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

Triadic Support for First-Year Nursing Students: The Three Angels Program

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.015

Noriel P. Calaguas PhD, MSHSA, RN, ACRN

引用次数: 0

Enhancing Critical Thinking through a Virtual Unfolding Maternity Escape Room Activity

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.004

Taylor Edwards PhD, RN, CHSE, Janis Barner PhD, RN, Rebecca Smith MS, RN

{"title":"Enhancing Critical Thinking through a Virtual Unfolding Maternity Escape Room Activity","authors":"Taylor Edwards PhD, RN, CHSE, Janis Barner PhD, RN, Rebecca Smith MS, RN","doi":"10.1016/j.teln.2024.08.004","DOIUrl":"10.1016/j.teln.2024.08.004","url":null,"abstract":"<div><h3>Background</h3><div>Research suggests escape rooms in nursing education may provide students with an opportunity to build learning. However, limited literature is provided focusing on specialty nursing such as maternal-neonatal health. This quality improvement project explored the impact of an unfolding maternity virtual escape room on junior level nursing student's critical thinking.</div></div><div><h3>Method</h3><div>The Yoons Critical Thinking Disposition Tool was used to measure pre and posttest scores with a sample of 38 students.</div></div><div><h3>Results</h3><div>The Wilcoxon Signed Rank test determined that there was improvement in critical thinking with an increase in median scores. Total score and three out of the seven subscales revealed statistical significance. Students also positively evaluated the activity.</div></div><div><h3>Conclusion</h3><div>A virtual escape room as a review activity in a maternity course provides an opportunity for students to apply information learned throughout the course in an innovative approach. Further research is needed to determine the impact of this activity.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e74-e77"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181407","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

Teaching Sensitive Subjects Online: Lessons Learnt From the Pandemic and the Implications for Contemporary Nurse Education

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.001

Jayne E Price PhD, SFHEA, Elizabeth Crighton MSc, Ann Ooms PhD

{"title":"Teaching Sensitive Subjects Online: Lessons Learnt From the Pandemic and the Implications for Contemporary Nurse Education","authors":"Jayne E Price PhD, SFHEA, Elizabeth Crighton MSc, Ann Ooms PhD","doi":"10.1016/j.teln.2024.08.001","DOIUrl":"10.1016/j.teln.2024.08.001","url":null,"abstract":"<div><h3>Background</h3><div>Covid 19 and the associated restrictions necessitated for an abrupt change to the way education was provided to nursing students .</div></div><div><h3>Aims</h3><div>This study aims to explore the views/opinions of third year children's nursing students and nurse educators of an online learning approach regarding children's palliative care during a global pandemic.</div></div><div><h3>Methods</h3><div>Data were collected via an online questionnaire with nursing students and a reflective diary with nurse educators.</div></div><div><h3>Findings</h3><div>Covid-19 and the associated restrictions had a significant impact on students and academics learning and teaching experiences. This small scale study gave insights into practices when teaching sensitive subjects to students on line. Whilst more blended teaching is likely to be used in the future, we highlight the range of support that can be offered to students which has implications for contemporary nursing practice.</div></div><div><h3>Conclusion</h3><div>Whilst students and academics prefer face-to-face delivery for sensitive topics such as children's palliative care, achieving a true ‘blend’ through asynchronous and synchronous learning can enable a quality learning experience. Consideration needs to be given to provision of emotional and practical support for students and academics.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e54-e59"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181930","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}

引用次数: 0

Belongingness of nursing students who identify as men

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.005

Maura Lindenfeld PhD, CPNP-PC, RN

{"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}

引用次数: 0

If you give a patient a cookie: Applying clinical judgment through cascading consequences

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.11.008

Caroline E. Littleton DNP, RN, CNEcl, CHSE

引用次数: 0

English as an Additional Language Learners’ Journey Through Nursing Education in Canada

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.07.018

Alia Lagace RN, MN , Lynn Corcoran RN, PhD

{"title":"English as an Additional Language Learners’ Journey Through Nursing Education in Canada","authors":"Alia Lagace RN, MN , 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}

