Teaching and Learning in Nursing最新文献

{"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}

{"title":"Learning experiences and coping strategies of nursing students in the face of clinical errors","authors":"Mohammad-Rafi Bazrafshan ,&nbsp;Omid Barghi ,&nbsp;Ali Mohammad Parviniannasab ,&nbsp;Amir Mansouri ,&nbsp;Negar Shahkarami ,&nbsp;Behnam Masmouei","doi":"10.1016/j.teln.2024.11.011","DOIUrl":"10.1016/j.teln.2024.11.011","url":null,"abstract":"<div><h3>Background</h3><div>Error reporting in clinical settings is a significant challenge for nursing students also understanding the nature of these errors is crucial for implementing corrective interventions that enhance patient safety.</div></div><div><h3>Aim</h3><div>This study investigates nursing students' learning experiences and coping strategies in the face of errors in clinical settings.</div></div><div><h3>Methods</h3><div>This research was a qualitative content analysis study. Participants were purposefully selected, and data were acquired through semi-structured interviews.</div></div><div><h3>Results</h3><div>Thirteen students participated in the study and five themes were extracted from the data analysis: causes of errors, emotional responses after errors, actions taken after errors, barriers to error reporting, and error prevention strategies.</div></div><div><h3>Conclusions</h3><div>The findings indicated several factors that contributed to the occurrence of clinical errors experienced by nursing students. Students may also resort to ineffective coping mechanisms and avoid reporting errors. Therefore, it is necessary to develop and implement measures to prevent clinical errors and create effective coping mechanisms in case of these errors to support nursing students and increase patient safety.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e294-e300"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181212","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":"Prelicensure Nursing Students’ Anxiety in the Mental Health Clinical Setting: A Qualitative Study","authors":"Amanda Girardi PhD, RN, CNE ,&nbsp;Jacqueline Marshall PhD., MSN-Ed, MPH, RN, CNE ,&nbsp;Briana L. Snyder PhD, RN, PMH-BC, CNE, RYT 200","doi":"10.1016/j.teln.2024.11.005","DOIUrl":"10.1016/j.teln.2024.11.005","url":null,"abstract":"<div><h3>Background</h3><div>Clinical placement anxiety is a common phenomenon for prelicensure nursing students, known to have various deleterious effects. Nevertheless, there is a dearth of information regarding how to manage prelicensure nursing students ‘anxiety in the mental health clinical setting.</div></div><div><h3>Methods</h3><div>Thirty-seven prelicensure nursing students participated in this descriptive phenomenological research study. Students completed three journal entries throughout their mental health clinical rotation, including before and after engaging in an educational intervention on anxiety-reducing strategies.</div></div><div><h3>Results</h3><div>Three major themes were derived from the aggregate data, including <em>perceptions of anxiety, triggers for anxiety</em>, and <em>coping with anxiety</em>.</div></div><div><h3>Conclusions</h3><div>The results support the need to improve curricula to adequately prepare and manage students’ anxiety, which is often present in the mental health clinical setting. More research is needed to identify strategies that help reduce clinical placement anxiety.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e269-e275"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181210","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":"Evolution of Nursing Students' Perceived Health During the First Year of Training","authors":"Cathy Thiel PhD, MSc, RN ,&nbsp;Christophe Goetz MD ,&nbsp;Gisèle Kanny MD, PhD, PU-PH ,&nbsp;Jane-Laure Danan PhD, MSc, RN","doi":"10.1016/j.teln.2024.08.011","DOIUrl":"10.1016/j.teln.2024.08.011","url":null,"abstract":"<div><h3>Background</h3><div>The health of students, particularly health science students, is a global concern.</div></div><div><h3>Objectives</h3><div>This study aimed to assess the health status of nursing students at the beginning (T0) and end (T1) of the first year of training in 4 French institutes.</div></div><div><h3>Methods</h3><div>This longitudinal descriptive study was based on anonymous self-administered questionnaires sent to 585 students.</div></div><div><h3>Results</h3><div>A total of 294 students responded at T0, 168 at T1, 108 at both time points. At T0, 94% of them (276/294) reported good or excellent health—this percentage decreased to 85% at T1 (143/168). There was no significant difference in anxiety levels between T0 and T1. Nonrestorative sleep was reported by 57% of students at T0 and 66% at T1. Height-weight data, sports activity and eating habits remained stable.</div></div><div><h3>Conclusion</h3><div>Perceived health status deteriorated during the first year of training, particularly the perception of restorative sleep. The results of this study suggest the need for educating teachers and students themselves about maintaining their health and sleep quality.