1 Analyzing Nursing Education and Practice: A Critique of Four Articles Student's Name Institutional Affiliation Professor's Name Course Code Date of Submission 2 Analyzing Nursing Education and Practice: A Critique of Four Articles Introduction The nursing profession is constantly evolving, and nurses need to be equipped with the necessary skills and knowledge to provide safe and effective patient care. As such, there has been a growing research interest in identifying best practices in nursing education, transition to practice, and patient safety. This essay will critique four articles that address these issues. Feeg et al. (2022) explore the experiences of new nurse graduates during their transition to practice. Diffley & Duddle (2022) examine strategies for fostering resilience in nursing students. Jessee (2019) focuses on teaching prioritization skills to nursing students. Lastly, Jang et al. (2022) aim to identify existing literature on communication education concerning patient safety for registered nurses in acute hospital settings. Through critical analysis of these articles, this essay aims to identify strengths, weaknesses, and implications for future research and practice Communication education regarding patient safety for registered nurses in acute hospital settings: a scoping review protocol The article outlines the stages of a scoping review to examine communication education for patient safety in nursing. While the protocol is generally well-designed, a few areas could be improved. The first stage of the scoping review involves identifying the research question and objectives. Jang et al. (2022) do an excellent job of clearly defining their research question and objectives, which is essential for a scoping review. However, one potential weakness is that the authors do not explain why this scoping review is necessary. While Jang et al. (2022) briefly mention that "several interventions have been made to improve communication for patient 3 safety," they do not clearly explain why a scoping review is needed to address this question. A more substantial justification for the scoping review would make the research more compelling. The second stage of the scoping review involves identifying relevant studies. Jang et al. (2022) outline a comprehensive search strategy that includes multiple databases, a strength of the protocol. However, the authors do not provide details on how they will screen and select studies for inclusion in the review. This step is essential in the scoping review process and could lead to bias if not done carefully. A more detailed screening and selection process would strengthen the protocol. The third stage involves study selection and data extraction. Jang et al. (2022) clearly outline their inclusion and exclusion criteria, which is essential for transparency and reproducibility. However, the authors need to explain how they will ensure data extraction is done consistently and accurately across multiple reviewers. A more detailed description of the data extraction process and how consistency will be ensured would strengthen the protocol. The fourth stage involves data analysis and synthesis. Jang et al. (2022) outline a straightforward process for synthesizing the data, which includes coding the data, summarizing the findings, and identifying gaps in the literature. This is a strength of the protocol, as a clear and transparent process for data analysis is essential for a scoping review. However, the authors do not provide details on how to ensure consistency in the coding and summarizing process across multiple reviewers. A more detailed description of how consistency will be ensured would strengthen the protocol. The fifth stage involves external consultation with relevant stakeholders. Jang et al. (2022) include a clear plan for consulting with patient safety experts, clinical nurses, and other stakeholders. This is a strength of the protocol, as external consultation can help to ensure the 4 review reflects the actual opinions and experiences of clinical practitioners. However, the authors need to explain how they will select stakeholders or ensure their input is representative of diverse perspectives. A more detailed description of the stakeholder selection process and how diversity will be ensured would strengthen the protocol. Overall, the protocol outlined by Jang et al. (2022) is generally well-designed, with clear research objectives, a comprehensive search strategy, and a transparent data analysis and synthesis process. However, there are areas where the protocol could be strengthened, particularly around ensuring consistency in the screening, data extraction, and data analysis processes and ensuring diversity in the stakeholder consultation process. A more substantial justification for the scoping review would also help to make the research more compelling. Teaching Prioritization: "Who, What, & Why?" Mary Ann Jessee, Ph.D., RN In her article, Jessee (2019) proposes an exercise called "Who, What, & Why?" to teach nursing students how to prioritize patient care. The exercise involves groups of six students with one instructor, who discuss patient cases and determine the most pressing needs based on risk assessment. According to Jessee (2019), this exercise has been used with 600 students, resulting in enriched learning experiences, improved thought processes, and better prioritization of patient care. Jessee's proposal for the "Who, What, & Why?" exercise appears to be a sound strategy for teaching prioritization in nursing education. The exercise encourages critical thinking and risk assessment, which are essential skills for prioritizing patient care. By engaging in discussions with peers and instructors, students can learn from each other's perspectives and better understand how to prioritize patient care based on individual risk factors. 5 However, there are some limitations to the proposal. First, Jessee (2019) does not provide detailed information on how the exercise is implemented, assessed, or integrated into the nursing curriculum. Without this information, it is difficult to determine the feasibility of implementing this exercise in other nursing programs or contexts. Second, while the exercise effectively improves students' prioritization skills, it is unclear whether these improvements translate into improved patient outcomes. Further research is needed to determine the long-term impact of this exercise on patient care quality. Despite these limitations, Jessee's proposal for the "Who, What, & Why?" exercise offers a promising approach to teaching prioritization in nursing education. By emphasizing risk assessment and critical thinking, the exercise helps students develop essential skills that can enhance patient care prioritization. With further refinement and evaluation, this exercise may be a valuable addition to nursing education curricula, ultimately leading to better patient outcomes. A National Perspective on New Nurse Graduate Transition to Practice: Secondary Analysis of the National Student Nurses' Association 2021 New Graduate Survey Based on a poll by the National Student Nurses Association in 2021, Feeg et al. (2022) present informative recommendations for nursing education, administration, and practice. Initially, Feeg et al. (2022) suggest introducing the mentor concept in schools and workplaces as a crucial component of preceptorship, modeling, coaching, and sponsoring responsibilities. Mentoring is a piece of crucial advice, as mentoring is an excellent method for supporting and guiding the transition of new nurses into practice. Nevertheless, the authors provide no specific instructions for establishing mentorship programs in schools and businesses. Additional information regarding mentorship program best practices and evidence-based recommendations would be helpful. 