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

Virtual reality simulator for teaching intramuscular medication administration: development and evaluation 用于肌肉给药教学的虚拟现实模拟器：开发与评价

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-12 DOI: 10.1016/j.teln.2026.05.012

Regina Célia dos S. Diogo PhD, MSc, BSN, Maria Fernanda Ruschel BSN, Lucas de S. Santos, Rosely da Silva M. Liberatori MEd, BSN, Ricardo Nakamura PhD, Paula C. Nogueira PhD, MSc, BSN

{"title":"Virtual reality simulator for teaching intramuscular medication administration: development and evaluation","authors":"Regina Célia dos S. Diogo PhD, MSc, BSN, Maria Fernanda Ruschel BSN, Lucas de S. Santos, Rosely da Silva M. Liberatori MEd, BSN, Ricardo Nakamura PhD, Paula C. Nogueira PhD, MSc, BSN","doi":"10.1016/j.teln.2026.05.012","DOIUrl":"10.1016/j.teln.2026.05.012","url":null,"abstract":"<div><h3>Background</h3><div>Intramuscular (IM) medication administration requires anatomical knowledge and adherence to aseptic technique. Virtual reality (VR) is an innovative educational tool that can enhance psychomotor skill development in nursing education.</div></div><div><h3>Aim</h3><div>To develop and evaluate a VR simulator for teaching IM medication administration in the ventrogluteal site.</div></div><div><h3>Methods</h3><div>A methodological study was conducted in four stages: analysis and planning, modeling, implementation, and evaluation. The simulator was developed in partnership with engineering faculty, with a focus on undergraduate nursing students and practicing nurses. Participants evaluated the simulator using the Technology Acceptance Model (perceived usefulness and ease of use). Acceptance was analyzed using the content validity index (CVI), with items scoring CVI ≥ 0.80 considered adequate. Ethical approval was obtained from the Research Ethics Committee.</div></div><div><h3>Results</h3><div>Fifteen judges participated; 66.7% had previously used VR head mounted displays, and 20% had used VR for educational purposes. All items achieved CVI ≥ 0.80, demonstrating strong acceptance.</div></div><div><h3>Conclusion</h3><div>The validated VR simulator shows promise as a complementary educational tool for teaching and professional training in intramuscular medication administration.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1543-e1552"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096162","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

From shortage to strategy: Advancing the academic nurse educator workforce 从短缺到战略：推进学院派护理教育队伍

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-16 DOI: 10.1016/j.teln.2026.05.027

Erica Sciarra PhD, DNP, APN, A-GNP-C, CNE, Susan M. Seibold-Simpson PhD, MPH, RN, FNP

引用次数: 0

Clinical errors by nursing students: Frequency, nature, and causes 护生临床错误的发生频率、性质及原因

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-08 DOI: 10.1016/j.teln.2026.07.018

Mahni Rahkar Farshi RN, PhD, Maryam Alizadeh-khanghahi MSc, Mahnaz Jabraeili RN, PhD

{"title":"Clinical errors by nursing students: Frequency, nature, and causes","authors":"Mahni Rahkar Farshi RN, PhD, Maryam Alizadeh-khanghahi MSc, Mahnaz Jabraeili RN, PhD","doi":"10.1016/j.teln.2026.07.018","DOIUrl":"10.1016/j.teln.2026.07.018","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students make errors in clinical settings. Identifying students’ procedural and medication errors and their underlying causes is a key step in prevention.</div></div><div><h3>Aim</h3><div>This study aimed to examine nursing student errors in clinical settings from the students’ perspective.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted at a university in Iran. Participants were 310 undergraduate nursing students in semesters 5–8, who were selected using a simple random sampling method. Data were collected using a questionnaire that assessed the frequency, stages, and potential causes of errors from the students’ perspective. Data analysis was performed using IBM SPSS Statistics version 26.0 software, and findings were reported using descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>Students reported a moderate error rate (2.94 ± 0.26 on a 5-point scale) in common nursing procedures. They cited overcrowded clinical groups, stress, and limited opportunities for procedural practice as causes of these errors.</div></div><div><h3>Conclusion</h3><div>Reducing modifiable factors such as crowded groups, stress, limited practice, distractions, and inadequate training could reduce errors and improve learning quality.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 385-391"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096432","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

