Pub Date : 2025-09-24DOI: 10.1016/j.teln.2025.08.028
Elizabeth Barnett PhD , Alexei Bullara BSW , E. Alison Holman PhD
Background
Despite its effectiveness in enhancing patient-provider communication, motivational interviewing (MI) is not widely integrated into nursing education due to the demands of traditional teaching methods and limited professor expertise.
Aim
To evaluate the effectiveness of an asynchronous MI training in improving patient-centered communication competencies among nursing students.
Methods
A one-group pretest-posttest design was used. The study included 159 graduate nursing students who completed an asynchronous MI training program featuring self-directed modules, simulated mock interviews with standardized patient actors, and feedback on MI skills. Pre- and post-training mock interviews were evaluated using Lyssn.io artificial intelligence. Data were analyzed using paired t-tests, and effect sizes (Cohen’s d) were calculated.
Results
Statistically significant improvements were observed in MI proficiency (d = 0.63), reflections (d = 0.61), and open questions (d = 0.68); other measures achieved basic competency thresholds. Results were consistent with or exceeded those of in-person training programs.
Conclusions
The findings demonstrate the potential of combining MI and simulation-based strategies to improve nursing education and provide flexible training opportunities to develop patient-centered communication competencies.
{"title":"Evaluating asynchronous motivational interviewing training for nursing students: A quantitative study","authors":"Elizabeth Barnett PhD , Alexei Bullara BSW , E. Alison Holman PhD","doi":"10.1016/j.teln.2025.08.028","DOIUrl":"10.1016/j.teln.2025.08.028","url":null,"abstract":"<div><h3>Background</h3><div>Despite its effectiveness in enhancing patient-provider communication, motivational interviewing (MI) is not widely integrated into nursing education due to the demands of traditional teaching methods and limited professor expertise.</div></div><div><h3>Aim</h3><div>To evaluate the effectiveness of an asynchronous MI training in improving patient-centered communication competencies among nursing students.</div></div><div><h3>Methods</h3><div>A one-group pretest-posttest design was used. The study included 159 graduate nursing students who completed an asynchronous MI training program featuring self-directed modules, simulated mock interviews with standardized patient actors, and feedback on MI skills. Pre- and post-training mock interviews were evaluated using Lyssn.io artificial intelligence. Data were analyzed using paired t-tests, and effect sizes (Cohen’s d) were calculated.</div></div><div><h3>Results</h3><div>Statistically significant improvements were observed in MI proficiency (<em>d</em> = 0.63), reflections (<em>d</em> = 0.61), and open questions (<em>d</em> = 0.68); other measures achieved basic competency thresholds. Results were consistent with or exceeded those of in-person training programs.</div></div><div><h3>Conclusions</h3><div>The findings demonstrate the potential of combining MI and simulation-based strategies to improve nursing education and provide flexible training opportunities to develop patient-centered communication competencies.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e132-e137"},"PeriodicalIF":1.7,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842853","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 : 2025-09-22DOI: 10.1016/j.teln.2025.08.027
Christi D. Doherty DNP, RNC-OB, CNE, CHSE , Maria M. Ojeda DNP-PhD, MPH, BA, APRN, RN, FNP-C, BC-ADM
Background
Academic coaching can improve NCLEX-RN® pass rates, but implementation often adds to faculty workload. This pilot study describes a collaboration between a nursing school and a commercial provider to deliver a post-graduation coaching program led by registered nurses, aiming to enhance outcomes without increasing faculty burden.
Aims
To evaluate a commercial post-graduation coaching program by describing student engagement, satisfaction, and NCLEX-RN® pass rates, along with national comparisons.
Methods
A pre-experimental, descriptive single-group posttest design was used with a convenience sample of 247 nursing graduates from three cohorts who participated in a 6-week post-graduation coaching program. Engagement was measured via the Online Student Engagement scale, satisfaction through open-ended feedback, and NCLEX-RN® pass rates were compared to national data from the National Council of State Boards of Nursing.
Results
Participants had a 94.28% NCLEX-RN® pass rate, surpassing the 83.9% national average. Average engagement score was 72/95. Student comments reflected increased confidence and satisfaction with the program’s support and resources.
