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

The chain of academic dishonesty model: Understanding misconduct in undergraduate nursing education 学术不诚信链模型：了解本科护理教育中的不端行为

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-20 DOI: 10.1016/j.teln.2026.05.029

Aimee Smith MS, RN, FNP-BC, CCRN, CHSE, CNE, Elizabeth Berro PhD, RN, CHSE, CNE

{"title":"The chain of academic dishonesty model: Understanding misconduct in undergraduate nursing education","authors":"Aimee Smith MS, RN, FNP-BC, CCRN, CHSE, CNE, Elizabeth Berro PhD, RN, CHSE, CNE","doi":"10.1016/j.teln.2026.05.029","DOIUrl":"10.1016/j.teln.2026.05.029","url":null,"abstract":"<div><h3>Background</h3><div>Academic dishonesty in undergraduate nursing education is a persistent, systemic problem with documented links to clinical misconduct and compromised patient safety. Despite growing awareness, existing responses remain largely reactive, focusing on detection and punishment rather than upstream prevention.</div></div><div><h3>Innovation/Major Points</h3><div>The chain of academic dishonesty (ChAD) model presents a novel conceptual framework that reinterprets academic misconduct through the lens of the public health chain of infection. Four interconnected domains are identified: environmental reservoirs, integrity drift behaviors, cultural normalization mechanisms, and high-stakes misconduct outcomes.</div></div><div><h3>Implications</h3><div>The ChAD model supports the design of proactive, systems-based integrity initiatives in U.S. undergraduate nursing programs. Interventions targeting each domain may interrupt escalating misconduct pathways and strengthen professional identity formation.</div></div><div><h3>Conclusions</h3><div>By reframing academic dishonesty as an epidemic sustained by institutional and cultural conditions, the ChAD model offers nursing educators a practical framework for understanding, preventing, and disrupting misconduct at multiple system levels.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 333-338"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096712","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

Planetary health in global nursing education: A scoping review of integration strategies across high- and low-income contexts 全球护理教育中的行星健康：对高收入和低收入背景下一体化战略的范围审查

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-05-25 DOI: 10.1016/j.teln.2026.04.024

Abdulmajeed M. Albalawi PhD, RN, Wafaa Ramadan Ahmed PhD, RN, Khaldoon Aied Alnawafleh PhD, RN, Ayman Ateq Alamri PhD, RN

{"title":"Planetary health in global nursing education: A scoping review of integration strategies across high- and low-income contexts","authors":"Abdulmajeed M. Albalawi PhD, RN, Wafaa Ramadan Ahmed PhD, RN, Khaldoon Aied Alnawafleh PhD, RN, Ayman Ateq Alamri PhD, RN","doi":"10.1016/j.teln.2026.04.024","DOIUrl":"10.1016/j.teln.2026.04.024","url":null,"abstract":"<div><h3>Objectives</h3><div>To map strategies, competencies, barriers, and pedagogical approaches for integrating planetary health into undergraduate nursing education across high- and low-income contexts.</div></div><div><h3>Design</h3><div>Scoping review following Arksey and O’Malley and PRISMA-ScR guidelines.</div></div><div><h3>Data sources</h3><div>Nine electronic and regional databases searched January 2020–December 2025.</div></div><div><h3>Review methods</h3><div>Three independent reviewers screened 2,158 unique records; two conducted data extraction and thematic coding, with consensus discussions involving a fourth author. Thirteen primary empirical studies met the inclusion criteria. Final inter-rater reliability achieved κ = 0.87.</div></div><div><h3>Results</h3><div>Cross-curricular infusion predominated (62%), whereas low- and middle-income country (LMIC) programs adopted hybrid models leveraging digital tools and community partnerships. Four core competency domains emerged: ecological literacy, systems thinking, climate-health linkages, and health equity advocacy. LMIC representation improved to 38.5% (5/13). Major barriers included curriculum overload and faculty knowledge gaps; key facilitators were institutional leadership and interdisciplinary collaboration. Climate education also correlated with reduced student psychological distress (β = −0.205).</div></div><div><h3>Conclusions</h3><div>Context-responsive integration, spiral curricula, and tiered faculty development are essential for scalable planetary health education. Embedding these competencies addresses clinical readiness and student well-being, providing a practical, evidence-based roadmap for global nursing curriculum designers and accreditation bodies.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1813-e1821"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096714","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

