Pub Date : 2024-07-03DOI: 10.1016/j.teln.2024.06.008
Esther Gravis DNP, RN, CPN
{"title":"Active learning strategies to increase student engagement in an undergraduate nursing pediatric course","authors":"Esther Gravis DNP, RN, CPN","doi":"10.1016/j.teln.2024.06.008","DOIUrl":"10.1016/j.teln.2024.06.008","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Page 360"},"PeriodicalIF":1.9,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713134","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 : 2024-07-02DOI: 10.1016/j.teln.2024.05.014
Lydia Mainey PhD , Sandra Downing MAE , Mary-Clare Balnaves , Joyce Cappiello PhD , Jemma King MPH , Ann Peacock PhD , Lisa Peberdy PhD , Judith Dean PhD
Background
There is rising concern about the work readiness of nursing and midwifery graduates. Using the prism of unplanned pregnancy to understand Australian academics' perspectives of teaching this topic may highlight challenges associated with the current national education accreditation model and contribute to the dearth of international research on nursing and midwifery education accreditation.
Aim
This study aimed to explore Australian academics' perspectives on teaching unplanned pregnancy prevention and care to undergraduate nursing and midwifery students.
Methods
A constructivist qualitative study of undergraduate nursing and midwifery academics in Australia.
Findings
We constructed three major themes from the thematic analysis: accreditation barriers and conflicting agendas, important but not important enough and protecting against the "unmentionable".
Conclusions
These findings highlight participants' misunderstanding of curriculum development and the lack of safeguards to protect against curriculum blind spots allows important healthcare topics to slip through the cracks. The official curriculum appears to be at the discretion of individuals and groups who, rightly or wrongly, have their own opinions of what knowledge and skills are essential. We also found prevailing abortion stigma remains a barrier to education.
{"title":"Australian nursing and midwifery curriculum design blind spots: a qualitative study through the prism of unplanned pregnancy","authors":"Lydia Mainey PhD , Sandra Downing MAE , Mary-Clare Balnaves , Joyce Cappiello PhD , Jemma King MPH , Ann Peacock PhD , Lisa Peberdy PhD , Judith Dean PhD","doi":"10.1016/j.teln.2024.05.014","DOIUrl":"10.1016/j.teln.2024.05.014","url":null,"abstract":"<div><h3>Background</h3><p>There is rising concern about the work readiness of nursing and midwifery graduates. Using the prism of unplanned pregnancy to understand Australian academics' perspectives of teaching this topic may highlight challenges associated with the current national education accreditation model and contribute to the dearth of international research on nursing and midwifery education accreditation.</p></div><div><h3>Aim</h3><p>This study aimed to explore Australian academics' perspectives on teaching unplanned pregnancy prevention and care to undergraduate nursing and midwifery students.</p></div><div><h3>Methods</h3><p>A constructivist qualitative study of undergraduate nursing and midwifery academics in Australia.</p></div><div><h3>Findings</h3><p>We constructed three major themes from the thematic analysis: <em>accreditation barriers and conflicting agendas, important but not important enough</em> and <em>protecting against the \"unmentionable\".</em></p></div><div><h3>Conclusions</h3><p>These findings highlight participants' misunderstanding of curriculum development and the lack of safeguards to protect against curriculum blind spots allows important healthcare topics to slip through the cracks. The official curriculum appears to be at the discretion of individuals and groups who, rightly or wrongly, have their own opinions of what knowledge and skills are essential. We also found prevailing abortion stigma remains a barrier to education.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e654-e660"},"PeriodicalIF":1.9,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724001112/pdfft?md5=7f6dc10ecc30b4c1566c02eba1365219&pid=1-s2.0-S1557308724001112-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141690822","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 : 2024-07-01DOI: 10.1016/j.teln.2024.06.016
Naomi Tutticci, L. Fabbro, Catelyn Richards, Tracey Tulleners, Devika Varsani, Odette Best, A. Ward
{"title":"Reconceptualizing nursing curricula for planetary health: A web-based desktop audit","authors":"Naomi Tutticci, L. Fabbro, Catelyn Richards, Tracey Tulleners, Devika Varsani, Odette Best, A. Ward","doi":"10.1016/j.teln.2024.06.016","DOIUrl":"https://doi.org/10.1016/j.teln.2024.06.016","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"28 2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141853489","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 : 2024-07-01DOI: 10.1016/j.teln.2024.07.002
Jehad A. Rababah
{"title":"Concept analysis of climate science literacy: implications to nursing and healthcare professions education","authors":"Jehad A. Rababah","doi":"10.1016/j.teln.2024.07.002","DOIUrl":"https://doi.org/10.1016/j.teln.2024.07.002","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"268 1‐2","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141852672","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}
The virtual nurse lab related with breastfeeding practice, based on the Technological Pedagogical Content Knowledge model (TPACK model), is an innovative active learning platform focused on enhancing clinical performance self-efficacy in breastfeeding scenarios.
