Teaching and Learning in Nursing最新文献

{"title":"Rural Interprofessional Education: Addressing Challenges through the Integration of Digital Solutions","authors":"Riza Amalia, Ronal Surya Aditya, Basti Tetteng, Alwita Susanti, Rizky Andana Pohan, Lutfi Hidayati Fauziah, Nur Ainy Sadijah, Lutfiatus Zuhroh","doi":"10.1016/j.teln.2024.09.006","DOIUrl":"10.1016/j.teln.2024.09.006","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e301-e302"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181401","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":"Enhancing nursing students' self-reported self-efficacy and professional competence in basic life support: the role of virtual simulation prior to high-fidelity training","authors":"Lone Dragnes Brix RN, MHSc, PhD ,&nbsp;Anne Mette Skjødt-Jensen MD ,&nbsp;Thomas Holdgård Jensen MSc ,&nbsp;Vibe Aarkrog PhD","doi":"10.1016/j.teln.2024.10.020","DOIUrl":"10.1016/j.teln.2024.10.020","url":null,"abstract":"<div><h3>Background</h3><div>In-hospital cardiac arrests often result in poor outcomes. Effective basic life support (BLS) relies on the competence of responders, yet nursing students often lack these skills. This study aimed to assess the impact of virtual reality (VR) BLS simulation on nursing students' self-reported self-efficacy and professional competence.</div></div><div><h3>Methods</h3><div>An intervention study using a convergent mixed-methods approach was conducted, using questionnaires, interviews, and observations. Third-year nursing students (fifth term) were invited to participate. Qualitative and quantitative data were analysed separately and then integrated.</div></div><div><h3>Results</h3><div>Fifty-nine students were randomised: 30 to the VR group and 29 to the control group. Interviews were conducted with 10 VR group students and eight control group students. VR simulation enhanced self-reported self-efficacy and professional competence in high fidelity (HF) simulation. Three themes emerged from the interviews: perception of time, awareness of competences, and use of professional language. Overall, VR simulation had a positive impact on self-efficacy in general, particularly for BLS.</div></div><div><h3>Conclusion</h3><div>VR simulation is an effective supplement to BLS training for nursing students, enhancing self-reported self-efficacy and professional competence before HF simulation.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e236-e243"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181402","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":"CBA Implementation Challenges: Teacher Readiness and Assessment in Nursing Education","authors":"Rikas Saputra ,&nbsp;Isnaria Rizki Hayati ,&nbsp;Yenni Lidyawati ,&nbsp;Rizky Andana Pohan","doi":"10.1016/j.teln.2024.10.016","DOIUrl":"10.1016/j.teln.2024.10.016","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e304-e305"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181403","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":"Teaching faculty experiences with student evaluation of instruction: A mixed-methods study","authors":"Danny Sidwell ,&nbsp;Denis Lee ,&nbsp;Peta-Anne Zimmerman ,&nbsp;Steven Bentley ,&nbsp;Matthew Barton","doi":"10.1016/j.teln.2024.11.009","DOIUrl":"10.1016/j.teln.2024.11.009","url":null,"abstract":"<div><h3>Background</h3><div>Universities assesses the effectiveness of teaching faculty and curricula via student evaluations, despite literature questioning the reliability and validity of this process. What is seldom examined is the emotions these evaluations evoke on teachers.</div></div><div><h3>Aim</h3><div>The study aimed to explore the experiential phenomena that nursing and midwifery teachers encounter in response to student evaluations.</div></div><div><h3>Design and Methods</h3><div>A three-phase exploratory sequential mixed-methods study was employed with teachers from a single, large multicampus tertiary Australian Nursing and Midwifery school.</div></div><div><h3>Results</h3><div>Nursing and Midwifery teachers completed both a qualitative (n=43) and quantitative online survey (n=48). The survey identified most staff were anxious and felt judged by comments on their evaluations. Though the majority felt extrinsic factors and grades influenced evaluations, they were used to adjust content.</div></div><div><h3>Conclusion</h3><div>Universities, like other workplaces, are required under legislation to provide a safe workplace yet perpetuate an evaluation system that actively places teaching faculty under stress with no active mitigation process in place. There is an opportunity for higher education to protect their staff and engage in alternative evaluative methodologies.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e276-e284"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181211","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":"Auditory hallucinations simulation in mental health nursing education: a scoping review","authors":"Mauro Parozzi MsN, RN, PhD(s) ,&nbsp;Mattia Bozzetti MsN, RN, PhD(s) ,&nbsp;Paolo Ferrara PhD, MsN, RN ,&nbsp;Stefano Mancin MsN, RN, PhD(s) ,&nbsp;Anne Destrebecq MsN, RN ,&nbsp;Marco Sguanci PhD, MsN, RN ,&nbsp;Andrea Gazzelloni PhD, MsN, RN ,&nbsp;Claudia Fantuzzi MsN, RN, PhD(s) ,&nbsp;Maura Lusignani ,&nbsp;Stefano Terzoni PhD, MsN, RN","doi":"10.1016/j.teln.2024.10.004","DOIUrl":"10.1016/j.teln.2024.10.004","url":null,"abstract":"<div><h3>Objectives</h3><div>This scoping review aims to identify the state of the art of simulation in nursing education for patients with mental health problems presenting auditory hallucinations. Specifically, it aims to identify outcomes studied in the literature, existing tools used to simulate auditory hallucinations, the effectiveness of such methodology and tools, and learners' experience and satisfaction.