Pub Date : 2026-01-01Epub 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":"2026-01-01","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}
Pub Date : 2026-01-01Epub Date: 2025-08-25DOI: 10.1016/j.teln.2025.07.027
Ah Rim Kim
Background
Prelicensure nursing students may face restricted access to hands-on training in neonatal care, especially in high-risk and gender-sensitive environments.
Aim
This study examined whether mixed reality (MR) simulation using HoloLens 2 could enhance engagement, performance confidence, and learning flow in neonatal nursing education.
Methods
A quasi-experimental design was used with 30 nursing students assigned to intervention (MR-based training) or control (text-based learning) groups. Participants completed pre- and post-tests assessing key learning outcomes.
Results
MR-based training significantly improved learning interest (p = 0.012), performance confidence (p < 0.001), and postintervention learning flow (p < 0.001) compared to the control. Significant group effects were observed for all outcomes, with performance confidence also showing a significant interaction effect (p = 0.006). Participants reported high usability, strong immersion, and high educational satisfaction with the MR training experience.
Conclusions
MR simulation supports immersive and equitable clinical training in neonatal care, helping to bridge theory–practice gaps in nursing education. These findings support its integration into undergraduate and prelicensure nursing curricula, including associate degree programs, to enhance skill acquisition and learner engagement.
{"title":"Mixed reality simulation to enhance neonatal care skills in nursing students","authors":"Ah Rim Kim","doi":"10.1016/j.teln.2025.07.027","DOIUrl":"10.1016/j.teln.2025.07.027","url":null,"abstract":"<div><h3>Background</h3><div>Prelicensure nursing students may face restricted access to hands-on training in neonatal care, especially in high-risk and gender-sensitive environments.</div></div><div><h3>Aim</h3><div>This study examined whether mixed reality (MR) simulation using HoloLens 2 could enhance engagement, performance confidence, and learning flow in neonatal nursing education.</div></div><div><h3>Methods</h3><div>A quasi-experimental design was used with 30 nursing students assigned to intervention (MR-based training) or control (text-based learning) groups. Participants completed pre- and post-tests assessing key learning outcomes.</div></div><div><h3>Results</h3><div>MR-based training significantly improved learning interest (<em>p</em> = 0.012), performance confidence (<em>p</em> < 0.001), and postintervention learning flow (<em>p</em> < 0.001) compared to the control. Significant group effects were observed for all outcomes, with performance confidence also showing a significant interaction effect (<em>p</em> = 0.006). Participants reported high usability, strong immersion, and high educational satisfaction with the MR training experience.</div></div><div><h3>Conclusions</h3><div>MR simulation supports immersive and equitable clinical training in neonatal care, helping to bridge theory–practice gaps in nursing education. These findings support its integration into undergraduate and prelicensure nursing curricula, including associate degree programs, to enhance skill acquisition and learner engagement.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e46-e51"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842841","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 : 2026-01-01Epub Date: 2025-09-13DOI: 10.1016/j.teln.2025.08.026
Merav Ben Natan Prof. RN, PhD, MBA , Rotem Klein RN, BA , Sapir Levi RN, BA
Background
Sexual harassment is a persistent concern in nursing education, often leading to emotional distress and academic disengagement. Despite its prevalence, incidents are frequently underreported.
Aim
To examine the prevalence of sexual harassment among nursing students in Israel, assess gaps between actual and intended reporting behavior, and identify psychological predictors of reporting intention using the theory of planned behavior (TPB).
Methods
A cross-sectional study was conducted among 200 undergraduate nursing students using validated TPB-based questionnaires. Data were analyzed with descriptive statistics, Pearson correlations, and multiple linear regression.
Results
Nearly half (49 %) of participants reported experiencing harassment, yet only 27 % formally reported incidents. In contrast, 77.5 % indicated an intention to report future incidents. Attitudes and perceived behavioral control significantly predicted intention, while subjective norms and organizational climate were not.
Conclusions
Although students expressed high intent to report harassment, actual reporting remained low, revealing a gap shaped by both psychological factors, such as attitudes and self-efficacy, and systemic barriers. Targeted interventions should address these challenges to narrow the intention-behavior gap and promote safer institutional environments.
