Teaching and Learning in Nursing最新文献

英文中文

The effectiveness of intervention programs on professional identity formation in nursing students: Systematic review and meta-analysis 干预方案对护生职业认同形成的效果：系统回顾与元分析

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-14 DOI: 10.1016/j.teln.2025.09.021

Sinh Minh Do PhD , Mai Thi Thuy Vu MS , Hanh Thi Hong Tran RN, PhD

Objectives

This review evaluated the effectiveness of intervention programs in enhancing professional identity (PI) among nursing students and examined secondary effects on self-efficacy (SE) and learning engagement (LE).

Design

A systematic review and meta-analysis conducted in accordance with PRISMA, registered in PROSPERO (CRD42024596841).

Data sources

PubMed, Scopus, Web of Science, CINAHL, Embase, PsycINFO, and the Cochrane Library were searched to February 2025.

Review methods

Eligible studies were randomized or quasi-experimental trials targeting PI. PI was the primary outcome; SE and LE were secondary. Risk of bias was assessed using ROBINS-I and RoB2. Random-effects models with I² statistics were applied.

Results

Fifteen studies with 1,694 students were included. Two-arm trials (n = 7) showed significant PI improvement (SMD = 0.65; I² = 64.1%), and one-arm studies (n = 7) also reported gains (MD = 0.83; I² = 91.0%). Interventions improved SE (SMD = 0.53; I² = 0%) and LE (MD = 2.12; I² = 95.4%). Effects varied by setting and duration. Certainty of evidence was low.

Conclusions

Educational interventions appear effective in fostering PI, SE, and LE. Findings inform curriculum and policy, but further high-quality RCTs using standardized measures are needed.

目的评价干预方案在提高护生职业认同（PI）方面的效果，并考察干预方案对护生自我效能感（SE）和学习投入（LE）的二次效应。根据PRISMA进行的系统评价和荟萃分析，在PROSPERO注册（CRD42024596841）。检索数据源pubmed、Scopus、Web of Science、CINAHL、Embase、PsycINFO和Cochrane Library至2025年2月。评价方法：符合条件的研究是针对PI的随机或准实验试验。PI是主要结局；SE和LE是次要的。采用robins - 1和RoB2评估偏倚风险。采用I²统计量的随机效应模型。结果纳入15项研究，共1694名学生。两组试验（n = 7）显示PI显著改善（SMD = 0.65; I²= 64.1%），单组研究（n = 7）也报告了PI改善（MD = 0.83; I²= 91.0%）。干预措施改善了SE （SMD = 0.53; I²= 0%）和LE （MD = 2.12; I²= 95.4%）。效果因环境和持续时间而异。证据的确定性很低。结论教育干预对PI、SE和LE的培养是有效的。研究结果为课程和政策提供了信息，但需要进一步采用标准化措施的高质量随机对照试验。

{"title":"The effectiveness of intervention programs on professional identity formation in nursing students: Systematic review and meta-analysis","authors":"Sinh Minh Do PhD , Mai Thi Thuy Vu MS , Hanh Thi Hong Tran RN, PhD","doi":"10.1016/j.teln.2025.09.021","DOIUrl":"10.1016/j.teln.2025.09.021","url":null,"abstract":"<div><h3>Objectives</h3><div>This review evaluated the effectiveness of intervention programs in enhancing professional identity (PI) among nursing students and examined secondary effects on self-efficacy (SE) and learning engagement (LE).</div></div><div><h3>Design</h3><div>A systematic review and meta-analysis conducted in accordance with PRISMA, registered in PROSPERO (CRD42024596841).</div></div><div><h3>Data sources</h3><div>PubMed, Scopus, Web of Science, CINAHL, Embase, PsycINFO, and the Cochrane Library were searched to February 2025.</div></div><div><h3>Review methods</h3><div>Eligible studies were randomized or quasi-experimental trials targeting PI. PI was the primary outcome; SE and LE were secondary. Risk of bias was assessed using ROBINS-I and RoB2. Random-effects models with I² statistics were applied.</div></div><div><h3>Results</h3><div>Fifteen studies with 1,694 students were included. Two-arm trials (<em>n</em> = 7) showed significant PI improvement (SMD = 0.65; I² = 64.1%), and one-arm studies (<em>n</em> = 7) also reported gains (MD = 0.83; I² = 91.0%). Interventions improved SE (SMD = 0.53; I² = 0%) and LE (MD = 2.12; I² = 95.4%). Effects varied by setting and duration. Certainty of evidence was low.</div></div><div><h3>Conclusions</h3><div>Educational interventions appear effective in fostering PI, SE, and LE. Findings inform curriculum and policy, but further high-quality RCTs using standardized measures are needed.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e359-e370"},"PeriodicalIF":1.7,"publicationDate":"2025-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842872","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

