Teaching and Learning in Nursing最新文献_第6页

Baccalaureate and practical nursing students’ experience with academic accommodation: A qualitative descriptive study

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.07.025

Joyce Tsui RN, BScN, MN, PhD Candidate , Marsha Astrop RN, BScN, MScN , Jasmine Balakumaran RN, BScN, MScN , Tracey Persaud RN, BScN, MN , Carla Grey RP, BA, MEd (Counselling Psychology), EdD Candidate

{"title":"Baccalaureate and practical nursing students’ experience with academic accommodation: A qualitative descriptive study","authors":"Joyce Tsui RN, BScN, MN, PhD Candidate , Marsha Astrop RN, BScN, MScN , Jasmine Balakumaran RN, BScN, MScN , Tracey Persaud RN, BScN, MN , Carla Grey RP, BA, MEd (Counselling Psychology), EdD Candidate","doi":"10.1016/j.teln.2024.07.025","DOIUrl":"10.1016/j.teln.2024.07.025","url":null,"abstract":"<div><h3>Background</h3><div>Based on the National Educational Association of Disabled Students report, there are numerous gaps in supporting students with disabilities.</div></div><div><h3>Aim</h3><div>We examined undergraduate students’ experiences with academic accommodation in the nursing program. Presently, there is minimal research that examines the transition of nursing students with academic accommodation needs in higher educational institutions in the classroom, lab, and clinical environment in Canada.</div></div><div><h3>Method</h3><div>A qualitative descriptive design was used to elicit nursing students' experience with academic accommodation in classroom, lab, and clinical practice within higher education.</div></div><div><h3>Results</h3><div>Nine in-depth semi-structured interviews revealed the challenges and barriers nursing students encountered in their academic journey. Three emergent themes were identified: Students’ experience of their academic accommodation journey, the academic accommodation process through the learning accommodation centre, and recommendations from students’ perspectives.</div></div><div><h3>Conclusion</h3><div>The findings from our study have implications relevant in supporting nursing students, understanding students’ academic accommodation experiences and processes, and informing institutional policies within associated degree nursing programs.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e48-e53"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180205","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

Implementing Peer Learning to Enhance Academic Performance in First-Year Nursing Students

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.008

Lorraine M. Cupelli MS, RN, Georgina C. Colalillo MS, RN, CNE

{"title":"Implementing Peer Learning to Enhance Academic Performance in First-Year Nursing Students","authors":"Lorraine M. Cupelli MS, RN, Georgina C. Colalillo MS, RN, CNE","doi":"10.1016/j.teln.2024.09.008","DOIUrl":"10.1016/j.teln.2024.09.008","url":null,"abstract":"<div><h3>Background</h3><div>Peer-led workshops and simulations were implemented as an enrichment program in a second-semester nursing course with historically high attrition rates.</div></div><div><h3>Aim</h3><div>The goal was to improve academic performance, critical thinking, and confidence and reduce course attrition rates.</div></div><div><h3>Methods</h3><div>Peer-led activities were aligned with the course syllabus and administered throughout the semester. Data collection included course exams, grades, and a survey from the nursing students (N=37). Independent and paired t-tests were used for data analysis.</div></div><div><h3>Results</h3><div>Students participating in 6 or more peer-led workshops exhibited higher exam and course grades. The t-test did not provide statistical significance with workshop participation and exam grades. Survey responses reported increased critical thinking, improved content understanding, and confidence.</div></div><div><h3>Conclusion</h3><div>Peer-led learning may offer value in course success and progression. Nursing education could utilize peer-led learning as a supplemental strategy to enhance academic performance, critical thinking, and confidence in nursing coursework.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e150-e158"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180209","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

One-minute preceptor model: An ideal teaching tool for nurse preceptors?

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.008

Lei Liu MHPE , Pim Teunissen MD, PhD , Huiting Xie PhD , Ziqiang Li PhD , Jia Wang MEd , Chee Shiong Edwin Tan MEd

{"title":"One-minute preceptor model: An ideal teaching tool for nurse preceptors?","authors":"Lei Liu MHPE , Pim Teunissen MD, PhD , Huiting Xie PhD , Ziqiang Li PhD , Jia Wang MEd , Chee Shiong Edwin Tan MEd","doi":"10.1016/j.teln.2024.10.008","DOIUrl":"10.1016/j.teln.2024.10.008","url":null,"abstract":"<div><h3>Background</h3><div>The One-Minute Preceptor model has been widely adopted by nurses. However, there is limited empirical research on its applicability in nursing education.</div></div><div><h3>Aims</h3><div>This study aims to establish an in-depth understanding of how nurses utilize the One-Minute Preceptor model in clinical setting, including its applicability, facilitators, and barriers.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design was employed, with semi-structured interviews conducted with 17 preceptors from a tertiary mental health institution in Singapore. Data was analyzed using direct content analysis.</div></div><div><h3>Results</h3><div>The One-Minute Preceptor model has been widely applied by nurses but often modified to suite the clinical setting. Nurses reported that the model could enhance their teaching abilities, bolster learners’ competencies, and foster a stronger partnership. However, preceptors’ personal preferences, learners’ attitudes, and factors present in the clinical setting might hinder its utilization.</div></div><div><h3>Conclusion</h3><div>This study provides new insight into the utilization of the One-Minute Preceptor model in nursing education. Tailored strategies are necessary to address its challenges in clinical contexts for enhancing better utilization.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e205-e210"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180203","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

