Understanding nursing students' attitudes towards and readiness for artificial intelligence (AI) is crucial for the effective integration of AI into nursing education and practice. AI has the potential to enhance clinical decision-making and personalize patient care.
Aim
This study aimed to determine nursing students' attitudes towards and readiness for AI.
Methods
This was a cross-sectional descriptive study conducted at a nursing faculty in the west of Turkey and included 291 nursing students. Data were collected using the Individual Information Form, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS).
Results
The mean scores for Positive GAAIS, Negative GAAIS, and MAIRS-MS were 3.86 ± 0.62, 3.23 ± 0.82, and 76.93 ± 13.63, respectively. Fourth-year students scored significantly higher on the MAIRS-MS compared to second-year students (F = 3.750, p = 0.011). A positive correlation was found between MAIRS-MS and GAAIS scores (r = 0.330, p < 0.01).
Conclusions
The findings are anticipated to guide nursing faculties and academicians in incorporating AI into the curriculum.
{"title":"Exploring Nursing Students' Attitudes and Readiness for Artificial Intelligence: A Cross-Sectional Study","authors":"Turgay Yalcinkaya , Eda Ergin , Sebnem Cinar Yucel","doi":"10.1016/j.teln.2024.07.008","DOIUrl":"10.1016/j.teln.2024.07.008","url":null,"abstract":"<div><h3>Background</h3><p>Understanding nursing students' attitudes towards and readiness for artificial intelligence (AI) is crucial for the effective integration of AI into nursing education and practice. AI has the potential to enhance clinical decision-making and personalize patient care.</p></div><div><h3>Aim</h3><p>This study aimed to determine nursing students' attitudes towards and readiness for AI.</p></div><div><h3>Methods</h3><p>This was a cross-sectional descriptive study conducted at a nursing faculty in the west of Turkey and included 291 nursing students. Data were collected using the Individual Information Form, the General Attitudes towards Artificial Intelligence Scale (GAAIS), and the Medical Artificial Intelligence Readiness Scale for Medical Students (MAIRS-MS).</p></div><div><h3>Results</h3><p>The mean scores for Positive GAAIS, Negative GAAIS, and MAIRS-MS were 3.86 ± 0.62, 3.23 ± 0.82, and 76.93 ± 13.63, respectively. Fourth-year students scored significantly higher on the MAIRS-MS compared to second-year students (F = 3.750, p = 0.011). A positive correlation was found between MAIRS-MS and GAAIS scores (r = 0.330, p < 0.01).</p></div><div><h3>Conclusions</h3><p>The findings are anticipated to guide nursing faculties and academicians in incorporating AI into the curriculum.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e722-e728"},"PeriodicalIF":1.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243826","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 : 2024-08-01DOI: 10.1016/j.teln.2024.06.010
Sharon F. Beasley PhD, RN, CNE, NEA-BC
Background
In prelicensure nursing programs, the current faculty-driven process of summative assessment of program learning outcomes has limitations. While it effectively measures summative student learning, it lacks an equity-centered approach that promotes multiple forms of learning demonstration. Most importantly, the faculty's selection of summative assessment methods without student input significantly minimizes the student's voice in the assessment process, a crucial aspect that needs to be addressed.
Innovation
Faculty should adopt equity-centered summative assessments, such as the portfolio approach (a collection of students' comprehensive work), to capture the ways students demonstrate learning and ensure the student's voice is included in the assessment process.
Implication
Using portfolios in nursing programs will improve the quality of data collected from summative assessment tools, resulting in accurate and meaningful information to inform program decisions.
Conclusion
Accepting multiple forms of learning demonstration and including students in the assessment process through the portfolio approach ensures student engagement in evaluating their learning and supports faculty development of equity-centered assessment methods.
