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

Membership is more than a transaction: Investing in the future of associate degree nursing education 会员资格不仅仅是一笔交易：投资于护理专科教育的未来

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-13 DOI: 10.1016/j.teln.2026.07.027

Rick García PhD, RN, CCM, FAAOHN, FAADN, FAAN (Chief Executive Officer, Organization for Associate Degree Nursing (OADN), OADN Foundation, and Graduate Faculty, Ph.D. Program in Nursing, Berkley School of Nursing, Georgetown University, Washington, D.C.)

引用次数: 0

Predicting marginalization in undergraduate nursing students: Identifying risk and leveraging modifiable supports 预测本科护理学生的边缘化：识别风险和利用可修改的支持

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-16 DOI: 10.1016/j.teln.2026.07.032

Heather M. Englund PhD, DNP, APNP, FNP-BC, CNE, Bonnie Soik DNP, APNP, FNP-C, RRT, Brent MacWilliams PhD, ANP-BC

{"title":"Predicting marginalization in undergraduate nursing students: Identifying risk and leveraging modifiable supports","authors":"Heather M. Englund PhD, DNP, APNP, FNP-BC, CNE, Bonnie Soik DNP, APNP, FNP-C, RRT, Brent MacWilliams PhD, ANP-BC","doi":"10.1016/j.teln.2026.07.032","DOIUrl":"10.1016/j.teln.2026.07.032","url":null,"abstract":"<div><h3>Background</h3><div>Marginalization is increasingly recognized as a barrier to student success, yet limited work has examined whether it can be <em>predicted</em> using identifiable student and learning environment characteristics.</div></div><div><h3>Purpose</h3><div>To examine predictors of high marginalization among undergraduate nursing students and identify modifiable factors associated with reduced risk.</div></div><div><h3>Methods</h3><div>Cross-sectional analysis of 6,480 undergraduate nursing students using logistic regression to examine identity, structural, and learning environment predictors of high marginalization (top quartile of Englund Marginality Index scores).</div></div><div><h3>Results</h3><div>Identity characteristics were the strongest predictors of marginalization, with racial/ethnic minoritized status (odds ratio [OR] = ∼7.5) and disability (OR = ∼5.8) demonstrating the largest effects. Structural factors (employment, dependents) were not significant. Mentorship (OR = ∼0.57) and hybrid instructional formats (OR = ∼0.70) were associated with reduced odds of high marginalization.</div></div><div><h3>Conclusions</h3><div>Marginalization is predictable and stratified by identity, but modifiable educational supports, particularly mentorship offer meaningful opportunities for intervention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 392-396"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096433","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

The stoplight approach: Making formative feedback visible and effective 红绿灯方法：使形成性反馈可见且有效

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-06 DOI: 10.1016/j.teln.2026.05.024

Chasya Wiseman DNP, RN, CAPM

引用次数: 0

Effectiveness of management strategy intervention on reducing teacher burnout and stress: Systematic review and meta-analysis 管理策略干预降低教师职业倦怠与压力的有效性：系统回顾与元分析

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-20 DOI: 10.1016/j.teln.2026.06.014

Denny Maurits Ruku PhD, RN, Danny Ivan Rantung MBA, PhD, Nouke Sysca Oroh MBA, MSc

