Teaching and Learning in Nursing最新文献

The experience of nursing students and faculty with online teaching pedagogy: a qualitative study

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.017

Intima Alrimawi PhD, RN , Maha Atout PhD, RN , Mutaz Dreidi PhD, RN , Imad Abu Khader PhD, RN , Maram Jaghama MSN, RN , Rabia Allari PhD, RN

{"title":"The experience of nursing students and faculty with online teaching pedagogy: a qualitative study","authors":"Intima Alrimawi PhD, RN , Maha Atout PhD, RN , Mutaz Dreidi PhD, RN , Imad Abu Khader PhD, RN , Maram Jaghama MSN, RN , Rabia Allari PhD, RN","doi":"10.1016/j.teln.2024.10.017","DOIUrl":"10.1016/j.teln.2024.10.017","url":null,"abstract":"<div><h3>Background</h3><div>The worldwide shift towards online nursing education is rapidly growing. This transition requires more investigation to comprehend current situations and develop evidence-based approaches for online learning.</div></div><div><h3>Aim</h3><div>To investigate the perspectives of nursing faculty and students regarding online education and to identify any potential benefits it could provide to nursing education in the Occupied Palestinian Territory (OPT).</div></div><div><h3>Method</h3><div>A qualitative explorative design was adopted whereby a purposive sample approach was utilized, and seven focus groups were conducted with undergraduate and graduate nursing students and nursing faculty from two academic institutions. The derived data was analyzed using the theme analysis technique.</div></div><div><h3>Results</h3><div>The study identifies three main themes: the potential of online teaching in nursing education, benefits of online education, and recommendations for successfully implementing online education in the Palestinian context.</div></div><div><h3>Conclusion</h3><div>The study suggested that implementing online nursing education in the OPT context could be a significant advancement. However, it stresses the need for thorough planning and adequate resources to ensure its high quality and success in the OPT context.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e227-e235"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181207","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

Dispelling Accreditation Myths to Enhance Nursing Education 破除评审误区，加强护理教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.016

Brooke McAtee PhD, RN , Teresa Shellenbarger PhD, RN, CNE, CNEcl, ANEF , Jennifer Chicca PhD, RN, CNE, CNEcl

引用次数: 0

Interprofessional Care: An Approach to Enhance Care for Children With Autism Spectrum Disorders by Enhancing Interprofessional Competencies

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.003

Sunitha Solomon Nagelli MSc (N) , Ciraj A. Mohammed PhD , Baby S. Nayak PhD , Judith Angelitta Noronha PhD , Tessy Treesa Jose PhD , Elissa Ladd PhD , N. Ravishankar PhD , Y.N. Shashidhara PhD , Anice George PhD

{"title":"Interprofessional Care: An Approach to Enhance Care for Children With Autism Spectrum Disorders by Enhancing Interprofessional Competencies","authors":"Sunitha Solomon Nagelli MSc (N) , Ciraj A. Mohammed PhD , Baby S. Nayak PhD , Judith Angelitta Noronha PhD , Tessy Treesa Jose PhD , Elissa Ladd PhD , N. Ravishankar PhD , Y.N. Shashidhara PhD , Anice George PhD","doi":"10.1016/j.teln.2024.10.003","DOIUrl":"10.1016/j.teln.2024.10.003","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional practice is an essential component of healthcare delivery, addressing health conditions requiring multidisciplinary approach. An interprofessional team working together, utilizing the skills and interprofessional competencies is needed to perform the function seamlessly. Interprofessional education is therefore essential to develop a “practice-ready workforce”.</div></div><div><h3>Aim</h3><div>This study is aimed at designing and validating an interprofessional education module to integrate interprofessional competencies among students to care for children with autism.</div></div><div><h3>Methods</h3><div>Quasi-experimental study done among 49 students. Module was prepared using scientific methods and implemented. Data collection was conducted using questionnaires and observation checklist. Using the mean, frequency and percentage, and t-test, data were analyzed.</div></div><div><h3>Results</h3><div>There was increase in the knowledge (pretest mean 9.43±2.92; post-test mean 12.27±2.98) and competency (pretest mean 76.98±7.55; post-test mean 91.88±5.31) scores with moderately positive correlation between knowledge and competencies (p≥0.05). The study aligned with promotion of Sustainable Developmental Goals 3 “good health and well-being”, 4 “quality education” and 17 “partnerships for the goals”.</div></div><div><h3>Conclusion</h3><div>Study showed that the prepared module was successful in improving the interprofessional competencies of students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e167-e174"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180207","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

Comparing Academic Variables and Program Outcomes Between Two Admission Routes

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.010

Leslie A. Jennings PhD, RN, CNE, Regina W. Urban PhD, RN, NPD-BC, CNE, MA-LPC, Daisha J. Cipher PhD

