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

Nursing diagnostic accuracy of undergraduate students in simulated cases: Influence of cues 大学生在模拟病例中的护理诊断准确性：线索的影响

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-17 DOI: 10.1016/j.teln.2025.03.009

Jaqueline da Silva Soares Souto RN, PhD , Marcos Antônio Gomes Brandão RN, PhD , Rosane Barreto Cardoso RN, PhD , Juliana Faria Campos RN, PhD

{"title":"Nursing diagnostic accuracy of undergraduate students in simulated cases: Influence of cues","authors":"Jaqueline da Silva Soares Souto RN, PhD , Marcos Antônio Gomes Brandão RN, PhD , Rosane Barreto Cardoso RN, PhD , Juliana Faria Campos RN, PhD","doi":"10.1016/j.teln.2025.03.009","DOIUrl":"10.1016/j.teln.2025.03.009","url":null,"abstract":"<div><h3>Background</h3><div>Educators use case-based learning and simulations to improve diagnostic reasoning in nursing.</div></div><div><h3>Aim</h3><div>This study compared the diagnostic accuracy of undergraduate nursing students in solving simulated clinical cases created with validated defining characteristics (analytical design) or cues suggested by experienced nurses (nonanalytical design).</div></div><div><h3>Methods</h3><div>The study utilized a simulation experiment with 34 nursing baccalaureate students to assess the accuracy of diagnosing two clinical cases of the nursing diagnosis \"Ineffective Airway Clearance\" (00031). Case one used analytical reasoning with defining characteristics of high sensitivity and specificity, while case two relied on nonanalytical reasoning with cues from nurses' experience. The Nursing Diagnosis Accuracy Scale measured diagnostic accuracy.</div></div><div><h3>Results</h3><div>Students who solved case one, based on analytical reasoning, demonstrated higher diagnostic accuracy than those who solved case two. A strong correlation was found between the number of cues and accuracy in case two, but not in case one.</div></div><div><h3>Conclusions</h3><div>Simulated cases based on evidence from diagnostic validation studies lead to better cue identification than cases relying on nurses' experience, especially with fewer cues.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e851-e856"},"PeriodicalIF":1.9,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204125","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

Guided university debate increases long-term gender knowledge and gender sensitivity towards patients among nursing students 引导大学辩论增加长期性别知识和性别敏感性护理学生对病人

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-16 DOI: 10.1016/j.teln.2025.03.014

Asier Zamakola RN , Haritz Arrieta PhD , Marta Arrue PhD, RN , Isabel Trespaderne PhD, RN , Ainitze Labaka PhD, RN

{"title":"Guided university debate increases long-term gender knowledge and gender sensitivity towards patients among nursing students","authors":"Asier Zamakola RN , Haritz Arrieta PhD , Marta Arrue PhD, RN , Isabel Trespaderne PhD, RN , Ainitze Labaka PhD, RN","doi":"10.1016/j.teln.2025.03.014","DOIUrl":"10.1016/j.teln.2025.03.014","url":null,"abstract":"<div><h3>Background</h3><div>Gender awareness in health is a complex competence requiring deep reflexive learning. Several studies have found this competence is not as yet reflected in nursing graduate's clinical practice.</div></div><div><h3>Aim</h3><div>To foster the gender awareness of nursing students using an active methodology: guided university debate.</div></div><div><h3>Methods</h3><div>A quasi-experimental study with pre-test and post-test design was used. A total of 126 first-year undergraduate students responded to three scenarios on the legitimation of a (female or male) patient's pain and completed validated scales for measuring gender sensitivity, gender role ideology and declarative gender knowledge at three time points: prior to the debate, immediately after the debate and six months later.</div></div><div><h3>Results</h3><div>Declarative gender knowledge was higher than at pretest both immediately after the end of the intervention and six months later. Gender sensitivity and gender role ideology were higher 6 months after the intervention than at pretest.</div></div><div><h3>Conclusions</h3><div>Debate is an effective way of increasing declarative gender knowledge in the medium and long term. It also seems to encourage a willingness to continue developing long-term gender sensitivity.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e877-e885"},"PeriodicalIF":1.9,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204005","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