Predicting retention of nurse educators in academia: The role of belongingness, grit, and mentoring satisfaction on intent to remain 预测学术界护理教育工作者的留任：归属感、毅力和指导满意度对留任意图的作用

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-13 DOI: 10.1016/j.teln.2026.06.019

Andrew J. Richards PhD, RN, CNE, Mark C. Hand PhD, RN, CNE, Ashley McEwen MSN, RN, CCRN-A

{"title":"Predicting retention of nurse educators in academia: The role of belongingness, grit, and mentoring satisfaction on intent to remain","authors":"Andrew J. Richards PhD, RN, CNE, Mark C. Hand PhD, RN, CNE, Ashley McEwen MSN, RN, CCRN-A","doi":"10.1016/j.teln.2026.06.019","DOIUrl":"10.1016/j.teln.2026.06.019","url":null,"abstract":"<div><h3>Background</h3><div>The nursing profession is experiencing a growing shortage of qualified faculty. Mentoring is a key strategy to enhance retention and satisfaction among educators.</div></div><div><h3>Purpose</h3><div>This study explores the relationships between mentoring satisfaction, belongingness, grit, and intent to remain in academia among nurse educators.</div></div><div><h3>Method</h3><div>A multisite, descriptive design was used to develop and administer a survey that measured belongingness, grit, mentoring satisfaction, and intent to remain. Fifty-five nurse educators completed the survey.</div></div><div><h3>Results</h3><div>The findings revealed a strong positive correlation between mentoring satisfaction and the intent to remain in academia. Additionally, mentoring satisfaction was significantly associated with higher grit and belongingness scores.</div></div><div><h3>Conclusions</h3><div>The results highlight the need for supportive, personalized mentoring programs to improve job satisfaction, belongingness, and professional perseverance, ultimately addressing faculty shortages in nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 374-378"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096434","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 education in motivational interviewing: Working with vulnerable populations 动机性访谈中的护理教育：与弱势群体合作

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-13 DOI: 10.1016/j.teln.2026.07.020

Bethany Murray PhD, RN, PMHCNS-BC

{"title":"Nursing education in motivational interviewing: Working with vulnerable populations","authors":"Bethany Murray PhD, RN, PMHCNS-BC","doi":"10.1016/j.teln.2026.07.020","DOIUrl":"10.1016/j.teln.2026.07.020","url":null,"abstract":"<div><h3>Background</h3><div>Motivational interviewing (MI) is shown to strengthen a client’s commitment to changing health-related behaviors, but Registered Nurse (RN) education has not traditionally included MI training.</div></div><div><h3>Methods</h3><div>This project examined prelicensure RN students’ confidence in MI methods while engaging with vulnerable clients in an outpatient psychiatric/mental health clinical environment. RN students implemented three MI sessions with two client groups: adults with intellectual or developmental disabilities (ID/DD) and adults with primary psychiatric or substance use disorders (P/SUD). Students were evaluated for confidence in MI skills before and after the 12-week clinical experience.</div></div><div><h3>Results</h3><div>Students demonstrated significant improvements in MI skills by the end of 12 weeks. Students who worked with ID/DD clients improved more in empathy and relationship-building; students assigned to clients with P/SUD improved more in on goal setting and client skill development.</div></div><div><h3>Conclusions</h3><div>This study suggests a need for educators to teach that MI is a flexible intervention to address individual client needs. Including MI practice opportunities in clinical education is effective in teaching students how to implement MI for health behavior change.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1737-e1741"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149096642","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 5W organizational tool: Advancing breast cancer equity in nursing education 5W组织工具：促进护理教育中的乳腺癌公平

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-08-26 DOI: 10.1016/j.teln.2026.07.024

