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Capturing Learner Perspectives: Development and Validation of the Skills-Based Training Evaluation Tool. 捕捉学习者视角：基于技能的培训评估工具的开发与验证。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-04-16 DOI: 10.1097/01.NEP.0000000000001529
LisaMarie Wands, Kathy Forte, Michael Garbett, Sandra Spence, Caitlin Yeager
{"title":"Capturing Learner Perspectives: Development and Validation of the Skills-Based Training Evaluation Tool.","authors":"LisaMarie Wands, Kathy Forte, Michael Garbett, Sandra Spence, Caitlin Yeager","doi":"10.1097/01.NEP.0000000000001529","DOIUrl":"10.1097/01.NEP.0000000000001529","url":null,"abstract":"<p><strong>Aim: </strong>The aim of this study was to create a valid, reliable tool to explore learner perspectives on skills-based training (SBT) activities.</p><p><strong>Background: </strong>Despite SBT being a core element of health care professional degree programs, no valid, reliable tool exists to collect learner feedback on SBT activities. Feedback is important for quality improvement and learner engagement.</p><p><strong>Method: </strong>Four expert nurse educators developed and validated the SBT Evaluation Tool to address learners' experiences with SBT activities. The tool was piloted at two universities with 231 pre- and post-licensure nursing and physician assistant students.</p><p><strong>Results: </strong>Four factors that explained 68.7 percent of total variance emerged from principal components analysis: skill acquisition support, learning environment effectiveness, instructional clarity, and assessment conditions. Kaiser-Meyer-Olkin measure of sampling adequacy was acceptable at .791; Cronbach's alpha was .849.</p><p><strong>Conclusion: </strong>The SBT Evaluation Tool provides reliable feedback regarding how learners perceive the structure and effectiveness of SBT activities.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E33-E39"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700142","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
Inclusive and Exclusive Language and Content in Open-Access Nursing Fundamentals Texts. 开放获取护理基础文本的包容性和排他性语言和内容。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-04-28 DOI: 10.1097/01.NEP.0000000000001530
Joanne Noone, Angie Docherty, Willow Buswell, Julianna Joshua, Kelsie Peterson, Marcos Sanchez
{"title":"Inclusive and Exclusive Language and Content in Open-Access Nursing Fundamentals Texts.","authors":"Joanne Noone, Angie Docherty, Willow Buswell, Julianna Joshua, Kelsie Peterson, Marcos Sanchez","doi":"10.1097/01.NEP.0000000000001530","DOIUrl":"10.1097/01.NEP.0000000000001530","url":null,"abstract":"<p><strong>Aim: </strong>This study used directed qualitative content analysis to analyze chapters from two open-access nursing fundamentals textbooks for inclusive and exclusive language.</p><p><strong>Background: </strong>Textbooks may reinforce implicit bias, subverting efforts to advance inclusive pedagogy.</p><p><strong>Method: </strong>Ten chapters were analyzed based on seven inclusive and exclusive codes derived from the literature. The two inclusive codes were inclusive/equity language and race-based prevalence with context. The five exclusive codes were normalizing whiteness in assessment, stigmatizing language/negative descriptors, race-based prevalence without context, cisgenderism, and othering.</p><p><strong>Results: </strong>Exclusive codes ( n = 281) were more prevalent than inclusive codes ( n = 165). Three codes were refined from the analysis. Race-based prevalence with and without context was expanded to disparity-based language with and without context. The inclusive/equity language code was refined to add imagery.</p><p><strong>Conclusion: </strong>We recommend evaluating learning resources to ensure they communicate the values and content important for student learning of safe, equitable nursing practice.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"209-215"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147785840","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
Harnessing Problem-Based Learning to Strengthen Interprofessional Education: Addressing Health Disparities and Sensitive Topics. 利用基于问题的学习加强跨专业教育：解决健康差异和敏感话题。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2025-09-29 DOI: 10.1097/01.NEP.0000000000001468
Andrew Porter, Ashley Falcon, Yui Matsuda, Cynthia Foronda, Beck Graefe
{"title":"Harnessing Problem-Based Learning to Strengthen Interprofessional Education: Addressing Health Disparities and Sensitive Topics.","authors":"Andrew Porter, Ashley Falcon, Yui Matsuda, Cynthia Foronda, Beck Graefe","doi":"10.1097/01.NEP.0000000000001468","DOIUrl":"10.1097/01.NEP.0000000000001468","url":null,"abstract":"<p><p>This study evaluates the impact of problem-based learning (PBL) in strengthening interprofessional education to address health disparities. Forty-seven nursing and public health students participated in a course using PBL to tackle complex issues such as race, poverty, and sexual orientation. Pre- and post-surveys assessed communication, critical thinking, and teamwork skills. Results showed significant improvements across all domains, with the greatest gains in communication proficiency and critical thinking. The findings suggest that PBL is an effective pedagogical tool for preparing health professionals to engage in difficult conversations and collaborate to address systemic health disparities.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"229-232"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145187127","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