Aim
This study aimed to evaluate the effectiveness of the virtual nurse lab in improving clinical performance self-efficacy and satisfaction among nursing students.
Methods
Utilizing a pre-experimental design, the study involved 106 fourth-year nursing students in Chiang Mai, Thailand. The educational resources included two virtual nurse labs, a tool bag, and three questionnaires. Descriptive statistics were employed. A repeated measures ANOVA was performed to compare the effect of virtual nurse lab on clinical performance self-efficacy.
Results
There was a statistically significant difference in clinical performance self-efficacy (p < .001), indicating progressive improvement in clinical performance self-efficacy. Overall satisfaction with the virtual lab was high (mean 4.58, S.D. 0.47).
Conclusions
The virtual nurse lab significantly enhances clinical performance self-efficacy and satisfaction, demonstrating its value as an educational tool in nursing education.
{"title":"Enhancing clinical performance self-efficacy among nursing students: A virtual clinical laboratory approach","authors":"Piyanut Xuto PhD, Piyaporn Prasitwattanaseree PhD, Tareewan Chaiboonruang PhD, Karnjana Nimarangkul MNS, Lawitra Khiaokham MNS","doi":"10.1016/j.teln.2024.06.002","DOIUrl":"10.1016/j.teln.2024.06.002","url":null,"abstract":"<div><h3>Background</h3><p>The virtual nurse lab related with breastfeeding practice, based on the Technological Pedagogical Content Knowledge model (TPACK model), is an innovative active learning platform focused on enhancing clinical performance self-efficacy in breastfeeding scenarios.</p></div><div><h3>Aim</h3><p>This study aimed to evaluate the effectiveness of the virtual nurse lab in improving clinical performance self-efficacy and satisfaction among nursing students.</p></div><div><h3>Methods</h3><p>Utilizing a pre-experimental design, the study involved 106 fourth-year nursing students in Chiang Mai, Thailand. The educational resources included two virtual nurse labs, a tool bag, and three questionnaires. Descriptive statistics were employed. A repeated measures ANOVA was performed to compare the effect of virtual nurse lab on clinical performance self-efficacy.</p></div><div><h3>Results</h3><p>There was a statistically significant difference in clinical performance self-efficacy (<em>p</em> < .001), indicating progressive improvement in clinical performance self-efficacy. Overall satisfaction with the virtual lab was high (mean 4.58, S.D. 0.47).</p></div><div><h3>Conclusions</h3><p>The virtual nurse lab significantly enhances clinical performance self-efficacy and satisfaction, demonstrating its value as an educational tool in nursing education.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e667-e671"},"PeriodicalIF":1.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243939","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 : 2024-06-27DOI: 10.1016/j.teln.2024.06.001
Anson Chui Yan TANG PhD, RN , Lorna Kwai Ping SUEN PhD, MPH, BN, FHKAN, FAAN, RM, RN , Julia Sze Wing WONG EdD, MNurs, BSc, FHKAN, APN, RN , Shun CHAN RN , Kevin Kar Ho LUK MSc , Rick Yiu Cho KWAN PhD, RN , Winnie Lai Sheung CHENG PhD, RN
Background
Competence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training.
Aim
To examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students.
Methods
A one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance.
Results
The total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (r) ranging from 0.48 to 0.71.
Conclusions
The present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.
