Teaching and Learning in Nursing最新文献

英文中文

Nursing students' AI literacy and ethical understanding of AI in nursing education 护生人工智能素养与护理教育中人工智能的伦理理解

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.004

Tracy M. Dodson PhD, MSN, RN, CEN , Kimberley Thompson-Hairston EdD , Janet M. Reed PhD, RN, CMSRN

Background

Generative artificial intelligence (GAI) offers opportunities to enhance learning in nursing education yet raises concerns about academic integrity and critical thinking. Limited research exists on nursing students' ethical understanding and prior GAI exposure.

Aim

To explore freshman nursing students’ understanding of ethical versus unethical uses of GAI, their foundational AI literacy, and prior exposure to AI training.

Methods

A cross-sectional descriptive study was conducted using a researcher-developed survey administered to 119 freshman BSN students at a large Midwestern university. The survey assessed knowledge of GAI ethics, GAI use, and perceptions of university-led GAI training.

Results

Students demonstrated a strong ability to differentiate between ethical and unethical uses of GAI (93 % accuracy). However, gaps were noted in understanding when AI-generated content crosses into academic dishonesty. Many students reported limited AI training and expressed strong interest in AI learning modules.

Conclusions

Freshman nursing students are eager to use GAI responsibly but lack foundational training. AI literacy education is essential to support ethical decision-making, preserve academic integrity, and prepare students for responsible AI use in nursing practice.

生成式人工智能（GAI）为加强护理教育的学习提供了机会，但也引发了对学术诚信和批判性思维的担忧。关于护生伦理理解与GAI暴露的相关研究有限。目的探讨大一护理专业学生对人工智能的道德与不道德使用的理解，他们的人工智能基础素养，以及之前接受过的人工智能培训。方法采用研究人员自行开发的调查问卷，对中西部一所大型大学的119名新生进行横断面描述性研究。该调查评估了GAI伦理知识、GAI使用以及对大学主导的GAI培训的看法。结果学生表现出很强的区分GAI的道德和不道德使用的能力（准确率为93%）。然而，人们注意到，在理解人工智能生成的内容何时会变成学术不诚实方面存在差距。许多学生表示人工智能培训有限，并对人工智能学习模块表达了浓厚的兴趣。结论大一护生渴望负责任地使用GAI，但缺乏基础训练。人工智能素养教育对于支持道德决策、维护学术诚信和培养学生在护理实践中负责任地使用人工智能至关重要。

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引用次数: 0

Nursing students’ perceptions and ethical considerations of ChatGPT usage in nursing education: A cross-sectional study 护生对ChatGPT在护理教育中使用的认知和伦理考虑：一项横断面研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.06.010

Hosny Maher Sultan, Beryl Juliet Sam, Remya R. Pillai

Background

Artificial intelligence tools like ChatGPT are increasingly integrated into nursing education, yet concerns about accuracy, academic integrity, and ethical implications remain underexplored.

Aim

To examine nursing students’ perceptions, usage patterns, and ethical concerns regarding ChatGPT in nursing education.

Methods

Cross-sectional descriptive study conducted at a UAE university. Fifty-five undergraduate nursing students participated using a validated structured questionnaire (Cronbach’s alpha = 0.71). Chi-square tests analyzed associations between variables.

Results

Most students used ChatGPT for exam preparation (74.5%) and coursework (63.6%). While 81.8% verified responses, 87.3% encountered misinformation. Significant associations existed between usage frequency and academic year (p < 0.05). Students expressed concerns about academic dishonesty and over-reliance.

Conclusions

Nursing students widely adopt ChatGPT despite accuracy and ethical concerns. Findings highlight urgent needs for AI literacy programs, ethical frameworks, and institutional guidelines for responsible AI integration in nursing education.

