Teaching and Learning in Nursing最新文献

Confessions of a serial wordsmith 一个连环文字大师的自白

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-09-20 DOI: 10.1016/j.teln.2025.08.025

Brenna Morse PhD, FNP-BC, NCSN, CNE, PMGT-BC, FNASN, FAAN

引用次数: 0

The faculty factor: Faculty engagement and retention in accreditation renewal 教员因素：教员参与和保留认证更新

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-21 DOI: 10.1016/j.teln.2025.11.004

Dawn Morris PhD, RN, CNE, JD

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A multifaceted innovation to support student nurse writing self-efficacy 支持学生护士写作自我效能的多方面创新

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-08-27 DOI: 10.1016/j.teln.2025.07.018

Lila de Tantillo PhD, MS, ARNP, FNP-BC , Lauren Holloway DNP, RN

{"title":"A multifaceted innovation to support student nurse writing self-efficacy","authors":"Lila de Tantillo PhD, MS, ARNP, FNP-BC , Lauren Holloway DNP, RN","doi":"10.1016/j.teln.2025.07.018","DOIUrl":"10.1016/j.teln.2025.07.018","url":null,"abstract":"<div><h3>Background</h3><div>Supporting academic writing is a critical pathway for professional development in nursing. More knowledge is needed about fostering student confidence in writing and self-efficacy in the writing process.</div></div><div><h3>Innovation</h3><div>The purpose was to implement a multifaceted program to expand writing resources and support writing self-efficacy among nursing students. Course-specific instruction and an online learning platform were provided to support student writing and critical thinking.</div></div><div><h3>Implications</h3><div>Students noted the need for additional preparation in the initial stages or prewriting components of writing-based assignments. We determined that building academic literacy and confidence in writing is vital to support critical thinking in nursing.</div></div><div><h3>Conclusions</h3><div>This educational strategy may help develop future innovations to support nursing students in a broader context. Interventions can be designed for nursing students to strengthen their self-efficacy and writing abilities. Future work should examine the potential to maximize available resources by supporting students during the writing stages they have identified as needing the most assistance using a scaffolding approach.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 72-75"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842885","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

Critical appraisal of “augmented reality for intramuscular injection training: a cluster randomized controlled trial” “增强现实用于肌肉注射训练：一项随机对照试验”的关键评价

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-08-27 DOI: 10.1016/j.teln.2025.08.005

Parth Aphale, Himanshu Shekhar, Shashank Dokania

引用次数: 0

Measuring undergraduate nursing students’ acceptance of AI enabled virtual reality using AI generated simulations 使用人工智能生成的模拟测量本科护理学生对人工智能虚拟现实的接受程度

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-09-10 DOI: 10.1016/j.teln.2025.08.020

Nancy Barker Ed.D, MSN, RN, CHSE, Danielle Yocom DNP, RN, FNP-BC, Michelle DaSilva Ed.D, RN, FNP-BC

{"title":"Measuring undergraduate nursing students’ acceptance of AI enabled virtual reality using AI generated simulations","authors":"Nancy Barker Ed.D, MSN, RN, CHSE, Danielle Yocom DNP, RN, FNP-BC, Michelle DaSilva Ed.D, RN, FNP-BC","doi":"10.1016/j.teln.2025.08.020","DOIUrl":"10.1016/j.teln.2025.08.020","url":null,"abstract":"<div><h3>Background</h3><div>The goal of nursing education is to promote the application of theoretical knowledge in clinical practice. Limited clinical practice time may affect a student's opportunity to obtain meaningful experiences.</div></div><div><h3>Aims</h3><div>The purpose of this study was to develop AI generated VR simulations using a software platform and understand students’ acceptance of VR using the Unified Theory of Acceptance and Use of Technology (UTAUT) survey.</div></div><div><h3>Methods</h3><div>After completing simulation, students completed the UTAUT to assess acceptance of virtual reality. A one sample t-test was utilized to compare the mean scores of the total and subdomains.</div></div><div><h3>Results</h3><div>Baccalaureate nursing students (n = 19) reported intermediate to advanced levels of acceptance using completion of VR simulations. The overall mean of the UTAUT total scores was 62.10 (SD=10.60) with a range 42-81. The results of each UTAUT subdomain were PE =3.4298, SI = 3.0788, EE = 3.7368, and FC = 3.4385.</div></div><div><h3>Conclusions</h3><div>The results indicated that baccalaureate nursing students had a high acceptability of the technology related to the utilization of VR.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e109-e113"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842850","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

Impact of problem-based learning on the development of nursing care management skills 基于问题的学习对护理管理技能发展的影响

