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

Using Boundary Management to Decrease Burnout in Nursing Faculty

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.014

Jillian Waugh DNP, RN, CNE , Barbara Offner DNP, RN , Valerie Haney DNP, RN

{"title":"Using Boundary Management to Decrease Burnout in Nursing Faculty","authors":"Jillian Waugh DNP, RN, CNE , Barbara Offner DNP, RN , Valerie Haney DNP, RN","doi":"10.1016/j.teln.2024.11.014","DOIUrl":"10.1016/j.teln.2024.11.014","url":null,"abstract":"<div><h3>Aim</h3><div>The purpose of this study is to examine if the use of boundary management by nursing faculty decreases feelings of burnout, leading to increased retention of nursing faculty.</div></div><div><h3>Background</h3><div>Because of the many stressors present in the role of nursing faculty members, nursing faculty members have left or are considering leaving the profession. The inability to educate qualified applicants due to a lack of qualified faculty contributes to the nursing shortage throughout the United States. Boundary management is a technique that has been used in other fields with success to decrease burnout.</div></div><div><h3>Design</h3><div>This study uses a quasi-experimental pretest and post-test design.</div></div><div><h3>Method</h3><div>This study consisted of 24 nursing faculty. The faculty took the Copenhagen Burnout Inventory (CBI) to determine baseline levels of burnout. Nursing faculty members implemented boundary management interventions for 6 weeks, then retook the CBI postintervention to reassess their burnout.</div></div><div><h3>Results</h3><div>There was a statistically significant improvement in average burnout in the participants of this project (p=<0.001). Out of the 17 questions in the survey, 6 were statistically significant for improvement related to the content of the question.</div></div><div><h3>Conclusion</h3><div>The use of boundary management offers a method to decrease burnout. Leadership should aim to create a culture that supports the use of work-life boundaries to decrease burnout related to work-life imbalance.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e329-e335"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845174","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

Associate Degree Nursing Research: A Priority

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.004

Donna Meyer MSN, RN, ANEF, FAADN, FAAN

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VoiceThread as a Portal to Enhanced Student Engagement and Performance in a Fundamentals Clinical Skills Lab Course

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.024

Patrick L. McMurray

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Tips for nurse educators: Using reflective practice to enhance learning

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.031

Courtney Stathis DNP, FNP-BC, RN

引用次数: 0

Implementing competency-based assignment in an associate degree nursing medical-surgical clinical course

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.023

Bo Li MSN, RN

引用次数: 0

Active Participants vs. Observers in Educational Simulations: Impact on Practical Skills Exam Results in Nursing Education: An Exploratory Design

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.003

Jill Flo, Elisabeth Solheim

{"title":"Active Participants vs. Observers in Educational Simulations: Impact on Practical Skills Exam Results in Nursing Education: An Exploratory Design","authors":"Jill Flo, Elisabeth Solheim","doi":"10.1016/j.teln.2025.01.003","DOIUrl":"10.1016/j.teln.2025.01.003","url":null,"abstract":"<div><h3>Background</h3><div>Second-year bachelor's students had a 2-day simulation session followed by a practical skills exam and oral questioning 2 weeks later.</div></div><div><h3>Aim</h3><div>To explore whether a student's role, as an active participant or an observer, had an impact on their results in the subsequent practical skills exam.</div></div><div><h3>Methods</h3><div>An exploratory design was used to compare the results of 248 students in a practical skills exam. 104 students participated as active participants in the preparatory simulation, while the remaining 144 students served as observers.</div></div><div><h3>Results</h3><div>No overall statistically significant difference was found between students who actively participated in a simulation and those who only observed in terms of passing or failing the practical skills exam. However, students who had taken the Methods and Interventions course before the Clinical Practice course, active participants in the simulation had a significantly higher pass rate (p < 0.05) than observers.</div></div><div><h3>Conclusions</h3><div>Overall, being an active participant or a directed observer in the preparatory simulation appears to have the same value for the practical skills exam pass rate.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e536-e541"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845123","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

Ubuntu philosophy as a transformative pedagogical approach for advancing planetary health in nursing education in the Anthropocene era

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.011

Vhothusa Edward Matahela DLitt et Phil

{"title":"Ubuntu philosophy as a transformative pedagogical approach for advancing planetary health in nursing education in the Anthropocene era","authors":"Vhothusa Edward Matahela DLitt et Phil","doi":"10.1016/j.teln.2025.01.011","DOIUrl":"10.1016/j.teln.2025.01.011","url":null,"abstract":"<div><div>The health of our planet is inseparable from human well-being, and the escalating effects of climate change call for a fundamental shift in nursing education. Traditional Western frameworks often prioritize individual health outcomes, overlooking the vital interconnectedness between human and planetary health. This article, guided by McCullough and colleagues’ framework, advocates for Ubuntu, an African philosophy rooted in communal well-being and ecological stewardship. as a transformative pedagogical approach to advancing planetary health, climate sustainability, and social justice in nursing education within the Anthropocene era. Drawing on supportive theoretical frameworks and six purposively selected studies focused on Ubuntu, climate change, the Anthropocene, planetary health, social justice, and pedagogy, this argumentative literature study argues that Ubuntu as a pedagogy provides a humanistic, ecologically conscious model that prepares nursing students to advocate for both social and environmental justice. By integrating Ubuntu's principles, nursing education can cultivate practitioners who are not only skilled clinicians but also compassionate advocates for climate action and equity, fostering a healthcare system that prioritizes resilience and sustainability amid global environmental challenges.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 164-173"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845185","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