{"title":"Reporting sexual harassment in nursing education: A theory of planned behavior study","authors":"Merav Ben Natan Prof. RN, PhD, MBA , Rotem Klein RN, BA , Sapir Levi RN, BA","doi":"10.1016/j.teln.2025.08.026","DOIUrl":"10.1016/j.teln.2025.08.026","url":null,"abstract":"<div><h3>Background</h3><div>Sexual harassment is a persistent concern in nursing education, often leading to emotional distress and academic disengagement. Despite its prevalence, incidents are frequently underreported.</div></div><div><h3>Aim</h3><div>To examine the prevalence of sexual harassment among nursing students in Israel, assess gaps between actual and intended reporting behavior, and identify psychological predictors of reporting intention using the theory of planned behavior (TPB).</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted among 200 undergraduate nursing students using validated TPB-based questionnaires. Data were analyzed with descriptive statistics, Pearson correlations, and multiple linear regression.</div></div><div><h3>Results</h3><div>Nearly half (49 %) of participants reported experiencing harassment, yet only 27 % formally reported incidents. In contrast, 77.5 % indicated an intention to report future incidents. Attitudes and perceived behavioral control significantly predicted intention, while subjective norms and organizational climate were not.</div></div><div><h3>Conclusions</h3><div>Although students expressed high intent to report harassment, actual reporting remained low, revealing a gap shaped by both psychological factors, such as attitudes and self-efficacy, and systemic barriers. Targeted interventions should address these challenges to narrow the intention-behavior gap and promote safer institutional environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e262-e268"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842876","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 : 2026-01-01Epub Date: 2025-08-19DOI: 10.1016/j.teln.2025.07.021
Esther Crespo-Mirasol PhD, MSc, Bh, RNM , Ma Ángeles Saz-Roy PhD, MSc, PNP, RN , Antonio R. Moreno-Poyato PhD, MSc, MHN, RN , Julia González-Vaca PhD, RN , Dolors Rodríguez-Martín PhD, MSc, Bh, RN , Elena Maestre-González RN , Elvira García-Carulla PNP, RN , Mónica Isidro-Albaladejo RNM , Eva M. Melendo-Azuela PhD, MSN, RN , M. Carmen Rodríguez-Chaves MHN, RN , Griselda Vázquez-Garreta RNM , Ana Ventosa-Ruiz PhD, MHN, RN , Maria Helena Viñas-Llebot PhD, BEd, RNM
Background
Training in gender-based violence is necessary to develop identification and intervention skills among nursing students.
Aim
To determine the impact of an educational intervention on intimate partner violence in terms of perceptions of violence and empathic responses among nursing students at a Spanish university.
Methods
Pre-post quasiexperimental study. Fourth-year students at the Faculty of Nursing at University of Barcelona participated in 2022-23. The Perception of Intimate Partner Violence in Nursing Students questionnaire, the Interpersonal Reactivity Index and an ad hoc satisfaction survey were used.
Results
At baseline, 299 students participated, mean age 23.31 years, 88.6% female. After the training, 184 students. 65.5% reported personal experience of intimate partner violence. Women scored higher on empathic response (empathic concern 28.07). After the training, there were improvements in most of the dimensions assessed. The methodology used received a mean score 8.19.
Conclusion
Active learning methods in intimate partner violence training have a positive effect on nursing students' learning in terms of perceiving violence and responding empathically. Significant differences were observed in all dimensions except fantasy and personal discomfort.