{"title":"Portfolio assessment methods in prelicensure nursing programs: An equity-minded approach","authors":"Sharon F. Beasley PhD, RN, CNE, NEA-BC","doi":"10.1016/j.teln.2024.06.010","DOIUrl":"10.1016/j.teln.2024.06.010","url":null,"abstract":"<div><h3>Background</h3><p>In prelicensure nursing programs, the current faculty-driven process of summative assessment of program learning outcomes has limitations. While it effectively measures summative student learning, it lacks an equity-centered approach that promotes multiple forms of learning demonstration. Most importantly, the faculty's selection of summative assessment methods without student input significantly minimizes the student's voice in the assessment process, a crucial aspect that needs to be addressed.</p></div><div><h3>Innovation</h3><p>Faculty should adopt equity-centered summative assessments, such as the portfolio approach (a collection of students' comprehensive work), to capture the ways students demonstrate learning and ensure the student's voice is included in the assessment process.</p></div><div><h3>Implication</h3><p>Using portfolios in nursing programs will improve the quality of data collected from summative assessment tools, resulting in accurate and meaningful information to inform program decisions.</p></div><div><h3>Conclusion</h3><p>Accepting multiple forms of learning demonstration and including students in the assessment process through the portfolio approach ensures student engagement in evaluating their learning and supports faculty development of equity-centered assessment methods.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 362-366"},"PeriodicalIF":1.9,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244002","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 : 2024-07-31DOI: 10.1016/j.teln.2024.07.006
Diana De Msc, RN, Lesley Butcher MA, RN
Background
Teaching nursing students to fully empathize with the important principles of diversity and intersectionality can pose a challenge for nurse educators.
Aim
To improve student nurse's communication skills during complex discharge planning.
Method
Through an interactive multi-professional team (MPT) role play, nurse educators incorporated principles of Cultural Safety, Embodiment, and Humanistic Learning Theory to draw students in a Return-to-Nursing Programme into fully participating in an experiential session to plan the discharge of a patient with Dementia.
Results
Intersectional revelations which came to light included causation of moral distress, language usage, assumptions being made about the patient and career, lack of inclusivity which students were then able to analyze further.
Conclusion
Evoking compassionate leadership through this type of simulation supports students to learn and improve the care of vulnerable patients.
{"title":"Using the Embodied Self Methodology to Address Intersectionality Through the Discharge of a Patient with Young Onset Dementia","authors":"Diana De Msc, RN, Lesley Butcher MA, RN","doi":"10.1016/j.teln.2024.07.006","DOIUrl":"10.1016/j.teln.2024.07.006","url":null,"abstract":"<div><h3>Background</h3><p>Teaching nursing students to fully empathize with the important principles of diversity and intersectionality can pose a challenge for nurse educators.</p></div><div><h3>Aim</h3><p>To improve student nurse's communication skills during complex discharge planning.</p></div><div><h3>Method</h3><p>Through an interactive multi-professional team (MPT) role play, nurse educators incorporated principles of Cultural Safety, Embodiment, and Humanistic Learning Theory to draw students in a Return-to-Nursing Programme into fully participating in an experiential session to plan the discharge of a patient with Dementia.</p></div><div><h3>Results</h3><p>Intersectional revelations which came to light included causation of moral distress, language usage, assumptions being made about the patient and career, lack of inclusivity which students were then able to analyze further.</p></div><div><h3>Conclusion</h3><p>Evoking compassionate leadership through this type of simulation supports students to learn and improve the care of vulnerable patients.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e709-e714"},"PeriodicalIF":1.9,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243934","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 : 2024-07-29DOI: 10.1016/j.teln.2024.07.004
Jo Ann F. Cummings , Deborah Kennard , Judith Egan , Saroj Aryal , Cindy McVey
Background
Various studies have explored the relationship between performance on commercially available standardized tests scores to NCLEX-RN success, yet not one set of predictors are applicable to all nursing populations.
Aim
The purpose of this study was to explore potential variables associated with successful first-time NCLEX-RN pass rates.
Method
A retrospective descriptive study examined data of students at a suburban area of the northeastern school of nursing.
Results
Variables such as overall GPA, scores in anatomy and physiology I, pathophysiology, ATI Medical Surgical, and the ATI Comprehensive Predictor were strong predictors of NCLEX-RN Success.
Conclusion
Based on the statistical analysis and logistic regression specific academic factors and standardized testing were accurate to classify 84% to 86% of NCLEX-RN success. Further research should be conducted to explore factors that predict failure on the NCLEX-RN.
