Teaching and Learning in Nursing最新文献

{"title":"Nurse educators’ guilt during the Covid-19 pandemic response","authors":"Brooke McAtee PhD, RN ,&nbsp;Helen Machelle Skinner DNP, APRN, RN ,&nbsp;Kelly Claycomb DNP, RN","doi":"10.1016/j.teln.2024.09.002","DOIUrl":"10.1016/j.teln.2024.09.002","url":null,"abstract":"<div><h3>Background</h3><div>The COVID-19 pandemic significantly impacted nurse educators, creating a dichotomy between their professional duties and a desire for direct patient care involvement.</div></div><div><h3>Aim</h3><div>To explore the emotional effects, particularly guilt, experienced by nurse educators due to their reduced role in frontline patient care during the pandemic, using personal construct theory to frame guilt as a reaction to role deviation.</div></div><div><h3>Methods</h3><div>A cross-sectional survey involving 124 nurse educators from across the United States was conducted from March to May 2023. The survey investigated three attributes: Professional Responsibility, Emotional Impact, and Offsetting Activities.</div></div><div><h3>Results</h3><div>The majority of respondents reported significant stress and guilt, exacerbated by the transition to online education, mandated pandemic safety measures, and their inability to contribute directly to patient care.</div></div><div><h3>Conclusions</h3><div>Findings underscore the need for targeted support systems to help nurse educators navigate the professional and emotional challenges posed by the pandemic, highlighting the profound impact of their altered roles on their well-being.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 41-45"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180574","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":"Use of Materia Open-Source Interactive Gaming for Formative Learning in Health Assessment","authors":"Sotos G. Djiovanis DMA, MSN, RN","doi":"10.1016/j.teln.2024.10.001","DOIUrl":"10.1016/j.teln.2024.10.001","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Page 49"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181398","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":"Improving Critical Thinking in New Graduate Nurses Through the Use of Reflective Journaling: A Quality Improvement Project","authors":"Robbin Guynn DNP, MSN, RN, CMSRN","doi":"10.1016/j.teln.2024.06.014","DOIUrl":"10.1016/j.teln.2024.06.014","url":null,"abstract":"<div><h3>Background</h3><div>Critical thinking is an important skill for newly graduated nurses to develop to learn how to best recognize and manage deterioration in their patients. New nurses may be too focused on nursing tasks and may not have adequate time to pause and reflect on their patient experiences that foster critical thinking. An exercise like reflective journaling may help new graduate nurses engage in active reflection with the goal of learning from their experiences, which may enhance the development of critical thinking.</div></div><div><h3>Purpose</h3><div>The purpose of this paper is to explore whether the use of a once weekly reflective journaling exercise influences the development of critical thinking in new graduate nurses during their 6-week nursing orientation.</div></div><div><h3>Methods</h3><div>A quality improvement (QI), pre- and post-test design was used to improve the current process of nursing orientation for newly graduated nurses in a single hospital setting. Six participants participated in a once weekly reflective journaling intervention, utilizing Kim's <em>Critical Reflective Inquiry</em>, over a 6-week orientation period. Participants completed the <em>Health Sciences Reasoning Test</em> (HSRT) before reflective journaling was implemented and at the end of their 6-week hospital orientation.</div></div><div><h3>Preliminary Results</h3><div>Preliminary results found that there were no significant mean differences in the total HSRT scores after the reflective journaling was implemented (t = 1.085, p = .328). However, there was a strong, positive, and significant correlation between participants’ baseline and post reflective journaling critical thinking scores in the deduction domain (r =.810, p = 0.051). Clinically significant differences in the pre- and post-test domain scores of the HSRT were evident in the interpretation, inference, explanation, induction, and numeracy domains.</div></div><div><h3>Conclusion</h3><div>New graduated nurses may benefit from using reflective journaling into their hospital orientation, but more research is needed to determine efficacy.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 8-12"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181405","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":"Implementing the Clinical Judgment Model in an Associate Degree Program","authors":"Alison Carmona PhD, RN ,&nbsp;DeLeon Addison DNP, RN, CNE","doi":"10.1016/j.teln.2024.08.018","DOIUrl":"10.1016/j.teln.2024.08.018","url":null,"abstract":"<div><h3>Background</h3><div>In preparation for the Next-Generation NCLEX-RN (NGN), one school adopted the use of the clinical judgment model (CJM) to improve clinical judgment.