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

OADN Foundation Article OADN基础文章

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-20 DOI: 10.1016/j.teln.2025.05.007

Sandra Y. Walker EJD, MS, RN, FAADN

引用次数: 0

Involving patients & caregivers in student nurses’ education in India – a qualitative study 涉及患者和护理人员在印度的学生护士教育-一项定性研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-05 DOI: 10.1016/j.teln.2024.12.003

Toni Bewley Ed Doc, MSc, BSc (Hons), PGCE, RGN, RSCN, PFHEA

{"title":"Involving patients & caregivers in student nurses’ education in India – a qualitative study","authors":"Toni Bewley Ed Doc, MSc, BSc (Hons), PGCE, RGN, RSCN, PFHEA","doi":"10.1016/j.teln.2024.12.003","DOIUrl":"10.1016/j.teln.2024.12.003","url":null,"abstract":"<div><h3>Background</h3><div>In India “caring” for family members especially when they are hospitalized is accepted as a natural obligation and accordingly family members become caregivers. There is however no evidence of the impact of caregivers in student nurse education.</div></div><div><h3>Aim</h3><div>To determine the advantages and disadvantages of involving family caregivers in nurse education in India.</div></div><div><h3>Design</h3><div>A qualitative, exploratory case study using Appreciative Inquiry methodology.</div></div><div><h3>Data collection methods</h3><div>included World Café focus groups, art- based methods, and semi structured interviews; Data analysis was conducted by inductive content analysis.</div></div><div><h3>Results</h3><div>Three main themes are presented under subthemes 1) Involvement 2) Learning naturally, access to caregivers and support for students and 3) Conscientizacao. Findings indicate that by the involvement of patients and caregivers in student nurse education there is a transformative effect on their learning, cultural sensitivity, and social consciousness.</div></div><div><h3>Conclusion</h3><div>It would be beneficial for student nurses to prioritize spending time with caregivers. This not only enhances their educational journey but enables them to potentially make a positive impact on society.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e597-e602"},"PeriodicalIF":1.9,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204435","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

Effects of a cross-university interprofessional education programme on nursing students: A concurrent nested study 跨大学跨专业教育计划对护理专业学生的影响：一项并行嵌套研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-05-01 DOI: 10.1016/j.teln.2025.04.005

Lily Y.W. Ho DHSc, RN , Arkers K.C. Wong PhD, RN , Fraide A. Ganotice Jr PhD , George L. Tipoe PhD

{"title":"Effects of a cross-university interprofessional education programme on nursing students: A concurrent nested study","authors":"Lily Y.W. Ho DHSc, RN , Arkers K.C. Wong PhD, RN , Fraide A. Ganotice Jr PhD , George L. Tipoe PhD","doi":"10.1016/j.teln.2025.04.005","DOIUrl":"10.1016/j.teln.2025.04.005","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional collaborative practice has caused considerable interest but the effects of integrating interprofessional education (IPE) into a nursing therapeutics subject have not been investigated.</div></div><div><h3>Aim</h3><div>To evaluate students’ attitudes, knowledge, skills, competency in interprofessional collaboration, and experiences in IPE.</div></div><div><h3>Methods</h3><div>A concurrent nested design was adopted. Students were assessed using scales before and after the programme. A focus group interview was also conducted.</div></div><div><h3>Results</h3><div>Among 159 nursing students, a statistically significant increase after the programme was found in knowledge of the roles and scopes of medicine, social work, pharmacy, traditional Chinese medicine, engineering, and law (<em>p</em> < 0.05), interprofessional team skills (<em>p</em> < 0.001), and competency (<em>p</em> < 0.001). Four main categories were identified: ‘‘thoughts on interprofessional collaboration,’’ ‘‘gains from the education programme,’’ ‘‘barriers to a positive learning experience,’’ and ‘‘working towards a better learning experience.’’</div></div><div><h3>Conclusion</h3><div>IPE had positive effects on students. The results provide valuable insights for educators to integrate IPE into the nursing curriculum.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e953-e960"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049911","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