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e91-e97"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180215","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":"Fostering clinical judgment in prelicensure nursing: utilizing a concept map template","authors":"Tonya L. Willingham EdD, MSN, MA, RN, CNE, CNEcI","doi":"10.1016/j.teln.2024.10.006","DOIUrl":"10.1016/j.teln.2024.10.006","url":null,"abstract":"<div><h3>Background</h3><div>The National Council State Boards of Nursing (NCSBN) clinical judgment model (CJM) is integral to prelicensure nursing education, necessitating consistent strategies to develop students’ clinical judgment. Effective strategies should guide students’ decision-making, emphasize priorities, and support deep learning.</div></div><div><h3>Innovation</h3><div>This article introduces a mapping template aligned with the NSCBN CJM, facilitating a systematic approach to clinical judgment. The template offers visual organization, specific actions for each step, and prompts for critical thinking.</div></div><div><h3>Implications</h3><div>The mapping template can enhance student engagement, repetition of concepts, and reflective learning to support clinical judgment consistently across a prelicensure nursing curriculum. Faculty can integrate it into various teaching contexts, clinical instructors can assess students’ decision-making in real-life situations, and students can employ it for independent study.</div></div><div><h3>Conclusions</h3><div>Consistent use of the mapping template fosters a common language, reinforces CJM steps, and serves as a formative assessment tool. Integrating the template into prelicensure nursing education aligns with best practices for developing clinical judgment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e191-e196"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180575","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":"Integration of AI-Powered Chatbots in Nursing Education: A Scoping Review of Their Utilization, Outcomes, and Challenges","authors":"Leodoro J. Labrague RN, PhD, DM, CNE ,&nbsp;Sulaiman Al Sabei RN, PHD","doi":"10.1016/j.teln.2024.11.010","DOIUrl":"10.1016/j.teln.2024.11.010","url":null,"abstract":"<div><h3>Background</h3><div>Chatbots powered by artificial intelligence (AI) have revolutionized teaching methodologies, especially in education. In nursing education, these AI-driven chatbots present substantial potential for enhancing student learning, engagement, and educational processes.</div></div><div><h3>Aim</h3><div>This scoping review aimed to synthesize existing literature on the use of AI-powered chatbots as teaching tools in nursing education, evaluating their effectiveness.</div></div><div><h3>Method</h3><div>This is a scoping review guided by the five-stage scoping review protocol of Arksey and O'Malley (2005). A systematic search and retrieval of relevant articles was conducted across CINAHL, PubMed, Web of Science, Scopus, and Eric databases. Deductive content analysis based on the methodology of Elo and Kyngäs (2008) was used for a narrative synthesis of the findings.</div></div><div><h3>Results</h3><div>A total of 14 studies were included in this review. ChatGPT emerged as the predominant platform for deploying chatbots within nursing education. The primary applications of chatbots were identified as follows: (a) enhancing learning and skill development, (b) supporting simulations, (c) providing educational assistance and tutoring, and (d) facilitating evaluation and assessment. Significant outcomes reported included increased knowledge retention, heightened engagement, and improved skill development among nursing students.</div></div><div><h3>Conclusion</h3><div>The integration of chatbots in nursing education has proven to be a valuable tool for improving student learning outcomes, engagement, and skill development, while also offering effective feedback and evaluation mechanisms. Nurse faculty might consider integrating chatbots to complement traditional teaching methods, but it is essential to continue rigorous research and refinement of the technology, alongside comprehensive educator training, to effectively address existing limitations and challenges.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e285-e293"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181391","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":"Nursing Students Transition to Practice: Technology and Healthcare Community Support","authors":"Nur Razanah Rosli BHS,&nbsp;Yusrita Zolkefli PhD","doi":"10.1016/j.teln.2024.11.022","DOIUrl":"10.1016/j.teln.2024.11.022","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 96-97"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181392","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":"A quality initiative to increase nursing program enrollment and transition to practice to adequately supply the nursing pipeline","authors":"Holly Hampe D.Sc., RN, MHA, MRM,&nbsp;Jessica L. Kamerer EdD, MSN, RNC-NIC,&nbsp;Diane Frndak PhD, MBA, PA-C","doi":"10.1016/j.teln.2024.10.015","DOIUrl":"10.1016/j.teln.2024.10.015","url":null,"abstract":"<div><h3>Background</h3><div>Recent research on the nursing shortage predicts U.S. and global nursing shortfalls will continue through 2030. The pandemic contributed to the decline in the number of students entering nursing programs because of burnout, the perception of nursing, and economic uncertainty. There needs to be an increase in the nursing pipeline, especially for high school students interested in nursing.