Teaching and Learning in Nursing最新文献

A medical-surgical and obstetrical clinical integration: a quality improvement project 医、外科、产科临床一体化：质量改进项目

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-10 DOI: 10.1016/j.teln.2026.05.023

Cassandra Zinke MSN, RN, RNC-OB, C-EFM, CNE, Kari Sandau MSN, RN, CCRN, CNE, Lorretta Krautscheid PhD, MS, RN, CNE

{"title":"A medical-surgical and obstetrical clinical integration: a quality improvement project","authors":"Cassandra Zinke MSN, RN, RNC-OB, C-EFM, CNE, Kari Sandau MSN, RN, CCRN, CNE, Lorretta Krautscheid PhD, MS, RN, CNE","doi":"10.1016/j.teln.2026.05.023","DOIUrl":"10.1016/j.teln.2026.05.023","url":null,"abstract":"<div><h3>Background</h3><div>Nursing programs have expanded enrollment to mitigate workforce shortages, yet clinical placement opportunities remain limited.</div></div><div><h3>Aim</h3><div>This quality improvement (QI) project assessed student nurse experiences with an integrated clinical model (ICM) in underutilized trauma level IV and unclassified smaller healthcare agencies (SHCA).</div></div><div><h3>Methods</h3><div>Cohorts of six or eight students rotated between medical-surgical and obstetrical specialties at the same SHCA site. The model was implemented at four SHCA sites. Quantitative and qualitative data were collected via a researcher-developed survey. Quantitative data was analyzed using measures of central tendency. Qualitative data was analyzed using descriptive content analysis.</div></div><div><h3>Results</h3><div>Eighteen students completed the survey. Quantitative findings indicated the model supported a quality clinical experience, enhanced rapport with clinical instructors (CI), and decreased clinical site orientation time. Narrative findings highlighted supportive staff, increased student confidence, and CI continuity which supported clinical learning needs.</div></div><div><h3>Conclusions</h3><div>Findings suggest this model is a viable, resource-efficient strategy for expanding and optimizing clinical placements.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1783-e1787"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095992","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 effect of a magnetic puzzle‑based educational game on ECG interpretation skills in nursing students: A randomized controlled trial 基于磁拼图的教育游戏对护生心电图解读技能的影响：一项随机对照试验

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-08 DOI: 10.1016/j.teln.2026.07.009

Mahdi Askari Zaman, Khadijeh Nasiriani, Fatemeh Keshmiri, Mahnaz Antikchi

{"title":"The effect of a magnetic puzzle‑based educational game on ECG interpretation skills in nursing students: A randomized controlled trial","authors":"Mahdi Askari Zaman, Khadijeh Nasiriani, Fatemeh Keshmiri, Mahnaz Antikchi","doi":"10.1016/j.teln.2026.07.009","DOIUrl":"10.1016/j.teln.2026.07.009","url":null,"abstract":"<div><h3>Background</h3><div>Nurses play a critical role in continuous electrocardiography (ECG) monitoring and initial rhythm interpretation, making proficiency in this skill essential for timely clinical decisions and reducing diagnostic errors. Strengthening ECG interpretation training in nursing education is therefore necessary.</div></div><div><h3>Aim</h3><div>This study examined the effect of an educational game using magnetic puzzle pieces on nursing students’ ECG interpretation skills.</div></div><div><h3>Methods</h3><div>Of 82 nursing students were randomly assigned to an intervention group receiving ECG training through a magnet‑based puzzle game or a control group receiving traditional instruction. Data were collected using demographic forms, an ECG knowledge and skills test, and a satisfaction questionnaire.</div></div><div><h3>Results</h3><div>The intervention group achieved significantly higher post‑test scores in ECG knowledge, performance, and interpretation than the control group. Although both groups improved after training, the magnitude of improvement across all variables was greater in the puzzle‑based training group.</div></div><div><h3>Conclusion</h3><div>Magnet puzzle-based ECG training is more effective than conventional teaching methods in enhancing nursing students’ ECG interpretation competencies. Incorporating this interactive approach into nursing education may improve learning outcomes and clinical readiness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1705-e1711"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096096","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