{"title":"Effectiveness of management strategy intervention on reducing teacher burnout and stress: Systematic review and meta-analysis","authors":"Denny Maurits Ruku PhD, RN, Danny Ivan Rantung MBA, PhD, Nouke Sysca Oroh MBA, MSc","doi":"10.1016/j.teln.2026.06.014","DOIUrl":"10.1016/j.teln.2026.06.014","url":null,"abstract":"<div><h3>Introduction</h3><div>Teacher burnout is a growing problem in the education sector, driven by high workloads, performance demands, and chronic work-related stress. Burnout, characterized by emotional exhaustion (EE), depersonalization (DA), and reduced personal accomplishment (PA), negatively affects teachers' mental health, job performance, and educational quality. Management Strategy Interventions (MSI) have been proposed to address burnout; however, evidence specific to teachers remains fragmented.</div></div><div><h3>Objective</h3><div>This study aimed to evaluate the effectiveness of MSI in reducing teacher burnout and stress, and in improving related psychological outcomes.</div></div><div><h3>Methods</h3><div>A systematic review and meta-analysis were conducted following PRISMA guidelines. Six databases were searched for randomised and non-randomised controlled studies published between 1996 and 2022. Standardized mean differences and 95% confidence intervals were computed, and publication bias was illustrated using funnel plots and Egger’s test. The Joanna Briggs Institute was utilized to evaluate the quality of the studies.</div></div><div><h3>Results</h3><div>Twenty-two studies involving 1475 teachers were included. MSI significantly reduced EE and stress and significantly improved PA, while no significant effect was observed for DA. MSI also improved mindfulness, reduced depression and anxiety, and enhanced sleep quality, but did not significantly affect job satisfaction.</div></div><div><h3>Conclusion</h3><div>MSI is an effective and safe approach for mitigating teacher burnout and stress. Future studies should incorporate organizational and social factors to strengthen intervention outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1836-e1840"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095999","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

Student nurse perceptions of substance use disorder following a contact-based intervention: A qualitative interpretive descriptive study 学生护士在接触干预后对物质使用障碍的看法：一项定性解释描述性研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-07 DOI: 10.1016/j.teln.2026.07.014

Sarah A. Mahoney, Michelle E. Bussard, Matt R. Bell

{"title":"Student nurse perceptions of substance use disorder following a contact-based intervention: A qualitative interpretive descriptive study","authors":"Sarah A. Mahoney, Michelle E. Bussard, Matt R. Bell","doi":"10.1016/j.teln.2026.07.014","DOIUrl":"10.1016/j.teln.2026.07.014","url":null,"abstract":"<div><h3>Aim/objective</h3><div>Identify nursing students’ perceptions of their clinical experiences after participating in a contact-based intervention (CBI) involving an individual’s lived experience with substance use disorder (SUD).</div></div><div><h3>Background</h3><div>There are limited research studies detailing teaching strategies for prelicensure nursing students when preparing them to care for individuals with SUD.</div></div><div><h3>Design</h3><div>A qualitative interpretive descriptive study using a reflection question.</div></div><div><h3>Setting</h3><div>Bachelor of Science in Nursing program in the USA.</div></div><div><h3>Participants</h3><div>Of 47 second semester prelicensure nursing students enrolled in a mental health nursing course.</div></div><div><h3>Methods</h3><div>A reflection question was analyzed to identify prelicensure students’ perceptions on SUD and the impact of CBI on clinical experience.</div></div><div><h3>Results</h3><div>A total of 12 parent codes and four themes were derived from 47 reflection statements. The themes included Person-Centered Care, Informed Clinical Judgment, and Influence of Pre-Existing Beliefs and Previous Exposure.</div></div><div><h3>Conclusion</h3><div>Research and individual experiences support the need for nurses to lead in multidisciplinary partnerships and employ strategies to transform SUD education and training.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1718-e1723"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096097","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

Factors influencing nursing students’ career intent in geriatric care: A qualitative study from nurse educators’ perspectives 影响老年护理专业护生职业意向的因素：护理教育者视角的质性研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-05 DOI: 10.1016/j.teln.2026.07.012