American Association of Critical-Care Nurses' healthy work environment standards in nursing education: A guide for faculty and staff 美国重症护理护士协会护理教育中的健康工作环境标准：教职工指南

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-13 DOI: 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.

美国重症护理护士协会（AACN）致力于支持和培养优秀的急症和重症护理护士。为此，AACN优先考虑建立和维持健康的工作环境。saacn确定了健康工作环境的6个基本标准：熟练的沟通、真正的合作、有效的决策、适当的人员配备、有意义的认可和真诚的领导。本文的目的是仔细研究如何在学术环境中实施AACN的6个HWE标准。这对教职员工（提高工作满意度、幸福感和保留率）和学生（更好的学习成果、更强的批判性思维技能、更好的临床准备和向实践过渡的准备）都有潜在的好处，对教育（临床实习使学生为现实世界的医疗环境做好准备）和实践环境（减少人员流动、潜在的学术实践伙伴关系）也有潜在的影响。使用AACN的6个HWE标准作为基础，改善教职员工和学生的工作环境，最终可以改善患者及其家属的护理和结果。

{"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":"2025-10-13","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}

引用次数: 0

Echoes of care: A hauntological and caring framework for AI-supported documentation 关怀的回声：人工智能支持文档的鬼魂学和关怀框架

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-13 DOI: 10.1016/j.teln.2025.09.015

Mary Grace R. Gutierrez , Jeffrey V. Esteron PhD , Warlito S. Penullar Jr

Background

This concept paper proposes a dual-lens framework that combines hauntology, viewing AI as an echo of displaced human mentorship that cannot replace relational presence. The framework also addresses Technological Competency as Caring in Nursing, positioning AI as a partner in fostering reflective and ethical documentation practices.

Major Points

This framework navigates the promises and limitations of AI in FDAR training, situating algorithmic mediation between AI as a simulator of lost mentorship and AI as a tool for thoughtful care articulation.

Implications

As a theoretical inquiry, the paper provides a philosophical and pedagogical perspective to guide curriculum design and faculty practice, urging educators to engage critically with AI as a transformative force in redefining care, teaching, and presence in digital learning environments.

Conclusions

AI in nursing education offers challenges and opportunities. By viewing AI as both a ghost and a guide, educators can engage with its integration while preserving the core values of nursing. Faculty development is essential for navigating this evolving landscape.

这篇概念论文提出了一个结合幽灵学的双镜头框架，将人工智能视为无法取代关系存在的被取代的人类导师的回声。该框架还将技术能力视为护理中的关怀，将人工智能定位为促进反思和道德记录实践的合作伙伴。该框架导航了人工智能在FDAR训练中的承诺和局限性，将人工智能作为失去指导的模拟器和人工智能作为深思熟虑的护理表达工具之间的算法调解。作为一项理论研究，本文提供了一个哲学和教学的视角来指导课程设计和教师实践，敦促教育工作者批判性地参与人工智能，将其作为重新定义数字学习环境中的护理、教学和存在的变革力量。结论sai在护理教育中面临着挑战和机遇。通过将人工智能视为幽灵和向导，教育工作者可以在保留护理核心价值的同时融入人工智能。教师发展是导航这一不断变化的景观至关重要。

