Teaching and Learning in Nursing最新文献_第4页

What does entrepreneurial innovation mean in nursing? A response to Erbas et al. (2025) 创业创新在护理领域意味着什么？对Erbas et al.（2025）的回应

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-05 DOI: 10.1016/j.teln.2025.03.008

Inês F. Almeida, Amorim Rosa, Pedro Parreira, Liliana B. Sousa

引用次数: 0

Challenges and reconstruction: nursing students' learning experiences in simulated emergency scenarios 挑战与重构：护理学生在模拟紧急情况下的学习经验

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-05 DOI: 10.1016/j.teln.2025.03.012

Jiin-Ling Jiang RN, PhD , Yu-Chin Ma RN, PhD , Malcolm Koo PhD

{"title":"Challenges and reconstruction: nursing students' learning experiences in simulated emergency scenarios","authors":"Jiin-Ling Jiang RN, PhD , Yu-Chin Ma RN, PhD , Malcolm Koo PhD","doi":"10.1016/j.teln.2025.03.012","DOIUrl":"10.1016/j.teln.2025.03.012","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based learning enables nursing students to experience and manage emergency situations effectively.</div></div><div><h3>Aims</h3><div>To explore how undergraduate nursing students develop emergency care skills through simulation exercises.</div></div><div><h3>Methods</h3><div>This qualitative study collected data through individual interviews and written reflections, which were analyzed using interpretive content analysis.</div></div><div><h3>Results</h3><div>A total of 21 interviewees shared their perceptions and reflections on simulation-based learning. Four main themes and 11 subthemes emerged: (1) Challenges, with subthemes including “role decision-making in simulation”, “facing unknown scenarios,” and “emergence of tension”; (2) Awareness, with subthemes “realistic on-site reactions”, “tug-of-war between fluster and calm,” and “need to enhance nursing skills”; (3) Reconstruction, with subthemes “turning passivity into proactivity”, “learning team cooperation,” and “linking theory with practice”; (4) Motivation, with subthemes “extend the duration of simulation courses” and “diverse and in-depth learning.”</div></div><div><h3>Conclusions</h3><div>Simulation exercises play a vital role in nursing education by promoting self-reflection, culturing team cooperation, integrating theoretical knowledge with practical skills, and initiating learning motivation in emergency care.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e863-e868"},"PeriodicalIF":1.9,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204127","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}

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Teaching nursing students to provide emotional support through postcard writing 教护生通过写明信片提供情感支持

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-02 DOI: 10.1016/j.teln.2025.03.004

Yusrita Zolkefli PhD

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Zombie apocalypse simulation: elevating mental health nursing education 僵尸启示模拟：提升心理健康护理教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.009

Sasha Bryan, Emily E.L. Brooks

{"title":"Zombie apocalypse simulation: elevating mental health nursing education","authors":"Sasha Bryan, Emily E.L. Brooks","doi":"10.1016/j.teln.2024.12.009","DOIUrl":"10.1016/j.teln.2024.12.009","url":null,"abstract":"<div><h3>Background</h3><div>The dilution of mental health nursing (MHN) skills is a growing concern in nursing education. Simulation-based learning (SBL) offers a potential solution to enhance MHN-specific competencies.</div></div><div><h3>Aim</h3><div>This study aims to evaluate the effectiveness of SBL in improving MHN students' confidence, clinical decision-making, and readiness for practice through an innovative mass casualty zombie apocalypse scenario. It addresses the dilution of MHN skills in nursing education and demonstrates how SBL can better prepare students for real-world mental health care challenges.</div></div><div><h3>Methods</h3><div>This mixed-methods study assessed the impact of SBL on MHN students’ skills in assessment, risk management, and clinical decision-making. Quantitative data were gathered using Likert scale questionnaires, and qualitative data were obtained from open-ended questions. Both sets were analyzed to evaluate changes in student confidence and reflections on the simulation experience.</div></div><div><h3>Results</h3><div>Pre- and postquestionnaires showed significant improvements in student confidence, clinical decision-making, and readiness for practice. Qualitative feedback highlighted enhanced critical thinking and key MHN skills.</div></div><div><h3>Conclusions</h3><div>SBL enhances MHN students' competence, bridging theory-practice gaps and improving mental health care outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e452-e459"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845059","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

