Teaching and Learning in Nursing最新文献

Zombie apocalypse simulation: elevating mental health nursing education 僵尸启示模拟：提升心理健康护理教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.009

Sasha Bryan, Emily E.L. Brooks

{"title":"Zombie apocalypse simulation: elevating mental health nursing education","authors":"Sasha Bryan, Emily E.L. Brooks","doi":"10.1016/j.teln.2024.12.009","DOIUrl":"10.1016/j.teln.2024.12.009","url":null,"abstract":"<div><h3>Background</h3><div>The dilution of mental health nursing (MHN) skills is a growing concern in nursing education. Simulation-based learning (SBL) offers a potential solution to enhance MHN-specific competencies.</div></div><div><h3>Aim</h3><div>This study aims to evaluate the effectiveness of SBL in improving MHN students' confidence, clinical decision-making, and readiness for practice through an innovative mass casualty zombie apocalypse scenario. It addresses the dilution of MHN skills in nursing education and demonstrates how SBL can better prepare students for real-world mental health care challenges.</div></div><div><h3>Methods</h3><div>This mixed-methods study assessed the impact of SBL on MHN students’ skills in assessment, risk management, and clinical decision-making. Quantitative data were gathered using Likert scale questionnaires, and qualitative data were obtained from open-ended questions. Both sets were analyzed to evaluate changes in student confidence and reflections on the simulation experience.</div></div><div><h3>Results</h3><div>Pre- and postquestionnaires showed significant improvements in student confidence, clinical decision-making, and readiness for practice. Qualitative feedback highlighted enhanced critical thinking and key MHN skills.</div></div><div><h3>Conclusions</h3><div>SBL enhances MHN students' competence, bridging theory-practice gaps and improving mental health care outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e452-e459"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845059","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

Mental Health Factors and Learning Adaptability Among Nursing Students During the COVID-19 Pandemic: A Structural Equation Modelling Study 护理专业学生在 COVID-19 大流行期间的心理健康因素和学习适应能力：结构方程模型研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.017

Li Li , Wanqiu Meng , Ling Wang , Ying Jiang , Qingfang Kong , Zhongying Shi

{"title":"Mental Health Factors and Learning Adaptability Among Nursing Students During the COVID-19 Pandemic: A Structural Equation Modelling Study","authors":"Li Li , Wanqiu Meng , Ling Wang , Ying Jiang , Qingfang Kong , Zhongying Shi","doi":"10.1016/j.teln.2024.11.017","DOIUrl":"10.1016/j.teln.2024.11.017","url":null,"abstract":"<div><h3>Background</h3><div>Mental health problems are prevalent among nursing students globally. Exacerbated by the challenges of academic and personal life, these problems intensified further during the COVID-19 pandemic.</div></div><div><h3>Objective</h3><div>This study sought to investigate the association between self-reported mental health factors and learning adaptability among nursing students at a college in Shanghai amid the pandemic.</div></div><div><h3>Design</h3><div>A cross-sectional questionnaire survey was conducted online between October 2021 and February 2022, and 885 nursing students (<em>M</em><sub>Age</sub> = 20.2 years, <em>SD</em> = 1.16; Female = 73.6%) participated.</div></div><div><h3>Measurements</h3><div>Anxiety, depression, Internet addiction, emotional intelligence, health-promoting lifestyles, and learning adaptability were measured using the Chinese version of the Generalized Anxiety Disorder Scale-7, Patient Health Questionnaire-9, Internet Addiction Test, Emotional Intelligence Scale, Health-Promoting Lifestyle Profile, and Learning Adaptability of Undergraduate Students, respectively.</div></div><div><h3>Results and Conclusion</h3><div>Results from structural equation modeling revealed that emotional intelligence and health-promoting lifestyles as well as anxiety, depression, and Internet addiction were important indicators of learning adaptability. This study highlights the importance of enhancing emotional intelligence and promoting health-oriented lifestyles as key strategies for support.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e348-e355"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845075","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