Jessica Prothe MSN, RN, Brenda Kozak DNP, RN, CNE, Joy Okpaleke DNP, RN, APHN

{"title":"The 5W organizational tool: Advancing breast cancer equity in nursing education","authors":"Jessica Prothe MSN, RN, Brenda Kozak DNP, RN, CNE, Joy Okpaleke DNP, RN, APHN","doi":"10.1016/j.teln.2026.07.024","DOIUrl":"10.1016/j.teln.2026.07.024","url":null,"abstract":"<div><h3>Background</h3><div>Black women in the United States experience disproportionately high breast cancer mortality driven by complex structural, social, and clinical factors that shape access to high-quality care. Nursing education plays an important role in preparing nurses to recognize and respond to the multilevel contributors that sustain these disparities.</div></div><div><h3>Innovation/major points</h3><div>This article demonstrates how the 5W organizational tool deepens learners’ understanding of inequitable breast cancer outcomes by examining what is occurring within a disparity, why inequities persist, who is most affected, when gaps emerge across the care continuum, and where nursing interventions can be implemented. Grounded in this structure, the 5Ws support integration of equity-focused concepts across academic and clinical environments to strengthen equity-centered decision making.</div></div><div><h3>Implications</h3><div>Barriers to implementation exist at interpersonal, cultural, institutional, and societal levels, underscoring the need for intentional curricular design, alignment with equity-focused competencies, and incorporation of policy-relevant content within nursing programs.</div></div><div><h3>Conclusions</h3><div>Equipping nurses with equity-centered competencies are essential for addressing breast cancer disparities among Black women and strengthening health equity across the cancer care continuum.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1516-e1521"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095988","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

Online discussion forums: Improving divergent critical thinking in college students 网络论坛：提高大学生发散性批判性思维

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-05-27 DOI: 10.1016/j.teln.2026.04.026

Angela Keith PhD, MSN, BSN, RN, Modupe Akintomide (Adewuyi) PhD, MSN/MPH, PHNA-BC, CHES

{"title":"Online discussion forums: Improving divergent critical thinking in college students","authors":"Angela Keith PhD, MSN, BSN, RN, Modupe Akintomide (Adewuyi) PhD, MSN/MPH, PHNA-BC, CHES","doi":"10.1016/j.teln.2026.04.026","DOIUrl":"10.1016/j.teln.2026.04.026","url":null,"abstract":"<div><h3>Background</h3><div>Online and distance learning platforms are now integral to nursing education; however, fostering authentic critical thinking (CT) and learner engagement in asynchronous environments remains challenging.</div></div><div><h3>Aim</h3><div>To apply a realistic, theory-informed framework for designing asynchronous learning activities that foster divergent CT that aligns with student learning outcomes.</div></div><div><h3>Methods</h3><div>Established CT criteria and learning theoretical frameworks guided the development of an instructional blueprint featuring structured prompts, clear learner guidance, and a criterion-based rubric to promote scholarly reasoning and dialogue in an asynchronous graduate course.</div></div><div><h3>Results</h3><div>The instructional blueprint enhanced learner engagement and scholarly dialogue, promoting deeper CT, evidence-based reasoning, scholarly inquiry, collaborative learning, and reflective analysis beyond superficial participation within an asynchronous graduate learning environment. It also provided learners with transparency and clear learning expectations.</div></div><div><h3>Conclusions</h3><div>Applying divergent CT in asynchronous learning fosters meaningful engagement and academic rigor, offering adaptable frameworks that strengthen scholarship development, enhance learner participation, and improve learning quality across online nursing education environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1772-e1777"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095990","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

Empowering nursing faculty to lead academic quality improvement initiatives through standardized professional development 授权护理教师通过标准化的专业发展来领导学术质量改进计划

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-06-04 DOI: 10.1016/j.teln.2026.05.009

Richard Smith EdD, MBA, Leanne H. Fowler DNP, MBA, AGACNP-BC, FAANP, FAAN

{"title":"Empowering nursing faculty to lead academic quality improvement initiatives through standardized professional development","authors":"Richard Smith EdD, MBA, Leanne H. Fowler DNP, MBA, AGACNP-BC, FAANP, FAAN","doi":"10.1016/j.teln.2026.05.009","DOIUrl":"10.1016/j.teln.2026.05.009","url":null,"abstract":"<div><h3>Background</h3><div>Academic nursing accreditation agencies in the U.S. require ongoing quality improvement (QI) led by or with significant involvement of nursing program faculty.</div></div><div><h3>Aim</h3><div>A QI project was designed to standardize academic QI initiatives and increase nursing faculty leadership of data-driven improvements.</div></div><div><h3>Methods</h3><div>The Institute for Healthcare Improvement Model for Improvement and the Center for Medicare and Medicaid Services Guide to Quality Assurance were used to develop a handbook and professional development program to standardize academic QI initiatives. A 5-point Likert scale was used to evaluate the professional development program.</div></div><div><h3>Results</h3><div>A total of sixteen participants rated the professional development program highly. Participants identified two new opportunities for improvement. One project was operationalized.</div></div><div><h3>Conclusions</h3><div>Standardizing professional development with a focus on empowering nursing faculty to identify and lead QI initiatives can support organizational culture and accreditation requirements. Engaging nursing faculty in academic QI initiatives should routinely occur to support student success, program outcomes, and faculty for professional development. Academic nursing leaders can increase faculty engagement and leadership of initiatives by standardizing QI processes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages e1778-e1782"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095991","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

