Teaching and Learning in Nursing最新文献_第2页

Synergizing PAD and BOPPPS: a teaching model's application in health assessment course 协同PAD与BOPPPS：一种健康评估课程教学模式的应用

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.014

Qiuling Wang PhD , Zhiling Sun PhD , Danwen Wang PhD , Lei Cao PhD

{"title":"Synergizing PAD and BOPPPS: a teaching model's application in health assessment course","authors":"Qiuling Wang PhD , Zhiling Sun PhD , Danwen Wang PhD , Lei Cao PhD","doi":"10.1016/j.teln.2025.07.014","DOIUrl":"10.1016/j.teln.2025.07.014","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to evaluate the effect of the educational impact of amalgamating the presentation-assimilation-discussion (PAD) and Bridge-in, Objective, Preassessment, Participatory learning, Postassessment, and Summary (BOPPPS) teaching models within the health assessment curriculum.</div></div><div><h3>Background</h3><div>For nursing students, developing expertise in physical examination is essential and hinges on their ability to integrate substantial theoretical knowledge with sharp clinical diagnosis. At the novice stage, the students confront the challenge of integrating a vast spectrum of multidisciplinary concepts, often leading to learner burnout. The breadth and intricacy of diseases further complicate teaching efficacy.</div></div><div><h3>Design</h3><div>This study has a randomized controlled design.</div></div><div><h3>Methods</h3><div>We assessed 274 nursing undergraduates from Nanjing University of Chinese Medicine, allocating them into a control group, which followed conventional teaching practices, and an experimental group immersed in the PAD and BOPPPS methodologies. Comparative analyses of chapter test scores, group report evaluations, and survey responses were conducted using an unpaired student's t-test.</div></div><div><h3>Results</h3><div>Notably, the experimental cohort outperformed the control group in chapter tests and group reports (<em>p</em> < 0.05). Additionally, they showcased superior self-directed learning and critical thinking skills, as indicated by the survey (<em>p</em> < 0.05).</div></div><div><h3>Conclusions</h3><div>The novel integration of PAD and BOPPPS teaching frameworks in health assessment courses significantly benefits nursing students’ academic performance and cultivates their self-learning and critical thinking faculties.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1252-e1258"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050362","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

A conversation with Dr. Cynthia Clark 与辛西娅·克拉克博士的对话

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.009

Justin Fontenot DNP, RN, NEA-BC, FAADN , Cynthia M. Clark PhD, RN, ANEF, FAAN

引用次数: 0

Preprofessional organizations: An opportunity to practice leadership and build professional identity 职业前组织：一个实践领导力和建立职业认同的机会

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.008

Melissa L. Mastorovich DNP, RN, PMH-BC, FAADN, Associate Editor

引用次数: 0

Older adults care program students' thoughts on the “1 concept - 1 minute game”: a qualitative research 老年人关怀项目学生对“1个概念- 1分钟游戏”的思考：一项定性研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-31 DOI: 10.1016/j.teln.2025.07.013

Özalp Cemal

{"title":"Older adults care program students' thoughts on the “1 concept - 1 minute game”: a qualitative research","authors":"Özalp Cemal","doi":"10.1016/j.teln.2025.07.013","DOIUrl":"10.1016/j.teln.2025.07.013","url":null,"abstract":"<div><h3>Background</h3><div>Educational games are widely used to promote active student participation and support long-term retention of knowledge.</div></div><div><h3>Aim</h3><div>This study aimed to explore the opinions and experiences of students enrolled in the Older Adults Care Program regarding the “1 Concept - 1 Minute Game.”</div></div><div><h3>Methods</h3><div>A phenomenological design was used with a qualitative research approach. The population of the study consisted of 33 students studying in the Older Adults Care Program at a state university's Vocational School and taking the Terminal Period Care course. The Introductory Information Form and Semi-Structured Interview Form were used in the collection of data.</div></div><div><h3>Results</h3><div>The main themes of the study were emotions during the game, having fun and permanent learning, and social relationships. It was found that emotions such as self-confidence, courage, comfort, mind-opening, fun learning, happiness, and exciting and enjoyable learning were experienced during the game.</div></div><div><h3>Conclusion</h3><div>Students feel positive emotions during the game, and the 1 concept - 1 minute game provides permanent learning and improves social relationships.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1245-e1251"},"PeriodicalIF":1.7,"publicationDate":"2025-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050361","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

