Pub Date : 2025-12-04DOI: 10.1016/j.teln.2025.11.001
Rick García PhD, RN, CCM, FAAOHN, FAADN, FAAN
{"title":"The ADN Pathway: A Vital Access Point for Nursing's Future","authors":"Rick García PhD, RN, CCM, FAAOHN, FAADN, FAAN","doi":"10.1016/j.teln.2025.11.001","DOIUrl":"10.1016/j.teln.2025.11.001","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 3-4"},"PeriodicalIF":1.7,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842400","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}
Pub Date : 2025-11-27DOI: 10.1016/j.teln.2025.11.011
Tonya Taylor DNP, MSN, MBA, RN
{"title":"New partnership establishes simulation grant award","authors":"Tonya Taylor DNP, MSN, MBA, RN","doi":"10.1016/j.teln.2025.11.011","DOIUrl":"10.1016/j.teln.2025.11.011","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page 1"},"PeriodicalIF":1.7,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842398","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}
Pub Date : 2025-11-21DOI: 10.1016/j.teln.2025.11.004
Dawn Morris PhD, RN, CNE, JD
Successful accreditation renewal in nursing education depends not only on student outcomes or curriculum quality but also on the stability and engagement of faculty. Faculty engagement and retention serve as essential indicators of institutional health and accreditation readiness. Accrediting bodies such as the Accreditation Commission for Education in Nursing (ACEN), the Commission on Collegiate Nursing Education (CCNE), and the National League for Nursing Commission for Nursing Education Accreditation, 2021, along with guidance from the American Association of Colleges of Nursing (AACN) Essentials, expect programs to demonstrate how they support, empower, and sustain faculty members. When engagement is limited to surface-level participation and turnover becomes chronic, reviewers interpret these patterns as signs of organizational strain and ethical climate risk. Faculty remain the driving force behind educational excellence and the enduring strength of a nursing program’s renewal process.
{"title":"The faculty factor: Faculty engagement and retention in accreditation renewal","authors":"Dawn Morris PhD, RN, CNE, JD","doi":"10.1016/j.teln.2025.11.004","DOIUrl":"10.1016/j.teln.2025.11.004","url":null,"abstract":"<div><div>Successful accreditation renewal in nursing education depends not only on student outcomes or curriculum quality but also on the stability and engagement of faculty. Faculty engagement and retention serve as essential indicators of institutional health and accreditation readiness. Accrediting bodies such as the Accreditation Commission for Education in Nursing (ACEN), the Commission on Collegiate Nursing Education (CCNE), and the <span><span>National League for Nursing Commission for Nursing Education Accreditation, 2021</span></span>, along with guidance from the American Association of Colleges of Nursing (AACN) Essentials, expect programs to demonstrate how they support, empower, and sustain faculty members. When engagement is limited to surface-level participation and turnover becomes chronic, reviewers interpret these patterns as signs of organizational strain and ethical climate risk. Faculty remain the driving force behind educational excellence and the enduring strength of a nursing program’s renewal process.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 9-11"},"PeriodicalIF":1.7,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842403","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}
Pub Date : 2025-11-21DOI: 10.1016/j.teln.2025.11.003
Lynette V. Apen DNP, RN, CNS, CNE
{"title":"A year of purpose, progress, and possibility","authors":"Lynette V. Apen DNP, RN, CNS, CNE","doi":"10.1016/j.teln.2025.11.003","DOIUrl":"10.1016/j.teln.2025.11.003","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page 2"},"PeriodicalIF":1.7,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842399","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}
Healthcare leadership organizations are calling for strategies to promote resilience and well-being to promote recruitment and retention.
Aim
To describe the evaluation of the Faculty Workshops within a statewide initiative designed to promote nursing faculty resilience and retention.
Methods
Eight schools of nursing nominated faculty champions to participate in the Renewal, Retention, and Resilience (R3) Initiative Faculty Workshops. This mixed-methods study analyzed participant Likert-type surveys and narrative reflections.
Findings
Participants (N = 48) rated workshops from 4.28/5 to 4.67/5, corresponding from satisfied to completely satisfied. The theme of resilience building is central to the program outcomes, with participants reflecting on their resilience and coping strategies during challenging times. They described their resilience journey as continuous self-awareness, learning, and growth process.
Conclusion
Comprehensive programs involving nurse educators in academic and practice settings can provide building blocks for the educators' resilience and transferable skills to students.
