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

The COVID-19 impact on NCLEX-RN pass rate: Preparing for future global crises COVID-19对NCLEX-RN通过率的影响：为未来的全球危机做好准备

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-25 DOI: 10.1016/j.teln.2025.01.023

Khadejah F. Mahmoud PhD, MSN , Jian Zhao PhD, MSN, RN , Julius Kitutu PhD, MSc, MEd

{"title":"The COVID-19 impact on NCLEX-RN pass rate: Preparing for future global crises","authors":"Khadejah F. Mahmoud PhD, MSN , Jian Zhao PhD, MSN, RN , Julius Kitutu PhD, MSc, MEd","doi":"10.1016/j.teln.2025.01.023","DOIUrl":"10.1016/j.teln.2025.01.023","url":null,"abstract":"<div><h3>Background</h3><div>The COVID-19 pandemic caused a shift from traditional in-person instruction to remote teaching in nursing schools, which may have impacted students passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) exam for the first time.</div></div><div><h3>Aim</h3><div>To examine factors that predicted NCLEX-RN exam first-time pass among Bachelor of Science in Nursing (BSN) and Accelerated Bachelor of Science in Nursing (ABSN) students within the context of the COVID-19 pandemic.</div></div><div><h3>Methods</h3><div>The study used a descriptive, retrospective design. NCLEX-RN first-time pass predictors between 2017 and 2022 were examined using a total sample of 648 BNS and 394 ABSN students from one academic setting.</div></div><div><h3>Results</h3><div>For BSN students, being Asian, having a higher cumulative grade point average (CGPA), and higher Kaplan Comprehensive Test score significantly increased the likelihood of NCLEX-RN first-time pass. For ABSN students, academic variables such as higher CGPA and Kaplan test scores were significant predictors of passing the NCLEX-RN exam.</div></div><div><h3>Conclusions</h3><div>These findings offer valuable insights to promote nursing students’ academic success during future global crises that may require similar nursing educational adjustments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e658-e664"},"PeriodicalIF":1.9,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204450","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

Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review 本科护生对模拟学习述职会议的看法：一项系统回顾

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.018

Leanne Glennie RN

{"title":"Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review","authors":"Leanne Glennie RN","doi":"10.1016/j.teln.2025.03.018","DOIUrl":"10.1016/j.teln.2025.03.018","url":null,"abstract":"<div><h3>Objectives</h3><div>The aim of this systematic review is to determine how debriefing processes, perceived by undergraduate nursing students, affect confidence and learning outcomes from qualitative studies conducted between 2019 and 2023.</div></div><div><h3>REVIEW METHODS</h3><div>This systematic review is aligned with the PRSIMA 2020 search strategy and includes data from only qualitative studies. Previous studies on perceived outcomes surrounding effective debriefing processes within simulation-based learning has predominantly focused on quantitative and mixed method studies.</div></div><div><h3>Results</h3><div>A total of 358 primary studies were obtained from the initial search: CINAHL (n = 64), ERIC (n = 3), MEDLINE (ProQuest) (n = 42), SCOPUS (n = 101), and WEB OF SCIENCE (n = 137); and hand searched articles (n = 11). A total of 5 studies were included in the review from which 3 underlying commonalities were identified: Self-awareness and self-confidence; Safe Learning Environment; and Confidence for Clinical Practice.</div></div><div><h3>Conclusion</h3><div>The debriefing process is perceived as having a positive effect on students’; however, a 2-step approach to debriefing in which self-reflection prior to group discussion on their performance is preferred.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e907-e914"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204111","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

Deep discussions on perinatal loss 关于围产期损失的深入讨论

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.006

Stephanie S. Tullos MSN, RNC-MNN, Nikki Lee PhD, RNC-OB

引用次数: 0

Investigating cumulative grade point average, last course exam grade, standardized testing results performance and NCLEX-RN® success for program evaluation: a correlational study 调查累积平均成绩，最后一门课程考试成绩，标准化测试成绩表现和NCLEX-RN®项目评估的成功：一项相关研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.011