Nursing students' perceptions of artificial intelligence (AI) using the technology acceptance model: A systematic review 基于技术接受模型的护生对人工智能的认知：系统回顾

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-16 DOI: 10.1016/j.teln.2025.02.032

Leodoro J. Labrague RN, PhD, DM, CNE , Maryam Al Harrasi RN, PhD

{"title":"Nursing students' perceptions of artificial intelligence (AI) using the technology acceptance model: A systematic review","authors":"Leodoro J. Labrague RN, PhD, DM, CNE , Maryam Al Harrasi RN, PhD","doi":"10.1016/j.teln.2025.02.032","DOIUrl":"10.1016/j.teln.2025.02.032","url":null,"abstract":"<div><h3>Objectives</h3><div>This study systematically assessed nursing students' perceptions of AI using the Technology Acceptance Model (TAM) framework, with a focus on perceived usefulness, perceived ease of use, attitude towards use, and behavioral intention to use.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Data Sources</h3><div>A comprehensive search was conducted across five databases—PubMed, CINAHL, Scopus, Web of Science, and ERIC—to identify relevant studies.</div></div><div><h3>Review Methods</h3><div>A thematic synthesis approach was used to synthesize and integrate the findings.</div></div><div><h3>Results</h3><div>Fifteen articles were included in this review. The findings highlight that the perceived usefulness and ease of use of AI are crucial for its adoption, with positive attitudes significantly influencing behavioral intentions, thus emphasizing the need to demonstrate AI's benefits and enhance user-friendliness to support its integration.</div></div><div><h3>Conclusion</h3><div>By focusing on enhancing the perceived usefulness and ease of use of AI tools, nursing education programs can foster more positive attitudes and higher intentions to use AI among nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 274-282"},"PeriodicalIF":1.9,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204114","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

Are nursing textbooks really based on evidence-based practice? 护理教科书真的是基于循证实践吗？

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-16 DOI: 10.1016/j.teln.2025.03.005

Kathleen Rhodes PhD, RN, FNP-C, CNE, Deloris Slade DNP, RN, FNP-C

{"title":"Are nursing textbooks really based on evidence-based practice?","authors":"Kathleen Rhodes PhD, RN, FNP-C, CNE, Deloris Slade DNP, RN, FNP-C","doi":"10.1016/j.teln.2025.03.005","DOIUrl":"10.1016/j.teln.2025.03.005","url":null,"abstract":"<div><h3>Background</h3><div>The foundation of nursing is evidence-based practice and its implementation. This knowledge is gained in nursing education from faculty who must rely heavily on published textbooks. Nurse educators depend on textbooks to present the latest evidence-based theory available to support nursing practice when compounded by faculty shortages.</div></div><div><h3>Major points</h3><div>Based on evaluations of several current editions of nursing textbooks, multiple errors in evidence-based practice were found. This disconnect between accurate evidence and nursing education showcases a significant potential for increasing unintentional patient harm.</div></div><div><h3>Implications</h3><div>Healthcare consumers rely more on nurses than other professionals to explain and deliver high-quality health interventions. The potential for harm based on an inaccurate knowledge base meant to support evidence-based nursing practice is not an acceptable risk.</div></div><div><h3>Conclusions</h3><div>This paper issues a clarion call for those in the nursing publishing industry to commit to editing closely for changes in the underlying theory and guidelines that support evidence-based practice and serves as a cautionary word to faculty to exercise diligence in evaluating the content of textbooks.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 291-293"},"PeriodicalIF":1.9,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204049","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

Improving genetics and genomics education in the preregistration nursing curriculum: A cross-sectional survey 改进注册前护理课程中的遗传学和基因组学教育：一项横断面调查

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-15 DOI: 10.1016/j.teln.2025.03.017