Mental Health Factors and Learning Adaptability Among Nursing Students During the COVID-19 Pandemic: A Structural Equation Modelling Study 护理专业学生在 COVID-19 大流行期间的心理健康因素和学习适应能力：结构方程模型研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.017

Li Li , Wanqiu Meng , Ling Wang , Ying Jiang , Qingfang Kong , Zhongying Shi

{"title":"Mental Health Factors and Learning Adaptability Among Nursing Students During the COVID-19 Pandemic: A Structural Equation Modelling Study","authors":"Li Li , Wanqiu Meng , Ling Wang , Ying Jiang , Qingfang Kong , Zhongying Shi","doi":"10.1016/j.teln.2024.11.017","DOIUrl":"10.1016/j.teln.2024.11.017","url":null,"abstract":"<div><h3>Background</h3><div>Mental health problems are prevalent among nursing students globally. Exacerbated by the challenges of academic and personal life, these problems intensified further during the COVID-19 pandemic.</div></div><div><h3>Objective</h3><div>This study sought to investigate the association between self-reported mental health factors and learning adaptability among nursing students at a college in Shanghai amid the pandemic.</div></div><div><h3>Design</h3><div>A cross-sectional questionnaire survey was conducted online between October 2021 and February 2022, and 885 nursing students (<em>M</em><sub>Age</sub> = 20.2 years, <em>SD</em> = 1.16; Female = 73.6%) participated.</div></div><div><h3>Measurements</h3><div>Anxiety, depression, Internet addiction, emotional intelligence, health-promoting lifestyles, and learning adaptability were measured using the Chinese version of the Generalized Anxiety Disorder Scale-7, Patient Health Questionnaire-9, Internet Addiction Test, Emotional Intelligence Scale, Health-Promoting Lifestyle Profile, and Learning Adaptability of Undergraduate Students, respectively.</div></div><div><h3>Results and Conclusion</h3><div>Results from structural equation modeling revealed that emotional intelligence and health-promoting lifestyles as well as anxiety, depression, and Internet addiction were important indicators of learning adaptability. This study highlights the importance of enhancing emotional intelligence and promoting health-oriented lifestyles as key strategies for support.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e348-e355"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845075","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 nursing student-to-student cyber-incivility 引导护理专业学生之间的网络不文明行为

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.007

Danielle Yocom DNP, RN, FNP-BC, Julie McCulloh Nair PhD, RN, PHNA-BC, CCRE, Megan Infanti Mraz PhD, RN, Susan Tipperman MSN, RN, CCM, Norine Pulliam PhD, RN, PHCNS-BC, Deborah Mandel PhD, RNC-OB

{"title":"Navigating nursing student-to-student cyber-incivility","authors":"Danielle Yocom DNP, RN, FNP-BC, Julie McCulloh Nair PhD, RN, PHNA-BC, CCRE, Megan Infanti Mraz PhD, RN, Susan Tipperman MSN, RN, CCM, Norine Pulliam PhD, RN, PHCNS-BC, Deborah Mandel PhD, RNC-OB","doi":"10.1016/j.teln.2025.01.007","DOIUrl":"10.1016/j.teln.2025.01.007","url":null,"abstract":"<div><h3>Background</h3><div>Online platforms offer tremendous opportunities for learning and connection via collaborative methods. They also present unique challenges, particularly with online incivility. While co-creating norms is a possible solution for the face-to-face learning environment, challenges arise with asynchronous, online courses.</div></div><div><h3>Innovation</h3><div>A case study provides a real-world example of nursing student to nursing student incivility within an online academic space while completing a group work assignment. As a result of this experience, an innovative and comprehensive view of problem-solving was developed by nursing faculty.</div></div><div><h3>Implications</h3><div>Implementing solution-based approaches may address inappropriate or disruptive behavior by online nursing students. Exploration of faculty best practice to troubleshoot nursing student to student incivility in online environments is necessary as distance education continues to grow.</div></div><div><h3>Conclusion</h3><div>With the rapid increase in online education and the use of technology in the online learning environment, upholding cyber-civility and attempts to prevent cyber-incivility have become important concerns for nurse educators.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e567-e571"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845181","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

