Teaching and Learning in Nursing最新文献

英文中文

Evolved flipped learning: A path to deeper learning and autonomous digital skills in nursing education 进化的翻转学习：护理教育中深入学习和自主数字技能的途径

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-11-12 DOI: 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.

标准翻转学习（SFL）要求学生在课前了解核心内容。进化式翻转学习（EFL）扩展了这一模式，增加了探索性预备课程，让学生创建多媒体材料，培养综合、批判性思维和数字能力。目的评价护理学生在自主数字化学习、深度学习策略和学业满意度方面的影响，并探讨护理学生对EFL的看法。方法采用混合方法设计，将准实验研究与定性访谈相结合，对85名来自巴利亚杜利德大学和维尔瓦大学（西班牙）的三年级和四年级护理学生进行研究，随机分配到EFL （n = 42）或SFL （n = 43）。有效的量表测量自我效能、满意度和深度学习策略，而半结构化访谈提供定性数据。结果fl显著提高了深度学习策略，但满意度和自我效能感无显著差异。采访表明，除了工作量和数字技能方面的挑战外，他们的自主性、参与度和批判性思维也更强。结论sefl支持基于学生自我报告的深度学习条件，尽管结果仍然是感性的。进一步的研究应该包括客观的测量和跨学科的外语检验。

{"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}

引用次数: 0

Nursing students’ experiences with an interactive app developed for clinical skill training: A qualitative study 护理学生使用临床技能培训互动应用程序的体验：一项定性研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-11-11 DOI: 10.1016/j.teln.2025.08.035

Tone Brandeggen MD, Kristin Glenna Bodsberg MD, Torunn Strømme PhD, Elin Espeland MD, Kristin Hjorthaug Urstad PhD

Background

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.

护理教育旨在为学生提供临床实践所需的实践能力，通常伴随着对伤害患者的焦虑和治疗真人的复杂性。目的探讨护理二年级学生在临床技能培训过程中使用交互式技能培训应用程序支持学习的经验。方法采用探索性定性设计。数据通过6个焦点小组访谈收集，涉及27名护理二年级学生。转录本采用定性内容分析。结果出现了三个主要主题：应用程序的即时可访问性和简洁的内容支持学习，它有助于确保正确的步骤和程序的准确性；学生们强调，它应该补充，而不是取代教师的指导。结论交互式应用程序在临床技能培训中是对传统教学的有益补充。未来的研究应探讨其对学生在临床技能训练和环境中的能力和信心的长期影响。

{"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}

引用次数: 0

The aged care classroom: Shifting undergraduate nursing students' perceptions of residential aged care 老年护理课堂：改变本科护理学生对住宿老年护理的看法

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-11-06 DOI: 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

尽管老年护理对注册护士的需求正在上升，但护理专业的学生仍然对选择这一职业犹豫不决。目的本研究旨在评估老年护理课堂对护理本科生对居家老年护理的认知、想法和态度的影响。方法采用序贯混合法研究设计，并以定性研究综合报告准则为指导。方法在研讨会前和研讨会后进行在线调查（通过qualics），并与研讨会前和研讨会后的焦点小组一起进行调查。采用SPSS软件对定量调查数据进行分析。对定性数据进行了专题分析。结果学生对养老护理职业选择的兴趣有显著差异。焦点小组数据确定了四个关键主题，两个研讨会前主题：浸入水里，护理学生的恐惧；以及研讨会后的两个主题，机遇之门和问题的核心。结论协作式教育干预对提高学生对老年护理的认知、态度和思想的有效性具有重要意义

{"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}

引用次数: 0

Corrigendum to “Embedding Joy in Nursing Education: A Framework for Resilience and Professional Sustainability” Teaching and Learning in Nursing, 20 (2025) 199–200 “在护理教育中嵌入快乐：弹性和专业可持续性框架”的勘误表护理教学，20 (2025)199-200

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-11-05 DOI: 10.1016/j.teln.2025.10.030

Lynette V. Apen DNP, RN, CNS, CNE

引用次数: 0

Exploring the reasons for scoring inconsistency between undergraduate nursing assessors: A mixed methods research study 探讨本科护理评估者评分不一致的原因：一项混合方法的研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-25 DOI: 10.1016/j.teln.2025.09.020

Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary

Background

The inter-rater reliability of assessor decisions is crucial for performance assessments in nursing. One assessment that relies on a range of assessors making decisions about students is the Objective Structured Clinical Examination (OSCE).

