International Journal of Nursing Education Scholarship最新文献_第3页

AI-generated vs. student-crafted assignments and implications for evaluating student work in nursing: an exploratory reflection. 人工智能生成作业与学生自制作业的对比，以及对护理专业学生作业评价的影响：探索性思考。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-10-14 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0098

Kateryna Metersky, Kaveenaa Chandrasekaran, Rezwana Rahman, Murtaza Haider, Areej Al-Hamad

{"title":"AI-generated vs. student-crafted assignments and implications for evaluating student work in nursing: an exploratory reflection.","authors":"Kateryna Metersky, Kaveenaa Chandrasekaran, Rezwana Rahman, Murtaza Haider, Areej Al-Hamad","doi":"10.1515/ijnes-2023-0098","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0098","url":null,"abstract":"Objectives: Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence-powered language model that can generate a unique outputs, in reponse to a user's textual request. This has raised concerns related to academic integrity in nursing education as students may use the platform to generate original assignment content. Subsequently, the objective of this quality improvement project were to explore and identify effective strategies that educators can use to discern AI-generated papers from student-written submissions.Methods: Four nursing students were requested to submit two versions a Letter to the Editor assignement; one assignment that was written by the student; the other, exclusively generated by ChatGPT-3.5.Results: AI-generated assignments were typically grammatically well-written, but some of the scholarly references used were outdated, incorrectly cited, or at times completely fabricated,. Additionally, the AI-generated assignments lacked detail and depth.Conclusions: Nursing educators should possess an understanding of the capabilities of ChatGPT-like technologies to further enhance nursing students' knowledge development and to ensure academic integrity is upheld.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142476531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Barriers to and facilitators of accelerated BSN students' success: a scoping review with possible strategies for success. BSN 速成班学生成功的障碍和促进因素：范围审查与可能的成功策略。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-09-19 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2024-0018

Suja P Davis, Catherine Crawford, Louise Fleming

{"title":"Barriers to and facilitators of accelerated BSN students' success: a scoping review with possible strategies for success.","authors":"Suja P Davis, Catherine Crawford, Louise Fleming","doi":"10.1515/ijnes-2024-0018","DOIUrl":"10.1515/ijnes-2024-0018","url":null,"abstract":"Objectives: This scoping review aims to map the evidence on barriers and facilitators of success with accelerated BSN (ABSN) students with the inclusion of faculty perspectives.Methods: We followed the scoping review methodology of the Joanna Briggs Institute for this review. The databases of CINAHL, PubMed, ProQuest, and Google Scholar were searched.Results: The search resulted in 39 studies. The identified barriers were: Academic factors, non-academic factors, challenges faced by non-native English-speaking and ethnically diverse students, socialization struggles, and faculty perceptions. The facilitators identified were: Supportive environment and practices, benefits of ABSN program completion, students' background and life experiences, innovative learning strategies and school resources, and faculty perceptions.Implications for international audience: Given the global nature of the ABSN program now, findings from this scoping review and the strategies for success addressed in discussion will inform ABSN faculty and program managers about helpful strategies to support students' needs.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142297163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effectiveness of educational video on standardized nursing language for nursing home nurses. 疗养院护士标准化护理用语教育视频的效果。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-07-24 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2023-0111

Jee Sun Lee, Juh Hyun Shin, Sun Ok Jung

{"title":"Effectiveness of educational video on standardized nursing language for nursing home nurses.","authors":"Jee Sun Lee, Juh Hyun Shin, Sun Ok Jung","doi":"10.1515/ijnes-2023-0111","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0111","url":null,"abstract":"Objectives: Developing nursing plans using standardized taxonomy offers for a better understanding of how nursing abilities affect the achievement of better levels of outcomes for NH residents. This study aimed to investigate the effectiveness of an educational video on standardized nursing languages (SNLs) developed for nursing home nurses.Methods: We used a single group pre-post study design. We collected presurvey data from April 25 to June 22, 2022 and postsurvey data from May 23 to July 18, 2022. Sixteen nursing homes (NHs) participated in this study. We collected data on nurses' knowledge, perceptions, and attitudes towards SNLs and the evidence-based nursing practice self-efficacy. Analysis was conducted utilizing the McNemar test.Results: The educational video about standardized nursing languages were provided to 31 registered nurses (RNs) from 16 NHs in Korea. Knowledge about the definition of SNLs and the benefits of their utilization improved after watching educational video.Conclusions: Study findings support the effectiveness of educational videos on SNLs in increasing knowledge of SNLs, as well as confidence in the profession. To support NH nurses' professional development, ongoing SNL-focused education and research on innovative training methods like videos are recommended.Implication for an international audience: Developing nursing plans using a common, standardized taxonomy offers a good chance to more clearly observe how nursing abilities affect the achievement of better levels of health and wellbeing. Education using audiovisual materials may help NH RNs learn how to utilize SNLs and may further enhance the development of SNL through periodic, long-term education and SNL-based nursing practice.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141753000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration. 关于护理课程和教学法的对话：全球教育合作的重要规划活动。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-07-23 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2024-0015

Daisy S García, Jennifer Fricas, Luisa P Orellana S

{"title":"Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration.","authors":"Daisy S García, Jennifer Fricas, Luisa P Orellana S","doi":"10.1515/ijnes-2024-0015","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0015","url":null,"abstract":"Purpose: We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange.Approach: Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths.Results: From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning.Implications for international audience: Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141752999","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring entry pathways towards nurse practitioner program admissions: a rapid review. 探索执业护士课程的入学途径：快速回顾。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-07-22 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2024-0016