{"title":"Echoes of care: A hauntological and caring framework for AI-supported documentation","authors":"Mary Grace R. Gutierrez , Jeffrey V. Esteron PhD , Warlito S. Penullar Jr","doi":"10.1016/j.teln.2025.09.015","DOIUrl":"10.1016/j.teln.2025.09.015","url":null,"abstract":"<div><h3>Background</h3><div>This concept paper proposes a dual-lens framework that combines hauntology, viewing AI as an echo of displaced human mentorship that cannot replace relational presence. The framework also addresses Technological Competency as Caring in Nursing, positioning AI as a partner in fostering reflective and ethical documentation practices.</div></div><div><h3>Major Points</h3><div>This framework navigates the promises and limitations of AI in FDAR training, situating algorithmic mediation between AI as a simulator of lost mentorship and AI as a tool for thoughtful care articulation.</div></div><div><h3>Implications</h3><div>As a theoretical inquiry, the paper provides a philosophical and pedagogical perspective to guide curriculum design and faculty practice, urging educators to engage critically with AI as a transformative force in redefining care, teaching, and presence in digital learning environments.</div></div><div><h3>Conclusions</h3><div>AI in nursing education offers challenges and opportunities. By viewing AI as both a ghost and a guide, educators can engage with its integration while preserving the core values of nursing. Faculty development is essential for navigating this evolving landscape.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e274-e278"},"PeriodicalIF":1.7,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842878","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

Integration of virtual simulation within a nursing curriculum: A mixed methods study 护理课程中虚拟仿真的整合：一种混合方法研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-13 DOI: 10.1016/j.teln.2025.09.018

Martina Costello , Hugh Davies , Fiona Williams , Michelle Gay , Jennifer Jennings , Joyce Muge-Sugutt , Olivia Gallagher

Background

Virtual simulation is a valuable learning tool for health professionals to facilitate knowledge, skills, and confidence. Simulation-based learning in Nursing has increased with advances in digital technologies, embedding diverse virtual modalities. The integration of virtual simulations requires careful consideration of pedagogical approaches and implementation strategies. The vSim® for Nursing platform was integrated into the curriculum of an undergraduate nursing program at an Australian university to enhance clinical learning experiences.

Aim

To evaluate the implementation of the vSim® for Nursing learning platform within the second-year curriculum.

Methods

A mixed-methods cross-sectional survey design was used, guided by Kirkpatrick's training evaluation model. Fifty-five second-year nursing students participated following vSim® implementation. Quantitative data underwent descriptive analysis while qualitative data were analysed using content analysis.

Results

Students reported vSim® was relevant to their curriculum and supported knowledge, critical thinking, and confidence in clinical practice. Navigation and some aspects of realism were challenging.

Conclusions

vSim® for Nursing was shown to support skill development when used as an adjunct to other simulations. Successful implementation requires careful curriculum integration and user engagement.

虚拟仿真是一个有价值的学习工具，为卫生专业人员促进知识，技能和信心。护理学中基于模拟的学习随着数字技术的进步而增加，嵌入了多种虚拟模式。虚拟仿真的整合需要仔细考虑教学方法和实施策略。vSim®护理平台被整合到澳大利亚一所大学的本科护理课程中，以提高临床学习经验。目的评估vSim®护理学习平台在二年级课程中的实施情况。方法以Kirkpatrick培训评价模型为指导，采用混合方法横断面调查设计。55名二年级护理专业学生参与了vSim®实施。定量资料采用描述性分析，定性资料采用内容分析。结果学生报告vSim®与他们的课程相关，并支持知识，批判性思维和对临床实践的信心。导航和现实主义的某些方面具有挑战性。结论：作为其他模拟的辅助工具，svsim®对护理技能的发展具有支持作用。成功的实施需要仔细的课程整合和用户参与。

{"title":"Integration of virtual simulation within a nursing curriculum: A mixed methods study","authors":"Martina Costello , Hugh Davies , Fiona Williams , Michelle Gay , Jennifer Jennings , Joyce Muge-Sugutt , Olivia Gallagher","doi":"10.1016/j.teln.2025.09.018","DOIUrl":"10.1016/j.teln.2025.09.018","url":null,"abstract":"<div><h3>Background</h3><div>Virtual simulation is a valuable learning tool for health professionals to facilitate knowledge, skills, and confidence. Simulation-based learning in Nursing has increased with advances in digital technologies, embedding diverse virtual modalities. The integration of virtual simulations requires careful consideration of pedagogical approaches and implementation strategies. The vSim® for Nursing platform was integrated into the curriculum of an undergraduate nursing program at an Australian university to enhance clinical learning experiences.</div></div><div><h3>Aim</h3><div>To evaluate the implementation of the vSim® for Nursing learning platform within the second-year curriculum.</div></div><div><h3>Methods</h3><div>A mixed-methods cross-sectional survey design was used, guided by Kirkpatrick's training evaluation model. Fifty-five second-year nursing students participated following vSim® implementation. Quantitative data underwent descriptive analysis while qualitative data were analysed using content analysis.</div></div><div><h3>Results</h3><div>Students reported vSim® was relevant to their curriculum and supported knowledge, critical thinking, and confidence in clinical practice. Navigation and some aspects of realism were challenging.</div></div><div><h3>Conclusions</h3><div>vSim® for Nursing was shown to support skill development when used as an adjunct to other simulations. Successful implementation requires careful curriculum integration and user engagement.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e205-e211"},"PeriodicalIF":1.7,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842833","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

