This article reports on a study that evaluated the effectiveness of an educational intervention, Addressing Nurse Impairment, for addressing nursing students' knowledge acquisition, changes in self-efficacy to intervene, and changes in substance abuse stigma. A gap exists in nursing students' education regarding the risks of addiction within the profession and how to handle a colleague suspected of having a substance use disorder. The seminar was adapted from an existing evidence-based prevention program called Team Awareness, as well as information from focus groups and a pilot test. A quasi-experimental pretest-posttest design was used to evaluate the effect of the seminar. When the control and experimental groups were compared, the results indicated that the seminar significantly affected knowledge and self-efficacy to intervene but did not significantly affect stigma. This research contributes to the body of evidence related to educational interventions for nursing students regarding substance abuse in the nursing profession.

The decline in work-related stressors could be attributed to changes in health care organizations and in state policies. Nurse educators and leaders should refine orientation and educational programs based on ongoing changes in stressors expressed by newly licensed nurses. J Contin Educ Nurs. 2018;49(3):132-140.

Utilizing a guided reflection activity resulted in the students experiencing a broader, deeper understanding of reflective professional practice.

It is important for nursing faculty to pay attention to individual as well as institutional results on the National Council Licensure Examination for RNs (NCLEX-RN). This study was designed to identify themes to help faculty understand the NCLEX-RN experience from students' perspectives and help future students pass the examination at the first sitting. A sample of 1998 graduates of a baccalaureate program was selected, which included 10 students who were successful and 9 who were unsuccessful on the first testing attempt. Participants were interviewed about the testing experience and the relationship between nursing education and the NCLEX-RN. Findings indicate that participants who passed on the first attempt accepted responsibility for learning, were proactive in test preparation, took the examination when they felt ready, and used stress management techniques to cope with this challenge. The unsuccessful participants tended to perceive their lack of success on the NCLEX-RN was the responsibility of others, seemed less able to manage stress, and took the examination when they did not feel ready. Both successful and unsuccessful participants felt unprepared to answer NCLEX-RN-type questions and believed nothing had prepared them for this experience.

differences exist in each demographic variable and attitudes about using and including intuition in the undergraduate nursing curriculum. Survey questions #32-35 and demographic survey questions #36-45 were treated as independent variables. The four intuition attitude scales (responses to survey questions #1-8 and 10-23) developed to answer research question #7 were treated as dependent variables. ANOVA and t-tests were run using information from survey questions #32-45 and the four intuition attitude scales.