Teaching and Learning in Nursing最新文献

{"title":"Evaluating physiological knowledge retention to inform nursing curriculum: A 4-year longitudinal study","authors":"Yuwaraj (Raj) Narnaware,&nbsp;Melanie Neumeier","doi":"10.1016/j.teln.2026.05.014","DOIUrl":"10.1016/j.teln.2026.05.014","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students struggle to acquire and retain sufficient physiological knowledge to apply it to future nursing courses. However, the extent and time frame of knowledge loss over a 4-year nursing program remain unexplored.</div></div><div><h3>Aim</h3><div>This study evaluates nursing students' acquisition of physiological knowledge in the first year and its retention and application in subsequent years of nursing.</div></div><div><h3>Methods</h3><div>Using an online game-based quizzing platform, Kahoot, nursing students in each year were quizzed on 10 physiological systems, consisting of 9–11 knowledge and comprehensive-level multiple-choice questions.</div></div><div><h3>Results</h3><div>The results demonstrate significant differences in the amount and type of physiological knowledge retained by nursing students. The renal system exhibited a steady decline in knowledge over the subsequent years. Whereas inflammation initially showed a drop in knowledge retention, followed by an increase over baseline in the third year, and a loss by the fourth year. The greatest loss was observed in fluid and electrolytes, compared to the digestive system.</div></div><div><h3>Conclusions</h3><div>This study identifies potential gaps in physiological knowledge among nursing students and suggests future interventions to mitigate these gaps.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1553-e1558"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096321","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":"Validation and quality of AI-generated continuous quality improvement reports in nursing education","authors":"Sun Kyung Kim PhD, RN,&nbsp;Hye Ri Hwang MSN, RN,&nbsp;Jongmyung Choi PhD","doi":"10.1016/j.teln.2026.05.018","DOIUrl":"10.1016/j.teln.2026.05.018","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluated the content and information quality of CQI reports generated by a large language model (LLM).</div></div><div><h3>Background</h3><div>CQI in nursing education relies on extensive data analysis. LLMs have emerged as effective tools for producing quality documentation.</div></div><div><h3>Design</h3><div>Mixed method design.</div></div><div><h3>Methods</h3><div>We developed a prompt in which refined in consultation with multidisciplinary experts. CQI reports were generated by GPT-o3, covering domains of statistical analysis, text analysis of learning diaries, root-cause identification and improvement planning.</div></div><div><h3>Results</h3><div>A total of 20 experts participated, 18 nursing professors and two professors specializing in pedagogy. All domains achieved a Content Validity Index of 0.95 or higher. Scores on information quality exceeded 4.0 across all components, demonstrating a high level of perceived accuracy, relevance, clarity, and usefulness. Analysis of the qualitative feedback identified three themes: acceptable report quality, demands for tailored reporting and in-depth analysis, and perceived reliability yet logical gaps.</div></div><div><h3>Conclusions</h3><div>Findings indicated that AI-generated CQI reports are valid and adequate. However, enhancing logical fluency and causal reasoning is still essential to satisfy professional standards.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1559-e1565"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096322","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":"Mental well-being among nursing students: A comparative analysis with the general population","authors":"Lana Friš,&nbsp;Tiana Čeh,&nbsp;Gregor Štiglic,&nbsp;Lucija Gosak,&nbsp;Leona Cilar Budler","doi":"10.1016/j.teln.2026.05.006","DOIUrl":"10.1016/j.teln.2026.05.006","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to compare the mental well-being of nursing students with a general population comparison group (across Slovenia).</div></div><div><h3>Background</h3><div>Mental well-being is critical for maintaining a high quality of life and effectively managing daily responsibilities. Nursing students face unique academic and professional stressors that may impact their mental health.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Results</h3><div>A total of 244 participants were included. The findings revealed that nursing students exhibited lower mental well-being scores (M = 50.70, SD = 8.14) compared to the general population (M = 53.13, SD = 8.36), with a statistically significant difference (p = 0.031). Male participants demonstrated significantly higher mental well-being scores than their female counterparts (p = 0.003). A negative correlation was identified between self-assessed general health and mental well-being (p &lt; 0.001). Internet and computer usage were negatively correlated with mental well-being (−0.19 and −0.22, respectively).</div></div><div><h3>Conclusions</h3><div>The study confirms previous findings that nursing students experience lower mental well-being compared to the general population.