{"title":"Evaluation of a program to build resilience, renewal, and retention in nursing faculty","authors":"Vickie Hughes DSN, RN, Rita D’Aoust PhD, RN, Sandra M. Swoboda DNP, RN, Krysia Warren Hudson DNP, RN, Ginger C. Hanson PhD, Erin Wright DNP, RN, Cynda H. Rushton PhD, RN","doi":"10.1016/j.teln.2025.10.008","DOIUrl":"10.1016/j.teln.2025.10.008","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare leadership organizations are calling for strategies to promote resilience and well-being to promote recruitment and retention.</div></div><div><h3>Aim</h3><div>To describe the evaluation of the Faculty Workshops within a statewide initiative designed to promote nursing faculty resilience and retention.</div></div><div><h3>Methods</h3><div>Eight schools of nursing nominated faculty champions to participate in the Renewal, Retention, and Resilience (R<sup>3</sup>) Initiative Faculty Workshops. This mixed-methods study analyzed participant Likert-type surveys and narrative reflections.</div></div><div><h3>Findings</h3><div>Participants (<em>N</em> = 48) rated workshops from 4.28/5 to 4.67/5, corresponding from satisfied to completely satisfied. The theme of resilience building is central to the program outcomes, with participants reflecting on their resilience and coping strategies during challenging times. They described their resilience journey as continuous self-awareness, learning, and growth process.</div></div><div><h3>Conclusion</h3><div>Comprehensive programs involving nurse educators in academic and practice settings can provide building blocks for the educators' resilience and transferable skills to students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 46-52"},"PeriodicalIF":1.7,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842410","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}
Pub Date : 2025-11-12DOI: 10.1016/j.teln.2025.10.010
Ana Fernández-Araque , Patricia Romero-Marco , Marta Llorente Alonso , Zoraida Verde Rello , María José Cáceres-Titos , Begoña García-Navarro
Background
Standard flipped learning (SFL) requires students to access core content before class. Evolved flipped learning (EFL) extends this model by adding an exploratory preparatory session where students create multimedia materials, fostering synthesis, critical thinking, and digital competence.
Aim
To evaluate the impact of EFL on autonomous digital learning, deep learning strategies, and academic satisfaction among nursing students compared with SFL, and to explore students’ perceptions of EFL.
Methods
A mixed-methods design combined a quasi-experimental study with qualitative interviews among 85 third- and fourth-year nursing students from the Universities of Valladolid and Huelva (Spain), randomly assigned to EFL (n = 42) or SFL (n = 43). Validated scales measured self-efficacy, satisfaction, and deep learning strategies, while semi-structured interviews provided qualitative data.
Results
EFL significantly improved deep learning strategies but showed no differences in satisfaction or self-efficacy. Interviews indicated greater autonomy, engagement, and critical thinking, alongside workload and digital skill challenges.
Conclusions
EFL supports deeper learning conditions based on students’ self-reports, though findings remain perceptual. Further research should include objective measures and examine EFL across disciplines.
{"title":"Evolved flipped learning: A path to deeper learning and autonomous digital skills in nursing education","authors":"Ana Fernández-Araque , Patricia Romero-Marco , Marta Llorente Alonso , Zoraida Verde Rello , María José Cáceres-Titos , Begoña García-Navarro","doi":"10.1016/j.teln.2025.10.010","DOIUrl":"10.1016/j.teln.2025.10.010","url":null,"abstract":"<div><h3>Background</h3><div>Standard flipped learning (SFL) requires students to access core content before class. Evolved flipped learning (EFL) extends this model by adding an exploratory preparatory session where students create multimedia materials, fostering synthesis, critical thinking, and digital competence.</div></div><div><h3>Aim</h3><div>To evaluate the impact of EFL on autonomous digital learning, deep learning strategies, and academic satisfaction among nursing students compared with SFL, and to explore students’ perceptions of EFL.</div></div><div><h3>Methods</h3><div>A mixed-methods design combined a quasi-experimental study with qualitative interviews among 85 third- and fourth-year nursing students from the Universities of Valladolid and Huelva (Spain), randomly assigned to EFL (<em>n</em> = 42) or SFL (<em>n</em> = 43). Validated scales measured self-efficacy, satisfaction, and deep learning strategies, while semi-structured interviews provided qualitative data.</div></div><div><h3>Results</h3><div>EFL significantly improved deep learning strategies but showed no differences in satisfaction or self-efficacy. Interviews indicated greater autonomy, engagement, and critical thinking, alongside workload and digital skill challenges.</div></div><div><h3>Conclusions</h3><div>EFL supports deeper learning conditions based on students’ self-reports, though findings remain perceptual. Further research should include objective measures and examine EFL across disciplines.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 53-61"},"PeriodicalIF":1.7,"publicationDate":"2025-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842411","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}
Nursing education aims to prepare students with the practical competencies required for clinical practice, often accompanied by anxiety for harming patients and the complexity of treating real people.
Aim
To explore second-year nursing students’ experiences using an interactive skills training app to support learning during clinical skill training.
Methods
An exploratory qualitative design was employed. Data were collected through six focus group interviews involving 27 second-year nursing students. Transcripts were analyzed using qualitative content analysis.
Results
Three main themes emerged: The app`s immediate accessibility and concise content supported learning, it helped ensure correct steps and precision in procedures; and students emphasized that it should supplement, not replace the teacher’s instruction.
Conclusion
The interactive app appears to be a valuable supplement to traditional teaching in clinical skill training. Future research should investigate its long-term impact on students’ competence and confidence in clinical skill training and settings.