Climate change in nursing education: A bibliometric analysis of scholarly outputs 2002-2024

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.014

Tracy Levett-Jones PhD, RN , Aletha Ward PhD, MBA, BNurs, RN , Melissa Mastorovich DNP, RN, PMH-BC, FAADN , Justin Fontenot DNP, RN, NEA-BC, FAADN

{"title":"Climate change in nursing education: A bibliometric analysis of scholarly outputs 2002-2024","authors":"Tracy Levett-Jones PhD, RN , Aletha Ward PhD, MBA, BNurs, RN , Melissa Mastorovich DNP, RN, PMH-BC, FAADN , Justin Fontenot DNP, RN, NEA-BC, FAADN","doi":"10.1016/j.teln.2025.02.014","DOIUrl":"10.1016/j.teln.2025.02.014","url":null,"abstract":"<div><h3>Background</h3><div>Climate change poses a critical threat to individual and population health, highlighting the need for integration of this content into nursing education.</div></div><div><h3>Aim</h3><div>This bibliometric analysis explores the scholarly output on climate change in nursing education (2002-2024), examining the field's intellectual, conceptual, and social structures to identify strengths, gaps, and future directions.</div></div><div><h3>Methods</h3><div>About 121 relevant articles were analyzed using Scopus, following Donthu and colleagues’ methodological guidance. Bibliometrix (R Studio) facilitated performance analysis, keyword co-occurrence mapping, and collaboration network assessment.</div></div><div><h3>Results</h3><div>The annual growth rate of publications in this field is 13.43%, which indicates an expansion of scholarly interest. However, the results revealed limited integration of climate adaptation within the nursing literature, a lack of health equity focus, and minimal transdisciplinary collaboration. Few institutions beyond Western regions have contributed significantly to the literature, highlighting a need for more global perspectives.</div></div><div><h3>Conclusions</h3><div>Further studies reporting on the integration of climate adaptation, health equity, transdisciplinary collaboration, and international collaboration are essential to strengthen nursing education's role in climate response. This study highlights the need for increased literature on climate-responsive nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 189-196"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845186","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

Response to faculty readiness and assessment strategies in concept-based curriculum implementation

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.032

Roqaia Dorri DMgt, MN, BScN, RN, Mohammed Al-Hassan DMgt, MPhil, MSc, BScN, CCSNE, RN, Elham Al-Omari EDd, MScN, BScN, RN, Melody Blanco PhD(s), DNP, APRN, DCNP, FNP-BC, PMHNP-BC

引用次数: 0

The effect of perceived stress, bio-psycho-social response and stress coping behaviors of nursing students on professional self-esteem

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.013

Rujnan Tuna RN, PhD , Dilsa Azizoglu Keles RN, MSc , Furkan Keles RN, MSc

{"title":"The effect of perceived stress, bio-psycho-social response and stress coping behaviors of nursing students on professional self-esteem","authors":"Rujnan Tuna RN, PhD , Dilsa Azizoglu Keles RN, MSc , Furkan Keles RN, MSc","doi":"10.1016/j.teln.2024.12.013","DOIUrl":"10.1016/j.teln.2024.12.013","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is a stressful process involving theoretical and practical teaching and learning.</div></div><div><h3>Aim</h3><div>The study was conducted to reveal the effect of perceived stress, bio-psycho-social responses to stress and stress coping behaviors of nursing students on their professional self-esteem.</div></div><div><h3>Methods</h3><div>The study employed descriptive, correlational and cross-sectional study designs. The research was conducted with 238 nursing students. The data were collected online using the Introductory Information Form, Arıcak Professional Self-Esteem Scale, Perceived Stress Scale, Bio-Psycho-Social Response Scale and Coping Behaviors Inventory.</div></div><div><h3>Results</h3><div>Perceived stress alone explained 7.5 % of professional self-esteem, and there was a highly negative correlation between them (<em>r</em> = -0.273, <em>p</em> < 0.01). Perceived stress and bio-psycho-social response together affected professional self-esteem by 17 %. Perceived stress, bio-psycho-social response and stress coping behavior together affected professional self-esteem by 19.3 %.</div></div><div><h3>Conclusions</h3><div>Although it is considered a positive conclusion that nursing students have high levels of professional self-esteem, it should be noted that nursing education contains many stress factors.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e478-e484"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845117","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