Teaching and Learning in Nursing最新文献

{"title":"Nursing student insight into the effectiveness of peer and faculty-led study sessions","authors":"Lisa A. Brening,&nbsp;Tanya L. Smith","doi":"10.1016/j.teln.2026.06.006","DOIUrl":"10.1016/j.teln.2026.06.006","url":null,"abstract":"<div><h3>Background</h3><div>Due to rigorous nursing courses, students often feel overwhelmed and struggle to meet workload expectations. Students need guidance with content and studying.</div></div><div><h3>Innovation</h3><div>Faculty designed a Student Success Lab (SSL) to support all students, not just those at risk of failing, with a dedicated place to study with senior-level nursing student peer tutors and a dedicated faculty tutor. Students were surveyed regarding their participation and satisfaction with the SSL.</div></div><div><h3>Implications</h3><div>Approximately 60% of the program’s nursing students utilized SSL. Of those who used the lab, 50% stated that using the tutors increased their understanding of the material. Some reported that the lab hours could be adjusted to accommodate students’ schedules.</div></div><div><h3>Conclusion</h3><div>Many nursing students utilize SSL and report its benefits to their learning. The hours of the SSL have been increased, and the training for tutors has been structured. To date, the university’s implementation of SSL has been successful.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1478-e1480"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096099","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}

{"title":"The impact of TeamSTEPPS training on nursing students’ attitudes toward teamwork","authors":"Shelley L. Miller DNP, MSN, RN,&nbsp;Joanne Nanavaty EdD, MSN, MBA, RN","doi":"10.1016/j.teln.2026.05.022","DOIUrl":"10.1016/j.teln.2026.05.022","url":null,"abstract":"<div><h3>Background</h3><div>The literature has documented a direct correlation between ineffective teamwork and unfavorable patient outcomes. Although numerous studies have addressed teamwork concerns in clinical practice, limited research has examined nursing students’ attitudes toward teamwork.</div></div><div><h3>Aim</h3><div>The purpose of this study was to evaluate the impact of TeamSTEPPS training on prelicensure nursing students’ attitudes toward teamwork.</div></div><div><h3>Design</h3><div>A quantitative, one-group pre-post study design compared the group’s survey scores before and after the TeamSTEPPS educational intervention.</div></div><div><h3>Methods</h3><div>The sampling methodology used a convenience sample of consenting senior nursing students from a public university in the midwestern United States. The Wilcoxon Signed Rank test was used for data analysis.</div></div><div><h3>Results</h3><div>The Wilcoxon Signed Rank test revealed a statistically significant increase (<em>p</em> &lt; .001) in nursing students’ (<em>n</em> = 77) TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) scores following the educational intervention.</div></div><div><h3>Conclusions</h3><div>The TeamSTEPPS training improved prelicensure nursing students’ attitudes about teamwork. Nurse educators can positively impact nursing students’ attitudes about teamwork before they enter the healthcare workforce.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1575-e1579"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096318","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}

{"title":"Role strain, job crafting, professional identity, and well-being among male nursing students: A path analysis approach","authors":"Sameer A. Alkubati PhD, RN,&nbsp;Wesam T. Almagharbeh PhD, RN,&nbsp;Abdelaziz Hendy PhD, RN,&nbsp;Rasha K. Ibrahim PhD, RN,&nbsp;Ibrahim Alasqah PhD, RN,&nbsp;Nada Alqarawi PhD, RN,&nbsp;Basma Salameh PhD, RN,&nbsp;Joseph U. Almazan PhD, RN,&nbsp;Saleh Z. Alhetar PhD, RN,&nbsp;Shimmaa Mohamed Elsayed PhD, RN","doi":"10.1016/j.teln.2026.05.030","DOIUrl":"10.1016/j.teln.2026.05.030","url":null,"abstract":"<div><h3>Background</h3><div>Male nursing students often experience role strain that may adversely affect their psychological well-being. Understanding the mechanisms underlying this relationship can inform targeted educational interventions.</div></div><div><h3>Objective</h3><div>To examine whether job crafting and professional identity mediate the association between role strain and well-being among male nursing students.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted among 250 male nursing students (June–July 2025). Mediation was tested using path analysis with 2000 bootstrap resamples.</div></div><div><h3>Results</h3><div>Role strain had a significant negative direct effect on well-being (<em>β</em> = −0.353, <em>P</em> &lt; 0.001) and indirect effects through job crafting (<em>β</em> = −0.056, <em>P</em> = 0.047) and professional identity (<em>β</em> = −0.070, <em>P</em> = 0.004). The total effect was significant (<em>β</em> = −0.479, <em>P</em> &lt; 0.001), and model fit indices indicated an acceptable fit.</div></div><div><h3>Conclusion</h3><div>Enhancing job crafting and professional identity may help mitigate the negative impact of role strain on well-being among male nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1588-e1595"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096319","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}