{"title":"Simulated clinical cases to identify and intervene in intimate partner violence among undergraduate nursing students","authors":"Esther Crespo-Mirasol PhD, MSc, Bh, RNM , Ma Ángeles Saz-Roy PhD, MSc, PNP, RN , Antonio R. Moreno-Poyato PhD, MSc, MHN, RN , Julia González-Vaca PhD, RN , Dolors Rodríguez-Martín PhD, MSc, Bh, RN , Elena Maestre-González RN , Elvira García-Carulla PNP, RN , Mónica Isidro-Albaladejo RNM , Eva M. Melendo-Azuela PhD, MSN, RN , M. Carmen Rodríguez-Chaves MHN, RN , Griselda Vázquez-Garreta RNM , Ana Ventosa-Ruiz PhD, MHN, RN , Maria Helena Viñas-Llebot PhD, BEd, RNM","doi":"10.1016/j.teln.2025.07.021","DOIUrl":"10.1016/j.teln.2025.07.021","url":null,"abstract":"<div><h3>Background</h3><div>Training in gender-based violence is necessary to develop identification and intervention skills among nursing students.</div></div><div><h3>Aim</h3><div>To determine the impact of an educational intervention on intimate partner violence in terms of perceptions of violence and empathic responses among nursing students at a Spanish university.</div></div><div><h3>Methods</h3><div>Pre-post quasiexperimental study. Fourth-year students at the Faculty of Nursing at University of Barcelona participated in 2022-23. The Perception of Intimate Partner Violence in Nursing Students questionnaire, the Interpersonal Reactivity Index and an <em>ad hoc</em> satisfaction survey were used.</div></div><div><h3>Results</h3><div>At baseline, 299 students participated, mean age 23.31 years, 88.6% female. After the training, 184 students. 65.5% reported personal experience of intimate partner violence. Women scored higher on empathic response (empathic concern 28.07). After the training, there were improvements in most of the dimensions assessed. The methodology used received a mean score 8.19.</div></div><div><h3>Conclusion</h3><div>Active learning methods in intimate partner violence training have a positive effect on nursing students' learning in terms of perceiving violence and responding empathically. Significant differences were observed in all dimensions except fantasy and personal discomfort.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e23-e31"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842839","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}
A sense of belonging, defined as acceptance, inclusion, and identity within a group, significantly influences nursing students' academic and social integration into college. Limited belonging causes student attrition.
Aim
This research explored factors influencing nursing students' sense of belonging and identified elements promoting or hindering this feeling.
Methods
This is a cross-sectional, descriptive comparative study that was conducted with undergraduate nursing students (N = 201) from multiple campuses at a southwestern U.S. university. Data were collected via an anonymous survey using the Department Sense of Belonging and Involvement (DeSBI) tool. Descriptive and comparative statistics were analyzed.
Results
Campus location significantly influenced students’ sense of belonging. Satellite campus students reported significantly higher belonging than main campus students.
Conclusions
Campus location has a significant impact on nursing students' sense of belonging, with students from satellite campuses reporting higher levels of inclusion and connection. These findings highlight the need for targeted institutional interventions at main campuses to cultivate a stronger sense of community. Enhancing the sense of belonging on main campuses may contribute to improved academic performance, reduced attrition, and a more resilient nursing workforce.
{"title":"Sense of belonging of bachelor nursing students: a descriptive-comparative study","authors":"Evangeline Fangonil-Gagalang PhD, RN, Yeon Kim DNP, RN, CCRN, Justin Schneider DNP, RN, AGPCNP-BC, Renee Gregg-Chastain DNP, RN, FNP","doi":"10.1016/j.teln.2025.09.008","DOIUrl":"10.1016/j.teln.2025.09.008","url":null,"abstract":"<div><h3>Background</h3><div>A sense of belonging, defined as acceptance, inclusion, and identity within a group, significantly influences nursing students' academic and social integration into college. Limited belonging causes student attrition.</div></div><div><h3>Aim</h3><div>This research explored factors influencing nursing students' sense of belonging and identified elements promoting or hindering this feeling.</div></div><div><h3>Methods</h3><div>This is a cross-sectional, descriptive comparative study that was conducted with undergraduate nursing students (<em>N</em> = 201) from multiple campuses at a southwestern U.S. university. Data were collected via an anonymous survey using the Department Sense of Belonging and Involvement (DeSBI) tool. Descriptive and comparative statistics were analyzed.</div></div><div><h3>Results</h3><div>Campus location significantly influenced students’ sense of belonging. Satellite campus students reported significantly higher belonging than main campus students.</div></div><div><h3>Conclusions</h3><div>Campus location has a significant impact on nursing students' sense of belonging, with students from satellite campuses reporting higher levels of inclusion and connection. These findings highlight the need for targeted institutional interventions at main campuses to cultivate a stronger sense of community. Enhancing the sense of belonging on main campuses may contribute to improved academic performance, reduced attrition, and a more resilient nursing workforce.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e194-e199"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842831","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 : 2026-01-01Epub Date: 2025-09-25DOI: 10.1016/j.teln.2025.09.001
Feyza Demir Bozkurt PhD Candidate, MScN, RN , İlknur Dolu PhD, MScN, RN (Associate Professor) , Ahmet Berk Ustun PhD, MSc (Associate Professor)
Background
Many nursing students experience sleep problems. Exergames offer a nonpharmacological method to improve sleep.
