Teaching and Learning in Nursing最新文献_第4页

ChatGPT as a tool in nursing exam design: Opportunities and limitations ChatGPT作为护理考试设计的工具：机遇与局限

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-29 DOI: 10.1016/j.teln.2025.09.003

Jennifer L. Hargett DNP, RN, ONC, CNE, Allison L. Princiotta MSN, RN, Presly F. Lowry MSN, RN, CNE, Lisa K. Hosey MSN, RN, CNE, Monica N. White PhD, RN, CNE

Background

Technological advancements, including generative Artificial Intelligence (AI) like ChatGPT, are transforming education. AI has potential usefulness in nursing education, particularly in the development of test items that align with evolving learning objectives and competency frameworks.

Aim

This article examines the ability of generative AI to accurately answer faculty-developed nursing exam questions and explores its strengths and limitations in assessments of varying cognitive complexity.

Methods

Three nursing exams from two different undergraduate nursing programs were administered to the AI model, and responses were evaluated for accuracy, with patterns of performance reviewed across item types and difficulty levels.

Results

ChatGPT-4 demonstrated fair accuracy on faculty-developed test items but struggled with higher-order, complex, and multiple-response questions, highlighting limitations in its reasoning capabilities.

Conclusions

Results reveal differences in AI accuracy based on exam complexity, with implications for AI's role in test item development, assessment strategies, and curriculum design in nursing education. The findings suggest that generative AI may serve as a resource for educators to streamline item writing, enhance question rigor, and foster student engagement with challenging material.

包括ChatGPT等生成式人工智能（AI）在内的技术进步正在改变教育。人工智能在护理教育中具有潜在的用途，特别是在开发与不断发展的学习目标和能力框架相一致的测试项目方面。本文研究了生成式人工智能准确回答教师制定的护理考试问题的能力，并探讨了其在评估不同认知复杂性方面的优势和局限性。方法对人工智能模型进行两个不同本科护理专业的三次护理考试，并对回答的准确性进行评估，并对不同项目类型和难度级别的表现模式进行评估。结果atgpt -4在教师开发的测试项目上表现出相当的准确性，但在高阶、复杂和多回答问题上表现不佳，突出了其推理能力的局限性。结论：结果揭示了基于考试复杂性的人工智能准确性的差异，这对人工智能在护理教育中测试项目开发、评估策略和课程设计中的作用具有启示意义。研究结果表明，生成式人工智能可以作为教育工作者简化项目写作的资源，提高问题的严谨性，并促进学生参与具有挑战性的材料。

{"title":"ChatGPT as a tool in nursing exam design: Opportunities and limitations","authors":"Jennifer L. Hargett DNP, RN, ONC, CNE, Allison L. Princiotta MSN, RN, Presly F. Lowry MSN, RN, CNE, Lisa K. Hosey MSN, RN, CNE, Monica N. White PhD, RN, CNE","doi":"10.1016/j.teln.2025.09.003","DOIUrl":"10.1016/j.teln.2025.09.003","url":null,"abstract":"<div><h3>Background</h3><div>Technological advancements, including generative Artificial Intelligence (AI) like ChatGPT, are transforming education. AI has potential usefulness in nursing education, particularly in the development of test items that align with evolving learning objectives and competency frameworks.</div></div><div><h3>Aim</h3><div>This article examines the ability of generative AI to accurately answer faculty-developed nursing exam questions and explores its strengths and limitations in assessments of varying cognitive complexity.</div></div><div><h3>Methods</h3><div>Three nursing exams from two different undergraduate nursing programs were administered to the AI model, and responses were evaluated for accuracy, with patterns of performance reviewed across item types and difficulty levels.</div></div><div><h3>Results</h3><div>ChatGPT-4 demonstrated fair accuracy on faculty-developed test items but struggled with higher-order, complex, and multiple-response questions, highlighting limitations in its reasoning capabilities.</div></div><div><h3>Conclusions</h3><div>Results reveal differences in AI accuracy based on exam complexity, with implications for AI's role in test item development, assessment strategies, and curriculum design in nursing education. The findings suggest that generative AI may serve as a resource for educators to streamline item writing, enhance question rigor, and foster student engagement with challenging material.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e269-e273"},"PeriodicalIF":1.7,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842877","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

