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

Low-fidelity START triage activity for mass casualty incident preparedness 大规模伤亡事件准备的低保真START分诊活动

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-07 DOI: 10.1016/j.teln.2026.07.008

Nevada LeCounte DNP, RN, CNE, CHSE

引用次数: 0

Applying Marzano’s taxonomy to enhance clinical nursing education: A quasi-experimental study on intravenous cannulation training 应用Marzano分类法加强临床护理教育：静脉插管培训的准实验研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-27 DOI: 10.1016/j.teln.2026.06.007

Yutao Wang MS, Jiaru Di BS, Lu Zhou BS, Wenjia Ge BS, Yuxun Zhang

{"title":"Applying Marzano’s taxonomy to enhance clinical nursing education: A quasi-experimental study on intravenous cannulation training","authors":"Yutao Wang MS, Jiaru Di BS, Lu Zhou BS, Wenjia Ge BS, Yuxun Zhang","doi":"10.1016/j.teln.2026.06.007","DOIUrl":"10.1016/j.teln.2026.06.007","url":null,"abstract":"<div><h3>Background</h3><div>Traditional approaches to teaching intravenous cannulation remain largely teacher-centered and may fail to promote higher-order cognitive development. Marzano’s taxonomy offers a structured framework that supports progression from basic retrieval to knowledge application, yet its use in clinical nursing education is limited.</div></div><div><h3>Aims</h3><div>This study evaluated the effectiveness of integrating Marzano’s taxonomy into intravenous cannulation training to improve nursing students’ knowledge, skills, core competence, and satisfaction.</div></div><div><h3>Methods</h3><div>This research constitutes a quasi-experimental investigation. Fifty undergraduate nursing students undertaking clinical internships in a tertiary hospital were allocated into a control group receiving conventional teaching and an intervention group receiving taxonomy-guided training. Outcomes included theoretical knowledge, practical performance, core competence, and internship satisfaction. Data were analyzed using paired and independent-sample t-tests.</div></div><div><h3>Results</h3><div>The intervention group achieved significantly higher theoretical knowledge scores, practical performance scores, and core competence, as well as greater satisfaction across all domains (p < 0.001).</div></div><div><h3>Conclusion</h3><div>Marzano’s taxonomy provides a structured instructional framework that effectively strengthens nursing students’ cognitive development, clinical performance, and engagement in skills training. This approach may be applied to other areas of clinical nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1620-e1626"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096187","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

Reducing xenophobia and improving intercultural awareness in nursing students: A video-assisted educational intervention 减少护理专业学生的仇外心理，提高跨文化意识：视频辅助教育干预

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-29 DOI: 10.1016/j.teln.2026.07.005

Yasemin Gümüş Şekerci, Elif Seda Ceylan, İrem Küçükakkaş, Fatma Yıldız, Beyza Nur Gürbüz

{"title":"Reducing xenophobia and improving intercultural awareness in nursing students: A video-assisted educational intervention","authors":"Yasemin Gümüş Şekerci, Elif Seda Ceylan, İrem Küçükakkaş, Fatma Yıldız, Beyza Nur Gürbüz","doi":"10.1016/j.teln.2026.07.005","DOIUrl":"10.1016/j.teln.2026.07.005","url":null,"abstract":"<div><h3>Introduction</h3><div>Cultural awareness is a core component of professional nursing practice, essential for providing ethical and culturally sensitive care.</div></div><div><h3>Aim</h3><div>To evaluate the effectiveness of a structured video-assisted educational intervention in enhancing cultural awareness and reducing xenophobic attitudes among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A quasi-experimental, parallel controlled pretest–post-test design was conducted with 80 nursing students (40 intervention, 40 control). The intervention group received four video-assisted training interventions at 15-day intervals. Data were collected using an Introductory Information Form, the Intercultural Awareness Scale, and the Xenophobia Scale. Analyses included Chi-square and <em>t</em>-tests, with effect sizes calculated using Cohen’s <em>d</em>.</div></div><div><h3>Results</h3><div>Compared with the control group, the intervention group demonstrated a significant increase in cultural awareness and a reduction in xenophobic attitudes. Effect sizes were very large (<em>d</em> = 2.306 for cultural awareness; <em>d</em> = 2.579 for xenophobia).</div></div><div><h3>Conclusion</h3><div>Video-assisted cultural awareness training is an effective, evidence-based approach that can be integrated into undergraduate nursing curricula to enhance cultural awareness and promote ethically sensitive care.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1683-e1691"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096194","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