Aim
This study aimed to evaluate the effects of exergames on sleep quality among nursing students.
Methods
A pretest–post-test randomized controlled trial was conducted between September 2023 and December 2024 at a public university in Turkiye. Sixty nursing students were randomly assigned to intervention and control groups. The intervention group completed a 3-session exergame program. Data were collected pre- and postintervention using questionnaires, the Pittsburgh Sleep Quality Index (PSQI), and wrist actigraphy. Changes in subjective and objective sleep measures were analyzed using a Paired Samples t-test.
Results
The intervention group’s mean PSQI scores improved from 5.33 (SD = 2.38) to 5.07 (SD = 2.40), showing a statistically significant difference (t = 16.544; p < 0.001). Actigraphy data indicated increased sleep efficiency from 76.78% to 82.05%. Significant improvements were observed in sleep efficiency, total sleep time, wake after sleep onset, and average awakenings.
Conclusion
Exergames enhanced sleep quality in nursing students by promoting physical activity, indicating their potential as an alternative method. Future studies should examine long-term effects and different exercise types.
许多护理专业的学生都有睡眠问题。Exergames提供了一种非药物的方法来改善睡眠。目的探讨运动对护生睡眠质量的影响。方法于2023年9月至2024年12月在土耳其一所公立大学进行前-后随机对照试验。60名护生随机分为干预组和对照组。干预组完成了一个3期的游戏项目。通过问卷调查、匹兹堡睡眠质量指数（PSQI）和手腕活动记录仪收集干预前后的数据。使用配对样本t检验分析主观和客观睡眠测量的变化。结果干预组的PSQI平均分由5.33分（SD = 2.38）改善至5.07分（SD = 2.40），差异有统计学意义（t = 16.544; p < 0.001）。活动记录仪数据显示睡眠效率从76.78%提高到82.05%。在睡眠效率、总睡眠时间、睡眠后觉醒和平均觉醒次数方面均有显著改善。结论运动游戏通过促进身体活动来提高护生的睡眠质量，显示了运动游戏作为一种替代方法的潜力。未来的研究应该检查长期影响和不同的运动类型。
{"title":"The effect of exergames on sleep quality in nursing students: A randomized controlled trial","authors":"Feyza Demir Bozkurt PhD Candidate, MScN, RN , İlknur Dolu PhD, MScN, RN (Associate Professor) , Ahmet Berk Ustun PhD, MSc (Associate Professor)","doi":"10.1016/j.teln.2025.09.001","DOIUrl":"10.1016/j.teln.2025.09.001","url":null,"abstract":"<div><h3>Background</h3><div>Many nursing students experience sleep problems. Exergames offer a nonpharmacological method to improve sleep.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of exergames on sleep quality among nursing students.</div></div><div><h3>Methods</h3><div>A pretest–post-test randomized controlled trial was conducted between September 2023 and December 2024 at a public university in Turkiye. Sixty nursing students were randomly assigned to intervention and control groups. The intervention group completed a 3-session exergame program. Data were collected pre- and postintervention using questionnaires, the Pittsburgh Sleep Quality Index (PSQI), and wrist actigraphy. Changes in subjective and objective sleep measures were analyzed using a Paired Samples t-test.</div></div><div><h3>Results</h3><div>The intervention group’s mean PSQI scores improved from 5.33 (SD = 2.38) to 5.07 (SD = 2.40), showing a statistically significant difference (<em>t</em> = 16.544; <em>p</em> < 0.001). Actigraphy data indicated increased sleep efficiency from 76.78% to 82.05%. Significant improvements were observed in sleep efficiency, total sleep time, wake after sleep onset, and average awakenings.</div></div><div><h3>Conclusion</h3><div>Exergames enhanced sleep quality in nursing students by promoting physical activity, indicating their potential as an alternative method. Future studies should examine long-term effects and different exercise types.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e167-e174"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842827","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 : 2026-01-01Epub Date: 2025-10-13DOI: 10.1016/j.teln.2025.09.017
Elizabeth Duxbury DNP, RN, CNS, CCRN, ACNS-BC, Lisa Bonsall MSN, RN, CRNP, CCRN, Debbie Brinker MSN, RN, CNS
Background
The American Association of Critical-Care Nurses (AACN) is dedicated to supporting and fostering excellence for acute and critical care nurses. To do this, AACN has prioritized establishing and sustaining healthy work environments (HWE).