{"title":"Nursing students’ experiences with an interactive app developed for clinical skill training: A qualitative study","authors":"Tone Brandeggen MD, Kristin Glenna Bodsberg MD, Torunn Strømme PhD, Elin Espeland MD, Kristin Hjorthaug Urstad PhD","doi":"10.1016/j.teln.2025.08.035","DOIUrl":"10.1016/j.teln.2025.08.035","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education aims to prepare students with the practical competencies required for clinical practice, often accompanied by anxiety for harming patients and the complexity of treating real people.</div></div><div><h3>Aim</h3><div>To explore second-year nursing students’ experiences using an interactive skills training app to support learning during clinical skill training.</div></div><div><h3>Methods</h3><div>An exploratory qualitative design was employed. Data were collected through six focus group interviews involving 27 second-year nursing students. Transcripts were analyzed using qualitative content analysis.</div></div><div><h3>Results</h3><div>Three main themes emerged: The app`s immediate accessibility and concise content supported learning, it helped ensure correct steps and precision in procedures; and students emphasized that it should supplement, not replace the teacher’s instruction.</div></div><div><h3>Conclusion</h3><div>The interactive app appears to be a valuable supplement to traditional teaching in clinical skill training. Future research should investigate its long-term impact on students’ competence and confidence in clinical skill training and settings.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e161-e166"},"PeriodicalIF":1.7,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842826","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}
Pub Date : 2025-11-06DOI: 10.1016/j.teln.2025.10.009
Dima Nasrawi , Katrina Austen , Donna Wilson , Duncan McKimm , Jennene Greenhill , Louise Ward
Background
Although demand for registered nurses in aged care is rising, nursing students remain hesitant to choose it as a career.
Aim
The aim of the project was to assess the impact of the Aged Care Classroom on undergraduate nursing students’ perceptions, thoughts, and attitudes toward residential aged care nursing.
Methods
A sequential mixed-method research design was utilized and guided by the consolidated criteria for reporting qualitative research checklist.
Methods
An online pre- and post-workshop survey (via Qualtrics) alongside pre- and post-workshop focus groups. The quantitative survey data were analyzed using SPSS software. The qualitative data were thematically analyzed.
Results
The results indicated a highly significant difference in student interest in aged care nursing as a career choice. The focus group data identified four key themes, two pre- workshop themes: Dipping My Toe in the Water, Nursing Student Fears; and two post-workshop themes, Opportunity Knocks, and The Heart of the Matter.
Conclusion
The findings provide valuable insights into the effectiveness of collaborative educational interventions to improve students’ perceptions, attitudes and thoughts toward aged care nursing
{"title":"The aged care classroom: Shifting undergraduate nursing students' perceptions of residential aged care","authors":"Dima Nasrawi , Katrina Austen , Donna Wilson , Duncan McKimm , Jennene Greenhill , Louise Ward","doi":"10.1016/j.teln.2025.10.009","DOIUrl":"10.1016/j.teln.2025.10.009","url":null,"abstract":"<div><h3>Background</h3><div>Although demand for registered nurses in aged care is rising, nursing students remain hesitant to choose it as a career.</div></div><div><h3>Aim</h3><div>The aim of the project was to assess the impact of the Aged Care Classroom on undergraduate nursing students’ perceptions, thoughts, and attitudes toward residential aged care nursing.</div></div><div><h3>Methods</h3><div>A sequential mixed-method research design was utilized and guided by the consolidated criteria for reporting qualitative research checklist.</div></div><div><h3>Methods</h3><div>An online pre- and post-workshop survey (via Qualtrics) alongside pre- and post-workshop focus groups. The quantitative survey data were analyzed using SPSS software. The qualitative data were thematically analyzed.</div></div><div><h3>Results</h3><div>The results indicated a highly significant difference in student interest in aged care nursing as a career choice. The focus group data identified four key themes, two pre- workshop themes: Dipping My Toe in the Water, Nursing Student Fears; and two post-workshop themes, Opportunity Knocks, and The Heart of the Matter.</div></div><div><h3>Conclusion</h3><div>The findings provide valuable insights into the effectiveness of collaborative educational interventions to improve students’ perceptions, attitudes and thoughts toward aged care nursing</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e240-e247"},"PeriodicalIF":1.7,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842838","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}
Pub Date : 2025-11-05DOI: 10.1016/j.teln.2025.10.030
Lynette V. Apen DNP, RN, CNS, CNE
{"title":"Corrigendum to “Embedding Joy in Nursing Education: A Framework for Resilience and Professional Sustainability” Teaching and Learning in Nursing, 20 (2025) 199–200","authors":"Lynette V. Apen DNP, RN, CNS, CNE","doi":"10.1016/j.teln.2025.10.030","DOIUrl":"10.1016/j.teln.2025.10.030","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page e388"},"PeriodicalIF":1.7,"publicationDate":"2025-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836656","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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