Strategies to Enhance Learning Engagement in the Fundamentals of Nursing Course within a Chinese Blended Learning Environment: A Prepost Study 在中国混合学习环境下提高护理基础课程学习参与度的策略：一项事前研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.007

Lirong Zhou, Yuanyuan Hao

{"title":"Strategies to Enhance Learning Engagement in the Fundamentals of Nursing Course within a Chinese Blended Learning Environment: A Prepost Study","authors":"Lirong Zhou, Yuanyuan Hao","doi":"10.1016/j.teln.2024.12.007","DOIUrl":"10.1016/j.teln.2024.12.007","url":null,"abstract":"<div><h3>Background</h3><div>Blended learning has become the “new normal” in higher education. Nursing education requires blended learning strategies to enhance learning outcomes.</div></div><div><h3>Aim</h3><div>To evaluate the effects of learning strategies on enhancing learning engagement, achievement and experience in the Fundamentals of Nursing course within blended learning environment.</div></div><div><h3>Methods</h3><div>A prepost design was conducted by a series of learning strategies based on the Community of Inquiry (CoI) theory framework. The strategies were applied to 114 vocational nursing students in China. The online strategies included “Case”, “Discuss”, “Like”, and “Mindmap”, while the offline strategies included “Scenario”, “Ask”, “Compare”, and “Feedback”. Data on learning engagement, end-of-semester exam scores, and learning experience scores were collected before and after the intervention.</div></div><div><h3>Results</h3><div>Compared to the prior semester, both online and offline learning engagement and end-semester exam scores improved significantly (P<0.05). Learning experience scores for cognitive presence, teaching presence, and social presence also increased significantly (P<0.05).</div></div><div><h3>Conclusions</h3><div>Learning strategies based on CoI of Blended learning can enhance learning engagement, learning achievement and the overall learning experience.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e439-e445"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845235","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

Reconceptualizing nursing curricula for planetary health: A web-based desktop audit 重新认识护理课程，促进地球健康：基于网络的桌面审核

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.06.016

Naomi Tutticci PhD, GCAP, BN, FHEA , Letitia Del Fabbro MPH, RN , Catelyn Richards BN , Tracey Tulleners MAP, RN , Devika Varsani BBiomed Melb, BBiomedSc (Hons) , Odette Best PhD, RN, FACN, FAAN, CF , Aletha Ward PhD, MBA, BN, FACN

{"title":"Reconceptualizing nursing curricula for planetary health: A web-based desktop audit","authors":"Naomi Tutticci PhD, GCAP, BN, FHEA , Letitia Del Fabbro MPH, RN , Catelyn Richards BN , Tracey Tulleners MAP, RN , Devika Varsani BBiomed Melb, BBiomedSc (Hons) , Odette Best PhD, RN, FACN, FAAN, CF , Aletha Ward PhD, MBA, BN, FACN","doi":"10.1016/j.teln.2024.06.016","DOIUrl":"10.1016/j.teln.2024.06.016","url":null,"abstract":"<div><h3>Background</h3><div>Despite international support for integrating planetary health into nursing curricula from academia, clinicians, and students themselves, there is limited evidence of incorporation into undergraduate curricula in Australia and New Zealand.</div></div><div><h3>Aim</h3><div>To obtain a snapshot of planetary health theory and practice in nursing curricula, to inform future education development at a professional and policy level.</div></div><div><h3>Methods</h3><div>A descriptive study incorporated a web-based desktop audit of preregistration nursing programs in Australia and New Zealand and surveyed program directors to ascertain the perceived level of importance of climate change and carbon emission reduction in curricula.</div></div><div><h3>Results</h3><div>The audit and survey demonstrated sparse evidence of planetary health in the Australian and New Zealand undergraduate nursing curriculum (11%), and the sub-optimal response to a survey regarding the integration of planetary health into the curriculum further supported evidence of limited integration.</div></div><div><h3>Conclusion</h3><div>The pedagogic recontextualization of planetary health within nursing curricula by employing case study concept nodes and utilizing the person-centered care framework by centering patients at the core of planetary health is required to amplify nursing's response to the global health priorities caused by climate change.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 106-112"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853489","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