</div></div><div><h3>Design</h3><div>A Scoping Review was performed by consulting the PubMed, CINAHL, SCOPUS, Web Of Science, PsycINFO (Ovid), including full-text articles published between 2013 and 2023.</div></div><div><h3>Review methods</h3><div>A scoping review was conducted following the Arksey &amp; O'Malley framework and integrating relevant aspects of the Johanna Briggs Institute methodology for Scoping Review. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews (PRISMA-ScR) was followed for reporting. Quality apprisal was also performed.</div></div><div><h3>Results</h3><div>Thirteen studies were included. Retrived evidence suggests the effectiveness of the methodology and student satisfaction. However, some risks have been outlined that nursing educators must necessarily consider.</div></div><div><h3>Conclusion</h3><div>Evidence supports the use of this type of simulation, which, however, is not risk free.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e175-e181"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181206","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":"Assessment of blended learning by nursing students for preventing workplace bullying in China","authors":"Lanxia Pan PhD ,&nbsp;Wanying Lei ,&nbsp;Zhuoqi Zhang ,&nbsp;Mengdi Lei MA ,&nbsp;Shan Cao MA","doi":"10.1016/j.teln.2024.08.003","DOIUrl":"10.1016/j.teln.2024.08.003","url":null,"abstract":"<div><h3>Aim</h3><div>The purpose of the study was to ascertain how a blended learning intervention affected nursing students' strategies for preventing bullying at work.</div></div><div><h3>Method</h3><div>An educational intervention for workplace bullying was conducted with 400 undergraduate nursing students. The intervention process included two phases: an online course and an in-lab bullying simulation. The targeted online course on bullying was given to the nursing students two weeks before the planned simulation. An awareness and knowledge survey on workplace bullying was conducted before and after. After that, the students finished a clinical simulation in which they saw acts akin to bullying. Students completed a reflection survey after the simulation. To assess the bullying simulation's effectiveness as an active learning technique, the data were qualitatively coded into themes.</div></div><div><h3>Results</h3><div>220 nursing students agreed that their learning data could be used for research analysis. The mean awareness scores differed significantly between precourse and postcourse (<em>t</em>=21.66, <em>p</em>&lt;0.001). Similarly, mean knowledge scores increased between precourse and postcourse (<em>t</em>=14.26, <em>p</em>&lt;0.001). The quantitative results were supported by qualitative information from the reflection survey. The themes identified in the study were personal response, enhanced learning, bullying behaviors in simulation, and impact. Students responded well to the course design and said they were more prepared to deal with workplace bullying.</div></div><div><h3>Conclusion</h3><div>Blended learning scenarios provided the students with useful methods to deal with workplace bullying.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e69-e73"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180577","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":"Enhancing Clinical Judgment in Undergraduate Clinical Education","authors":"Jamie Wankier EdD-c, MSN, RN ,&nbsp;Cynthia Beynon PhD, MSN-Ed, RN, CNE","doi":"10.1016/j.teln.2024.08.019","DOIUrl":"10.1016/j.teln.2024.08.019","url":null,"abstract":"<div><h3>Background</h3><div>The clinical judgment process contributes to the nurse's ability to respond to client changes with sound clinical decision-making and client advocacy. Teaching clinical judgment skills and evaluating Associate and Bachelor students' ability to make effective clinical decisions can be difficult for nursing faculty due to barriers with clinical sites and insufficiently prepared faculty.</div></div><div><h3>Innovation</h3><div>Using the Clinical Judgement Measurement Model (CJM) from the National Council of State Boards of Nursing as a framework, active learning tools aligned with the CJM cues were developed for use in the undergraduate clinical setting.</div></div><div><h3>Implications</h3><div>Using learning tools that enhance the clinical experience supports interactive, engaging, and purposeful learning moments. The tools help students practice and reflect on clinical judgment, pass the NCLEX, and prepare for a safe and successful nursing practice.</div></div><div><h3>Conclusions</h3><div>The clinical instructor can enhance each student's clinical learning experience, improve critical thinking, and encourage clinical judgment development through active learning tools closely associated with the CJM.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 32-36"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181929","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":"Nurse Faculty Mentoring of Students to Optimize Student Success: A Basic Qualitative Study","authors":"Helena M.H. Nadder PhD, MHA, MSN, RN, CNE","doi":"10.1016/j.teln.2024.07.021","DOIUrl":"10.1016/j.teln.2024.07.021","url":null,"abstract":"<div><h3>Background</h3><div>The demand for practicing registered nurses outweighs the supply, resulting in a nursing shortage. Many nursing schools grapple with high attrition and low NCLEX pass rates. Mentoring is an evidence-based strategy used in post-secondary education to help students persist to graduation and pass NCLEX, which is the licensing exam in the United States. Aim: Current literature has identified a need for more research in the area of mentoring including mentoring in RN prelicensure nursing education.