Training intersectional competence: A guideline on innovative pedagogical strategies for nursing educators 培养交叉能力：护理教育工作者创新教学策略指南

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-23 DOI: 10.1016/j.teln.2026.05.036

Ariadna Graells-Sans PhD, Gloria Garcia-Romeral PhD, Eva Padrosa PhD, Gerard Coll-Planas PhD

{"title":"Training intersectional competence: A guideline on innovative pedagogical strategies for nursing educators","authors":"Ariadna Graells-Sans PhD, Gloria Garcia-Romeral PhD, Eva Padrosa PhD, Gerard Coll-Planas PhD","doi":"10.1016/j.teln.2026.05.036","DOIUrl":"10.1016/j.teln.2026.05.036","url":null,"abstract":"<div><h3>Background</h3><div>Despite equity being a foundational nursing value, its practical application in higher education remains inconsistent. Current pedagogical health justice frameworks often overlook intersecting structural inequities, leaving a significant gap between theoretical tenets, pedagogical implementation, and future nursing practice.</div></div><div><h3>Innovation / Major Points</h3><div>We propose a practical roadmap for integrating the Intersectional Competence Framework (ICF) into undergraduate nursing curricula. Moving beyond abstract theory, we operationalize this framework across five core dimensions with actionable pedagogical strategies, demonstrating that intersectional competence can be systematically trained and assessed within existing programs.</div></div><div><h3>Implications</h3><div>These strategies allow nursing education to foster critical self-awareness, analyse structural inequalities, and prepare equity-oriented professionals. However, scaling this competence requires re-evaluating traditional teaching approaches, continuous faculty development, and explicit alignment with institutional policies.</div></div><div><h3>Conclusions</h3><div>Integrating intersectionality is not a cosmetic curriculum update; it requires systemic commitment to institutional reflexivity. This paper operationalizes intersectional theory into transformative teaching practice, providing educators with the tools to ensure higher education remains socially responsive and structurally transformative.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1471-e1477"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096098","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

Round robin patient report: Clinical debriefing activity 循环式病人报告：临床汇报活动

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-18 DOI: 10.1016/j.teln.2026.06.023

Kasey Nestor EdD, RN, CNE, Michelle A. Plourde MSN-Ed, RN, CEN

引用次数: 0

Enhancing clinical reasoning through student-generated visual representations 通过学生生成的视觉表征增强临床推理能力

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-04 DOI: 10.1016/j.teln.2026.07.011

Christopher de la Victoria DNP, RN, CEN, CMSRN, NPD-BC, CDP, CADDCT, CMDCP

引用次数: 0

Emotional intelligence mediates effects of work-related stressors on nursing educators’ work-life quality 情绪智力在工作压力源对护理工作者工作生活质量的影响中起中介作用

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-13 DOI: 10.1016/j.teln.2026.05.026

Talal Ali Hussein Alqalah, Sameer Abdulmalik Alkubati, Habib Alrashedi, Abdulhafith Yahya Alharbi, Gamil Ghaleb Alrubaiee, Gaid Alitah Almshaddag