Major points
AACN has identified 6 essential standards that serve as the foundation of healthy work environments: skilled communication, true collaboration, effective decision making, appropriate staffing, meaningful recognition, and authentic leadership.
Implications
The purpose of this article is to take a closer look at implementing the 6 AACN HWE standards in academic settings. There are potential benefits for faculty and staff (improved job satisfaction, well-being, and retention) and students (better learning outcomes, stronger critical thinking skills, better clinical preparation, and preparation for transition to practice), as well as potential impacts on education (clinical placements that prepare students for real-world healthcare environments) and practice environments (less turnover, potential academic practice partnerships).
Conclusion
Using AACN’s 6 HWE Standards as a foundation to improve the work environment for faculty, staff, and students can ultimately improve care and outcomes for patients and their families.
{"title":"American Association of Critical-Care Nurses' healthy work environment standards in nursing education: A guide for faculty and staff","authors":"Elizabeth Duxbury DNP, RN, CNS, CCRN, ACNS-BC, Lisa Bonsall MSN, RN, CRNP, CCRN, Debbie Brinker MSN, RN, CNS","doi":"10.1016/j.teln.2025.09.017","DOIUrl":"10.1016/j.teln.2025.09.017","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Critical-Care Nurses (AACN) is dedicated to supporting and fostering excellence for acute and critical care nurses. To do this, AACN has prioritized establishing and sustaining healthy work environments (HWE).</div></div><div><h3>Major points</h3><div>AACN has identified 6 essential standards that serve as the foundation of healthy work environments: skilled communication, true collaboration, effective decision making, appropriate staffing, meaningful recognition, and authentic leadership.</div></div><div><h3>Implications</h3><div>The purpose of this article is to take a closer look at implementing the 6 AACN HWE standards in academic settings. There are potential benefits for faculty and staff (improved job satisfaction, well-being, and retention) and students (better learning outcomes, stronger critical thinking skills, better clinical preparation, and preparation for transition to practice), as well as potential impacts on education (clinical placements that prepare students for real-world healthcare environments) and practice environments (less turnover, potential academic practice partnerships).</div></div><div><h3>Conclusion</h3><div>Using AACN’s 6 HWE Standards as a foundation to improve the work environment for faculty, staff, and students can ultimately improve care and outcomes for patients and their families.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 67-71"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842819","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 : 2026-01-01Epub Date: 2025-09-30DOI: 10.1016/j.teln.2025.09.009
Abdullah Sarman, Suat Tuncay
{"title":"Corrigendum to “Attitudes and anxiety levels of nursing students toward artificial intelligence” Teaching and Learning in Nursing 20 (2025) e431–e438","authors":"Abdullah Sarman, Suat Tuncay","doi":"10.1016/j.teln.2025.09.009","DOIUrl":"10.1016/j.teln.2025.09.009","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page e387"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836655","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 : 2026-01-01Epub Date: 2025-09-14DOI: 10.1016/j.teln.2025.08.023
Kim Hicks MSN, RN , Tina McNeal MSN, RN , Tara Spalla King PhD, RN , Paula Garvey DNP, RN, NPD-BC, CHSE
Aims
The aim of this project is to assess the willingness of Doctor of Nursing Education (DNE) students to incorporate cinematherapy into their teaching of sensitive topics, with the goal of building resilience among nursing students.
