Teaching and Learning in Nursing最新文献_第10页

Creating Classroom Connections: Faculty Learning Student Names 创建课堂联系：教师学习学生姓名

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-29 DOI: 10.1016/j.teln.2024.07.010

Amanda Kitzmiller MSN, APRN, FNP-BC, CNE

引用次数: 0

Exploring the Shift from Traditional Lectures to Flipped Teaching in Rural Nursing Programs 探索农村护理专业从传统授课向翻转教学的转变

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-29 DOI: 10.1016/j.teln.2024.07.005

Chaya Gopalan , Kelli D. Whittington , Sheyenne Daughrity , Elizabeth Bruno , Melodie Rowbotham

{"title":"Exploring the Shift from Traditional Lectures to Flipped Teaching in Rural Nursing Programs","authors":"Chaya Gopalan , Kelli D. Whittington , Sheyenne Daughrity , Elizabeth Bruno , Melodie Rowbotham","doi":"10.1016/j.teln.2024.07.005","DOIUrl":"10.1016/j.teln.2024.07.005","url":null,"abstract":"<div><h3>Background</h3><p>Rural nursing programs often encounter challenges stemming from limited access to educational resources. The flipped teaching (FT) modality enables students to be exposed to content before class and practice content through engaging activities in class. Faculty in rural nursing programs were introduced to FT as a professional development workshop, aligning their courses to engage students and foster the development of critical thinking skills.</p></div><div><h3>Methods</h3><p>Cohort 1 underwent a 3-day summer workshop, while Cohort 2 participated in a 2-day faculty development program during the early fall semester. The participants' knowledge of FT and its implementation was evaluated through surveys, faculty group interviews, and analysis of course design data.</p></div><div><h3>Results</h3><p>Participants embraced the FT modality, as both cohorts provided positive responses regardless of the timing or duration of the faculty development program. They effectively implemented FT pedagogy, utilizing the most suitable options for their respective courses.</p></div><div><h3>Conclusions</h3><p>Participation in a professional development program on FT significantly boosted the confidence of nursing faculty members in integrating this approach into their classrooms to engage students.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e703-e708"},"PeriodicalIF":1.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243811","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}

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The top 100 most influential papers and authors in nursing education 护理教育领域最具影响力的 100 篇论文和作者

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-29 DOI: 10.1016/j.teln.2024.07.003

Siddig Ibrahim Abdelwahab , Manal Mohamed Elhassan Taha , Antonia Eliene Duarte , Maryam Jan , Waseem Hassan

引用次数: 0

Effectiveness of blended learning in health assessment course among undergraduate nursing students: a quasi-experimental study 护理本科生健康评估课程中混合式学习的效果：一项准实验研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-26 DOI: 10.1016/j.teln.2024.07.007

Chunhua Ma PhD, RN, Wei Zhou MSN, RN

{"title":"Effectiveness of blended learning in health assessment course among undergraduate nursing students: a quasi-experimental study","authors":"Chunhua Ma PhD, RN, Wei Zhou MSN, RN","doi":"10.1016/j.teln.2024.07.007","DOIUrl":"10.1016/j.teln.2024.07.007","url":null,"abstract":"<div><h3>Background</h3><p>Blended learning is popular in nursing education, and teachers and students claim it has beneficial learning outcomes. However, limited evidence exists regarding the positive effects of blended learning in health assessment course.</p></div><div><h3>Aim</h3><p>To test the effectiveness of blended learning on academic achievement, self-directed learning, and critical thinking in a health assessment course among undergraduate nursing students.</p></div><div><h3>Methods</h3><p>A quasi-experimental design was used. A total of 215 undergraduate nursing students were enrolled between 2021 and 2022. They were assigned to the blended and traditional learning group. Students in the blended learning group accepted the knowledge and skills learning of health assessment via online and offline learning. Those students in the traditional learning group only received face to face learning.</p></div><div><h3>Results</h3><p>The mean scores of theory tests and physical examination skills tests of health assessment, and self-directed learning and critical thinking for undergraduate nursing students in the blended learning group were higher than those in the traditional learning group after completing the two learning models.</p></div><div><h3>Conclusion</h3><p>Blended learning should be considered when teaching health assessment.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e715-e721"},"PeriodicalIF":1.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853993","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

Comparative simulated insertion between T-Control® and Foley-type catheter in nursing students with no prior training 在未接受过培训的护理专业学生中进行 T-Control® 和 Foley 型导管的模拟插入比较

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-19 DOI: 10.1016/j.teln.2024.06.013

Pedro Raúl Castellano-Santana PhD, RN , Clara Armas-Moreno BSc , Max Mòdol-Vidal MSc , Marta Serrano-Muñoz PhD , José Enrique Hernández-Rodríguez PhD, RN , Lucía Cilleros-Pino PhD, RN , Szilvia Endrényi MEc (Master of Economics) , Manuel Luque-González RN , Maximino Díaz-Hernández PhD, RN

