Teaching and Learning in Nursing最新文献

{"title":"The relationship between nursing students’ attitudes toward e-learning and their metacognitive levels regarding online gaming","authors":"Sibel Özdemir Özmen,&nbsp;Gülten Okuroğlu","doi":"10.1016/j.teln.2026.07.028","DOIUrl":"10.1016/j.teln.2026.07.028","url":null,"abstract":"<div><h3>Background</h3><div>As digital technologies increasingly shape nursing education, exploring nursing students’ metacognitions about online gaming may provide valuable insights into their attitudes toward e-learning.</div></div><div><h3>Aim</h3><div>This study aimed to determine nursing students’ attitudes toward e-learning, their metacognitive levels about online gaming, and the relationship between these 2 variables.</div></div><div><h3>Methods</h3><div>This cross-sectional correlational study involved 375 nursing students selected via stratified sampling. Data were collected using the E-Learning Attitude Scale (E-LAS) and the Metacognitions about Online Gaming Scale (MSOG). The analysis was conducted using descriptive statistics, the Mann-Whitney <em>U</em> test, the Kruskal–Wallis H test, and Spearman correlation analysis.</div></div><div><h3>Results</h3><div>The mean E-LAS score was 30.1 ± 7.20, indicating a moderately positive attitude toward e-learning. The mean MSOG score was 24.5 ± 7.37. Among the subdimensions, the mean score for negative metacognitions was 9.5 ± 4.59, reflecting a low-to-moderate level. A weak, positive, and statistically significant relationship was found between the total scores of the 2 scales (<em>r</em> = 0.185; <em>p</em> &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>The findings indicate that nursing students’ attitudes toward e-learning are positively, though weakly, associated with their MSOG.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1742-e1747"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096640","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":"MALE-LEAD: A framework for gender equity in nursing leadership development and education","authors":"Zenas B. Paloma PhD, RN, MAN, MN, EMT","doi":"10.1016/j.teln.2026.07.023","DOIUrl":"10.1016/j.teln.2026.07.023","url":null,"abstract":"<div><h3>Background</h3><div>Gender disparities in nursing leadership persist despite a predominantly female workforce. Although barriers experienced by women are well documented, less attention has been given to how leadership opportunities may be differentially shaped during nursing education and early professional development, including in associate degree nursing programs.</div></div><div><h3>Innovation/Major points</h3><div>This short communication introduces the MALE-LEAD framework, which synthesizes existing evidence on leadership, mentorship, and gender equity into eight practical domains that support equitable leadership development in nursing education. Rather than proposing a new theory, the framework translates established concepts into actionable strategies for nurse educators and academic leaders.</div></div><div><h3>Implications</h3><div>The framework provides faculty with a practical guide for strengthening mentorship, increasing transparency in leadership opportunities, monitoring equity indicators, and fostering inclusive leadership development across educational and clinical learning environments.</div></div><div><h3>Conclusions</h3><div>MALE-LEAD offers a structured approach for promoting equitable leadership development and provides a foundation for future empirical evaluation across diverse nursing education settings.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1800-e1803"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096708","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":"Effectiveness of virtual and augmented reality in undergraduate nursing education: A meta-analysis of learning outcomes","authors":"Mohamad AlMekkawi,&nbsp;Rouwida ElKhalil,&nbsp;Sylivia Nalubega,&nbsp;Suthan Pandarakutty,&nbsp;Imad Maalouf,&nbsp;Aisha Aldawsari,&nbsp;Ibrahim Bashayreh,&nbsp;Mohammed Al Maqbali","doi":"10.1016/j.teln.2026.05.001","DOIUrl":"10.1016/j.teln.2026.05.001","url":null,"abstract":"<div><h3>Background</h3><div>Virtual reality (VR) and augmented reality (AR) are increasingly used in undergraduate nursing education to enhance clinical learning, but evidence across learning domains remains varied.</div></div><div><h3>Aim</h3><div>To evaluate the effectiveness of VR/AR interventions on cognitive, psychomotor, and affective outcomes in undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A systematic review and meta-analysis were conducted in accordance with PRISMA guidelines. Randomized controlled trials and quasi-experimental studies (2015–2025) were identified across 5 databases. Sixty-two studies (<em>n</em> = 5,657) met the inclusion criteria. Risk of bias was assessed using the OHAT tool. Random-effects models estimated standardized mean differences (SMDs) with 95% confidence intervals.</div></div><div><h3>Results</h3><div>VR/AR interventions improved knowledge (SMD = 0.48), self-confidence (SMD = 0.44), satisfaction (SMD = 0.52), and engagement (SMD = 0.42), with a large effect on clinical skill performance (SMD = 1.17). No significant effect was found for critical thinking. Substantial heterogeneity was observed.</div></div><div><h3>Conclusion</h3><div>VR/AR interventions appear particularly effective for clinical skill development. Improvements in perceived outcomes should be interpreted alongside objective measures.