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Immersive Learning in Nursing: A Mixed Reality Approach to IV Simulation With Bimanual Haptic Feedback. 沉浸式学习在护理：混合现实方法的静脉模拟与双手触觉反馈。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-22 DOI: 10.1097/NNE.0000000000001941
Jeremy M Jarzembak, Jennifer Biggs, Ann James, Kwangtaek Kim, Jin Woo Kim, Robert Clements, John Dunlosky
{"title":"Immersive Learning in Nursing: A Mixed Reality Approach to IV Simulation With Bimanual Haptic Feedback.","authors":"Jeremy M Jarzembak, Jennifer Biggs, Ann James, Kwangtaek Kim, Jin Woo Kim, Robert Clements, John Dunlosky","doi":"10.1097/NNE.0000000000001941","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001941","url":null,"abstract":"<p><strong>Background: </strong>Peripheral intravenous catheter (PIVC) insertion is an essential skill for nursing professionals. Nursing students face significant challenges in learning PIVC insertion due in part to limited opportunities for hands-on practice with real patients. Traditional training methods with low-fidelity task trainers lack variability and depend on costly consumable products.</p><p><strong>Purpose: </strong>To address this gap, a bimodal haptic feedback interface integrated into mixed reality was developed to simulate IV needle insertion under diverse conditions, creating a simulated learning environment to master tactile skills, hand-eye coordination, and anatomically accurate procedures. Guided by the New Theory of Disuse, the simulator was designed to promote repeated practice and retrieval, strengthening both the accessibility and accuracy of skill performance through targeted, interactive learning.</p><p><strong>Results: </strong>Students reported an improvement in confidence levels and success rate after using the bimanual haptic feedback mixed reality IV simulator.</p><p><strong>Conclusions: </strong>By integrating features such as patient-specific anatomical variability, realistic resistance feedback, and adaptive difficulty levels, virtual reality and haptic simulations can closely replicate the nuances of IV insertion in diverse clinical scenarios.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Longitudinal Examination of Test Anxiety Scores Across the BSN Curriculum. BSN课程中考试焦虑分数的纵向检验。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-22 DOI: 10.1097/NNE.0000000000001937
Cristen Walker
{"title":"Longitudinal Examination of Test Anxiety Scores Across the BSN Curriculum.","authors":"Cristen Walker","doi":"10.1097/NNE.0000000000001937","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001937","url":null,"abstract":"<p><strong>Background: </strong>Test-taking is a prominent cause of anxiety for nursing students, often interfering with academic performance, program completion, and successful transition to practice. Prior research suggests that test anxiety is highest during the junior year, yet this concept is not well studied.</p><p><strong>Purpose: </strong>This study examined differences in self-reported test anxiety as students progressed through all academic levels of a bachelor of science in nursing program.</p><p><strong>Methods: </strong>A longitudinal, repeated-measures design was used. Participants completed the Test Anxiety Inventory annually for 3 consecutive years as a measure of test anxiety.</p><p><strong>Results: </strong>Score differences based on academic level and gender were found, with highest levels among junior-level and female students.</p><p><strong>Conclusions: </strong>Findings may help nurse educators better understand the complex nature of test anxiety and guide the implementation of supportive strategies to improve learning outcomes.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144709953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review. 产生多项选择题的卫生专业学生的学习成果：范围回顾。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001926
Patricia B Griffith, Patricia Pawlow
{"title":"Learning Outcomes From Health Professions Students Who Generate Multiple-Choice Questions: A Scoping Review.","authors":"Patricia B Griffith, Patricia Pawlow","doi":"10.1097/NNE.0000000000001926","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001926","url":null,"abstract":"<p><strong>Background: </strong>Multiple-choice questions (MCQs) are the foundation for certification exams and remain relevant despite the competency-based education shift. MCQ writing by students is an evidence-based learning modality; however, studies on graduate nursing education use are limited. Writing an MCQ may develop and assess a higher competence level than answering an MCQ.</p><p><strong>Purpose: </strong>Identify and synthesize the evidence on learning outcomes of health professions students who construct MCQs as a learning modality.</p><p><strong>Methods: </strong>Two reviewers queried 4 databases and independently assessed all studies using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Arsksey and O'Malley's scoping review framework guided charting and theme generation.</p><p><strong>Results: </strong>MCQ quality improved with faculty involvement. Working in small groups increased knowledge and positive perception, as did exam inclusion of student-generated MCQs.</p><p><strong>Conclusions: </strong>Writing MCQs may be a valuable active learning strategy for graduate health students who take high-stakes MCQ examinations.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Awareness of Unconscious Bias During Post-Clinical Conference. 提高对临床后会议无意识偏见的认识。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001920