</div></div><div><h3>Local problem</h3><div>Faculty needed to ensure students could use good clinical judgment to prepare for the NGN.</div></div><div><h3>Methods</h3><div>A planning committee disseminated CJM information to all levels of the program, examined the use of testing items, and addressed the need for materials for various course levels.</div></div><div><h3>Interventions</h3><div>Care plans were created to model CJM thinking. Students were given CJM cue cards. The testing policy was analyzed and changed. After, a faculty survey was used to determine faculty knowledge and future needs.</div></div><div><h3>Results</h3><div>Faculty gaps were identified so that further remediation could be provided to improve student and faculty knowledge and utilization of the CJM.</div></div><div><h3>Conclusion</h3><div>Additional work is required to ensure that faculty fully understand the CJM so faculty can better teach to improve student success.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages 28-31"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181406","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":"President's Message","authors":"Lynette V. Apen DNP, RN, CNS, CNE","doi":"10.1016/j.teln.2024.11.028","DOIUrl":"10.1016/j.teln.2024.11.028","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages A2-A3"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181925","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":"Revolutionizing Therapeutic Communication Practice: From Student-Crafted to AI-Optimized","authors":"Peeranuch LeSeure PhD, RN","doi":"10.1016/j.teln.2024.08.008","DOIUrl":"10.1016/j.teln.2024.08.008","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Page 17"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182266","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":"Growth mindset enhancement for new nursing students","authors":"Ashley N. Carter DNP, RN, CNE,&nbsp;Jennifer Evans DNP, RN, NC-BC,&nbsp;Susan A. Seibert DNP, RN, CNE,&nbsp;Sean Weir MS/OTR, CBIS","doi":"10.1016/j.teln.2024.10.023","DOIUrl":"10.1016/j.teln.2024.10.023","url":null,"abstract":"<div><h3>Background</h3><div>Growth mindset is the belief that abilities can develop through effort and persistence. It is linked to improved student outcomes. Faculty play a key role in designing activities to support students’ development of a growth mindset.</div></div><div><h3>Aim</h3><div>Faculty aimed to discover student perception of the growth-mindset activities, identify key takeaways to support the continued use of the strategy, determine if modifications were needed, and reveal student findings that indicate the development of a growth mindset.</div></div><div><h3>Methods</h3><div>This quality improvement project evaluated the effectiveness of the new teaching strategy aimed at fostering a growth mindset in nursing students through brief, structured activities.</div></div><div><h3>Results</h3><div>Out of 96 students, 91.7% participated, with 91% reporting a growth mindset by the semester's end. The thematic analysis highlighted student-preferred strategies such as reframing challenges, striving for competency, self-care, reflective practices, social support, and time management.</div></div><div><h3>Conclusion</h3><div>Findings indicate that targeted activities can effectively cultivate a growth mindset, aiding students' academic and professional development.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e258-e262"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182265","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":"Healthy Aging Matters: Making It Personal, Positive, Proactive, and Professional","authors":"Marianne R. Jeffreys EdD, RN","doi":"10.1016/j.teln.2024.11.001","DOIUrl":"10.1016/j.teln.2024.11.001","url":null,"abstract":"<div><h3>Background</h3><div>With older population growth, a shift towards positive views on aging and equitable pay and respect for nurses caring for older adults is essential. Debunking myths of aging, offering encouragement for those interested in geriatric nursing, and a focus on healthy aging across life stages (healthspan) rather than lifespan (lifetime duration) is imperative. Prioritized and innovative nursing education strategies to achieve healthy aging goals for all, including nurses and nursing students, are needed.</div></div><div><h3>Innovation</h3><div>Guided by contemporary practice guidelines and nursing, self-efficacy, and educational literature, the <em>Healthy Aging Promotion Plan, Implementation, Evaluation, and Reflection</em> (HAPPIER) journal assignment is presented. A unique component includes reflection on “Self-Care and Nurse as Role Model: Promoting Wellness in Self – Now and for Healthy Aging into Older Adulthood”.