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

Clinical tool or distraction? Predictors of smartphone use during nursing clinical placements and implications for professional formation 临床工具还是分散注意力？在护理临床实习期间智能手机使用的预测因素及其对专业形成的影响

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-25 DOI: 10.1016/j.teln.2026.06.001

Alba Peidró-Huerta MSc, Javier Casanoves-Boix PhD, Patricia Isabel Santateresa-Bernat PhD, Olga Navarro-Martínez PhD

{"title":"Clinical tool or distraction? Predictors of smartphone use during nursing clinical placements and implications for professional formation","authors":"Alba Peidró-Huerta MSc, Javier Casanoves-Boix PhD, Patricia Isabel Santateresa-Bernat PhD, Olga Navarro-Martínez PhD","doi":"10.1016/j.teln.2026.06.001","DOIUrl":"10.1016/j.teln.2026.06.001","url":null,"abstract":"<div><h3>Background</h3><div>Smartphones may support point-of-care learning during nursing clinical placements, but their use also raises concerns about distraction, professionalism, infection prevention, and patient safety.</div></div><div><h3>Aim</h3><div>To examine smartphone-use frequency during placements and identify factors associated with more frequent use among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A cross-sectional online survey was completed by 248 nursing students in Spain.</div></div><div><h3>Results</h3><div>Smartphone use was generally infrequent, although 10.5% reported habitual use. Use increased across academic years, and leisure use was the strongest independent predictor of more frequent use. More frequent use was also associated with coping motives, feeling safer with the phone available, and perceived risks to professionalism and patient safety. More than half never disinfected their phones, and one-third never performed hand hygiene after use.</div></div><div><h3>Conclusions</h3><div>Nursing programs should explicitly teach when smartphone use is appropriate for learning during placements and how it differs from leisure use. Clinical placement policies should include device-hygiene guidance and shared expectations for professional smartphone conduct across academic and clinical settings.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 357-361"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096429","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

Predicting academic success in the first semester of nursing education 预测护理教育第一学期的学业成绩

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-03 DOI: 10.1016/j.teln.2026.05.008

Traci Gonzales MSN, APRN, CPNP-PC, Melissa Ethington PhD, RN, Erica Yu PhD, RN, FNAP, Stanley Cron MSPH, Cathy Rozmus PhD, FNAP, FAAN

{"title":"Predicting academic success in the first semester of nursing education","authors":"Traci Gonzales MSN, APRN, CPNP-PC, Melissa Ethington PhD, RN, Erica Yu PhD, RN, FNAP, Stanley Cron MSPH, Cathy Rozmus PhD, FNAP, FAAN","doi":"10.1016/j.teln.2026.05.008","DOIUrl":"10.1016/j.teln.2026.05.008","url":null,"abstract":"<div><h3>Background</h3><div>Nursing shortages have increased pressure on nursing programs to enroll more students and improve retention/graduation rates. Identifying predictors of student success is essential to enrolling candidates most likely to complete the program.</div></div><div><h3>Purpose</h3><div>Determine whether admission criteria predict first-semester success in a baccalaureate nursing program.</div></div><div><h3>Methods</h3><div>Retrospective analysis at a large public university using data from 104 first-semester nursing students. Students categorized as regular admission (standard criteria) and nonregular admission (alternative criteria). Independent <em>t</em> tests, chi-square tests, and logistic regression were used to identify predictors of successful academic progression to the second semester.</div></div><div><h3>Results</h3><div>Students in the regular admission group were significantly more likely to progress to second semester (<em>p</em> = .002). Higher Health Education Systems Inc. A2 math scores and nursing prerequisite grade point average were predictors of success. When Health Education Systems Inc. A2 scores were excluded, regular admission criteria remained a predictor.</div></div><div><h3>Conclusion</h3><div>Nursing prerequisite grade point average and Health Education Systems Inc. math scores are predictors of early academic success. Data-driven admission practices should be evaluated and refined to improve retention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 352-356"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096430","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

Experiential learning during NICU observation: A qualitative study with implications for teaching 新生儿重症监护病房观察中的体验式学习：一项具有教学意义的定性研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-22 DOI: 10.1016/j.teln.2026.07.036