Response to embedding joy in nursing education: A framework for resilience and professional sustainability 对在护理教育中嵌入快乐的回应：弹性和专业可持续性的框架

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-10 DOI: 10.1016/j.teln.2025.09.016

Mohammed Al-Hassan

引用次数: 0

Implementing evidence-based teaching for interprofessional communication and SBAR into nursing curriculum 在护理课程中实施循证跨专业沟通与SBAR教学

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-10 DOI: 10.1016/j.teln.2025.09.006

Caroline Hosseini DNP, RN, CNL , Carolyn Huffman PhD, WHNP

Background

New graduate nurses entering the workforce are faced with the challenge of communicating effectively. A widely used tool for interprofessional communication is situation, background, and assessment (SBAR). We identified that our undergraduate curriculum lacked a systematic strategy to build communication skills nor appropriate methods to evaluate performance.

Aims

This evidence-based practice project aimed to improve undergraduate nursing students’ confidence and abilities with interprofessional collaboration and communication by incorporating SBAR and interprofessional communication into an existing undergraduate curriculum.

Methods

A cohort of 48 fundamentals level nursing students were observed during high-fidelity simulation and measured on their use of SBAR. Following varying instructional methods on best practice for SBAR, students were reevaluated in high-fidelity simulation.

Results

Comparison of pre-implementation versus post-implementation scores on the Inter-professional Critical Incident Report Evaluation Tool revealed improved communication (significant Wilcoxon Signed Rank of 0.015). Test analysis identified 97% of students achieving mastery level for SBAR questions.

Conclusion

Implementation of an interprofessional communication curriculum in undergraduate nursing programs prepares students for successful transition to practice and improved patient outcomes.

新毕业的护士进入职场面临着有效沟通的挑战。一个广泛使用的跨专业沟通工具是情境、背景和评估（SBAR）。我们发现，我们的本科课程缺乏系统的策略来培养沟通技巧，也缺乏适当的方法来评估表现。目的本项目旨在通过将SBAR和跨专业沟通整合到本科课程中，提高护理本科学生跨专业协作与沟通的信心和能力。方法对48名基础护理专业学生进行高保真模拟，观察其SBAR使用情况。根据SBAR最佳实践的不同教学方法，学生在高保真模拟中重新评估。结果实施前与实施后在跨专业关键事件报告评估工具上的得分比较显示沟通有所改善（显著的Wilcoxon签名秩为0.015）。测试分析表明，97%的学生达到了SBAR问题的掌握水平。结论在本科护理课程中实施跨专业交流课程，为学生成功过渡到实践并改善患者预后做好准备。