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-08-27 DOI: 10.1016/j.teln.2025.08.001

Luis Angel Benítez-Chavira MSc , Rosa Amarilis Zárate-Grajales MSc , María Guadalupe Moreno-Monsiváis PhD

{"title":"Impact of problem-based learning on the development of nursing care management skills","authors":"Luis Angel Benítez-Chavira MSc , Rosa Amarilis Zárate-Grajales MSc , María Guadalupe Moreno-Monsiváis PhD","doi":"10.1016/j.teln.2025.08.001","DOIUrl":"10.1016/j.teln.2025.08.001","url":null,"abstract":"<div><h3>Background</h3><div>Problem-Based Learning has been shown to strengthen clinical and care skills; however, its impact on the development of nursing care management skills is less documented.</div></div><div><h3>Aim</h3><div>To assess the impact of using problem-based learning for the development of nursing care management skills.</div></div><div><h3>Methods</h3><div>A quasi-experimental control-group design with a pretest-posttest model. Participants included 151 students selected through convenience sampling from a Bachelor of Nursing program in Mexico City: 75 in the control group and 76 in the intervention group. Four problem scenarios were implemented as part of the Problem-Based Learning approach during the theoretical phase of the nursing care management course. A self-report instrument was applied to measure pre-post nursing care management skills in both groups.</div></div><div><h3>Results</h3><div>The regression model indicated that the problem-based learning approach had a statistically significant effect on the intervention group, who showed an average increase of 12.03 percentage points in overall nursing care management skills.</div></div><div><h3>Conclusions</h3><div>Integrating PBL into nursing programs can improve the education of nursing professionals, enhancing their ability to resolve the challenges in the healthcare field.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e70-e75"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842845","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 aged care classroom: Shifting undergraduate nursing students' perceptions of residential aged care 老年护理课堂：改变本科护理学生对住宿老年护理的看法

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-06 DOI: 10.1016/j.teln.2025.10.009

Dima Nasrawi , Katrina Austen , Donna Wilson , Duncan McKimm , Jennene Greenhill , Louise Ward

{"title":"The aged care classroom: Shifting undergraduate nursing students' perceptions of residential aged care","authors":"Dima Nasrawi , Katrina Austen , Donna Wilson , Duncan McKimm , Jennene Greenhill , Louise Ward","doi":"10.1016/j.teln.2025.10.009","DOIUrl":"10.1016/j.teln.2025.10.009","url":null,"abstract":"<div><h3>Background</h3><div>Although demand for registered nurses in aged care is rising, nursing students remain hesitant to choose it as a career.</div></div><div><h3>Aim</h3><div>The aim of the project was to assess the impact of the Aged Care Classroom on undergraduate nursing students’ perceptions, thoughts, and attitudes toward residential aged care nursing.</div></div><div><h3>Methods</h3><div>A sequential mixed-method research design was utilized and guided by the consolidated criteria for reporting qualitative research checklist.</div></div><div><h3>Methods</h3><div>An online pre- and post-workshop survey (via Qualtrics) alongside pre- and post-workshop focus groups. The quantitative survey data were analyzed using SPSS software. The qualitative data were thematically analyzed.</div></div><div><h3>Results</h3><div>The results indicated a highly significant difference in student interest in aged care nursing as a career choice. The focus group data identified four key themes, two pre- workshop themes: Dipping My Toe in the Water, Nursing Student Fears; and two post-workshop themes, Opportunity Knocks, and The Heart of the Matter.</div></div><div><h3>Conclusion</h3><div>The findings provide valuable insights into the effectiveness of collaborative educational interventions to improve students’ perceptions, attitudes and thoughts toward aged care nursing</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e240-e247"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842838","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

Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education 意大利语版临床教学偏好问卷在同伴辅助护理教育中的验证

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-09-27 DOI: 10.1016/j.teln.2025.09.004

Ivan Rubbi PhD , Barbara Biselli MSN , Valeria Cremonini PhD , Arianna Bagnis PhD , Erica Grisanti MSN , Katia Mattarozzi PhD , Stefano Bastianini PhD , Milena Spadola MSN , Gianandrea Pasquinelli MD