</div></div><div><h3>Innovation</h3><div>A southwestern Pennsylvania nonprofit private university started a quality initiative to increase the nursing pipeline through exposure of high school students to nursing through the development of a healthcare professionals high school mentoring program.</div></div><div><h3>Implications</h3><div>The program provided students with exposure to various healthcare professions through a structured monthly Zoom presentation, hopefully leading to an informed decision regarding their future profession. High school students may not realize the available healthcare educational options.</div></div><div><h3>Conclusion</h3><div>Anonymous feedback, through a pre-survey and postsurvey of involved students, found that the program provided needed information to determine whether to pursue a healthcare career like nursing. The postsurvey did not reflect an increase in the students' interest in nursing but it did lead to several students enrolling in the university. The university plans to continue to offer this program to interested high school students in the future.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 55-59"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181409","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":"A lesson plan for planning lessons","authors":"Mary L. Kopp PhD, RN ,&nbsp;Cynthia E. Witte DNP, RN, CNE credentials, FNP ,&nbsp;Giannina M. Vernon DNP, RN","doi":"10.1016/j.teln.2024.07.024","DOIUrl":"10.1016/j.teln.2024.07.024","url":null,"abstract":"<div><h3>Background</h3><div>Preparing, performing, and evaluating the effectiveness of a lesson plan are essential nurse educator skills. This study describes an innovative teaching strategy designed to build a nurse educator's academic skill set.</div></div><div><h3>Method</h3><div>Qualitative retrospective exploratory descriptive design of an innovative teaching strategy meant to enhance competency and confidence in the nurse educator's lesson planning skills. The teaching strategy is described and themes were identified from student evaluative comments. Comments were analyzed using a triangulated content analysis process.</div></div><div><h3>Results</h3><div>Data were categorized into Take-Away Point main themes with sub-themes noted in parentheses. Lesson Planning main themes were <em>Time Consuming; Toolkits are Helpful (Madness to Methods E-cards, Alternative Plans, The Fink Lesson Map Template); Components Help Organize (Learning Objectives, Student-Centered)</em>; and <em>Reflection Offers Growth Opportunities (Learning, and Faculty Development).</em> The Muddiest Points' main themes were <em>Curriculum Mapping</em> and <em>Experience.</em></div></div><div><h3>Conclusion</h3><div>Graduate nurse educator students valued structured guidance and peer collaboration while learning lesson planning. This teaching strategy may also aid faculty development by enhancing nurse educator role confidence and career fulfillment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e43-e47"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181931","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":"Maternity Multiple Patient Simulation","authors":"Courtney DiFlauro MS, RNC-OB,&nbsp;Taylor Edwards PhD, RN, CHSE","doi":"10.1016/j.teln.2024.08.022","DOIUrl":"10.1016/j.teln.2024.08.022","url":null,"abstract":"<div><h3>Background</h3><div>Graduate nursing students are expected to care for multiple patients upon graduation and licensure. However, students may have limited exposure to multiple patient assignments in the clinical setting due to limited census, faculty to student ratios, and facility policy. It is critical to equip students with the necessary skills to manage multiple patient assignments in all nursing specialties to promote graduate nurse success.</div></div><div><h3>Innovation</h3><div>Limited literature exists regarding multiple patient simulations with students enrolled in a maternity nursing course. Therefore, a simulation was created that introduces junior-level maternity nursing students to the complexities of multiple patient assignments including prioritization of care, task delegation, and patient safety.</div></div><div><h3>Implication</h3><div>This paper will discuss the planning and implementation of an unfolding multiple patient simulation that focuses on pre-eclampsia, second stage of labor, and postpartum hemorrhage. This educational innovation project can be used in other maternity clinical courses to allow nursing students to prioritize care for high-acuity maternity patients.</div></div><div><h3>Conclusion</h3><div>Future research is needed to determine the impact of maternity focused multiple patient simulations.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 37-40"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181396","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}