Aim

This mixed-methods case study aimed to investigate the factors underlying extreme discrepancies between a pair of OSCE assessors.

Methods

This pair of assessors were selected from a larger sample (n=12), on the basis of the scores they awarded 4 recorded OSCE performances. Specifically, they were identified as being the harshest and most lenient assessors. Think-aloud and interview data collected during and after the grading process were analyzed with a view to exploring the reasons behind their large scoring discrepancies.

Results

The results indicated 3 themes that accounted for the variation in the scores of these assessors: use of criteria not contained in the marking guide, confidence in decision-making, and marking guide misalignment.

Conclusions

The results will be of interest to those using OSCEs in nursing, particularly where OSCE scores are used to make high-stakes decisions about students.

评估者决策的内部可靠性对护理绩效评估至关重要。客观结构化临床检查（OSCE）是一种依赖于一系列评估人员对学生做出决定的评估。目的：这个混合方法的案例研究旨在调查在一对欧安组织评估者之间存在极端差异的因素。方法这对评估者是从一个较大的样本（n=12）中选出的，根据他们对4个记录的欧安组织表现的评分。具体来说，他们被认为是最严厉和最宽容的评估者。在评分过程中和评分后收集的Think-aloud和访谈数据进行了分析，以探讨其评分差异较大的原因。结果：评卷指南中未包含的标准的使用、对决策的信心和评卷指南偏差是导致评卷者得分变化的3个主题。结论：这些结果将对那些在护理中使用OSCE的人感兴趣，特别是在OSCE分数被用来对学生做出高风险决策的地方。

{"title":"Exploring the reasons for scoring inconsistency between undergraduate nursing assessors: A mixed methods research study","authors":"Conor Scully , Mary Kelly , Zita Lysaght , Michael O’Leary","doi":"10.1016/j.teln.2025.09.020","DOIUrl":"10.1016/j.teln.2025.09.020","url":null,"abstract":"<div><h3>Background</h3><div>The inter-rater reliability of assessor decisions is crucial for performance assessments in nursing. One assessment that relies on a range of assessors making decisions about students is the Objective Structured Clinical Examination (OSCE).</div></div><div><h3>Aim</h3><div>This mixed-methods case study aimed to investigate the factors underlying extreme discrepancies between a pair of OSCE assessors.</div></div><div><h3>Methods</h3><div>This pair of assessors were selected from a larger sample (n=12), on the basis of the scores they awarded 4 recorded OSCE performances. Specifically, they were identified as being the harshest and most lenient assessors. Think-aloud and interview data collected during and after the grading process were analyzed with a view to exploring the reasons behind their large scoring discrepancies.</div></div><div><h3>Results</h3><div>The results indicated 3 themes that accounted for the variation in the scores of these assessors: use of criteria not contained in the marking guide, confidence in decision-making, and marking guide misalignment.</div></div><div><h3>Conclusions</h3><div>The results will be of interest to those using OSCEs in nursing, particularly where OSCE scores are used to make high-stakes decisions about students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e212-e218"},"PeriodicalIF":1.7,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842834","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

Do multimedia-based exam questions enhance learning? perspectives and insights from first-year nursing students 多媒体试题能促进学习吗？一年级护理专业学生的观点和见解

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-25 DOI: 10.1016/j.teln.2025.09.028

Mansi Dass Singh PhD , Natasha Hawkins PhD , Nitin Chitranshi PhD , James Dries MCEP, MExSc , Samran Sheriff PhD

Background

In a science subject within the Bachelor of Nursing, end-of-semester summative assessments measure student learning. Data collected from a summative task indicate students' attainment of essential knowledge.