{"title":"Preliminary Effect of Challenge-Based Learning on Fostering Nursing Students’ Multidisciplinary Collaboration in Community Health Care Settings","authors":"Anson Chui Yan TANG PhD, RN , Lorna Kwai Ping SUEN PhD, MPH, BN, FHKAN, FAAN, RM, RN , Julia Sze Wing WONG EdD, MNurs, BSc, FHKAN, APN, RN , Shun CHAN RN , Kevin Kar Ho LUK MSc , Rick Yiu Cho KWAN PhD, RN , Winnie Lai Sheung CHENG PhD, RN","doi":"10.1016/j.teln.2024.06.001","DOIUrl":"10.1016/j.teln.2024.06.001","url":null,"abstract":"<div><h3>Background</h3><p>Competence in multidisciplinary collaboration is an essential attribute of nurses working in community health settings. Nursing students should be equipped with this attribute during undergraduate training.</p></div><div><h3>Aim</h3><p>To examine the effect of Challenge-Based Learning (CBL) on multidisciplinary collaboration among nursing students.</p></div><div><h3>Methods</h3><p>A one-group pretest-posttest study. Nursing students worked in multidisciplinary groups to conduct community projects framed with CBL. The students designed, planned, and implemented health promotion activities for the selected health topics over a 14-week semester. Multidisciplinary collaboration was measured by Collaboration Scale at baseline and after the projects were completed. Wilcoxon signed-rank test was used to compare the total and subdomain collaboration scores within-group. p-value <0.05 was statistical significance.</p></div><div><h3>Results</h3><p>The total and subdomain collaboration scores were significantly greater than those of the pretest ones (p<0.001), with the effect sizes (<em>r</em>) ranging from 0.48 to 0.71.</p></div><div><h3>Conclusions</h3><p>The present findings shed light on the potential positive effect of CBL on strengthening nursing students’ competence in multidisciplinary collaboration. Future studies with a more rigorous approach are needed to verify the findings.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e661-e666"},"PeriodicalIF":1.9,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142243938","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 : 2024-06-17DOI: 10.1016/j.teln.2024.05.012
Beverly W. Dabney PhD, RN , Fatima Eid MPH
Background
Modern healthcare's dynamic and complex nature demands that nursing education evolves. Traditional reliance on Bloom's Taxonomy, while effective for cognitive development, falls short of addressing the holistic needs of nursing education. The integration of affective and practical dimensions is crucial, making Fink's Taxonomy of Significant Learning a valuable alternative.
Summary
Fink's Taxonomy, introduced in 2003, extends beyond the cognitive to include the human dimension, caring, and learning how to learn. These domains are vital for preparing nurses who can apply their knowledge effectively in diverse healthcare settings. This article delves into the benefits and challenges of implementing Fink's Taxonomy in nursing education and its compatibility with the profession's evolving demands. It also underscores the scant research on its application in nursing education, advocating for comprehensive studies.
Discussion and conclusion
Adopting Fink's Taxonomy could enhance the competence, empathy, and adaptability of nursing professionals, better equipping them for modern healthcare challenges. To ascertain Fink's efficacy in developing nursing skills and competencies, extensive research employing varied methodologies is imperative.
{"title":"Comparing educational frameworks: unpacking differences between fink's and bloom's taxonomies in nursing education","authors":"Beverly W. Dabney PhD, RN , Fatima Eid MPH","doi":"10.1016/j.teln.2024.05.012","DOIUrl":"10.1016/j.teln.2024.05.012","url":null,"abstract":"<div><h3>Background</h3><p>Modern healthcare's dynamic and complex nature demands that nursing education evolves. Traditional reliance on Bloom's Taxonomy, while effective for cognitive development, falls short of addressing the holistic needs of nursing education. The integration of affective and practical dimensions is crucial, making Fink's Taxonomy of Significant Learning a valuable alternative.</p></div><div><h3>Summary</h3><p>Fink's Taxonomy, introduced in 2003, extends beyond the cognitive to include the human dimension, caring, and learning how to learn. These domains are vital for preparing nurses who can apply their knowledge effectively in diverse healthcare settings. This article delves into the benefits and challenges of implementing Fink's Taxonomy in nursing education and its compatibility with the profession's evolving demands. It also underscores the scant research on its application in nursing education, advocating for comprehensive studies.</p></div><div><h3>Discussion and conclusion</h3><p>Adopting Fink's Taxonomy could enhance the competence, empathy, and adaptability of nursing professionals, better equipping them for modern healthcare challenges. To ascertain Fink's efficacy in developing nursing skills and competencies, extensive research employing varied methodologies is imperative.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 347-350"},"PeriodicalIF":1.9,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244001","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 : 2024-06-15DOI: 10.1016/j.teln.2024.05.011
Background
Deliberate practice (DP) - effortful, frequent practice sessions with expert feedback - may improve skill performance but the frequency and method of reinforcing psychomotor skills is not well understood.