{"title":"Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education","authors":"Ivan Rubbi PhD , Barbara Biselli MSN , Valeria Cremonini PhD , Arianna Bagnis PhD , Erica Grisanti MSN , Katia Mattarozzi PhD , Stefano Bastianini PhD , Milena Spadola MSN , Gianandrea Pasquinelli MD","doi":"10.1016/j.teln.2025.09.004","DOIUrl":"10.1016/j.teln.2025.09.004","url":null,"abstract":"<div><h3>Background</h3><div>Peer-Assisted Learning (PAL) is an effective pedagogical strategy in nursing education. Valid instruments are needed to assess students' experiences with PAL in the Italian context.</div></div><div><h3>Aim</h3><div>To validate the Italian version of the Clinical Teaching Preference Questionnaire (CTPQ-IV) and examine its psychometric properties among nursing students.</div></div><div><h3>Methods</h3><div>A prospective observational study was conducted. The CTPQ-IV was administered to 764 first-year nursing students in simulation laboratories. Data were analyzed using Exploratory Factor Analysis (EFA) with Oblique Oblimin rotation and Confirmatory Factor Analysis (CFA) to test the factor structure.</div></div><div><h3>Results</h3><div>The majority of participants were female (79.7%) and aged 19–21 years (74.9%). Factor analysis of the 10-item questionnaire revealed a two-factor solution (Peer Supervision and Instructor Supervision), explaining 54.3% of the variance. Factor loadings exceeded ±0.30, and internal consistency was satisfactory. The CFA confirmed the factor structure, supporting the construct validity of the instrument.</div></div><div><h3>Conclusions</h3><div>The Italian version of the CTPQ-IV demonstrated adequate validity and reliability. It represents a practical tool for evaluating PAL in nursing education and supports future educational research.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e175-e181"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842828","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 the reasons for scoring inconsistency between undergraduate nursing assessors: A mixed methods research study 探讨本科护理评估者评分不一致的原因：一项混合方法的研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-25 DOI: 10.1016/j.teln.2025.09.020

Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary

{"title":"Exploring the reasons for scoring inconsistency between undergraduate nursing assessors: A mixed methods research study","authors":"Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary","doi":"10.1016/j.teln.2025.09.020","DOIUrl":"10.1016/j.teln.2025.09.020","url":null,"abstract":"<div><h3>Background</h3><div>The inter-rater reliability of assessor decisions is crucial for performance assessments in nursing. One assessment that relies on a range of assessors making decisions about students is the Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Aim</h3><div>This mixed-methods case study aimed to investigate the factors underlying extreme discrepancies between a pair of OSCE assessors.</div></div><div><h3>Methods</h3><div>This pair of assessors were selected from a larger sample (n=12), on the basis of the scores they awarded 4 recorded OSCE performances. Specifically, they were identified as being the harshest and most lenient assessors. Think-aloud and interview data collected during and after the grading process were analyzed with a view to exploring the reasons behind their large scoring discrepancies.</div></div><div><h3>Results</h3><div>The results indicated 3 themes that accounted for the variation in the scores of these assessors: use of criteria not contained in the marking guide, confidence in decision-making, and marking guide misalignment.</div></div><div><h3>Conclusions</h3><div>The results will be of interest to those using OSCEs in nursing, particularly where OSCE scores are used to make high-stakes decisions about students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e212-e218"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842834","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

Evaluation of nursing students' ability to recommend perinatal health apps 护生围产期健康app推荐能力评价

IF 1.7

Teaching and Learning in Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-21 DOI: 10.1016/j.teln.2025.09.013

Erin Kennedy DNP, RN, Ron Piscotty PhD, RN, NI-BC, CNE, FAMIA, Albany LaGore BSN, RN, PhD

{"title":"Evaluation of nursing students' ability to recommend perinatal health apps","authors":"Erin Kennedy DNP, RN, Ron Piscotty PhD, RN, NI-BC, CNE, FAMIA, Albany LaGore BSN, RN, PhD","doi":"10.1016/j.teln.2025.09.013","DOIUrl":"10.1016/j.teln.2025.09.013","url":null,"abstract":"<div><h3>Background</h3><div>Expecting parents often seek reliable information outside of office visits, while perinatal health apps have the potential to provide education between office visits, research shows that some apps lack evidence-based information and resources that expecting parents can trust.</div></div><div><h3>Aim</h3><div>The purpose of this study was to assess undergraduate nursing students' ability to evaluate perinatal health apps and provide sound recommendations for these apps to patients.</div></div><div><h3>Method</h3><div>The study utilized a quasi-experimental pre and posttest design. Participants from 2 undergraduate sections of nursing care of the childbearing family downloaded perinatal health apps to evaluate, as well as completed an online learning module.</div></div><div><h3>Results</h3><div>The results from this study indicate that students can appropriately evaluate app usability and quality, and recommend apps after completing a learning assignment.</div></div><div><h3>Conclusion</h3><div>This research suggests that such training may increase healthcare professionals' comfort in evaluating health apps and connecting patients with reliable evidence-based information.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e200-e204"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842832","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