{"title":"An Exploratory Study: Indicators of NCLEX-RN Success","authors":"Jo Ann F. Cummings , Deborah Kennard , Judith Egan , Saroj Aryal , Cindy McVey","doi":"10.1016/j.teln.2024.07.004","DOIUrl":"10.1016/j.teln.2024.07.004","url":null,"abstract":"<div><h3>Background</h3><p>Various studies have explored the relationship between performance on commercially available standardized tests scores to NCLEX-RN success, yet not one set of predictors are applicable to all nursing populations.</p></div><div><h3>Aim</h3><p>The purpose of this study was to explore potential variables associated with successful first-time NCLEX-RN pass rates.</p></div><div><h3>Method</h3><p>A retrospective descriptive study examined data of students at a suburban area of the northeastern school of nursing.</p></div><div><h3>Results</h3><p>Variables such as overall GPA, scores in anatomy and physiology I, pathophysiology, ATI Medical Surgical, and the ATI Comprehensive Predictor were strong predictors of NCLEX-RN Success.</p></div><div><h3>Conclusion</h3><p>Based on the statistical analysis and logistic regression specific academic factors and standardized testing were accurate to classify 84% to 86% of NCLEX-RN success. Further research should be conducted to explore factors that predict failure on the NCLEX-RN.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 397-401"},"PeriodicalIF":1.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243935","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 : 2024-07-29DOI: 10.1016/j.teln.2024.07.005
Chaya Gopalan , Kelli D. Whittington , Sheyenne Daughrity , Elizabeth Bruno , Melodie Rowbotham
Background
Rural nursing programs often encounter challenges stemming from limited access to educational resources. The flipped teaching (FT) modality enables students to be exposed to content before class and practice content through engaging activities in class. Faculty in rural nursing programs were introduced to FT as a professional development workshop, aligning their courses to engage students and foster the development of critical thinking skills.
Methods
Cohort 1 underwent a 3-day summer workshop, while Cohort 2 participated in a 2-day faculty development program during the early fall semester. The participants' knowledge of FT and its implementation was evaluated through surveys, faculty group interviews, and analysis of course design data.
Results
Participants embraced the FT modality, as both cohorts provided positive responses regardless of the timing or duration of the faculty development program. They effectively implemented FT pedagogy, utilizing the most suitable options for their respective courses.
Conclusions
Participation in a professional development program on FT significantly boosted the confidence of nursing faculty members in integrating this approach into their classrooms to engage students.
背景农村护理课程经常会遇到教育资源有限带来的挑战。翻转教学（FT）模式能让学生在课前接触教学内容，并在课堂上通过参与活动练习教学内容。农村护理专业的教师在专业发展研讨会上了解了翻转教学，并调整了他们的课程，以吸引学生并促进批判性思维能力的发展。方法第一组教师参加了为期 3 天的暑期研讨会，第二组教师在初秋学期参加了为期 2 天的教师发展项目。通过问卷调查、教师小组访谈和课程设计数据分析，对参与者对 FT 及其实施的认识进行了评估。结果参与者接受了 FT 模式，因为无论教师发展项目的时间或持续时间长短，两组参与者都做出了积极的回应。结论参加 FT 专业发展项目极大地增强了护理教师将这种方法融入课堂以吸引学生的信心。
{"title":"Exploring the Shift from Traditional Lectures to Flipped Teaching in Rural Nursing Programs","authors":"Chaya Gopalan , Kelli D. Whittington , Sheyenne Daughrity , Elizabeth Bruno , Melodie Rowbotham","doi":"10.1016/j.teln.2024.07.005","DOIUrl":"10.1016/j.teln.2024.07.005","url":null,"abstract":"<div><h3>Background</h3><p>Rural nursing programs often encounter challenges stemming from limited access to educational resources. The flipped teaching (FT) modality enables students to be exposed to content before class and practice content through engaging activities in class. Faculty in rural nursing programs were introduced to FT as a professional development workshop, aligning their courses to engage students and foster the development of critical thinking skills.</p></div><div><h3>Methods</h3><p>Cohort 1 underwent a 3-day summer workshop, while Cohort 2 participated in a 2-day faculty development program during the early fall semester. The participants' knowledge of FT and its implementation was evaluated through surveys, faculty group interviews, and analysis of course design data.</p></div><div><h3>Results</h3><p>Participants embraced the FT modality, as both cohorts provided positive responses regardless of the timing or duration of the faculty development program. They effectively implemented FT pedagogy, utilizing the most suitable options for their respective courses.</p></div><div><h3>Conclusions</h3><p>Participation in a professional development program on FT significantly boosted the confidence of nursing faculty members in integrating this approach into their classrooms to engage students.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e703-e708"},"PeriodicalIF":1.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243811","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 : 2024-07-29DOI: 10.1016/j.teln.2024.07.003
Siddig Ibrahim Abdelwahab , Manal Mohamed Elhassan Taha , Antonia Eliene Duarte , Maryam Jan , Waseem Hassan
Background
The main objective was to identify and analyze the top 100 most influential papers and authors in nursing education.