{"title":"Comparing Academic Variables and Program Outcomes Between Two Admission Routes","authors":"Leslie A. Jennings PhD, RN, CNE, Regina W. Urban PhD, RN, NPD-BC, CNE, MA-LPC, Daisha J. Cipher PhD","doi":"10.1016/j.teln.2024.10.010","DOIUrl":"10.1016/j.teln.2024.10.010","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about how students admitted to a single prelicensure program using either direct entry or traditional competitive entry routes compare on selected academic variables and program outcomes.</div></div><div><h3>Aim/Methods</h3><div>An observational retrospective matched cohort study design (<em>n</em> = 136) was used to explore differences among final nursing program GPA, program completion, RN Fundamental and Comprehensive ATI exam performance, and NCLEX-RN pass rates. Predictors of NCLEX-RN pass rates were also explored.</div></div><div><h3>Results</h3><div>Direct entry students had significantly lower final nursing program GPAs (<em>p</em> = .026). No significant differences were noted on the Comprehensive ATI exam (<em>p</em> = .384) or NCLEX_RN pass rates (<em>p</em> = .440). Higher RN Fundamental (<em>p</em> = .013) and Comprehensive ATI scores (<em>p</em> < .001) significantly increased the likelihood of passing the NCLEX-RN.</div></div><div><h3>Conclusion</h3><div>Direct entry students identified for program acceptance from high school who meet prerequisite courses benchmark criteria can be as successful on the NCLEX-RN as their competitive entry counterparts. Prelicensure programs may consider different admission criteria as a strategy to increase enrollment and retention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 50-54"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180216","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

Interactive Virtual Simulation Case: A Learning Environment for the Development of Decision-Making in Nursing Students

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.002

Daniel Medel RN, MRes, ABD , Aïda Bonet RN, MRes, PhD , Maria Jimenez Herrera RN, ANTP, MB, PhD , Francesc Sevilla ASCP , Jordi Vilaplana CSE, PhD , Tània Cemeli MBM, PhD , Judith Roca RN, MEd, PhD

{"title":"Interactive Virtual Simulation Case: A Learning Environment for the Development of Decision-Making in Nursing Students","authors":"Daniel Medel RN, MRes, ABD , Aïda Bonet RN, MRes, PhD , Maria Jimenez Herrera RN, ANTP, MB, PhD , Francesc Sevilla ASCP , Jordi Vilaplana CSE, PhD , Tània Cemeli MBM, PhD , Judith Roca RN, MEd, PhD","doi":"10.1016/j.teln.2024.08.002","DOIUrl":"10.1016/j.teln.2024.08.002","url":null,"abstract":"<div><h3>Background</h3><div>Interactive virtual clinical simulation allows students to actively engage in a learning experience by interacting with digital content.</div></div><div><h3>Aim</h3><div>To analyze the decision-making processes undertaken by nursing students using an interactive virtual simulation case.</div></div><div><h3>Methods</h3><div>Employing a cross-sectional design, this study involved 119 nursing students tasked with resolving a clinical case presented on a web platform. The case featured 11 decision points categorized into theoretical knowledge, data interpretation, and clinical management, offering multiple resolution options. Individual checklists were generated to document chosen actions and decision-making time upon completion. Additionally, students received feedback through learning capsules.</div></div><div><h3>Results</h3><div>Analysis of 119 checklists revealed that students achieved higher success rates in data interpretation (81.7%) and lower success rates in clinical management (58.7%). No significant differences were observed in resolution time across categories or among students with prior professional experience.</div></div><div><h3>Conclusions</h3><div>The interactive virtual simulation case (SAVI project) provides a conducive learning environment where students can demonstrate applied knowledge individually and within a lifelike context.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e60-e68"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Taking Off The Mask: Considerations For The Autistic Nursing Student

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.001

James F. White

引用次数: 0

Integration of Artificial Intelligence in Nursing Education

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.012

Lindsay L. Morgan DNP, APNP, FNP-BC, Erika Janssen PhD, RN, Jessica Habeck DNP, APNP, FNP-BC

引用次数: 0

Impact of BLS Simulation in Entry-Level Nursing Students

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.003

Christopher S. Hairfield PhD, RN , Dawn Terzulli DNP, RN, PCCN, CHSE , Jennifer Ciccone MSN, RN, CHSE

{"title":"Impact of BLS Simulation in Entry-Level Nursing Students","authors":"Christopher S. Hairfield PhD, RN , Dawn Terzulli DNP, RN, PCCN, CHSE , Jennifer Ciccone MSN, RN, CHSE","doi":"10.1016/j.teln.2024.09.003","DOIUrl":"10.1016/j.teln.2024.09.003","url":null,"abstract":"<div><h3>Background</h3><div>The effectiveness of in situ basic life support (BLS) practice in the acute care setting with entry-level and advanced practice nurses has been explored; however, little is known about the potential impact simulating these same drills could have with entry-level nursing students.</div></div><div><h3>Aim</h3><div>This quality improvement project aimed to enhance an existing simulation experience and further explore student perception and team performance with simulated BLS drills in entry-level nursing curriculum.</div></div><div><h3>Methods</h3><div>Existing BLS drills were restructured to include a standardized procedure that included hands-on practice and deliberate debrief facilitated by faculty. Data were collected to explore the impact of this standardized approach on the students’ self-rated confidence in performing BLS skills and team performance in meeting critical components of effective, quality BLS.</div></div><div><h3>Results</h3><div>Survey and performance results support a positive improvement in students’ self-reported confidence and time to achieve critical components of quality, effective BLS.</div></div><div><h3>Conclusion</h3><div>This quality improvement project supports the integration of simulated BLS drills into entry-level nursing student curriculum.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e135-e138"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181408","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

The foundation corner

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.11.025

Elaine Foster PhD, MSN, RN

引用次数: 0

Critique of the article "effect of virtual reality simulation as a teaching strategy on nursing students’ satisfaction, self-confidence, performance, and physiological measures in Jordan" 对 "虚拟现实模拟作为一种教学策略对约旦护理专业学生的满意度、自信心、成绩和生理指标的影响 "一文的评论

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.019

Esmaiel Maghsoodi , Erfan Hosseinian

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