Aims

The aim of this cross-sectional study is to explore nursing students’ perceptions of the use of multimedia-based questions in final exams.

Methods

Using Convenience sampling, the first-year nursing students were invited to voluntarily participate in this study. The survey was delivered online via Qualtrics, consisted of close-ended, open-ended questions and Likert scales. The open-ended questions were analysed using thematic analysis.

Results

Responses were received from 35 students. A total of 16 responses (45.7%) included sufficient information for inclusion in the analysis. 48 open-ended responses were collected related to the use of multimedia in examinations. Four themes emerged from the responses: (1) Engagement and Comfort, (2) Challenges encountered, (3) Perceived Effectiveness and (4) Enhanced understanding and Recall-being the most frequently commented theme.

Conclusions

Student perceptions and insights indicated that multimedia-based questions measure competence and may also serve as a pedagogical tool in supporting student recall during the exam.

在护理学士的一个科学学科中，期末总结评估衡量学生的学习情况。从总结性任务中收集的数据表明学生掌握了基本知识。目的本横断面研究旨在探讨护生对期末考试中使用多媒体试题的看法。方法采用方便抽样法，邀请护理一年级学生自愿参加本研究。该调查通过Qualtrics在线发布，由封闭式开放式问题和李克特量表组成。使用专题分析对开放式问题进行了分析。结果共收到35名学生的反馈。共有16份回复（45.7%）包含足够的信息纳入分析。收集了48份关于在考试中使用多媒体的开放式答复。从回答中出现了四个主题：(1)参与和舒适，(2)遇到的挑战，(3)感知有效性和(4)增强理解和回忆——这是最常被评论的主题。结论：学生的感知和见解表明，基于多媒体的问题可以衡量能力，也可以作为一种教学工具，支持学生在考试期间回忆。

{"title":"Do multimedia-based exam questions enhance learning? perspectives and insights from first-year nursing students","authors":"Mansi Dass Singh PhD , Natasha Hawkins PhD , Nitin Chitranshi PhD , James Dries MCEP, MExSc , Samran Sheriff PhD","doi":"10.1016/j.teln.2025.09.028","DOIUrl":"10.1016/j.teln.2025.09.028","url":null,"abstract":"<div><h3>Background</h3><div>In a science subject within the Bachelor of Nursing, end-of-semester summative assessments measure student learning. Data collected from a summative task indicate students' attainment of essential knowledge.</div></div><div><h3>Aims</h3><div>The aim of this cross-sectional study is to explore nursing students’ perceptions of the use of multimedia-based questions in final exams.</div></div><div><h3>Methods</h3><div>Using Convenience sampling, the first-year nursing students were invited to voluntarily participate in this study. The survey was delivered online via Qualtrics, consisted of close-ended, open-ended questions and Likert scales. The open-ended questions were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Responses were received from 35 students. A total of 16 responses (45.7%) included sufficient information for inclusion in the analysis. 48 open-ended responses were collected related to the use of multimedia in examinations. Four themes emerged from the responses: (1) Engagement and Comfort, (2) Challenges encountered, (3) Perceived Effectiveness and (4) Enhanced understanding and Recall-being the most frequently commented theme.</div></div><div><h3>Conclusions</h3><div>Student perceptions and insights indicated that multimedia-based questions measure competence and may also serve as a pedagogical tool in supporting student recall during the exam.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e234-e239"},"PeriodicalIF":1.7,"publicationDate":"2025-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842837","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

Effects of interprofessional simulation on undergraduate nursing students’ perceived interprofessional collaboration competency in the United States 跨专业模拟对美国护理本科生跨专业协作能力感知的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-24 DOI: 10.1016/j.teln.2025.09.027

Sarah J. Templeton DNP, FNP-C, RN, Akiko Kobayashi PhD, RN, Deborah Hoffman-McCully MSN, RNC, RN, Gerald Salud BSN, RN

Background

Patient care outcomes depend heavily on interprofessional collaboration (IPC), with nurses often leading team communication. Interprofessional education (IPE), when two or more disciplines learn from one another, is a vital tool in nursing curricula to prepare competent professionals. Despite strong support for IPE in nursing education, faculty face barriers (i.e., under-resourcing) to its consistent integration into the curriculum.