Navigating nursing student-to-student cyber-incivility 引导护理专业学生之间的网络不文明行为

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.007

Danielle Yocom DNP, RN, FNP-BC, Julie McCulloh Nair PhD, RN, PHNA-BC, CCRE, Megan Infanti Mraz PhD, RN, Susan Tipperman MSN, RN, CCM, Norine Pulliam PhD, RN, PHCNS-BC, Deborah Mandel PhD, RNC-OB

{"title":"Navigating nursing student-to-student cyber-incivility","authors":"Danielle Yocom DNP, RN, FNP-BC, Julie McCulloh Nair PhD, RN, PHNA-BC, CCRE, Megan Infanti Mraz PhD, RN, Susan Tipperman MSN, RN, CCM, Norine Pulliam PhD, RN, PHCNS-BC, Deborah Mandel PhD, RNC-OB","doi":"10.1016/j.teln.2025.01.007","DOIUrl":"10.1016/j.teln.2025.01.007","url":null,"abstract":"<div><h3>Background</h3><div>Online platforms offer tremendous opportunities for learning and connection via collaborative methods. They also present unique challenges, particularly with online incivility. While co-creating norms is a possible solution for the face-to-face learning environment, challenges arise with asynchronous, online courses.</div></div><div><h3>Innovation</h3><div>A case study provides a real-world example of nursing student to nursing student incivility within an online academic space while completing a group work assignment. As a result of this experience, an innovative and comprehensive view of problem-solving was developed by nursing faculty.</div></div><div><h3>Implications</h3><div>Implementing solution-based approaches may address inappropriate or disruptive behavior by online nursing students. Exploration of faculty best practice to troubleshoot nursing student to student incivility in online environments is necessary as distance education continues to grow.</div></div><div><h3>Conclusion</h3><div>With the rapid increase in online education and the use of technology in the online learning environment, upholding cyber-civility and attempts to prevent cyber-incivility have become important concerns for nurse educators.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e567-e571"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845181","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

Strategies to Enhance Learning Engagement in the Fundamentals of Nursing Course within a Chinese Blended Learning Environment: A Prepost Study 在中国混合学习环境下提高护理基础课程学习参与度的策略：一项事前研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.007

Lirong Zhou, Yuanyuan Hao

{"title":"Strategies to Enhance Learning Engagement in the Fundamentals of Nursing Course within a Chinese Blended Learning Environment: A Prepost Study","authors":"Lirong Zhou, Yuanyuan Hao","doi":"10.1016/j.teln.2024.12.007","DOIUrl":"10.1016/j.teln.2024.12.007","url":null,"abstract":"<div><h3>Background</h3><div>Blended learning has become the “new normal” in higher education. Nursing education requires blended learning strategies to enhance learning outcomes.</div></div><div><h3>Aim</h3><div>To evaluate the effects of learning strategies on enhancing learning engagement, achievement and experience in the Fundamentals of Nursing course within blended learning environment.</div></div><div><h3>Methods</h3><div>A prepost design was conducted by a series of learning strategies based on the Community of Inquiry (CoI) theory framework. The strategies were applied to 114 vocational nursing students in China. The online strategies included “Case”, “Discuss”, “Like”, and “Mindmap”, while the offline strategies included “Scenario”, “Ask”, “Compare”, and “Feedback”. Data on learning engagement, end-of-semester exam scores, and learning experience scores were collected before and after the intervention.</div></div><div><h3>Results</h3><div>Compared to the prior semester, both online and offline learning engagement and end-semester exam scores improved significantly (P<0.05). Learning experience scores for cognitive presence, teaching presence, and social presence also increased significantly (P<0.05).</div></div><div><h3>Conclusions</h3><div>Learning strategies based on CoI of Blended learning can enhance learning engagement, learning achievement and the overall learning experience.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e439-e445"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845235","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

Reconceptualizing nursing curricula for planetary health: A web-based desktop audit 重新认识护理课程，促进地球健康：基于网络的桌面审核