{"title":"Implementing evidence-based teaching for interprofessional communication and SBAR into nursing curriculum","authors":"Caroline Hosseini DNP, RN, CNL , Carolyn Huffman PhD, WHNP","doi":"10.1016/j.teln.2025.09.006","DOIUrl":"10.1016/j.teln.2025.09.006","url":null,"abstract":"<div><h3>Background</h3><div>New graduate nurses entering the workforce are faced with the challenge of communicating effectively. A widely used tool for interprofessional communication is situation, background, and assessment (SBAR). We identified that our undergraduate curriculum lacked a systematic strategy to build communication skills nor appropriate methods to evaluate performance.</div></div><div><h3>Aims</h3><div>This evidence-based practice project aimed to improve undergraduate nursing students’ confidence and abilities with interprofessional collaboration and communication by incorporating SBAR and interprofessional communication into an existing undergraduate curriculum.</div></div><div><h3>Methods</h3><div>A cohort of 48 fundamentals level nursing students were observed during high-fidelity simulation and measured on their use of SBAR. Following varying instructional methods on best practice for SBAR, students were reevaluated in high-fidelity simulation.</div></div><div><h3>Results</h3><div>Comparison of pre-implementation versus post-implementation scores on the Inter-professional Critical Incident Report Evaluation Tool revealed improved communication (significant Wilcoxon Signed Rank of 0.015). Test analysis identified 97% of students achieving mastery level for SBAR questions.</div></div><div><h3>Conclusion</h3><div>Implementation of an interprofessional communication curriculum in undergraduate nursing programs prepares students for successful transition to practice and improved patient outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e371-e375"},"PeriodicalIF":1.7,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842890","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

Supporting the provisionally admitted nursing student 支持临时录取的护理学生

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-09 DOI: 10.1016/j.teln.2025.09.011

Stephanie Merritt DNP, RN, Lisa Gerow PhD, RN, Susan Goldsmith MS, RN, Joshua Baker PhD

Background

There is a nursing shortage in the United States that is affecting hospitals in a southern, urban community. A grant from the American Rescue Plan Act was awarded to support the school’s ability to increase the number of nursing graduates over a 4-year period.

Aim

A plan was developed to increase the number of graduates from the nursing program. Admission numbers were increased by instituting a provisional admission plan to those students who had not met either the ATI TEAS test or Accuplacer requirement.

Methods

Using a correlational design, additional success strategies were provided to the provisionally admitted students. Success was defined as the ability of the student to progress to the next semester in the program.

Results

The provisionally admitted students were able to progress at the same rate as their traditionally admitted peers.

Conclusions

The data indicates that provisional students are at-risk and that through targeted student success strategies, provisionally admitted students were able to successfully advance to the next semester of the program.

美国南部城市社区的医院面临护士短缺的问题。美国救援计划法案授予了一笔拨款，以支持学校在4年内增加护理专业毕业生人数的能力。制定AimA计划是为了增加护理专业毕业生的人数。入学人数的增加是通过为那些没有达到ATI tea测试或Accuplacer要求的学生制定临时入学计划来实现的。方法采用相关设计，对临时录取的学生提供额外的成功策略。成功被定义为学生在课程中进入下学期的能力。结果临时录取的学生能够以与传统录取的同龄人相同的速度进步。数据表明，临时录取的学生处于危险之中，通过有针对性的学生成功策略，临时录取的学生能够成功地进入下一个学期的课程。

{"title":"Supporting the provisionally admitted nursing student","authors":"Stephanie Merritt DNP, RN, Lisa Gerow PhD, RN, Susan Goldsmith MS, RN, Joshua Baker PhD","doi":"10.1016/j.teln.2025.09.011","DOIUrl":"10.1016/j.teln.2025.09.011","url":null,"abstract":"<div><h3>Background</h3><div>There is a nursing shortage in the United States that is affecting hospitals in a southern, urban community. A grant from the American Rescue Plan Act was awarded to support the school’s ability to increase the number of nursing graduates over a 4-year period.</div></div><div><h3>Aim</h3><div>A plan was developed to increase the number of graduates from the nursing program. Admission numbers were increased by instituting a provisional admission plan to those students who had not met either the ATI TEAS test or Accuplacer requirement.</div></div><div><h3>Methods</h3><div>Using a correlational design, additional success strategies were provided to the provisionally admitted students. Success was defined as the ability of the student to progress to the next semester in the program.</div></div><div><h3>Results</h3><div>The provisionally admitted students were able to progress at the same rate as their traditionally admitted peers.</div></div><div><h3>Conclusions</h3><div>The data indicates that provisional students are at-risk and that through targeted student success strategies, provisionally admitted students were able to successfully advance to the next semester of the program.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 30-34"},"PeriodicalIF":1.7,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842408","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

A five-tier framework for guiding responsible AI use in nursing students’ coursework: A faculty guide 指导护理学生课程中负责任的人工智能使用的五层框架：教师指南

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-04 DOI: 10.1016/j.teln.2025.09.012

LeodoroJ. Labrague RN, DM, PhD, CNE

Background

Artificial intelligence (AI) is transforming higher education at an exponential rate, including nurse education. Despite its potential to enhance learning and provide academic support, the use of AI also presents potential risks to professional integrity and the development of critical thinking.