Fill in the blank: A clinical conference concept map activity for nursing students 填空：护理专业学生临床会议概念图活动

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-29 DOI: 10.1016/j.teln.2025.08.036

Stacy Demitropoulos DNP, RN, OCN

A clinical conference is an important time in a nursing student’s clinical day to implement debriefing and teach students new content. The literature from medicine and nursing suggests that games are a successful strategy for learning and developing critical thinking skills. Fill-In-The-Blank Concept Map is a game created for clinical conferences that successfully promotes critical thinking, communication abilities, and collaboration skills. Innovative activities are key to engaging students and equipping them with the skills needed to think critically and develop clinical judgement. Clinical postconferences with active learning strategies develop nursing students’ critical thinking skills.

临床会议是护生临床日中实施述职和教授新内容的重要时间。医学和护理文献表明，游戏是学习和培养批判性思维技能的成功策略。填空概念地图是一个为临床会议创建的游戏，它成功地促进了批判性思维，沟通能力和协作技能。创新活动是吸引学生并使他们具备批判性思考和发展临床判断所需技能的关键。临床会议与主动学习策略培养护理学生的批判性思维能力。

引用次数: 0

Exploring belonging and inclusivity in higher education through intentional grouping practices 通过有意分组实践探索高等教育中的归属感和包容性

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-28 DOI: 10.1016/j.teln.2025.09.007

Kaneesha Ogle PhD, Anna Ressler DNP, Jason W. Osborne PhD

Background

A sense of belonging promotes well-being, motivation, and academic success. In nursing education, fostering inclusivity may enhance retention. Collaborative learning supports comprehension and teamwork, yet grouping strategies vary, influencing student experiences.

Aim

This study explores whether intentional grouping practices influence belonging and inclusivity in nursing education.

Methods

A cohort quasi-experimental design study used a convenience sample of first- and second-year nursing students at a large Midwestern university. Participants completed a modified "Belongingness and Student Engagement" survey at the beginning and midterm of the semester. Grouping methods included self-selection, random assignment, and VARK learning inventory-based grouping. Data were analyzed using ANOVA.

Results

Of 198 students completing the presurvey, 183 completed the postsurvey. No significant relationship emerged between grouping strategies and perceived belongingness. However, race/ethnicity had a statistically significant effect, suggesting demographic factors may exert greater influence than grouping methods.

Conclusion

Grouping strategies alone do not significantly impact belonging. Broader program efforts may better support student engagement. Future research should examine additional factors to strengthen belongingness, student success, and retention.

归属感能促进幸福感、积极性和学业成功。在护理教育中，培养包容性可以提高保留率。协作学习支持理解和团队合作，但分组策略不同，影响学生的体验。目的探讨有意分组实践是否影响护理教育中的归属感和包容性。方法采用队列准实验设计研究，选取中西部一所大型大学护理专业一、二年级学生作为方便样本。参与者在学期初和期中完成了一项修改后的“归属感和学生参与度”调查。分组方法包括自选择、随机分配和基于VARK学习清单的分组。数据分析采用方差分析。结果198名学生完成问卷调查，183名学生完成问卷调查。分组策略与感知归属感之间无显著关系。然而，种族/民族在统计上具有显著的影响，这表明人口因素可能比分组方法产生更大的影响。结论单独分组策略对归属感影响不显著。更广泛的项目努力可能会更好地支持学生的参与。未来的研究应该检查更多的因素来加强归属感、学生的成功和保留率。