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 346-351"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096428","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":"Keepers of the discipline: Reflections on nursing education and shaping the future of nursing","authors":"Lynette V. Apen DNP, RN, CNS, CNE","doi":"10.1016/j.teln.2026.08.003","DOIUrl":"10.1016/j.teln.2026.08.003","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 314-315"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096424","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":"Design and evaluation of a structured NCLEX preparation program","authors":"Rachelle D. Larsen PhD, RN,&nbsp;Vicky J. Grove MSN, RN,&nbsp;Georgia Hogenson PhD, RN, CNOR,&nbsp;Nicole C. Lang MSN, RN,&nbsp;Nikki L. Laudenbach MSN, RN,&nbsp;Julie A. Strelow PhD, RN,&nbsp;Mary D. Zelenak MSN, RN,&nbsp;Derek B. Moore PhD, RN","doi":"10.1016/j.teln.2026.07.017","DOIUrl":"10.1016/j.teln.2026.07.017","url":null,"abstract":"<div><h3>Background</h3><div>Student success on National Council Licensure Examination-Registered Nurse-RN (NCLEX) is a significant outcome for nursing programs, yet effective preparation strategies remain unclear.</div></div><div><h3>Aim</h3><div>This study evaluated a structured NCLEX preparation approach including weekly NCLEX-style assignments, predictor examinations, advisor meetings, and remediation activities.</div></div><div><h3>Methods</h3><div>A convenience sample of 80 senior baccalaureate nursing students completed this descriptive study. Using pre and post surveys, students rated preparation strategies, academic self-efficacy, and NCLEX readiness.</div></div><div><h3>Results</h3><div>Students identified creating quizzes, weekly assignments, and advisor meetings most effective and were most satisfied with these same interventions. Students had significantly increased self-efficacy scores for remaining calm during the NCLEX, <em>t</em>(34) = 8.134, <em>p</em> &lt; .001, but reported feeling significantly less prepared to take the NCLEX following graduation, <em>t</em>(34) = 8.134, <em>p</em> &lt; .001.</div></div><div><h3>Conclusions</h3><div>Findings support implementation of systematic, multifaceted NCLEX preparation strategies to support student confidence and readiness for licensure examination.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1724-e1729"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096094","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":"Developing faculty excellence: A structured program to support Certified Nurse Educator Certification (CNE)®","authors":"Elizabeth M. Long DNP, APRN, GNP-BC, CNS, CNE,&nbsp;Stacey L. Knight DNP, RN, CNE, NEA-BC","doi":"10.1016/j.teln.2026.06.018","DOIUrl":"10.1016/j.teln.2026.06.018","url":null,"abstract":"<div><h3>Background</h3><div>Nursing programs face ongoing challenges in recruiting and retaining faculty prepared for the educator role. Certification may strengthen faculty competence, confidence, and professional identity, yet some barriers to preparation and exam completion remain.</div></div><div><h3>Innovation</h3><div>A grant-funded, three-month structured support program was developed using Benner’s novice-to-expert model and the National League for Nursing academic nurse educator competencies. The program included asynchronous learning modules, mentor-guided progression, self-assessments, practice questions, critical-thinking exercises, covered participant expenses, and required scheduling of certification examinations.</div></div><div><h3>Implications</h3><div>Nine faculty members completed the program with a 100% first-time success rate, increasing certification rates and prompting sustained institutional support for future cohorts. The program demonstrates how targeted financial, educational, and mentoring support can reduce barriers to certification and promote faculty development.</div></div><div><h3>Conclusions</h3><div>A structured Certified Nurse Educator® preparation program can foster a culture of professional growth, pedagogical excellence, and faculty advancement. Replication across nursing programs may support educator readiness, strengthen academic workforce development, and contribute to the long-term quality of nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1493-e1496"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096070","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":"Promoting reflective learning during clinical internship through narrative workshops: A quasi-experimental study in Italian nursing students","authors":"Eleonora Zanella PhD, MSc, RN,,&nbsp;Paola Arcadi PhD, MSc, RN,&nbsp;Alessia Sorrenti MSc, RN,&nbsp;Claudia Cafiero MSc, RN,&nbsp;Maura Lusignani MSc, RN,&nbsp;Stefano Terzoni PhD, MSc, RN","doi":"10.1016/j.teln.2026.07.007","DOIUrl":"10.1016/j.teln.2026.07.007","url":null,"abstract":"<div><h3>Introduction</h3><div>Relational competencies—emotional intelligence, empathy, and self-awareness—are essential in nursing yet difficult to cultivate during emotionally intense clinical training. Health Humanities and Narrative Medicine are educational approaches that integrate arts and storytelling to interpret illness experiences and use narrative tools (e.g., writing, images, film) to foster reflection, empathy, and holistic, patient-centered care grounded in patients’ lived experience.</div></div><div><h3>Objectives</h3><div>This study examined the effectiveness of structured narrative workshops—reflective writing and close reading—implemented during clinical internships in supporting emotional intelligence, empathy, and self-awareness among undergraduate nursing students.