{"title":"Comparative simulated insertion between T-Control® and Foley-type catheter in nursing students with no prior training","authors":"Pedro Raúl Castellano-Santana PhD, RN , Clara Armas-Moreno BSc , Max Mòdol-Vidal MSc , Marta Serrano-Muñoz PhD , José Enrique Hernández-Rodríguez PhD, RN , Lucía Cilleros-Pino PhD, RN , Szilvia Endrényi MEc (Master of Economics) , Manuel Luque-González RN , Maximino Díaz-Hernández PhD, RN","doi":"10.1016/j.teln.2024.06.013","DOIUrl":"10.1016/j.teln.2024.06.013","url":null,"abstract":"<div><h3>Aims</h3><p>To simulate the insertion of the new T-Control® urinary catheter with first-year nursing students without previous experience in bladder catheterization and assess the functionality and students' satisfaction compared with the conventional Foley-type catheter.</p></div><div><h3>Material and Methods</h3><p>A comparative, crossover study was conducted with nursing students. After receiving theoretical training, the participants performed the bladder catheterization with both catheters, the conventional Foley and the T-Control® catheter, on specific mannikins for bladder catheterization. The students assessed both devices by completing an ad hoc satisfaction questionnaire with 33 questions to compare both devices.</p></div><div><h3>Results</h3><p>T-Control® obtained better scores than the conventional Foley catheter in most individual questions. In the same way, T-Control® was chosen for more than 65% of participants in nine of the eleven statements of the comparative section, all with a positive connotation.</p></div><div><h3>Conclusions</h3><p>The T-Control® catheter was the best-rated device in both the individual and the comparative questions. Most of the students would choose T-Control® for their future patients. This study has allowed participants to know and practice a technique in nursing work.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e695-e702"},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724001331/pdfft?md5=1e96f91e1042d4969976af86075c8084&pid=1-s2.0-S1557308724001331-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845816","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

Using Guided Reflection as a Teaching Strategy in Standardized Patient Simulation for Prelicensure Health Assessment Students 将引导性反思作为健康评估预科生标准化病人模拟教学策略的应用

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-18 DOI: 10.1016/j.teln.2024.07.001

Ashley York DNP, AGNP-C, WHNP-BC, MSCP, NPAP, COI

引用次数: 0

Impact of Student-Driven Remediation on HESI and NCLEX-RN: A Quasi-Experimental Study 学生驱动的补救措施对 HESI 和 NCLEX-RN 的影响：一项准实验研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-17 DOI: 10.1016/j.teln.2024.06.011

Alison Carmona PhD, RN

{"title":"Impact of Student-Driven Remediation on HESI and NCLEX-RN: A Quasi-Experimental Study","authors":"Alison Carmona PhD, RN","doi":"10.1016/j.teln.2024.06.011","DOIUrl":"10.1016/j.teln.2024.06.011","url":null,"abstract":"<div><h3>Background</h3><p>Remediation allows nursing schools to retain and graduate more students.</p></div><div><h3>Aim</h3><p>The purpose of this study was to examine the impact of tiered, student-driven remediation for associate degree in nursing students after the HESI V1 on HESI V2 scores and on first-time NCLEX-RN passing.</p></div><div><h3>Methods</h3><p>The study used a retrospective, quasi-experimental design at a large, metropolitan community college in the southern US, with 1,110 final semester nursing students from 2014 to 2019. Statistical analyses included descriptive statistics, ANCOVA, independent <em>t</em>-test, and chi-square tests.</p></div><div><h3>Results</h3><p>The after-remediation cohort had both higher HESI V2 scores and higher HESI score gains from V1 to V2 in comparison to the before-remediation cohort. Remediation significantly impacted HESI V2 scores. However, NCLEX-RN pass rates did not differ between the remediation cohorts independently or when controlling for HESI exit exam scores</p></div><div><h3>Conclusions</h3><p>Student-driven remediation had positive results on HESI score gains, but did not have an effect on NCLEX passing rates. These inconsistent results suggest that there is a need for more research on remediation strategies in nursing education.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 367-371"},"PeriodicalIF":1.9,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845626","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

Factors associated with critical reflection competency among clinical nurse educators 临床护士教育者批判性反思能力的相关因素

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-16 DOI: 10.1016/j.teln.2024.05.008