Conclusions
Commercial post-graduation coaching programs can improve NCLEX-RN® outcomes while reducing demands on faculty.
{"title":"Bridging the gap to success: Evaluating a post-graduation coaching program to enhance NCLEX-RN® outcomes","authors":"Christi D. Doherty DNP, RNC-OB, CNE, CHSE , Maria M. Ojeda DNP-PhD, MPH, BA, APRN, RN, FNP-C, BC-ADM","doi":"10.1016/j.teln.2025.08.027","DOIUrl":"10.1016/j.teln.2025.08.027","url":null,"abstract":"<div><h3>Background</h3><div>Academic coaching can improve NCLEX-RN® pass rates, but implementation often adds to faculty workload. This pilot study describes a collaboration between a nursing school and a commercial provider to deliver a post-graduation coaching program led by registered nurses, aiming to enhance outcomes without increasing faculty burden.</div></div><div><h3>Aims</h3><div>To evaluate a commercial post-graduation coaching program by describing student engagement, satisfaction, and NCLEX-RN® pass rates, along with national comparisons.</div></div><div><h3>Methods</h3><div>A pre-experimental, descriptive single-group posttest design was used with a convenience sample of 247 nursing graduates from three cohorts who participated in a 6-week post-graduation coaching program. Engagement was measured via the Online Student Engagement scale, satisfaction through open-ended feedback, and NCLEX-RN® pass rates were compared to national data from the National Council of State Boards of Nursing.</div></div><div><h3>Results</h3><div>Participants had a 94.28% NCLEX-RN® pass rate, surpassing the 83.9% national average. Average engagement score was 72/95. Student comments reflected increased confidence and satisfaction with the program’s support and resources.</div></div><div><h3>Conclusions</h3><div>Commercial post-graduation coaching programs can improve NCLEX-RN® outcomes while reducing demands on faculty.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 19-24"},"PeriodicalIF":1.7,"publicationDate":"2025-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842405","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}
{"title":"Confessions of a serial wordsmith","authors":"Brenna Morse PhD, FNP-BC, NCSN, CNE, PMGT-BC, FNASN, FAAN","doi":"10.1016/j.teln.2025.08.025","DOIUrl":"10.1016/j.teln.2025.08.025","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 7-8"},"PeriodicalIF":1.7,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842402","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 : 2025-09-20DOI: 10.1016/j.teln.2025.08.030
İslam Elagöz , Aynur Koyuncu
Background
Assessing English language acculturation in higher education requires valid and reliable instruments.
Aim
This study adapted the English language acculturation scale (ELAS) into Turkish (ELAS-Tr) and evaluated its validity and reliability among undergraduate nursing students.
Methods
A methodological design was used with 277 nursing students from two universities. The scale was translated and culturally adapted through forward–backward translation. Data were collected via a demographic questionnaire and the original ELAS. Item analysis, internal consistency, and exploratory factor analysis (EFA) were performed in IBM SPSS Statistics 27. Confirmatory factor analysis (CFA) and structural equation modeling were conducted in R using the lavaan and semPlot packages.
Results
The ELAS-Tr demonstrated excellent internal consistency (Cronbach’s alpha = 0.939) with item-total correlations of 0.761-0.861. exploratory factor analysis (EFA) supported a unidimensional structure explaining 80.59% of variance. Confirmatory factor analysis (CFA) indicated acceptable model fit (χ²/df = 3.11, CFI = 0.991, TLI = 0.983, SRMR = 0.014, RMSEA = 0.087).
Conclusions
The ELAS-Tr is a valid and reliable tool for assessing English language acculturation among Turkish-speaking nursing students and can guide targeted language support in education.
