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

Embracing the future: an insight into nursing students’ attitude and perception towards the usability of artificial intelligence in healthcare 拥抱未来：深入了解护理专业学生对人工智能在医疗保健领域的可用性的态度和看法

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.017

Nagwa Ibrahim Hamad , Ayman Mohamed El-Ashry , Ibrahim Mahmoud Ibrahim , Eman Arafa Hassan

{"title":"Embracing the future: an insight into nursing students’ attitude and perception towards the usability of artificial intelligence in healthcare","authors":"Nagwa Ibrahim Hamad , Ayman Mohamed El-Ashry , Ibrahim Mahmoud Ibrahim , Eman Arafa Hassan","doi":"10.1016/j.teln.2024.12.017","DOIUrl":"10.1016/j.teln.2024.12.017","url":null,"abstract":"<div><h3>Background</h3><div>Artificial Intelligence (AI) transforms healthcare delivery, offering tools like clinical decision support and predictive analytics. The successful integration of AI in healthcare relies on the attitudes and perceptions of future healthcare providers, including nursing students.</div></div><div><h3>Aim</h3><div>Explore nursing students' attitudes and perceptions towards AI usability in healthcare and assess factors influencing that.</div></div><div><h3>Methods</h3><div>A descriptive design was utilized with 600 nursing students recruited through convenience sampling. Data were collected using the General Attitudes Towards Artificial Intelligence Scale and the Technology Acceptance Model questionnaire.</div></div><div><h3>Results</h3><div>Nursing students exhibited a significantly positive attitude towards using AI in health care (66.20 ± 7.38). This positive sentiment was further supported by the high mean score for perceived AI usability (46.40 ± 6.41), encompassing both usefulness (23.89 ± 4.15) and ease of use (22.52 ± 3.79).</div></div><div><h3>Conclusion</h3><div>Undergraduate nursing students have shown embracing attitudes and robust perceptions of AI usability. Student gender, prior AI training, and academic level were identified as significant positive predictors of attitudes and perceptions toward the usability of AI in healthcare.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e500-e508"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845119","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

Igniting climate justice consciousness and decolonial awakening through nursing education 通过护理教育点燃气候正义意识和去殖民化觉醒

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.017

Jerome Visperas Cleofas PhD, RN

{"title":"Igniting climate justice consciousness and decolonial awakening through nursing education","authors":"Jerome Visperas Cleofas PhD, RN","doi":"10.1016/j.teln.2025.01.017","DOIUrl":"10.1016/j.teln.2025.01.017","url":null,"abstract":"<div><h3>Background</h3><div>Responding to the call for nurses and health professionals to be stewards of the Earth system in the Anthropocene, this critical essay explores the intersection of coloniality, climate justice, and planetary health education, arguing for the need to deploy a decolonial lens to enhance the transformative potential of nursing education.</div></div><div><h3>Major points</h3><div>This discussion paper examines how the Colonial Matrix of Power (CMP) shapes the interconnected domains of economy, knowledge, authority, and subjectivity, perpetuating systemic inequalities and climate injustices. Integrating CMP with the planetary health and sustainable healthcare domains for nursing education, this article proposes a framework for developing educational strategies that ignite climate justice consciousness and decolonial awakening among nursing students.</div></div><div><h3>Implications</h3><div>The proposed framework can help empower nursing educators and students to advocate for sustainable and culturally responsive climate and health initiatives.</div></div><div><h3>Conclusion</h3><div>Through the Climate Justice Consciousness and Decolonial Awakening (CJCDA) framework, nursing education can be a potential site that fosters competent and transformative planetary health stewards in the age of Anthropocene.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 175-180"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845179","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

Educational strategies to promote college readiness in rural pre-nursing students 促进农村护理预科学生做好上大学准备的教育策略

