Teaching and Learning in Nursing最新文献_第7页

Climate change in nursing education: A bibliometric analysis of scholarly outputs 2002-2024 护理教育中的气候变化：2002-2024年学术产出的文献计量分析

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.014

Tracy Levett-Jones PhD, RN , Aletha Ward PhD, MBA, BNurs, RN , Melissa Mastorovich DNP, RN, PMH-BC, FAADN , Justin Fontenot DNP, RN, NEA-BC, FAADN

{"title":"Climate change in nursing education: A bibliometric analysis of scholarly outputs 2002-2024","authors":"Tracy Levett-Jones PhD, RN , Aletha Ward PhD, MBA, BNurs, RN , Melissa Mastorovich DNP, RN, PMH-BC, FAADN , Justin Fontenot DNP, RN, NEA-BC, FAADN","doi":"10.1016/j.teln.2025.02.014","DOIUrl":"10.1016/j.teln.2025.02.014","url":null,"abstract":"<div><h3>Background</h3><div>Climate change poses a critical threat to individual and population health, highlighting the need for integration of this content into nursing education.</div></div><div><h3>Aim</h3><div>This bibliometric analysis explores the scholarly output on climate change in nursing education (2002-2024), examining the field's intellectual, conceptual, and social structures to identify strengths, gaps, and future directions.</div></div><div><h3>Methods</h3><div>About 121 relevant articles were analyzed using Scopus, following Donthu and colleagues’ methodological guidance. Bibliometrix (R Studio) facilitated performance analysis, keyword co-occurrence mapping, and collaboration network assessment.</div></div><div><h3>Results</h3><div>The annual growth rate of publications in this field is 13.43%, which indicates an expansion of scholarly interest. However, the results revealed limited integration of climate adaptation within the nursing literature, a lack of health equity focus, and minimal transdisciplinary collaboration. Few institutions beyond Western regions have contributed significantly to the literature, highlighting a need for more global perspectives.</div></div><div><h3>Conclusions</h3><div>Further studies reporting on the integration of climate adaptation, health equity, transdisciplinary collaboration, and international collaboration are essential to strengthen nursing education's role in climate response. This study highlights the need for increased literature on climate-responsive nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 189-196"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845186","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}

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Response to faculty readiness and assessment strategies in concept-based curriculum implementation 对基于概念的课程实施中教师准备情况和评估策略的回应

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.032

Roqaia Dorri DMgt, MN, BScN, RN, Mohammed Al-Hassan DMgt, MPhil, MSc, BScN, CCSNE, RN, Elham Al-Omari EDd, MScN, BScN, RN, Melody Blanco PhD(s), DNP, APRN, DCNP, FNP-BC, PMHNP-BC

引用次数: 0

The effect of perceived stress, bio-psycho-social response and stress coping behaviors of nursing students on professional self-esteem 护生压力感知、生物心理社会反应及压力应对行为对职业自尊的影响

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.013

Rujnan Tuna RN, PhD , Dilsa Azizoglu Keles RN, MSc , Furkan Keles RN, MSc

{"title":"The effect of perceived stress, bio-psycho-social response and stress coping behaviors of nursing students on professional self-esteem","authors":"Rujnan Tuna RN, PhD , Dilsa Azizoglu Keles RN, MSc , Furkan Keles RN, MSc","doi":"10.1016/j.teln.2024.12.013","DOIUrl":"10.1016/j.teln.2024.12.013","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is a stressful process involving theoretical and practical teaching and learning.</div></div><div><h3>Aim</h3><div>The study was conducted to reveal the effect of perceived stress, bio-psycho-social responses to stress and stress coping behaviors of nursing students on their professional self-esteem.</div></div><div><h3>Methods</h3><div>The study employed descriptive, correlational and cross-sectional study designs. The research was conducted with 238 nursing students. The data were collected online using the Introductory Information Form, Arıcak Professional Self-Esteem Scale, Perceived Stress Scale, Bio-Psycho-Social Response Scale and Coping Behaviors Inventory.</div></div><div><h3>Results</h3><div>Perceived stress alone explained 7.5 % of professional self-esteem, and there was a highly negative correlation between them (<em>r</em> = -0.273, <em>p</em> < 0.01). Perceived stress and bio-psycho-social response together affected professional self-esteem by 17 %. Perceived stress, bio-psycho-social response and stress coping behavior together affected professional self-esteem by 19.3 %.</div></div><div><h3>Conclusions</h3><div>Although it is considered a positive conclusion that nursing students have high levels of professional self-esteem, it should be noted that nursing education contains many stress factors.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e478-e484"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845117","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