Methods
Scopus database was used for data retrieval and analysis. We selected top 100 most cited papers from 34 journals.
Results
Co-word analysis of paper titles was performed to present the major focus of these influential papers. Additionally, the top authors contributing to these 100 most cited papers were identified using different performance indicators such as total number of publications, total citations, h-index, m-index, and g-index.
Conclusion
This study provides valuable insights into influential contributions in nursing education. This may promote collaboration and idea exchange among researchers. The findings are beneficial for educators, practitioners, and policymakers in shaping the future of nursing education and research.
{"title":"The top 100 most influential papers and authors in nursing education","authors":"Siddig Ibrahim Abdelwahab , Manal Mohamed Elhassan Taha , Antonia Eliene Duarte , Maryam Jan , Waseem Hassan","doi":"10.1016/j.teln.2024.07.003","DOIUrl":"10.1016/j.teln.2024.07.003","url":null,"abstract":"<div><h3>Background</h3><p>The main objective was to identify and analyze the top 100 most influential papers and authors in nursing education.</p></div><div><h3>Methods</h3><p>Scopus database was used for data retrieval and analysis. We selected top 100 most cited papers from 34 journals.</p></div><div><h3>Results</h3><p>Co-word analysis of paper titles was performed to present the major focus of these influential papers. Additionally, the top authors contributing to these 100 most cited papers were identified using different performance indicators such as total number of publications, total citations, h-index, m-index, and g-index.</p></div><div><h3>Conclusion</h3><p>This study provides valuable insights into influential contributions in nursing education. This may promote collaboration and idea exchange among researchers. The findings are beneficial for educators, practitioners, and policymakers in shaping the future of nursing education and research.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 391-396"},"PeriodicalIF":1.9,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244003","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 : 2024-07-26DOI: 10.1016/j.teln.2024.07.007
Chunhua Ma PhD, RN, Wei Zhou MSN, RN
Background
Blended learning is popular in nursing education, and teachers and students claim it has beneficial learning outcomes. However, limited evidence exists regarding the positive effects of blended learning in health assessment course.
Aim
To test the effectiveness of blended learning on academic achievement, self-directed learning, and critical thinking in a health assessment course among undergraduate nursing students.
Methods
A quasi-experimental design was used. A total of 215 undergraduate nursing students were enrolled between 2021 and 2022. They were assigned to the blended and traditional learning group. Students in the blended learning group accepted the knowledge and skills learning of health assessment via online and offline learning. Those students in the traditional learning group only received face to face learning.
Results
The mean scores of theory tests and physical examination skills tests of health assessment, and self-directed learning and critical thinking for undergraduate nursing students in the blended learning group were higher than those in the traditional learning group after completing the two learning models.
Conclusion
Blended learning should be considered when teaching health assessment.
背景混合式学习在护理教育中很受欢迎，教师和学生都认为它能带来有益的学习效果。Aim To test the effectiveness of blended learning on academic achievement, self-directed learning, and critical thinking in a health assessment course among undergraduate nursing students.Methods A quasi-experimental design was used.在 2021 年至 2022 年期间，共招收了 215 名护理专业本科生。他们被分配到混合学习组和传统学习组。混合学习组的学生通过线上和线下学习接受健康评估知识和技能的学习。结果 完成两种学习模式后，混合学习组护理本科生的健康评估理论测试和体格检查技能测试、自主学习和批判性思维的平均得分均高于传统学习组。
{"title":"Effectiveness of blended learning in health assessment course among undergraduate nursing students: a quasi-experimental study","authors":"Chunhua Ma PhD, RN, Wei Zhou MSN, RN","doi":"10.1016/j.teln.2024.07.007","DOIUrl":"10.1016/j.teln.2024.07.007","url":null,"abstract":"<div><h3>Background</h3><p>Blended learning is popular in nursing education, and teachers and students claim it has beneficial learning outcomes. However, limited evidence exists regarding the positive effects of blended learning in health assessment course.</p></div><div><h3>Aim</h3><p>To test the effectiveness of blended learning on academic achievement, self-directed learning, and critical thinking in a health assessment course among undergraduate nursing students.</p></div><div><h3>Methods</h3><p>A quasi-experimental design was used. A total of 215 undergraduate nursing students were enrolled between 2021 and 2022. They were assigned to the blended and traditional learning group. Students in the blended learning group accepted the knowledge and skills learning of health assessment via online and offline learning. Those students in the traditional learning group only received face to face learning.</p></div><div><h3>Results</h3><p>The mean scores of theory tests and physical examination skills tests of health assessment, and self-directed learning and critical thinking for undergraduate nursing students in the blended learning group were higher than those in the traditional learning group after completing the two learning models.</p></div><div><h3>Conclusion</h3><p>Blended learning should be considered when teaching health assessment.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e715-e721"},"PeriodicalIF":1.9,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853993","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 : 2024-07-19DOI: 10.1016/j.teln.2024.06.013
Pedro Raúl Castellano-Santana PhD, RN , Clara Armas-Moreno BSc , Max Mòdol-Vidal MSc , Marta Serrano-Muñoz PhD , José Enrique Hernández-Rodríguez PhD, RN , Lucía Cilleros-Pino PhD, RN , Szilvia Endrényi MEc (Master of Economics) , Manuel Luque-González RN , Maximino Díaz-Hernández PhD, RN
Aims
To simulate the insertion of the new T-Control® urinary catheter with first-year nursing students without previous experience in bladder catheterization and assess the functionality and students' satisfaction compared with the conventional Foley-type catheter.