Aim
Investigate the feasibility and acceptability of study procedures in preparation for a larger study of DP.
Methods
Baccalaureate nursing students (n=10) deemed competent in indwelling urinary catheter (IUC) placement from a large Western University participated. Baseline female IUC performance was assessed. Participants were randomized into an intervention group (monthly practice for three months using DP) or a control group (monthly catheter insertion education). End of semester performance was then assessed.
Results
At baseline both groups performed the skill similarly, and made similar mistakes. At the end of the study the control group performed 59 out of 80 steps correctly, while the intervention group collectively performed 77 out of 80 steps correctly.
Conclusion
In this pilot study, monthly DP shows promise to be a feasible method for increasing IUC placement skills among undergraduate nursing students. Implications for conducting a larger intervention study are discussed.
{"title":"Is deliberate practice a feasible method for reinforcing indwelling urinary catheterization skill? A pilot study","authors":"","doi":"10.1016/j.teln.2024.05.011","DOIUrl":"10.1016/j.teln.2024.05.011","url":null,"abstract":"<div><h3>Background</h3><p>Deliberate practice (DP) - effortful, frequent practice sessions with expert feedback - may improve skill performance but the frequency and method of reinforcing psychomotor skills is not well understood.</p></div><div><h3>Aim</h3><p>Investigate the feasibility and acceptability of study procedures in preparation for a larger study of DP.</p></div><div><h3>Methods</h3><p><span>Baccalaureate nursing students (</span><em>n</em><span>=10) deemed competent in indwelling urinary catheter (IUC) placement from a large Western University participated. Baseline female IUC performance was assessed. Participants were randomized into an intervention group (monthly practice for three months using DP) or a control group (monthly catheter insertion education). End of semester performance was then assessed.</span></p></div><div><h3>Results</h3><p>At baseline both groups performed the skill similarly, and made similar mistakes. At the end of the study the control group performed 59 out of 80 steps correctly, while the intervention group collectively performed 77 out of 80 steps correctly.</p></div><div><h3>Conclusion</h3><p>In this pilot study, monthly DP shows promise to be a feasible method for increasing IUC placement skills among undergraduate nursing students. Implications for conducting a larger intervention study are discussed.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 342-346"},"PeriodicalIF":1.9,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141400447","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 : 2024-06-13DOI: 10.1016/j.teln.2024.05.009
Background
Nursing faculty are challenged with preparing nursing students to use clinical judgment and decision-making. These skills are best learned in clinical practice. Immersing students in patient care allows them to deepen their understanding of concepts learned in class while working with patients and families.
Innovation
Reviewing a timeline used for situational awareness in military training, a Nursing Preventable Event timeline was developed that aligns with the nursing process and clinical judgment model. Like soldiers, nurses must be hyper-alert, always assessing, questioning, and looking for indicators of acute patient changes that need quick interventions.
Implications
The timeline can be used in class, clinical post-conference, lab, and simulation to introduce situational awareness early in the program to help students recognize, interpret, and respond to cues to make timely decisions and improve outcomes.
Conclusion
Learning situational awareness early will develop clinical judgment and critical thinking skills to connect didactic learning to clinical experiences, anticipate patient situations that may unfold, and be prepared to intervene quickly.
