Teaching and Learning in Nursing最新文献_第3页

Nursing students’ perspectives of learning at clinical skills centers: A cross-sectional study 护理学生在临床技能中心学习的视角：一项横断面研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-27 DOI: 10.1016/j.teln.2025.07.002

Linda Gellerstedt RN, PhD, Charlotte Gustafsson RN, MSc , Kristina Rooth RN, MSc

{"title":"Nursing students’ perspectives of learning at clinical skills centers: A cross-sectional study","authors":"Linda Gellerstedt RN, PhD, Charlotte Gustafsson RN, MSc , Kristina Rooth RN, MSc","doi":"10.1016/j.teln.2025.07.002","DOIUrl":"10.1016/j.teln.2025.07.002","url":null,"abstract":"<div><h3>Background</h3><div>During nursing education, theoretical and practical knowledge must be integrated. Through learning activities conducted at Clinical Skills Centers, students practice and acquire clinical competencies.</div></div><div><h3>Aim</h3><div>To describe nursing students’ perspectives on learning activities trained at Clinical Skills Centers.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive study was conducted. Students completed a questionnaire after completing the learning activities. Data were analyzed using descriptive statistics and summative content analysis, presented in three domains.</div></div><div><h3>Results</h3><div>The learning activities contributed to students learning by integrating theoretical knowledge with clinical practice in a safe environment. The importance of being supported during training was emphasized. However, the students identified areas for development concerning the educational structure, environment and materials. A majority of the students described how the learning activities had contributed to their learning but also helped them recognize their knowledge gaps.</div></div><div><h3>Conclusions</h3><div>Students’ learning requires knowledgeable instructors, structured demonstrations, adequate preparation, and realistic materials. To optimize the learning, the students suggested training in pairs. Including students’ perspectives when developing learning activities could be relevant and effective.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1222-e1226"},"PeriodicalIF":1.7,"publicationDate":"2025-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050357","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

Predicting LGBT cultural competence and its relationship with cultural motivation and behavior among undergraduate nursing students: A cross-sectional study 本科护生LGBT文化能力预测及其与文化动机和行为的关系：一项横断面研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-23 DOI: 10.1016/j.teln.2025.07.003

Duc Nu Minh Ton RN, MSN, Thao Thi Phuong Hoang RN, BSN, Nguyet Thi Tran RN, MSN, Nguyet Thi Nguyen RN, BSN, Giang Thi Nguyen BSN, Loan Thi Thanh Dang BSN, Phuong Thi Anh Nguyen MD, PhD, Trang Thi Thuy Ho RN, PhD

{"title":"Predicting LGBT cultural competence and its relationship with cultural motivation and behavior among undergraduate nursing students: A cross-sectional study","authors":"Duc Nu Minh Ton RN, MSN, Thao Thi Phuong Hoang RN, BSN, Nguyet Thi Tran RN, MSN, Nguyet Thi Nguyen RN, BSN, Giang Thi Nguyen BSN, Loan Thi Thanh Dang BSN, Phuong Thi Anh Nguyen MD, PhD, Trang Thi Thuy Ho RN, PhD","doi":"10.1016/j.teln.2025.07.003","DOIUrl":"10.1016/j.teln.2025.07.003","url":null,"abstract":"<div><h3>Background</h3><div>The development of cultural competence, particularly in addressing the needs of LGBT individuals, has emerged as a vital component of nursing education.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the level of LGBT cultural competency among nursing students and identify related factors.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive design was adopted, involving a sample of 333 undergraduate nursing students in central Vietnam, conducted in 2024. The data gathering included the LGBT-Development of Clinical Skills Scale, Cultural Motivation, and Cultural Behavior.</div></div><div><h3>Results</h3><div>The average score of LGBT-DOCSS was 4.53 ± 0.48, while the mean scores of cultural motivation and cultural behavior were 4.72 (0.85) and 4.68 (1.04), respectively. A multivariate linear regression model demonstrated four predictors of LGBT cultural competence, including general self-efficacy, frequency of LGBT interpersonal interactions, cultural motivation, and cultural behavior (p < 0.001).</div></div><div><h3>Conclusion</h3><div>The findings indicate that nursing students exhibit a moderate level of LGBT cultural competence. To foster inclusive and equitable healthcare services, targeted intervention programs are needed to further develop these competencies, particularly in the context of an increasingly diverse patient population.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 383-389"},"PeriodicalIF":1.7,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050507","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

