Teaching and Learning in Nursing最新文献

{"title":"Enhancing Communication Skills in Nursing Education during the COVID-19 Pandemic: An Evaluation of the Van Gelderen Family Care Rubric","authors":"Suja Somanadhan ,&nbsp;Michaela Schumann ,&nbsp;Melissa Kinch ,&nbsp;Katie Hill ,&nbsp;Martina Kennedy ,&nbsp;Linda Farren ,&nbsp;Siobhán Brereton ,&nbsp;Stacey Power Walsh ,&nbsp;Rachel Howe ,&nbsp;Claire Magner ,&nbsp;Frances Howlin ,&nbsp;Catherine Redmond ,&nbsp;Timothy Frawley ,&nbsp;Helen McAneney ,&nbsp;Stacey Van Gelderen","doi":"10.1016/j.teln.2024.12.012","DOIUrl":"10.1016/j.teln.2024.12.012","url":null,"abstract":"<div><h3>Background</h3><div>The COVID-19 pandemic disrupted nursing and midwifery education, significantly impacting practical learning and interactions with patients and healthcare professionals. This study assessed the effectiveness of the Van Gelderen Family Care Rubric (VGFCR) in enhancing communication skills among undergraduate nursing students.</div></div><div><h3>Aim</h3><div>To evaluate the impact of the VGFCR on improving communication skills among nursing students amidst limited clinical placement during COVID-19.</div></div><div><h3>Methods</h3><div>Utilized pre- and postsimulation surveys, incorporating reflective elements, to assess the effectiveness of the VGFCR on communication skills. Undergraduate nursing students participated in simulations that focused on compassionate care and communication.</div></div><div><h3>Results</h3><div>In presimulation surveys, 81 % of students recognized the importance of compassionate care and communication despite challenges like social distancing and mask-wearing. Postsimulation, 91 % strongly agreed on the significance of these skills, and 88 % supported their inclusion in nursing education. 87 % highlighted the need for child and family communication practice in pediatric scenarios.</div></div><div><h3>Conclusions</h3><div>The VGFCR effectively improves communication skills among nursing students, especially when clinical placements are limited. Ongoing simulation-based education is crucial for enhancing communication skills and confidence.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e470-e477"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845143","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":"Nursing students’ outcomes in the flipped classroom approach: An integrative review","authors":"Vanesa Torres-Cano ,&nbsp;Anna Maria Vallbona-González ,&nbsp;Meritxell Mondejar-Pont","doi":"10.1016/j.teln.2024.12.005","DOIUrl":"10.1016/j.teln.2024.12.005","url":null,"abstract":"<div><h3>Aim</h3><div>To assess the effects of the flipped classroom (FC) approach on students’ course outcomes and learning skills in nursing education.</div></div><div><h3>Design</h3><div>An integrative review was conducted following the validated framework provided by Whittemore and Knafl (2005).</div></div><div><h3>Methods</h3><div>Population, intervention, comparison, outcomes and study (PICOS) strategies were utilized to investigate the peer-reviewed manuscripts published across CINAHL, PubMed, Web of Science, Scopus, Google Scholar, and ERIC in 2023.</div></div><div><h3>Results</h3><div>A total of 159 relevant studies were identified; after a thorough review and consideration of all factors contributing to the exclusions, 11 studies were included in the final review. Most of the studies targeted undergraduate nursing courses, their positive learning outcomes, and acquired learning skills. However, few reported contrasting findings, possibly because the participants relied more on traditional lecture-based lessons.</div></div><div><h3>Conclusions</h3><div>FC resulted in better knowledge, outcomes, self-learning, critical thinking, and problem-solving skills, thereby equipping the nursing students with most of the skills they would require in healthcare environments in the future.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e419-e430"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845145","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":"Effects of a cognitive behavioral skills-building program on nursing students’ mental health: a quasi-experimental study","authors":"Tricia Neu DNP, RN, CDCES, FNP-C,&nbsp;Jennifer Rode PhD, RN, FNP-BC,&nbsp;Abigail Green BSN, RN,&nbsp;Morgan Bieler BSN, RN","doi":"10.1016/j.teln.2024.10.018","DOIUrl":"10.1016/j.teln.2024.10.018","url":null,"abstract":"<div><h3>Background</h3><div>Nurses practicing during the COVID-19 pandemic have reported negative mental health consequences related to the high-stress environment. Interventions aimed at improving anxiety, depression, and loneliness management in nursing students may better prepare them for postpandemic healthcare stressors.</div></div><div><h3>Aim</h3><div>The purpose of this study was to examine the effectiveness of a cognitive-behavioral skills-building program on reducing anxiety, depression, and loneliness in nursing students.</div></div><div><h3>Methods</h3><div>Surveys to measure anxiety, depression, and loneliness were completed by 53 nursing students and compared to postintervention surveys 6 months following implementation.