Myriam Jean Cadet PhD, MSN, APRN, FNP-C, Geetha Ajay DNP, APRN, ANP-C

{"title":"Investigating cumulative grade point average, last course exam grade, standardized testing results performance and NCLEX-RN® success for program evaluation: a correlational study","authors":"Myriam Jean Cadet PhD, MSN, APRN, FNP-C, Geetha Ajay DNP, APRN, ANP-C","doi":"10.1016/j.teln.2025.03.011","DOIUrl":"10.1016/j.teln.2025.03.011","url":null,"abstract":"<div><h3>Aims</h3><div>Investigating students’ NCLEX-RN® performance can inspire nursing faculty to revise student admission requirements and nursing curricula. This study examines whether any relationship exists between cumulative grade point average, last course exam grade, standardized testing performance, and NCLEX success among undergraduate RN students.</div></div><div><h3>Methodology</h3><div>The research inquiry was investigated using a quantitative observational retrospective chart review method with a correlational design. Statistical analysis was performed using Spearman correlation and logistic regression<em>.</em></div></div><div><h3>Results</h3><div>The cumulative grade point average, last course exam grade, standardized testing performance, and NCLEX success among undergraduate RN students were strongly related. When predicting a student's first-time NCLEX outcome, all variables had moderate to strong individual relationships with whether the student would pass. The variable with the strongest relationship to the NCLEX outcome is the student's GPA (ρ = 0.462, a significant correlation). The GPA and the standardized test score were statistically significant predictors of passing the NCLEX. Still, the last course letter grade does not <em>add</em> predictive information on how they will perform academically and did not have a statistically significant relationship with passing the NCLEX (GPA, χ<sup>2</sup>(1) = 13.39; <em>p</em> < 0.001; For NUR 320, χ<sup>2</sup>(1) = 0.27; <em>p</em> = 0.60; For Assessment Technologies Institute (ATI), χ<sup>2</sup>(1) = 13.39; <em>p</em> = 0.028).</div></div><div><h3>Conclusion</h3><div>Nursing faculty must work to improve the success rate of first-time NCLEX-RN test takers, which can affect curriculum development and graduation to complete the career path to enter into nursing practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 294-299"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204434","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

Effects of blended learning-based medication safety education program for nursing students 以混合式学习为基础的护生用药安全教育的效果

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.02.035

Ha-Young Park, Ji-Eun Park, Hye-Jin Kim

{"title":"Effects of blended learning-based medication safety education program for nursing students","authors":"Ha-Young Park, Ji-Eun Park, Hye-Jin Kim","doi":"10.1016/j.teln.2025.02.035","DOIUrl":"10.1016/j.teln.2025.02.035","url":null,"abstract":"<div><h3>Background</h3><div>Medication-related nursing constitutes a significant part of nurses' responsibilities, involving tasks before, during, and after medication administration. This includes ensuring accurate dosage, proper timing, and patient monitoring throughout the process. Nurses are directly responsible for administering most medications to patients.</div></div><div><h3>Aim</h3><div>This study aims to implement blended learning to enhance medication safety competence in nursing students and investigate its effects.</div></div><div><h3>Method</h3><div>A single-group pre- and post-test assessed the knowledge, confidence, and competence in medication safety of 98 third-year nursing students in South Korea (January 22–31, 2024). Data were collected via a questionnaire and analyzed using descriptive statistics, independent t-tests, and Pearson correlation.</div></div><div><h3>Results</h3><div>The program significantly improved knowledge (t = 4.93, p < .001), confidence (t = 13.70, p < .001), and competence (t = 9.23, p < .001), indicating a medium to large effect size (<em>r</em> = 0.45-0.81) within medication safety.</div></div><div><h3>Conclusion</h3><div>Specialized medication safety education should be systematically and repeatedly provided to nursing students, incorporating various teaching methods to enhance its effectiveness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e799-e805"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204452","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 clinical practice in tenure and promotion for health-related faculty members: A new look 临床实践在终身教职和健康相关教职员工晋升中的作用：新视角

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-21 DOI: 10.1016/j.teln.2025.02.033

Celicia Williams Little DNP, APRN, CPNP-PC, CNEn, Janice K. Williams DNP, MSN, MTS, BSN, HPE-AC, FNP-C, CNE