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1822-e1827"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096715","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":"Effectiveness of the LGBTQ+ simulated experience to effect nursing care","authors":"Mary Thomas PhD, MSN, RNc,&nbsp;Annie Pajaro DNP, MSN, RN, CHSE","doi":"10.1016/j.teln.2026.05.035","DOIUrl":"10.1016/j.teln.2026.05.035","url":null,"abstract":"<div><h3>Background</h3><div>Inclusive healthcare education is essential in preparing nursing students to meet the diverse needs of the Lesbian, Gay, Bisexual, Transgender, Queer, and other (LGBTQ+) populations. Despite growing awareness of marginalized communities, delivering inclusive, quality care in these areas remains a challenge. Nursing curricula often lack comprehensive training in LGBTQ+ care, which compromises the competency of future nurses to deliver compassionate, quality care despite being at the front line of care.</div></div><div><h3>Method</h3><div>Using convenience sampling, this cross-sectional pilot study examined the effectiveness of a simulation activity focused on caring for the LGBTQ+ community. Undergraduate nursing students (N = 19) participated in the National League of Nursing (NLN) Advancing Care Excellence (ACE+) for LGBTQ+ simulation. Using the Lesbian, Gay Bisexual, and Transgender Development of Clinical Skills Scale (LGBT-DOCSS) in a preintervention survey revealed limited clinical preparedness, strong positive attitudes, and moderate comfort with knowledge. The data were summarized using SPSS version 27.</div></div><div><h3>Result</h3><div>Postsimulation evaluations indicated strong agreement in the simulation's effectiveness in enhancing inclusive care practices.</div></div><div><h3>Conclusion</h3><div>The findings highlighted the pedagogical value of integrating LGBTQ+-focused simulations into nursing education to foster empathy, promote advocacy, and improve healthcare outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1874-e1877"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096718","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":"Integrating unfolding case quizzes with hands-on skills to teach diabetes pharmacotherapy","authors":"Cassandra Cobb DNP, CRNP, FNP-C,&nbsp;Amanda Safford DNP, RN","doi":"10.1016/j.teln.2026.05.003","DOIUrl":"10.1016/j.teln.2026.05.003","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Page e1812"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149094482","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":"Instructional adaptations for prelicensure nursing students shaped by pandemic-era educational disruption","authors":"Sara Hallowell DNP, RN, CPNP-PC, CNL","doi":"10.1016/j.teln.2026.06.027","DOIUrl":"10.1016/j.teln.2026.06.027","url":null,"abstract":"<div><h3>Background</h3><div>Nursing faculty increasingly report changes in confidence, self-regulated learning, clinical judgment, and professional development among prelicensure nursing students whose secondary education was disrupted by the COVID-19 pandemic. These learners may require instructional approaches that acknowledge pandemic-related educational experiences while maintaining academic rigor.</div></div><div><h3>Innovation/Major Points</h3><div>This article synthesizes emerging literature and describes practical instructional adaptations to support nursing students. Strategies include increasing course structure and transparency, scaffolding clinical reasoning and clinical judgment, fostering psychologically safe learning environments, explicitly teaching self-regulated learning skills, and intentionally promoting professional identity formation across classroom, simulation, and clinical settings.</div></div><div><h3>Implications</h3><div>These evidence-informed teaching strategies provide nurse educators with practical approaches to strengthen student engagement, confidence, and clinical judgment while preserving rigorous expectations for professional nursing practice.</div></div><div><h3>Conclusions</h3><div>Rather than viewing current learners through a deficit lens, nurse educators should recognize the lasting influence of pandemic-era educational disruption and intentionally adapt teaching strategies to support learning, professional growth, and readiness for practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1497-e1499"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096071","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":"From learning styles to clinical competence: Challenging the “visual learner” identity in undergraduate nursing health assessment","authors":"Jessica Smith DNP, ACNP-BC, MSN, RN","doi":"10.1016/j.teln.2026.07.010","DOIUrl":"10.1016/j.teln.2026.07.010","url":null,"abstract":"<div><h3>Background</h3><div>Undergraduate nursing students commonly identify as “visual learners,” often associating organized presentation and repeated observation with understanding. In health assessment education, this reliance may encourage recognition-based studying rather than the integration of assessment, pathophysiology, and pharmacology needed for competency-based practice.</div></div><div><h3>Innovation/major points</h3><div>An undergraduate health assessment course was redesigned to emphasize observable performance through deliberate practice, randomized skill verification, integrated clinical reasoning activities, and repeated low-stakes assessments. Students reflected on their learning preferences at the beginning and midpoint of the course.