Scaffolding in clinical skill development: A concept analysis for contemporary nursing education 临床技能发展中的支架：当代护理教育的概念分析

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-18 DOI: 10.1016/j.teln.2026.05.033

John Paulo C. Pineda RN, MN, Ma. Teresa Cabanayan RN, MN, Isabelito Nabong RN, MAN

{"title":"Scaffolding in clinical skill development: A concept analysis for contemporary nursing education","authors":"John Paulo C. Pineda RN, MN, Ma. Teresa Cabanayan RN, MN, Isabelito Nabong RN, MAN","doi":"10.1016/j.teln.2026.05.033","DOIUrl":"10.1016/j.teln.2026.05.033","url":null,"abstract":"<div><h3>Background</h3><div>Scaffolding is widely used in nursing skills laboratories, simulation, clinical placement, and preceptorship, yet its meaning in clinical skill development remains inconsistently defined.</div></div><div><h3>Objectives</h3><div>This concept analysis clarified scaffolding in clinical skill development by identifying attributes, antecedents, consequences, empirical referents, and cases.</div></div><div><h3>Methods</h3><div>Walker and Avant’s method guided synthesis of nursing education, simulation, preceptorship, and educational theory literature, prioritizing 2021-2024 sources while retaining seminal works.</div></div><div><h3>Results</h3><div>Scaffolding was defined as a structured, adaptive process that supports learners from guided participation toward independent clinical performance. Attributes included intentional support, contingent guidance, active participation, fading, and progressive task complexity. Antecedents included learner need, an experienced educator or preceptor, defined competencies, a safe learning environment, and competency-based expectations. Consequences included clinical competence, clinical judgment, confidence, reduced anxiety, and patient safety.</div></div><div><h3>Conclusion</h3><div>Intentional scaffolding can guide educators in sequencing support, feedback, and autonomy during clinical teaching.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1467-e1470"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095987","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’ smartphone use in clinical practice: A scoping review 护理学生在临床实践中使用智能手机：范围审查

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-06 DOI: 10.1016/j.teln.2026.05.016

Vitor Sérgio Parola PhD, Susana Maria Gaspar PhD, Hugo Leiria Neves MSc, Rui Filipe Gonçalves PhD, Isabel Jesus Oliveira PhD

{"title":"Nursing students’ smartphone use in clinical practice: A scoping review","authors":"Vitor Sérgio Parola PhD, Susana Maria Gaspar PhD, Hugo Leiria Neves MSc, Rui Filipe Gonçalves PhD, Isabel Jesus Oliveira PhD","doi":"10.1016/j.teln.2026.05.016","DOIUrl":"10.1016/j.teln.2026.05.016","url":null,"abstract":"<div><h3>Background</h3><div>The integration of smartphones, as part of broader mobile technology use in nursing education, is reshaping clinical learning by enhancing access to information, supporting decision-making, and bridging the gap between theory and practice.</div></div><div><h3>Aim</h3><div>To explore evidence on the role of smartphones in nursing students’ clinical practice, focusing on their use as alternative or supportive tools in the teaching-learning process.</div></div><div><h3>Methods</h3><div>A scoping review was conducted following Joanna Briggs Institute guidance, using the Population, Concept, and Context framework and searches in MEDLINE, Cochrane Library, SciELO, Scopus, CINAHL, and Gray literature sources.</div></div><div><h3>Results</h3><div>From 143 records identified, 12 studies were included, generating 3 themes: smartphones’ role in clinical learning, perceived benefits, and challenges and barriers to their use in clinical settings.</div></div><div><h3>Conclusions</h3><div>Smartphones hold pedagogical potential to support clinical learning, but their integration requires theory-informed research, clear institutional policies, and strategies to promote ethical and equitable use.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1828-e1835"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095998","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