</div></div><div><h3>Method</h3><div>We conducted a quasi-experimental pre–post study with first-year nursing students from four campuses of the University of Milan, assigned to an intervention group (<em>n</em> = 19) or control group (<em>n</em> = 16). The intervention included two workshops using reflective writing and close reading to re-elaborate clinical experiences. Emotional intelligence (Schutte Self-Report Emotional Intelligence Test), mindful awareness (Mindful Attention Awareness Scale), and empathy (Jefferson Scale of Empathy) were measured at baseline and postintervention and analyzed using linear mixed-effects models with bootstrap resampling.</div></div><div><h3>Results</h3><div>Thirty-five students participated. Significant group × time interactions were observed for emotional intelligence (<em>P</em> &lt; .0001) and mindful awareness (<em>P</em> = .0005), with greater improvement in the intervention group. No significant effect was found for empathy.</div></div><div><h3>Conclusions</h3><div>Structured narrative practices may support emotional intelligence and reflective awareness during clinical training, strengthening the relational dimension of nursing education. Reflective workshops may represent a practical educational strategy to help students process clinical experiences at emotional and relational levels. Further research integrating quantitative and qualitative approaches is needed.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1698-e1704"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096091","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":"Intern nurses' views on artificial intelligence in nursing practice: A parallel mixed methods study","authors":"Esra Çavuşoğlu PhD, RN,&nbsp;Abdullah Avcı PhD, RN","doi":"10.1016/j.teln.2026.05.025","DOIUrl":"10.1016/j.teln.2026.05.025","url":null,"abstract":"<div><h3>Background</h3><div>In recent years, artificial intelligence has driven change and transformation in many areas of life, including healthcare.</div></div><div><h3>Aim</h3><div>The aim of this study is to identify intern nurses' views on artificial intelligence.</div></div><div><h3>Methods</h3><div>A total of 198 intern nurses were included in the parallel mixed design study. Data were collected using the personal information form, artificial intelligence literacy scale, artificial intelligence anxiety scale and semi-structured interview form.</div></div><div><h3>Results</h3><div>In this study, it was found that the mean score of artificial intelligence literacy scale was 58.30 ± 21.92 and the mean score of artificial intelligence anxiety scale was 43.68 ± 18.79. It was also found that participants saw artificial intelligence as an innovative program that provides healthcare support, but had concerns about information security.</div></div><div><h3>Conclusions</h3><div>This study shows that being a woman, having concerns about artificial intelligence, entrusting vital decisions to artificial intelligence, and knowledge of artificial intelligence are important variables predicting artificial intelligence anxiety. It was also found that while intern nurses have a positive attitude toward artificial intelligence, they have ethical concerns about patient confidentiality and information disclosure.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1580-e1587"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096320","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 student resilience: The impact of an online training module","authors":"Kelly Claycomb DNP, RN","doi":"10.1016/j.teln.2026.06.017","DOIUrl":"10.1016/j.teln.2026.06.017","url":null,"abstract":"<div><h3>Background</h3><div>The challenges of nursing school, combined with external stressors, can impact nursing student resilience. Yet, evidence-based interventions that have the potential to impact resilience are lacking, particularly in associate degree nursing programs.</div></div><div><h3>Aim</h3><div>To determine how an online educational module impacts resilience levels in associate degree nursing students.</div></div><div><h3>Methods</h3><div>A single-group quasi-experimental study was conducted with associate degree nursing students (<em>n</em> = 98) who completed an online training module designed to impact resilience. Pre- and post-test resilience levels were measured with the Connor-Davidson Resilience Scale (CD-RISC 10).</div></div><div><h3>Results</h3><div>The Wilcoxon signed-rank showed a statistically significant increase in resilience levels after students completed the online training, Z = 2.32, <em>n</em> = 98, <em>p</em> = 0.02, with a small effect size (<em>r</em> = .17).</div></div><div><h3>Conclusions</h3><div>An online resilience training module can provide associate degree nursing students with techniques to build resilience during nursing school and equip them with tools to handle complex workplace challenges. The study findings add to the growing evidence on which interventions improve nursing student resilience.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 370-373"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096312","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":"Brian Bright Scholarship to support Associate Degree Nursing (ADN) senior students","authors":"Donna Meyer MSN, RN, ANEF, FAADN, FAAN","doi":"10.1016/j.teln.2026.07.016","DOIUrl":"10.1016/j.teln.2026.07.016","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Page 313"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096423","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}