Teaching and Learning in Nursing最新文献

{"title":"Artificial Intelligence and Accreditation: Balancing the Human Touch and Technology","authors":"Dawn Morris PhD, RN, CNE, JD","doi":"10.1016/j.teln.2024.11.026","DOIUrl":"10.1016/j.teln.2024.11.026","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 5-7"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181928","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":"Critical factors of international nursing students to remain in their host country during a pandemic: A Q methodology study","authors":"Eric Lim RN, CMHN, PhD, FACMHN ,&nbsp;Ambili Nair RN, BScN, MWH ,&nbsp;Fatch Kalembo RN, UCM, BScN, MPH, PhD ,&nbsp;Huaqiong Zhou RN, BScN, MCN, PhD ,&nbsp;Wai Chen BM, PhD, MRCP, FRANZCP ,&nbsp;Jaya Dantas PhD, MA, FPHA","doi":"10.1016/j.teln.2024.10.005","DOIUrl":"10.1016/j.teln.2024.10.005","url":null,"abstract":"<div><h3>Introduction</h3><div>In most western countries, international registered nurses are considered as an asset to meet the workforce shortage. Yet, international nursing students were initially urged to return to their parent countries during the COVID-19 pandemic. Nevertheless, some international nursing students remained in their host country.</div></div><div><h3>Method</h3><div>This paper reports on a Q methodology study to determine the factors critical to international students who remain in their host country during a pandemic.</div></div><div><h3>Findings</h3><div>The data from fifteen participants unanimously highlighted that international nursing students had made significant financial investments to study overseas and were determined to remain in their host country. Two critical factors were identified, and they were: <em>(i) The importance of camaraderie during a pandemic</em>, and <em>(ii) The importance of experiencing personal growth during a pandemic</em>.</div></div><div><h3>Conclusion</h3><div>The findings of our study highlighted the importance of universities to supporting international students to acculturate more effectively to experience a sense of community, and to incorporate self-care education into their curricula to develop personal growth during normal times to be better prepared for unprecedented times.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e182-e190"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180206","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":"How academic pressure drives dropout intentions: The mediating roles of life satisfaction and stress in nursing students","authors":"Leodoro J. Labrague RN, DM, PHD, CNE ,&nbsp;Rheajane A. Rosales RN, DM, PhD ,&nbsp;Dolores L. Arteche RN, DNS ,&nbsp;Maria Caroline Santos ,&nbsp;Nemia De Leon Calimbas ,&nbsp;Begonia C. Yboa RN, MAN ,&nbsp;Jeanette B. Sabio RN, MAN ,&nbsp;Charmaine R. Quiña RN, MAN ,&nbsp;Lawrence Quincy Quiño RN, MSN ,&nbsp;Mary Ann Apacible RN, MAN","doi":"10.1016/j.teln.2024.11.006","DOIUrl":"10.1016/j.teln.2024.11.006","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is characterized by intense academic pressure, which may impact students’ well-being and academic success. The mechanisms through which academic pressure influences dropout intention in nursing students remain unknown.</div></div><div><h3>Aim</h3><div>This study investigated the serial mediating effects of life satisfaction and stress in the relationship between academic pressure and dropout intention among nursing students.</div></div><div><h3>Methods</h3><div>A cross-sectional study was used in this study. A total of 977 prelicensure nursing students from three nursing schools in the Philippines participated in the study.</div></div><div><h3>Results</h3><div>Academic pressure was moderately prevalent among nursing students, with senior-year students reporting lower pressure compared to first and second year students. Academic pressure was positively associated with dropout intention and stress, and negatively associated with life satisfaction. Serial multiple mediation analysis revealed significant indirect effects of academic pressure on dropout intention through life satisfaction and stress.</div></div><div><h3>Conclusion</h3><div>Increased academic pressure was associated with reduced life satisfaction, which in turn was linked to high stress levels, ultimately leading to an increased intention to drop out among nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 61-68"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181923","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":"Translating learning from simulation to clinical: a narrative study of nursing students’ experiences","authors":"Adrianna L. Watson Ph.D., RN, CCRN, TCRN ,&nbsp;Chelsey D. Young MSN, RN ,&nbsp;Daphne Thomas DNP, RN, CNE, CHSE, CNML, CEN ,&nbsp;Daluchukwu Megwalu Tapp BSN, RN ,&nbsp;Saydie Holyoak SN ,&nbsp;Tali Gardner SN, CNA","doi":"10.1016/j.teln.2024.10.013","DOIUrl":"10.1016/j.teln.2024.10.013","url":null,"abstract":"<div><h3>Background</h3><div>Simulation in nursing education significantly impacts clinical practice. However, transitioning experiential learning from simulated environments to real-world clinical settings can be challenging for nursing students.</div></div><div><h3>Aim</h3><div>This study aims to explore nursing students’ experiences in simulation and their application of learned skills in real-world clinical settings.</div></div><div><h3>Methods</h3><div>The authors employed a narrative study design involving nursing students as participants. Data were collected via semi-structured, recorded interviews. Narrative analysis was conducted to interpret the experiences within the framework of Kolb's Experiential Learning Theory.