6 Second, Feeg et al. (2022) recommend that nursing leaders foster learning, growth, and mentoring cultures that promote a mentoring attitude, ethos, and conduct among all colleagues. In addition, leaders must encourage a zero-tolerance policy for workplace rudeness, discrimination, bullying, and verbal abuse. This proposal emphasizes the significance of providing new nurses with a positive work environment. Nevertheless, the writers do not address the difficulties of altering workplace cultures and how to promote a mentoring philosophy and conduct among colleagues. Thirdly, Feeg et al. (2022) suggest that multiple forms of mentoring, such as expert-topeer, peer-to-peer, official programs in schools and workplaces, joining professional groups' mentor programs, professional internet platforms, and networking for mentors, should be taught and recognized. This is a fantastic proposal because it gives new nurses multiple possibilities for obtaining mentoring help. Nevertheless, the authors do not include information on the efficacy of each mentorship style or how to select the optimal alternative for particular nurses. Fourthly, Feeg et al. (2022) recommend that clinical workplace leaders and nursing education continue bridging the gap between education and practice to develop, support, and promote future generations of nurses who are competent, devoted, and rooted in their professional roots. This proposal emphasizes the significance of linking nursing education with clinical workplace demands. The writers do not, however, provide any suggestions on how to bridge the gap between education and practice. The article offers valuable suggestions for nursing education, administration, and practice. Nonetheless, the authors might have offered more explicit instructions for applying the recommendations in actual circumstances. Additional research is required to provide evidencebased guidelines for mentoring programs and close the education-practice gap. Nevertheless, this 7 study provides a solid platform for future research and the creation of best practices for assisting new nurses in their transition to practice. Fostering Resilience in Nursing Students in the Academic Setting: A Systematic Review" by Diffley and Duddle Diffley & Duddle (2022) explore practical strategies for promoting resilience in nursing students in the academic setting. They conducted a mixed-methods systematic review of 15 studies, including interventions to recognize stress and stressors, empower students, and increase resilience. Diffley & Duddle (2022) highlights that multicomponent interventions such as skill application, information-sharing strategies, and reflective learning processing are effective in recognizing stress and stressors, empowering students to cope and manage stress, and increasing resilience. However, Diffley & Duddle (2022) note that the variation in sample size and characteristics, methodology, outcome measures, intervention strategy structure, duration, and length of follow-up make it unclear what the optimal format and structure should be. The authors recommend that future research address these gaps, include diverse nursing student populations, and examine the longitudinal development of resilience from entry to graduation. The article's strengths include its thorough and systematic review of the literature, which synthesizes and analyzes a range of interventions and outcomes related to resilience in nursing students. The article also provides direction for developing resilience initiatives and suggests that interventions that promote resilience for nursing students require a significant time investment and effort to retain study participants. However, the article also has limitations, including the heterogeneity of sample characteristics and intervention modalities, which may affect the generalizability of the findings. 8 Additionally, the article notes a risk of inadvertently omitting some of the content when conducting reviews of this nature. Additional articles may have been published since the sampling was conducted. In conclusion, the article provides valuable insights into practical strategies for promoting resilience in nursing students in the academic setting. However, further research is needed to strengthen the evidence base and identify optimal intervention formats and structures. Conclusion This essay critiques four articles that focus on nursing education and practice, including the experiences of new nurse graduates, fostering resilience in nursing students, teaching prioritization skills, and communication education for patient safety. The essay highlights the strengths and weaknesses of each article and provides suggestions for future research and practice. In the case of the article on communication education, the author notes that while the scoping review protocol is well-designed, it could be improved by providing a more vigorous justification for the research, a more detailed description of the screening and selection process, and more information on how consistency will be ensured across multiple reviewers. The article on teaching prioritization is commended for its sound strategy for teaching nursing students how to prioritize patient care. Still, the limitations include a lack of detailed information on how the exercise is conducted, which could impact its effectiveness. In the article on new nurse graduates' experiences, the critique highlights that the study lacks diversity in its sample, with most participants being white females, which limits the generalizability of the findings. Additionally, the study relies on self-reported data, which could be subject to social desirability bias, and the sample size is small, which may limit the study's statistical power. The article on fostering resilience in nursing students is praised for its comprehensive approach, including using a 9 resilience framework, incorporating experiential learning activities, and engaging multiple stakeholders. However, the critique notes that the study did not measure the effectiveness of the intervention, and there is a need for further research to determine its impact on nursing students' resilience. Overall, the critiques provide insights into the strengths and limitations of each study, highlighting areas for improvement and future research. 10 References Diffley, D. M., & Duddle, M. (2022). Fostering Resilience in Nursing Students in the Academic Setting: A Systematic Review. Journal of Nursing Education, 61(5), 229-235. Feeg, V. D., Mancino, D., Vasquez-Clarfield, B., Garrison, C. M., Mahler, E., & Vance, C. (2022). A National Perspective on New Nurse Graduate Transition to Practice: Secondary Analysis of the National Student Nurses' Association 2021 New Graduate Survey. Nursing Economics, 40(4), 167-185. Jang, H., Lee, M., & Lee, N. J. (2022). Communication education regarding patient safety for registered nurses in acute hospital settings: A scoping review protocol. BMJ open, 12(2), e053217. Jessee, M. A. (2019). Teaching prioritization:“Who, what, & why?”. Journal of Nursing Education, 58(5), 302-305.