ChatGPT等人工智能工具越来越多地融入护理教育，但对准确性、学术诚信和伦理影响的担忧仍未得到充分探讨。目的探讨护生在护理教育中对ChatGPT的认知、使用模式和伦理问题。方法在阿联酋一所大学进行横断面描述性研究。55名本科护生采用有效的结构化问卷（Cronbach’s alpha = 0.71）参与。卡方检验分析变量之间的关联。结果大部分学生将ChatGPT用于备考（74.5%）和课程作业（63.6%）。81.8%的回复得到了验证，87.3%的回复遇到了错误信息。使用频率与学年之间存在显著相关（p < 0.05）。学生们表达了对学术不诚实和过度依赖的担忧。结论尽管存在准确性和伦理问题，但护生广泛采用ChatGPT。研究结果强调，迫切需要人工智能扫盲计划、伦理框架和机构指南，以负责任地将人工智能融入护理教育。

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引用次数: 0

Clinical debriefing that builds critical thinking 建立批判性思维的临床汇报

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.015

Liezl Anne M. Magtoto-Lumanlan MN, RN

引用次数: 0

Peer assessment in collaborative learning: A validated tool to enhance equity and engagement in nursing education 协作学习中的同伴评估：一个有效的工具，以提高公平和参与护理教育

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.017

Yujing Dong , Fangfang Du , Haiyan Yin , Shizheng Du

Background

Collaborative learning is widely adopted in nursing education yet challenged by unequal engagement and limited feedback. While peer assessment may address these issues, existing tools often lack validity or practicality.

Aim

To develop a validated peer assessment tool, evaluate its impact on group academic performance and dynamics, and explore students' perspectives through mixed methods.

Methods

A quasi-experimental study was conducted with 67 nursing students (34 experimental/33 control). The experimental group used a 5-item Likert-scale peer assessment tool to adjust individual grade, while the control group used traditional group scoring. Outcomes included academic performance, engagement, and perceived fairness. Qualitative interviews explored students’ perspectives on the tool.

Results

The tool showed high reliability (α=0.954) and explained 89.4 % variance.The experimental group showed significantly higher group academic performance (91.4 vs. 84.7, p<0.001), engagement (4.15 vs. 3.78, p<0.05), and perceived fairness (4.29 vs. 3.97, p<0.05). Interviews highlighted fairness, objectivity, participation and refinement suggestions. Satisfaction was unchanged (p=0.195)

Conclusions

The tool enhanced group academic performance, engagement and equity. Its simplicity and strong psychometric properties support applicability in nursing education.

协作学习在护理教育中被广泛采用，但存在参与不平等和反馈有限的问题。虽然同行评估可以解决这些问题，但现有的工具往往缺乏有效性或实用性。目的开发一种有效的同伴评估工具，评估其对小组学习成绩和动态的影响，并通过混合方法探索学生的观点。方法对67名护生进行准实验研究，其中实验组34人，对照组33人。实验组采用李克特5项同伴评价工具调整个体评分，对照组采用传统的分组评分。结果包括学习成绩、参与度和感知公平性。定性访谈探讨了学生对该工具的看法。结果该工具具有较高的信度（α=0.954），方差解释率为89.4%。实验组的学习成绩（91.4比84.7,p<0.001）、敬业度（4.15比3.78,p<0.05）和公平感（4.29比3.97,p<0.05）显著高于实验组。访谈强调公平、客观、参与和改进建议。结论该工具提高了学生的学习成绩、敬业度和公平度。它的简单性和强大的心理测量特性支持在护理教育中的适用性。

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引用次数: 0

Synergizing PAD and BOPPPS: a teaching model's application in health assessment course 协同PAD与BOPPPS：一种健康评估课程教学模式的应用

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.014

Qiuling Wang PhD , Zhiling Sun PhD , Danwen Wang PhD , Lei Cao PhD

Aim

This study was conducted to evaluate the effect of the educational impact of amalgamating the presentation-assimilation-discussion (PAD) and Bridge-in, Objective, Preassessment, Participatory learning, Postassessment, and Summary (BOPPPS) teaching models within the health assessment curriculum.

Background

For nursing students, developing expertise in physical examination is essential and hinges on their ability to integrate substantial theoretical knowledge with sharp clinical diagnosis. At the novice stage, the students confront the challenge of integrating a vast spectrum of multidisciplinary concepts, often leading to learner burnout. The breadth and intricacy of diseases further complicate teaching efficacy.