Nursing students’ lived experience in a community-based palliative care program 护生在社区缓和疗护计划的生活经验

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-22 DOI: 10.1016/j.teln.2026.05.034

Shandeigh N. Berry PhD, RN, CNE, Sureeporn Thanasilp DNS, RN, Dip APMSN, Nantiya Watthayu PhD, RN, Anne Leuschner Schuchmann MSN, RN, Wilailuck Tantitrakul RN, Dip APMSN

{"title":"Nursing students’ lived experience in a community-based palliative care program","authors":"Shandeigh N. Berry PhD, RN, CNE, Sureeporn Thanasilp DNS, RN, Dip APMSN, Nantiya Watthayu PhD, RN, Anne Leuschner Schuchmann MSN, RN, Wilailuck Tantitrakul RN, Dip APMSN","doi":"10.1016/j.teln.2026.05.034","DOIUrl":"10.1016/j.teln.2026.05.034","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the lived experience of 23 nursing students learning holistic end-of-life care in a community-based palliative care program.</div></div><div><h3>Background</h3><div>The role of the generalist nurse includes providing holistic end-of-life care, yet new graduate nurses frequently report discomfort and uncertainty. Curricular challenges, limited clinical exposure, faculty discomfort, and difficulties translating theory into practice are barriers to palliative care competency, underscoring the need for an educational model to educate pre-licensure nursing students to deliver holistic end-of-life care.</div></div><div><h3>Method</h3><div>This was a Heideggerian interpretive phenomenological study.</div></div><div><h3>Results</h3><div>The relational and contextual dynamics of care allowed students to recognize that holistic care extends beyond technical competence to involve presence, attunement, and the capacity for deep listening. Emergent themes included: Environment as Cultivating Connection, Community as Empowering Connection, and Holistic Care as Beyond Skills.</div></div><div><h3>Conclusion</h3><div>Experiential learning is a powerful approach to foster a deeper understanding of complex concepts such as holistic end-of-life care. Pre-licensure nursing programs may consider study abroad experiential learning opportunities, particularly those that immerse students in diverse care environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1602-e1609"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096313","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

Policy development in nursing education 护理教育的政策发展

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-08 DOI: 10.1016/j.teln.2026.07.015

Suzette Farmer PhD, RN, Tanisha Burnett MBA, Keri Nunn-Ellison EdD, MSNEd, CNE, Laura Polk PhD, RN, CNE

引用次数: 0

Cultivating empathy and reflective practice through communication training: Design and feasibility of a narrative medicine-based intervention with nursing students in Hong Kong 通过沟通训练培养同理心和反思实践：香港护生叙事医学干预的设计与可行性

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-05-19 DOI: 10.1016/j.teln.2026.04.020

Biyun Li, Margo Turnbull, Carol Yu, Xiaoyan I. Wu

{"title":"Cultivating empathy and reflective practice through communication training: Design and feasibility of a narrative medicine-based intervention with nursing students in Hong Kong","authors":"Biyun Li, Margo Turnbull, Carol Yu, Xiaoyan I. Wu","doi":"10.1016/j.teln.2026.04.020","DOIUrl":"10.1016/j.teln.2026.04.020","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is essential for patient-centered nursing care, yet consensus on effective teaching methods remains limited.</div></div><div><h3>Aim</h3><div>This article presents an overview of the design, implementation, and evaluation of a narrative medicine-based teaching intervention that aimed to enhance nursing students’ awareness of communication associated with expressions and perceptions of empathy as a multidimensional construct.</div></div><div><h3>Methods</h3><div>Six nursing students enrolled at a public university in Hong Kong participated in a 4-week intervention that consisted of three sequential activities (reflective writing, point-of-view exercises, and simulation role play) aligned with Kolb’s experiential learning cycle, targeting affective, cognitive, and behavioral dimensions of empathy.</div></div><div><h3>Results</h3><div>Findings indicated that the sequential narrative medicine-based activities developed participants’ awareness and understanding of empathy. Students reported that the structured reflective exercises encouraged deeper reflection and greater consideration of patients’ perspectives within communication practices.</div></div><div><h3>Conclusion</h3><div>The findings of this exploratory study suggest that theoretically grounded, narrative-based interventions can support students’ awareness of empathy and integrate reflective and communication-focused activities into nursing education curricula.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1868-e1873"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096641","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