{"title":"Guidance, community, and reflection: Key drivers of academic writing competence in nursing","authors":"Else Marie Lysfjord,&nbsp;Espen Gade Rolland,&nbsp;Siv Skarstein","doi":"10.1016/j.teln.2026.06.012","DOIUrl":"10.1016/j.teln.2026.06.012","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how sociocultural grounded learning strategies in a writing seminar support nurses’ development of academic writing competence.</div></div><div><h3>Background</h3><div>Academic writing is essential for disseminating research-informed knowledge, yet many nurses lack confidence and experience. Sociocultural approaches emphasizing collaboration and dialogue may strengthen writing skills.</div></div><div><h3>Design and Methods</h3><div>An exploratory design with qualitative emphasis was applied. Data was collected through a post-seminar questionnaire (n = 33). Quantitative data were analyzed descriptively, and qualitative responses using thematic analysis following Braun and Clarke’s framework.</div></div><div><h3>Results</h3><div>Individual supervision, structured writing time, and informal peer interaction contributed most to learning outcomes. Group reflection was valued, while plenary instruction was perceived as less effective. Three themes emerged: social learning and peer interaction; the importance of individualized supervision; and limited impact of plenary teaching.</div></div><div><h3>Conclusions</h3><div>Sociocultural strategies that promote active engagement, dialogue, and tailored supervision effectively enhance academic writing competence and may support evidence-based practice in nursing.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 362-369"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096311","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}

{"title":"Tag team approach in healthcare simulation: A scoping review","authors":"Danielle M. Schievelbein PhD,&nbsp;Alyssa R. Zweifel PhD,&nbsp;Cori J. Heier PhD,&nbsp;Megan R. Watson MS,&nbsp;Allyson M. Stromer MS","doi":"10.1016/j.teln.2026.06.025","DOIUrl":"10.1016/j.teln.2026.06.025","url":null,"abstract":"<div><h3>Background</h3><div>The amount of time and cost it takes to run simulations has always been a topic in healthcare education. Recent research has discussed the use of a Tag Team Approach (TTA) in simulation-based education, which offers the ability to complete simulations in large classrooms.</div></div><div><h3>Objectives</h3><div>A scoping review was completed to identify current practices in utilizing the TTA in simulation-based education. This review aims to answer the following questions regarding the TTA in education: 1) What is the impact on learners when utilizing TTA as an active learning tool for healthcare education? and 2) What are current practices in utilizing TTA in simulation-based education?</div></div><div><h3>Methods</h3><div>A comprehensive review of the literature was completed using a systematic scoping approach following a five-stage methodological framework by Arksay and O’Malley (2005). Databases searched included Cumulated Index in Nursing and Allied Health Literature (CINAHL), PubMed, EbscoHost, Web of Science, and Cochrane Library using the terms tag team simulation, tag team approach, tag team healthcare simulation, and tag team in the classroom. Articles written in English, peer-reviewed, and published from 2015 and beyond were included and documented in an evidence-based table.</div></div><div><h3>Results</h3><div>Eight articles were selected for review. Currently, the TTA is not widely used within simulation-based education; however, the literature shows how it impacts engagement and student satisfaction. In addition, student and instructor feedback provided information on the benefits of using TTA; however, the number of students per group is still under debate.</div></div><div><h3>Conclusions</h3><div>TTA has the ability to enhance engagement for all participants involved in simulation-based education, as well as promote critical thinking and clinical judgment for learners. More rigorous research regarding the impact of TTA as an effective simulation delivery method is needed. In addition, research should be conducted to determine how TTA can impact simulation-based learning in all healthcare disciplines.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1841-e1845"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096704","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}

{"title":"Preparing nursing students to care for patients with infertility and trauma: A teaching innovation","authors":"Hildreth Eloi DNP, MSN-Ed, RNC-MNN,&nbsp;Darlene Acorda PhD, RN, CPNP-PC","doi":"10.1016/j.teln.2026.07.021","DOIUrl":"10.1016/j.teln.2026.07.021","url":null,"abstract":"<div><h3>Background</h3><div>Infertility, which is the inability to conceive can trigger feelings of loss, inadequacy, and grief that extend beyond the diagnosis. Psychological trauma can emerge as individuals struggle with the consequences of this condition.</div></div><div><h3>Innovation</h3><div>To enhance undergraduate nursing students’ understanding of infertility and trauma, faculty first assessed the knowledge of one group of students through pre- and postlecture assessments. Based on the findings, faculty then invited an individual who struggled with infertility and trauma to share her experiences with another group of students, providing a deeper, more personal perspective on the content.</div></div><div><h3>Results</h3><div>The feedback from the questionnaires offered a clear baseline of students’ existing knowledge and misconceptions of infertility, and the changes in their attitudes after the patient narrative.</div></div><div><h3>Implications</h3><div>The phased approach and use of a patient narrative can be beneficial for faculty who teach sensitive content and its associated trauma.</div></div><div><h3>Conclusions</h3><div>Integrating a teaching innovation of a phased approach, student assessment, and patients’ narratives can provide a more holistic perspective for understanding difficult and traumatizing topics.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1512-e1515"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096713","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}