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.07.026

Andrea F. Sartain EdD, MSN, RN, CNL , Christina J. Ezemenaka DrPH, MS

{"title":"Educational strategies to promote college readiness in rural pre-nursing students","authors":"Andrea F. Sartain EdD, MSN, RN, CNL , Christina J. Ezemenaka DrPH, MS","doi":"10.1016/j.teln.2024.07.026","DOIUrl":"10.1016/j.teln.2024.07.026","url":null,"abstract":"<div><h3>Background</h3><div>The greatest deficits in the nursing workforce have been seen in rural areas, where residents are less likely to attend college, and these reduced admission rates pose challenges for these communities. When comparing rural high school graduates to their urban counterparts, rural students also have greater attrition.</div></div><div><h3>Aim</h3><div>The purpose of this study was to compare student understanding of test-taking skills, study skills, and classroom skills, before and after an educational learning module intervention via Assessment Technologies Institute's (ATI) Achieve® program</div></div><div><h3>Methods</h3><div>A quantitative, single group pre/post-test design was used that evaluated fifteen, female prenursing students during a three-day intensive. Students completed pre- and post-surveys related to an educational intervention consisting of interactive learning modules on study habits, classroom skills, and test-taking strategies.</div></div><div><h3>Results</h3><div>Wilcoxon tests were used to compare pre- and post-survey test scores. Post-test scores regarding note-taking were statistically significantly higher than pre-test scores, p<.0001.</div></div><div><h3>Conclusion</h3><div>These results demonstrate that incorporating interactive learning modules with a post-assessment is an effective way to increase knowledge of study habits related to class note-taking.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e318-e322"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845189","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

Efficacy of active teaching methods for distance learning in undergraduate nursing education: a systematic review 护理本科教育中远程主动教学法的功效：系统性综述

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.015

Stefano Mancin PhD , Marco Sguanci PhD , Veronica Pipitone RN , Angelica Testori RN , Maria Grazia De Marinis MSc , Michela Piredda PhD

{"title":"Efficacy of active teaching methods for distance learning in undergraduate nursing education: a systematic review","authors":"Stefano Mancin PhD , Marco Sguanci PhD , Veronica Pipitone RN , Angelica Testori RN , Maria Grazia De Marinis MSc , Michela Piredda PhD","doi":"10.1016/j.teln.2024.12.015","DOIUrl":"10.1016/j.teln.2024.12.015","url":null,"abstract":"<div><h3>Objective</h3><div>To identify active distance learning methodologies implemented in undergraduate nursing degree programs and evaluate their impact on student learning.</div></div><div><h3>Design</h3><div>Systematic literature review.</div></div><div><h3>Review Methods</h3><div>A systematic review was conducted between December 2023 and January 2024, consulting databases PubMed, Cochrane Library, CINAHL, and Scopus according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses; quality assessment was conducted using the JBI framework and certainty of evidence using the Oxford Centre Evidence Based Medicine framework.</div></div><div><h3>Results</h3><div>Out of 2,693 records analyzed, 12 articles were included in the review. The active teaching methodologies applied to distance education were Information and Communication Technology, Simulation-Based Learning, Problem-Based Learning and Case-Based Learning, and Critical Thinking approach. Retrieved evidence showed positive outcomes in student's learning, satisfaction, collaboration, and motivation. Challenges in content delivery were also identified for distance education due to difficulties accessing learning platforms and reduced attention compared to face-to-face teaching.</div></div><div><h3>Conclusions</h3><div>Active distance learning methodologies represent a possible pedagogical innovation in nursing education. Current evidence does not support the exclusive use of active distance learning methodologies, but their integration with traditional learning methodologies.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e485-e493"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845060","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

Extended reality for enhancing communication skills in nursing education: a scoping review 在护理教育中加强沟通技巧的扩展现实：范围审查

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.012

Xue Li MEd, RN , Ruth Wei PhD, RN , Susan Slatyer PhD, RN , Natasha Anne Rappa PhD