Digital learning resources in statistics education for nursing students: evidence from a quasi-experimental study 护生统计学教育中的数字化学习资源：来自准实验研究的证据

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-26 DOI: 10.1016/j.teln.2026.03.038

Ricardo Monge-Rogel PhD, Guillermo Durán-González PhD, Mónica Panes-Martínez PhD, Luis Gibran Juárez-Hernández PhD

{"title":"Digital learning resources in statistics education for nursing students: evidence from a quasi-experimental study","authors":"Ricardo Monge-Rogel PhD, Guillermo Durán-González PhD, Mónica Panes-Martínez PhD, Luis Gibran Juárez-Hernández PhD","doi":"10.1016/j.teln.2026.03.038","DOIUrl":"10.1016/j.teln.2026.03.038","url":null,"abstract":"<div><h3>Background</h3><div>Digital learning resources (DLRs) may support statistics learning in nursing education, but evidence in this field remains limited.</div></div><div><h3>Aims</h3><div>To examine whether a DLR-based educational intervention was associated with improved statistics performance among nursing students.</div></div><div><h3>Methods</h3><div>A quasi-experimental one-group pretest-posttest study was conducted with 186 second-year nursing students at a Chilean university. Students completed three interactive DLRs on probability, normal distribution, and confidence intervals during a statistics course. Performance was assessed using an 18-item multiple-choice test administered before and after the intervention. Pre-post differences were analyzed using paired Wilcoxon signed-rank tests.</div></div><div><h3>Results</h3><div>Overall scores improved significantly after the intervention (median 6.0 vs. 8.0; <em>p</em> < .001). Significant improvements were also observed for all three learning outcomes. Effect sizes were positive, ranging from small to moderate.</div></div><div><h3>Conclusions</h3><div>The implementation of DLRs was linked to higher scores in the statistics course among nursing students. These results endorse DLRs as a valuable supplementary tool for teaching quantitative concepts in nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1441-e1447"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096710","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

American Association of Critical-Care Nurses’ healthy work environment standards: Classroom and clinical setting implementation 美国重症护理护士协会健康工作环境标准：课堂和临床环境的实施

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-23 DOI: 10.1016/j.teln.2026.07.035

Lisa Bonsall MSN, RN, CRNP, CCRN, Mariann Harding PhD, RN, CNE, FAADN, Victoria Record EdD, MS, RN, AGPCNP-BC, CNE, Connie J. Perkins PhD, RN, CNE, Patricia Nabal DNP, BS, MSN, FNP, RN-BC, Colleen M. Caruana MSN, RN, RN-BC, Elizabeth Duxbury DNP, RN, CNS, CCRN, ACNS-BC

{"title":"American Association of Critical-Care Nurses’ healthy work environment standards: Classroom and clinical setting implementation","authors":"Lisa Bonsall MSN, RN, CRNP, CCRN, Mariann Harding PhD, RN, CNE, FAADN, Victoria Record EdD, MS, RN, AGPCNP-BC, CNE, Connie J. Perkins PhD, RN, CNE, Patricia Nabal DNP, BS, MSN, FNP, RN-BC, Colleen M. Caruana MSN, RN, RN-BC, Elizabeth Duxbury DNP, RN, CNS, CCRN, ACNS-BC","doi":"10.1016/j.teln.2026.07.035","DOIUrl":"10.1016/j.teln.2026.07.035","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Critical-Care Nurses (AACN) has prioritized establishing and sustaining healthy work environments (HWE). The HWE framework consists of six evidence-based standards: skilled communication, true collaboration, effective decision making, appropriate staffing, meaningful recognition, and authentic leadership.</div></div><div><h3>Major points</h3><div>This article offers actionable strategies for operationalizing the standards in both classroom and clinical learning environments. Through applied curricular examples, academic–practice partnerships, and evaluation strategies, the authors illustrate how intentional integration of the HWE standards is associated with student professional identity formation, faculty well-being, and sustainable clinical practice behaviors.</div></div><div><h3>Implications</h3><div>Using the HWE standards, nursing faculty can foster an academic environment that promotes well-being, job satisfaction, and retention among educators while enhancing students’ learning experiences, critical thinking, and readiness for clinical practice. This will help shape the next generation of nurses to advocate for themselves, their patients, and the healthcare team.</div></div><div><h3>Conclusion</h3><div>Intentionally integrating AACN’s HWE standards in classroom and clinical settings can improve the work environment for faculty, staff, and students and can ultimately improve care and outcomes for patients and their families.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 339-345"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096711","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

