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

Implementing Entrustable Professional Activities in a pre-licensure nursing program to facilitate competency-based education 在执照前护理课程中实施可委托专业活动，以促进基于能力的教育

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-11 DOI: 10.1016/j.teln.2024.07.009

Tanya Naguszewski PhD, RN , Rebecca Logan PhD, RN , Ashleigh Woods EdD, RN, CNE

{"title":"Implementing Entrustable Professional Activities in a pre-licensure nursing program to facilitate competency-based education","authors":"Tanya Naguszewski PhD, RN , Rebecca Logan PhD, RN , Ashleigh Woods EdD, RN, CNE","doi":"10.1016/j.teln.2024.07.009","DOIUrl":"10.1016/j.teln.2024.07.009","url":null,"abstract":"<div><h3>Background</h3><p>Competency-based education (CBE) is a promising strategy to best prepare pre-licensure students for practice readiness. Challenges with implementing CBE include creating progressive learner experiences across the curriculum with clearly delineated learner expectations and developing evaluations to provide evidence of competency attainment.</p></div><div><h3>Innovation</h3><p>Implementing Entrustable Professional Activities (EPAs) with progressive levels of mastery, throughout a pre-licensure nursing program provides a method for incorporating CBE. Nursing faculty planned, implemented, and evaluated EPAs in a pre-licensure nursing program.</p></div><div><h3>Implications</h3><p>Employing EPAs is an important supplement to classroom theory allowing students to practice making clinical decisions in a safe environment. The development of EPAs with progressive levels of mastery can be integrated and evaluated throughout nursing curricula.</p></div><div><h3>Conclusions</h3><p>EPAs allowed faculty to evaluate students' application of knowledge in simulated situations and to gather evidence to substantiate competency proficiency. Various EPAs can be developed, implemented, and evaluated progressively across nursing curricula to promote practice ready nursing graduates.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e729-e733"},"PeriodicalIF":1.9,"publicationDate":"2024-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243831","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

Enhancing Learning Through Clue Mastery: A Novel Approach to Content Review Games 通过掌握线索促进学习：内容复习游戏的新方法

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-08 DOI: 10.1016/j.teln.2024.07.013

Susan M. Parda-Watters DNP, MSN, MMOAS, ACNS-BC, CMSRN, Karen Aul PhD, RN, CNE, CHSE

引用次数: 0

Accreditation as a Partner for Innovation 作为创新伙伴的认证

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-08 DOI: 10.1016/j.teln.2024.07.015

Laura V. Polk PhD, RN, CNE, Keri Nunn-Ellison EdD, MSNEd, RN, CNE, Nell Ard PhD, RN, CNE, ANEF

{"title":"Accreditation as a Partner for Innovation","authors":"Laura V. Polk PhD, RN, CNE, Keri Nunn-Ellison EdD, MSNEd, RN, CNE, Nell Ard PhD, RN, CNE, ANEF","doi":"10.1016/j.teln.2024.07.015","DOIUrl":"10.1016/j.teln.2024.07.015","url":null,"abstract":"<div><h3>Background</h3><p>With a growing nursing shortage and a focus on increasing the diversity of the nursing workforce, nursing education has an opportunity to consider novel program options to improve access to a nursing career.</p></div><div><h3>Innovation</h3><p>An Accreditation Commission for Education in Nursing (ACEN) goal is to foster quality, equity, access, opportunity, mobility, and preparation for practice which directly aligns with offering innovative nursing program options. With new program development, attention to educational quality is essential to ensure that nurses and future patients gain the benefits of that education.</p></div><div><h3>Implications</h3><p>ACEN accredits all levels of nursing education: diploma, practical, associate, baccalaureate, master's, and clinical doctorate, both within the United States, and internationally; this makes it an effective partner to assist nursing education programs in developing streamlined pathways to completion while maintaining quality. The <em>2023 Standards and Criteria</em> align with the current literature on quality indicators and support best practices in nursing education.</p></div><div><h3>Conclusion</h3><p>ACEN is uniquely positioned to support programs as they incorporate alternative approaches to nursing education and promote success on licensure and in practice.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 311-314"},"PeriodicalIF":1.9,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243838","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

Own Your Journey 拥有自己的旅程

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-08 DOI: 10.1016/j.teln.2024.07.016

Karen LaMartina PhD, RN

引用次数: 0

Never Forget Your Roots 不忘初心

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-06 DOI: 10.1016/j.teln.2024.07.017

Vandy Amason MSN, RN, CMSRN, CNE, Donna Meyer MSN RN ANEF FAADN FAAN

引用次数: 0

Nursing Students’ Perceptions of a Palliative Care E-Learning Module: An Exploratory Cross-Sectional Study 护理专业学生对姑息关怀电子学习模块的看法：一项探索性横断面研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-03 DOI: 10.1016/j.teln.2024.07.011

Shovana Shrestha MScN , Sherry Dahlke PhD , Jeffrey I. Butler PhD , Kathleen Hunter PhD , Mary T. Fox PhD , Sandra Davidson PhD , Alison L. Chasteen PhD , Lori Schindel Martin PhD , Elaine Moody PhD