</div></div><div><h3>Results</h3><div>The cognitive-behavioral skills-building program implemented with undergraduate nursing students decreased anxiety, depression, and loneliness 6 months postintervention. When comparing preanxiety, predepression, and preloneliness scores to the postintervention anxiety (<em>p</em> = .050, η² = 0.08), depression (<em>p</em> = .049, η² = 0.07), and loneliness (<em>p</em> = .024, η² = 0.10) scores, there was a statistically significant decrease in all three areas among the students who participated in the cognitive behavioral skill-building program. The most significant decrease was noted in the area of loneliness.</div></div><div><h3>Conclusions</h3><div>Inclusion of activities to build cognitive behavioral skills during nursing education may decrease anxiety, depression, and loneliness among nursing students and better equip these students to manage the stressors of the postpandemic healthcare environment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e313-e317"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845188","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":"Artificial intelligence in nursing education: a bibliometric analysis of trends, challenges, and future directions","authors":"Siddig Ibrahim Abdelwahab ,&nbsp;Manal Mohamed Elhassan Taha ,&nbsp;Abdullah Farasani ,&nbsp;Ahmed Ali Jerah ,&nbsp;Saleh M Abdullah ,&nbsp;Ieman A. Aljahdali ,&nbsp;Bassem Oraibi ,&nbsp;Hassan Ahmad Alfaifi ,&nbsp;Amal Hamdan Alzahrani ,&nbsp;Omar Oraibi ,&nbsp;Yasir Babiker ,&nbsp;Waseem Hassan","doi":"10.1016/j.teln.2024.11.018","DOIUrl":"10.1016/j.teln.2024.11.018","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to perform, for the first time, a comprehensive bibliometric analysis of artificial intelligence (AI), machine learning, and ChatGPT in nursing education.</div></div><div><h3>Methods</h3><div>The Scopus database was employed to retrieve data and later analyzed on Vosviewer and R Studio,</div></div><div><h3>Results</h3><div>A total of 101 documents were analyzed, spanning from 1991 to 2024, sourced from 64 different journals. The annual growth rate of the documents was 11.07%, with an average document age of 2.28 years. The average number of citations per document was 8.90, and each document had an average of 4.53 co-authors. Among the authors, Ahn J contributed to 3 documents, the leading institution was the National University of Singapore with 14 publications, the United States had the highest number of publications with 43. Co-words analysis categorized the focus of 101 papers into 20 distinct groups.</div></div><div><h3>Conclusion</h3><div>The study provides an extensive overview of research trends in AI and machine learning within nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e356-e367"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845226","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":"AI in higher education: unveiling nursing students' perspectives on ChatGPT's challenges and opportunities","authors":"Fatma Refaat Ahmed PhD, RN ,&nbsp;Esraa Elsayed Rushdan PhD, RN ,&nbsp;Nabeel Al-Yateem PhD ,&nbsp;Ali Nabeel Almaazmi ,&nbsp;Muhammad Arsyad Subu PhD ,&nbsp;Heba Hijazi PhD ,&nbsp;Walid Kamal Abdelbasset PhD ,&nbsp;Richard Mottershead PhD, RN ,&nbsp;Asmaa A. Ahmed PhD ,&nbsp;Mohannad Eid Aburuz PhD, RN, CNS","doi":"10.1016/j.teln.2024.12.002","DOIUrl":"10.1016/j.teln.2024.12.002","url":null,"abstract":"<div><h3>Background</h3><div>The use of ChatGPT has gained significant attention in recent years, especially in various fields, including nursing education. However, there is a lack of consensus regarding its utility among Arab users, and perceptions of its effectiveness in the education sector remain unclear.</div></div><div><h3>Aim</h3><div>To investigate experiences of students of nursing in the UAE of barriers and opportunities of ChatGPT use.</div></div><div><h3>Methods</h3><div>This study used a descriptive qualitative phenomenological design to obtain a deep understanding of different aspects of nursing students’ experiences with using ChatGPT. Data collection was undertaken using semi-structured interviews with nursing students across four levels in the University of Sharjah-UAE.</div></div><div><h3>Results</h3><div>Three themes were extracted from the interview data that reflected insights into: 1) exploring students’ perceptions of ChatGPT, 2) students’ satisfactory and unsatisfactory experiences related to ChatGPT, and 3) the future scope of ChatGPT use.</div></div><div><h3>Conclusions</h3><div>This study findings reveal nursing students’ perceptions of ChatGPT in an Arab country, perceived satisfactory and unsatisfactory experiences with ChatGPT and future scope of ChatGPT use.