Teaching and Learning in Nursing最新文献_第9页

Nursing Students' Experiences Towards Using ChatGPT as a Teaching Tool: A Descriptive Qualitative Study 护生使用ChatGPT作为教学工具的经验：一项描述性质的研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.001

Pelin Karaçay PhD , Özgen Yaşar BSN

{"title":"Nursing Students' Experiences Towards Using ChatGPT as a Teaching Tool: A Descriptive Qualitative Study","authors":"Pelin Karaçay PhD , Özgen Yaşar BSN","doi":"10.1016/j.teln.2024.12.001","DOIUrl":"10.1016/j.teln.2024.12.001","url":null,"abstract":"<div><h3>Background</h3><div>Nowadays, nursing students’ use of generative artificial intelligence tools such as ChatGPT in education is inevitable. Therefore, nurse educators can guide students using ChatGPT as a teaching tool. Studies investigating ChatGPT as a teaching tool in nursing education are very limited in the literature.</div></div><div><h3>Aim</h3><div>This study aimed to reveal sophomore nursing students' experiences and perspectives toward ChatGPT activities used as a teaching tool in the classroom.</div></div><div><h3>Methods</h3><div>The study used a descriptive qualitative design and a researcher-developed survey. The study sample consisted of 24 sophomore nursing students who participated in ChatGPT activities in the classroom and agreed to participate in the survey. Data were analyzed by using descriptive thematic analysis.</div></div><div><h3>Results</h3><div>Classroom ChatGPT activities improved the participants' knowledge of the subject matter and their knowledge of the ChatGPT application. These activities also promoted critical thinking and increased awareness regarding the use of artificial intelligence tools among the participants.</div></div><div><h3>Conclusion</h3><div>In-class ChatGPT activities can enhance nursing students' knowledge of the subject and the ChatGPT application and provide them with a critical perspective.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e402-e407"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845231","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

Transformative education for nurses in the Anthropocene 人类世的护士转型教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.024

Aletha Ward PhD, MBA, BNur, RN, Tracy Levett-Jones PhD, RN, MEd

引用次数: 0

24 Years of Nursing Education; Challenges and Opportunities. A Systematic Review Study 护理教育的 24 年；挑战与机遇。系统回顾研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.029

Nader Salari , Masoud Mohammadi , Amir Reza Fallahi , Marzieh Seif , Amir Abdolmaleki

{"title":"24 Years of Nursing Education; Challenges and Opportunities. A Systematic Review Study","authors":"Nader Salari , Masoud Mohammadi , Amir Reza Fallahi , Marzieh Seif , Amir Abdolmaleki","doi":"10.1016/j.teln.2024.11.029","DOIUrl":"10.1016/j.teln.2024.11.029","url":null,"abstract":"<div><h3>Background</h3><div>Nursing curriculum (NC) is different in many parts of the world. Nursing education (NE) strategy received many changes during the COVID-19 pandemic. The aim of this systemic review was to collect routine NE protocols, challenges, and opportunities, with emphasis on NE experiences in COVID-19.</div></div><div><h3>Methods</h3><div>Following the assessment of MeSH-based keywords, systematic searching was applied in databases. Following paper selection (based on inclusion/exclusion criteria), eligible investigations were categorized, and summarized regarding the NE.</div></div><div><h3>Results</h3><div>Totally, there are 8 top accepted NE protocols in the world. The incident of Covid-19 showed that one of the main NE procedures is implementation of virtual education. Studies showed that only clinical trainings require permanent presence of learners in educational environment.</div></div><div><h3>Conclusions</h3><div>Mainly, 8 different types of NE are employed globally since 2000. According to the assessments, periodic revision of NC seems necessary to accelerate the education quality. Besides, it is necessary to ignore or replace parts of the heavy burden and high cost of NC through the application of virtual education and relying on self-paced protocol.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e383-e388"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845045","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

Evaluating the gather analyse summarize self-debriefing model in nursing students after simulation: a cross-sectional study 评估护理学生模拟后的聚集分析总结自我述职模式：一项横断面研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.01.001

Silvia Belloni , Ida Vangone , Rosario Caruso , Arianna Magon , Gianluca Conte , Maria Grazia Merlo , Barbara Bascapè , Cristina Arrigoni