{"title":"The role of clinical practice in tenure and promotion for health-related faculty members: A new look","authors":"Celicia Williams Little DNP, APRN, CPNP-PC, CNEn, Janice K. Williams DNP, MSN, MTS, BSN, HPE-AC, FNP-C, CNE","doi":"10.1016/j.teln.2025.02.033","DOIUrl":"10.1016/j.teln.2025.02.033","url":null,"abstract":"<div><h3>Background</h3><div>With the increasing presence of DNP-prepared faculty over the past decade, many nurse educators must balance teaching, research, and service with ongoing clinical practice. Higher education's tenure and promotion process traditionally focuses on teaching, research, and service, often overlooking the clinical practice responsibilities of Doctor of Nursing Practice (DNP) faculty. Honoring clinical practice is not standard, and a re-evaluation of the criteria for promotion is needed.</div></div><div><h3>Innovation</h3><div>This paper aims to a) advocate for the formal recognition of clinical practice as a key component in tenure and promotion evaluations within health-related disciplines and b) propose solutions for integrating clinical practice evidence into the promotion evaluation process.</div></div><div><h3>Implications</h3><div>There is a need for more flexible, inclusive policies that recognize the diversity of faculty contributions through clinical excellence.</div></div><div><h3>Conclusions</h3><div>By incorporating clinical work into the academic review process, institutions can better reflect the multifaceted roles of faculty members who engage in patient care, clinical education, and community health initiatives.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 283-285"},"PeriodicalIF":1.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204560","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

YouTube storytelling videos to enhance empathy in nursing students in a geriatric course: A quasi-experimental study YouTube讲故事视频增强老年课程护理学生的同理心：一项准实验研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-20 DOI: 10.1016/j.teln.2025.03.020

Mei-yi Siu

{"title":"YouTube storytelling videos to enhance empathy in nursing students in a geriatric course: A quasi-experimental study","authors":"Mei-yi Siu","doi":"10.1016/j.teln.2025.03.020","DOIUrl":"10.1016/j.teln.2025.03.020","url":null,"abstract":"<div><h3>Background</h3><div>You Tubes have been widely used for clinical skills education but quantitative research on YouTube for empathy learning was limited.</div></div><div><h3>Aim</h3><div>The quasi-experimental study aims to explore nursing students’ accessibility and perception of using YouTube as a learning tool for storytelling and evaluate its effect on empathy learning among nursing students.</div></div><div><h3>Methods</h3><div>Convenience samples were from a tertiary institution involving 93 nursing students enrolled in the YouTube group in the first semester of year 4 study. Another 94 nursing students in the second semester were treated as a control group without YouTube. The Chinese version of the Jefferson Scale of Empathy – Health Professions Students (C-JSE-HPS) was applied to assess the empathy levels of both groups of students before and after the study period. A postintervention survey on students’ perception of YouTube as an online and experiential learning tool was administered to the YouTube group.</div></div><div><h3>Conclusion</h3><div>The study results have shown that YouTube storytelling videos can increase student engagement and facilitate deep learning on empathy.</div></div><div><h3>Trial registration</h3><div>NCT04441853 (Retrospectively registered June 24, 2020).</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e915-e919"},"PeriodicalIF":1.9,"publicationDate":"2025-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204007","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

Designing a complex clinical judgment escape room 设计一个复杂的临床判断密室

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-19 DOI: 10.1016/j.teln.2025.03.023

Susan Dalbey PhD, DNP, RN, CNE, Sherry Fuller DNP, FNP-C

{"title":"Designing a complex clinical judgment escape room","authors":"Susan Dalbey PhD, DNP, RN, CNE, Sherry Fuller DNP, FNP-C","doi":"10.1016/j.teln.2025.03.023","DOIUrl":"10.1016/j.teln.2025.03.023","url":null,"abstract":"<div><h3>Background</h3><div>Game based learning in the form of an escape room has been associated with positive learning outcomes and assisted nursing students in decision making critical thinking and clinical judgment skills.</div></div><div><h3>Innovation</h3><div>Step-by-step instructions for designing an undergraduate nursing educational escape room with clues in a linear manner based on an evolving complex clinical case are provided. The activity requires students to demonstrate application of the NCSBN Clinical Judgment Measurement Model and encourages interprofessional practice.</div></div><div><h3>Results</h3><div>Students reported the escape room was highly beneficial. Specific comments indicated the escape room required critical thinking/clinical judgment, collaboration/teamwork, prioritization, communication/SBAR, assessment skills, evaluation of nutritional needs, pathophysiology knowledge, pharmacology knowledge, and laboratory analysis.</div></div><div><h3>Implications</h3><div>Nurse educators can utilize the steps provided to create their own complex escape room incorporating the clinical judgment model.</div></div><div><h3>Conclusions</h3><div>Escape rooms can be a fun and challenging way to encourage nursing students’ clinical judgment skills in a complex nursing scenario.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e928-e933"},"PeriodicalIF":1.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204117","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

