet, Maya R. Kalogirou, Olive Yonge
Journal of Nursing Education and Practice, Volume 11; doi:10.5430/jnep.v11n3p1

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