{"title":"Pedagogical approaches to foster caring behaviors among nursing students: A scoping review","authors":"Leodoro J. Labrague , Arwa Atef Obeidat","doi":"10.1016/j.nedt.2024.106547","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Developing <em>caring</em> behaviors in nursing students is crucial for improving patient care quality. Despite the variety of pedagogical approaches employed to cultivate these behaviors, their comparative effectiveness remains underexplored.</div></div><div><h3>Aim</h3><div>This review systematically examined various pedagogical approaches used to foster <em>caring</em> behaviors among nursing students and evaluated their outcomes.</div></div><div><h3>Design</h3><div>This study employed a scoping review design.</div></div><div><h3>Methods</h3><div>A comprehensive search across five databases—PubMed, CINAHL, Scopus, Web of Science, and ERIC—was conducted for studies published from January 2000 to the present. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed in reporting the findings.</div></div><div><h3>Results</h3><div>A total of 22 studies were included in the review. The review identified four primary pedagogical approaches: (1) simulated interactive learning, (2) caring-centered educational programs/courses, and (3) immersion/service learning. All approaches demonstrated positive outcomes in enhancing students' caring behaviors.</div></div><div><h3>Conclusion</h3><div>Employing a diverse range of pedagogical approaches, aligned with experiential, cognitive, and behavioral learning theories, significantly enhances the development of caring behaviors in nursing students. However, the review highlighted the need for more rigorous study designs to further validate these findings.</div></div><div><h3>Implications for nurse education</h3><div>Nurse faculty should incorporate a variety of pedagogical approaches into nursing education to address different learning needs and enhance the development of caring behaviors. Future research should focus on evaluating the effectiveness of these approaches and their long-term impact on nursing practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106547"},"PeriodicalIF":3.6000,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S026069172400457X","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
Developing caring behaviors in nursing students is crucial for improving patient care quality. Despite the variety of pedagogical approaches employed to cultivate these behaviors, their comparative effectiveness remains underexplored.
Aim
This review systematically examined various pedagogical approaches used to foster caring behaviors among nursing students and evaluated their outcomes.
Design
This study employed a scoping review design.
Methods
A comprehensive search across five databases—PubMed, CINAHL, Scopus, Web of Science, and ERIC—was conducted for studies published from January 2000 to the present. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed in reporting the findings.
Results
A total of 22 studies were included in the review. The review identified four primary pedagogical approaches: (1) simulated interactive learning, (2) caring-centered educational programs/courses, and (3) immersion/service learning. All approaches demonstrated positive outcomes in enhancing students' caring behaviors.
Conclusion
Employing a diverse range of pedagogical approaches, aligned with experiential, cognitive, and behavioral learning theories, significantly enhances the development of caring behaviors in nursing students. However, the review highlighted the need for more rigorous study designs to further validate these findings.
Implications for nurse education
Nurse faculty should incorporate a variety of pedagogical approaches into nursing education to address different learning needs and enhance the development of caring behaviors. Future research should focus on evaluating the effectiveness of these approaches and their long-term impact on nursing practice.
背景：护生关怀行为的培养对提高护理质量至关重要。尽管有各种各样的教学方法用于培养这些行为，但它们的相对有效性仍未得到充分探讨。目的：本综述系统地考察了各种用于培养护生关怀行为的教学方法，并评估了它们的效果。设计：本研究采用范围审查设计。方法：对pubmed、CINAHL、Scopus、Web of Science和eric五个数据库进行综合检索，检索2000年1月至今发表的研究。在报告研究结果时遵循了系统评价和荟萃分析扩展范围评价（PRISMA-ScR）指南的首选报告项目。结果：共纳入22项研究。该综述确定了四种主要的教学方法：(1)模拟互动学习，(2)以关怀为中心的教育计划/课程，以及(3)沉浸式/服务式学习。所有的方法都显示出积极的结果，以提高学生的关怀行为。结论：采用多样化的教学方法，结合经验、认知和行为学习理论，可显著促进护理学生关怀行为的发展。然而，该综述强调需要更严格的研究设计来进一步验证这些发现。对护理教育的启示：护理教师应将各种教学方法纳入护理教育，以满足不同的学习需求，并加强护理行为的发展。未来的研究应侧重于评估这些方法的有效性及其对护理实践的长期影响。
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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