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.06.016

Naomi Tutticci PhD, GCAP, BN, FHEA , Letitia Del Fabbro MPH, RN , Catelyn Richards BN , Tracey Tulleners MAP, RN , Devika Varsani BBiomed Melb, BBiomedSc (Hons) , Odette Best PhD, RN, FACN, FAAN, CF , Aletha Ward PhD, MBA, BN, FACN

{"title":"Reconceptualizing nursing curricula for planetary health: A web-based desktop audit","authors":"Naomi Tutticci PhD, GCAP, BN, FHEA , Letitia Del Fabbro MPH, RN , Catelyn Richards BN , Tracey Tulleners MAP, RN , Devika Varsani BBiomed Melb, BBiomedSc (Hons) , Odette Best PhD, RN, FACN, FAAN, CF , Aletha Ward PhD, MBA, BN, FACN","doi":"10.1016/j.teln.2024.06.016","DOIUrl":"10.1016/j.teln.2024.06.016","url":null,"abstract":"<div><h3>Background</h3><div>Despite international support for integrating planetary health into nursing curricula from academia, clinicians, and students themselves, there is limited evidence of incorporation into undergraduate curricula in Australia and New Zealand.</div></div><div><h3>Aim</h3><div>To obtain a snapshot of planetary health theory and practice in nursing curricula, to inform future education development at a professional and policy level.</div></div><div><h3>Methods</h3><div>A descriptive study incorporated a web-based desktop audit of preregistration nursing programs in Australia and New Zealand and surveyed program directors to ascertain the perceived level of importance of climate change and carbon emission reduction in curricula.</div></div><div><h3>Results</h3><div>The audit and survey demonstrated sparse evidence of planetary health in the Australian and New Zealand undergraduate nursing curriculum (11%), and the sub-optimal response to a survey regarding the integration of planetary health into the curriculum further supported evidence of limited integration.</div></div><div><h3>Conclusion</h3><div>The pedagogic recontextualization of planetary health within nursing curricula by employing case study concept nodes and utilizing the person-centered care framework by centering patients at the core of planetary health is required to amplify nursing's response to the global health priorities caused by climate change.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 106-112"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853489","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

Academic Challenges During Flood Disaster Among Nursing Students at a University in the Philippines 菲律宾一所大学护理专业学生在洪灾期间的学业挑战

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.014

Jordan Llego PhD, D. Hon.Ex, PhDN, RN, Princess Erika Permison, Nicole Imbuido, Mikaella Concepcion, Lara Jane Caneja, Francine Joy Zaulda

{"title":"Academic Challenges During Flood Disaster Among Nursing Students at a University in the Philippines","authors":"Jordan Llego PhD, D. Hon.Ex, PhDN, RN, Princess Erika Permison, Nicole Imbuido, Mikaella Concepcion, Lara Jane Caneja, Francine Joy Zaulda","doi":"10.1016/j.teln.2024.12.014","DOIUrl":"10.1016/j.teln.2024.12.014","url":null,"abstract":"<div><h3>Background</h3><div>Floods pose significant challenges to educational systems, impacting students' academic progress.</div></div><div><h3>Aim</h3><div>This study investigates the academic challenges faced by nursing students during flood disasters in Dagupan City, Philippines.</div></div><div><h3>Methods</h3><div>This study employed a descriptive-comparative study design. This study focused on nursing students at a private university in Dagupan City during the first semester of the academic year 2023-2024. A total enumeration sampling method was used with 236 nursing students. The researchers collected data via an online survey questionnaire and academic records. Data analysis involved descriptive and inferential statistics using SPSS version 25.</div></div><div><h3>Results</h3><div>The study found that a significant proportion of respondents experienced flood disasters, leading to class suspensions, reduced learning hours, and absences. However, after the flood, academic performance improved significantly, with notable increases in grades.</div></div><div><h3>Conclusion</h3><div>Flood disasters disrupt nursing education, impacting attendance, health, and academic performance. Post-flood resilience and improved grades demonstrate the effectiveness of support systems and adaptive learning strategies. Flooding has a substantial negative impact on nursing students' education, emphasizing the need for resilient and flexible educational systems.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 154-160"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845184","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