How Clinical Reasoning and Decision-Making Competences Influence the Provision of Empathic Care Among Nursing Students? 临床推理和决策能力如何影响护生共情护理的提供？

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.005

Shaimaa Mohamed Amin PhD, MSN, BSc, RN , Ahmed Abdelwahab Ibrahim El-Sayed PhD, MSN, BSc, RN , Samira Ahmed Alsenany PhD, MSN, BSc, RN , Mohamed Hussein Ramadan Atta PhD, MSN, BSc, RN , Omima Mohamed Ibrahim Morsy PhD, MSN, BSc, RN , Maha Gamal Ramadan Asal PhD, MSN, BSc, RN

{"title":"How Clinical Reasoning and Decision-Making Competences Influence the Provision of Empathic Care Among Nursing Students?","authors":"Shaimaa Mohamed Amin PhD, MSN, BSc, RN , Ahmed Abdelwahab Ibrahim El-Sayed PhD, MSN, BSc, RN , Samira Ahmed Alsenany PhD, MSN, BSc, RN , Mohamed Hussein Ramadan Atta PhD, MSN, BSc, RN , Omima Mohamed Ibrahim Morsy PhD, MSN, BSc, RN , Maha Gamal Ramadan Asal PhD, MSN, BSc, RN","doi":"10.1016/j.teln.2025.01.005","DOIUrl":"10.1016/j.teln.2025.01.005","url":null,"abstract":"<div><h3>Background</h3><div>A patient-centered holistic approach in nursing care requires nurse interns to integrate cognitive and emotional skills. Clinical reasoning and decision-making competencies are essential for effective action in dynamic healthcare environments, but their relationship to providing empathic nursing care, where compassion is critical, remains underexplored.</div></div><div><h3>Aim</h3><div>To examine the influence of clinical reasoning and decision-making competences on the provision of empathic care among nursing students during internship training.</div></div><div><h3>Methods</h3><div>This is a cross-sectional study in which data were collected from 346 nursing students recruited from 4 hospitals in Egypt between June and August 2024 using 3 tools. Hypotheses were tested through correlation and regression analyses.</div></div><div><h3>Results</h3><div>Empathic care showed significant correlations with clinical reasoning and decision-making competences. Both competences also significantly impacted the provision of empathic care.</div></div><div><h3>Conclusions</h3><div>Clinical reasoning and decision-making skills strongly predict empathic care among nurse interns, highlighting the need to foster these competencies for holistic, patient-centered care. Nursing education should emphasize developing these skills through simulation-based learning and revising competency standards to prioritize empathy.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e550-e559"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845125","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

Faculty Inclusion of Lesbian, Gay, Bisexual, Transgender, and Queer Populations in Health Curriculum 健康课程中女同性恋、男同性恋、双性恋、变性人和酷儿群体的教师包容性

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.033

Shawn B. Murray MS , Carley Kanter BS , Alyssa O'Brien PhD , Kristen D. Clark PhD