Integrated motivation-reflection approach to improve first-year nursing students’ learning: A quasi-experimental study

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.007

Tzu-Jung Tseng RN, PhD , Chiung-Jung (Jo) Wu RN, DrHlthSc, FACN, SFHEA

{"title":"Integrated motivation-reflection approach to improve first-year nursing students’ learning: A quasi-experimental study","authors":"Tzu-Jung Tseng RN, PhD , Chiung-Jung (Jo) Wu RN, DrHlthSc, FACN, SFHEA","doi":"10.1016/j.teln.2024.09.007","DOIUrl":"10.1016/j.teln.2024.09.007","url":null,"abstract":"<div><h3>Background</h3><div>Tailored intervention programs may improve the motivation and reflective skills of first-year nursing students.</div></div><div><h3>Aim</h3><div>To examine an integrated learning approach for improving nursing students’ motivation and reflective skills.</div></div><div><h3>Methods</h3><div>A quasi-experimental design was employed with 104 nursing students. The control group used a conventional learning approach, while those in the experimental group received a motivation-reflection learning intervention. A t-test was used to determine mean differences in the outcomes of learning motivation and reflective ability between the groups overtime.</div></div><div><h3>Results</h3><div>The experimental group showed a significant decrease in learning motivation scores (−4.53) compared to the control group (+1.54), t (102) = 2.27, <em>p</em> = .03. No significant difference in reflective ability scores was found between groups, t (102) = 0.79, <em>p</em> = .43. Female students reported higher learning motivation scores than males, t (102) = 3.24, <em>p</em> = .00, but no gender differences were noted in reflective ability, t (102) = 0.49, <em>p</em> = .62.</div></div><div><h3>Conclusions</h3><div>The less improved learning motivation in the experimental group suggests that other factors affect motivation.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e145-e149"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180213","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

From acting to simulation: contributions of theatre students to healthcare simulation: comment

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.011

Vikas V. Pawar , Safia Farooqui , Sandeep Kumar Singh , Asmita Kamble

引用次数: 0

The nuts & bolts of being a nursing leader. Part 1: Leadership in nursing series

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.09.005

Christine Frazer PhD, CNS, CNE, Debra Sullivan PhD, MSN, RN, CNE, COI

{"title":"The nuts & bolts of being a nursing leader. Part 1: Leadership in nursing series","authors":"Christine Frazer PhD, CNS, CNE, Debra Sullivan PhD, MSN, RN, CNE, COI","doi":"10.1016/j.teln.2024.09.005","DOIUrl":"10.1016/j.teln.2024.09.005","url":null,"abstract":"<div><h3>Background</h3><div>This article is the first in a three-part series on nursing leadership. It begins by providing new, existing, and future nurse leaders and managers a clear understanding of the commonalities that exist and differences between their roles within healthcare.</div></div><div><h3>Innovation</h3><div>Nurse leaders and managers play a vital role. Their leadership can foster effective communication between nurses, patients, and interdisciplinary teams. Leaders create positive work environments that build effective nursing teams; thereby positively changing outcomes.</div></div><div><h3>Implications</h3><div>Implications highlight important role leaders can have on nurses, patients, and healthcare outcomes. By evaluating and gaining insight into effective ways to lead, one can also examine and bring to the forefront the results of ineffective leadership. Awareness builds and positively strengthen the future trajectory of leaders.</div></div><div><h3>Conclusions</h3><div>Effective nurse leaders are critical to the future of healthcare. As nurse leaders and managers enhance their understanding of leadership and effectively apply various leadership styles to practice, positive impacts can ensue within healthcare. Changes benefit the future of nursing and the overall landscape of healthcare and experience for all.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 46-48"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182267","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

A scoping review of gen z nursing students: learning preferences and educator strategies

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.11.007

Tracy M. Dodson PhD, MSN, RN, CEN , Kimberley Thompson-Hairston Ed.D.