{"title":"Turkish adaptation of the English language acculturation scale (ELAS-Tr): A validity and reliability study","authors":"İslam Elagöz , Aynur Koyuncu","doi":"10.1016/j.teln.2025.08.030","DOIUrl":"10.1016/j.teln.2025.08.030","url":null,"abstract":"<div><h3>Background</h3><div>Assessing English language acculturation in higher education requires valid and reliable instruments.</div></div><div><h3>Aim</h3><div>This study adapted the English language acculturation scale (ELAS) into Turkish (ELAS-Tr) and evaluated its validity and reliability among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A methodological design was used with 277 nursing students from two universities. The scale was translated and culturally adapted through forward–backward translation. Data were collected via a demographic questionnaire and the original ELAS. Item analysis, internal consistency, and exploratory factor analysis (EFA) were performed in IBM SPSS Statistics 27. Confirmatory factor analysis (CFA) and structural equation modeling were conducted in R using the <em>lavaan</em> and <em>semPlot</em> packages.</div></div><div><h3>Results</h3><div>The ELAS-Tr demonstrated excellent internal consistency (Cronbach’s alpha = 0.939) with item-total correlations of 0.761-0.861. exploratory factor analysis (EFA) supported a unidimensional structure explaining 80.59% of variance. Confirmatory factor analysis (CFA) indicated acceptable model fit (χ²/df = 3.11, CFI = 0.991, TLI = 0.983, SRMR = 0.014, RMSEA = 0.087).</div></div><div><h3>Conclusions</h3><div>The ELAS-Tr is a valid and reliable tool for assessing English language acculturation among Turkish-speaking nursing students and can guide targeted language support in education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e146-e152"},"PeriodicalIF":1.7,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842824","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}
This paper sought to examine the effectiveness of high-fidelity simulation on patient safety competencies of undergraduate nursing students based on the patient safety competency framework.
Design
A scoping review.
Data sources
Five electronic bibliographic databases.
Review methods
This scoping review followed the guidelines of Arksey and O’Malley, including determining the research questions, identifying relevant studies, selecting studies, data charting, and collating, summarizing, and reporting the results. This review was reported following the PRISMA Extension for Scoping Reviews (PRISMA-ScR).
Results
Fifteen studies were included in this review. High-fidelity simulations were effective in improving nursing students’ patient safety competencies, especially in clinical reasoning, and preventing, minimizing and responding to adverse events. However, there is limited evidence on therapeutic communication, person-centered care, evidence-based practice, infection prevention and control, medication safety, teamwork and collaborative practices, and cultural competence.
Conclusion
The findings can serve as fundamental input to encourage future systematic reviews and more research using high-fidelity simulation to enhance patient safety competencies of nursing students.
Scoping review protocol registration
Open Science Framework (OSF): https://osf.io/cezdy
{"title":"Effectiveness of high-fidelity simulation on patient safety competencies of undergraduate nursing students: a scoping review","authors":"Wassana Uppor RN, PhD, Lakana Siratirakul RN, PhD, Warangkana Khumsuk RN, MSN, Supawadee Noparoojjinda RN, PhD, Netiya Jaemtim RN, EdD, Darin Panasan RN, MSN, Siritida Sripituk RN, MSN","doi":"10.1016/j.teln.2025.08.031","DOIUrl":"10.1016/j.teln.2025.08.031","url":null,"abstract":"<div><h3>Objective</h3><div>This paper sought to examine the effectiveness of high-fidelity simulation on patient safety competencies of undergraduate nursing students based on the patient safety competency framework.</div></div><div><h3>Design</h3><div>A scoping review.</div></div><div><h3>Data sources</h3><div>Five electronic bibliographic databases.</div></div><div><h3>Review methods</h3><div>This scoping review followed the guidelines of Arksey and O’Malley, including determining the research questions, identifying relevant studies, selecting studies, data charting, and collating, summarizing, and reporting the results. This review was reported following the PRISMA Extension for Scoping Reviews (PRISMA-ScR).</div></div><div><h3>Results</h3><div>Fifteen studies were included in this review. High-fidelity simulations were effective in improving nursing students’ patient safety competencies, especially in clinical reasoning, and preventing, minimizing and responding to adverse events. However, there is limited evidence on therapeutic communication, person-centered care, evidence-based practice, infection prevention and control, medication safety, teamwork and collaborative practices, and cultural competence.</div></div><div><h3>Conclusion</h3><div>The findings can serve as fundamental input to encourage future systematic reviews and more research using high-fidelity simulation to enhance patient safety competencies of nursing students.</div></div><div><h3>Scoping review protocol registration</h3><div>Open Science Framework (OSF): <span><span>https://osf.io/cezdy</span><svg><path></path></svg></span></div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 98-107"},"PeriodicalIF":1.7,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842664","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 : 2025-09-18DOI: 10.1016/j.teln.2025.08.019
Joshua M. Ogle ADN, BSN , Nancy A. Claus DNP, CRNP, FNP-BC, CNE , Laura Steadman EdD, CRNP, MSN, RN
Objectives
To identify and synthesize evidence-based strategies for embedding leadership development into undergraduate nursing education, with a focus on associate and baccalaureate programs.