</div></div><div><h3>Methods</h3><div>Basic qualitative methodology, using semi-structured interviews, was utilized to generate an understanding of the nursing faculty mentoring role.</div></div><div><h3>Results</h3><div>Themes included (a) <em>developing relationships</em>, (b) <em>addressing psychosocial needs</em>- time, listening, and support, self-esteem/self-confidence (c) <em>addressing academic needs</em>- helping students succeed in the classroom and the clinical role, and (d) <em>role modeling</em>.</div></div><div><h3>Conclusion</h3><div>The findings support the application of mentoring practices in schools of nursing across the country with the aim of helping students succeed in nursing school and pass the licensure examinations.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e27-e33"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181933","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":"High-Fidelity Simulation in an International Nursing Education: A Qualitative Descriptive Study","authors":"Floro Cubelo MPH, RN, BSN, CGNC, FFNMRCSI","doi":"10.1016/j.teln.2024.07.020","DOIUrl":"10.1016/j.teln.2024.07.020","url":null,"abstract":"<div><h3>Background</h3><div>Finland's healthcare sector faced significant nursing shortages, prompting government strategies to recruit international nursing students (INS) and enhance their language skills. However, integration challenges persisted due to language proficiency barriers.</div></div><div><h3>Aim</h3><div>The aim of the study was to explore the use of the 24/7 bilingual nursing report simulation tool to improve language fluency and clinical skills among INS in Finland.</div></div><div><h3>Methods</h3><div>Data from fourteen INS were collected via an online survey questionnaire and analyzed using a qualitative content analysis method.</div></div><div><h3>Results</h3><div>INS reported positive experiences with immersive learning and improved language proficiency using the 24/7 tool. Challenges included weak Finnish language skills and instructional constraints. INS suggested increased simulation frequency, additional Finnish language courses, and smaller group sizes. They also recommended expanding debriefing rooms to accommodate larger groups during discussions.</div></div><div><h3>Conclusions</h3><div>Integrating bilingualism into healthcare simulation education effectively prepared INS for Finland's healthcare system, addressing labor shortages and enhancing patient care quality. Further research is needed to evaluate the long-term impact of bilingual simulation education on INS integration and patient outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e21-e26"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181934","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":"Nursing students' attitudes and literacy toward artificial intelligence: a cross-sectional study","authors":"Aylin Akca Sumengen ,&nbsp;Damla Ozcevik Subasi ,&nbsp;Gokce Naz Cakir","doi":"10.1016/j.teln.2024.10.022","DOIUrl":"10.1016/j.teln.2024.10.022","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) is becoming increasingly important in healthcare. New nurses need to develop digital literacy skills to adapt to high-tech healthcare environments. AI is transforming nursing practice, improving decision-making, patient outcomes, and workflows. It's important to assess nursing students' skills and attitudes towards AI before they take patient care responsibilities.</div></div><div><h3>Aim</h3><div>This study aims to evaluate nursing students' attitudes and literacy levels related to AI. With AI becoming more prevalent in healthcare, it's important to understand how prepared nursing students are to use AI technologies effectively in clinical practice.</div></div><div><h3>Methods</h3><div>A descriptive, correlational, and cross-sectional research design was used. This study was conducted with 205 undergraduate nursing students studying at a private foundational university in Turkey. The data collection process started on 4 May 2024 and ended on 4 June 2024. Data for this study was collected through the Participant Introduction Form, the Artificial Intelligence Literacy Scale (AILS), and the General Attitudes Towards Artificial Intelligence Scale (GAAIS). We used Student's t-test and ANOVA. Pearson correlation analysis was used to assess the relationship between age, GAAIS, and AILS.</div></div><div><h3>Results</h3><div>Out of the 205 undergraduate nursing students who participated in the study, 87.8% were female. Male students had significantly higher Positive GAAIS scores compared to female students. Students who had previous education about AI scored higher in AI awareness, usage, and evaluation as well as the total AILS scale scores (p &lt; 0.05). There was a positive correlation between positive GAAIS and the subdimensions of awareness (p &lt; 0.001), AI usage (p &lt; 0.001), AI evaluation (p &lt; 0.001), and total AILS (p &lt; 0.001) scores. In addition, as the total AILS score increased, negative GAAIS scores decreased (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study suggests that enhancing AI literacy among nursing students fosters more positive attitudes toward AI while increasing AI awareness and usage reduces negative attitudes. These findings highlight the need for integrating AI education into nursing curricula to better prepare students for the evolving healthcare landscape.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e250-e257"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181209","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}