Design

This study has a randomized controlled design.

Methods

We assessed 274 nursing undergraduates from Nanjing University of Chinese Medicine, allocating them into a control group, which followed conventional teaching practices, and an experimental group immersed in the PAD and BOPPPS methodologies. Comparative analyses of chapter test scores, group report evaluations, and survey responses were conducted using an unpaired student's t-test.

Results

Notably, the experimental cohort outperformed the control group in chapter tests and group reports (p < 0.05). Additionally, they showcased superior self-directed learning and critical thinking skills, as indicated by the survey (p < 0.05).

Conclusions

The novel integration of PAD and BOPPPS teaching frameworks in health assessment courses significantly benefits nursing students’ academic performance and cultivates their self-learning and critical thinking faculties.

目的本研究旨在评估在健康评估课程中整合陈述-同化-讨论（PAD）与介入、客观、预评、参与式学习、后评和总结（BOPPPS）教学模式的教育效果。对于护理专业的学生来说，发展体格检查的专业知识是必不可少的，这取决于他们将大量的理论知识与敏锐的临床诊断相结合的能力。在初学者阶段，学生面临着整合大量多学科概念的挑战，这往往导致学习者倦怠。疾病的广泛性和复杂性进一步使教学效果复杂化。设计本研究采用随机对照设计。方法对南京中医药大学护理本科生274名进行评估，将其分为对照组和实验组，对照组采用传统教学方法，实验组采用PAD和BOPPPS教学方法。采用非配对学生t检验对章节测试成绩、小组报告评估和调查反应进行了比较分析。结果实验组在章节检验和分组报告上均优于对照组（p < 0.05）。此外，调查显示，他们表现出卓越的自主学习和批判性思维技能（p < 0.05）。结论PAD与BOPPPS教学框架在健康评估课程中的新颖整合，显著提高了护生的学习成绩，培养了他们的自主学习能力和批判性思维能力。

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引用次数: 0

A conversation with Dr. Cynthia Clark 与辛西娅·克拉克博士的对话

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.009

Justin Fontenot DNP, RN, NEA-BC, FAADN , Cynthia M. Clark PhD, RN, ANEF, FAAN

引用次数: 0

Preprofessional organizations: An opportunity to practice leadership and build professional identity 职业前组织：一个实践领导力和建立职业认同的机会

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-05 DOI: 10.1016/j.teln.2025.07.008

Melissa L. Mastorovich DNP, RN, PMH-BC, FAADN, Associate Editor

引用次数: 0

Older adults care program students' thoughts on the “1 concept - 1 minute game”: a qualitative research 老年人关怀项目学生对“1个概念- 1分钟游戏”的思考：一项定性研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-07-31 DOI: 10.1016/j.teln.2025.07.013

Özalp Cemal

Background

Educational games are widely used to promote active student participation and support long-term retention of knowledge.

Aim

This study aimed to explore the opinions and experiences of students enrolled in the Older Adults Care Program regarding the “1 Concept - 1 Minute Game.”

Methods

A phenomenological design was used with a qualitative research approach. The population of the study consisted of 33 students studying in the Older Adults Care Program at a state university's Vocational School and taking the Terminal Period Care course. The Introductory Information Form and Semi-Structured Interview Form were used in the collection of data.

Results

The main themes of the study were emotions during the game, having fun and permanent learning, and social relationships. It was found that emotions such as self-confidence, courage, comfort, mind-opening, fun learning, happiness, and exciting and enjoyable learning were experienced during the game.

Conclusion

Students feel positive emotions during the game, and the 1 concept - 1 minute game provides permanent learning and improves social relationships.