Design
Integrative review following Whittemore and Knafl’s (2005) five-stage framework and reported in accordance with PRISMA guidelines.
Data Sources
Peer-reviewed literature published between 2020 and 2025 was retrieved from PubMed, CINAHL, and ScienceDirect.
Review Methods
A structured search using the Boolean string (“nursing leadership” OR “nurse leadership”) AND (“undergraduate nursing” OR “pre-licensure nursing”) AND (“education” OR “curriculum” OR “mentorship” OR “simulation” OR “interprofessional education” OR “faculty development”) was conducted. After duplicate removal and screening, 19 studies were included. Articles representing diverse formats were analyzed thematically and synthesized into key domains.
Results
Four core pillars, structured mentorship, simulation-based learning, interdisciplinary education, and faculty preparedness emerged as critical for cultivating leadership readiness. Artificial intelligence emerged as an exploratory theme with potential to personalize leadership education and support competency tracking.
Conclusions
This integrative review offers practical guidance for nursing faculty and administrators seeking to integrate leadership development throughout undergraduate curricula. Preparing students to lead from the start of their education enhances confidence, collaboration, and readiness for the complexities of modern healthcare.
{"title":"Future-ready nurses: Embedding leadership in undergraduate curricula","authors":"Joshua M. Ogle ADN, BSN , Nancy A. Claus DNP, CRNP, FNP-BC, CNE , Laura Steadman EdD, CRNP, MSN, RN","doi":"10.1016/j.teln.2025.08.019","DOIUrl":"10.1016/j.teln.2025.08.019","url":null,"abstract":"<div><h3>Objectives</h3><div>To identify and synthesize evidence-based strategies for embedding leadership development into undergraduate nursing education, with a focus on associate and baccalaureate programs.</div></div><div><h3>Design</h3><div>Integrative review following Whittemore and Knafl’s (2005) five-stage framework and reported in accordance with PRISMA guidelines.</div></div><div><h3>Data Sources</h3><div>Peer-reviewed literature published between 2020 and 2025 was retrieved from PubMed, CINAHL, and ScienceDirect.</div></div><div><h3>Review Methods</h3><div>A structured search using the Boolean string (“nursing leadership” OR “nurse leadership”) AND (“undergraduate nursing” OR “pre-licensure nursing”) AND (“education” OR “curriculum” OR “mentorship” OR “simulation” OR “interprofessional education” OR “faculty development”) was conducted. After duplicate removal and screening, 19 studies were included. Articles representing diverse formats were analyzed thematically and synthesized into key domains.</div></div><div><h3>Results</h3><div>Four core pillars, structured mentorship, simulation-based learning, interdisciplinary education, and faculty preparedness emerged as critical for cultivating leadership readiness. Artificial intelligence emerged as an exploratory theme with potential to personalize leadership education and support competency tracking.</div></div><div><h3>Conclusions</h3><div>This integrative review offers practical guidance for nursing faculty and administrators seeking to integrate leadership development throughout undergraduate curricula. Preparing students to lead from the start of their education enhances confidence, collaboration, and readiness for the complexities of modern healthcare.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e332-e339"},"PeriodicalIF":1.7,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842870","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 : 2025-09-15DOI: 10.1016/j.teln.2025.08.018
L. Iván Mayor-Silva , Antonio G. Moreno-Pimentel , Marta M. Hernández-Martín , Guillermo Moreno , José Luis Maté-Muñoz , Alfonso Meneses-Monroy
Background
The efficacy of artificial intelligence (AI) in enhancing university learning remains unproven.