Promoting the planetary health education framework for Australian undergraduate nurses 促进澳大利亚本科护士的行星健康教育框架

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-21 DOI: 10.1016/j.teln.2025.06.008

Janet Roden Dr PhD

{"title":"Promoting the planetary health education framework for Australian undergraduate nurses","authors":"Janet Roden Dr PhD","doi":"10.1016/j.teln.2025.06.008","DOIUrl":"10.1016/j.teln.2025.06.008","url":null,"abstract":"<div><h3>Background</h3><div>Nurses need to develop new curriculum approaches because the current Australian nursing curriculum does not reflect nurses’ work situations which involve them in climate change, sustainability and emissions reduction.</div></div><div><h3>Innovation</h3><div>The Planetary Health Education Framework is an innovative approach to educating student nurses through the interconnection of nature with human beings. Compassion for nature, deep reflective practice and new knowledge, leads to transformative change, extending student learning. The use of analogous scenarios provides the bridge between nature and how it can be related to human systems.</div></div><div><h3>Implications</h3><div>Through the eyes of nature students learn through transformative change. Students take this deep learning forward to develop into Planetary Stewards in their clinical practice with the mentoring assistance of a nurse practitioner to deliver Sustainable Development Goals (SDGs).</div></div><div><h3>Conclusions</h3><div>Equal treatment of humans and nature means nurses should use sustainable healthcare. Transformative learning acquired through the Planetary Health Education Framework is a central concept associated with new knowledge, deep reflection and compassion extending to Planetary Stewards who are student nurses, and deliver Sustainable Development Goals (SDGs).</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1264-e1272"},"PeriodicalIF":1.7,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050364","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

Texting: A Meaningful Option to Connect with Nursing Students 发短信：一个有意义的选择，以连接护理学生

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-17 DOI: 10.1016/j.teln.2025.06.011

Danielle Yocom DNP, RN, FNP-BC

引用次数: 0

Assessing stress and reflective practice among nursing students during clinical practicum 护生临床实习压力评估与反思实践

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-17 DOI: 10.1016/j.teln.2025.06.014

Driss Ait Ali , Hayat Elhad , Souha Dihadril , Zahra Ait Baja , Mustapha Jaa , Smail Ait Ben Ali , Younsse Korchyou , Nour-eddine Loud , Abdelaati El Khiat , Brahim El Houate , Amelia Rizzo , Francesco Chirico , Hicham Khabbache

{"title":"Assessing stress and reflective practice among nursing students during clinical practicum","authors":"Driss Ait Ali , Hayat Elhad , Souha Dihadril , Zahra Ait Baja , Mustapha Jaa , Smail Ait Ben Ali , Younsse Korchyou , Nour-eddine Loud , Abdelaati El Khiat , Brahim El Houate , Amelia Rizzo , Francesco Chirico , Hicham Khabbache","doi":"10.1016/j.teln.2025.06.014","DOIUrl":"10.1016/j.teln.2025.06.014","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students often experience high levels of stress during their clinical practicum, influencing both their learning experience and well-being.</div></div><div><h3>Aim</h3><div>This study investigated the clinical stress among nursing students and its association with their levels of reflective practice during their clinical training.</div></div><div><h3>Methods</h3><div>A cross-sectional quantitative study was conducted with 235 nursing students, assessing stress using the Perceived Stress Scale in Clinical Practicum (PSS-CP) and reflective practice using the CPRQ-NS scale.</div></div><div><h3>Results</h3><div>Findings reveal that overall stress levels were moderate, with interpersonal workload stress being the most significant stressor. Stress varied by academic year and nursing specialization, with third-year students and those in general nursing reporting higher stress levels. Importantly, students engaging in higher levels of reflective practice exhibited lower stress, particularly regarding nursing skill deficits.</div></div><div><h3>Conclusions</h3><div>These results highlight the need for integrating structured reflective practice sessions into nursing education to enhance emotional resilience and professional growth.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1216-e1221"},"PeriodicalIF":1.7,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050354","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

Course evaluation instrumentation: Development and validation for alignment with teaching effectiveness and learner outcomes 课程评估工具：开发和验证与教学效果和学习者成果的一致性

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-16 DOI: 10.1016/j.teln.2025.04.016

Rita D’Aoust PhD , Chakra Budhathoki PhD , Joanne Silbert-Flagg DNP , Roberto Galao Malo DNP, AGACNP, FNP , Catherine Ling PhD , Nancy Russell DNP , Marianne Fingerhood DNP , Sarah E. Slone DNP, PhD