Compassionate love, self-liking/self-competence, phubbing, and being phubbed among nursing students: A cross-sectional correlational study 护生慈悲爱、自我喜欢/自我能力、低头与被低头：一项横断面相关研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-12 DOI: 10.1016/j.teln.2026.07.019

Rana Melis Bayar BSN, Müjde Çalıkuşu Incekar PhD, Sinem Ada Gökşin BSN

{"title":"Compassionate love, self-liking/self-competence, phubbing, and being phubbed among nursing students: A cross-sectional correlational study","authors":"Rana Melis Bayar BSN, Müjde Çalıkuşu Incekar PhD, Sinem Ada Gökşin BSN","doi":"10.1016/j.teln.2026.07.019","DOIUrl":"10.1016/j.teln.2026.07.019","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine the relationships between nursing students' levels of compassionate love, self-liking/self-competence, phubbing, and being phubbed.</div></div><div><h3>Methods</h3><div>This study was conducted as a cross-sectional correlational study with 188 nursing students.</div></div><div><h3>Results</h3><div>Phubbing and being phubbed were moderately and positively correlated (r = .41, <em>p</em> < .001). Both phubbing and being phubbed showed weak negative correlations with self-liking (r = −.21, <em>p</em> = .004 and r = −.20, <em>p</em> = .006, respectively), whereas self-competence was not significantly associated with either variable. Compassionate love was positively associated only with self-competence (r = .23, <em>p</em> = .001). Students using smartphones for ≥5 hours daily reported significantly higher phubbing scores (<em>p</em> = .002). Moderation analysis revealed that compassionate love attenuated the negative association between phubbing and self-liking (β = .77, <em>p</em> = .043).</div></div><div><h3>Conclusion</h3><div>Higher levels of phubbing were associated with lower self-liking among nursing students, whereas compassionate love appeared to buffer this adverse relationship. Compassionate love may serve as a protective psychosocial resource that mitigates the negative impact of phubbing on self-perceptions.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1730-e1736"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096095","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

Justice-driven pedagogy: Integrating male infertility into nursing education 正义导向教学法：将男性不育症纳入护理教育

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-08 DOI: 10.1016/j.teln.2026.06.009

Mehrdad Abdullahzadeh RN, PhD

{"title":"Justice-driven pedagogy: Integrating male infertility into nursing education","authors":"Mehrdad Abdullahzadeh RN, PhD","doi":"10.1016/j.teln.2026.06.009","DOIUrl":"10.1016/j.teln.2026.06.009","url":null,"abstract":"<div><h3>Background</h3><div>Male infertility accounts for nearly half of infertility cases worldwide, yet remains largely invisible in nursing curricula. This invisibility reinforces stigma, perpetuates gendered assumptions, and limits nurses’ ability to deliver equitable reproductive care.</div></div><div><h3>Major Points</h3><div>Drawing on epidemiological evidence, stigma theory, masculinity constructs, and justice‑based nursing models, this conceptual paper argues for integrating male infertility into nursing education. Educational strategies—including simulation, case‑based learning, interprofessional modules, reflective practice, and structured continuing professional development—prepare nurses to address psychosocial distress, challenge harmful gender norms, and support inclusive reproductive care.</div></div><div><h3>Implications</h3><div>Embedding male infertility into curricula strengthens competencies in communication, cultural sensitivity, stigma reduction, and advocacy. Justice‑driven pedagogy positions nurses to lead equity‑oriented reproductive health practice and aligns education with global health priorities.</div></div><div><h3>Conclusions</h3><div>Integrating male infertility into nursing education normalizes infertility as a shared issue, expands reproductive health curricula, and advances reproductive health equity. Justice‑driven frameworks equip nurses to deliver person‑centered care and support Sustainable Development Goal 3.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1481-e1487"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096100","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