Yixuan Xu, Yingli Li PhD, Yuwei Wang PhD, Gabor Halasz PhD, Feifei Wang PhD

{"title":"Factors influencing nursing students’ career intent in geriatric care: A qualitative study from nurse educators’ perspectives","authors":"Yixuan Xu, Yingli Li PhD, Yuwei Wang PhD, Gabor Halasz PhD, Feifei Wang PhD","doi":"10.1016/j.teln.2026.07.012","DOIUrl":"10.1016/j.teln.2026.07.012","url":null,"abstract":"<div><h3>Background</h3><div>Understanding the factors shaping geriatric nursing education is key to addressing the shortage of the geriatric nursing workforce given global aging.</div></div><div><h3>Aim</h3><div>To identify factors influencing nursing students’ career intentions toward geriatric care from clinical and academic experts’ perspectives.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted with 10 purposively selected experts from Chinese hospitals, universities, and health schools. Thematic analysis with three-level coding was performed using NVivo.</div></div><div><h3>Results</h3><div>The analysis yielded 3 core dimensions: (1) Expression of career attitude, characterized by cognitive biases, affective burdens, and behavioral avoidance; (2) Influencing factors, dominated by institutional-educational factors (notably curriculum design, 67 references; institutional reform, 77 references), clinical experience factors (preceptor attitude, 20 references), and social-industry factors (unclear career pathways, 20 references); (3) Improvement strategies focused on educational and hospital management reforms. A logical model was constructed, illustrating an input-internalization-output process where educational foundations.</div></div><div><h3>Conclusions</h3><div>Experts perceived nursing undergraduates’ reluctance toward geriatric care not as a fixed personal trait but as an outcome shaped by systemic flaws in the education-to-practice pipeline.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1712-e1717"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096092","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

Nursing students’ perceptions and preparedness to address sexuality in older adults: a qualitative focus group study 护理专业学生对老年人性行为的认知和准备：一项定性焦点小组研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-09 DOI: 10.1016/j.teln.2026.06.013

Antonio Esteve-Ríos, Sofía García-Sanjuán, Minerva Gil-Rivera, David Monasor-Ortolá, Lourdes Virginia Picó-Mira, María del Carmen Rocamora-Rodríguez

{"title":"Nursing students’ perceptions and preparedness to address sexuality in older adults: a qualitative focus group study","authors":"Antonio Esteve-Ríos, Sofía García-Sanjuán, Minerva Gil-Rivera, David Monasor-Ortolá, Lourdes Virginia Picó-Mira, María del Carmen Rocamora-Rodríguez","doi":"10.1016/j.teln.2026.06.013","DOIUrl":"10.1016/j.teln.2026.06.013","url":null,"abstract":"<div><h3>Background</h3><div>Educational initiatives have aimed to improve nursing students’ knowledge and attitudes toward sexuality in older adults. However, limited attention has been given to understanding students’ perceptions, emotions, and experiences prior to the design of such interventions.</div></div><div><h3>Aim</h3><div>To explore nursing students’ perceptions and preparedness to address sexuality in older adults.</div></div><div><h3>Methods</h3><div>A qualitative study was conducted with two focus groups of second-year nursing students. Discussions were audio-recorded, transcribed verbatim, and analyzed using inductive thematic analysis.</div></div><div><h3>Results</h3><div>Three main themes were identified: (1) Sexuality in older adults as part of their health; (2) Emotions and feelings when addressing sexuality in older adults; and (3) Overcoming taboos: challenges and social transformation in addressing sexuality in older adults.</div></div><div><h3>Conclusions</h3><div>Emotional barriers limit nursing students’ readiness to engage with sexuality-related care in older adults despite recognising its importance. At the same time, their willingness to learn represents an opportunity for educators to design targeted curricular strategies that better prepare future nurses to address sexuality in this population.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1646-e1652"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096189","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

Transformative learning approaches in nursing: Fostering professional behaviors and leadership development 护理中的变革学习方法：培养专业行为和领导力发展

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-08 DOI: 10.1016/j.teln.2026.05.010

Marla Cantrell MSN, RN, Tauna Gulley PhD, PMHNP-BC, FNP-BC, CNE

引用次数: 0

Clinical reasoning perceptions among differently educated registered nurses: A cross-sectional study 不同学历注册护士的临床推理认知：一项横断面研究

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-02 DOI: 10.1016/j.teln.2026.06.008

Justin Fontenot PhD, DNP, RN, NEA-BC, Anna Valdez PhD, RN, PHN, CEN, CFRN, FAEN, FAADN, Michael Hebert DNP, MDiv, MSN, BA, RN, Patrick McMurray MSN, RN

