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

An educational innovation: Integrating simulated BLS drills with a proned patient 一项教育创新：将模拟BLS训练与俯卧病人相结合

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-29 DOI: 10.1016/j.teln.2025.07.001

Dawn Terzulli DNP, RN, PCCN, CHSE, Christopher Hairfield PhD, RN

{"title":"An educational innovation: Integrating simulated BLS drills with a proned patient","authors":"Dawn Terzulli DNP, RN, PCCN, CHSE, Christopher Hairfield PhD, RN","doi":"10.1016/j.teln.2025.07.001","DOIUrl":"10.1016/j.teln.2025.07.001","url":null,"abstract":"<div><h3>Background</h3><div>This manuscript explores an innovative educational intervention in which entry-level nursing students participate in a basic life support (BLS) simulation to resuscitate a patient in the prone position. Little is known about the impact this type of drill may have on entry-level nursing students.</div></div><div><h3>Aim</h3><div>This quality improvement project aimed to explore rescue of a prone patient with entry-level nursing students.</div></div><div><h3>Methods</h3><div>The innovative learning experience was integrated into existing BLS simulation drills. Data was collected to explore knowledge of prone cardiopulmonary resuscitation (CPR), time to initiate prone CPR, and time to proper pad placement.</div></div><div><h3>Results</h3><div>Closure of knowledge gap and improved response times were observed. With the unique skill set to resuscitate a prone patient, there is potential to enhance outcomes.</div></div><div><h3>Conclusion</h3><div>Integration of a simulated BLS rescue of prone patients has the potential to improve outcomes. Therefore, there is a need for more research to fully explore the concept.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1324-e1327"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050258","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

Leadership development for nursing students: The comparative effectiveness of experiential and observational learning 护理学生领导力发展：体验式学习与观察式学习的比较效果

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-06-19 DOI: 10.1016/j.teln.2025.04.020

Hadi Zulhiqman Abdul-Rahim BHScNurs , Khadizah H. Abdul-Mumin PhD

{"title":"Leadership development for nursing students: The comparative effectiveness of experiential and observational learning","authors":"Hadi Zulhiqman Abdul-Rahim BHScNurs , Khadizah H. Abdul-Mumin PhD","doi":"10.1016/j.teln.2025.04.020","DOIUrl":"10.1016/j.teln.2025.04.020","url":null,"abstract":"<div><h3>Background</h3><div>Experiential and observational learning are vital in nursing education, especially for developing leadership skills.</div></div><div><h3>Aim</h3><div>To compare the perceived effectiveness of observational and experiential learning, as experienced in simulation, in fostering leadership skills among final-year nursing students.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study examined 43 final-year nursing students' experiences in leadership and management simulation. Experiential learning involved active participation in simulated leadership roles. Observational learning occurred through peer observation and debriefing. Anonymous essays were analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: the need for a balanced dual approach to learning; the influence of individual learning preferences; the perceived limitations of solely observational learning for practical skills; and a strong preference for simulation in practicing leadership competencies like communication and delegation.</div></div><div><h3>Conclusions</h3><div>Integrating both experiential and observational learning, particularly within simulation, is valuable for nursing leadership development. While observation is foundational, hands-on practice builds confidence. Simulation effectively combines these approaches, offering a safe environment for skill development. Nursing education should leverage such integrated methods, considering individual learning preferences, to optimize leadership skill acquisition.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 338-344"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050546","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 use of generative artificial intelligence (AI) in nursing education 生成人工智能（AI）在护理教育中的应用

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-06-13 DOI: 10.1016/j.teln.2025.05.025

Mollie Ostick MSN, RN, CEN, Bette Mariani PhD, RN, ANEF, FAAN, Catherine Lovecchio PhD, RN

{"title":"The use of generative artificial intelligence (AI) in nursing education","authors":"Mollie Ostick MSN, RN, CEN, Bette Mariani PhD, RN, ANEF, FAAN, Catherine Lovecchio PhD, RN","doi":"10.1016/j.teln.2025.05.025","DOIUrl":"10.1016/j.teln.2025.05.025","url":null,"abstract":"<div><h3>Background</h3><div>Generative artificial intelligence (AI) tools such as ChatGPT and Gemini are increasingly used in higher education, including nursing, with the potential to transform content delivery and student engagement. However, their use and broader implications in nursing education remain underexplored.</div></div><div><h3>Innovation</h3><div>This paper synthesizes current literature on generative AI in nursing education, focusing on applications such as AI-generated NCLEX-style questions, automated feedback on assignments, and simulation scenario development. It highlights AI’s potential to support personalized learning, enhance efficiency, and assist faculty, while also identifying key research gaps and ethical concerns.</div></div><div><h3>Implications</h3><div>By outlining benefits and challenges, this paper offers a foundation for responsible integration and emphasizes the need to prepare faculty and students for its ethical and effective use.</div></div><div><h3>Conclusions</h3><div>As AI becomes more embedded in nursing education, ongoing evaluation is essential to ensure it enhances learning, supports faculty, and aligns with nursing’s professional values.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1296-e1301"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050352","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