{"title":"Course evaluation instrumentation: Development and validation for alignment with teaching effectiveness and learner outcomes","authors":"Rita D’Aoust PhD , Chakra Budhathoki PhD , Joanne Silbert-Flagg DNP , Roberto Galao Malo DNP, AGACNP, FNP , Catherine Ling PhD , Nancy Russell DNP , Marianne Fingerhood DNP , Sarah E. Slone DNP, PhD","doi":"10.1016/j.teln.2025.04.016","DOIUrl":"10.1016/j.teln.2025.04.016","url":null,"abstract":"<div><h3>Background</h3><div>Student course evaluations provide essential feedback on teaching effectiveness and course quality. However, nursing education requires measurement tools aligned with competency-based education standards and evidence-based teaching practices to yield meaningful improvement data.</div></div><div><h3>Aim</h3><div>Develop a comprehensive instrument for students and faculty that accurately reflects evidence-based teaching indicators while providing actionable feedback for continuous quality improvement in nursing education courses.</div></div><div><h3>Methods</h3><div>A task force employed a modified Delphi approach to identify quality categories and performance indicators, subsequently distributing candidate items to faculty for input. The instrument underwent rigorous evaluation using exploratory factor analysis (EFA) with an analysis dataset (<em>N</em> = 1,337) followed by confirmatory factor analysis (CFA) with an independent validation dataset (<em>N</em> = 1,056).</div></div><div><h3>Results</h3><div>The finalized 26-item instrument demonstrated excellent sampling adequacy (Kaiser-Meyer-Olkin = 0.966) with significant sphericity (x<sup>2</sup> [210] = 27,285; <em>p</em> < 0.001). The first 5 factors explained 79.7% of variance, with CFA results confirming the factor structure.</div></div><div><h3>Conclusions</h3><div>This systematically developed course evaluation tool provides nursing educators with valid and reliable measures of teaching effectiveness and course quality that align with best practices while offering concrete metrics for targeted improvement efforts.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 326-332"},"PeriodicalIF":1.7,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050544","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

Development of virtual simulation games about wound assessment and management for nurses and nursing students 面向护士和护生的伤口评估与管理虚拟模拟游戏的开发

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-16 DOI: 10.1016/j.teln.2025.04.010

Marian Luctkar-Flude PhD , Kevin Woo PhD , Barbara Wilson-Keates PhD , Monica Larocque MN , Laura Killam MScN , Nicole Shipton BNSc , Jane Tyerman PhD

{"title":"Development of virtual simulation games about wound assessment and management for nurses and nursing students","authors":"Marian Luctkar-Flude PhD , Kevin Woo PhD , Barbara Wilson-Keates PhD , Monica Larocque MN , Laura Killam MScN , Nicole Shipton BNSc , Jane Tyerman PhD","doi":"10.1016/j.teln.2025.04.010","DOIUrl":"10.1016/j.teln.2025.04.010","url":null,"abstract":"<div><h3>Background</h3><div>Nurses require competency in wound assessment and management, yet evidence indicates nurses’ knowledge in wound care remains inadequate. Additionally, nursing students may not have exposure to many wound types. We proposed virtual simulation games (VSGs) to address these gaps as VSGs are engaging and support development of clinical competence and judgment.</div></div><div><h3>Innovation</h3><div>Our team of educators, wound care experts, and nursing students co-created 4 VSGs to support wound care education using the Canadian Alliance of Nurse Educators using Simulation (CAN-Sim) VSG design process. Filming of the VSGs was completed using a Go-Pro camera, and VSGs were assembled using Articulate Storyline 360 software.</div></div><div><h3>Implications</h3><div>We created 4 VSGs related to assessment and management of pressure injuries, diabetic foot ulcers, venous leg ulcers, and surgical wounds. Usability testing led to improvements in VSG flow, functionality and text.</div></div><div><h3>Conclusions</h3><div>We developed a comprehensive wound care module that nurse educators can implement within their nursing programs. The module is available open access at: <span><span>https://woundnursing.ca/</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 406-411"},"PeriodicalIF":1.7,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050398","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

Influence of clinical practice stressors on critical care nursing student’s burnout: Resilience as a mediating factor 临床实习压力源对危重病护生职业倦怠的影响：心理弹性的中介作用

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-14 DOI: 10.1016/j.teln.2025.05.031