{"title":"Exploring belonging and inclusivity in higher education through intentional grouping practices","authors":"Kaneesha Ogle PhD, Anna Ressler DNP, Jason W. Osborne PhD","doi":"10.1016/j.teln.2025.09.007","DOIUrl":"10.1016/j.teln.2025.09.007","url":null,"abstract":"<div><h3>Background</h3><div>A sense of belonging promotes well-being, motivation, and academic success. In nursing education, fostering inclusivity may enhance retention. Collaborative learning supports comprehension and teamwork, yet grouping strategies vary, influencing student experiences.</div></div><div><h3>Aim</h3><div>This study explores whether intentional grouping practices influence belonging and inclusivity in nursing education.</div></div><div><h3>Methods</h3><div>A cohort quasi-experimental design study used a convenience sample of first- and second-year nursing students at a large Midwestern university. Participants completed a modified \"Belongingness and Student Engagement\" survey at the beginning and midterm of the semester. Grouping methods included self-selection, random assignment, and VARK learning inventory-based grouping. Data were analyzed using ANOVA.</div></div><div><h3>Results</h3><div>Of 198 students completing the presurvey, 183 completed the postsurvey. No significant relationship emerged between grouping strategies and perceived belongingness. However, race/ethnicity had a statistically significant effect, suggesting demographic factors may exert greater influence than grouping methods.</div></div><div><h3>Conclusion</h3><div>Grouping strategies alone do not significantly impact belonging. Broader program efforts may better support student engagement. Future research should examine additional factors to strengthen belongingness, student success, and retention.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e189-e193"},"PeriodicalIF":1.7,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842830","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

Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education 意大利语版临床教学偏好问卷在同伴辅助护理教育中的验证

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-27 DOI: 10.1016/j.teln.2025.09.004

Ivan Rubbi PhD , Barbara Biselli MSN , Valeria Cremonini PhD , Arianna Bagnis PhD , Erica Grisanti MSN , Katia Mattarozzi PhD , Stefano Bastianini PhD , Milena Spadola MSN , Gianandrea Pasquinelli MD

Background

Peer-Assisted Learning (PAL) is an effective pedagogical strategy in nursing education. Valid instruments are needed to assess students' experiences with PAL in the Italian context.

Aim

To validate the Italian version of the Clinical Teaching Preference Questionnaire (CTPQ-IV) and examine its psychometric properties among nursing students.

Methods

A prospective observational study was conducted. The CTPQ-IV was administered to 764 first-year nursing students in simulation laboratories. Data were analyzed using Exploratory Factor Analysis (EFA) with Oblique Oblimin rotation and Confirmatory Factor Analysis (CFA) to test the factor structure.

Results

The majority of participants were female (79.7%) and aged 19–21 years (74.9%). Factor analysis of the 10-item questionnaire revealed a two-factor solution (Peer Supervision and Instructor Supervision), explaining 54.3% of the variance. Factor loadings exceeded ±0.30, and internal consistency was satisfactory. The CFA confirmed the factor structure, supporting the construct validity of the instrument.

Conclusions

The Italian version of the CTPQ-IV demonstrated adequate validity and reliability. It represents a practical tool for evaluating PAL in nursing education and supports future educational research.

同伴辅助学习是护理教育中一种有效的教学策略。需要有效的工具来评估学生在意大利语背景下使用PAL的经验。目的验证意大利语版临床教学偏好问卷（CTPQ-IV）的有效性，并考察其在护生中的心理测量特性。方法采用前瞻性观察研究。在模拟实验室对764名一年级护生进行CTPQ-IV测试。数据分析采用探索性因子分析（EFA）和验证性因子分析（CFA）来检验因子结构。结果以女性（79.7%）和19 ~ 21岁（74.9%）居多。对10项问卷的因子分析显示双因子解决方案（同伴监督和导师监督），解释54.3%的方差。因子负荷大于±0.30，内部一致性满意。CFA证实了因子结构，支持了工具的结构效度。结论意大利版CTPQ-IV具有足够的效度和信度。它代表了一个实用的工具，评估PAL在护理教育和支持未来的教育研究。