{"title":"Extended reality for enhancing communication skills in nursing education: a scoping review","authors":"Xue Li MEd, RN , Ruth Wei PhD, RN , Susan Slatyer PhD, RN , Natasha Anne Rappa PhD","doi":"10.1016/j.teln.2025.01.012","DOIUrl":"10.1016/j.teln.2025.01.012","url":null,"abstract":"<div><h3>Objectives</h3><div>This scoping review aims to examine the current literature on using extended reality (XR) technologies to teach communication skills in nursing education.</div></div><div><h3>Design</h3><div>This scoping review was conducted using the Joanna Briggs Institute (JBI) method.</div></div><div><h3>Data sources</h3><div>Searches were conducted in five electronic databases: CINAHL Ultimate, Cochrane Library, ERIC, PsycINFO, and PubMed, in February 2024.</div></div><div><h3>Review methods</h3><div>The research procedure was assessed using the PRISMA-ScR checklist.</div></div><div><h3>Results</h3><div>The analysis generated four overarching categories that described key characteristics of the integration of XR technologies: program overview, pedagogical approaches, evaluation, and nursing students’ experiences.</div></div><div><h3>Conclusion</h3><div>This review underscored the effectiveness of XR technologies, particularly VR, as the predominant tool for enhancing communication skills in nursing education. It identifies gaps in the diversity of communication scenarios covered and recommends expending future research to include diverse clinical settings and scenarios. Furthermore, this review highlights a paucity of research utilizing mixed reality (MR) technology for communication training. The insights gained from this review are instrumental in directing further research into MR-based simulations for communication skills training across various nursing contexts.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e587-e595"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845061","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 Role of Nursing Education in Advancing Sustainable Development Goals: A Rapid Review of Current Pedagogical Strategies 护理教育在推进可持续发展目标中的作用：当前教学策略的快速回顾

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.10.014

Walaa badawy Mohamed badawy , Mostafa Shaban

{"title":"The Role of Nursing Education in Advancing Sustainable Development Goals: A Rapid Review of Current Pedagogical Strategies","authors":"Walaa badawy Mohamed badawy , Mostafa Shaban","doi":"10.1016/j.teln.2024.10.014","DOIUrl":"10.1016/j.teln.2024.10.014","url":null,"abstract":"<div><h3>Background</h3><div>Integrating sustainability and the United Nations’ Sustainable Development Goals (SDGs) into nursing education is crucial in addressing the health impacts of climate change. However, the inclusion of planetary health in nursing curricula varies globally, and many educators face barriers to full integration.</div></div><div><h3>Aim</h3><div>The review aimed to identify relevant studies focused on the integration of SDG 13 (Climate Action) into nursing education, specifically addressing sustainability, planetary health, and climate change. This review highlights the pedagogical strategies employed to prepare nursing students to address the health impacts of climate change and contribute to sustainability efforts within healthcare settings.</div></div><div><h3>Methods</h3><div>A rapid review of studies published between 2010 and 2024 was conducted, focusing on the incorporation of SDG 13-related content into nursing education. Major academic databases, including PubMed, CINAHL, Scopus, and Web of Science, were searched using terms related to nursing education, sustainability, planetary health, and climate change. Fourteen studies were included in the final review</div></div><div><h3>Results</h3><div>Pedagogical strategies such as problem-based learning, scenario-based simulation, and interdisciplinary collaboration were identified as effective in enhancing nursing students’ awareness and understanding of climate change and sustainability. Despite the growing integration of SDG 13 into nursing curricula, barriers such as limited faculty training, curriculum overload, and insufficient institutional support persist.</div></div><div><h3>Conclusions</h3><div>Nursing education must prioritize the integration of SDG 13 to prepare nurses for the emerging global health challenges related to climate change. Addressing institutional and pedagogical barriers will ensure that nurses are equipped to advocate for and implement sustainable healthcare practices.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 121-130"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845144","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

Program completion and ACEN accreditation: leveraging data to strengthen nursing education 课程完成和ACEN认证：利用数据加强护理教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.006

Alexandra Duke DNP, RN-BC, CEN, CHSE, CNE®cl, EBP-C, Laura Polk PhD, RN, CNE, Suzette Farmer PhD, RN