Aim
The aim of this study was to compare the impact of AI tools with that of traditional, text-based study methods on undergraduate nursing students' learning of legal content related to the prevention of occupational risk.
Methods
Experimental study in which students were randomly assigned to two groups: one utilized AI tools, and the other employed traditional text reading methods. Both groups completed an objective multiple-choice questionnaire and a subjective self-assessment before and after the intervention. The objective questions assessed four cognitive domains: knowledge, comprehension, analysis, and application.
Results
Both groups improved their overall knowledge levels (p < 0.001), with the control group exhibiting a more pronounced improvement (p = 0.002). The control group demonstrated superior performance in the knowledge-based questions (p = 0.001). However, no significant differences were observed in comprehension, analysis, or application.
Conclusions
Conventional study methods provide superior knowledge acquisition in comparison to AI methods. The use of AI did not improve critical thinking skills, such as understanding or application.
{"title":"Comparison between the traditional study method and AI use in the analysis of an occupational risk prevention law in Nursing students: An experimental study","authors":"L. Iván Mayor-Silva , Antonio G. Moreno-Pimentel , Marta M. Hernández-Martín , Guillermo Moreno , José Luis Maté-Muñoz , Alfonso Meneses-Monroy","doi":"10.1016/j.teln.2025.08.018","DOIUrl":"10.1016/j.teln.2025.08.018","url":null,"abstract":"<div><h3>Background</h3><div>The efficacy of artificial intelligence (AI) in enhancing university learning remains unproven.</div></div><div><h3>Aim</h3><div>The aim of this study was to compare the impact of AI tools with that of traditional, text-based study methods on undergraduate nursing students' learning of legal content related to the prevention of occupational risk.</div></div><div><h3>Methods</h3><div>Experimental study in which students were randomly assigned to two groups: one utilized AI tools, and the other employed traditional text reading methods. Both groups completed an objective multiple-choice questionnaire and a subjective self-assessment before and after the intervention. The objective questions assessed four cognitive domains: knowledge, comprehension, analysis, and application.</div></div><div><h3>Results</h3><div>Both groups improved their overall knowledge levels (<em>p</em> < 0.001), with the control group exhibiting a more pronounced improvement (<em>p</em> = 0.002). The control group demonstrated superior performance in the knowledge-based questions (<em>p</em> = 0.001). However, no significant differences were observed in comprehension, analysis, or application.</div></div><div><h3>Conclusions</h3><div>Conventional study methods provide superior knowledge acquisition in comparison to AI methods. The use of AI did not improve critical thinking skills, such as understanding or application.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e102-e108"},"PeriodicalIF":1.7,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842849","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 : 2025-09-14DOI: 10.1016/j.teln.2025.08.023
Kim Hicks MSN, RN , Tina McNeal MSN, RN , Tara Spalla King PhD, RN , Paula Garvey DNP, RN, NPD-BC, CHSE
Aims
The aim of this project is to assess the willingness of Doctor of Nursing Education (DNE) students to incorporate cinematherapy into their teaching of sensitive topics, with the goal of building resilience among nursing students.
Background
Nursing educators play a crucial role in preparing students for the emotional challenges they will face in their careers. Cinematherapy, the use of films as therapeutic tools, offers a unique method for introducing and discussing difficult topics in a controlled and guided environment. Understanding the willingness of DNE students to adopt this approach is essential for its potential integration into nursing education.
Methods
Approach: The project presented two different lesson plans using a documentary and a scripted film to evaluate the perceptions and willingness of DNE students to use films in teaching sensitive topics.
Methods: DNE students were surveyed to gather their perceptions and willingness to incorporate cinematherapy into their curriculum. The survey included questions about their familiarity with cinematherapy, perceived benefits, and potential challenges of using this method in educational settings.
Assessment: The willingness of DNE students to adopt cinematherapy was assessed through their survey responses, focusing on their interest, perceived effectiveness, and readiness to implement this approach in their teaching practices.
Results
The survey results revealed a high level of interest and willingness among DNE students to integrate cinematherapy into their teaching practices. Many respondents recognized the potential benefits of using films to prepare nursing students for emotionally challenging situations and expressed a readiness to explore this innovative approach.