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e408-e413"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845232","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":"Incorporating Games and Artificial Intelligence in the World of Pharmacology","authors":"Amy Pizzulo DNP, RN","doi":"10.1016/j.teln.2025.01.002","DOIUrl":"10.1016/j.teln.2025.01.002","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Page 162"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845067","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":"Global disparities and innovations in integrating planetary health into nursing curricula: a rapid review as a framework for change","authors":"Sobhia Ahmed Abdel Kader Mohamed PhD ,&nbsp;Mostafa Shaban PhD","doi":"10.1016/j.teln.2025.01.026","DOIUrl":"10.1016/j.teln.2025.01.026","url":null,"abstract":"<div><h3>Objectives</h3><div>The integration of planetary health into nursing curricula is critical for equipping future nurses with the competencies to address climate-related health challenges and promote sustainability in healthcare. This review explores global disparities in implementation, identifies innovative strategies, and proposes a framework for overcoming barriers and fostering international collaboration.</div></div><div><h3>Design</h3><div>A rapid review of the literature was conducted following PRISMA guidelines to synthesize evidence on planetary health integration in nursing education worldwide. Data Sources Electronic databases, including PubMed, CINAHL, Scopus, and Web of Science, were searched for peer-reviewed articles published between 2010 and 2024. Keywords included \"nursing education,\" \"planetary health,\" \"sustainability,\" \"climate change,\" and \"curriculum integration.\" Review Methods Relevant articles were screened based on inclusion criteria, focusing on empirical and review studies discussing pedagogical strategies, outcomes, and barriers to planetary health integration. Data extraction and thematic synthesis were performed to identify recurring themes.</div></div><div><h3>Results</h3><div>Four primary themes emerged: (a) global disparities in the implementation of planetary health education, (b) barriers such as curriculum overload and limited faculty expertise, (c) innovative teaching strategies, including interdisciplinary approaches and digital tools, and (d) long-term impacts of integrating planetary health into nursing education, including advocacy and policy influence. A novel \"Planetary Health Nursing Collaboration Framework\" is proposed to address these challenges and facilitate global partnerships.</div></div><div><h3>Conclusions</h3><div>Embedding planetary health into nursing curricula is essential for preparing nurses to lead climate-resilient healthcare initiatives. Overcoming barriers through innovative strategies and fostering international collaboration can promote equitable integration across regions, enabling nursing education to significantly contribute to global sustainability efforts.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 181-188"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845044","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":"Empowering Nursing Students Through 3-2-1 Reflective Journaling: A Pedagogical Approach to Experiential Learning","authors":"Jeffrey V. Esteron LPT, PTRP, RN, MAN ,&nbsp;Doroteo S. Dizon RN, MAN","doi":"10.1016/j.teln.2024.11.020","DOIUrl":"10.1016/j.teln.2024.11.020","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Page 148"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845063","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":"Engaging first semester nursing students in the nursing process using a speed-dating approach","authors":"Bryce Catarelli DNP, APRN, FNP-C ,&nbsp;T. Jennifer Boneta DNP, RN, CCRN, CNE ,&nbsp;Karen Schofield MSN, APRN","doi":"10.1016/j.teln.2025.01.013","DOIUrl":"10.1016/j.teln.2025.01.013","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Page 174"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845069","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":"Nursing Students Perception and Frequency of Incıvılıty in Nursing Education: A Descriptive Correlational Study","authors":"Tuğba Gözütok Konuk RN, PhD ,&nbsp;Şerife Kurşun Kural RN, PhD ,&nbsp;Yurdanur Dikmen RN, PhD","doi":"10.1016/j.teln.2024.11.016","DOIUrl":"10.1016/j.teln.2024.11.016","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students are exposed to incivility in both classroom and clinical practice settings during their education. Due to its ambiguous nature and different perceptions of incivility, it can sometimes be ignored.</div></div><div><h3>Aim</h3><div>This study aimed to determine nursing students' perception and the frequency of faculty incivility and its predictors.</div></div><div><h3>Methods</h3><div>The study has a descriptive-correlational design. The study was conducted with 346 second and third-year students. Data were collected using the Student Demographic Information Form, the Rosenberg Self Esteem Scale, and the Incivility in Nursing Education Revised.</div></div><div><h3>Results</h3><div>The students' mean total score for perceived faculty incivility was 3.37 ± 0.46, while the mean total score for incivility frequency based on exposure to faculty behaviors was 1.69 ± 0.43.</div></div><div><h3>Conclusion</h3><div>It is anticipated that the results of this study, by raising awareness of the current situation in terms of faculty incivility perception and frequency, will be useful in developing procedures for preventing incivility and promoting a culture of civility among faculty members.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e341-e347"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845074","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}