{"title":"Teaching nursing students’ clinical judgment using situational awareness and principles of combat training","authors":"","doi":"10.1016/j.teln.2024.05.009","DOIUrl":"10.1016/j.teln.2024.05.009","url":null,"abstract":"<div><h3>Background</h3><p>Nursing faculty are challenged with preparing nursing students to use clinical judgment and decision-making. These skills are best learned in clinical practice. Immersing students in patient care allows them to deepen their understanding of concepts learned in class while working with patients and families.</p></div><div><h3>Innovation</h3><p>Reviewing a timeline used for situational awareness in military training, a Nursing Preventable Event timeline was developed that aligns with the nursing process and clinical judgment model. Like soldiers, nurses must be hyper-alert, always assessing, questioning, and looking for indicators of acute patient changes that need quick interventions.</p></div><div><h3>Implications</h3><p>The timeline can be used in class, clinical post-conference, lab, and simulation to introduce situational awareness early in the program to help students recognize, interpret, and respond to cues to make timely decisions and improve outcomes.</p></div><div><h3>Conclusion</h3><p>Learning situational awareness early will develop clinical judgment and critical thinking skills to connect didactic learning to clinical experiences, anticipate patient situations that may unfold, and be prepared to intervene quickly.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages 338-341"},"PeriodicalIF":1.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141401546","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 : 2024-06-13DOI: 10.1016/j.teln.2024.05.010
Aim
To determine the relationship between blended learning satisfaction with self-efficacy and the work readiness of nursing graduates.
Background
Blended learning is an educational approach to ensuring quality nursing education during the COVID-19 pandemic. However, examining the nursing students’ blended learning satisfaction and its association with self-efficacy and work readiness remains underreported during the pandemic.
Design
A descriptive-correlational design using a structural equation modeling (SEM) approach.
Methods
This study was participated by 208 nursing graduates recruited through consecutive sampling. Four self-report tools were used to collect data (Student Learning Satisfaction in a Blended Learning Satisfaction Tool [BLST], Nursing Self-Efficacy Tool [NSET], and Nursing Work Readiness Tool [NWRT]). Data analysis included descriptive statistics and SEM.
Results
The results indicated high levels of blended learning satisfaction (M = 2.88; SD = 0.45), self-efficacy (M = 3.25; SD = 0.35), and work readiness (M = 3.34; SD = 0.34). The emerging model demonstrated acceptable model fit indices, with self-efficacy increasing with blended learning satisfaction (p = 0.16) and a direct impact on work readiness (p = 0.73). In addition, blended learning satisfaction does not directly influence work readiness (p = −0.03) but has a mediating effect on work readiness through self-efficacy (p = 0.009).
Conclusion
Nursing students who underwent blended learning in their senior year reported high levels of blended learning satisfaction, self-efficacy, and work readiness. Nursing students in a blended learning environment have the potential to be work-ready if they consider themselves self-efficacious and have the support of a suitable blended learning set-up.
{"title":"Nursing students’ blended learning satisfaction, self-efficacy, and work readiness: A structural equation modeling study","authors":"","doi":"10.1016/j.teln.2024.05.010","DOIUrl":"10.1016/j.teln.2024.05.010","url":null,"abstract":"<div><h3>Aim</h3><p>To determine the relationship between blended learning satisfaction with self-efficacy and the work readiness of nursing graduates.</p></div><div><h3>Background</h3><p>Blended learning is an educational approach to ensuring quality nursing education during the COVID-19 pandemic. However, examining the nursing students’ blended learning satisfaction and its association with self-efficacy and work readiness remains underreported during the pandemic.</p></div><div><h3>Design</h3><p>A descriptive-correlational design using a structural equation modeling (SEM) approach.</p></div><div><h3>Methods</h3><p>This study was participated by 208 nursing graduates recruited through consecutive sampling. Four self-report tools were used to collect data (Student Learning Satisfaction in a Blended Learning Satisfaction Tool [BLST], Nursing Self-Efficacy Tool [NSET], and Nursing Work Readiness Tool [NWRT]). Data analysis included descriptive statistics and SEM.</p></div><div><h3>Results</h3><p>The results indicated high levels of blended learning satisfaction (M = 2.88; SD = 0.45), self-efficacy (M = 3.25; SD = 0.35), and work readiness (M = 3.34; SD = 0.34). The emerging model demonstrated acceptable model fit indices, with self-efficacy increasing with blended learning satisfaction (p = 0.16) and a direct impact on work readiness (p = 0.73). In addition, blended learning satisfaction does not directly influence work readiness (p = −0.03) but has a mediating effect on work readiness through self-efficacy (p = 0.009).</p></div><div><h3>Conclusion</h3><p>Nursing students who underwent blended learning in their senior year reported high levels of blended learning satisfaction, self-efficacy, and work readiness. Nursing students in a blended learning environment have the potential to be work-ready if they consider themselves self-efficacious and have the support of a suitable blended learning set-up.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e638-e645"},"PeriodicalIF":1.9,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141395047","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}