Mohamed Adel Ghoneam Ph.D, MSN, BSc, RN , Ayman Mohamed El-Ashry Ph.D, MSN, BSc, RN , Elsayed Mahmoud Sabek Ph.D, MSN, BSc, RN , Mohamed Mahmoud Seweid

{"title":"Influence of clinical practice stressors on critical care nursing student’s burnout: Resilience as a mediating factor","authors":"Mohamed Adel Ghoneam Ph.D, MSN, BSc, RN , Ayman Mohamed El-Ashry Ph.D, MSN, BSc, RN , Elsayed Mahmoud Sabek Ph.D, MSN, BSc, RN , Mohamed Mahmoud Seweid","doi":"10.1016/j.teln.2025.05.031","DOIUrl":"10.1016/j.teln.2025.05.031","url":null,"abstract":"<div><h3>Background</h3><div>Burnout among critical care nursing students is a global concern driven by clinical demands, emotional strain, and academic pressure. These stressors negatively impact students’ well-being and career readiness. Building resilience is a promising approach to mitigate stress and reduce burnout, supporting healthier, more sustainable nursing education experiences.</div></div><div><h3>Aim</h3><div>Assess the mediating role of resilience between clinical practice stressors and burnout among critical care nursing students.</div></div><div><h3>Methods</h3><div>A cross-sectional descriptive design was used, involving 780 critical care nursing students. Validated instruments were employed, including the Copenhagen Burnout Inventory, Connor-Davidson Resilience Scale, and Perceived Stress Scale.</div></div><div><h3>Results</h3><div>Perceived stress was positively correlated with burnout, while resilience was negatively correlated with burnout. Multivariate regression analysis revealed that stress predicted both burnout and intention to leave, whereas resilience was associated with reduced burnout levels. Resilience partially mediated the stress-burnout relationship.</div></div><div><h3>Conclusion</h3><div>Resilience plays a crucial protective role against burnout in nursing education. Targeted interventions such as stress management workshops and resilience training should be prioritized by nurse educators and clinical mentors.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1136-e1144"},"PeriodicalIF":1.7,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050356","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

Using Hollywood magic to support unfolding case studies 用好莱坞的魔法来支持展开的案例研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-14 DOI: 10.1016/j.teln.2025.04.024

Keyshawnna Lee PhD, RNC-OB, Deidra Morgan DNP, CNE

引用次数: 0

Nursing students' experiences with compassion, self-compassion training in the academic setting 护生在学术环境下的同情心、自我同情训练经验

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-14 DOI: 10.1016/j.teln.2025.06.009

Andrés Gutiérrez-Carmona PhD, MPH, RN , María Dolores Ruiz-Fernández PhD, MSN, RN , Marta González-Pérez , Ángela María Ortega-Galán PhD, MSN, RN

{"title":"Nursing students' experiences with compassion, self-compassion training in the academic setting","authors":"Andrés Gutiérrez-Carmona PhD, MPH, RN , María Dolores Ruiz-Fernández PhD, MSN, RN , Marta González-Pérez , Ángela María Ortega-Galán PhD, MSN, RN","doi":"10.1016/j.teln.2025.06.009","DOIUrl":"10.1016/j.teln.2025.06.009","url":null,"abstract":"<div><h3>Background</h3><div>Compassion is a core value for the professional practice of nurses, as well as a determinant of health and emotional well-being.</div></div><div><h3>Aim</h3><div>The aim of this research was to explore the experiences of nursing students who were trained in compassion and self-compassion as part of an undergraduate nursing course.</div></div><div><h3>Methods</h3><div>Qualitative descriptive study. Forty-four undergraduate nursing students participated. Semi-structured interviews and open-ended questions in electronic format were conducted. A thematic analysis of the data was carried out.</div></div><div><h3>Results</h3><div>Three dimensions with several categories each have been obtained: 1) The value of communication in healthcare: a) Improved Communication Skills, b) Implications for patient care; 2) The need for a more holistic and practical pedagogical approach: a) Development of Skills through Practice, b) Ability to face difficult situations; 3) Personal impact of the “human development” training process: a) Finding purpose in the profession, b) Kindness and Self-Compassion, c) Managing thoughts and emotions.</div></div><div><h3>Conclusions</h3><div>The results suggest the need for educational spaces that promote reflection and self-care and that integrate compassion and self-compassion into the nursing degree.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1190-e1196"},"PeriodicalIF":1.7,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050201","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