Anecita Gigi Lim , Cynthia Wensley , Sarah Dewell

{"title":"Improving genetics and genomics education in the preregistration nursing curriculum: A cross-sectional survey","authors":"Anecita Gigi Lim , Cynthia Wensley , Sarah Dewell","doi":"10.1016/j.teln.2025.03.017","DOIUrl":"10.1016/j.teln.2025.03.017","url":null,"abstract":"<div><h3>Background</h3><div>Registered nurses must be prepared to apply genomics-informed nursing care.</div></div><div><h3>Aim</h3><div>To inform the development of genomic literacy curricula by evaluating preregistration nursing students’ knowledge of genetics and genomic principles.</div></div><div><h3>Methods</h3><div>The Genomic Nursing Concept Inventory (GNCI) was administered as an anonymous, cross-sectional online survey to preregistration nursing students. The GNCI is a 31-item validated instrument for assessing knowledge of genetics and genomics considered necessary to support registered nurses’ understanding and application to clinical practice. Descriptive analysis was conducted to evaluate students' level of knowledge and understanding of key concepts. Cronbach alpha and item discrimination instrument reliability scores were calculated.</div></div><div><h3>Results</h3><div>The response rate was 24.1% (66/273). Correct scores for content subcategories of inheritance, genomic healthcare, genome basics, and mutations were 57%, 54%, 40%, and 36%, respectively. On average, students answered 15 of 31 GNCI items correctly, i.e., 48.4% correct responses (SD = 3.9).</div></div><div><h3>Conclusion</h3><div>Preregistration nursing students demonstrated some basic genetics literacy of foundational concepts concerning genomics and genetics. However, gaps in genomic knowledge across all three preregistration training years were noted.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e901-e906"},"PeriodicalIF":1.9,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204006","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

Navigating challenges in seeking professional psychological help among nursing students: a scoping review 在护理学生中寻求专业心理帮助的挑战：范围审查

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-12 DOI: 10.1016/j.teln.2025.03.015

Mohammed Qutishat MSN, RN

{"title":"Navigating challenges in seeking professional psychological help among nursing students: a scoping review","authors":"Mohammed Qutishat MSN, RN","doi":"10.1016/j.teln.2025.03.015","DOIUrl":"10.1016/j.teln.2025.03.015","url":null,"abstract":"<div><h3>Objective</h3><div>This study examines the challenges of seeking professional psychological help among nursing students.</div></div><div><h3>Design</h3><div>A scoping review was conducted following the Arksey & O'Malley framework, analyzing studies published from 2018 to May 2024.</div></div><div><h3>Data sources</h3><div>This review utilized seven independent web databases: PubMed, Ovid, Web of Science, CINAHL, Scopus, Google Scholar, and Embase.</div></div><div><h3>Review methods</h3><div>Selected studies were assessed for quality using the Critical Appraisal Skills Program (CASP).</div></div><div><h3>Results</h3><div>Among the 105 articles identified, 18 fulfilled the inclusion criteria. The analysis led to the identification of six key thematic categories: stigma, lack of awareness, time constraints, cultural factors, inadequate staff training, and misalignment of services.</div></div><div><h3>Conclusion</h3><div>Effectively addressing the barriers nursing students encounter in seeking professional psychological help is vital for improving their mental health outcomes and academic success. Strategies should include mental health awareness campaigns, provision of robust counseling resources, and integration of mental health support within nursing curricula to promote students' overall well-being and academic success.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e886-e894"},"PeriodicalIF":1.9,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204110","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

Evaluation of a Joint Enrollment Pathway to the BSN Degree 对BSN学位联合招生途径的评估

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-11 DOI: 10.1016/j.teln.2025.03.016

Gwendolyn C. Sims PhD, RN, FAAN , Nancy Claus DNP, CRNP, FNP-BC, CNE , Sherita Etheridge DNP, CRNP, CPNP-PC, CNE , Kevin Keane PhD, MBA, MA, CHES® , Caitlin M. Campbell PhD, RN , Linda Moneyham PhD, RN, FAAN