Undergraduates’ attitudes toward older adults and aging careers following aging-related content in lifespan and gerontology courses 在生命学和老年学课程中与老年相关的内容后，大学生对老年人和老年职业的态度

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-02 DOI: 10.1016/j.teln.2026.06.010

Ellen M. Cotter PhD

{"title":"Undergraduates’ attitudes toward older adults and aging careers following aging-related content in lifespan and gerontology courses","authors":"Ellen M. Cotter PhD","doi":"10.1016/j.teln.2026.06.010","DOIUrl":"10.1016/j.teln.2026.06.010","url":null,"abstract":"<div><h3>Background</h3><div>Demographic trends indicate a significant need for trained health care professionals to serve older adults. However, previous research has not consistently shown whether exposure to aging-related material in post-secondary coursework increases or decreases interest in these careers.</div></div><div><h3>Aim</h3><div>This study examined undergraduate gerontology and lifespan development students’ interest in aging-related careers and perceptions of the aging process and older adults at the beginning and end of the semester. Both within-course and between-course changes in student attitudes following aging-related coursework were investigated.</div></div><div><h3>Methods</h3><div>The study used a pre-/post-test survey design.</div></div><div><h3>Results</h3><div>At post-test, students endorsed more multifaceted and positive views of aging and older adults, but did not consistently express increased interest in aging-related careers. Gerontology students were more likely to report increased interest in aging-related careers than lifespan students, but this difference was not statistically significant.</div></div><div><h3>Conclusions</h3><div>Exposing undergraduates to information about aging may improve perceptions of older adults, but be insufficient to increase interest in aging-related careers. More active learning strategies and exposure to career-specific information may be needed for that purpose.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1635-e1640"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096180","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

Male nursing students’ experiences during family health clinical: A qualitative study 男护生家庭健康临床经历的质性研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-13 DOI: 10.1016/j.teln.2026.06.020

Allyson L. Brown, Rachel Joseph

{"title":"Male nursing students’ experiences during family health clinical: A qualitative study","authors":"Allyson L. Brown, Rachel Joseph","doi":"10.1016/j.teln.2026.06.020","DOIUrl":"10.1016/j.teln.2026.06.020","url":null,"abstract":"<div><h3>Background</h3><div>Men remain significantly underrepresented in nursing, and gender-related barriers continue to shape their educational experiences. Family Health Clinical rotations, which encompass birthing–newborn, pediatric, and reproductive health, are highly female-dominated environments where male nursing students may encounter inequitable learning opportunities.</div></div><div><h3>Purpose</h3><div>To explore male nursing students’ perceptions of learning and social interactions during Family Health Clinical rotations.</div></div><div><h3>Methods</h3><div>This qualitative descriptive study collected data through individual interviews, written reflections, and a supplementary follow-up session. Data analysis followed Braun and Clarke’s thematic analysis approach.</div></div><div><h3>Results</h3><div>Ten male students participated. Analysis generated three themes: obstacles to learning (gender bias, discomfort, and limited exposure), social interactions’ impact (positive instructor support enhanced learning), and influence on career decisions (avoidance of birthing-child specialties). Participants reported that community-based clinical settings offered more inclusive and hands-on learning experiences than inpatient units.</div></div><div><h3>Conclusion</h3><div>Findings highlight the ongoing need for equitable clinical experiences, intentional instructor support, and increased male mentorship during these clinical rotations. Enhancing inclusivity in these rotations has the potential to strengthen learning, improve student confidence, and support a more diverse nursing workforce.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1653-e1659"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096190","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 nursing students’ preparedness for opioid-related care through high-fidelity simulation: A mixed-methods study 通过高保真模拟提高护生对阿片类药物相关护理的准备：一项混合方法研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-18 DOI: 10.1016/j.teln.2026.05.031