{"title":"Validation of the Italian version of the clinical teaching preference questionnaire in peer-assisted nursing education","authors":"Ivan Rubbi PhD , Barbara Biselli MSN , Valeria Cremonini PhD , Arianna Bagnis PhD , Erica Grisanti MSN , Katia Mattarozzi PhD , Stefano Bastianini PhD , Milena Spadola MSN , Gianandrea Pasquinelli MD","doi":"10.1016/j.teln.2025.09.004","DOIUrl":"10.1016/j.teln.2025.09.004","url":null,"abstract":"<div><h3>Background</h3><div>Peer-Assisted Learning (PAL) is an effective pedagogical strategy in nursing education. Valid instruments are needed to assess students' experiences with PAL in the Italian context.</div></div><div><h3>Aim</h3><div>To validate the Italian version of the Clinical Teaching Preference Questionnaire (CTPQ-IV) and examine its psychometric properties among nursing students.</div></div><div><h3>Methods</h3><div>A prospective observational study was conducted. The CTPQ-IV was administered to 764 first-year nursing students in simulation laboratories. Data were analyzed using Exploratory Factor Analysis (EFA) with Oblique Oblimin rotation and Confirmatory Factor Analysis (CFA) to test the factor structure.</div></div><div><h3>Results</h3><div>The majority of participants were female (79.7%) and aged 19–21 years (74.9%). Factor analysis of the 10-item questionnaire revealed a two-factor solution (Peer Supervision and Instructor Supervision), explaining 54.3% of the variance. Factor loadings exceeded ±0.30, and internal consistency was satisfactory. The CFA confirmed the factor structure, supporting the construct validity of the instrument.</div></div><div><h3>Conclusions</h3><div>The Italian version of the CTPQ-IV demonstrated adequate validity and reliability. It represents a practical tool for evaluating PAL in nursing education and supports future educational research.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e175-e181"},"PeriodicalIF":1.7,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842828","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

Sense of belonging of bachelor nursing students: a descriptive-comparative study 护理本科学生归属感的描述-比较研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-27 DOI: 10.1016/j.teln.2025.09.008

Evangeline Fangonil-Gagalang PhD, RN, Yeon Kim DNP, RN, CCRN, Justin Schneider DNP, RN, AGPCNP-BC, Renee Gregg-Chastain DNP, RN, FNP

Background

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.

归属感，即群体的接纳、包容和认同，对护生的学业和社会融入有显著影响。缺乏归属感导致学生流失。目的探讨影响护生归属感的因素，找出促进或阻碍护生归属感的因素。方法本研究是一项横断面、描述性比较研究，研究对象为来自美国西南部一所大学多个校区的护理本科生（N = 201）。数据通过匿名调查收集，使用系归属感和参与感（DeSBI）工具。对描述性统计和比较统计进行分析。结果校园位置对学生的归属感有显著影响。卫星校区学生的归属感明显高于主校区学生。结论校区位置对护生的归属感有显著影响，卫星校区护生的归属感和归属感水平较高。这些发现强调了在主校区进行有针对性的机构干预以培养更强的社区意识的必要性。增强主校区的归属感可能有助于提高学习成绩，减少人员流失，并使护理人员更具弹性。

{"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":"2025-09-27","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}

引用次数: 0

The effect of exergames on sleep quality in nursing students: A randomized controlled trial 运动对护生睡眠质量的影响：一项随机对照试验

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-25 DOI: 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":"2025-09-25","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}

引用次数: 0

Fundamentals of artificial intelligence for nursing students: Educational innovation 护生人工智能基础：教育创新

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-25 DOI: 10.1016/j.teln.2025.08.033

Anita Lukić MD, PhD , Ivan Krešimir Lukić MD, PhD

Background

In spite of interest in the use of artificial intelligence (AI) in nursing education, there are no studies on teaching nursing students' basics of AI technology.

Innovation

An elective course for undergraduate students of nursing (final year), consigning of 10 hours of lectures, covering the following topics: Basics of AI; Principles and concepts of machine learning; Evaluation of AI-based tools; and Implementation of AI in healthcare.

Results

Nineteen students attended the course and thirteen provided their feedback. Students’ evaluation was positive: 77% (10 out of 13) would pick the same elective again and recommend it to others. They suggested more live demos and dedicating more time to ChatGPT.