Aim

This study aimed to evaluate the impact of an interprofessional simulation (IPS) on senior nursing students’ (sNS) perceived IPC competency.

Methods

A quasi-experimental pretest-posttest design study was utilized. The IPE Collaboration Competency Self-Assessment Tool (Version 3) measured IPC among sNS, both before and following participation in an IPS with speech-language pathology students involving standardized neurological patients portrayed by theater students.

Results

The study found that sNS experienced a significant increase in perceived IPC in both “interacting” and “valuing” domains after participating in this IPS.

Conclusion

Participation in an IPS with live standardized patients as a teaching modality enhances perceived competency in IPC among sNS, utilizing limited resources to strengthen IPE.

患者护理结果在很大程度上取决于专业间协作（IPC），护士通常领导团队沟通。跨专业教育（IPE），当两个或多个学科相互学习时，是护理课程中培养合格专业人员的重要工具。尽管在护理教育中大力支持IPE，但教师在将其与课程相结合方面面临障碍（即资源不足）。目的探讨跨专业模拟（IPS）对护生IPC能力感知的影响。方法采用准实验前测后测设计。IPE协作能力自我评估工具（版本3）测量了社交网络在参与由戏剧专业学生扮演的标准化神经系统患者的言语语言病理学学生参与IPS之前和之后的IPC。结果研究发现，社交网络在参与该IPS后，在“互动”和“价值”领域的感知IPC显著增加。结论：以标准化患者为教学对象，通过有限的资源加强临床医学教育，提高了临床医学教育的感知能力。

{"title":"Effects of interprofessional simulation on undergraduate nursing students’ perceived interprofessional collaboration competency in the United States","authors":"Sarah J. Templeton DNP, FNP-C, RN, Akiko Kobayashi PhD, RN, Deborah Hoffman-McCully MSN, RNC, RN, Gerald Salud BSN, RN","doi":"10.1016/j.teln.2025.09.027","DOIUrl":"10.1016/j.teln.2025.09.027","url":null,"abstract":"<div><h3>Background</h3><div>Patient care outcomes depend heavily on interprofessional collaboration (IPC), with nurses often leading team communication. Interprofessional education (IPE), when two or more disciplines learn from one another, is a vital tool in nursing curricula to prepare competent professionals. Despite strong support for IPE in nursing education, faculty face barriers (i.e., under-resourcing) to its consistent integration into the curriculum.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the impact of an interprofessional simulation (IPS) on senior nursing students’ (sNS) perceived IPC competency.</div></div><div><h3>Methods</h3><div>A quasi-experimental pretest-posttest design study was utilized. The IPE Collaboration Competency Self-Assessment Tool (Version 3) measured IPC among sNS, both before and following participation in an IPS with speech-language pathology students involving standardized neurological patients portrayed by theater students.</div></div><div><h3>Results</h3><div>The study found that sNS experienced a significant increase in perceived IPC in both “interacting” and “valuing” domains after participating in this IPS.</div></div><div><h3>Conclusion</h3><div>Participation in an IPS with live standardized patients as a teaching modality enhances perceived competency in IPC among sNS, utilizing limited resources to strengthen IPE.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 41-45"},"PeriodicalIF":1.7,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842409","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

Reliability and validity testing of the Turkish version of the clinical adjustment scale for student nurses (CAS-SN) 土耳其版实习护士临床适应量表（CAS-SN）的信效度检验

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-22 DOI: 10.1016/j.teln.2025.09.024

Gizem Nur Kati , Asude Guney , Gulden Basit , Hilal Turkben Polat

Background

Clinical adjustment is essential for student nurses’ professional development, yet they face challenges during this transition.