Major Points

This article proposes a framework consisting of five categories to guide nursing students in the responsible use of AI when completing their coursework. Developed through a synthesis of current literature on AI in higher education, faculty reflections on teaching practice, and informal feedback from nursing students, the framework ranges from complete independence (Category A) to full critical co-creation (Category E). Each category emphasizes accountability, transparency, and professional responsibility in alignment with nursing ethics.

Implications

Using this framework, nurse faculty can effectively support diverse learning needs, foster ethical decision-making, and maintain academic integrity in AI-assisted learning environments.

Conclusions

By providing structured guidance, the framework can equip nursing students to engage with AI safely, effectively, and responsibly, helping prepare them to navigate AI technologies ethically in both academic and professional practice.

人工智能（AI）正在以指数级的速度改变高等教育，包括护士教育。尽管人工智能具有增强学习和提供学术支持的潜力，但它的使用也给职业诚信和批判性思维的发展带来了潜在风险。本文提出了一个由五个类别组成的框架，以指导护理学生在完成课程时负责任地使用人工智能。通过综合当前高等教育中人工智能的文献、教师对教学实践的反思以及护理专业学生的非正式反馈，该框架的范围从完全独立（a类）到完全关键的共同创造（E类）。每个类别都强调问责制、透明度和符合护理伦理的专业责任。使用该框架，护士教师可以有效地支持不同的学习需求，促进道德决策，并在人工智能辅助学习环境中保持学术诚信。通过提供结构化的指导，该框架可以使护理学生安全、有效、负责任地参与人工智能，帮助他们在学术和专业实践中以道德的方式驾驭人工智能技术。

{"title":"A five-tier framework for guiding responsible AI use in nursing students’ coursework: A faculty guide","authors":"LeodoroJ. Labrague RN, DM, PhD, CNE","doi":"10.1016/j.teln.2025.09.012","DOIUrl":"10.1016/j.teln.2025.09.012","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) is transforming higher education at an exponential rate, including nurse education. Despite its potential to enhance learning and provide academic support, the use of AI also presents potential risks to professional integrity and the development of critical thinking.</div></div><div><h3>Major Points</h3><div>This article proposes a framework consisting of five categories to guide nursing students in the responsible use of AI when completing their coursework. Developed through a synthesis of current literature on AI in higher education, faculty reflections on teaching practice, and informal feedback from nursing students, the framework ranges from complete independence (Category A) to full critical co-creation (Category E). Each category emphasizes accountability, transparency, and professional responsibility in alignment with nursing ethics.</div></div><div><h3>Implications</h3><div>Using this framework, nurse faculty can effectively support diverse learning needs, foster ethical decision-making, and maintain academic integrity in AI-assisted learning environments.</div></div><div><h3>Conclusions</h3><div>By providing structured guidance, the framework can equip nursing students to engage with AI safely, effectively, and responsibly, helping prepare them to navigate AI technologies ethically in both academic and professional practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 62-66"},"PeriodicalIF":1.7,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842818","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

Critical thinking, teaching satisfaction, and clinical placement readiness among undergraduate nursing and midwifery nursing students in Block model learning 分块模式学习中护理与助产学本科生批判性思维、教学满意度与临床实习准备

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-10-04 DOI: 10.1016/j.teln.2025.09.005

Abdi D. Osman DrPH , Caglayan Yasan PhD , Susan Philip PhD , Kelli Wain MNurs , Karina Ireland MAMid , Caroline Cooper-Blair MHSc , Renju Joseph MNurs , Bianca Rohlje MEd , Christopher Saunders MAdvNursPrac , Kim Cabral MAdvNursPrac , Mary Carolan PhD , Gina Kruger PhD

Background

Since the introduction of VU Block model® in 2018, student outcomes have improved. Clinical placement hours are essential for Nursing and Midwifery Board of Australia registration. Critical thinking skills are key for successful placement completion.

Aim

To assess the association between Victoria University (VU) Block model® and critical thinking on undergraduate nursing and midwifery students’ by evaluating students’ perception of their critical thinking-related capacity.