Advancing Nursing Education Using Shared Vision, Collective Purpose, and Leadership at Every Level. 利用共同愿景、集体目标和各级领导推进护理教育。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-06-16 DOI: 10.1097/01.NEP.0000000000001561
Yolanda M VanRiel
{"title":"Advancing Nursing Education Using Shared Vision, Collective Purpose, and Leadership at Every Level.","authors":"Yolanda M VanRiel","doi":"10.1097/01.NEP.0000000000001561","DOIUrl":"10.1097/01.NEP.0000000000001561","url":null,"abstract":"","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"205-206"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148260219","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
AI Literacy as a Mediator Between Education Climate and Learning Agency in Nursing Students. 人工智能素养在护生教育氛围与学习代理之间的中介作用
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-05-27 DOI: 10.1097/01.NEP.0000000000001547
Fengfei Zeng, Qiaomei Liu, Yaohua Zhang, Na Jiang, Meng Ning, Qiang Yu
{"title":"AI Literacy as a Mediator Between Education Climate and Learning Agency in Nursing Students.","authors":"Fengfei Zeng, Qiaomei Liu, Yaohua Zhang, Na Jiang, Meng Ning, Qiang Yu","doi":"10.1097/01.NEP.0000000000001547","DOIUrl":"10.1097/01.NEP.0000000000001547","url":null,"abstract":"<p><strong>Aim: </strong>To examine the mediating role of artificial intelligence (AI) literacy in the relationship between educational climate and student learning agency in generative AI-supported contexts among nursing students.</p><p><strong>Background: </strong>Fostering learning agency is critical for preparing autonomous, engaged learners in the era of AI. The influence of a supportive educational climate on learning agency may depend on students' AI literacy. The interplay between them remains underexplored in nursing education.</p><p><strong>Method: </strong>A cross-sectional survey was conducted from February to March 2025 with 1,867 nursing students from seven junior colleges in China. Students completed anonymous online questionnaires, including the Educational Climate Inventory, AI Literacy Scale for Nonexperts, and the Student Learning Agency in Generative AI-Supported Contexts (SLA-GAI) scale.</p><p><strong>Results: </strong>Educational climate and AI literacy were positively associated with SLA-GAI. AI literacy partially mediated the relationship between educational climate and student learning agency.</p><p><strong>Conclusion: </strong>Educational climate and AI literacy are key to fostering SLA-GAI in nursing students. Integrating AI literacy training and building supportive learning environments may better prepare students for AI-integrated education and clinical practice.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E26-E32"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148035795","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
Plotting the Course for Artificial Intelligence in Nursing Education Research Methodologies (Part 1). 人工智能在护理教育研究方法论中的应用（上）
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-06-19 DOI: 10.1097/01.NEP.0000000000001557
Linda M Hollinger-Smith
{"title":"Plotting the Course for Artificial Intelligence in Nursing Education Research Methodologies (Part 1).","authors":"Linda M Hollinger-Smith","doi":"10.1097/01.NEP.0000000000001557","DOIUrl":"https://doi.org/10.1097/01.NEP.0000000000001557","url":null,"abstract":"","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":"47 4","pages":"258-259"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148284357","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
Interactive Modeling Videos Facilitate Knowledge and Confidence in Delegation for Nursing Students. 互动建模视频促进护理学生在授权中的知识和信心。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-02-18 DOI: 10.1097/01.NEP.0000000000001501
Sherylyn M Watson, Heather Ferrillo, Susan A Goncalves
{"title":"Interactive Modeling Videos Facilitate Knowledge and Confidence in Delegation for Nursing Students.","authors":"Sherylyn M Watson, Heather Ferrillo, Susan A Goncalves","doi":"10.1097/01.NEP.0000000000001501","DOIUrl":"10.1097/01.NEP.0000000000001501","url":null,"abstract":"<p><p>Effective delegation is a difficult but critical competency for registered nurses and particularly for prelicensure nursing students. Educators are charged with integrating effective teaching-learning strategies to develop delegation competency. Senior-level students participated in a quasi-experimental, pretest/posttest design study. Students were surveyed before and after the intervention on knowledge attainment and confidence in delegating. Findings revealed greater knowledge of concepts and increased confidence in delegating during clinical practice after participation. Designing teaching strategies that foster a deeper understanding of the principles of delegation and support having more confidence in students' knowledge and ability to delegate will improve practice readiness upon graduation.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"242-244"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221201","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 Dedicated Education Unit Model: Learning Experiences of Students and Preceptors. 专用教育单元模式：学生与教师的学习经验。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-02-13 DOI: 10.1097/01.NEP.0000000000001503