Tell me something I don't know: an activity for implicit bias awareness 告诉我一些我不知道的事：一个关于内隐偏见意识的活动

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.019

Kim Y. Martineau Jackson PhD, MSN, RN

{"title":"Tell me something I don't know: an activity for implicit bias awareness","authors":"Kim Y. Martineau Jackson PhD, MSN, RN","doi":"10.1016/j.teln.2024.12.019","DOIUrl":"10.1016/j.teln.2024.12.019","url":null,"abstract":"<div><h3>Background</h3><div>Implicit bias exists in healthcare and can have a negative effect on patient assessments and treatment decisions.</div></div><div><h3>Purpose</h3><div>The “Tell Me Something I Don't Know” activity utilizes a version of an ice-breaker game to introduce a strategy for implicit bias awareness to nursing students.</div></div><div><h3>Method</h3><div>For this activity, students are given a blank index card and instructed to anonymously write down one or two facts about themselves that their classmates would not know. Once completed, cards are collected and read aloud where students then attempt to guess which fact belongs to whom.</div></div><div><h3>Results</h3><div>Students are amazed when they learn unforeseen facts about their peers, such as someone owning a goat farm, attending poetry readings, or speaking different languages. However, students are even more surprised when they realize that they may have made biased or stereotypical assumptions.</div></div><div><h3>Conclusion</h3><div>The activity concludes with an instructor-led interactive discussion where students discuss ways to avoid conforming to biased stereotypes and how that translates to the importance of not making assumptions about our patients.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Page e517"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845070","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

A study to identify the effectiveness of a faculty development programme in enhancing the cultural intelligence and intercultural effectiveness of nurse educators 一项旨在确定教师发展计划在提高护士教育工作者的文化智力和跨文化有效性方面的有效性的研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.018

Jed Montayre RN, MN, PhD , Reen Skaria RN, MScN, EdD

{"title":"A study to identify the effectiveness of a faculty development programme in enhancing the cultural intelligence and intercultural effectiveness of nurse educators","authors":"Jed Montayre RN, MN, PhD , Reen Skaria RN, MScN, EdD","doi":"10.1016/j.teln.2024.12.018","DOIUrl":"10.1016/j.teln.2024.12.018","url":null,"abstract":"<div><h3>Background</h3><div>As the nursing education sector becomes more culturally diverse, a faculty development program is crucial towards nurse educators’ abilities to advance and improve their Cultural Intelligence (CQ) and Intercultural Effectiveness (IE).</div></div><div><h3>Aim</h3><div>Two main aims are: (a) to examine the difference in pretest and posttest in CQ and IE scores after faculty development programme (FDP) for nurse educators and (b) to explore participants’ views about the need of conducting FDP for CQ and IE.</div></div><div><h3>Methods</h3><div>A mixed-method, sequential explanatory design involving pretest-posttest measures followed with a qualitative process evaluation was employed in this study. A survey among nurse educators’ using CQ and IE scales before and after the Faculty Development Programme was conducted. Two focus group interviews were undertaken for process evaluation and qualitative feedback.</div></div><div><h3>Results</h3><div>There were no significant differences in the means of various variables related to cultural intelligence between pretest and post-test for the Cultural Intelligence Scale (CQS). However, for the Intercultural Effectiveness Scale (ICS), there were statistically significant differences in the means of 6 out of 7 variables between the pretest and post-test.</div></div><div><h3>Conclusion</h3><div>The FDP can be more targeted in improving CQ and would benefit from case studies and real-world scenarios as an example in the content are preferred by nurse educators.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e509-e516"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845120","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

Spanish cultural adaptation of the avoidance questionnaire for adolescents (AQA) in undergraduate nursing students 护理本科生青少年西班牙文化适应回避问卷（AQA）

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.006

Cristina Casals , Eloísa Fernández-Ordoñez , María Ángeles Vázquez-Sánchez , Cristina Guerra-Marmolejo , María Angustias Sánchez-Ojeda , Inmaculada López-Leiva , Marina García-Gámez