Conclusions
Cinematherapy is viewed positively by DNE students as a tool for building resilience in nursing education. The willingness of these future educators to adopt cinematherapy suggests that it could be effectively integrated into nursing curricula to enhance students’ emotional preparedness.
{"title":"Action! Cinematherapy: Using movies to assist nursing students in building resilience in the affective learning domain","authors":"Kim Hicks MSN, RN , Tina McNeal MSN, RN , Tara Spalla King PhD, RN , Paula Garvey DNP, RN, NPD-BC, CHSE","doi":"10.1016/j.teln.2025.08.023","DOIUrl":"10.1016/j.teln.2025.08.023","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this project is to assess the willingness of Doctor of Nursing Education (DNE) students to incorporate cinematherapy into their teaching of sensitive topics, with the goal of building resilience among nursing students.</div></div><div><h3>Background</h3><div>Nursing educators play a crucial role in preparing students for the emotional challenges they will face in their careers. Cinematherapy, the use of films as therapeutic tools, offers a unique method for introducing and discussing difficult topics in a controlled and guided environment. Understanding the willingness of DNE students to adopt this approach is essential for its potential integration into nursing education.</div></div><div><h3>Methods</h3><div><ul><li><span></span><span><div><strong>Approach:</strong> The project presented two different lesson plans using a documentary and a scripted film to evaluate the perceptions and willingness of DNE students to use films in teaching sensitive topics.</div></span></li><li><span></span><span><div><strong>Methods:</strong> DNE students were surveyed to gather their perceptions and willingness to incorporate cinematherapy into their curriculum. The survey included questions about their familiarity with cinematherapy, perceived benefits, and potential challenges of using this method in educational settings.</div></span></li><li><span></span><span><div><strong>Assessment:</strong> The willingness of DNE students to adopt cinematherapy was assessed through their survey responses, focusing on their interest, perceived effectiveness, and readiness to implement this approach in their teaching practices.</div></span></li></ul></div></div><div><h3>Results</h3><div>The survey results revealed a high level of interest and willingness among DNE students to integrate cinematherapy into their teaching practices. Many respondents recognized the potential benefits of using films to prepare nursing students for emotionally challenging situations and expressed a readiness to explore this innovative approach.</div></div><div><h3>Conclusions</h3><div>Cinematherapy is viewed positively by DNE students as a tool for building resilience in nursing education. The willingness of these future educators to adopt cinematherapy suggests that it could be effectively integrated into nursing curricula to enhance students’ emotional preparedness.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 93-97"},"PeriodicalIF":1.7,"publicationDate":"2025-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-13DOI: 10.1016/j.teln.2025.08.026
Merav Ben Natan Prof. RN, PhD, MBA , Rotem Klein RN, BA , Sapir Levi RN, BA
Background
Sexual harassment is a persistent concern in nursing education, often leading to emotional distress and academic disengagement. Despite its prevalence, incidents are frequently underreported.
Aim
To examine the prevalence of sexual harassment among nursing students in Israel, assess gaps between actual and intended reporting behavior, and identify psychological predictors of reporting intention using the theory of planned behavior (TPB).
Methods
A cross-sectional study was conducted among 200 undergraduate nursing students using validated TPB-based questionnaires. Data were analyzed with descriptive statistics, Pearson correlations, and multiple linear regression.
Results
Nearly half (49 %) of participants reported experiencing harassment, yet only 27 % formally reported incidents. In contrast, 77.5 % indicated an intention to report future incidents. Attitudes and perceived behavioral control significantly predicted intention, while subjective norms and organizational climate were not.
Conclusions
Although students expressed high intent to report harassment, actual reporting remained low, revealing a gap shaped by both psychological factors, such as attitudes and self-efficacy, and systemic barriers. Targeted interventions should address these challenges to narrow the intention-behavior gap and promote safer institutional environments.