Implications

Our experience with a course focusing on basic principles of AI technology as well as list of resources and feedback of our students can be of use to nursing educators when planning similar courses.

Conclusions

Since nursing students’ readiness to embrace AI technology depends on understanding of the technology, educating students on foundational algorithmic principles may have a positive impact on adoption of AI in nursing practice.

尽管人们对人工智能（AI）在护理教育中的应用很感兴趣，但目前还没有关于向护理学生教授人工智能技术基础知识的研究。创新一门护理专业本科生（最后一年）的选修课程，指定10小时的讲座，涵盖以下主题：人工智能基础知识；机器学习的原理和概念；基于人工智能的工具评估；以及人工智能在医疗保健领域的应用。结果19名学生参加了课程，13名学生提供了反馈。学生的评价是积极的：77%（13人中有10人）会再次选择相同的选修课并推荐给其他人。他们建议更多的现场演示，并花更多的时间在ChatGPT上。启示我们在人工智能技术基本原理课程上的经验，以及我们学生的资源列表和反馈，可以为护理教育工作者在规划类似课程时提供帮助。由于护生是否愿意接受人工智能技术取决于对技术的理解，因此对学生进行基本算法原理的教育可能会对人工智能在护理实践中的应用产生积极影响。

{"title":"Fundamentals of artificial intelligence for nursing students: Educational innovation","authors":"Anita Lukić MD, PhD , Ivan Krešimir Lukić MD, PhD","doi":"10.1016/j.teln.2025.08.033","DOIUrl":"10.1016/j.teln.2025.08.033","url":null,"abstract":"<div><h3>Background</h3><div>In spite of interest in the use of artificial intelligence (AI) in nursing education, there are no studies on teaching nursing students' basics of AI technology.</div></div><div><h3>Innovation</h3><div>An elective course for undergraduate students of nursing (final year), consigning of 10 hours of lectures, covering the following topics: Basics of AI; Principles and concepts of machine learning; Evaluation of AI-based tools; and Implementation of AI in healthcare.</div></div><div><h3>Results</h3><div>Nineteen students attended the course and thirteen provided their feedback. Students’ evaluation was positive: 77% (10 out of 13) would pick the same elective again and recommend it to others. They suggested more live demos and dedicating more time to ChatGPT.</div></div><div><h3>Implications</h3><div>Our experience with a course focusing on basic principles of AI technology as well as list of resources and feedback of our students can be of use to nursing educators when planning similar courses.</div></div><div><h3>Conclusions</h3><div>Since nursing students’ readiness to embrace AI technology depends on understanding of the technology, educating students on foundational algorithmic principles may have a positive impact on adoption of AI in nursing practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 76-79"},"PeriodicalIF":1.7,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842886","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

The effect of different debriefing methods on nursing students' knowledge and performance in simulation-based education 模拟教学中不同述职方式对护生知识及表现的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-24 DOI: 10.1016/j.teln.2025.08.029

Hilal Tuzer , Meral Demiroren , Gulsen Tasdelen Teker

Background

Simulation-based education helps bridge the gap between theory and practice in nursing, and debriefing plays a key role in enhancing learning. However, the relative effectiveness of different debriefing methods has not yet been fully established.

Aim

To compare the effects of verbal and video debriefing on the knowledge and performance of nursing students in simulation-based education.

Methods

This experimental design with a control group included 83 nursing students from a public university. All participated in a standardized patient simulation on anticoagulant medication use and were assigned to 1 of 3 groups: control (no debriefing), verbal debriefing, or video debriefing. Knowledge was assessed using a test, and performance was assessed with real patients.

Results

Knowledge scores improved significantly in all groups after the simulation. Performance scores were highest in the video debriefing group (74.57 ± 10.78), followed by verbal debriefing (60.50 ± 8.44) and control (39.41 ± 8.41); the differences were statistically significant (P < 0.001).

Conclusion

Integrating simulation into the nursing curriculum, supplemented by structured verbal or video debriefing, especially video, can significantly improve student performance.