Aim

This cross-sectional study aimed to examine the reliability and validity of the Turkish version of the (CAS-SN).

Methods

The study was performed with 315 third- and fourth-year student nurses enrolled in the nursing departments of a university. Confirmatory factor analysis (CFA) was applied to evaluate construct validity, and the scale’s reliability was assessed using Cronbach’s alpha coefficient and item–total correlations.

Results

The Turkish version of CAS-SN consists of three subdimensions and 15 items. Exploratory factor analysis (EFA) revealed three factors explaining 66.65% of the variance. CFA results demonstrated that the model achieved a good level of fit. Reliability analyses revealed a high overall Cronbach’s alpha coefficient of 0.918, with the subdimensions demonstrating coefficients ranging from 0.731 to 0.883.

Conclusions

The Turkish version of CAS-SN is a valid and reliable tool for assessing the clinical adjustment levels of student nurses. This scale enables nursing educators to effectively assess students’ clinical adjustment and identify key facilitators and barriers.

临床适应是护生专业发展的必要条件，但在此过程中面临着诸多挑战。目的本横断面研究旨在检验土耳其版CAS-SN量表的信度和效度。方法对某大学护理系315名大三、四年级护生进行研究。采用验证性因子分析（CFA）评估结构效度，采用Cronbach 's alpha系数和项目-总量相关性评估量表的信度。结果土耳其语版CAS-SN量表由3个子维度和15个条目组成。探索性因子分析（EFA）显示三个因素解释了66.65%的方差。CFA结果表明，该模型达到了良好的拟合水平。信度分析显示，总体Cronbach 's alpha系数为0.918，子维度显示系数在0.731至0.883之间。结论土耳其版CAS-SN量表是评估实习护生临床适应水平的有效、可靠的工具。该量表使护理教育者能够有效地评估学生的临床适应情况，并确定关键的促进因素和障碍。

{"title":"Reliability and validity testing of the Turkish version of the clinical adjustment scale for student nurses (CAS-SN)","authors":"Gizem Nur Kati , Asude Guney , Gulden Basit , Hilal Turkben Polat","doi":"10.1016/j.teln.2025.09.024","DOIUrl":"10.1016/j.teln.2025.09.024","url":null,"abstract":"<div><h3>Background</h3><div>Clinical adjustment is essential for student nurses’ professional development, yet they face challenges during this transition.</div></div><div><h3>Aim</h3><div>This cross-sectional study aimed to examine the reliability and validity of the Turkish version of the (CAS-SN).</div></div><div><h3>Methods</h3><div>The study was performed with 315 third- and fourth-year student nurses enrolled in the nursing departments of a university. Confirmatory factor analysis (CFA) was applied to evaluate construct validity, and the scale’s reliability was assessed using Cronbach’s alpha coefficient and item–total correlations.</div></div><div><h3>Results</h3><div>The Turkish version of CAS-SN consists of three subdimensions and 15 items. Exploratory factor analysis (EFA) revealed three factors explaining 66.65% of the variance. CFA results demonstrated that the model achieved a good level of fit. Reliability analyses revealed a high overall Cronbach’s alpha coefficient of 0.918, with the subdimensions demonstrating coefficients ranging from 0.731 to 0.883.</div></div><div><h3>Conclusions</h3><div>The Turkish version of CAS-SN is a valid and reliable tool for assessing the clinical adjustment levels of student nurses. This scale enables nursing educators to effectively assess students’ clinical adjustment and identify key facilitators and barriers.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e226-e233"},"PeriodicalIF":1.7,"publicationDate":"2025-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842836","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

Creating innovative leadership case-based scenarios utilizing the reverse-case-study approach 利用反向案例研究方法创建创新的基于领导力案例的场景