ACEN accreditation Q&A: Addressing common concerns ACEN认证问答：解决常见问题

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-31 DOI: 10.1016/j.teln.2025.07.006

Melissa Tillson PhD, RN, CNE, Suzette Farmer PhD, RN, Shari Gholson DNP, RN, CNE, Nell Ard PhD, RN, CNE, ANEF, Keri Nunn-Ellison EdD, MSN, CNE, Laura Polk PhD, RN, CNE

引用次数: 0

Apprentice nurses’ with specific learning differences: A phenomenological inquiry into their lived experience 特殊学习差异的见习护士：对其生活经验的现象学探究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-30 DOI: 10.1016/j.teln.2025.07.005

Sally Lawton BSc (Hons), MEd (Health Professions), FHEA, Mark Widdowfield BSc (Hons), PgDip (R), PgCertEd, SFHEA

{"title":"Apprentice nurses’ with specific learning differences: A phenomenological inquiry into their lived experience","authors":"Sally Lawton BSc (Hons), MEd (Health Professions), FHEA, Mark Widdowfield BSc (Hons), PgDip (R), PgCertEd, SFHEA","doi":"10.1016/j.teln.2025.07.005","DOIUrl":"10.1016/j.teln.2025.07.005","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the lived experiences of apprentice nurses who have been identified with Specific Learning Differences.</div></div><div><h3>Background</h3><div>Apprentice nurses with a learning adjustment plan face unique challenges within their work base, on clinical placements, and in academic settings.</div></div><div><h3>Aim</h3><div>To explore the experiences of apprenticeship nurses with specific learning differences.</div></div><div><h3>Methods</h3><div>An interpretative phenomenological approach was employed through in-depth, semi-structured interviews with 8 nursing apprentices nursing with a learning plan.</div></div><div><h3>Results</h3><div>Four themes discussed are <em>learner identity</em> revealed how participants perceived themselves in relation to nursing, academia and their learning differences; <em>time</em> detailed the apprentices need to engage in extended study time; <em>the changing learning environment</em> describes the impact of physical and social components of the learning space; <em>Technological enhancements/barriers</em> related to modifications made to support learning and the impact they had.</div></div><div><h3>Conclusions</h3><div>The findings support collaborative, inclusive teaching and learning practices within the pre-registration apprentice nursing curriculum. Early identification and practical reasonable adjustments in the academic, work base and clinical placement environments can have a positive impact on this group of apprentice nurses.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1227-e1232"},"PeriodicalIF":1.7,"publicationDate":"2025-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050358","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

New nurse residency programs: Is emotional intelligence the missing link? 新的护士实习计划：情商是缺失的一环吗？

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-29 DOI: 10.1016/j.teln.2025.04.019

Karen R. Fowler PhD, RN, CENP, CNE , Leslie K. Robbins PhD, APRN, PMHCNS-BC, PMHNP-BC, FAANP, ANEF , Amy Field PhD, APRN, PMHNP-BC , George Avitia III MSN, RN, CCRN-K

{"title":"New nurse residency programs: Is emotional intelligence the missing link?","authors":"Karen R. Fowler PhD, RN, CENP, CNE , Leslie K. Robbins PhD, APRN, PMHCNS-BC, PMHNP-BC, FAANP, ANEF , Amy Field PhD, APRN, PMHNP-BC , George Avitia III MSN, RN, CCRN-K","doi":"10.1016/j.teln.2025.04.019","DOIUrl":"10.1016/j.teln.2025.04.019","url":null,"abstract":"<div><h3>Background</h3><div>New nurses are vulnerable in their first year of professional RN practice. Nurse residency programs have been implemented to ease the transition to practice for new RNs; however, turnover remains high.</div></div><div><h3>Aim</h3><div>The project was developed to provide new RNs with emotional intelligence competencies. Data were collected on the impact of emotional intelligence education/coaching on new RN resilience and turnover intention.</div></div><div><h3>Methods</h3><div>An exploratory sequential mixed method design was used to explore the impact of adding emotional intelligence education/coaching to a 12-month new RN residency program. Data were collected using a preintervention and postintervention design.</div></div><div><h3>Results</h3><div>Increased mean scores for new nurses in emotional intelligence and resilience were found between pre- and posteducational/coaching sessions. New nurses were able to use skills in emotional intelligence in their clinical practice.</div></div><div><h3>Conclusion</h3><div>Supporting new RNs through the first year with the addition of emotional intelligence education/training provides additional tools for the new RN to navigate the stressful and challenging healthcare environment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1029-e1035"},"PeriodicalIF":1.7,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049921","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