{"title":"Program completion and ACEN accreditation: leveraging data to strengthen nursing education","authors":"Alexandra Duke DNP, RN-BC, CEN, CHSE, CNE®cl, EBP-C, Laura Polk PhD, RN, CNE, Suzette Farmer PhD, RN","doi":"10.1016/j.teln.2025.02.006","DOIUrl":"10.1016/j.teln.2025.02.006","url":null,"abstract":"<div><h3>Background</h3><div>As a recognized programmatic accrediting agency, the Accreditation Commission for Education in Nursing (ACEN) has a role in monitoring program quality through review of student learning and program outcomes data, including program completion rates.</div></div><div><h3>Innovation</h3><div>The ACEN uses the Annual Report and Substantive Change submissions to monitor the quality and outcomes for the programs it accredits. ACEN's recent proposal to revise the Substantive Change reporting process for program completion included a public comment period and led to a decision by the Board of Commissioners (BOC) to continue with the current procedure.</div></div><div><h3>Implications</h3><div>Nursing programs are required to assess on-time program completion, as it provides the ACEN with consistent data for program comparison. Programs are also encouraged to assess additional program completion metrics, such as 150% or ultimate program completion, based on program factors. Programs should set realistic and genuine expected level of achievement benchmarks and should use the current Policy #14 substantive change procedure to report significant changes.</div></div><div><h3>Conclusion</h3><div>Program-specific evaluation and analysis of completion data should be used to set benchmarks and develop student support services as well as strategies for success. Timely completion of a nursing program of study followed by obtaining licensure can increase the nursing workforce and contribute to healthcare quality.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 103-105"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845178","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 influence of 21st-century skills on clinical decision-making in nursing students: a cross-sectional study 21 世纪技能对护理专业学生临床决策的影响：一项横断面研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.011

Seyma Demir Erbas PhD, RN, Asst. Prof., Elif Gencer Sendur PhD, RN, Res. Assist., Arzu Akman Yilmaz PhD, RN, Asst. Prof.

{"title":"The influence of 21st-century skills on clinical decision-making in nursing students: a cross-sectional study","authors":"Seyma Demir Erbas PhD, RN, Asst. Prof., Elif Gencer Sendur PhD, RN, Res. Assist., Arzu Akman Yilmaz PhD, RN, Asst. Prof.","doi":"10.1016/j.teln.2024.12.011","DOIUrl":"10.1016/j.teln.2024.12.011","url":null,"abstract":"<div><h3>Background</h3><div>Nursing graduates need to make quick and effective decisions in clinical settings, and 21st-century skills are crucial in preparing them for this challenge.</div></div><div><h3>Aim</h3><div>This study aimed to examine the relationship between nursing students' 21st-century skills and their clinical decision-making levels.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted, assessing 21st-century skills and clinical decision-making using standardized instruments. Pearson correlation and multiple regression analyses were used to explore relationships between variables.</div></div><div><h3>Results</h3><div>The findings showed that students tend to rely on intuition for decision-making. They rated their 21st-century skills as good. A weak but positive correlation was found between 21st-century skills and clinical decision-making (r = 0.24, <em>p</em> < 0.001). Gender, year of study, and 21st-century skills explained 9% of the variance in clinical decision-making.</div></div><div><h3>Conclusion</h3><div>While the development of 21st-century skills positively impacts clinical decision-making in nursing students, the effect is limited. These findings suggest that nursing education should focus on enhancing decision-making skills alongside 21st-century competencies to better prepare students for clinical practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e464-e469"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845187","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 predictive effect of nursing students' attitudes and acceptance towards artificial intelligence on their clinical competencies 护生对人工智能的态度和接受程度对其临床能力的预测作用

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-03-29 DOI: 10.1016/j.teln.2025.02.036

Enes Şimşek RN, PhDc , Aslı Akdeniz Kudubeş RN, PhD , Remziye Semerci Şahin RN, PhD