Influence of clinical practice stressors on critical care nursing student’s burnout: Resilience as a mediating factor 临床实习压力源对危重病护生职业倦怠的影响：心理弹性的中介作用

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-14 DOI: 10.1016/j.teln.2025.05.031

Mohamed Adel Ghoneam Ph.D, MSN, BSc, RN , Ayman Mohamed El-Ashry Ph.D, MSN, BSc, RN , Elsayed Mahmoud Sabek Ph.D, MSN, BSc, RN , Mohamed Mahmoud Seweid

{"title":"Influence of clinical practice stressors on critical care nursing student’s burnout: Resilience as a mediating factor","authors":"Mohamed Adel Ghoneam Ph.D, MSN, BSc, RN , Ayman Mohamed El-Ashry Ph.D, MSN, BSc, RN , Elsayed Mahmoud Sabek Ph.D, MSN, BSc, RN , Mohamed Mahmoud Seweid","doi":"10.1016/j.teln.2025.05.031","DOIUrl":"10.1016/j.teln.2025.05.031","url":null,"abstract":"<div><h3>Background</h3><div>Burnout among critical care nursing students is a global concern driven by clinical demands, emotional strain, and academic pressure. These stressors negatively impact students’ well-being and career readiness. Building resilience is a promising approach to mitigate stress and reduce burnout, supporting healthier, more sustainable nursing education experiences.</div></div><div><h3>Aim</h3><div>Assess the mediating role of resilience between clinical practice stressors and burnout among critical care nursing students.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive design was used, involving 780 critical care nursing students. Validated instruments were employed, including the Copenhagen Burnout Inventory, Connor-Davidson Resilience Scale, and Perceived Stress Scale.</div></div><div><h3>Results</h3><div>Perceived stress was positively correlated with burnout, while resilience was negatively correlated with burnout. Multivariate regression analysis revealed that stress predicted both burnout and intention to leave, whereas resilience was associated with reduced burnout levels. Resilience partially mediated the stress-burnout relationship.</div></div><div><h3>Conclusion</h3><div>Resilience plays a crucial protective role against burnout in nursing education. Targeted interventions such as stress management workshops and resilience training should be prioritized by nurse educators and clinical mentors.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1136-e1144"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050356","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

Predicting LGBT cultural competence and its relationship with cultural motivation and behavior among undergraduate nursing students: A cross-sectional study 本科护生LGBT文化能力预测及其与文化动机和行为的关系：一项横断面研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-23 DOI: 10.1016/j.teln.2025.07.003

Duc Nu Minh Ton RN, MSN, Thao Thi Phuong Hoang RN, BSN, Nguyet Thi Tran RN, MSN, Nguyet Thi Nguyen RN, BSN, Giang Thi Nguyen BSN, Loan Thi Thanh Dang BSN, Phuong Thi Anh Nguyen MD, PhD, Trang Thi Thuy Ho RN, PhD

{"title":"Predicting LGBT cultural competence and its relationship with cultural motivation and behavior among undergraduate nursing students: A cross-sectional study","authors":"Duc Nu Minh Ton RN, MSN, Thao Thi Phuong Hoang RN, BSN, Nguyet Thi Tran RN, MSN, Nguyet Thi Nguyen RN, BSN, Giang Thi Nguyen BSN, Loan Thi Thanh Dang BSN, Phuong Thi Anh Nguyen MD, PhD, Trang Thi Thuy Ho RN, PhD","doi":"10.1016/j.teln.2025.07.003","DOIUrl":"10.1016/j.teln.2025.07.003","url":null,"abstract":"<div><h3>Background</h3><div>The development of cultural competence, particularly in addressing the needs of LGBT individuals, has emerged as a vital component of nursing education.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the level of LGBT cultural competency among nursing students and identify related factors.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive design was adopted, involving a sample of 333 undergraduate nursing students in central Vietnam, conducted in 2024. The data gathering included the LGBT-Development of Clinical Skills Scale, Cultural Motivation, and Cultural Behavior.</div></div><div><h3>Results</h3><div>The average score of LGBT-DOCSS was 4.53 ± 0.48, while the mean scores of cultural motivation and cultural behavior were 4.72 (0.85) and 4.68 (1.04), respectively. A multivariate linear regression model demonstrated four predictors of LGBT cultural competence, including general self-efficacy, frequency of LGBT interpersonal interactions, cultural motivation, and cultural behavior (p < 0.001).</div></div><div><h3>Conclusion</h3><div>The findings indicate that nursing students exhibit a moderate level of LGBT cultural competence. To foster inclusive and equitable healthcare services, targeted intervention programs are needed to further develop these competencies, particularly in the context of an increasingly diverse patient population.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 383-389"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050507","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

Party mode: Teaching epidemiology through active learning Party模式：主动学习式流行病学教学

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-06-19 DOI: 10.1016/j.teln.2025.05.024