Prototyping an escape room to enhance interprofessional collaboration in healthcare: Pilot study 逃生室的原型设计，以加强医疗保健领域的跨专业协作：试点研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-29 DOI: 10.1016/j.teln.2025.03.022

Alberto Cunha , Maria Joana Campos , Marta Campos Ferreira , Carla Sílvia Fernandes

{"title":"Prototyping an escape room to enhance interprofessional collaboration in healthcare: Pilot study","authors":"Alberto Cunha , Maria Joana Campos , Marta Campos Ferreira , Carla Sílvia Fernandes","doi":"10.1016/j.teln.2025.03.022","DOIUrl":"10.1016/j.teln.2025.03.022","url":null,"abstract":"<div><h3>Background</h3><div>During their training, nurses must develop interprofessional collaboration skills, which are essential in clinical settings.</div></div><div><h3>Aim</h3><div>This study aims to describe the development and testing stages of a virtual escape room, named \"Lockdown Treatment\", to enhance interprofessional collaboration.</div></div><div><h3>Methods</h3><div>The User-Centered Design methodology was used, involving users from requirement gathering to iterative prototyping. Requirements were established through interviews with 6 healthcare professionals, and a prototype was developed and tested for final assessment.</div></div><div><h3>Results</h3><div>The results identified key areas for improvement, particularly in terms of timing and support during the game and demonstrated the effectiveness of the escape room in promoting interdisciplinary collaboration. This study proves that tools like escape rooms can significantly enrich nursing education.</div></div><div><h3>Conclusion</h3><div>It is essential to integrate innovative methods into interprofessional training, making it more engaging and interactive. However, it is crucial that such tools are meticulously planned and validated to ensure their suitability through a rigorous validation process. Future research should evaluate the ‘Lockdown Treatment’ to assess its long-term effectiveness and applicability in clinical practice and patient outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e920-e927"},"PeriodicalIF":1.9,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204008","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

Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review 本科护生对模拟学习述职会议的看法：一项系统回顾

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.018

Leanne Glennie RN

{"title":"Undergraduate nursing students' perceptions of debriefing sessions in simulation-based learning: A systematic review","authors":"Leanne Glennie RN","doi":"10.1016/j.teln.2025.03.018","DOIUrl":"10.1016/j.teln.2025.03.018","url":null,"abstract":"<div><h3>Objectives</h3><div>The aim of this systematic review is to determine how debriefing processes, perceived by undergraduate nursing students, affect confidence and learning outcomes from qualitative studies conducted between 2019 and 2023.</div></div><div><h3>REVIEW METHODS</h3><div>This systematic review is aligned with the PRSIMA 2020 search strategy and includes data from only qualitative studies. Previous studies on perceived outcomes surrounding effective debriefing processes within simulation-based learning has predominantly focused on quantitative and mixed method studies.</div></div><div><h3>Results</h3><div>A total of 358 primary studies were obtained from the initial search: CINAHL (n = 64), ERIC (n = 3), MEDLINE (ProQuest) (n = 42), SCOPUS (n = 101), and WEB OF SCIENCE (n = 137); and hand searched articles (n = 11). A total of 5 studies were included in the review from which 3 underlying commonalities were identified: Self-awareness and self-confidence; Safe Learning Environment; and Confidence for Clinical Practice.</div></div><div><h3>Conclusion</h3><div>The debriefing process is perceived as having a positive effect on students’; however, a 2-step approach to debriefing in which self-reflection prior to group discussion on their performance is preferred.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e907-e914"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204111","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

Deep discussions on perinatal loss 关于围产期损失的深入讨论

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.006

Stephanie S. Tullos MSN, RNC-MNN, Nikki Lee PhD, RNC-OB

引用次数: 0

Investigating cumulative grade point average, last course exam grade, standardized testing results performance and NCLEX-RN® success for program evaluation: a correlational study 调查累积平均成绩，最后一门课程考试成绩，标准化测试成绩表现和NCLEX-RN®项目评估的成功：一项相关研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.03.011