Natasha Morris
{"title":"Enhancing Awareness of Unconscious Bias During Post-Clinical Conference.","authors":"Natasha Morris","doi":"10.1097/NNE.0000000000001920","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001920","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Student Competence in Physical Assessments Through Video Self-Evaluation. 通过视频自评提高学生体能评估能力。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001921
Cynthia DeLanie
{"title":"Enhancing Student Competence in Physical Assessments Through Video Self-Evaluation.","authors":"Cynthia DeLanie","doi":"10.1097/NNE.0000000000001921","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001921","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Online Competency-Based Nurse Practitioner Education: Ensuring a High-Quality Level Playing Field. 基于在线能力的执业护士教育：确保高质量的公平竞争环境。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001942
Teresa Conklin
{"title":"Online Competency-Based Nurse Practitioner Education: Ensuring a High-Quality Level Playing Field.","authors":"Teresa Conklin","doi":"10.1097/NNE.0000000000001942","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001942","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Embedding American Association of Colleges of Nursing Essentials in Doctor of Nursing Practice Education Through Academic-Practice Partnerships. 通过学术-实践伙伴关系，将美国护理学院协会的基本知识纳入护理实践博士教育。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001931
Mary McKay, Bridgette Johnson, Cynthia L Foronda, Carol Biggs, Charles A Downs
{"title":"Embedding American Association of Colleges of Nursing Essentials in Doctor of Nursing Practice Education Through Academic-Practice Partnerships.","authors":"Mary McKay, Bridgette Johnson, Cynthia L Foronda, Carol Biggs, Charles A Downs","doi":"10.1097/NNE.0000000000001931","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001931","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Grounding Students in the Liminal Space of Death and Dying. 在死亡与濒死的阈限空间中培养学生。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001935
S Danielle Baker, Kristin Ashley, Kaitrin Parris
{"title":"Grounding Students in the Liminal Space of Death and Dying.","authors":"S Danielle Baker, Kristin Ashley, Kaitrin Parris","doi":"10.1097/NNE.0000000000001935","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001935","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Integrating Forensic Nursing Principles in an Undergraduate Curriculum: A Longitudinal Cohort Study. 在本科课程中整合法医护理原则：一项纵向队列研究。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-14 DOI: 10.1097/NNE.0000000000001919
Lori Prewitt Moore, Ashleigh F Bowman, Brady B Urquhart, Jennifer Anderson, Shannon Harris, Bailey D Mosley, Colleen Lynch, Amy M Beasley, Rebecca M Thomas, Rebecca J Graves, Candice N Selwyn
{"title":"Integrating Forensic Nursing Principles in an Undergraduate Curriculum: A Longitudinal Cohort Study.","authors":"Lori Prewitt Moore, Ashleigh F Bowman, Brady B Urquhart, Jennifer Anderson, Shannon Harris, Bailey D Mosley, Colleen Lynch, Amy M Beasley, Rebecca M Thomas, Rebecca J Graves, Candice N Selwyn","doi":"10.1097/NNE.0000000000001919","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001919","url":null,"abstract":"<p><strong>Background: </strong>Forensic nursing (FN) is a health care specialty encompassing components of forensic science, which is used to provide care for patients who are victims of abuse. FN principles should be incorporated in nursing curricula to prepare nurses to care for victims of abuse.</p><p><strong>Purpose: </strong>The purpose of this study was to evaluate the integration of FN principles in a nursing curriculum and the impact on students' knowledge and confidence to improve the care for patients who have experienced potentially traumatic events.</p><p><strong>Methods: </strong>A single cohort of undergraduate nursing students attended a lecture each semester on a topic relevant to FN. The students completed a knowledge-based pre and posttest in this longitudinal study.</p><p><strong>Results: </strong>Percentages of knowledge-based questions answered correctly from pre to posttest indicated improvement in knowledge and self-reported confidence in communicating with patients with histories of trauma.</p><p><strong>Conclusion: </strong>The introduction of FN principles in nursing education is needed to improve health care outcomes and to support and empower victims who have experienced trauma or abuse.</p>","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144638729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Advocating for Health Equity: Preparing Undergraduate Nursing Students to Engage in Political Action. 倡导健康公平：准备本科护理学生参与政治行动。
IF 2.4 3区 医学
Nurse Educator Pub Date : 2025-07-09 DOI: 10.1097/NNE.0000000000001938
Barbara Chyzzy
{"title":"Advocating for Health Equity: Preparing Undergraduate Nursing Students to Engage in Political Action.","authors":"Barbara Chyzzy","doi":"10.1097/NNE.0000000000001938","DOIUrl":"https://doi.org/10.1097/NNE.0000000000001938","url":null,"abstract":"","PeriodicalId":54706,"journal":{"name":"Nurse Educator","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144602255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","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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