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 : 2025-07-29 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":"2025-07-29","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

Untangling threads: Rethinking online nursing discussion forums 理清头绪：重新思考在线护理讨论论坛

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-28 DOI: 10.1016/j.teln.2025.04.018

Michael Coriasco MNE, RN, CNE , Jeffrey R. Jones MET , Heather Hawk DNP, RN, CNE

{"title":"Untangling threads: Rethinking online nursing discussion forums","authors":"Michael Coriasco MNE, RN, CNE , Jeffrey R. Jones MET , Heather Hawk DNP, RN, CNE","doi":"10.1016/j.teln.2025.04.018","DOIUrl":"10.1016/j.teln.2025.04.018","url":null,"abstract":"<div><h3>Background</h3><div>Student-led discussions offer an alternative model for online asynchronous discussion forums, shifting facilitation from instructors to students and aligning with universal design for learning (UDL) principles.</div></div><div><h3>Aim</h3><div>This study examines students' perceptions of student-led discussions in online nursing education and their effectiveness compared to traditional discussion forums.</div></div><div><h3>Methods</h3><div>A qualitative study utilizing reflexive thematic analysis (RTA) to generate themes through analysis of anonymous student feedback about student-led discussions from 2 nursing courses.</div></div><div><h3>Results</h3><div>Four themes were generated: (1) Informal conversations foster authenticity, (2) Collaborative learning through peer interaction, (3) Diverse pathways to learning, and (4) Freedom to express and explore. Students valued the conversational nature of discussions, the opportunity for deeper peer engagement, and the flexibility to explore topics of interest.</div></div><div><h3>Conclusions</h3><div>Findings suggest that student-led discussions enhance student engagement and align with UDL principles, promoting autonomy and meaningful learning experiences. Implementing this approach in nursing education may improve student satisfaction and engagement.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 333-337"},"PeriodicalIF":1.7,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050545","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 impact of a micro-learning video on the critical appraisal self-efficacy of evidence-based research 微学习视频对循证研究批判性评价自我效能的影响

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-28 DOI: 10.1016/j.teln.2025.06.012

Norma Hilsmann DNP, MSN , Crystal Dodson PhD, RN, CNE

{"title":"The impact of a micro-learning video on the critical appraisal self-efficacy of evidence-based research","authors":"Norma Hilsmann DNP, MSN , Crystal Dodson PhD, RN, CNE","doi":"10.1016/j.teln.2025.06.012","DOIUrl":"10.1016/j.teln.2025.06.012","url":null,"abstract":"<div><h3>Background</h3><div>National healthcare decisions are being founded on an overabundance of nonpeer-reviewed data flooding the internet. Nurses must develop the skills to identify valid and trustworthy research for practice implementation.</div></div><div><h3>Aim</h3><div>The purpose of this study was to evaluate the impact of an educational intervention on rapid critical appraisal of research on undergraduate BSN student nurses’ critical appraisal self-efficacy (CASE) scores.</div></div><div><h3>Methods (including design)</h3><div>A quantitative, quasi-experimental design was utilized. A convenience sampling of undergraduate BSN nursing students enrolled in a local mid-sized university in British Columbia, Canada. The study used an online survey questionnaire called the New General Self-Efficacy Scale (NGSE) to measure student nurses’ self-efficacy to quickly critique clinical research literature.</div></div><div><h3>Results</h3><div>Forty-six (n=46) students participated in the study. It demonstrated that a generationally appealing five-minute educational video can increase undergraduate student nurses’ CASE.</div></div><div><h3>Conclusions</h3><div>Nursing academia is encountering a new generation of undergraduate nursing students never before experienced – iGen (Gen Z). As such, educational methods for teaching the most important step of evidence-based practice (EBP), critical appraisal, requires further research and consideration.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1207-e1215"},"PeriodicalIF":1.7,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050355","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