Huichen Zhang, Xuemei Ding, Junying Gong, Yumei Wu, Xiaoyu Pan, Xiaoli Zhang

{"title":"Experiential learning during NICU observation: A qualitative study with implications for teaching","authors":"Huichen Zhang, Xuemei Ding, Junying Gong, Yumei Wu, Xiaoyu Pan, Xiaoli Zhang","doi":"10.1016/j.teln.2026.07.036","DOIUrl":"10.1016/j.teln.2026.07.036","url":null,"abstract":"<div><h3>Background</h3><div>Neonatal intensive care units (NICUs) are high-acuity, emotionally demanding learning environments. How students translate emotional experiences into professional learning remains underexplored.</div></div><div><h3>Objective</h3><div>This study aimed to explore undergraduate nursing students’ experiences of NICU observation according to Kolb’s experiential learning cycle, and to identify its perceived influence on students’ life perception, professional understanding, clinical awareness, and career development.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study was conducted in a tertiary hospital NICU in China. Reflective journals voluntarily submitted by undergraduate nursing students were screened, and 17 eligible journals were included and analyzed thematically.</div></div><div><h3>Results</h3><div>Four themes emerged: emotional impact and life perception; deepening of professional nursing cognition; perception of comprehensive clinical competence and professional norms; and professional identity and career development. Students progressed from emotional reactions to integrated clinical understanding.</div></div><div><h3>Conclusions</h3><div>NICU observation grounded in Kolb’s experiential learning theory may foster reflections on life, deepen understanding of nursing practice, enhance clinical competence and professional values, and promote professional identity and career development.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1763-e1771"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096716","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

Hidden in plain sight: Group-based simulation and the risk of misjudging individual competence 隐藏在显而易见的：基于群体的模拟和错误判断个人能力的风险

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-03 DOI: 10.1016/j.teln.2026.05.015

Emily Spenski MSN, RN, CNE, CNL

{"title":"Hidden in plain sight: Group-based simulation and the risk of misjudging individual competence","authors":"Emily Spenski MSN, RN, CNE, CNL","doi":"10.1016/j.teln.2026.05.015","DOIUrl":"10.1016/j.teln.2026.05.015","url":null,"abstract":"<div><h3>Background</h3><div>As nursing education shifts toward competency-based education, programs are expected to provide defensible evidence of each learner’s individual competence. At the same time, simulation is increasingly used to support clinical learning amid constraints related to cohort size, faculty workload, space, and clinical placement availability.</div></div><div><h3>Innovation/Major Points</h3><div>This article examines validity risks that emerge when group-based simulation is used to support judgments about individual competence. Group dynamics such as social loafing, free riding, conformity, overconfidence, and diffusion of responsibility can distort what faculty are able to observe and assess. These risks may contribute to construct underrepresentation and construct-irrelevant variance when individual-focused rubrics are applied in shared performance contexts.</div></div><div><h3>Implications</h3><div>Programs should use caution when relying on group simulation for summative competency decisions. Educators need assessment approaches that clarify purpose, distinguish formative feedback from summative documentation, and make individual performance more visible.</div></div><div><h3>Conclusions</h3><div>Group simulation remains valuable, but competency judgments must be intentionally designed so individual readiness is visible, defensible, and not inferred from group success alone.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 327-332"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096717","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

Improving learning outcomes in congenital heart disease care through structured peer study groups: a quality improvement project 通过结构化同伴学习小组改善先天性心脏病护理的学习成果：质量改进项目

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-22 DOI: 10.1016/j.teln.2026.07.040

Rholee Rose Pascua, Danica Mae Gabriel, Algym Vien Dacayana, Keisha Ashley Hilario, Angelica Grado, Jordan Llego PhD-ELM, D. Hon. Ex., PhDN, RN, LPT

{"title":"Improving learning outcomes in congenital heart disease care through structured peer study groups: a quality improvement project","authors":"Rholee Rose Pascua, Danica Mae Gabriel, Algym Vien Dacayana, Keisha Ashley Hilario, Angelica Grado, Jordan Llego PhD-ELM, D. Hon. Ex., PhDN, RN, LPT","doi":"10.1016/j.teln.2026.07.040","DOIUrl":"10.1016/j.teln.2026.07.040","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of a structured peer study group intervention in improving undergraduate nursing students’ learning outcomes related to the care of children with congenital heart defects.</div></div><div><h3>Methods</h3><div>This quality improvement project used a pretest–posttest comparison design involving 64 undergraduate nursing students assigned to either a peer study group intervention or standard learning activities. The intervention focused on clustering nursing care, early recognition of heart failure, and accurate oxygen therapy administration. Learning outcomes were measured using a 26-item knowledge test. Descriptive statistics, Welch independent-samples <em>t</em> tests, and paired-samples <em>t</em> tests were used.</div></div><div><h3>Results</h3><div>Baseline scores were similar between the control group (<em>M</em> = 16.50, <em>SD</em> = 2.03) and intervention group (<em>M</em> = 16.56, <em>SD</em> = 2.73), <em>t</em>(57.23) = 0.10, <em>p</em> = .918. Posttest scores favored the intervention group (<em>M</em> = 22.81, <em>SD</em> = 3.02) over controls (<em>M</em> = 19.09, <em>SD</em> = 3.99), <em>t</em>(57.72) = 4.20, <em>p</em> < .001, <em>d</em> = 1.05.</div></div><div><h3>Conclusion</h3><div>Structured peer study groups offer a feasible, low-resource strategy for improving applied pediatric cardiac nursing knowledge.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1788-e1793"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095993","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