</div></div><div><h3>Implications</h3><div>Nurse educators can make a positive difference in healthy aging matters by making it personal, positive, proactive, and professional.</div></div><div><h3>Conclusions</h3><div>Students became proactively involved in their own healthy aging, broadened their views, and learned to consider every nurse-client encounter as an opportunity to initiate healthy aging promotion interventions.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e258-e261"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182268","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":"Knowledge, Attitudes, and Perceptions of Undergraduate Nursing Students about Child Abuse and Neglect: A Cross-sectional Study","authors":"Mohammad M. Alnaeem PhD, RN ,&nbsp;Mohammad A. Abu Sabra PhD, PMHN-CNS ,&nbsp;Ayman M. Hamdan-Mansour PhD ,&nbsp;Suhair Hussni Al-Ghabeesh PhD, RN ,&nbsp;Alaa Abuatallah RN, MSc, PhDc","doi":"10.1016/j.teln.2024.10.009","DOIUrl":"10.1016/j.teln.2024.10.009","url":null,"abstract":"<div><h3>Background</h3><div>Child abuse and neglect are major public health issues with long-term consequences for child health and welfare. Therefore, it is important to educate and enhance the insights of nursing students to shape the attitudes and practices of future nurses in addressing child abuse and neglect.</div></div><div><h3>Aim</h3><div>the current study aims to examine knowledge, attitudes, and perceptions of undergraduate nursing students toward child abuse and neglect</div></div><div><h3>Methods</h3><div>A descriptive cross-sectional design was used to recruit 559 undergraduate nursing students to fill out the required questionnaires.</div></div><div><h3>Results</h3><div>The results showed that nursing students' knowledge about child abuse and neglect in the 3rd and 4th years has significantly higher levels than students in the 1st and 2nd years. In addition, the nursing students’ attitude toward child abuse and neglect was positive. Nursing students perceived that children from low-income families, quiet and shy children, and children with low academic achievements were the most likely to be abused and that those who abuse alcohol and lack education were the most likely to be abusers.</div></div><div><h3>Conclusions</h3><div>To support society in reporting or appropriately handling child abuse and neglect, it is critical to raise awareness of the significance of reporting child abuse, particularly sexual abuse.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e211-e217"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180202","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":"Assessment of Social Media Literacy Among Nursing Students in Poland: Psychometric Evaluation of the Polish Version of the Perceived Social Media Literacy Scale","authors":"Mariusz Panczyk ,&nbsp;Ilona Cieślak ,&nbsp;Marcia Kirwan ,&nbsp;Dominik Wawrzuta ,&nbsp;Piotr Małkowski ,&nbsp;Beata Dobrowolska ,&nbsp;Danuta Dyk ,&nbsp;Aleksandra Gaworska-Krzemińska ,&nbsp;Elżbieta Grochans ,&nbsp;Maria Kózka ,&nbsp;Jolanta Lewko ,&nbsp;Izabella Uchmanowicz ,&nbsp;Mariusz Jaworski ,&nbsp;Joanna Gotlib-Małkowska","doi":"10.1016/j.teln.2024.07.019","DOIUrl":"10.1016/j.teln.2024.07.019","url":null,"abstract":"<div><h3>Objectives</h3><div>The study aimed to evaluate the psychometric properties of the Polish version of the Perceived Social Media Literacy Scale and assess its relevance in assessing the digital literacy of nursing students in Poland.</div></div><div><h3>Methods</h3><div>The researchers conducted a cross-sectional study across 11 nursing faculties and 676 nursing students between March and April 2021. The scale was translated, culturally adapted, and evaluated for internal consistency, reliability, and validity</div></div><div><h3>Results</h3><div>The Cronbach's alpha coefficient for the total scale was 0.935, indicating high internal consistency. The individual domains had alpha values of 0.941 for \"Technical Competency\", 0.887 for \"Informational Awareness\", and 0.812 for \"Privacy and Algorithmic Awareness\". Confirmatory Factor Analysis supported the 3-factor structure identified in the Exploratory Factor Analysis</div></div><div><h3>Conclusion</h3><div>The study found that the Polish Short Version of the Perceived Social Media Literacy Scale was highly applicable in nursing education settings and undergraduate programs specifically designed for nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 1","pages":"Pages e14-e20"},"PeriodicalIF":1.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143180212","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}