{"title":"Emotional intelligence mediates effects of work-related stressors on nursing educators’ work-life quality","authors":"Talal Ali Hussein Alqalah, Sameer Abdulmalik Alkubati, Habib Alrashedi, Abdulhafith Yahya Alharbi, Gamil Ghaleb Alrubaiee, Gaid Alitah Almshaddag","doi":"10.1016/j.teln.2026.05.026","DOIUrl":"10.1016/j.teln.2026.05.026","url":null,"abstract":"<div><h3>Background</h3><div>Nursing educators struggle to integrate professional and personal roles, undermining work–life quality and performance; evidence on how workaholism, family conflict, emotional exhaustion, and emotional intelligence (EI) interact remains understudied.</div></div><div><h3>Purpose</h3><div>To examine the relationships among workaholism, work–family conflict, emotional exhaustion, and quality of work life, and to test EI as a mediator.</div></div><div><h3>Methods</h3><div>The study used validated self-report instruments. Structural equation modeling assessed direct and mediated pathways.</div></div><div><h3>Results</h3><div>Workaholism predicted higher work–family conflict (<em>β</em> = 0.42, <em>P</em> < 0.001) and emotional exhaustion (<em>β</em> = 0.22, <em>P</em> < 0.001). Work–family conflict further increased exhaustion, reducing the quality of work life. EI significantly mediated the negative effects of workaholism and exhaustion.</div></div><div><h3>Conclusion</h3><div>EI functions as a psychological buffer against work-related stress. Integrating EI-focused development into faculty training may enhance nursing educators’ well-being and sustain educational quality.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1454-e1460"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096163","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 effect of multiple simulation exposures on nursing students’ critical thinking in first direct patient care practice 多重模拟暴露对护生首次直接护理实践中批判性思维的影响

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-10-05 DOI: 10.1016/j.teln.2026.06.024

Dawn Veltre PhD, RN

{"title":"The effect of multiple simulation exposures on nursing students’ critical thinking in first direct patient care practice","authors":"Dawn Veltre PhD, RN","doi":"10.1016/j.teln.2026.06.024","DOIUrl":"10.1016/j.teln.2026.06.024","url":null,"abstract":"<div><h3>Background</h3><div>This study explored the effect of multiple simulation exposures on critical thinking in first-year nursing students before and after two weeks of initial direct patient care practice.</div></div><div><h3>Methods</h3><div>A quasi-experimental pretest–post-test design was used with first-year associate degree nursing students (<em>n</em> = 39) who were assigned to one of two study groups. Group 1 participated in two simulation exposures; Group 2 participated in four simulation exposures. Critical thinking was measured using the Health Sciences Reasoning Test both before the simulation exposures and after two weeks of first direct patient care practice. Statistical analyses included paired <em>t</em>-tests, independent <em>t</em>-tests, and two-way mixed ANOVA.</div></div><div><h3>Results</h3><div>Two simulation exposures significantly improved critical thinking (<em>p</em> = .043). Four exposures showed improvement, though not statistically significant (<em>p</em> = .106). No significant differences were found between exposure groups over time (<em>p</em> = .604).</div></div><div><h3>Conclusions</h3><div>Multiple simulation exposures may enhance critical thinking before direct patient care practice, with two exposures yielding statistically significant results. However, these findings should be interpreted within the context of the study design, in which simulation was integrated with, rather than isolated from, subsequent clinical practice. Overall, critical thinking scores increased from pretest to posttest, supporting the integration of simulation into early clinical education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 379-384"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096431","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 educational impact of nursing students’ perceived experience with virtual reality (VR) simulation: a qualitative analysis 虚拟现实（VR）模拟护理学生感知体验对教育的影响：定性分析

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-13 DOI: 10.1016/j.teln.2026.05.020

Kristi J. Stinson PhD, RN, APN, PNAP, Leslie Rippon PhD, ATC

{"title":"The educational impact of nursing students’ perceived experience with virtual reality (VR) simulation: a qualitative analysis","authors":"Kristi J. Stinson PhD, RN, APN, PNAP, Leslie Rippon PhD, ATC","doi":"10.1016/j.teln.2026.05.020","DOIUrl":"10.1016/j.teln.2026.05.020","url":null,"abstract":"<div><h3>Background</h3><div>As healthcare education increasingly adopts immersive technologies, understanding student perspectives on virtual reality is essential for effective curriculum design.</div></div><div><h3>Method</h3><div>This study explored nursing students’ perceived experiences with the use of virtual reality (VR) technology in classroom-based learning. Data was collected through surveys and three open-ended questions with nursing students who participated in VR-enhanced learning activity on mass casualty triage and team communication.</div></div><div><h3>Results</h3><div>Qualitative analysis of the open-ended survey questions revealed four central themes: enhanced confidence and preparedness, technical skill acquisition, communication and teamwork insights, and the value of experiential learning. Students expressed that VR provided a safe environment to practice complex clinical scenarios which improved their confidence in clinical judgment and preparedness, and allowed for practice with prioritization, team communication and experiential learning.</div></div><div><h3>Conclusion</h3><div>The findings suggest that VR is a valuable pedagogical tool in nursing education, promoting experiential learning and bridging the gap between classroom instruction and clinical practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1448-e1453"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096709","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