{"title":"Evaluating the gather analyse summarize self-debriefing model in nursing students after simulation: a cross-sectional study","authors":"Silvia Belloni , Ida Vangone , Rosario Caruso , Arianna Magon , Gianluca Conte , Maria Grazia Merlo , Barbara Bascapè , Cristina Arrigoni","doi":"10.1016/j.teln.2025.01.001","DOIUrl":"10.1016/j.teln.2025.01.001","url":null,"abstract":"<div><h3>Background</h3><div>Debriefing is essential in simulation-based learning for nursing students, fostering critical thinking and clinical reasoning. The “Gather Analyze Summarize” (GAS) tool is a self-debriefing instrument, yet there is limited research on its effectiveness from the student perspective.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate first-year Bachelor of Science in Nursing (BScN) students’ experiences with the GAS tool after simulation sessions.</div></div><div><h3>Methods</h3><div>Data were collected cross-sectionally and through an electronic survey using the User Experience Questionnaire (UEQ) to assess the GAS tool experience. Structural equation modelling was used to analyze the relationships between experience factors.</div></div><div><h3>Results</h3><div>151 nursing students were enrolled. The results indicated high satisfaction with the GAS. University satisfaction was a significant predictor of a positive experience with the GAS (Estimate = 0.45, p < 0.001), while age had a minor negative effect (Estimate = -0.18, p = 0.042).</div></div><div><h3>Conclusions</h3><div>The GAS tool was positively perceived as an effective self-debriefing method in simulation practice, enhancing critical thinking. Enhancing the tool's reliability across other dimensions could improve overall student satisfaction and learning outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e528-e535"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845122","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

Fostering planetary empathy: A call to action for healthcare professionals 培养全球同理心：呼吁医疗保健专业人员采取行动

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2025.02.003

Rick Garcia PhD, RN, CCM, FAAOHN, FNYAM, FAADN

引用次数: 0

An analysis of sustainable decision-making using clinical reasoning 利用临床推理对可持续决策进行分析

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.013

Naomi Tutticci , Norma May Huss

{"title":"An analysis of sustainable decision-making using clinical reasoning","authors":"Naomi Tutticci , Norma May Huss","doi":"10.1016/j.teln.2024.11.013","DOIUrl":"10.1016/j.teln.2024.11.013","url":null,"abstract":"<div><h3>Background</h3><div>Educating future nurses to make sustainable clinical decisions is urgently needed to arrest or mitigate both planetary and human health challenges. Educating nurses to incorporate planetary health cues and consequences into clinical decision-making remains diffuse and unclear.</div></div><div><h3>Innovation and Implications</h3><div>The Clinical Reasoning Cycle has the potential to link sustainability literacy and practice with graduate capabilities to facilitate sustainable decision-making. Emerging nurses are delivering high carbon emission care whilst caring for persons who experience climate-mediated emergencies. An adapted clinical reasoning cycle helps nurses to adjust thinking and behaviors both at a macro and micro level. Evaluation and reflection of sustainable decisions will reinforce practice.</div></div><div><h3>Conclusion</h3><div>Adapting the clinical reasoning cycle model for sustainable decision-making and practice will require a shift in thinking from person-centered to dual objectives of planetary and human health. This shift in nursing knowledge, theory and practice requires tacit examples to scaffold decisions and practice differently. Policy and practice change will have to continue if nursing is to actively mitigate the rising cost of carbon consumption on human and planetary health.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 131-136"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845182","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

Nurse educators’ self-efficacy for teaching mathematics for nursing practice 护士教育者对护理实践数学教学的自我效能感

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.11.023

Daniel Ozimek PhD, Brandi Morgante Handzlik EdD, Lindsay Good MEd, Kristen Zulkosky PhD, RN, CNE, CHSE

{"title":"Nurse educators’ self-efficacy for teaching mathematics for nursing practice","authors":"Daniel Ozimek PhD, Brandi Morgante Handzlik EdD, Lindsay Good MEd, Kristen Zulkosky PhD, RN, CNE, CHSE","doi":"10.1016/j.teln.2024.11.023","DOIUrl":"10.1016/j.teln.2024.11.023","url":null,"abstract":"<div><h3>Background</h3><div>Mathematics teaching practices vary across nursing programs given the lack of guidance from accrediting bodies and organizations. Nurse educators are often tasked to teach quantitative concepts.</div></div><div><h3>Aim</h3><div>This study describes nurse educators’ self-efficacy and confidence in teaching mathematics, and whether nurse educators have the necessary resources to support students' quantitative education.</div></div><div><h3>Methods</h3><div>This descriptive quantitative study incorporated Likert-style and open-ended questions. Educators who teach nursing students completed an online survey to report their self-efficacy and confidence for teaching mathematics.</div></div><div><h3>Results</h3><div>Participating nurse educators were generally confident in teaching mathematics for nursing, with most survey items having a mean score of 3 or greater (out of 4). Participants exhibited lower perceived confidence to motivate students, explain why certain calculations “work,” and support them to use multiple solution methods (means less than 3). Nurse educators noted they are “not a math teacher” and “afraid of math.”</div></div><div><h3>Conclusion</h3><div>Nurse educators need meaningful professional development regarding mathematics pedagogy. Institutions should evaluate their current structures, curriculum, and instructional practices to ensure educators can adequately support nursing students’ quantitative education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e376-e382"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845228","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