{"title":"Anticipatory thinking in nursing students: a concept analysis","authors":"John Paulo C. Pineda RN, MN,&nbsp;Annabelle Nacpil RN, MAN,&nbsp;Jeffrey Esteron RN, PhD","doi":"10.1016/j.teln.2026.05.032","DOIUrl":"10.1016/j.teln.2026.05.032","url":null,"abstract":"<div><h3>Background</h3><div>Anticipatory thinking, the ability to predict and prepare for future clinical events, remains underdeveloped in nursing education despite its relevance to patient safety and clinical competence.</div></div><div><h3>Major Points</h3><div>This concept analysis, guided by Walker and Avant’s method, clarifies anticipatory thinking in nursing students. The concept is defined by five attributes: future-oriented cognition, predictive clinical judgment, mental simulation, proactive preparedness, and situational projection. Antecedents include cognitive readiness, instructional design, and supportive learning environments, while consequences involve improved clinical performance and patient safety.</div></div><div><h3>Implications</h3><div>Integrating anticipatory thinking into nursing education requires intentional instructional strategies, including simulation, guided reflection, and forward-focused assessment approaches.</div></div><div><h3>Conclusions</h3><div>Clarifying anticipatory thinking provides a foundation for enhancing proactive clinical judgment and preparing nursing students for complex healthcare environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1461-e1466"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095983","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}

{"title":"Implementing NGN-aligned unfolding case-based learning to strengthen clinical judgment and professional identity formation in pre-licensure nursing students at a Historically Black University","authors":"Kissley Booker APRN, DNP-C","doi":"10.1016/j.teln.2026.07.037","DOIUrl":"10.1016/j.teln.2026.07.037","url":null,"abstract":"<div><h3>Background</h3><div>The Next Generation NCLEX (NGN) emphasizes clinical judgment as a core entry-to-practice nursing competency. Pre-licensure nursing programs must implement instructional strategies that support the development of clinical reasoning while engaging diverse learners.</div></div><div><h3>Innovation</h3><div>This paper describes an NGN-aligned unfolding case-based learning model implemented in a pre-licensure nursing program at a historically Black university in the southern United States. The innovation integrates Tanner’s Clinical Judgment Model with the NCSBN Clinical Judgment Measurement Model (NCJMM) to guide case development, NGN-style item construction, and structured faculty-guided debriefing.</div></div><div><h3>Implications</h3><div>The approach embeds culturally responsive patient scenarios and social determinants of health within unfolding cases to promote student engagement and support repeated clinical judgment practice. Standardized facilitation guides and structured debriefing promote consistent implementation across course sections.</div></div><div><h3>Conclusions</h3><div>NGN-aligned unfolding case-based learning offers a practical strategy for strengthening clinical judgment and supporting professional identity formation among pre-licensure nursing students. The model provides a replicable approach for educators seeking to align curriculum with NGN expectations.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1522-e1526"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095984","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}

{"title":"From informal to professional: Teaching email communication in nursing education","authors":"Whitnie Willis MSN, RN","doi":"10.1016/j.teln.2026.05.004","DOIUrl":"10.1016/j.teln.2026.05.004","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Page e1804"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095985","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}

{"title":"Educating for uncertainty: A conceptual framework for building nursing resilience amid environmental crises and emergencies","authors":"Jeffrey V. Esteron PhD, RN,&nbsp;Annabelle Nacpil MAN, RN,&nbsp;Mary Angelica Bagaoisan MAN, RN,&nbsp;Christian Leandro Monieno RN, MN","doi":"10.1016/j.teln.2026.06.016","DOIUrl":"10.1016/j.teln.2026.06.016","url":null,"abstract":"<div><h3>Background</h3><div>Environmental disasters, pandemics, and social crises increasingly influence nursing education and practice, placing substantial psychological and ethical demands on students. Yet resilience is often treated as an inherent trait rather than an intentional educational outcome, highlighting the need for structured, theory-informed approaches within nursing curricula.</div></div><div><h3>Major points</h3><div>This conceptual paper proposes a framework that positions nursing educational strategies as drivers of resilience in environmental emergencies. Guided by empirical literature and Social Cognitive Theory, it integrates simulation-based learning, disaster exposure, reflective pedagogy, interprofessional collaboration, and values-based instruction. These strategies cultivate cognitive adaptability, emotional regulation, ethical reasoning, social connectedness, and professional identity to strengthen resilient practice.</div></div><div><h3>Implications</h3><div>The framework reframes resilience as a teachable, measurable competency and informs curriculum design, faculty development, and policy integration of environmental health and disaster preparedness.</div></div><div><h3>Conclusion</h3><div>Resilience is a dynamic capacity that must be intentionally developed through education. Embedding resilience-focused strategies prepares future nurses to respond ethically, adaptively, and sustainably to environmental crises.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1488-e1492"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096101","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}