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-22 DOI: 10.1016/j.teln.2025.09.025

Patricia Lea DNP, RN, MSEd, CCRN, D. Elizabeth Martin DNP, RN, WHNP

引用次数: 0

Evaluation of nursing students' ability to recommend perinatal health apps 护生围产期健康app推荐能力评价

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-21 DOI: 10.1016/j.teln.2025.09.013

Erin Kennedy DNP, RN, Ron Piscotty PhD, RN, NI-BC, CNE, FAMIA, Albany LaGore BSN, RN, PhD

Background

Expecting parents often seek reliable information outside of office visits, while perinatal health apps have the potential to provide education between office visits, research shows that some apps lack evidence-based information and resources that expecting parents can trust.

Aim

The purpose of this study was to assess undergraduate nursing students' ability to evaluate perinatal health apps and provide sound recommendations for these apps to patients.

Method

The study utilized a quasi-experimental pre and posttest design. Participants from 2 undergraduate sections of nursing care of the childbearing family downloaded perinatal health apps to evaluate, as well as completed an online learning module.

Results

The results from this study indicate that students can appropriately evaluate app usability and quality, and recommend apps after completing a learning assignment.

Conclusion

This research suggests that such training may increase healthcare professionals' comfort in evaluating health apps and connecting patients with reliable evidence-based information.

期待中的父母经常在诊所就诊之外寻求可靠的信息，虽然围产期健康应用程序有可能在诊所就诊之间提供教育，但研究表明，一些应用程序缺乏基于证据的信息和期待中的父母可以信任的资源。目的本研究旨在评估本科护生对围产期健康app的评价能力，并为患者提供合理的app推荐。方法采用准实验前后测设计。来自育龄家庭护理本科2个科室的参与者下载围产期健康app进行评估，并完成在线学习模块。结果本研究结果表明，学生在完成学习作业后能够适当地评估应用程序的可用性和质量，并推荐应用程序。结论该研究表明，此类培训可以提高医疗保健专业人员评估健康应用程序的舒适度，并将患者与可靠的循证信息联系起来。

{"title":"Evaluation of nursing students' ability to recommend perinatal health apps","authors":"Erin Kennedy DNP, RN, Ron Piscotty PhD, RN, NI-BC, CNE, FAMIA, Albany LaGore BSN, RN, PhD","doi":"10.1016/j.teln.2025.09.013","DOIUrl":"10.1016/j.teln.2025.09.013","url":null,"abstract":"<div><h3>Background</h3><div>Expecting parents often seek reliable information outside of office visits, while perinatal health apps have the potential to provide education between office visits, research shows that some apps lack evidence-based information and resources that expecting parents can trust.</div></div><div><h3>Aim</h3><div>The purpose of this study was to assess undergraduate nursing students' ability to evaluate perinatal health apps and provide sound recommendations for these apps to patients.</div></div><div><h3>Method</h3><div>The study utilized a quasi-experimental pre and posttest design. Participants from 2 undergraduate sections of nursing care of the childbearing family downloaded perinatal health apps to evaluate, as well as completed an online learning module.</div></div><div><h3>Results</h3><div>The results from this study indicate that students can appropriately evaluate app usability and quality, and recommend apps after completing a learning assignment.</div></div><div><h3>Conclusion</h3><div>This research suggests that such training may increase healthcare professionals' comfort in evaluating health apps and connecting patients with reliable evidence-based information.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e200-e204"},"PeriodicalIF":1.7,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842832","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

首页上一页

类型

全部化学•材料生命科学医学物理工程技术环境•农林材料科学地球科学法学管理学化学环境科学与生态学计算机科学教育学经济学农林科学人文科学生物学数学物理与天体物理心理学综合性期刊其他工业工程理学历史学农学文学信息工程

数据库

全部 ACS Publications Elsevier ieeexplore Springer The Royal Society of Chemistry Wiley

期刊

Teaching and Learning in Nursing

全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.

﹀