{"title":"A scoping review of gen z nursing students: learning preferences and educator strategies","authors":"Tracy M. Dodson PhD, MSN, RN, CEN , Kimberley Thompson-Hairston Ed.D.","doi":"10.1016/j.teln.2024.11.007","DOIUrl":"10.1016/j.teln.2024.11.007","url":null,"abstract":"<div><h3>Background</h3><div>Despite growing literature on Gen Z nursing students, much is outdated and conflicting. There's a significant gap in research on integrating modern teaching strategies like AI into nursing education.</div></div><div><h3>Aim</h3><div>This scoping review updates understanding of Gen Z learning preferences and identifies effective tech-driven strategies for improved outcomes.</div></div><div><h3>Methods</h3><div>This scoping review was constructed following the PRISMA guidelines to identify articles specific to the classroom learning preferences of Gen Z nursing students within the U.S.</div></div><div><h3>Results</h3><div>Ten articles were identified that met all inclusion criteria. Findings indicate, while nursing curricula generally align with their needs, areas of misalignment include the misassumption Gen Z students prefer online / hybrid classrooms over traditional lectures. Gen Z learners prefer interactive, tech-driven, and visually engaging lectures - valuing instructors' expertise.</div></div><div><h3>Conclusion</h3><div>Interactive learning with videos and gamification shows promise for this generation. To better meet Gen Z's needs, educators should integrate tech-based games, digital storytelling, and video teaching methods to boost engagement and retention, ensuring preparedness for a dynamic, technology centric healthcare environment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 85-90"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181193","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

Raising Contextual Awareness: The Landscape of Prelicensure Nursing Education 提高背景意识：执照前护理教育的前景

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.08.007

Loretta Aller PhD, MSN, RN, CHSE , Christi Doherty DNP, MSN, RNC-OB, CNE, CHSE, CDP

{"title":"Raising Contextual Awareness: The Landscape of Prelicensure Nursing Education","authors":"Loretta Aller PhD, MSN, RN, CHSE , Christi Doherty DNP, MSN, RNC-OB, CNE, CHSE, CDP","doi":"10.1016/j.teln.2024.08.007","DOIUrl":"10.1016/j.teln.2024.08.007","url":null,"abstract":"<div><h3>Background</h3><div>The healthcare environment continues to evolve with higher acuity patients, skyrocketing healthcare costs, and advancing technology changing how nurses care for patients. Theoretical frameworks are the foundation of nursing education, guiding curriculum development and instructional design yet despite the rapid changes in healthcare and student demographics, theoretical frameworks have not adequately responded to the needs of the workforce, resulting in a persistent rise in attrition.</div></div><div><h3>Methods</h3><div>A philosophical review of the theoretical frameworks underpinning the landscape of prelicensure nursing education was conducted through traditional literature search methods enhanced by the exploration of accrediting and regulatory bodies.</div></div><div><h3>Results</h3><div>The AACN Essentials provide the structure and NCSBN's CJMM guides the process for the competence of new nurse graduates, however, until Aller's Development of Decision-Making and Self-Efficacy Model (ADD-SEM) emerged, the role of student psychological capital was not addressed.</div></div><div><h3>Conclusion</h3><div>To prepare prelicensure nursing students for academic and early career success, educational frameworks must consider emotional transformation as imperative to practice readiness, patient safety, and workforce retention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 13-16"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181924","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

Reversing Roles to Enhance Clinical Skills Learning 颠倒角色，加强临床技能学习

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.07.022

Noriel P. Calaguas PhD, MSHSA, RN, ACRN

引用次数: 0

Peer Feedback and Undergraduate Nursing Students’ Knowledge Acquisition and Information Retention: A Mixed Methods Study 同伴反馈与护理专业本科生的知识获取和信息保留：混合方法研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-01-01 DOI: 10.1016/j.teln.2024.10.007

Rachel A Joseph PhD, MA, CCRN , Sydney Everett MSN, RN , Elyse Sumarsono BSN , Julia Raugh BSN , Kelly Arraf MN, RN , Dottie Murphy DNP, RN

{"title":"Peer Feedback and Undergraduate Nursing Students’ Knowledge Acquisition and Information Retention: A Mixed Methods Study","authors":"Rachel A Joseph PhD, MA, CCRN , Sydney Everett MSN, RN , Elyse Sumarsono BSN , Julia Raugh BSN , Kelly Arraf MN, RN , Dottie Murphy DNP, RN","doi":"10.1016/j.teln.2024.10.007","DOIUrl":"10.1016/j.teln.2024.10.007","url":null,"abstract":"<div><h3>Background</h3><div>Peer feedback among nursing students at all academic levels can enhance learning and academic experience. Feedback on videos by sophomore students is scarce in the literature.</div></div><div><h3>Aim</h3><div>The purpose of this study was to examine the effectiveness of giving and receiving peer feedback as perceived by undergraduate sophomore nursing students at a large faith-based university in the northeast U.S.</div></div><div><h3>Methods</h3><div>A cross-sectional mixed methods design was utilized to collect data using a presurvey, followed by a review of videos covering 5 physical assessment skills by 30 students. The students completed a reflection after reviewing each skill and a postsurvey at the end of all skills.</div></div><div><h3>Results</h3><div>The preintervention scores were compared with postintervention scores using t-tests, and results indicated that giving feedback helped them to improve learning (p = 0.01). Qualitative data indicated that the students enjoyed the process.</div></div><div><h3>Conclusions</h3><div>Using peer feedback at the commencement of nursing school may increase the comfort level of the students to give and receive feedback. This could be translated into enhanced leadership in clinical practice to impact patient safety and advocacy.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e197-e204"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180204","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