Academic Challenges During Flood Disaster Among Nursing Students at a University in the Philippines 菲律宾一所大学护理专业学生在洪灾期间的学业挑战

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.014

Jordan Llego PhD, D. Hon.Ex, PhDN, RN, Princess Erika Permison, Nicole Imbuido, Mikaella Concepcion, Lara Jane Caneja, Francine Joy Zaulda

{"title":"Academic Challenges During Flood Disaster Among Nursing Students at a University in the Philippines","authors":"Jordan Llego PhD, D. Hon.Ex, PhDN, RN, Princess Erika Permison, Nicole Imbuido, Mikaella Concepcion, Lara Jane Caneja, Francine Joy Zaulda","doi":"10.1016/j.teln.2024.12.014","DOIUrl":"10.1016/j.teln.2024.12.014","url":null,"abstract":"<div><h3>Background</h3><div>Floods pose significant challenges to educational systems, impacting students' academic progress.</div></div><div><h3>Aim</h3><div>This study investigates the academic challenges faced by nursing students during flood disasters in Dagupan City, Philippines.</div></div><div><h3>Methods</h3><div>This study employed a descriptive-comparative study design. This study focused on nursing students at a private university in Dagupan City during the first semester of the academic year 2023-2024. A total enumeration sampling method was used with 236 nursing students. The researchers collected data via an online survey questionnaire and academic records. Data analysis involved descriptive and inferential statistics using SPSS version 25.</div></div><div><h3>Results</h3><div>The study found that a significant proportion of respondents experienced flood disasters, leading to class suspensions, reduced learning hours, and absences. However, after the flood, academic performance improved significantly, with notable increases in grades.</div></div><div><h3>Conclusion</h3><div>Flood disasters disrupt nursing education, impacting attendance, health, and academic performance. Post-flood resilience and improved grades demonstrate the effectiveness of support systems and adaptive learning strategies. Flooding has a substantial negative impact on nursing students' education, emphasizing the need for resilient and flexible educational systems.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 154-160"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845184","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

Tell me something I don't know: an activity for implicit bias awareness 告诉我一些我不知道的事：一个关于内隐偏见意识的活动

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.019

Kim Y. Martineau Jackson PhD, MSN, RN

{"title":"Tell me something I don't know: an activity for implicit bias awareness","authors":"Kim Y. Martineau Jackson PhD, MSN, RN","doi":"10.1016/j.teln.2024.12.019","DOIUrl":"10.1016/j.teln.2024.12.019","url":null,"abstract":"<div><h3>Background</h3><div>Implicit bias exists in healthcare and can have a negative effect on patient assessments and treatment decisions.</div></div><div><h3>Purpose</h3><div>The “Tell Me Something I Don't Know” activity utilizes a version of an ice-breaker game to introduce a strategy for implicit bias awareness to nursing students.</div></div><div><h3>Method</h3><div>For this activity, students are given a blank index card and instructed to anonymously write down one or two facts about themselves that their classmates would not know. Once completed, cards are collected and read aloud where students then attempt to guess which fact belongs to whom.</div></div><div><h3>Results</h3><div>Students are amazed when they learn unforeseen facts about their peers, such as someone owning a goat farm, attending poetry readings, or speaking different languages. However, students are even more surprised when they realize that they may have made biased or stereotypical assumptions.</div></div><div><h3>Conclusion</h3><div>The activity concludes with an instructor-led interactive discussion where students discuss ways to avoid conforming to biased stereotypes and how that translates to the importance of not making assumptions about our patients.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Page e517"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845070","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