{"title":"Faculty Inclusion of Lesbian, Gay, Bisexual, Transgender, and Queer Populations in Health Curriculum","authors":"Shawn B. Murray MS , Carley Kanter BS , Alyssa O'Brien PhD , Kristen D. Clark PhD","doi":"10.1016/j.teln.2024.11.033","DOIUrl":"10.1016/j.teln.2024.11.033","url":null,"abstract":"<div><h3>Background</h3><div>LGBTQ+ people have widely described harmful experiences in healthcare settings. To address this deficit in care, previous studies have focused on improving the education of nursing and allied health students to care for LGBTQ+ people, yet few evaluate faculty preparedness.</div></div><div><h3>Aim</h3><div>This study aimed to assess faculty's LGBTQ+-related health knowledge, self-efficacy, and inclusion related to curriculum.</div></div><div><h3>Methods</h3><div>A Qualtrics survey was developed to assess faculty's knowledge, self-efficacy, and inclusion of LGBTQ+ curriculum at a university in the United States between March 4 and April 13, 2022. Paired t-tests and correlation matrices were used to evaluate constructs. Results: Among 38 participants<strong>,</strong> LGB health content knowledge was greater than T+ knowledge. LGBTQ+ self-efficacy and inclusion were moderate, with no difference between subscales. LGBTQ+ health self-efficacy and inclusion were positively correlated.</div></div><div><h3>Conclusions</h3><div>These findings highlight gaps in faculty knowledge and inclusion of health content, particularly related to T+ health. This study's findings form a foundation for continued efforts to improve nursing and other allied health faculty's preparedness to educate students to provide inclusive and affirming care to LGBTQ+ patients.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e395-e401"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845230","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

Transforming learning in nursing bioscience through blended learning and a flipped classroom approach: A prospective cohort study 通过混合学习和翻转课堂方法转变护理生物科学学习：一项前瞻性队列研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.004

Ricci Wesselink, Patricia McClunie-Trust, Kevin Stewart

{"title":"Transforming learning in nursing bioscience through blended learning and a flipped classroom approach: A prospective cohort study","authors":"Ricci Wesselink, Patricia McClunie-Trust, Kevin Stewart","doi":"10.1016/j.teln.2024.12.004","DOIUrl":"10.1016/j.teln.2024.12.004","url":null,"abstract":"<div><h3>Background</h3><div>A knowledge of human bioscience is crucial for making informed clinical decisions in nursing education. A blended learning and flipped classroom model enhances learning by enabling students to engage with course material with online support.</div></div><div><h3>Aim</h3><div>This study investigated a flipped classroom model in bioscience education among first-year Bachelor of Nursing students.</div></div><div><h3>Methods</h3><div>This study used a prospective cohort design. The study spans multiple years and cohorts of students enrolled in bioscience courses. It includes an analysis of the impact of blended learning and a flipped classroom approach. The sample consisted of 901 students in eight cohorts from 2016 to 2019. Statistical methods assessed the significance of observed differences by comparing student achievement using traditional and flipped learning approaches.</div></div><div><h3>Results</h3><div>Mean course marks improved from 2016 to 2019, coinciding with blended learning and flipped classroom methods.</div></div><div><h3>Conclusions</h3><div>The findings of this study emphasize the positive impact of blended learning and a flipped classroom model on bioscience education for first-year preregistration Bachelor of Nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e414-e418"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845233","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}

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Examining a HESI exit exam remediation chart: A secondary data analysis 检查HESI退出考试补救图表：二次数据分析

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.012

Alison Carmona PhD, RN

{"title":"Examining a HESI exit exam remediation chart: A secondary data analysis","authors":"Alison Carmona PhD, RN","doi":"10.1016/j.teln.2024.11.012","DOIUrl":"10.1016/j.teln.2024.11.012","url":null,"abstract":"<div><h3>Background</h3><div>While many nurse educators use a similar HESI remediation chart after the HESI V1 Exit Exam, no research has been completed to examine the effectiveness of the remediation chart on student success.</div></div><div><h3>Purpose</h3><div>The purpose of the study is to examine the effectiveness of one common, tiered intervention chart used for HESI Exit Exam remediation.</div></div><div><h3>Methods</h3><div>Secondary data utilized from a previous study examining HESI V1, HESI V2, and NCLEX-RN results for final semester nursing students, was analyzed to compare results before and after the remediation was instituted.</div></div><div><h3>Results</h3><div>The after-remediation group had significantly higher HESI V2 scores and greater HESI gains from V1 to V2 for students in the 800-849 score range. The NCLEX-RN pass rate was higher for the before-remediation group for those in the below 700 score range. No other group differences in HESI V2 or NCLEX-RN were significant.</div></div><div><h3>Conclusion</h3><div>Results indicate the tiered remediation system is not performing as intended. Educators should examine the types of remediation being used for low-scoring students to determine why the remediation chart isn't effective.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e323-e328"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845280","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

