About the Authors Katie A. Chargualaf, PhD, RN, CMSRN, is an associate professor, School of Nursing, University of South Carolina Aiken, Aiken, South Carolina. Barbara Patterson, PhD, RN, ANEF, FAAN, is a professor, School of Nursing, Widener University College of Nursing, Chester, Pennsylvania. Brenda Elliott, PhD, RN, CNE, is an assistant professor, Department of Nursing, Messiah University, Mechanicsburg, Pennsylvania. Dr. Patterson, editor of Nursing Education Perspectives, did not participate in review or decision for this article. This work was supported by the Omicron Delta chapter of Sigma Theta Tau International. For more information, contact Dr. Chargualaf at
Nurs Educ Perspect. 2022;43(1):E2-E7. doi: 10.1097/01.NEP.0000000000000923.
The aim of this study was to examine the adequacy of military/veteran-related content in nursing textbooks used in prelicensure programs.
With increased numbers of veterans receiving care in civilian settings, nurses may lack essential knowledge, skills, and attitudes outlined in competencies required to provide culturally sensitive veteran-centered care. One explanation for this may be inadequate preparation during prelicensure nursing education.
A quantitative, descriptive study guided the analysis and rating of 32 key words in 24 textbooks across eight content areas.
Key words were included in most textbooks but frequently not connected to military service or veterans. The key word with the highest mean rating was posttraumatic stress disorder; the highest rated content area was psychiatric/mental health.
With limited textbook resources, nurse faculty must engage in deliberate efforts to include veteran content in nursing curricula. As competency-based education trends evolve, these findings are relevant and should be considered in curricular design and revision.
本研究旨在检查护理教材中与军人/退伍军人相关内容的充分性，这些教材用于护理的预备课程。
随着越来越多的退伍军人在民用环境中接受护理，护士可能缺乏提供文化敏感的以退伍军人为中心的护理所需的基本知识、技能和态度，这可能是预备役护理教育中准备不足的一个解释。
一项定量、描述性研究指导了对 24 本教材中的 32 个关键词在 8 个内容领域的分析和评分。
关键词出现在大多数教材中，但很少与军事服务或退伍军人有关。平均评分最高的关键词是创伤后应激障碍；评分最高的内容领域是精神科/心理健康。
在教材资源有限的情况下，护理教师必须有意识地努力将退伍军人内容纳入护理课程。随着基于能力的教育趋势的发展，这些发现具有相关性，应在课程设计和修订中加以考虑。
