Teaching and Learning in Nursing最新文献

英文中文

Active learning strategies to increase student engagement in an undergraduate nursing pediatric course 在本科护理学儿科课程中提高学生参与度的主动学习策略

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-07-03 DOI: 10.1016/j.teln.2024.06.008

Esther Gravis DNP, RN, CPN

引用次数: 0

Australian nursing and midwifery curriculum design blind spots: a qualitative study through the prism of unplanned pregnancy 澳大利亚护理和助产课程设计的盲点：通过意外怀孕棱镜进行的定性研究

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-07-02 DOI: 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.

背景人们越来越关注护理和助产专业毕业生的工作准备情况。本研究旨在探讨澳大利亚学者对护理和助产专业本科生意外怀孕预防和护理教学的看法。方法对澳大利亚本科护理和助产专业的学者进行建构主义定性研究。结果我们从主题分析中构建了三大主题：认证障碍和相互冲突的议程、重要但不够重要以及防止 "不可提及"。结论这些研究结果凸显了参与者对课程开发的误解，以及缺乏防止课程盲点的保障措施，使得重要的医疗保健主题被遗漏。官方课程似乎是由个人和团体自行决定的，他们对哪些知识和技能是必要的有自己的看法，无论对错。我们还发现，普遍存在的堕胎耻辱感仍然是教育的障碍。

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引用次数: 0

Reconceptualizing nursing curricula for planetary health: A web-based desktop audit 重新认识护理课程，促进地球健康：基于网络的桌面审核

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-07-01 DOI: 10.1016/j.teln.2024.06.016

Naomi Tutticci, L. Fabbro, Catelyn Richards, Tracey Tulleners, Devika Varsani, Odette Best, A. Ward

引用次数: 0

Concept analysis of climate science literacy: implications to nursing and healthcare professions education 气候科学素养的概念分析：对护理和医疗保健专业教育的影响

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-07-01 DOI: 10.1016/j.teln.2024.07.002

Jehad A. Rababah

引用次数: 0

Enhancing clinical performance self-efficacy among nursing students: A virtual clinical laboratory approach 提高护理专业学生的临床表现自我效能感：虚拟临床实验室方法

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-27 DOI: 10.1016/j.teln.2024.06.002

Piyanut Xuto PhD, Piyaporn Prasitwattanaseree PhD, Tareewan Chaiboonruang PhD, Karnjana Nimarangkul MNS, Lawitra Khiaokham MNS

Background

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.

背景与母乳喂养实践相关的虚拟护士实验室基于技术教学内容知识模型（TPACK 模型），是一个创新的主动学习平台，专注于提高母乳喂养场景中临床表现的自我效能感。研究目的本研究旨在评估虚拟护士实验室在提高护理专业学生临床表现自我效能感和满意度方面的效果。教育资源包括两个虚拟护士实验室、一个工具包和三份问卷。研究采用了描述性统计方法。结果临床表现自我效能感的差异有统计学意义（p <.001），表明临床表现自我效能感在逐步提高。结论虚拟护士实验室显著提高了临床表现自我效能感和满意度，证明了其作为护理教育工具的价值。

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引用次数: 0

Preliminary Effect of Challenge-Based Learning on Fostering Nursing Students’ Multidisciplinary Collaboration in Community Health Care Settings 挑战式学习对培养护理专业学生在社区医疗机构的多学科协作能力的初步效果

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-27 DOI: 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.

背景多学科协作能力是在社区卫生机构工作的护士的一项基本素质。目的探讨挑战式学习（CBL）对护理专业学生多学科协作的影响。护理专业学生组成多学科小组，开展以 CBL 为框架的社区项目。在为期 14 周的学期中，学生们针对选定的健康主题设计、规划并实施了健康促进活动。在基线和项目完成后，采用协作量表对多学科协作进行测量。采用 Wilcoxon 符号秩检验比较组内协作总分和分域协作得分，P 值为 0.05，差异有统计学意义。结果协作总分和分域协作得分显著高于前测得分（P<0.001），效应大小（r）在 0.48 至 0.71 之间。未来的研究需要更严格的方法来验证研究结果。

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引用次数: 0

Comparing educational frameworks: unpacking differences between fink's and bloom's taxonomies in nursing education 比较教育框架：解读芬克分类法和布鲁姆分类法在护理教育中的差异

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-17 DOI: 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.

