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

Intentional remediation to improve NCLEX success 有意的补救以提高NCLEX的成功

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-05-24 DOI: 10.1016/j.teln.2025.04.002

Mary Radford EDD, FNP-BC, CNE , Elissa Wagner DNP, RN

{"title":"Intentional remediation to improve NCLEX success","authors":"Mary Radford EDD, FNP-BC, CNE , Elissa Wagner DNP, RN","doi":"10.1016/j.teln.2025.04.002","DOIUrl":"10.1016/j.teln.2025.04.002","url":null,"abstract":"<div><h3>Background</h3><div>Systematic preparation for NCLEX significantly enhances student success by supplying a structured, comprehensive approach to exam readiness. Targeted, individualized remediation is one of the most important pieces of NCLEX preparation; however, it is often overlooked or neglected.</div></div><div><h3>Innovation</h3><div>Strategic revisions were implemented in a BSN program’s NCLEX preparation course with the primary aims of elevating student engagement, increasing practice test performance, and improving NCLEX pass rates.</div></div><div><h3>Implications</h3><div>Greater student engagement was observed with standardized testing and remediation. Students reported greater satisfaction and readiness for the licensure exam. Improved NCLEX pass rates were noted across both cohorts.</div></div><div><h3>Conclusions</h3><div>A structured NCLEX prep course with intentional remediation fostered successful outcomes for aspiring nurses. Targeted interventions and postgraduation follow-up were shown to elevate student engagement, improved standardized predictor test scores, and increase NCLEX pass rates. Postgraduation student engagement remained high with faculty mentorship and feedback.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 403-405"},"PeriodicalIF":1.7,"publicationDate":"2025-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050259","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

Conversation with Sharon M. Weinstein 专访莎朗·温斯坦

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-21 DOI: 10.1016/j.teln.2025.05.008

Rick García PhD, RN, CCM, FAAOHN, FAADN

引用次数: 0

Embedding Joy in Nursing Education: A Framework for Resilience and Professional Sustainability 在护理教育中嵌入快乐：弹性和专业可持续性的框架

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-21 DOI: 10.1016/j.teln.2025.05.004

Lynette V. Apen DNP, RN, CNS, CNE

引用次数: 0

Practical Strategies for Nurse Educators: Using AI to Support Nursing Program Self-Study Preparation 护理教育工作者的实用策略：利用人工智能支持护理课程自学准备

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-20 DOI: 10.1016/j.teln.2025.05.005

Dawn Morris PhD, RN, CNE, JD

引用次数: 0

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

Cultural competence and humility in U.S. nursing fundamentals textbooks: A qualitative content analysis 美国护理基础教科书中的文化能力和谦逊：定性内容分析

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-05-03 DOI: 10.1016/j.teln.2025.04.003

Heather J. Carmack , Khadiza Tul Jannat

{"title":"Cultural competence and humility in U.S. nursing fundamentals textbooks: A qualitative content analysis","authors":"Heather J. Carmack , Khadiza Tul Jannat","doi":"10.1016/j.teln.2025.04.003","DOIUrl":"10.1016/j.teln.2025.04.003","url":null,"abstract":"<div><h3>Background</h3><div>Cultural competence is a part of nursing curricula, but little is known about how cultural competence is presented in educational materials.</div></div><div><h3>Aim</h3><div>The purpose of this study was to examine cultural competency and humility in introductory nursing textbooks.</div></div><div><h3>Method</h3><div>The authors conducted a directed qualitative content analysis of 11 culture and diversity chapters in 10 nursing fundamentals textbooks.</div></div><div><h3>Results</h3><div>All chapters discussed cultural awareness, cultural knowledge, and cultural skill, while most also discussed cultural encounters, cultural desire, and cultural humility. The clearest examples of cultural competence in practice were cultural awareness, knowledge, skill, and encounters. Cultural desire was presented as internal motivation nursing students needed to cultivate on their own. Cultural humility was presented as recommendations to challenge structural racism and implicit bias.</div></div><div><h3>Conclusions</h3><div>The focus on awareness, knowledge, and skill mirrors previous findings about teaching competency in nursing materials. Although all textbooks called for learning about patient diversity, the examples provided were almost exclusively about race/ethnicity, especially patients from non-U.S. countries with limited English proficiency, which can limit nursing students’ education of diversity.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 320-325"},"PeriodicalIF":1.7,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050543","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

Implementing a multipatient simulation experience into a curriculum: An educational innovation project 在课程中实施多病人模拟体验：一个教育创新项目

IF 1.9

Teaching and Learning in Nursing Pub Date : 2025-05-03 DOI: 10.1016/j.teln.2025.03.024

Kara P Corvino DNP, MSN, RN, CEN

{"title":"Implementing a multipatient simulation experience into a curriculum: An educational innovation project","authors":"Kara P Corvino DNP, MSN, RN, CEN","doi":"10.1016/j.teln.2025.03.024","DOIUrl":"10.1016/j.teln.2025.03.024","url":null,"abstract":"<div><h3>Background</h3><div>The purpose of this educational innovation was to explore the impact of implementing a multipatient simulation experience (MPS) into the curriculum of a small ASN program in Massachusetts. This educational experience was implemented to meet student learning needs and facilitate the transition to practice by honing critical thinking and clinical judgment.</div></div><div><h3>Innovation</h3><div>An MPS experience involving two cohorts of students who simultaneously participated in an eight-patient simulation experience across multiple treatment rooms. Students came well prepared for the experience and participated in prebrief and postbrief. Student objectives were designed to meet learning needs, including patient care, physical assessment, medication administration, and essential actions that result in clinical judgment.</div></div><div><h3>Implications</h3><div>Healthcare simulation is supported in the literature; a gap remains for MPS experiences. Incorporating an MPS into a curriculum can ensure all student learning outcomes are met while students are provided with an environment to practice skills, critical thinking, and clinical judgment.</div></div><div><h3>Conclusion</h3><div>Incorporating an MPS into a curriculum is a significant undertaking, but it can positively impact nursing students critical thinking, and clinical judgment.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 3","pages":"Pages e934-e937"},"PeriodicalIF":1.9,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144204118","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