{"title":"The predictive effect of nursing students' attitudes and acceptance towards artificial intelligence on their clinical competencies","authors":"Enes Şimşek RN, PhDc , Aslı Akdeniz Kudubeş RN, PhD , Remziye Semerci Şahin RN, PhD","doi":"10.1016/j.teln.2025.02.036","DOIUrl":"10.1016/j.teln.2025.02.036","url":null,"abstract":"<div><h3>Background</h3><div>AI integration in education is gaining interest, including in nursing, as students seek formal training on its healthcare applications and limitations.</div></div><div><h3>Aim</h3><div>To evaluate the predictive effect of nursing students' attitudes and acceptance of artificial intelligence on their clinical competencies.</div></div><div><h3>Methods</h3><div>This descriptive-correlational study was conducted at 2 universities (February–June 2024) with 441 nursing students. Full-time students in clinical practice participated; those absent or on leave were excluded. The Nursing Students Competency Scale, General Attitudes to Artificial Intelligence Scale, and Generative Artificial Intelligence Acceptance Scale were used. Descriptive statistics and linear regression were used.</div></div><div><h3>Results</h3><div>The main factors affecting nursing students' clinical competence were “facilitating conditions,” “social influence,” and “negative attitudes” toward AI. A weak correlation was found between positive AI attitudes and acceptance, which explained 8.6% of the competency levels.</div></div><div><h3>Conclusion</h3><div>Positive perceptions of AI may increase competence, while skepticism may deepen engagement and critical learning. Strategies to improve the acceptance and use of AI are crucial to maximize its benefits in nursing education and practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e806-e814"},"PeriodicalIF":1.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204011","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 effects of high-fidelity simulation training on emotional intelligence in undergraduate nursing students: A prepost intervention study 高保真模拟训练对护理本科生情绪智力的影响：干预前研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-03-29 DOI: 10.1016/j.teln.2025.03.002

Oscar Arrogante PhD , Ismael Ortuño-Soriano PhD , Ana Sofia Fernandes-Ribeiro PhD , Marta Raurell-Torredà PhD , Diana Jiménez-Rodríguez PhD , Ignacio Zaragoza-García PhD

{"title":"The effects of high-fidelity simulation training on emotional intelligence in undergraduate nursing students: A prepost intervention study","authors":"Oscar Arrogante PhD , Ismael Ortuño-Soriano PhD , Ana Sofia Fernandes-Ribeiro PhD , Marta Raurell-Torredà PhD , Diana Jiménez-Rodríguez PhD , Ignacio Zaragoza-García PhD","doi":"10.1016/j.teln.2025.03.002","DOIUrl":"10.1016/j.teln.2025.03.002","url":null,"abstract":"<div><h3>Background</h3><div>Nurses form and maintain relationships within emotionally charged environments. Consequently, nursing practice requires adequate management of emotions.</div></div><div><h3>Aim</h3><div>To evaluate the impact of high-fidelity simulation training on nursing students’ emotional intelligence (EI).</div></div><div><h3>Methods</h3><div>About 202 first-year students participated in a quasi-experimental study using a longitudinal design with a single group pre- and postintervention evaluation. Their EI levels were compared at baseline and after the simulation experience using the Trait Meta-Mood Scale – 24 (TMMS-24). A structured debriefing phase was specifically designed to analyze and reflect on nursing students’ emotions, those of the patient, and their partner during the five simulated scenarios.</div></div><div><h3>Results</h3><div>Nursing students significantly improved their EI levels after the simulation sessions. The effect size was medium for the total score of the TMMS-24 and the \"emotional clarity\" dimension, whereas this effect was small for the \"emotional attention\" and \"emotional repair\" dimensions.</div></div><div><h3>Conclusions</h3><div>High-fidelity simulation training allows nursing students to improve their EI levels when they have opportunities to interact with simulated patients and participate in a structured debriefing phase aimed at reflecting on emotions.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e829-e835"},"PeriodicalIF":1.9,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204113","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