Concept analysis of climate science literacy: implications to nursing and healthcare professions education 气候科学素养的概念分析：对护理和医疗保健专业教育的影响

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.07.002

Jehad A. Rababah PhD, RN

{"title":"Concept analysis of climate science literacy: implications to nursing and healthcare professions education","authors":"Jehad A. Rababah PhD, RN","doi":"10.1016/j.teln.2024.07.002","DOIUrl":"10.1016/j.teln.2024.07.002","url":null,"abstract":"<div><h3>Aim</h3><div>This study provides a comprehensive understanding of the concept \"climate science literacy\", including its defining attributes, antecedents, consequences, empirical referents, and relevance to healthcare professionals and nurses.</div></div><div><h3>Design</h3><div>Walker and Avant methodology was used.</div></div><div><h3>Data sources</h3><div>CINAHL, Medline, PubMed, and Scopus databases were searched in March 2024.</div></div><div><h3>Results</h3><div>A total of 36 articles and 3 reports were included in this concept analysis. One of the main findings of this study was the limited research on climate science literacy in nursing and healthcare.</div></div><div><h3>Conclusion</h3><div>Achieving climate science literacy is necessary for making informed decisions and taking appropriate actions to overcome the impacts of climate change. This analysis identified 5 defining attributes and 5 consequences of climate science literacy that are directly linked to human health and behaviors. Studying these attributes and consequences could help healthcare professionals to better understand the impact of climate change on health outcomes. This concept analysis serves as a foundational resource for educators, healthcare practitioners, and policymakers seeking to integrate climate science literacy into the training and practice of healthcare professionals.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages 113-120"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141852672","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

Innovative curriculum development: embracing the concept-based approach in nursing education: comment 创新课程开发：在护理教育中采用基于概念的方法：评论

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.020

Vikas V. Pawar, Safia Farooqui, Amol Dhane

引用次数: 0

Prelicensure nursing student perceptions of observed structured clinical examination to assess intravenous medication administration competency 执照前护理专业学生对评估静脉用药能力的结构化临床观察考试的看法

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-04-01 DOI: 10.1016/j.teln.2024.12.010

Michelle Kaulback Ed.D, MSN , Daniel Bileth DNP, MSN , Nancy Barker Ed.D, MSN , Christine M Thomas PhD, MSN , Adrienne Wharry DNP, MSN , Eunice Park-Clinton DNP, MSN

{"title":"Prelicensure nursing student perceptions of observed structured clinical examination to assess intravenous medication administration competency","authors":"Michelle Kaulback Ed.D, MSN , Daniel Bileth DNP, MSN , Nancy Barker Ed.D, MSN , Christine M Thomas PhD, MSN , Adrienne Wharry DNP, MSN , Eunice Park-Clinton DNP, MSN","doi":"10.1016/j.teln.2024.12.010","DOIUrl":"10.1016/j.teln.2024.12.010","url":null,"abstract":"<div><h3>Background</h3><div>Intravenous medication has the highest occurrence of medication errors, while opportunities for prelicensure nursing students to practice intravenous medication administration throughout clinical experiences are limited. Objective Structured Clinical Examination (OSCE) supports safe practice by adopting repeated practice in a safe environment under supervision.</div></div><div><h3>Aim</h3><div>The aim of this study was to understand prelicensure nursing students' perceptions after participation in an OSCE related to intravenous medication administration competency.</div></div><div><h3>Methods</h3><div>After completing the OSCE a convenience sample of prelicensure nursing students (n=8) participated in focus group utilizing a qualitative study design. Colaizzi's data analysis process was utilized, and themes were identified.</div></div><div><h3>Results</h3><div>Several themes were identified after analysis of the qualitative data that included feelings regarding the OSCE, transition to practice, and testing distractions.</div></div><div><h3>Conclusion</h3><div>The OSCE is an excellent way to assess students’ preparedness for skills that are frequently encountered in the clinical setting upon program completion and prevent clinical errors that can result in patient harm.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 2","pages":"Pages e460-e463"},"PeriodicalIF":1.9,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143845073","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