Preparedness for safe and competent medication management: Final-year nursing students’ retrospective perceptions of learning across academic and clinical contexts 为安全和称职的药物管理做好准备：最后一年护理学生对学术和临床背景下学习的回顾性看法

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-14 DOI: 10.1016/j.teln.2026.07.031

Kristin Nilsen Sollied RN, MSc, Roger Arnold Marchen RN, MSc, Jone Hamnvikvoll Thelle RN, MSc, Rønnaug Dahlviken RN, MSc, Kjersti Nesbø RN, MSc, Hanne Maria Bingen MSc, PhD, Camilla Olaussen RN, MSc, PhD

{"title":"Preparedness for safe and competent medication management: Final-year nursing students’ retrospective perceptions of learning across academic and clinical contexts","authors":"Kristin Nilsen Sollied RN, MSc, Roger Arnold Marchen RN, MSc, Jone Hamnvikvoll Thelle RN, MSc, Rønnaug Dahlviken RN, MSc, Kjersti Nesbø RN, MSc, Hanne Maria Bingen MSc, PhD, Camilla Olaussen RN, MSc, PhD","doi":"10.1016/j.teln.2026.07.031","DOIUrl":"10.1016/j.teln.2026.07.031","url":null,"abstract":"<div><h3>Background</h3><div>Safe, competent medication management is essential for patient safety, yet final-year nursing students often feel underprepared. How nursing students experience learning in medication management across academic and clinical contexts remains underexplored.</div></div><div><h3>Aim</h3><div>To explore final-year nursing students’ retrospective perceptions of how learning experiences across academic and clinical contexts contributed to their perceived preparedness for safe and competent medication management.</div></div><div><h3>Method</h3><div>A qualitative descriptive study using focus groups with 23 final-year nursing students. Data were analysed utilising systematic text condensation.</div></div><div><h3>Results</h3><div>Three categories were identified: struggling to see the goal and a need for structured academic support; at the mercy of clinical practice: role ambiguity and inconsistent expectations; and navigating uncertainty and developing strategies for safe medication management.</div></div><div><h3>Conclusion</h3><div>Competence gaps were attributed to learning constraints in academic and clinical contexts, and students found it challenging to adopt effective learning strategies and make use of available learning opportunities. Future research should examine how self-regulated learning interventions can impact medication-management outcomes and how strengthened academic–clinical alignment can support more consistent learning and assessment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1755-e1762"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096719","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

Improving students’ knowledge using a choice board assignment for exam remediation: A student-centered approach 利用选择板作业来提高学生的知识，以学生为中心

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-07-01 Epub Date: 2026-05-21 DOI: 10.1016/j.teln.2026.04.022

Alison A. Atwater DNP, RN, CNE, Sarah K. Sweatt DNP, RN

{"title":"Improving students’ knowledge using a choice board assignment for exam remediation: A student-centered approach","authors":"Alison A. Atwater DNP, RN, CNE, Sarah K. Sweatt DNP, RN","doi":"10.1016/j.teln.2026.04.022","DOIUrl":"10.1016/j.teln.2026.04.022","url":null,"abstract":"<div><h3>Background</h3><div>Attrition in nursing programs remains a significant concern, often driven by students’ difficulty recalling and applying course material. Grounded in the self-determination theory, a choice board assignment provides students with autonomy to select differentiated learning activities aligned with their individual areas of weakness.</div></div><div><h3>Aim</h3><div>This study examined the effectiveness of a choice board remediation assignment in improving content-specific exam performance among prelicensure baccalaureate nursing students.</div></div><div><h3>Methods</h3><div>A retrospective quasi-experimental pre/posttest design was used with a convenience sample of 25 senior-level students across 3 cohorts.</div></div><div><h3>Results</h3><div>Following completion of the remediation activities, students demonstrated statistically significant improvement in targeted content areas (<em>p</em> < 0.001) with a large effect size (Cohen’s <em>d</em> = 1.9). Most students (23/25) improved in the areas addressed through the choice board, while content areas without remediation were more likely to show decreased performance. The greatest gains occurred in renal and respiratory content (35% each).</div></div><div><h3>Conclusions</h3><div>Findings suggest that choice boards offer an engaging, scalable approach to remediation that may enhance student success and retention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 3","pages":"Pages e1229-e1234"},"PeriodicalIF":2.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148543526","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