{"title":"Reporting sexual harassment in nursing education: A theory of planned behavior study","authors":"Merav Ben Natan Prof. RN, PhD, MBA , Rotem Klein RN, BA , Sapir Levi RN, BA","doi":"10.1016/j.teln.2025.08.026","DOIUrl":"10.1016/j.teln.2025.08.026","url":null,"abstract":"<div><h3>Background</h3><div>Sexual harassment is a persistent concern in nursing education, often leading to emotional distress and academic disengagement. Despite its prevalence, incidents are frequently underreported.</div></div><div><h3>Aim</h3><div>To examine the prevalence of sexual harassment among nursing students in Israel, assess gaps between actual and intended reporting behavior, and identify psychological predictors of reporting intention using the theory of planned behavior (TPB).</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted among 200 undergraduate nursing students using validated TPB-based questionnaires. Data were analyzed with descriptive statistics, Pearson correlations, and multiple linear regression.</div></div><div><h3>Results</h3><div>Nearly half (49 %) of participants reported experiencing harassment, yet only 27 % formally reported incidents. In contrast, 77.5 % indicated an intention to report future incidents. Attitudes and perceived behavioral control significantly predicted intention, while subjective norms and organizational climate were not.</div></div><div><h3>Conclusions</h3><div>Although students expressed high intent to report harassment, actual reporting remained low, revealing a gap shaped by both psychological factors, such as attitudes and self-efficacy, and systemic barriers. Targeted interventions should address these challenges to narrow the intention-behavior gap and promote safer institutional environments.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e262-e268"},"PeriodicalIF":1.7,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-09-12DOI: 10.1016/j.teln.2025.08.021
Meysam Safi-Keykaleh , Ali Afshari , Mohammad Torabi
Background
Uncivil student behaviors in nursing education disrupt faculty well-being and learning, requiring study in Iran’s context.
Aim
To describe nursing faculty’s perceptions, management strategies, and consequences of uncivil behaviors, identifying civility promotion strategies.
Methods
Qualitative content analysis involved semi-structured interviews with 17 faculty at a mid-sized public medical sciences university in western Iran, selected via purposeful and snowball sampling (August 2023–April 2024). Data were analyzed using Graneheim and Lundman’s framework with MAXQDA, ensuring rigor via Lincoln and Guba’s criteria.
Results
Four themes emerged: Incivility in Educational Settings (norm violations, disrespect), Incivility Management Strategies (corrective actions, relationship-building), Consequences of Incivility (trust erosion, emotional exhaustion), and Civility Promotion Strategies (policy enforcement, support networks).
Conclusions
Uncivil behaviors undermine faculty well-being and academic integrity. Institutional strategies, like ethical training and policy enforcement, foster respect and support faculty. Future research should assess long-term intervention efficacy.
{"title":"Navigating incivility: Exploring faculty experiences with uncivil student behaviour in nursing education","authors":"Meysam Safi-Keykaleh , Ali Afshari , Mohammad Torabi","doi":"10.1016/j.teln.2025.08.021","DOIUrl":"10.1016/j.teln.2025.08.021","url":null,"abstract":"<div><h3>Background</h3><div>Uncivil student behaviors in nursing education disrupt faculty well-being and learning, requiring study in Iran’s context.</div></div><div><h3>Aim</h3><div>To describe nursing faculty’s perceptions, management strategies, and consequences of uncivil behaviors, identifying civility promotion strategies.</div></div><div><h3>Methods</h3><div>Qualitative content analysis involved semi-structured interviews with 17 faculty at a mid-sized public medical sciences university in western Iran, selected via purposeful and snowball sampling (August 2023–April 2024). Data were analyzed using Graneheim and Lundman’s framework with MAXQDA, ensuring rigor via Lincoln and Guba’s criteria.</div></div><div><h3>Results</h3><div>Four themes emerged: Incivility in Educational Settings (norm violations, disrespect), Incivility Management Strategies (corrective actions, relationship-building), Consequences of Incivility (trust erosion, emotional exhaustion), and Civility Promotion Strategies (policy enforcement, support networks).</div></div><div><h3>Conclusions</h3><div>Uncivil behaviors undermine faculty well-being and academic integrity. Institutional strategies, like ethical training and policy enforcement, foster respect and support faculty. Future research should assess long-term intervention efficacy.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e114-e124"},"PeriodicalIF":1.7,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842851","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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