引用次数: 0

Connecting nursing cohorts in authentic learning activities through a redesigned pharmacology curriculum

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.021

Cik Yin Lee PhD , Charne Miller PhD , Elisa Bone PhD , Snezana Kusljic PhD

{"title":"Connecting nursing cohorts in authentic learning activities through a redesigned pharmacology curriculum","authors":"Cik Yin Lee PhD , Charne Miller PhD , Elisa Bone PhD , 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}

引用次数: 0

Exploring international undergraduate nursing students’ experiences and perceptions of campus classes in higher education: A scoping review 探索国际护理本科生对高等教育校园课堂的体验和看法：范围审查

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.020

Patience Moyo, Maryanne Podham, Sophia Dywili, Keden Montgomery, Jessica Biles

{"title":"Exploring international undergraduate nursing students’ experiences and perceptions of campus classes in higher education: A scoping review","authors":"Patience Moyo, Maryanne Podham, Sophia Dywili, Keden Montgomery, Jessica Biles","doi":"10.1016/j.teln.2024.08.020","DOIUrl":"10.1016/j.teln.2024.08.020","url":null,"abstract":"<div><h3>Objectives</h3><div>The easing of border restrictions following the COVID-19 pandemic resulted in more international students enrolling in Bachelor of Nursing programs in first world nations. This scoping review was undertaken to explore the international undergraduate nursing students’ experiences and perceptions of campus classes in higher education to inform opportunities that enable success.</div></div><div><h3>Design</h3><div>This scoping review was guided by the Joanna Briggs Institute (JBI) method.</div></div><div><h3>Data Sources</h3><div>The CINHAL, MEDLINE, PROQUEST-Education, SCOPUS online databases were systematically searched.</div></div><div><h3>Review Methods</h3><div>The PRISMA-ScR checklist was used to assess the research procedures. Relevant peer-reviewed studies included in this study were screened for eligibility and quality using the predetermined inclusion and exclusion criteria and the Standard Quality Assessment Criteria for Evaluating Primary Research papers from a Variety of Fields tool (QualSyst) respectively.</div></div><div><h3>Results</h3><div>Data analysis yielded the following themes: <em>The university experience, Psychocultural adjustment, Language as a barrier, Discrimination and disadvantage, financial hardship, and balance</em>.</div></div><div><h3>Conclusions</h3><div>This study identified challenges experienced by international students while learning on-campus. Strategies to improve on-campus learning experiences for successful learning are required.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e125-e131"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181194","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}

引用次数: 0

Translating learning from simulation to clinical: a narrative study of nursing students’ experiences

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.013

Adrianna L. Watson Ph.D., RN, CCRN, TCRN , Chelsey D. Young MSN, RN , Daphne Thomas DNP, RN, CNE, CHSE, CNML, CEN , Daluchukwu Megwalu Tapp BSN, RN , Saydie Holyoak SN , Tali Gardner SN, CNA

{"title":"Translating learning from simulation to clinical: a narrative study of nursing students’ experiences","authors":"Adrianna L. Watson Ph.D., RN, CCRN, TCRN , Chelsey D. Young MSN, RN , Daphne Thomas DNP, RN, CNE, CHSE, CNML, CEN , Daluchukwu Megwalu Tapp BSN, RN , Saydie Holyoak SN , 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}

引用次数: 0

Comparing the effects of movie-based versus case-based methods among bachelor nursing students: A quasi-experimental study

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.004

Maryam Bagheri MB , Mohsen Shahriari MS , Pegah Hassanvand PH

{"title":"Comparing the effects of movie-based versus case-based methods among bachelor nursing students: A quasi-experimental study","authors":"Maryam Bagheri MB , Mohsen Shahriari MS , 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 <</em> .05). However, no statistically significant difference was seen in improving the total score of moral sensitivity and courage (<em>p ></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}

引用次数: 0