{"title":"Evaluation of a Joint Enrollment Pathway to the BSN Degree","authors":"Gwendolyn C. Sims PhD, RN, FAAN , Nancy Claus DNP, CRNP, FNP-BC, CNE , Sherita Etheridge DNP, CRNP, CPNP-PC, CNE , Kevin Keane PhD, MBA, MA, CHES® , Caitlin M. Campbell PhD, RN , Linda Moneyham PhD, RN, FAAN","doi":"10.1016/j.teln.2025.03.016","DOIUrl":"10.1016/j.teln.2025.03.016","url":null,"abstract":"<div><h3>Background</h3><div>Academic partnerships between universities and community colleges have emerged as potential routes for increasing the number of BSN prepared nurses through joint enrollment (JE) programs.</div></div><div><h3>Aim</h3><div>The purpose of this project was to evaluate a JE program by examining student demographics, retention and graduation rates, NCLEX pass rates, and the student experience during program completion.</div></div><div><h3>Methods</h3><div>A total of 159 students enrolled in the program between the years 2020 and 2022. Anonymized data were extracted from student academic records and surveys were administered to enrolled students. Descriptive statistics and χ<sup>2</sup> tests were used to analyze data from academic records. Qualitative content analysis was used to analyze survey data.</div></div><div><h3>Results</h3><div>JE students tend to be older and living in rural areas. High attrition rates were attributed to academic rigor of concurrent enrollment in two programs. NCLEX-RN first time pass rates were 98%. Time and convenience were the main reason for choosing the program</div></div><div><h3>Conclusion</h3><div>Results from this study support JE programs as viable routes for increasing the number of BSN prepared nurses entering the workforce.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e895-e900"},"PeriodicalIF":1.9,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204112","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

Augmented reality for intramuscular injection training: A cluster randomized controlled trial 增强现实用于肌肉注射训练：一项随机对照试验

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-10 DOI: 10.1016/j.teln.2025.03.013

Nelia Soto-Ruiz , Paula Escalada-Hernández , Arantxa Bujanda-Sainz de Murieta , Tomás Ballesteros-Egüés , Ana Larrayoz-Jiménez , Leticia San Martín-Rodríguez

{"title":"Augmented reality for intramuscular injection training: A cluster randomized controlled trial","authors":"Nelia Soto-Ruiz , Paula Escalada-Hernández , Arantxa Bujanda-Sainz de Murieta , Tomás Ballesteros-Egüés , Ana Larrayoz-Jiménez , Leticia San Martín-Rodríguez","doi":"10.1016/j.teln.2025.03.013","DOIUrl":"10.1016/j.teln.2025.03.013","url":null,"abstract":"<div><h3>Background</h3><div>The acquisition of clinical skills, such as intramuscular injection, is crucial in nursing education, traditionally taught through theory and practice. Recent studies suggest that augmented reality (AR) enhances students' learning.</div></div><div><h3>Aim</h3><div>To evaluate the effect of an augmented reality application (ARSim2care) for training intramuscular injections technique among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A cluster randomized controlled trial was conducted. A total of 72 nursing students participated in the study (32 in the intervention group and 40 in the control group). Sociodemographic variables and dependent variables such as knowledge, skills, satisfaction and self-confidence with learning were measured.</div></div><div><h3>Results</h3><div>The groups showed statistically significant differences in age. Knowledge acquisition in the intervention group was 0.56 points higher, this difference was statistically significant. No significant differences were found in technical skills, satisfaction and self-confidence although both groups showed positive results.</div></div><div><h3>Conclusions</h3><div>The ARSim2care application enhanced nursing students' theoretical knowledge of intramuscular injections, although no significant improvements in technical skills were observed. Augmented reality shows potential as an educational tool; however, further research is required to evaluate its long-term effectiveness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e869-e876"},"PeriodicalIF":1.9,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204004","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

