Teaching and Learning in Nursing最新文献

Background

Nursing instructors' perceptions of caring play a significant role in nursing students' learning to care and think like nurses.

Aim

This research assessed nursing students' perceptions of nursing instructors' caring behaviors.

Methods

This descriptive study was conducted with 420 nursing students. Data were collected using the Personal Information Form and the Nursing Students' Perceptions of Instructor Caring Scale (NSPIC-TR). The data were analyzed using the SPSS 25.0, employing number, percentage, mean, and appropriate statistical tests.

Results

29.3% of the students were first-year, 76.2% were female, 99% were single, 92.3% satisfaction with being nursing students, and 84.8% reported using Watson's Theory of Human Caring (THC) in both theoretical classes and clinical practice. The overall mean score of the NSPIC-TR was 4.38±1.179 out of six. Among the subscales, the Healing Learning Environment had the highest mean score, whereas the Perceived Control over Flexibility subscale had the lowest mean score.

Conclusions

Nursing students generally perceive the caring behaviors of instructors positively. It found that the students who used Watson's THC in both class and practice had a more positive perception of instructors caring. It may be recommended that person-centered care theories, such as Watson's THC, be used in nursing education.

Background

Developing a professional nurse with ethical competence requires an efficient teaching and learning process.

Aim

This study examined the roles and strategies of educators in facilitating and planning ethics education, as perceived by nurse educators.

Methods

Data was collected in guided, semi-structured online qualitative interviews based on a literature review of previous studies. The data was analyzed using thematic analysis. A purposive sampling of 13 volunteer nurse educators from three nursing universities in Southeast Asia took part in individual interviews.

Results

The nurse educators identified the importance of interdisciplinary experts within ethics education, and ensuring an ongoing and dynamic interaction between the students remains crucial. This is in addition to the nurse educators’ continued commitment to facilitating the course.

Conclusions

Establishing interdisciplinary curricula, actively engaging students, and having committed nurse educators can enhance nursing students’ awareness of ethical dimensions. Furthermore, the insights drawn from this study can be utilized in developing an engaging and culturally relevant ethics curriculum through deliberative and modern teaching and learning strategies.

Background

Competency-based education (CBE) is a promising strategy to best prepare pre-licensure students for practice readiness. Challenges with implementing CBE include creating progressive learner experiences across the curriculum with clearly delineated learner expectations and developing evaluations to provide evidence of competency attainment.

Innovation

Implementing Entrustable Professional Activities (EPAs) with progressive levels of mastery, throughout a pre-licensure nursing program provides a method for incorporating CBE. Nursing faculty planned, implemented, and evaluated EPAs in a pre-licensure nursing program.

Implications

Employing EPAs is an important supplement to classroom theory allowing students to practice making clinical decisions in a safe environment. The development of EPAs with progressive levels of mastery can be integrated and evaluated throughout nursing curricula.

Conclusions

EPAs allowed faculty to evaluate students' application of knowledge in simulated situations and to gather evidence to substantiate competency proficiency. Various EPAs can be developed, implemented, and evaluated progressively across nursing curricula to promote practice ready nursing graduates.

A clue mastery approach was developed as a gaming format to enhance nursing students’ learning. The goal of the approach was to stimulate analytical thinking by integrating clues with bonus topics during a content review game. This approach was helpful to increase teamwork and peer collaboration among nursing students.

Background

With a growing nursing shortage and a focus on increasing the diversity of the nursing workforce, nursing education has an opportunity to consider novel program options to improve access to a nursing career.

Innovation

An Accreditation Commission for Education in Nursing (ACEN) goal is to foster quality, equity, access, opportunity, mobility, and preparation for practice which directly aligns with offering innovative nursing program options. With new program development, attention to educational quality is essential to ensure that nurses and future patients gain the benefits of that education.

Implications

ACEN accredits all levels of nursing education: diploma, practical, associate, baccalaureate, master's, and clinical doctorate, both within the United States, and internationally; this makes it an effective partner to assist nursing education programs in developing streamlined pathways to completion while maintaining quality. The 2023 Standards and Criteria align with the current literature on quality indicators and support best practices in nursing education.

Conclusion

ACEN is uniquely positioned to support programs as they incorporate alternative approaches to nursing education and promote success on licensure and in practice.

Background

The need for palliative care is increasing with population aging and the growing number of people living with chronic, life-limiting illnesses. However, nursing students are often poorly prepared to competently deliver palliative care, in part because of a lack of palliative care content in nursing curricula.

Objective

To examine nursing students’ perceptions of a palliative care e-learning module to determine the module's acceptability and to improving it if necessary.

Methods

An exploratory cross-sectional survey design was used to assess nursing students’ perceptions of a palliative care e-learning module. A feedback survey consisting of four 5-point, Likert-type items and an open-ended question was used. Data were collected between September 2021-December 2022. Descriptive statistics were used to summarize the survey findings and responses from the open-ended question were content analyzed.

Results

Students perceived that the e-learning module enhanced their knowledge, confidence, and perceptions of working with older adults with palliative care needs. Students enjoyed the module and suggested expanding content related to medical assistance in dying and communication with patients surrounding shared decision-making.

Conclusions

The palliative e-learning module was perceived by nursing students as enhancing their knowledge and confidence in delivering palliative care. Students’ feedback guided improvements made to the module.