基于模拟的教育有助于弥合护理理论与实践之间的差距，汇报在促进学习方面起着关键作用。然而，不同汇报方法的相对有效性尚未完全确定。目的比较口头述职和视频述职对模拟教育护生知识和表现的影响。方法以83名公立大学护生为对照组。所有患者都参加了抗凝药物使用的标准化患者模拟，并被分配到3组中的1组：对照组（无汇报）、口头汇报或视频汇报。知识是通过测试来评估的，表现是通过真实的病人来评估的。结果模拟后各组学生的知识得分均有显著提高。表现得分最高的是视频汇报组（74.57±10.78）分，其次是口头汇报组（60.50±8.44）分，对照组（39.41±8.41）分；差异有统计学意义（P < 0.001）。结论将模拟教学融入护理课程，辅以结构化的口头或视频汇报，尤其是视频汇报，能显著提高学生的学习成绩。

{"title":"The effect of different debriefing methods on nursing students' knowledge and performance in simulation-based education","authors":"Hilal Tuzer , Meral Demiroren , Gulsen Tasdelen Teker","doi":"10.1016/j.teln.2025.08.029","DOIUrl":"10.1016/j.teln.2025.08.029","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education helps bridge the gap between theory and practice in nursing, and debriefing plays a key role in enhancing learning. However, the relative effectiveness of different debriefing methods has not yet been fully established.</div></div><div><h3>Aim</h3><div>To compare the effects of verbal and video debriefing on the knowledge and performance of nursing students in simulation-based education.</div></div><div><h3>Methods</h3><div>This experimental design with a control group included 83 nursing students from a public university. All participated in a standardized patient simulation on anticoagulant medication use and were assigned to 1 of 3 groups: control (no debriefing), verbal debriefing, or video debriefing. Knowledge was assessed using a test, and performance was assessed with real patients.</div></div><div><h3>Results</h3><div>Knowledge scores improved significantly in all groups after the simulation. Performance scores were highest in the video debriefing group (74.57 ± 10.78), followed by verbal debriefing (60.50 ± 8.44) and control (39.41 ± 8.41); the differences were statistically significant (<em>P</em> < 0.001).</div></div><div><h3>Conclusion</h3><div>Integrating simulation into the nursing curriculum, supplemented by structured verbal or video debriefing, especially video, can significantly improve student performance.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e138-e145"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842823","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

Building foundations for independent clinical reasoning in an AI era: Student experiences with the independent authentic clinical reasoning task in prelicensure nursing education 构建人工智能时代独立临床推理的基础：学生在护理学制教育中独立真实临床推理任务的体验

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-24 DOI: 10.1016/j.teln.2025.08.034

Daniel Bulek DNP, RN, September Nelson PhD, RN, CNL, Elizabeth Mason MSN, RN, Kaitlyn Piantoni MSN, RN

Aim

To evaluate student experiences with the Independent Authentic Clinical Reasoning Task (I-ACRT), an assessment designed to elicit unaided clinical judgment in nursing students by restricting generative AI use.

Background

AI tools are rapidly transforming nursing education. While they enhance access and efficiency, overreliance can impair independent reasoning. The I-ACRT was developed to preserve foundational clinical judgment by replicating authentic practice conditions while removing AI and peer input.

Methods

Student reflections were drawn from open-ended responses on end-of-course evaluations in a junior-level BSN course. Evaluations were anonymous and collected through a third-party platform. Comments explicitly referencing I-ACRTs were coded and analyzed thematically using NVivo. A total of 11 student responses met inclusion criteria. This study was an exploratory program evaluation using qulitative descriptive methodology and inductive content analysis.

Results

Four major themes emerged: (1) Cognitive adjustment, including initial frustration and increased fluency across attempts; (2) Desire for coaching, especially in preparation and feedback; (3) Desire for greater clarity in task expectations; and (4) Perceived benefit, with students noting gains in conceptual understanding and preparedness for clinical reasoning. Students described the I-ACRT as cognitively demanding but ultimately valuable when paired with structured support.