Enhancing nursing students’ capacity to respond to extreme weather events using an innovative tabletop simulation activity 利用创新的桌面模拟活动提高护理学生应对极端天气事件的能力

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-08 DOI: 10.1016/j.teln.2025.03.007

Tracy Levett-Jones PhD, RN, MEd , Chris Zehntner PhD, BSc , Aletha Ward PhD, MBA, BNur RN

{"title":"Enhancing nursing students’ capacity to respond to extreme weather events using an innovative tabletop simulation activity","authors":"Tracy Levett-Jones PhD, RN, MEd , Chris Zehntner PhD, BSc , Aletha Ward PhD, MBA, BNur RN","doi":"10.1016/j.teln.2025.03.007","DOIUrl":"10.1016/j.teln.2025.03.007","url":null,"abstract":"<div><h3>Background</h3><div>The increasing frequency and intensity of climate change-driven extreme weather presents challenges to healthcare systems globally. Nurses, the largest healthcare workforce, often lead disaster responses but may lack the skills and knowledge needed to respond effectively. Accessible, innovative educational approaches would improve workforce readiness.</div></div><div><h3>Innovation</h3><div>We developed a tabletop simulation to enhance nursing students’ understanding of climate-induced extreme weather events and response strategies. Six simulation scenarios were derived from interviews with nurses who have first-hand experiences in such events.</div></div><div><h3>Results</h3><div>Informal feedback indicated that students believed the simulation enhanced their critical thinking, decision making, collaboration, teamwork, preparedness, and adaptability, in crisis situations. It also prompted reflection on the emotional and ethical considerations of disaster response.</div></div><div><h3>Implications</h3><div>This cost-effective, low-stakes simulation enhances critical thinking, decision-making and teamwork skills, contributing to individual and system-wide resilience in response to climate-induced challenges.</div></div><div><h3>Conclusion</h3><div>Tabletop simulations offer a valuable tool for prelicensure education and professional development, immersing learners in realistic, unpredictable scenarios that enhance emergency preparedness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e846-e850"},"PeriodicalIF":1.9,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204116","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

Relationship between nursing students' views on robot nurses, artificial intelligence applications, and their innovativeness 护生对机器人护士、人工智能应用及其创新性的看法

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-07 DOI: 10.1016/j.teln.2025.02.029

Sevim Cankara Msc , Eda Ergin , Sebnem ÇINAR Yücel

{"title":"Relationship between nursing students' views on robot nurses, artificial intelligence applications, and their innovativeness","authors":"Sevim Cankara Msc , Eda Ergin , Sebnem ÇINAR Yücel","doi":"10.1016/j.teln.2025.02.029","DOIUrl":"10.1016/j.teln.2025.02.029","url":null,"abstract":"<div><h3>Background</h3><div>Understanding nursing students' perspectives on artificial intelligence and robotics is essential for preparing them for future practice.</div></div><div><h3>Aim</h3><div>This study aimed to investigate the opinions of nursing students in western Turkey on innovation, robot nurses, and artificial intelligence applications.</div></div><div><h3>Methods</h3><div>This descriptive cross-sectional study, conducted in line with STROBE guidelines, included 341 nursing faculty students (January–May 2022). Data were collected using the “Student Information Form,” “Questionnaire on Students' Innovative Ideas, Artificial Intelligence, and Robot Nurses,” and the “Individual Innovativeness Scale” (IIS).</div></div><div><h3>Results</h3><div>The three most preferred tasks for AI-powered robots were “Measuring patients’ height and weight” (92.1%), “Preventing falls” (91.2%), and “Changing bed linens” (90%). The mean IIS score was 54.05 ± 13.66.</div></div><div><h3>Conclusion</h3><div>Participants were categorized as traditionalists rather than innovators. Those who believed AI-powered robots would benefit nursing had lower IIS scores.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e783-e790"},"PeriodicalIF":1.9,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204448","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