</div></div><div><h3>Results</h3><div>Key findings revealed that simulation effectively prepared students for clinical practice by enhancing their ability to recognize and respond to adverse events and cope with unexpected outcomes, increasing preparedness, and improving leadership skills. The narratives highlighted the continuity of learning from simulation to clinical setting application.</div></div><div><h3>Conclusions</h3><div>The study underscores the importance of simulation in nursing education and its role in helping students transfer knowledge from simulation to real-world clinical experiences. The findings suggest practical implications for educators to enhance simulation-based learning and to support effective transitions to clinical settings.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e218-e226"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180201","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":"Comparing the effects of movie-based versus case-based methods among bachelor nursing students: A quasi-experimental study","authors":"Maryam Bagheri MB ,&nbsp;Mohsen Shahriari MS ,&nbsp;Pegah Hassanvand PH","doi":"10.1016/j.teln.2024.09.004","DOIUrl":"10.1016/j.teln.2024.09.004","url":null,"abstract":"<div><h3>Background</h3><div>It is challenging for educators to select and apply the most effective educational strategies in teaching ethics to undergraduate nursing students.</div></div><div><h3>Aim</h3><div>The study aimed to compare the effect of movies-based and case-based methods, on moral sensitivity and moral courage of nursing students.</div></div><div><h3>Methods</h3><div>This was a quasi-experimental study conducted on 79 nursing students that divided into case-based and Movie-based groups. Data were collected using the standardized Persian versions of Lützén's moral sensitivity and Sekerka moral courage questionnaires and analysed using SPSS version 16.</div></div><div><h3>Results</h3><div>The case-based and movie-based methods were significantly different only in promoting some subscales of moral sensitivity and moral courage (<em>p &lt;</em> .05). However, no statistically significant difference was seen in improving the total score of moral sensitivity and courage (<em>p &gt;</em> .05).</div></div><div><h3>Conclusions</h3><div>The case-based method may lead to the improvement of the application aspects of moral sensitivity, and the movie-based method, by engagement of emotions and visual, auditory senses, can improve some aspects of moral courage attitude. Therefore, the simultaneous use of these two methods in teaching ethics to nursing students is recommended.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e139-e144"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180210","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":"Belongingness of nursing students who identify as men","authors":"Maura Lindenfeld PhD, CPNP-PC, RN","doi":"10.1016/j.teln.2024.08.005","DOIUrl":"10.1016/j.teln.2024.08.005","url":null,"abstract":"<div><h3>Background</h3><div>Men are underrepresented in nursing programs and the nursing profession. Belongingness has been identified as a significant contributing factor to student success. In qualitative studies, men in nursing programs reported isolation, loneliness, and exclusion.</div></div><div><h3>Aim</h3><div>This research explored the belongingness of nursing students who identify as men and it's correlated with their intent to complete their nursing program.</div></div><div><h3>Methods</h3><div>This nonexperimental, quantitative correlational research used <span><span>Levett-Jones and Lathlean' (2009)</span></span> version of the Belongingness Scale-Clinical Placement Experience (BES-CPE) questionnaire and a single item from Evans' (2013) Undergraduate Nursing Intention Survey (UNIS). The survey was distributed electronically by the National Student Nurses Association.</div></div><div><h3>Results</h3><div>252 participants met all inclusion criteria. Spearman's rho, [r (252) = 0.12, <em>p</em> = 0.066] demonstrated a weak positive relationship between belongingness and student intent to complete their nursing program. The eta squared was 7689.85 ÷ 45779.85 = 0.17, representing a medium to large effect size.</div></div><div><h3>Conclusions</h3><div>Belongingness, esteem, connectedness, and efficacy of nursing students who identify as men were positively correlated with the students’ intent to complete their nursing program.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e78-e83"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180576","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":"If you give a patient a cookie: Applying clinical judgment through cascading consequences","authors":"Caroline E. Littleton DNP, RN, CNEcl, CHSE","doi":"10.1016/j.teln.2024.11.008","DOIUrl":"10.1016/j.teln.2024.11.008","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 69-70"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181390","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":"English as an Additional Language Learners’ Journey Through Nursing Education in Canada","authors":"Alia Lagace RN, MN ,&nbsp;Lynn Corcoran RN, PhD","doi":"10.1016/j.teln.2024.07.018","DOIUrl":"10.1016/j.teln.2024.07.018","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students who speak English as an additional language (EAL) face significant challenges throughout their educational programs. This issue is attributed to numerous causes including admission standards, cultural biases, and other factors. This research study explored the lived experiences of recently graduated EAL nurses, looking back on their Canadian undergraduate nursing education programs.