Methods

A quantitative, cross-sectional descriptive design was employed, guided by the consensus-based checklist for reporting of survey studies. 800 Bachelor of Nursing or Bachelor of Midwifery and Nursing students were invited to participate.

Results

119 students consented to participate, with 82% providing meaningful responses. The participants average age was 27 years, 71% identifying as female and 63% enrolled domestically. No statistically significant associations were found with age (R2 0.350, p = 0.645) or student enrolment category-domestic/international (R2 0.364, p = 0.965). Significant associations were observed with gender (R2 0.501, p = 0.050) and professional experience practice completion (R2 0.517, p = 0.039).

Conclusions

Critical thinking was influenced by students’ gender and frequency of exposure to professional experience practice.

自2018年引入VU块模型®以来，学生的成绩有所改善。临床实习时间是澳大利亚护理和助产委员会注册的必要条件。批判性思维技能是成功完成实习的关键。目的通过评估学生对批判性思维相关能力的感知，评估维多利亚大学（VU）块模型®与护理和助产学本科学生批判性思维之间的关系。方法采用定量、横断面描述性设计，以基于共识的调查研究报告清单为指导。800名护理学学士或助产学与护理学学士被邀请参加。结果119名学生同意参与，82%的学生提供了有意义的回答。参与者的平均年龄为27岁，71%为女性，63%在国内注册。与年龄（R2 0.350, p = 0.645）或学生入学类别-国内/国际（R2 0.364, p = 0.965）无统计学意义相关。与性别（R2 0.501, p = 0.050）和专业经验实习完成程度（R2 0.517, p = 0.039）有显著相关。结论学生的批判性思维受性别和专业经验实习频次的影响。

{"title":"Critical thinking, teaching satisfaction, and clinical placement readiness among undergraduate nursing and midwifery nursing students in Block model learning","authors":"Abdi D. Osman DrPH , Caglayan Yasan PhD , Susan Philip PhD , Kelli Wain MNurs , Karina Ireland MAMid , Caroline Cooper-Blair MHSc , Renju Joseph MNurs , Bianca Rohlje MEd , Christopher Saunders MAdvNursPrac , Kim Cabral MAdvNursPrac , Mary Carolan PhD , Gina Kruger PhD","doi":"10.1016/j.teln.2025.09.005","DOIUrl":"10.1016/j.teln.2025.09.005","url":null,"abstract":"<div><h3>Background</h3><div>Since the introduction of VU Block model® in 2018, student outcomes have improved. Clinical placement hours are essential for Nursing and Midwifery Board of Australia registration. Critical thinking skills are key for successful placement completion.</div></div><div><h3>Aim</h3><div>To assess the association between Victoria University (VU) Block model® and critical thinking on undergraduate nursing and midwifery students’ by evaluating students’ perception of their critical thinking-related capacity.</div></div><div><h3>Methods</h3><div>A quantitative, cross-sectional descriptive design was employed, guided by the consensus-based checklist for reporting of survey studies. 800 Bachelor of Nursing or Bachelor of Midwifery and Nursing students were invited to participate.</div></div><div><h3>Results</h3><div>119 students consented to participate, with 82% providing meaningful responses. The participants average age was 27 years, 71% identifying as female and 63% enrolled domestically. No statistically significant associations were found with age (R2 0.350, <em>p</em> = 0.645) or student enrolment category-domestic/international (R2 0.364, <em>p</em> = 0.965). Significant associations were observed with gender (R2 0.501, <em>p</em> = 0.050) and professional experience practice completion (R2 0.517, <em>p</em> = 0.039).</div></div><div><h3>Conclusions</h3><div>Critical thinking was influenced by students’ gender and frequency of exposure to professional experience practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e182-e188"},"PeriodicalIF":1.7,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842829","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 “Attitudes and anxiety levels of nursing students toward artificial intelligence” Teaching and Learning in Nursing 20 (2025) e431–e438 护理学教学20 (2025)e431-e438《护生对人工智能的态度和焦虑水平》的勘误表

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-30 DOI: 10.1016/j.teln.2025.09.009

Abdullah Sarman, Suat Tuncay

引用次数: 0

首页上一页

下一页尾页

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.

﹀