Burnout among prelicensure nursing faculty: A scoping review of student and workforce factors 护理教师的职业倦怠：学生和劳动力因素的范围审查

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-16 DOI: 10.1016/j.teln.2026.05.028

Kristin Boddu DNP, APRN, FNP-C, CNE, COI, Jennifer Strom DNP, RN

{"title":"Burnout among prelicensure nursing faculty: A scoping review of student and workforce factors","authors":"Kristin Boddu DNP, APRN, FNP-C, CNE, COI, Jennifer Strom DNP, RN","doi":"10.1016/j.teln.2026.05.028","DOIUrl":"10.1016/j.teln.2026.05.028","url":null,"abstract":"<div><h3>Objectives</h3><div>This scoping review examined factors contributing to burnout among prelicensure nursing faculty, with a focus on student-related and workforce influences.</div></div><div><h3>Design</h3><div>Scoping review guided by Arksey and O’Malley’s framework and reported using PRISMA-ScR guidelines.</div></div><div><h3>Data Sources</h3><div>A comprehensive search of CINAHL, PubMed, and ERIC was conducted for peer-reviewed studies published between 2010 and 2025.</div></div><div><h3>Review Methods</h3><div>Studies addressing faculty burnout, workload, student-related challenges, or institutional contributors in prelicensure nursing education were included. A total of 33 studies met the inclusion criteria. Data were charted and analyzed using narrative synthesis.</div></div><div><h3>Results</h3><div>Four themes were identified: student mental health and behavioral factors, faculty emotional labor and role expansion, workforce and institutional contributors, and burnout-related outcomes, including job satisfaction and intent to leave. Burnout was driven by both workload demands and pressures related to student support.</div></div><div><h3>Conclusions</h3><div>Burnout among prelicensure nursing faculty is multifactorial and requires strategies that address both student needs and faculty well-being.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 397-403"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095995","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

Communication of difficult news in pediatric oncology: Content validity evidence of a clinical simulation scenario 儿科肿瘤学中困难新闻的传播：临床模拟场景的内容有效性证据

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-30 DOI: 10.1016/j.teln.2026.07.006

Anne Lívia Cavalcante Mota MSc, Isadora Marques Barbosa PhD, Paulo César de Almeida PhD

{"title":"Communication of difficult news in pediatric oncology: Content validity evidence of a clinical simulation scenario","authors":"Anne Lívia Cavalcante Mota MSc, Isadora Marques Barbosa PhD, Paulo César de Almeida PhD","doi":"10.1016/j.teln.2026.07.006","DOIUrl":"10.1016/j.teln.2026.07.006","url":null,"abstract":"<div><h3>Background</h3><div>Communicating difficult news in pediatric oncology is complex and emotionally demanding. Clinical simulation effectively supports communication skills development.</div></div><div><h3>Methods</h3><div>A descriptive study was conducted to construct a pediatric oncology clinical simulation scenario focused on communicating difficult news and to identify evidence of content validity, based on the SPIKES protocol and the NLN/Jeffries Simulation Theory. Content validation was performed by seven nursing experts. Descriptive analysis, Content Validity Index (I-CVI), and Cronbach’s alpha were applied to the scenario evaluation instrument (21 items) and the checklist of expected actions used to assess performance (8 items).</div></div><div><h3>Results</h3><div>Most items of the scenario evaluation instrument (21 items) achieved I-CVI ≥ 0.80 (CVI-AVE = 0.89), with high internal consistency (α = 0.887). Items below this threshold were refined based on experts' qualitative feedback to ensure validity. The checklist of expected actions (8 items) showed I-CVI values ranging from 0.86 to 1.00 (overall = 0.97).</div></div><div><h3>Conclusion</h3><div>The scenario demonstrated evidence of content validity and internal consistency, supporting its use in nursing education for teaching communication of difficult news in pediatric oncology.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1692-e1697"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096093","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

An Observable Professional Behaviors Assessment Tool for Clinical Nursing Education 临床护理教育中可观察的职业行为评估工具

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-21 DOI: 10.1016/j.teln.2026.07.038