</div></div><div><h3>Method</h3><div>Interpretive description methodology was used in this study. Data sources included interviews with 5 recently graduated EAL nurses as well as artefacts from the public domain including blogs, videos, and a podcast.</div></div><div><h3>Results</h3><div>Three major themes were identified: (1) meaningful connections: “I know what you are going through”; (2) additional mental load: “You will put in more work than your non-EAL peers”; and (3) being an outsider.</div></div><div><h3>Conclusion</h3><div>Understanding the lived experience of recently graduated EAL nurses has the potential to inform and improve pedagogical practices in Canadian nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e7-e13"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181935","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":"Connecting nursing cohorts in authentic learning activities through a redesigned pharmacology curriculum","authors":"Cik Yin Lee PhD ,&nbsp;Charne Miller PhD ,&nbsp;Elisa Bone PhD ,&nbsp;Snezana Kusljic PhD","doi":"10.1016/j.teln.2024.10.021","DOIUrl":"10.1016/j.teln.2024.10.021","url":null,"abstract":"<div><h3>Background</h3><div>Deficits in pharmacology knowledge are a common cause of medication errors among nurses. Building adequate understanding across cohorts that vary in their clinical and theoretical expertise can be challenging. A pharmacology subject redesign supported connections and knowledge transfer across multiple nursing cohorts and embedded authentic (real-world, relevant) learning activities to meet 21st century nursing workforce needs.</div></div><div><h3>Innovation</h3><div>Our revised curriculum with embedded scenario-based online modules, interactive learning activities, self-check assessments, case scenario group discussion in synchronous workshops, reflections on case study group discussion after the workshop and discussion boards, allows students to build their pharmacology knowledge within the context of medication management.</div></div><div><h3>Implications</h3><div>Additional asynchronous elements supported peer-to-peer learning and knowledge exchange in the redesigned curriculum, whilst online modules foster students’ skills in authentic scenario-based learning relevant to their future clinical practice.</div></div><div><h3>Conclusions</h3><div>Our revised curriculum was intended to enable multiple nursing cohorts to better build comprehensive pharmacology knowledge to inform their future clinical practice. Further work is required to evaluate the impact of this new curriculum design.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e244-e249"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182269","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":"Three Shift Simulation: An Interdisciplinary Simulation With a Focus on Communicating for Safety in Managing the Deteriorating Patient","authors":"Pieter Jan Van Dam ,&nbsp;Kerry Reid Searl ,&nbsp;Larissa Smart ,&nbsp;Danny Sidwell ,&nbsp;Catherine Teare ,&nbsp;Melanie Greenwood","doi":"10.1016/j.teln.2024.07.012","DOIUrl":"10.1016/j.teln.2024.07.012","url":null,"abstract":"<div><h3>Background</h3><div>Suboptimal communication from one healthcare professional to another can lead to error and patient harm. Effective communication between nurses and other healthcare professionals contributes to a shared understanding of a patient's condition and their management plan. Simulation for health professional education be an effective method to improve communication for patient safety.</div></div><div><h3>Aim</h3><div>To implement a simulated communication intervention, as an extracurricular activity among nursing, pharmacy, and medical students from a multicampus Australian university.</div></div><div><h3>Methods</h3><div>A mixed methods questionnaire with open and closed questions was used to evaluate the direct impact of the simulation intervention, utilizing a validated tool: Satisfaction with Simulation Experience (SSE). The tool was adapted to capture experiences related to communication and patient safety.</div></div><div><h3>Findings</h3><div>It was found that students’ ability to recognize the role of other health professionals in patient safety increased. Participants reported that the intervention enabled them to work together providing routine care and provided experience collaborating within a multidisciplinary team with the deteriorating patient. The results also demonstrated that participants learned to communicate for patient safety.</div></div><div><h3>Discussion</h3><div>The simulation intervention contributed to better prepare students in communicating with one another in providing safe care for deteriorating patients. However, transfer of learning in practice was not measured and therefore the impact on long -term patient safety outcomes is unknown, and this requires further investigation.</div></div><div><h3>Conclusion</h3><div>Incorporating interdisciplinary simulation with a focus on interdisciplinary communication into undergraduate nursing, pharmacy and medicine curricula can support students' knowledge, skills, and attitudes for quality and safe care.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e1-e6"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181926","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}