Designing and psychometric evaluation of a checklist for surgical dressing skills in nursing students 护生外科包扎技能检查表的设计与心理测量评估

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.016

Zeynab Rezaei Fard , Bijan Nouri , Arman Azadi

{"title":"Designing and psychometric evaluation of a checklist for surgical dressing skills in nursing students","authors":"Zeynab Rezaei Fard , Bijan Nouri , Arman Azadi","doi":"10.1016/j.teln.2024.12.016","DOIUrl":"10.1016/j.teln.2024.12.016","url":null,"abstract":"<div><h3>Background</h3><div>Wound care is one of the most important and challenging issues in nursing and medicine. Considering that the knowledge of surgical dressing skills in nursing students can play a significant role in the quality of the education process and students' progress in the future</div></div><div><h3>Aim</h3><div>This study aimed to design and psychometrically evaluate the surgical dressing skill checklist in nursing students.</div></div><div><h3>Methods</h3><div>This study used a methodological research design and was conducted in a western city of Iran. It was conducted in two stages. In the first stage, checklist items were derived from the extant literature on surgical dressings. In the second stage, the psychometric characteristics of the checklist were examined using face validity, content validity, construct validity, and internal consistency. Participants were selected using the Census method. Data were analyzed using SPSS software <sub>v 22</sub>.</div></div><div><h3>Results</h3><div>Based on the literature on surgical dressings, a preliminary checklist consisting of 31 items was initially extracted. After determining the content and face validity using quantitative and qualitative methods, the checklist comprised 21 items in total. According to Exploratory Factor Analysis (EFA), eight factors were identified. These eight factors explained 69.02 % of the total variance of the test. The Cronbach's alpha coefficient was 0.81, indicating the high internal consistency of the checklist.</div></div><div><h3>Conclusion</h3><div>The 21-item checklist for assessing nursing students' surgical dressings skills, with features such as simple scoring, appropriate reliability and validity, and applicability/usability, can be considered a suitable tool for evaluating students' surgical dressings skills.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e494-e499"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845118","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

Second Annual Report on Staffing and Faculty Compensation in Associate Degree Nursing Education Programs: 2023 Survey Summary and Recommendations 第二份护理副学士学位课程人员配备和教师薪酬年度报告：2023年调查总结和建议

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.015

Elizabeth Mizerek PhD, RN, FN-CSA, CEN, CPEN, CNE, FAEN , Kimberly Wiegand DNP, RN, CNE

引用次数: 0

Using chatgpt to enhance student learning: a case study in a nursing curriculum 使用聊天软件加强学生学习：护理课程案例研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.09.009

Malcolm Elliott RN, PhD, Jackie Williams RN, MNP, Rami Aldwikat RN, PhD, Pauline Wong RN, PhD

{"title":"Using chatgpt to enhance student learning: a case study in a nursing curriculum","authors":"Malcolm Elliott RN, PhD, Jackie Williams RN, MNP, Rami Aldwikat RN, PhD, Pauline Wong RN, PhD","doi":"10.1016/j.teln.2024.09.009","DOIUrl":"10.1016/j.teln.2024.09.009","url":null,"abstract":"<div><h3>Background</h3><div>The ease with which Artificial Intelligence (AI) can produce an apparent rigorous response to a question makes AI an appealing resource for tertiary students. But students might not be aware of the limitations of this new technology.</div></div><div><h3>Aim</h3><div>To evaluate the impact of a novel assessment task on preregistration nursing students’ attitudes towards the use of artificial technology in academic writing.</div></div><div><h3>Method</h3><div>A clinically focused question was entered into ChatGPT and an answer generated. The assessment task required nursing students to critique the ChatGPT answer using evidence-based literature. To do this, students had to search for literature which was relevant to the assessment question and then use this evidence to critique the ChatGPT generated response.</div></div><div><h3>Results</h3><div>Most students achieved the assignment task aims by answering the assessment questions thoroughly. Students’ feedback indicated the assignment improved their understanding of how to use evidence-based literature.</div></div><div><h3>Conclusions</h3><div>The assignment task was effective in informing nursing students of the limitations of ChatGPT. It is recommended to academics who are concerned about students using this technology in their academic writing.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e309-e312"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845062","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