Myriam Jean Cadet PhD, MSN, APRN, FNP-C, Geetha Ajay DNP, APRN, ANP-C

{"title":"Investigating cumulative grade point average, last course exam grade, standardized testing results performance and NCLEX-RN® success for program evaluation: a correlational study","authors":"Myriam Jean Cadet PhD, MSN, APRN, FNP-C, Geetha Ajay DNP, APRN, ANP-C","doi":"10.1016/j.teln.2025.03.011","DOIUrl":"10.1016/j.teln.2025.03.011","url":null,"abstract":"<div><h3>Aims</h3><div>Investigating students’ NCLEX-RN® performance can inspire nursing faculty to revise student admission requirements and nursing curricula. This study examines whether any relationship exists between cumulative grade point average, last course exam grade, standardized testing performance, and NCLEX success among undergraduate RN students.</div></div><div><h3>Methodology</h3><div>The research inquiry was investigated using a quantitative observational retrospective chart review method with a correlational design. Statistical analysis was performed using Spearman correlation and logistic regression<em>.</em></div></div><div><h3>Results</h3><div>The cumulative grade point average, last course exam grade, standardized testing performance, and NCLEX success among undergraduate RN students were strongly related. When predicting a student's first-time NCLEX outcome, all variables had moderate to strong individual relationships with whether the student would pass. The variable with the strongest relationship to the NCLEX outcome is the student's GPA (ρ = 0.462, a significant correlation). The GPA and the standardized test score were statistically significant predictors of passing the NCLEX. Still, the last course letter grade does not <em>add</em> predictive information on how they will perform academically and did not have a statistically significant relationship with passing the NCLEX (GPA, χ<sup>2</sup>(1) = 13.39; <em>p</em> < 0.001; For NUR 320, χ<sup>2</sup>(1) = 0.27; <em>p</em> = 0.60; For Assessment Technologies Institute (ATI), χ<sup>2</sup>(1) = 13.39; <em>p</em> = 0.028).</div></div><div><h3>Conclusion</h3><div>Nursing faculty must work to improve the success rate of first-time NCLEX-RN test takers, which can affect curriculum development and graduation to complete the career path to enter into nursing practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 294-299"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204434","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

Effects of blended learning-based medication safety education program for nursing students 以混合式学习为基础的护生用药安全教育的效果

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-22 DOI: 10.1016/j.teln.2025.02.035

Ha-Young Park, Ji-Eun Park, Hye-Jin Kim

{"title":"Effects of blended learning-based medication safety education program for nursing students","authors":"Ha-Young Park, Ji-Eun Park, Hye-Jin Kim","doi":"10.1016/j.teln.2025.02.035","DOIUrl":"10.1016/j.teln.2025.02.035","url":null,"abstract":"<div><h3>Background</h3><div>Medication-related nursing constitutes a significant part of nurses' responsibilities, involving tasks before, during, and after medication administration. This includes ensuring accurate dosage, proper timing, and patient monitoring throughout the process. Nurses are directly responsible for administering most medications to patients.</div></div><div><h3>Aim</h3><div>This study aims to implement blended learning to enhance medication safety competence in nursing students and investigate its effects.</div></div><div><h3>Method</h3><div>A single-group pre- and post-test assessed the knowledge, confidence, and competence in medication safety of 98 third-year nursing students in South Korea (January 22–31, 2024). Data were collected via a questionnaire and analyzed using descriptive statistics, independent t-tests, and Pearson correlation.</div></div><div><h3>Results</h3><div>The program significantly improved knowledge (t = 4.93, p < .001), confidence (t = 13.70, p < .001), and competence (t = 9.23, p < .001), indicating a medium to large effect size (<em>r</em> = 0.45-0.81) within medication safety.</div></div><div><h3>Conclusion</h3><div>Specialized medication safety education should be systematically and repeatedly provided to nursing students, incorporating various teaching methods to enhance its effectiveness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e799-e805"},"PeriodicalIF":1.9,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204452","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 role of clinical practice in tenure and promotion for health-related faculty members: A new look 临床实践在终身教职和健康相关教职员工晋升中的作用：新视角