A video-recorded, actor-based simulation to strengthen quality and safety competencies in integrated stroke care transitions 视频记录，基于行为者的模拟，以加强卒中综合护理过渡的质量和安全能力

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-18 DOI: 10.1016/j.teln.2026.06.021

Sherry Espin, Sue Bookey-Bassett, Don Rose, Foujan Minooei Saberi, Sabrina Massoni Camilo

{"title":"A video-recorded, actor-based simulation to strengthen quality and safety competencies in integrated stroke care transitions","authors":"Sherry Espin, Sue Bookey-Bassett, Don Rose, Foujan Minooei Saberi, Sabrina Massoni Camilo","doi":"10.1016/j.teln.2026.06.021","DOIUrl":"10.1016/j.teln.2026.06.021","url":null,"abstract":"<div><h3>Background</h3><div>Care transitions are high risk for preventable harm after stroke, especially for older adults with comorbidities requiring coordinated rehabilitation and community support.</div></div><div><h3>Innovation/Major Points</h3><div>This article describes an innovative video-recorded, actor-based simulation to strengthen nursing and interprofessional competencies in quality and safety during stroke care transitions. Two scenes depict transitions from acute care to rehabilitation and from rehabilitation to home. The scenario and facilitator guide align with INACSL standards and the PEARLS debriefing approach.</div></div><div><h3>Implications</h3><div>The open-access educational resource supports discussion of communication, documentation, role clarity, caregiver readiness, and accountability across sectors.</div></div><div><h3>Conclusions</h3><div>The simulation offers a scalable educational resource for programs preparing nurses and interprofessional learners to coordinate safer care transitions.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 404-406"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095996","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

From accommodation to design: Supporting neurodivergent nursing students through universal design for learning 从适应到设计：通过通用的学习设计支持神经发散性护理学生

IF 2.5

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-16 DOI: 10.1016/j.teln.2026.06.022

Lori Tisdale DNP, RN, CPN, CNE, Teresa M. Stephens PhD, MSN, RN, CNE

{"title":"From accommodation to design: Supporting neurodivergent nursing students through universal design for learning","authors":"Lori Tisdale DNP, RN, CPN, CNE, Teresa M. Stephens PhD, MSN, RN, CNE","doi":"10.1016/j.teln.2026.06.022","DOIUrl":"10.1016/j.teln.2026.06.022","url":null,"abstract":"<div><h3>Background</h3><div>Neurodivergent students are increasingly represented in nursing education. Accelerated nursing programs may intensify learning barriers for these students because of rapid pacing, high cognitive load, and reliance on traditional instructional approaches.</div></div><div><h3>Aim</h3><div>To evaluate the feasibility of a universal design for learning (UDL)-based faculty development intervention and its impact on faculty knowledge, comfort, and instructional practices related to inclusive teaching.</div></div><div><h3>Methods</h3><div>This evidence-based quality improvement initiative used Plan-Do-Study-Act cycles to implement a UDL-based faculty development intervention in an accelerated Bachelor of Science in Nursing program in the United States. Faculty completed pre and postintervention surveys assessing attitudes, knowledge, and comfort related to neurodiversity and inclusive teaching and participated in qualitative focus groups to explore their experiences and perceptions of implementation feasibility.</div></div><div><h3>Results</h3><div>Faculty reported increased knowledge of UDL and improved comfort implementing inclusive instructional strategies. Qualitative findings indicated greater use of multimodal content delivery, explicit scaffolding, clearer expectations, and flexible approaches for students to demonstrate learning. Attitudes toward neurodiversity remained stable, with reduced variability across subscales.</div></div><div><h3>Conclusion</h3><div>UDL-based faculty development is a feasible, low-burden strategy for supporting faculty implementation of inclusive instructional practices in accelerated nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 4","pages":"Pages 407-411"},"PeriodicalIF":2.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149095997","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