Self-care: A beneficial intervention for nursing faculty 自我照顾：护理教师的有益干预

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-06 DOI: 10.1016/j.teln.2026.07.022

Paige Baade DNP, RN

{"title":"Self-care: A beneficial intervention for nursing faculty","authors":"Paige Baade DNP, RN","doi":"10.1016/j.teln.2026.07.022","DOIUrl":"10.1016/j.teln.2026.07.022","url":null,"abstract":"<div><h3>Background</h3><div>Burnout among nursing faculty is a growing concern, impacting job satisfaction, well-being, and the ability to effectively educate future nurses.</div></div><div><h3>Aim</h3><div>The purpose of this project was to investigate the impact of self-care on nursing faculty stress and burnout levels, overall well-being, and job satisfaction.</div></div><div><h3>Methods</h3><div>A quasi-experimental pre-test and post-test design including full-time nursing faculty within an associate degree nursing program consortium consisting of four institutions.</div></div><div><h3>Results</h3><div>Findings demonstrated modest improvements in perceived stress and well-being, with 66.7% reporting feeling “somewhat less stressed” and 75% noting improved well-being. However, no statistically significant changes were observed in burnout scores or job satisfaction.</div></div><div><h3>Conclusion</h3><div>While self-care strategies may positively influence perceptions of well-being, barriers such as workload, motivation, and time constraints restrict sustainability and impact. Future projects should explore incorporating organizational-level interventions, extended implementation periods, and larger, more diverse samples.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 412-416"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095989","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

Faculty-led mentoring of nursing students: program design, implementation, and lessons learned 以教师为主导的护理学生指导：方案设计、实施和经验教训

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-25 DOI: 10.1016/j.teln.2026.07.041

Jill Johnson MSN, RN, Stephanie Dunn DNP, APRN, Halie Hansen MSN, RN, Francine Jensen PhD, RN

{"title":"Faculty-led mentoring of nursing students: program design, implementation, and lessons learned","authors":"Jill Johnson MSN, RN, Stephanie Dunn DNP, APRN, Halie Hansen MSN, RN, Francine Jensen PhD, RN","doi":"10.1016/j.teln.2026.07.041","DOIUrl":"10.1016/j.teln.2026.07.041","url":null,"abstract":"<div><h3>Background</h3><div>Mentoring in nursing has been a long-established practice, yet literature offers limited guidance on how mentoring programs might be developed and implemented in an academic setting.</div></div><div><h3>Innovation</h3><div>This paper describes the creation, implementation, and evaluation of a faculty-led mentoring program informed by the AACN/RWJF Mentoring Program Toolkit and Crisp’s mentoring framework. Key components include defining mentoring, setting the learning goals through a needs assessment, recruiting faculty mentors, structuring mentor-mentee interactions, and evaluating program satisfaction.</div></div><div><h3>Implications</h3><div>Effective mentoring programs begin with a comprehensive student needs assessment, followed by establishment of clear definitions, faculty mentor recruitment, resource consolidation, and intentional relationship development. As students progress through their nursing education, their needs evolve, necessitating sustained mentor engagement and adaptive support.</div></div><div><h3>Conclusions</h3><div>Faculty-led student mentoring programs can create meaningful connections and address key student needs, despite challenges such as faculty workload and increasing enrollment. Long-term program success depends on resource investment and formal recognition of mentoring as essential to nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1794-e1799"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095994","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