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-21 DOI: 10.1016/j.teln.2025.02.033

Celicia Williams Little DNP, APRN, CPNP-PC, CNEn, Janice K. Williams DNP, MSN, MTS, BSN, HPE-AC, FNP-C, CNE

{"title":"The role of clinical practice in tenure and promotion for health-related faculty members: A new look","authors":"Celicia Williams Little DNP, APRN, CPNP-PC, CNEn, Janice K. Williams DNP, MSN, MTS, BSN, HPE-AC, FNP-C, CNE","doi":"10.1016/j.teln.2025.02.033","DOIUrl":"10.1016/j.teln.2025.02.033","url":null,"abstract":"<div><h3>Background</h3><div>With the increasing presence of DNP-prepared faculty over the past decade, many nurse educators must balance teaching, research, and service with ongoing clinical practice. Higher education's tenure and promotion process traditionally focuses on teaching, research, and service, often overlooking the clinical practice responsibilities of Doctor of Nursing Practice (DNP) faculty. Honoring clinical practice is not standard, and a re-evaluation of the criteria for promotion is needed.</div></div><div><h3>Innovation</h3><div>This paper aims to a) advocate for the formal recognition of clinical practice as a key component in tenure and promotion evaluations within health-related disciplines and b) propose solutions for integrating clinical practice evidence into the promotion evaluation process.</div></div><div><h3>Implications</h3><div>There is a need for more flexible, inclusive policies that recognize the diversity of faculty contributions through clinical excellence.</div></div><div><h3>Conclusions</h3><div>By incorporating clinical work into the academic review process, institutions can better reflect the multifaceted roles of faculty members who engage in patient care, clinical education, and community health initiatives.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages 283-285"},"PeriodicalIF":1.9,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204560","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 a complex clinical judgment escape room 设计一个复杂的临床判断密室

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-19 DOI: 10.1016/j.teln.2025.03.023

Susan Dalbey PhD, DNP, RN, CNE, Sherry Fuller DNP, FNP-C

{"title":"Designing a complex clinical judgment escape room","authors":"Susan Dalbey PhD, DNP, RN, CNE, Sherry Fuller DNP, FNP-C","doi":"10.1016/j.teln.2025.03.023","DOIUrl":"10.1016/j.teln.2025.03.023","url":null,"abstract":"<div><h3>Background</h3><div>Game based learning in the form of an escape room has been associated with positive learning outcomes and assisted nursing students in decision making critical thinking and clinical judgment skills.</div></div><div><h3>Innovation</h3><div>Step-by-step instructions for designing an undergraduate nursing educational escape room with clues in a linear manner based on an evolving complex clinical case are provided. The activity requires students to demonstrate application of the NCSBN Clinical Judgment Measurement Model and encourages interprofessional practice.</div></div><div><h3>Results</h3><div>Students reported the escape room was highly beneficial. Specific comments indicated the escape room required critical thinking/clinical judgment, collaboration/teamwork, prioritization, communication/SBAR, assessment skills, evaluation of nutritional needs, pathophysiology knowledge, pharmacology knowledge, and laboratory analysis.</div></div><div><h3>Implications</h3><div>Nurse educators can utilize the steps provided to create their own complex escape room incorporating the clinical judgment model.</div></div><div><h3>Conclusions</h3><div>Escape rooms can be a fun and challenging way to encourage nursing students’ clinical judgment skills in a complex nursing scenario.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e928-e933"},"PeriodicalIF":1.9,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204117","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