Brittany N. Hudgins-Graham EdD, DNP, FNP-BC, CNE, CNEcl, NBCHWC

引用次数: 0

Acceptability and competency of motivational interviewing (MI) training in a nursing program 护理项目中动机性访谈（MI）培训的可接受性和胜任性

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-28 DOI: 10.1016/j.teln.2026.06.003

Grace Koons RN, BSN, Kimberly A. Williams DNS, PMHNP-BC, ANP-BC, PHNA-BC, FAANP, Kathleen T. McCoy DNSc, PMHNP-BC, PMHCNS-BC, FNP-BC, FAANP, Bettina Riley PhD, RN, FAAS

{"title":"Acceptability and competency of motivational interviewing (MI) training in a nursing program","authors":"Grace Koons RN, BSN, Kimberly A. Williams DNS, PMHNP-BC, ANP-BC, PHNA-BC, FAANP, Kathleen T. McCoy DNSc, PMHNP-BC, PMHCNS-BC, FNP-BC, FAANP, Bettina Riley PhD, RN, FAAS","doi":"10.1016/j.teln.2026.06.003","DOIUrl":"10.1016/j.teln.2026.06.003","url":null,"abstract":"<div><h3>Background</h3><div>Motivational interviewing (MI) is an approach for positive patient-centered nursing care. MI has been increasing in healthcare while incorporation into nursing curricula has been slow.</div></div><div><h3>Aims</h3><div>The pilot study aimed to determine competency and MI acceptability among nursing students.</div></div><div><h3>Methods</h3><div>It utilized a descriptive, quasi-experimental one-group posttest survey method to assess MI acceptability/competency. Participants enrolled in an online platform and attended 4 hours of coaching by an MI trainer.</div></div><div><h3>Results</h3><div>Data was analyzed and assessed for degree and pattern. Descriptive statistics were computed for all major variables. MI competency was evaluated using the MITI 4.2.1 competency assessment.</div></div><div><h3>Conclusions</h3><div>Nine nursing students participated, four prelicensed and five graduate. MITI aggregate scores of 3.05 demonstrated the movement towards or at competency. All participants reported MI to be acceptable for use in nursing education and future practice. MI training into nursing curricula can enhance positive patient-centered care and patient health outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1615-e1619"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096314","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

Enhancing academic assessment: Leveraging AI for grading scholarly student papers 加强学术评估：利用人工智能对学术学生论文进行评分

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-08 DOI: 10.1016/j.teln.2026.05.019

Angela C. Keith PhD, MSN, BSN, RN, Tracy Ruegg PhD, ANP-BC, AOCN, Promi Roy, Christian Greene

{"title":"Enhancing academic assessment: Leveraging AI for grading scholarly student papers","authors":"Angela C. Keith PhD, MSN, BSN, RN, Tracy Ruegg PhD, ANP-BC, AOCN, Promi Roy, Christian Greene","doi":"10.1016/j.teln.2026.05.019","DOIUrl":"10.1016/j.teln.2026.05.019","url":null,"abstract":"<div><h3>Background</h3><div>Interest in artificial intelligence (AI)–assisted grading has grown as nursing faculty face increasing workload and ongoing faculty shortages. However, evidence remains limited regarding whether large language model platforms can evaluate scholarly nursing writing with sufficient reliability for high-stakes assessment.</div></div><div><h3>Objectives</h3><div>To examine the extent to which large language model–based AI platforms generate rubric-aligned scores for undergraduate nursing papers that are consistent with faculty scoring.</div></div><div><h3>Design</h3><div>Observational method-comparison study.</div></div><div><h3>Methods</h3><div>Twenty-six deidentified Bachelor of Science in Nursing student papers were graded using a standardized rubric by 1 experienced faculty grader and 3 AI platforms: ChatGPT, Gemini, and Grammarly. Analyses included descriptive statistics, Friedman rank-sum testing, Bonferroni-adjusted Wilcoxon signed-rank tests, Spearman rank-order correlations, and Bland–Altman agreement analysis.</div></div><div><h3>Results</h3><div>Mean scores were broadly similar across graders; however, no AI platform demonstrated a significant rank-order association with faculty scoring. Bland–Altman analyses showed wide limits of agreement for all platforms, indicating substantial variability at the individual-paper level. Additional operational concerns included arithmetic errors, inconsistent scoring behavior, and greater leniency toward lower-performing papers.</div></div><div><h3>Conclusions</h3><div>Although AI platforms may support grading efficiency, they did not demonstrate sufficiently reliable agreement with faculty judgment for independent use in high-stakes nursing assessment. AI-assisted grading in nursing education should therefore remain cautious, faculty-supervised, and subject to further validation</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1566-e1570"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096324","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