{"title":"Spanish cultural adaptation of the avoidance questionnaire for adolescents (AQA) in undergraduate nursing students","authors":"Cristina Casals , Eloísa Fernández-Ordoñez , María Ángeles Vázquez-Sánchez , Cristina Guerra-Marmolejo , María Angustias Sánchez-Ojeda , Inmaculada López-Leiva , Marina García-Gámez","doi":"10.1016/j.teln.2025.01.006","DOIUrl":"10.1016/j.teln.2025.01.006","url":null,"abstract":"<div><h3>Background</h3><div>The need for a validated Spanish questionnaire for nursing students focusing on psychological inflexibility, problem-solving, and reflective thinking prompted the adaptation of the Avoidance Questionnaire for Adolescents (AQA).</div></div><div><h3>Aim</h3><div>To develop and culturally validate a Spanish version of the AQA for use with undergraduate nursing students.</div></div><div><h3>Methodology</h3><div>The AQA was culturally adapted and its psychometric properties evaluated through an online survey involving 350 first- and second-year nursing students from the University of Granada and the University of Malaga (Spain). To assess sensitivity to change, a seminar was conducted with 116 students.</div></div><div><h3>Results</h3><div>The highest-scoring factors were \"Postponement/strengthening up\" and \"Mulling,\" indicating greater reflection on problems. In contrast, \"Negative self-efficacy/insolvability\" and \"Neglecting\" scored lowest, suggesting adequate problem-solving skills. An exploratory factor analysis showed a Cronbach's alpha of 0.766 and an intraclass correlation coefficient of 0.874, with a good fit in the confirmatory factor analysis.</div></div><div><h3>Conclusions</h3><div>The Spanish adaptation of the AQA demonstrated good internal consistency, reliability, and sensitivity to change. It is a suitable tool for educational activities in nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e560-e566"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845126","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

Enhancing clinical performance in nursing simulations: the impact of video assistant referee (VAR) technology 提高护理模拟的临床表现：视频助理裁判（VAR）技术的影响

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.008

Mohamed Benfatah PhD , Abdelghafour Marfak PhD , Elmadani Saad PhD , Abderraouf Hilali PhD , Ilham Elazizi PhD(C) , Wang Hui MD , Ibtissam Youlyouz-Marfak PhD

{"title":"Enhancing clinical performance in nursing simulations: the impact of video assistant referee (VAR) technology","authors":"Mohamed Benfatah PhD , Abdelghafour Marfak PhD , Elmadani Saad PhD , Abderraouf Hilali PhD , Ilham Elazizi PhD(C) , Wang Hui MD , Ibtissam Youlyouz-Marfak PhD","doi":"10.1016/j.teln.2025.01.008","DOIUrl":"10.1016/j.teln.2025.01.008","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare simulations are pivotal tools in healthcare professionals' training. This study aims to assess the effect of integrating Video Assistant Referee (VAR) technology in healthcare simulations on nursing students' clinical skills.</div></div><div><h3>Aim</h3><div>This study evaluates the impact of integrating VAR technology into healthcare simulations on nursing students' clinical performance.</div></div><div><h3>Methodology</h3><div>Forty nursing students were randomly divided into two groups: an experimental group using VAR (n = 20) and a control group without VAR (n = 20). Clinical performance was assessed using a standardized evaluation grid focusing on cardiac arrest management.</div></div><div><h3>Results</h3><div>The VAR group demonstrated significantly better performance (M = 85.2, SD = 3.6) compared to the control group (M = 72.8, SD = 4.2), p < 0.001. VAR technology enabled precise assessment, real-time error correction, and effective feedback, which led to enhanced skill acquisition and clinical performance.</div></div><div><h3>Conclusion</h3><div>The findings highlight the importance of technological innovations like VAR in healthcare education. This study demonstrates VAR's potential to improve clinical training quality and prepare healthcare professionals for complex real-world scenarios.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e572-e578"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845127","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