Amanda M. Girardi PhD, RN, CNE, Galen Ziegler MS, RN, CMSRN, CNE

{"title":"Improving nursing students’ preparedness for opioid-related care through high-fidelity simulation: A mixed-methods study","authors":"Amanda M. Girardi PhD, RN, CNE, Galen Ziegler MS, RN, CMSRN, CNE","doi":"10.1016/j.teln.2026.05.031","DOIUrl":"10.1016/j.teln.2026.05.031","url":null,"abstract":"<div><h3>Background</h3><div>Opioid use disorder (OUD) frequently leads to hospitalization due to overdose and injury-related events in the United States, yet many nursing students report feeling unprepared to care for this population. Simulation-based learning may help address this gap; thus, this study evaluated the impact of high-fidelity simulation on nursing students’ perceived preparedness to care for patients with OUD.</div></div><div><h3>Methods</h3><div>A quasi-experimental mixed-methods study was conducted with 57 associate-degree nursing students who completed pre- and post-simulation surveys. Students were assigned to a standardized patient (SP) (<em>n</em> = 46) or a manikin group (<em>n</em> = 11). Quantitative data were analyzed using descriptive and inferential statistics. Qualitative reflections underwent thematic analysis.</div></div><div><h3>Results</h3><div>Students showed significant improvement across all survey items (<em>p</em> < 0.01), with moderate-to-large effect sizes (Cohen’s d = 0.42–0.85, M = 0.69). Scores rose from a mean of 4.01 to 4.48. While group differences were not statistically significant, SP participants trended with higher post-simulation mean scores. Qualitative analysis revealed two major themes.</div></div><div><h3>Conclusions</h3><div>Simulation improved students’ perceived preparedness to care for patients with OUD. Findings support integrating simulation into curricula to address the opioid crisis.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1596-e1601"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096315","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

Structure of undergraduate adult health nursing course syllabi in selected universities from Jordan, Saudi Arabia, and the Palestinian Territories: An exploratory quantitative study 约旦、沙特阿拉伯和巴勒斯坦地区大学本科成人保健护理课程教学大纲结构：一项探索性定量研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-01 DOI: 10.1016/j.teln.2026.06.002

Belal Hijji

{"title":"Structure of undergraduate adult health nursing course syllabi in selected universities from Jordan, Saudi Arabia, and the Palestinian Territories: An exploratory quantitative study","authors":"Belal Hijji","doi":"10.1016/j.teln.2026.06.002","DOIUrl":"10.1016/j.teln.2026.06.002","url":null,"abstract":"<div><h3>Background</h3><div>Course syllabi are essential tools in undergraduate nursing education, yet their structure is rarely studied.</div></div><div><h3>Aim</h3><div>This study examined syllabus structure, the wording and number of learning objectives, and the originality of course descriptions.</div></div><div><h3>Methods</h3><div>In this descriptive study, 36 online syllabi from 7 universities in Jordan, Saudi Arabia, and the Palestinian Territories were reviewed for 7 components and 50 subcomponents. Learning objectives were examined for number and for the inclusion of vague terms. Course-description originality was assessed using iThenticate, and descriptive statistics and cross-tabulations were conducted using SPSS v27.</div></div><div><h3>Results</h3><div>Course information (69.8%), instructor information (50%), and instructional approach (50.4%) were most frequently included, whereas grading information, policy information, and student-support resources appeared in fewer than 20% of syllabi. Skills for studying and learning were absent. Learning objectives in 49% of syllabi included vague terms (e.g., <em>critical thinking; understanding</em>) and were frequently excessive (13–45 per syllabus). Nonoriginal course descriptions affected 90% of syllabi.</div></div><div><h3>Conclusions</h3><div>Nursing syllabi demonstrated notable structural and pedagogical deficiencies, highlighting the need for evidence-based syllabus development and stronger institutional oversight.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1610-e1614"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096316","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