{"title":"Clinical reasoning perceptions among differently educated registered nurses: A cross-sectional study","authors":"Justin Fontenot PhD, DNP, RN, NEA-BC, Anna Valdez PhD, RN, PHN, CEN, CFRN, FAEN, FAADN, Michael Hebert DNP, MDiv, MSN, BA, RN, Patrick McMurray MSN, RN","doi":"10.1016/j.teln.2026.06.008","DOIUrl":"10.1016/j.teln.2026.06.008","url":null,"abstract":"<div><h3>Background</h3><div>Clinical reasoning is a critical skill for nursing practice, yet its development is influenced by educational preparation, years of experience, and professional variables. Limited research has explored the differences in perceptions of clinical reasoning competence among graduates of Associate Degree in Nursing and Bachelor of Science in Nursing programs.</div></div><div><h3>Aim</h3><div>To investigate differences in perceived clinical reasoning competence based on educational preparation and other variables.</div></div><div><h3>Methods</h3><div>This cross-sectional quantitative study surveyed newly graduated nurses using the Nurses Clinical Reasoning Scale. Independent samples t-tests, one-way Analysis of Variance, and Multivariate Analysis of Variance were conducted to analyze differences across variables.</div></div><div><h3>Results</h3><div>No statistically significant differences in perceived clinical reasoning competence were observed between Associate Degree in Nursing and Bachelor of Science in Nursing graduates or across years of licensure. Multivariate analyses also revealed insignificant results.</div></div><div><h3>Conclusions</h3><div>This underpowered exploratory study did not detect statistically significant differences in perceived clinical reasoning competence across the examined groups. These findings should not be interpreted as demonstrating equivalence or as evidence of objectively demonstrated clinical reasoning ability. The preliminary estimates may inform sample planning and prior distributions for future research, including Bayesian studies. Larger studies incorporating performance-based measures are needed.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1627-e1634"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096165","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

Strategies for using humor in undergraduate nursing education: A scoping review 本科护理教育中运用幽默的策略：范围综述

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-25 DOI: 10.1016/j.teln.2026.07.026

Gunilla Haydon PhD, RN, Linda Hazell PhD, Julie Reis PhD, RN

{"title":"Strategies for using humor in undergraduate nursing education: A scoping review","authors":"Gunilla Haydon PhD, RN, Linda Hazell PhD, Julie Reis PhD, RN","doi":"10.1016/j.teln.2026.07.026","DOIUrl":"10.1016/j.teln.2026.07.026","url":null,"abstract":"<div><h3>Background</h3><div>Humor is accepted as a communication tool in education, which can foster peer support, reduce stress, and enhance learning environments.</div></div><div><h3>Aim</h3><div>To explore the use of humor in nursing education and the strategies educators use to integrate humor into teaching. This scoping review is guided by two research questions: (1) How is humor used in nursing education? and (2) What strategies do educators use to integrate humor into teaching?</div></div><div><h3>Methods</h3><div>Databases CINAHL, Medline, EBSCO, and Embase were searched for English-language, peer-reviewed articles exploring humor in undergraduate nursing education.</div></div><div><h3>Findings</h3><div>Out of 236 articles, 12 met the inclusion criteria. Thematic analysis identified four themes: Benefits to the learning environment, Effects on students and student learning, The role of the educator, and Self-reflective strategies for educators.</div></div><div><h3>Discussion</h3><div>This review explores how educators implement humorous activities in their educational settings. Pedagogically humor enhances learning, increases attention, assists problem solving, and promotes teamwork. Humor can reduce stress, strengthen resilience, and build relationships between educators and students. Humor equips students with valuable coping and communication skills.</div></div><div><h3>Conclusions</h3><div>Humor is an effective pedagogical tool in nursing education. The integration of humor benefits both students and educators by increasing engagement, reducing anxiety, and extension of communication skills, essential for professional practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1846-e1856"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096706","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