Reading the room: An activity to enhance student situational awareness 阅读房间：一项增强学生情境意识的活动

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-19 DOI: 10.1016/j.teln.2025.03.019

Kim Y. Martineau Jackson PhD, MSN, RN, Amy B. Parks MSN, RN

{"title":"Reading the room: An activity to enhance student situational awareness","authors":"Kim Y. Martineau Jackson PhD, MSN, RN, Amy B. Parks MSN, RN","doi":"10.1016/j.teln.2025.03.019","DOIUrl":"10.1016/j.teln.2025.03.019","url":null,"abstract":"<div><h3>Background</h3><div>As nursing educators, we emphasize to our students the importance of how observing a patient's physical appearance can help us gather information about their health and emotional condition. We also teach students the necessity of assessing their patient's environment as situational awareness is a key component when considering patient safety. Yet despite these teachings, many times students will be so hyper-focused on assessing their patient, that when asked, cannot recall information about the patient's surroundings.</div></div><div><h3>Purpose</h3><div>The “Reading the Room” activity introduces a simple strategy for teaching situational awareness to nursing students and creates an opportunity for students to examine their patient's environment to gather further patient assessment information and identify potential safety hazards.</div></div><div><h3>Method</h3><div>Before they have viewed their patients’ chart, students are asked to gather all the information they can about their patients’ condition just by assessing the room. Students write down everything they notice such as equipment, supplies, items on the bedside table, and to inspect all areas for potential hazards. When completed, students share their discoveries with their instructor.</div></div><div><h3>Results</h3><div>Students discuss all that they notice, such as one student found an empty bag of Ceftriaxone on an IV pole, suggesting that the patient may be being treated for a UTI, but also discovered that the IV tubing had expired. Another student noticed his patient had a CPAP machine, suggesting that the patient may have sleep apnea, but found the location of the cord was a tripping hazard.</div></div><div><h3>Conclusion</h3><div>The activity concludes with an instructor-led student discussion on how reading the room can help us gain information to better assess and improve safety for our patients.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e949-e950"},"PeriodicalIF":1.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204122","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

Breaking silos: An interprofessional experience to improve safety in care delivery 打破孤岛：提高护理服务安全性的跨专业经验

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-18 DOI: 10.1016/j.teln.2025.03.010

Lauren A. Boardman DNP

{"title":"Breaking silos: An interprofessional experience to improve safety in care delivery","authors":"Lauren A. Boardman DNP","doi":"10.1016/j.teln.2025.03.010","DOIUrl":"10.1016/j.teln.2025.03.010","url":null,"abstract":"<div><h3>Background</h3><div>Collaboration between members of the healthcare team is paramount for patient safety, quality, and continuity of care. Health science students may graduate with little to no practice in this area. Interprofessional education (IPE) experiences may improve confidence, role appreciation, and understanding between healthcare providers.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of interprofessional simulation on student communication, role understanding, appreciation, and teamwork.</div></div><div><h3>Methods</h3><div>A nonexperimental, pretest/post-test design was used to create an interprofessional simulation experience. Data was collected via the Readiness for Interprofessional Learning Scale (RIPLS) and the Interprofessional Education Perception Scale (IEPS). The RIPLS was administered once as a pretest; the IEPS was administered three times, as a pretest and two post-tests.</div></div><div><h3>Results</h3><div>Both data collection tools are Likert scales. All items on the RIPLS scored <em>highly agree</em>. Pretest IEPS item scores ranged from <em>strongly</em> to <em>somewhat agree</em>. Post-test IEPS items scored <em>somewhat agree</em> on both administrations.</div></div><div><h3>Conclusion</h3><div>Incorporating interprofessional experiences in health science education is one way to develop collaboration between care providers. Simulation can accomplish this goal.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e857-e862"},"PeriodicalIF":1.9,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204126","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