{"title":"Nursing Students’ Perceptions of a Palliative Care E-Learning Module: An Exploratory Cross-Sectional Study","authors":"Shovana Shrestha MScN , Sherry Dahlke PhD , Jeffrey I. Butler PhD , Kathleen Hunter PhD , Mary T. Fox PhD , Sandra Davidson PhD , Alison L. Chasteen PhD , Lori Schindel Martin PhD , Elaine Moody PhD","doi":"10.1016/j.teln.2024.07.011","DOIUrl":"10.1016/j.teln.2024.07.011","url":null,"abstract":"<div><h3>Background</h3><p>The need for palliative care is increasing with population aging and the growing number of people living with chronic, life-limiting illnesses. However, nursing students are often poorly prepared to competently deliver palliative care, in part because of a lack of palliative care content in nursing curricula.</p></div><div><h3>Objective</h3><p>To examine nursing students’ perceptions of a palliative care e-learning module to determine the module's acceptability and to improving it if necessary.</p></div><div><h3>Methods</h3><p>An exploratory cross-sectional survey design was used to assess nursing students’ perceptions of a palliative care e-learning module. A feedback survey consisting of four 5-point, Likert-type items and an open-ended question was used. Data were collected between September 2021-December 2022. Descriptive statistics were used to summarize the survey findings and responses from the open-ended question were content analyzed.</p></div><div><h3>Results</h3><p>Students perceived that the e-learning module enhanced their knowledge, confidence, and perceptions of working with older adults with palliative care needs. Students enjoyed the module and suggested expanding content related to medical assistance in dying and communication with patients surrounding shared decision-making.</p></div><div><h3>Conclusions</h3><p>The palliative e-learning module was perceived by nursing students as enhancing their knowledge and confidence in delivering palliative care. Students’ feedback guided improvements made to the module.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e734-e738"},"PeriodicalIF":1.9,"publicationDate":"2024-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243828","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

Exploring Nursing Students' Attitudes and Readiness for Artificial Intelligence: A Cross-Sectional Study 探索护理专业学生对人工智能的态度和准备程度：横断面研究

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-02 DOI: 10.1016/j.teln.2024.07.008

Turgay Yalcinkaya , Eda Ergin , Sebnem Cinar Yucel

{"title":"Exploring Nursing Students' Attitudes and Readiness for Artificial Intelligence: A Cross-Sectional Study","authors":"Turgay Yalcinkaya , Eda Ergin , Sebnem Cinar Yucel","doi":"10.1016/j.teln.2024.07.008","DOIUrl":"10.1016/j.teln.2024.07.008","url":null,"abstract":"<div><h3>Background</h3><p>Understanding nursing students' attitudes towards and readiness for artificial intelligence (AI) is crucial for the effective integration of AI into nursing education and practice. AI has the potential to enhance clinical decision-making and personalize patient care.</p></div><div><h3>Aim</h3><p>This study aimed to determine nursing students' attitudes towards and readiness for AI.</p></div><div><h3>Methods</h3><p>This was a cross-sectional descriptive study conducted at a nursing faculty in the west of Turkey and included 291 nursing students. Data were collected using the Individual Information Form, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS).</p></div><div><h3>Results</h3><p>The mean scores for Positive GAAIS, Negative GAAIS, and MAIRS-MS were 3.86 ± 0.62, 3.23 ± 0.82, and 76.93 ± 13.63, respectively. Fourth-year students scored significantly higher on the MAIRS-MS compared to second-year students (F = 3.750, p = 0.011). A positive correlation was found between MAIRS-MS and GAAIS scores (r = 0.330, p < 0.01).</p></div><div><h3>Conclusions</h3><p>The findings are anticipated to guide nursing faculties and academicians in incorporating AI into the curriculum.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e722-e728"},"PeriodicalIF":1.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243826","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

Portfolio assessment methods in prelicensure nursing programs: An equity-minded approach 执业前护理课程中的作品集评估方法：注重公平的方法

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-08-01 DOI: 10.1016/j.teln.2024.06.010

Sharon F. Beasley PhD, RN, CNE, NEA-BC

{"title":"Portfolio assessment methods in prelicensure nursing programs: An equity-minded approach","authors":"Sharon F. Beasley PhD, RN, CNE, NEA-BC","doi":"10.1016/j.teln.2024.06.010","DOIUrl":"10.1016/j.teln.2024.06.010","url":null,"abstract":"<div><h3>Background</h3><p>In prelicensure nursing programs, the current faculty-driven process of summative assessment of program learning outcomes has limitations. While it effectively measures summative student learning, it lacks an equity-centered approach that promotes multiple forms of learning demonstration. Most importantly, the faculty's selection of summative assessment methods without student input significantly minimizes the student's voice in the assessment process, a crucial aspect that needs to be addressed.</p></div><div><h3>Innovation</h3><p>Faculty should adopt equity-centered summative assessments, such as the portfolio approach (a collection of students' comprehensive work), to capture the ways students demonstrate learning and ensure the student's voice is included in the assessment process.</p></div><div><h3>Implication</h3><p>Using portfolios in nursing programs will improve the quality of data collected from summative assessment tools, resulting in accurate and meaningful information to inform program decisions.</p></div><div><h3>Conclusion</h3><p>Accepting multiple forms of learning demonstration and including students in the assessment process through the portfolio approach ensures student engagement in evaluating their learning and supports faculty development of equity-centered assessment methods.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 362-366"},"PeriodicalIF":1.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244002","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}

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Using the Embodied Self Methodology to Address Intersectionality Through the Discharge of a Patient with Young Onset Dementia 利用 "体现自我 "方法论，通过年轻痴呆症患者的出院处理交叉性问题

IF 1.9

Teaching and Learning in Nursing Pub Date : 2024-07-31 DOI: 10.1016/j.teln.2024.07.006

Diana De Msc, RN, Lesley Butcher MA, RN

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An Exploratory Study: Indicators of NCLEX-RN Success 一项探索性研究：NCLEX-RN 成功的指标

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Teaching and Learning in Nursing Pub Date : 2024-07-29 DOI: 10.1016/j.teln.2024.07.004

Jo Ann F. Cummings , Deborah Kennard , Judith Egan , Saroj Aryal , Cindy McVey

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