Clara J Lownie, Amanda M Vaccarello, Erin Kennedy

引用次数: 0

Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa. 南非豪登省一所高等教育机构的护理专业学生在 COVID-19 大流行期间经历的在线学习挑战。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-07-22 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2023-0113

Miyelani Justice Mhlongo, Agnes Makhene, Sanele Nene

{"title":"Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.","authors":"Miyelani Justice Mhlongo, Agnes Makhene, Sanele Nene","doi":"10.1515/ijnes-2023-0113","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0113","url":null,"abstract":"Aim: To explore and describe challenges experienced by nursing students in online learning during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa.Background: COVID-19 pandemic disrupted nursing education in South African Higher Education Institutions (HEIs). Learning had to shift to online, which posed challenges for some nursing students, such as poor internet connectivity related to power outages. Gaining insight into these challenges is crucial to improving online nursing education.Methods: The study utilised a qualitative, exploratory, descriptive, and contextual design with a phenomenological approach. The study setting was at a particular HEI in Gauteng, South Africa. Data was collected through unstructured, face-to-face, and virtual interviews with nursing students selected using non-probability purposive sampling. BCur Ed et Admin nursing students were interviewed until data saturation was reached on the 10th participant. The five-step Giorgi's descriptive phenomenology method was used for data analysis.Findings: A total of 10 nursing students were interviewed. Analysis revealed that nursing students experienced challenges expressed in four themes: unpreparedness, lack of resources, connectivity issues and digital skills insufficiency.Conclusions: These findings contribute to improving online nursing programs during pandemics by providing insight into students' challenges.Implications for an international audience: This study is significant to the global community as it highlights challenges faced in online nursing education, especially in developing countries. Understanding these challenges is crucial to developing strategies and implementing effective online learning in nursing education.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"20 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141724613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting nursing faculty to teach veteran's care: a mixed method, multi-intervention study. 支持护理教师教授退伍军人护理：一项混合方法、多重干预研究。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-07-16 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2024-0003

Brenda Elliott, Katie A Chargualaf, Barbara Patterson

{"title":"Supporting nursing faculty to teach veteran's care: a mixed method, multi-intervention study.","authors":"Brenda Elliott, Katie A Chargualaf, Barbara Patterson","doi":"10.1515/ijnes-2024-0003","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0003","url":null,"abstract":"Objectives: This study aimed to (a) describe nurse educators' attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators' integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators' experiences with transferring learning from the workshop to teaching practice.Methods: A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews.Results: Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses.Conclusions: Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141617290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Nursing students' evaluation of patient safety culture in three central European countries: a cross-sectional study. 三个中欧国家护理专业学生对患者安全文化的评价：横断面研究。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-06-21 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0084

Daniela Bartoníčková, Dominika Kohanová, Katarína Žiaková, Agnieszka Młynarska, Ewelina Kolarczyk, Alison Steven

{"title":"Nursing students' evaluation of patient safety culture in three central European countries: a cross-sectional study.","authors":"Daniela Bartoníčková, Dominika Kohanová, Katarína Žiaková, Agnieszka Młynarska, Ewelina Kolarczyk, Alison Steven","doi":"10.1515/ijnes-2023-0084","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0084","url":null,"abstract":"Objectives: This cross-sectional study aimed to investigate and compare the perceptions of nursing students regarding patient safety culture (PSC) during the COVID-19 pandemic in three Central European countries.Methods: Data were collected from 624 nursing students between April and September 2021 using the Hospital Survey on Patient Safety Culture.Results: The evaluation of the PSC dimensions did not reach the expected level of 75 %. Significant associations were found between the perception of the dimensions of the individual PSC and age, student status, study year, and clinical placement. The overall patient safety grade, the number of events reported, and the number of events reported by nursing students were significantly predicted by several dimensions of the PSC (p<0.05).Conclusions: The evaluation of patient safety culture by nursing students offers a unique perspective. Students come with 'fresh eyes' and provide different perspectives that can provide healthcare leaders with a practical opportunity to identify blind spots, review and improve safety protocols, and foster a more inclusive culture that prioritizes patient safety.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141437532","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Simulation design - peer-to-peer training as preparation for full-scale scenarios. 模拟设计--点对点培训，为全面情景模拟做准备。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-06-19 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2022-0120

Carter Bloch, Hanne Selberg, Anne-Lene R Markussen, Simon Fuglsang, Anna-Kathrine Bendtsen, Lise Degn

{"title":"Simulation design - peer-to-peer training as preparation for full-scale scenarios.","authors":"Carter Bloch, Hanne Selberg, Anne-Lene R Markussen, Simon Fuglsang, Anna-Kathrine Bendtsen, Lise Degn","doi":"10.1515/ijnes-2022-0120","DOIUrl":"https://doi.org/10.1515/ijnes-2022-0120","url":null,"abstract":"Objectives: Design of simulation training can have important implications for learning outcomes. This paper describes a pilot simulation training program for baccalaureate nursing students that includes intensive preparations, peer-to-peer skills training (P2P), prior to full-scale scenario training.Methods: A quality improvement analysis of a large scale experimental, mixed methods study. The project describes the design, analysis, and potential effects of a simulation education program containing P2P for third year nursing students (163 in treatment; 148 in control, n=311).Results: The intervention group was found to be significantly more confident in both technical and non-technical nursing skills. Results suggest that the addition of P2P training may have a direct positive impact and increase the impact on full-scale simulations and debriefing.Conclusions: Enhanced focus on preparation activities prior to full-scale scenarios, including the use of P2P training methods are advocated.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"21 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of clinical decision-making among undergraduate nursing students: the effect of unfolding case-based learning. 培养护理本科生的临床决策能力：基于案例的展开式学习的效果。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-06-13 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0115

Wei Liu

引用次数: 0