教育游戏被广泛用于促进学生的积极参与和支持知识的长期保留。目的本研究旨在探讨参加长者护理计划的学生对“1概念- 1分钟游戏”的看法和经验。方法采用现象学设计和定性研究方法。该研究的人群包括33名在州立大学职业学校学习老年人护理项目并参加末期护理课程的学生。数据收集采用介绍信息表和半结构化访谈表。结果研究的主题是游戏中的情绪、获得乐趣和永久学习以及社会关系。结果发现，在游戏过程中，人们体验到了自信、勇气、舒适、开放、有趣的学习、快乐、兴奋和愉快的学习等情绪。结论学生在游戏过程中感受到积极的情绪，1个概念- 1分钟的游戏提供了永久的学习，改善了社会关系。

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引用次数: 0

ACEN accreditation Q&A: Addressing common concerns ACEN认证问答：解决常见问题

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-07-31 DOI: 10.1016/j.teln.2025.07.006

Melissa Tillson PhD, RN, CNE, Suzette Farmer PhD, RN, Shari Gholson DNP, RN, CNE, Nell Ard PhD, RN, CNE, ANEF, Keri Nunn-Ellison EdD, MSN, CNE, Laura Polk PhD, RN, CNE

This article addresses common questions related to the Accreditation Commission for Education in Nursing (ACEN) Standards and Criteria as well as its policies. It provides clarity on topics such as the assessment of End-of-Program Student Learning Outcomes (EPSLOs), updates to ACEN Standards and Criteria, reporting substantive changes, diversity, equity, and inclusion (DEI) principles, appropriate assessment methods, and faculty sufficiency and expertise. By addressing these frequently asked questions, the article aims to empower educators and administrators to foster excellence within their nursing programs and enhance the overall quality of nursing education through assessment processes, meaningful engagement with ACEN resources, and continuous improvement.

本文解决了与护理教育认证委员会（ACEN）标准和准则及其政策相关的常见问题。它明确了项目结束学生学习成果（epslo）的评估、ACEN标准和标准的更新、报告实质性变化、多样性、公平和包容（DEI）原则、适当的评估方法、教师充分性和专业知识等主题。通过解决这些常见问题，本文旨在使教育工作者和管理人员能够通过评估过程、与ACEN资源的有意义的接触和持续改进，在护理项目中培养卓越，提高护理教育的整体质量。

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Apprentice nurses’ with specific learning differences: A phenomenological inquiry into their lived experience 特殊学习差异的见习护士：对其生活经验的现象学探究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-07-30 DOI: 10.1016/j.teln.2025.07.005

Sally Lawton BSc (Hons), MEd (Health Professions), FHEA, Mark Widdowfield BSc (Hons), PgDip (R), PgCertEd, SFHEA

Aim

To explore the lived experiences of apprentice nurses who have been identified with Specific Learning Differences.

Background

Apprentice nurses with a learning adjustment plan face unique challenges within their work base, on clinical placements, and in academic settings.

Aim

To explore the experiences of apprenticeship nurses with specific learning differences.

Methods

An interpretative phenomenological approach was employed through in-depth, semi-structured interviews with 8 nursing apprentices nursing with a learning plan.

Results

Four themes discussed are learner identity revealed how participants perceived themselves in relation to nursing, academia and their learning differences; time detailed the apprentices need to engage in extended study time; the changing learning environment describes the impact of physical and social components of the learning space; Technological enhancements/barriers related to modifications made to support learning and the impact they had.

Conclusions

The findings support collaborative, inclusive teaching and learning practices within the pre-registration apprentice nursing curriculum. Early identification and practical reasonable adjustments in the academic, work base and clinical placement environments can have a positive impact on this group of apprentice nurses.

目的探讨具有特殊学习差异的见习护士的生活经历。有学习调整计划的学徒护士在他们的工作基础、临床实习和学术环境中面临着独特的挑战。目的探讨具有特殊学习差异的见习护士的经验。方法采用解释现象学方法，对8名有学习计划的护理学徒进行深度、半结构化访谈。结果探讨了四个主题：学习者认同揭示了参与者如何感知自己与护理、学术和学习差异的关系；时间详细说明徒弟需要从事延长的学习时间；不断变化的学习环境描述了学习空间的物理和社会组成部分的影响；技术改进/障碍与为支持学习所做的修改及其影响有关。结论本研究结果支持在预注册护理学徒课程中实施协作、包容的教学实践。在学术环境、工作基础环境和临床实习环境中及早发现并进行切实合理的调整，对这一群体的实习护士产生积极的影响。

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