Conclusions

The I-ACRT is a feasible and effective model for assessing foundational clinical reasoning in an AI-restricted environment. While initial cognitive load was high, students improved over time and valued the realism and independence the task required. Findings support further refinement of the I-ACRT model as a tool for preparing students to critically engage with AI in clinical practice.

目的评估学生在独立真实临床推理任务（I-ACRT）中的体验，该评估旨在通过限制生成人工智能的使用来激发护理学生的独立临床判断。ai工具正在迅速改变护理教育。虽然它们提高了获取和效率，但过度依赖会损害独立推理。开发I-ACRT是为了通过复制真实的实践条件来保留基础临床判断，同时消除人工智能和同行输入。方法采用开放式问卷调查方法，收集学生对初级BSN课程期末评价的反馈。评估是匿名的，并通过第三方平台收集。明确引用i - acrt的注释使用NVivo进行编码和主题分析。共有11名学生的回答符合纳入标准。本研究采用定性描述性方法和归纳性内容分析，对项目进行探索性评价。结果：(1)认知调整，包括最初的挫败感和跨尝试的流畅性提高；(2)渴望得到指导，特别是在准备和反馈方面；(3)希望任务期望更清晰；(4)感知收益，学生注意到在概念理解和临床推理准备方面的收获。学生们将I-ACRT描述为认知要求，但在与结构化支持配合时最终是有价值的。结论在人工智能受限环境下，I-ACRT是一种可行且有效的基础临床推理评估模型。虽然最初的认知负荷很高，但随着时间的推移，学生们有所提高，并重视任务所要求的现实性和独立性。研究结果支持进一步完善I-ACRT模型，使其成为培养学生在临床实践中批判性地参与人工智能的工具。

{"title":"Building foundations for independent clinical reasoning in an AI era: Student experiences with the independent authentic clinical reasoning task in prelicensure nursing education","authors":"Daniel Bulek DNP, RN, September Nelson PhD, RN, CNL, Elizabeth Mason MSN, RN, Kaitlyn Piantoni MSN, RN","doi":"10.1016/j.teln.2025.08.034","DOIUrl":"10.1016/j.teln.2025.08.034","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate student experiences with the Independent Authentic Clinical Reasoning Task (I-ACRT), an assessment designed to elicit unaided clinical judgment in nursing students by restricting generative AI use.</div></div><div><h3>Background</h3><div>AI tools are rapidly transforming nursing education. While they enhance access and efficiency, overreliance can impair independent reasoning. The I-ACRT was developed to preserve foundational clinical judgment by replicating authentic practice conditions while removing AI and peer input.</div></div><div><h3>Methods</h3><div>Student reflections were drawn from open-ended responses on end-of-course evaluations in a junior-level BSN course. Evaluations were anonymous and collected through a third-party platform. Comments explicitly referencing I-ACRTs were coded and analyzed thematically using NVivo. A total of 11 student responses met inclusion criteria. This study was an exploratory program evaluation using qulitative descriptive methodology and inductive content analysis.</div></div><div><h3>Results</h3><div>Four major themes emerged: (1) Cognitive adjustment, including initial frustration and increased fluency across attempts; (2) Desire for coaching, especially in preparation and feedback; (3) Desire for greater clarity in task expectations; and (4) Perceived benefit, with students noting gains in conceptual understanding and preparedness for clinical reasoning. Students described the I-ACRT as cognitively demanding but ultimately valuable when paired with structured support.</div></div><div><h3>Conclusions</h3><div>The I-ACRT is a feasible and effective model for assessing foundational clinical reasoning in an AI-restricted environment. While initial cognitive load was high, students improved over time and valued the realism and independence the task required. Findings support further refinement of the I-ACRT model as a tool for preparing students to critically engage with AI in clinical practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 25-29"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842407","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

Self-directed learning in nursing students: a quasi-experimental comparison of two simulation methods 护生自主学习：两种模拟方法的准实验比较

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-24 DOI: 10.1016/j.teln.2025.08.032

Alonso Molina-Rodríguez RN, PhD , José Luis Díaz-Agea RN, PhD , Su-Fen Cheng RN, PhD , María Suárez-Cortés RN, PhD , Isabel López-Chicheri-García PhD , Guillermo Domenech-Asensi RN, PhD