Material and Methods
A comparative, crossover study was conducted with nursing students. After receiving theoretical training, the participants performed the bladder catheterization with both catheters, the conventional Foley and the T-Control® catheter, on specific mannikins for bladder catheterization. The students assessed both devices by completing an ad hoc satisfaction questionnaire with 33 questions to compare both devices.
Results
T-Control® obtained better scores than the conventional Foley catheter in most individual questions. In the same way, T-Control® was chosen for more than 65% of participants in nine of the eleven statements of the comparative section, all with a positive connotation.
Conclusions
The T-Control® catheter was the best-rated device in both the individual and the comparative questions. Most of the students would choose T-Control® for their future patients. This study has allowed participants to know and practice a technique in nursing work.
{"title":"Comparative simulated insertion between T-Control® and Foley-type catheter in nursing students with no prior training","authors":"Pedro Raúl Castellano-Santana PhD, RN , Clara Armas-Moreno BSc , Max Mòdol-Vidal MSc , Marta Serrano-Muñoz PhD , José Enrique Hernández-Rodríguez PhD, RN , Lucía Cilleros-Pino PhD, RN , Szilvia Endrényi MEc (Master of Economics) , Manuel Luque-González RN , Maximino Díaz-Hernández PhD, RN","doi":"10.1016/j.teln.2024.06.013","DOIUrl":"10.1016/j.teln.2024.06.013","url":null,"abstract":"<div><h3>Aims</h3><p>To simulate the insertion of the new T-Control® urinary catheter with first-year nursing students without previous experience in bladder catheterization and assess the functionality and students' satisfaction compared with the conventional Foley-type catheter.</p></div><div><h3>Material and Methods</h3><p>A comparative, crossover study was conducted with nursing students. After receiving theoretical training, the participants performed the bladder catheterization with both catheters, the conventional Foley and the T-Control® catheter, on specific mannikins for bladder catheterization. The students assessed both devices by completing an ad hoc satisfaction questionnaire with 33 questions to compare both devices.</p></div><div><h3>Results</h3><p>T-Control® obtained better scores than the conventional Foley catheter in most individual questions. In the same way, T-Control® was chosen for more than 65% of participants in nine of the eleven statements of the comparative section, all with a positive connotation.</p></div><div><h3>Conclusions</h3><p>The T-Control® catheter was the best-rated device in both the individual and the comparative questions. Most of the students would choose T-Control® for their future patients. This study has allowed participants to know and practice a technique in nursing work.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e695-e702"},"PeriodicalIF":1.9,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724001331/pdfft?md5=1e96f91e1042d4969976af86075c8084&pid=1-s2.0-S1557308724001331-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141845816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-18DOI: 10.1016/j.teln.2024.07.001
Ashley York DNP, AGNP-C, WHNP-BC, MSCP, NPAP, COI
{"title":"Using Guided Reflection as a Teaching Strategy in Standardized Patient Simulation for Prelicensure Health Assessment Students","authors":"Ashley York DNP, AGNP-C, WHNP-BC, MSCP, NPAP, COI","doi":"10.1016/j.teln.2024.07.001","DOIUrl":"10.1016/j.teln.2024.07.001","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Page 390"},"PeriodicalIF":1.9,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141843807","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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