</div></div><div><h3>Implications</h3><div>Students shifted from requesting repeated demonstrations to seeking additional practice opportunities. They demonstrated improved integration of foundational sciences during assessment activities and greater independence in clinical performance. Confidence developed through repeated performance rather than preceding it.</div></div><div><h3>Conclusions</h3><div>Reframing instruction from learning preferences to measurable performance expectations may better support the development of clinical competence, clinical reasoning, and professional thinking in undergraduate nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1507-e1511"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096073","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":"Development and content validation of a comprehensive nursing care assessment rubric (CNAR) in simulation","authors":"Weng Ian Phoenix Pang PhD, MN, RN,&nbsp;Haobin Yuan PhD, MSc, BSc","doi":"10.1016/j.teln.2026.06.011","DOIUrl":"10.1016/j.teln.2026.06.011","url":null,"abstract":"<div><h3>Background</h3><div>Simulation is a staple of nursing education, yet assessment often relies on scenario-specific checklists. While useful for beginners, checklists can foster a task-oriented approach that fragments care and increases faculty workload due to the need for constant tool development. There is a critical need for a standardized instrument that evaluates not only physical skills but also the integration of safety, communication, and clinical judgment across diverse adult medical-surgical scenarios.</div></div><div><h3>Purpose</h3><div>This study aimed to develop and establish the content validity of the Comprehensive Nursing Care Assessment Rubric (CNAR), a standardized, process-oriented tool designed to assess comprehensive nursing care competencies, specifically targeting physical assessment and clinical judgment, in simulation-based learning environments.</div></div><div><h3>Methods</h3><div>A methodological research design was employed. Phase 1 involved constructing a 54-item rubric based on established clinical guidelines and nursing competency frameworks. Phase 2 involved rigorous content validation by a panel of 5 expert nursing academics. Experts rated item relevance on a 4-point Likert scale and provided qualitative feedback. Item-level (I-CVI) and Scale-level (S-CVI/Ave) Content Validity Indices were calculated.</div></div><div><h3>Results</h3><div>The rubric demonstrated exceptional content validity, achieving an overall S-CVI/Ave of 0.99. Qualitative thematic analysis using Braun and Clarke’s framework led to substantive revisions, including refining the history-taking process for medication safety, expanding symptom assessment parameters, and incorporating physiological integrity. Crucially, the domain of clinical judgment was validated as a core component of the assessment.</div></div><div><h3>Conclusion</h3><div>The CNAR is a content-valid instrument. Focusing on universal nursing competencies rather than case-specific tasks, it provides educators with a sustainable and standardized approach to evaluating student performance.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1641-e1645"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096181","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":"Streamlining student attendance and lab utilization: leveraging spreadsheets and barcode scanners","authors":"Kasey Nestor EdD, RN, CNE,&nbsp;Desmond Holmes CHOS","doi":"10.1016/j.teln.2026.06.005","DOIUrl":"10.1016/j.teln.2026.06.005","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Page e1806"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096182","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":"The relationship between disability attitudes and professional values among senior nursing students: The mediating role of caring behaviors","authors":"Özlem Karatana Çalış RN,&nbsp;Necmettin Çiftçi RN,&nbsp;Abdullah Beyhan RN,&nbsp;Kamer Gür RN","doi":"10.1016/j.teln.2026.07.003","DOIUrl":"10.1016/j.teln.2026.07.003","url":null,"abstract":"<div><h3>Background</h3><div>Positive attitudes toward individuals with a disability are essential for nurses to provide equitable care and reduce social inequalities. This study examined senior nursing students’ attitudes toward individuals with a disability, professional values, and the mediating role of caring behaviors in this relationship.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted with 709 senior nursing students. Data were analyzed using Pearson correlation, multiple linear regression, and structural equation modeling.</div></div><div><h3>Results</h3><div>Disability attitudes were positively associated with professional values (<em>r</em> = 0.532) and caring behaviors (<em>r</em> = 0.586). Caring behaviors showed a significant positive association with professional values and partially mediated the relationship between disability attitudes and professional values (indirect effect β = 0.128).</div></div><div><h3>Conclusion</h3><div>Caring behaviors represent a key educational mechanism through which positive disability attitudes are translated into professional values. Nursing curricula should incorporate empathy-focused and experiential learning strategies to strengthen inclusive and ethical nursing practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1671-e1676"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096191","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}