Sujin Shin, MiJi Lee, Eunmin Hong

{"title":"Factors associated with critical reflection competency among clinical nurse educators","authors":"Sujin Shin, MiJi Lee, Eunmin Hong","doi":"10.1016/j.teln.2024.05.008","DOIUrl":"10.1016/j.teln.2024.05.008","url":null,"abstract":"<div><h3>Background</h3><p>Critical reflection competency enables clinical nurse educators to effectively train new nurses to integrate their experiences, skills, and knowledge into clinical practice. Thus, enhancing this competency is imperative. This study aimed to identify the factors associated with critical reflection competency among clinical nurse educators.</p></div><div><h3>Methods</h3><p>A descriptive correlational study was conducted. A total of 308 clinical nurse educators participated. An online survey assessed their critical reflection competency, competency as clinical nurse educators, metacognition, nursing organizational culture, and job satisfaction. Multiple regression analysis was conducted using SPSS 29.0 to determine the factors associated with critical reflection competency.</p></div><div><h3>Results</h3><p>Critical reflection competency significantly varied by educational degree (F=3.185, p=.024) and clinical experience (F = 2.967, p=.020). The factors associated with critical reflection were metacognition (β=.457, p<.001), and job satisfaction (β=.312, p<.001).</p></div><div><h3>Conclusion</h3><p>The study highlights metacognition and job satisfaction as significant determinants of critical reflection competency among clinical nurse educators. This underscore the importance of developing and implementing targeted educational programs to bolster these educators' competencies, potentially enriching nursing education and practice.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e630-e637"},"PeriodicalIF":1.9,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845467","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}

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Role Playing is an Effective Method for Training Physical Examinations: A Mixed-methods Study 角色扮演是体格检查培训的有效方法：混合方法研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-15 DOI: 10.1016/j.teln.2024.06.005

Ebrahim Aliafsari Mamaghani , Erfan Hosseinian , Esmaiel Maghsoodi

{"title":"Role Playing is an Effective Method for Training Physical Examinations: A Mixed-methods Study","authors":"Ebrahim Aliafsari Mamaghani , Erfan Hosseinian , Esmaiel Maghsoodi","doi":"10.1016/j.teln.2024.06.005","DOIUrl":"10.1016/j.teln.2024.06.005","url":null,"abstract":"<div><h3>Background</h3><p>Role-playing (RP), when well organized and planned, can be a valuable technique for nursing students to acquire practical skills and communicate.</p></div><div><h3>Aim</h3><p>This study aimed to investigate the effect of the RP educational process on undergraduate nursing students' learning, self-esteem, and performance in a health assessment course.</p></div><div><h3>Methods</h3><p>This mixed-methods study took place in Maragheh between 2018 and 2021. The study involved 140 nursing students split into RP and conventional groups over four semesters. The Eysenck Self-esteem Inventory and a student satisfaction questionnaire were used for quantitative assessment. Qualitative data came from interviews with faculty and nursing staff.</p></div><div><h3>Results</h3><p>The RP group displayed significantly higher self-esteem (49±5 vs. 45±5, P < 0.01) and satisfaction scores (65±10 vs. 54±14, P < 0.01) than the conventional group. Thematic analysis identified the themes of increased courage, better knowledge application, and quicker skill acquisition.</p></div><div><h3>Conclusion</h3><p>The RP approach is recommended due to the improvement in performance, increase in students' self-esteem in dealing with the patient and clinical environment, and improvement of effective learning and understanding.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e672-e677"},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141692797","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

Professional Readiness Perceptions and Causes of Professional Concerns of Senior Nursing Students: A Descriptive and Cross-Sectional Study in Turkey 高年级护理专业学生的专业准备感知和专业担忧的原因：土耳其的一项描述性横断面研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-15 DOI: 10.1016/j.teln.2024.06.015

İpek Köse Tosunöz RN, PhD

{"title":"Professional Readiness Perceptions and Causes of Professional Concerns of Senior Nursing Students: A Descriptive and Cross-Sectional Study in Turkey","authors":"İpek Köse Tosunöz RN, PhD","doi":"10.1016/j.teln.2024.06.015","DOIUrl":"10.1016/j.teln.2024.06.015","url":null,"abstract":"<div><p>Background: Nursing students’ lack of preparedness for the profession and their professional concerns cause difficulties in transitioning to the profession. Aim: To determine the professional readiness perceptions and causes of professional concerns of senior nursing students. Methods: This descriptive and cross-sectional study was conducted with 70 senior nursing students. Data were collected with the “Personal Information Form”, “Identifying Causes of Professional Concerns Form” and “Nursing Professional Readiness Perception Scale”. Descriptive statistics, Independent Samples t-test, and one-way ANOVA were used. Results: Students’ mean total scores on the scale were 4.04 ± 0.48. Their subdimension mean score was 4.09 ± 0.58, 4.04 ± 0.65, and 4.00 ± 0.55 for “Professional Adaptation”, “Professional Competence”, and “Communication and Cooperation”, respectively. There was a statistically significant difference between the total mean scores and the status of liking the profession, thinking of working as a nurse, and feeling ready for the profession (p<0.05). The students were most concerned about “Being exposed to violence”. Conclusion: The students' perceptions of professional readiness were above the scale average, and they experienced various professional concerns.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 385-389"},"PeriodicalIF":1.9,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141709840","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