Neomie C Congello, Lynette Landry, Dianne Montano, Andrea Rutherford, Skye Honor, Joy Toyama
{"title":"The Dedicated Education Unit Model: Learning Experiences of Students and Preceptors.","authors":"Neomie C Congello, Lynette Landry, Dianne Montano, Andrea Rutherford, Skye Honor, Joy Toyama","doi":"10.1097/01.NEP.0000000000001503","DOIUrl":"10.1097/01.NEP.0000000000001503","url":null,"abstract":"<p><p>The aim of this study was to gain insights into the perceived effectiveness of the dedicated education unit clinical model through self-reports of the learning experiences of students and preceptors. Participants completed anonymous surveys at two affiliated hospitals. Based on one-sided two-sample t -tests, student motivation, social inclusion, and preceptor preparation subscales had means that were significantly higher than in an older, similar study. Increased one-on-one learning opportunities with a trained, dedicated education unit preceptor were found to facilitate student preparation for nursing practice.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"239-241"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146221279","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 Impact of Night Shift Clinicals on Nursing Student Learning: A Mixed-Method Analysis of Perceptions and Performance. 夜班临床对护理学生学习的影响：一种对认知和表现的混合方法分析。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-05-27 DOI: 10.1097/01.NEP.0000000000001555
Shannon Gauvin, Kristie Harrison, Erin Bellaire
{"title":"The Impact of Night Shift Clinicals on Nursing Student Learning: A Mixed-Method Analysis of Perceptions and Performance.","authors":"Shannon Gauvin, Kristie Harrison, Erin Bellaire","doi":"10.1097/01.NEP.0000000000001555","DOIUrl":"10.1097/01.NEP.0000000000001555","url":null,"abstract":"<p><p>With challenges in finding clinical placements for nursing students, night shift clinical opportunities provide broader access than day shift rotations. This study surveyed nursing students who participated in a night shift rotation about their perceptions of the effects of the alternative shift on their learning. The study also evaluated testing outcomes between the night shift and day shift clinical groups. Testing averages showed no significant difference between the two groups, and student perceptions were more positive than anticipated.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"E56-E58"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036344","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
Triggered? An Introduction To Student Perspectives on Trigger Warnings In Nursing Education. 触发?介绍学生对护理教育中触发警告的看法。
IF 1.5
Nursing Education Perspectives Pub Date : 2026-07-01 Epub Date: 2026-05-04 DOI: 10.1097/01.NEP.0000000000001526
Helen Rees, Alison Gayton
{"title":"Triggered? An Introduction To Student Perspectives on Trigger Warnings In Nursing Education.","authors":"Helen Rees, Alison Gayton","doi":"10.1097/01.NEP.0000000000001526","DOIUrl":"10.1097/01.NEP.0000000000001526","url":null,"abstract":"<p><strong>Aim: </strong>To increase understanding of student nursing perspectives regarding the use of trigger warnings in nursing education.</p><p><strong>Background: </strong>Several UK universities have policies about the use of trigger warnings, but no evidence is available about implementation in undergraduate nursing education.</p><p><strong>Method: </strong>A survey designed to explore how trigger warnings are used was sent by email to undergraduate nursing students at two universities. Responses were anonymized and analyzed using thematic analysis.</p><p><strong>Results: </strong>Analysis of the response of 89 students identified four themes and nine subthemes. The main themes were 1) The way trigger warnings are delivered impacts how they are received. 2) Some topics are perceived as having inherent potential to distress. 3) The response to trigger warnings is not uniform. 4) Meeting support needs may change the way trigger warnings are experienced.</p><p><strong>Conclusion: </strong>Further research is indicated to increase consistency in the support available to undergraduate nursing students.</p>","PeriodicalId":47651,"journal":{"name":"Nursing Education Perspectives","volume":" ","pages":"216-221"},"PeriodicalIF":1.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147844535","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
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