Background
Nursing educators play a crucial role in preparing students for the emotional challenges they will face in their careers. Cinematherapy, the use of films as therapeutic tools, offers a unique method for introducing and discussing difficult topics in a controlled and guided environment. Understanding the willingness of DNE students to adopt this approach is essential for its potential integration into nursing education.
Methods
Approach: The project presented two different lesson plans using a documentary and a scripted film to evaluate the perceptions and willingness of DNE students to use films in teaching sensitive topics.
Methods: DNE students were surveyed to gather their perceptions and willingness to incorporate cinematherapy into their curriculum. The survey included questions about their familiarity with cinematherapy, perceived benefits, and potential challenges of using this method in educational settings.
Assessment: The willingness of DNE students to adopt cinematherapy was assessed through their survey responses, focusing on their interest, perceived effectiveness, and readiness to implement this approach in their teaching practices.
Results
The survey results revealed a high level of interest and willingness among DNE students to integrate cinematherapy into their teaching practices. Many respondents recognized the potential benefits of using films to prepare nursing students for emotionally challenging situations and expressed a readiness to explore this innovative approach.
Conclusions
Cinematherapy is viewed positively by DNE students as a tool for building resilience in nursing education. The willingness of these future educators to adopt cinematherapy suggests that it could be effectively integrated into nursing curricula to enhance students’ emotional preparedness.
{"title":"Action! Cinematherapy: Using movies to assist nursing students in building resilience in the affective learning domain","authors":"Kim Hicks MSN, RN , Tina McNeal MSN, RN , Tara Spalla King PhD, RN , Paula Garvey DNP, RN, NPD-BC, CHSE","doi":"10.1016/j.teln.2025.08.023","DOIUrl":"10.1016/j.teln.2025.08.023","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this project is to assess the willingness of Doctor of Nursing Education (DNE) students to incorporate cinematherapy into their teaching of sensitive topics, with the goal of building resilience among nursing students.</div></div><div><h3>Background</h3><div>Nursing educators play a crucial role in preparing students for the emotional challenges they will face in their careers. Cinematherapy, the use of films as therapeutic tools, offers a unique method for introducing and discussing difficult topics in a controlled and guided environment. Understanding the willingness of DNE students to adopt this approach is essential for its potential integration into nursing education.</div></div><div><h3>Methods</h3><div><ul><li><span></span><span><div><strong>Approach:</strong> The project presented two different lesson plans using a documentary and a scripted film to evaluate the perceptions and willingness of DNE students to use films in teaching sensitive topics.</div></span></li><li><span></span><span><div><strong>Methods:</strong> DNE students were surveyed to gather their perceptions and willingness to incorporate cinematherapy into their curriculum. The survey included questions about their familiarity with cinematherapy, perceived benefits, and potential challenges of using this method in educational settings.</div></span></li><li><span></span><span><div><strong>Assessment:</strong> The willingness of DNE students to adopt cinematherapy was assessed through their survey responses, focusing on their interest, perceived effectiveness, and readiness to implement this approach in their teaching practices.</div></span></li></ul></div></div><div><h3>Results</h3><div>The survey results revealed a high level of interest and willingness among DNE students to integrate cinematherapy into their teaching practices. Many respondents recognized the potential benefits of using films to prepare nursing students for emotionally challenging situations and expressed a readiness to explore this innovative approach.</div></div><div><h3>Conclusions</h3><div>Cinematherapy is viewed positively by DNE students as a tool for building resilience in nursing education. The willingness of these future educators to adopt cinematherapy suggests that it could be effectively integrated into nursing curricula to enhance students’ emotional preparedness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 93-97"},"PeriodicalIF":1.7,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842889","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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