Stephanie S. Tullos MSN, RNC-MNN, Johnna Riddick DNP, RN-CPN

引用次数: 0

Using Hollywood magic to support unfolding case studies 用好莱坞的魔法来支持展开的案例研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-14 DOI: 10.1016/j.teln.2025.04.024

Keyshawnna Lee PhD, RNC-OB, Deidra Morgan DNP, CNE

引用次数: 0

Course evaluation instrumentation: Development and validation for alignment with teaching effectiveness and learner outcomes 课程评估工具：开发和验证与教学效果和学习者成果的一致性

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-16 DOI: 10.1016/j.teln.2025.04.016

Rita D’Aoust PhD , Chakra Budhathoki PhD , Joanne Silbert-Flagg DNP , Roberto Galao Malo DNP, AGACNP, FNP , Catherine Ling PhD , Nancy Russell DNP , Marianne Fingerhood DNP , Sarah E. Slone DNP, PhD

{"title":"Course evaluation instrumentation: Development and validation for alignment with teaching effectiveness and learner outcomes","authors":"Rita D’Aoust PhD , Chakra Budhathoki PhD , Joanne Silbert-Flagg DNP , Roberto Galao Malo DNP, AGACNP, FNP , Catherine Ling PhD , Nancy Russell DNP , Marianne Fingerhood DNP , Sarah E. Slone DNP, PhD","doi":"10.1016/j.teln.2025.04.016","DOIUrl":"10.1016/j.teln.2025.04.016","url":null,"abstract":"<div><h3>Background</h3><div>Student course evaluations provide essential feedback on teaching effectiveness and course quality. However, nursing education requires measurement tools aligned with competency-based education standards and evidence-based teaching practices to yield meaningful improvement data.</div></div><div><h3>Aim</h3><div>Develop a comprehensive instrument for students and faculty that accurately reflects evidence-based teaching indicators while providing actionable feedback for continuous quality improvement in nursing education courses.</div></div><div><h3>Methods</h3><div>A task force employed a modified Delphi approach to identify quality categories and performance indicators, subsequently distributing candidate items to faculty for input. The instrument underwent rigorous evaluation using exploratory factor analysis (EFA) with an analysis dataset (<em>N</em> = 1,337) followed by confirmatory factor analysis (CFA) with an independent validation dataset (<em>N</em> = 1,056).</div></div><div><h3>Results</h3><div>The finalized 26-item instrument demonstrated excellent sampling adequacy (Kaiser-Meyer-Olkin = 0.966) with significant sphericity (x<sup>2</sup> [210] = 27,285; <em>p</em> < 0.001). The first 5 factors explained 79.7% of variance, with CFA results confirming the factor structure.</div></div><div><h3>Conclusions</h3><div>This systematically developed course evaluation tool provides nursing educators with valid and reliable measures of teaching effectiveness and course quality that align with best practices while offering concrete metrics for targeted improvement efforts.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 326-332"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050544","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

Sleep quantity and quality: Impact on Nursing students' grade point average (GPA) 睡眠时间和睡眠质量对护生平均绩点的影响

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-03 DOI: 10.1016/j.teln.2025.05.022

M.E. Bester PhD, MSN, RN , J.K. Arlow BSN, RN

引用次数: 0

Transgender curriculum inclusion: Perspectives from university students studying nursing and social work 跨性别课程纳入：来自护理与社会工作专业大学生的视角

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-10-01 Epub Date: 2025-07-03 DOI: 10.1016/j.teln.2025.05.026

Justin T. Schneider DNP , Brittany Bloodhart PhD , Nicole Arkadie EdD

{"title":"Transgender curriculum inclusion: Perspectives from university students studying nursing and social work","authors":"Justin T. Schneider DNP , Brittany Bloodhart PhD , Nicole Arkadie EdD","doi":"10.1016/j.teln.2025.05.026","DOIUrl":"10.1016/j.teln.2025.05.026","url":null,"abstract":"<div><h3>Background</h3><div>Despite established standards of care, gaps remain in transgender content across nursing and social work programs.</div></div><div><h3>Aim</h3><div>This study examines nursing and social work students’ perceptions of transgender curriculum inclusion, faculty support, and their confidence in providing transgender care.</div></div><div><h3>Methods</h3><div>A survey was conducted among students in baccalaureate and master’s programs at a university on the U.S. West Coast. Statistical analysis was used to assess differences between programs and examine demographic factors predicting responses on transgender content inclusion and classroom climate.</div></div><div><h3>Results</h3><div>Social work students were more likely to encounter transgender content and view faculty as allies compared to nursing students. Both groups reported limited clinical exposure to transgender clients but expressed moderate confidence in providing care.</div></div><div><h3>Conclusions</h3><div>Findings highlight the need for faculty education on transgender health, increased curriculum inclusion, and enhanced practical learning experiences to improve self-efficacy in caring for this population. Future research should focus on best practices for integrating transgender health education into professional training.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 368-374"},"PeriodicalIF":1.7,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050551","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