Background

Nursing is a dynamic profession requiring self-motivated professionals capable of continually updating their knowledge and skills. Self-directed learning (SDL) is essential to meet evolving clinical demands, and simulation provides innovative approaches to promote it

Aim

To examine whether the Self-Learning Methodology in Simulated Environments (MAES©) enhances SDL skills in nursing students compared with traditional high-fidelity simulation

Methods

A quasi-experimental study was conducted with 109 undergraduate nursing students. The intervention group (n = 49) applied MAES, where students defined objectives, designed scenarios, and identified resources tailored to their needs. The control group (n = 60) participated in a traditional high-fidelity simulation. SDL ability was assessed with the Self-Directed Learning Instrument (SDLI) at baseline and post-intervention

Results

Intra-group analysis showed significant improvement in the MAES group (p = 0.014) compared with the traditional group (p = 0.088). However, between-group comparisons revealed no significant differences (p = 0.157). The most improved dimensions were self-control (time and effort management) and interpersonal communication

Conclusions

MAES shows a favorable trend in fostering SDL, suggesting its potential as an effective educational strategy in nursing.

护理是一个充满活力的职业，需要自我激励的专业人员能够不断更新他们的知识和技能。自我导向学习（Self-directed learning， SDL）是满足不断变化的临床需求的必要手段，而模拟学习为促进自我导向学习提供了创新途径。目的探讨模拟环境中的自我导向学习方法（MAES©）与传统的高保真模拟方法相比，是否能提高护生的自我导向学习技能。干预组（n = 49）采用MAES，学生定义目标，设计场景，并根据他们的需求确定资源。对照组（n = 60）进行传统的高保真模拟。在基线和干预后用自主学习工具（SDLI）评估SDL能力。结果组间分析显示，与传统组（p = 0.088）相比，MAES组有显著改善（p = 0.014）。但组间比较无显著差异（p = 0.157）。自我控制（时间和精力管理）和人际沟通是改善最多的维度。结论maes在培养自主学习能力方面有良好的趋势，提示其可能是一种有效的护理教育策略。

{"title":"Self-directed learning in nursing students: a quasi-experimental comparison of two simulation methods","authors":"Alonso Molina-Rodríguez RN, PhD , José Luis Díaz-Agea RN, PhD , Su-Fen Cheng RN, PhD , María Suárez-Cortés RN, PhD , Isabel López-Chicheri-García PhD , Guillermo Domenech-Asensi RN, PhD","doi":"10.1016/j.teln.2025.08.032","DOIUrl":"10.1016/j.teln.2025.08.032","url":null,"abstract":"<div><h3>Background</h3><div>Nursing is a dynamic profession requiring self-motivated professionals capable of continually updating their knowledge and skills. Self-directed learning (SDL) is essential to meet evolving clinical demands, and simulation provides innovative approaches to promote it</div></div><div><h3>Aim</h3><div>To examine whether the Self-Learning Methodology in Simulated Environments (MAES©) enhances SDL skills in nursing students compared with traditional high-fidelity simulation</div></div><div><h3>Methods</h3><div>A quasi-experimental study was conducted with 109 undergraduate nursing students. The intervention group (<em>n</em> = 49) applied MAES, where students defined objectives, designed scenarios, and identified resources tailored to their needs. The control group (<em>n</em> = 60) participated in a traditional high-fidelity simulation. SDL ability was assessed with the Self-Directed Learning Instrument (SDLI) at baseline and post-intervention</div></div><div><h3>Results</h3><div>Intra-group analysis showed significant improvement in the MAES group (<em>p</em> = 0.014) compared with the traditional group (<em>p</em> = 0.088). However, between-group comparisons revealed no significant differences (<em>p</em> = 0.157). The most improved dimensions were self-control (time and effort management) and interpersonal communication</div></div><div><h3>Conclusions</h3><div>MAES shows a favorable trend in fostering SDL, suggesting its potential as an effective educational strategy in nursing.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e153-e160"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842825","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