背景现代医疗保健的动态性和复杂性要求护理教育不断发展。传统的布鲁姆分类法虽然对认知发展有效，但无法满足护理教育的整体需求。摘要芬克的分类法于 2003 年推出，它超越了认知范畴，将人文维度、关爱和学会如何学习纳入其中。这些领域对于培养能够在不同医疗环境中有效应用知识的护士至关重要。本文深入探讨了在护理教育中实施芬克分类法的益处和挑战，以及芬克分类法与护理专业不断发展的需求之间的兼容性。讨论与结论采用芬克分类法可以提高护理专业人员的能力、同理心和适应性，使他们更好地应对现代医疗挑战。要确定芬克分类法在培养护理技能和能力方面的功效，必须采用各种方法进行广泛研究。

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引用次数: 0

Is deliberate practice a feasible method for reinforcing indwelling urinary catheterization skill? A pilot study 刻意练习是强化留置导尿技能的可行方法吗？试点研究

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-15 DOI: 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.

背景刻意练习（DP）--有专家反馈的努力、频繁的练习课程--可能会提高技能表现，但强化心理运动技能的频率和方法还不太清楚。方法来自一所大型西部大学的被认为有能力进行留置导尿管（IUC）置入术的护理本科生（10 人）参加了这项研究。对女性 IUC 的基线表现进行了评估。参与者被随机分为干预组（使用 DP 进行为期三个月的每月练习）或对照组（每月进行导尿管插入教育）。结果两组基线时的技能表现相似，犯的错误也相似。研究结束时，对照组在 80 个步骤中正确完成了 59 个步骤，而干预组在 80 个步骤中总共正确完成了 77 个步骤。本文还讨论了开展更大规模干预研究的意义。

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引用次数: 0

Teaching nursing students’ clinical judgment using situational awareness and principles of combat training 利用情景意识和实战训练原则教授护理专业学生的临床判断能力

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-13 DOI: 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.

背景护理专业教师面临的挑战是培养护生运用临床判断和决策能力。这些技能最好在临床实践中学习。让学生沉浸在病人护理中，可以让他们在与病人和家属合作的过程中加深对课堂上所学概念的理解。创新回顾了军事训练中用于态势感知的时间轴，开发出了与护理流程和临床判断模型相一致的护理可预防事件时间轴。该时间表可用于课堂、临床后会议、实验室和模拟训练，以在课程早期引入情景意识，帮助学生识别、解释和应对提示，从而及时做出决策并改善结果。结论早期学习情景意识可培养临床判断和批判性思维技能，从而将教学内容与临床经验联系起来，预测可能出现的患者情况，并做好快速干预的准备。

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引用次数: 0

Nursing students’ blended learning satisfaction, self-efficacy, and work readiness: A structural equation modeling study 护理专业学生的混合式学习满意度、自我效能感和工作准备：结构方程模型研究

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-06-13 DOI: 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.

目的确定混合式学习的满意度与护理专业毕业生的自我效能感和工作准备度之间的关系。背景混合式学习是在 COVID-19 大流行期间确保优质护理教育的一种教育方法。本研究通过连续抽样的方式招募了 208 名护理专业毕业生。采用四种自我报告工具收集数据（混合式学习满意度工具[BLST]中的学生学习满意度、护理自我效能感工具[NSET]和护理工作准备工具[NWRT]）。结果显示，混合式学习满意度（M = 2.88；SD = 0.45）、自我效能感（M = 3.25；SD = 0.35）和工作准备度（M = 3.34；SD = 0.34）均处于较高水平。新建立的模型显示了可接受的模型拟合指数，自我效能感随混合式学习满意度的增加而增加（p = 0.16），并直接影响工作准备度（p = 0.73）。此外，混合式学习满意度并不直接影响工作准备度（p = -0.03），而是通过自我效能感对工作准备度产生中介效应（p = 0.009）。在混合式学习环境中，如果护理专业学生认为自己具有自我效能感，并得到合适的混合式学习环境的支持，那么他们就有可能做好工作准备。

{"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":null,"pages":null},"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}

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