Teaching and Learning in Nursing最新文献

This paper explores the critical role of professionalism in nursing education and its impact on combating incivility within the profession. By examining current accreditation standards and guidelines, including QSEN and AACN competencies, the paper underscores the importance of integrating ethical principles and professional behaviors into nursing curricula. The discussion includes the detrimental effects of incivility on healthcare environments and emphasizes the need for educational programs to address and mitigate these behaviors, thereby fostering a culture of respect, integrity, and professionalism in nursing practice.

Background

Nursing students need soft skills to be better prepared for workplace challenges and learning strategies are important for teaching these skills.

Aim

This study aims to evaluate the impact of active learning on enhancing nursing students’ attitudes toward three soft skills: communication, teamwork, and stress management.

Methods

A group of ninety (n=90) students was studied using a quasi-experimental single-group design with matched pre- and post-test interventions. Three active learning methods were utilized to design a program aimed at developing soft skills that aligned with the nursing curriculum modules. The program consisted of a self-exploration session, three simulation sessions, and an educational World Café. Communication was measured using the Communication Skills Attitude Scale (CSAS); stress management was measured using the Stress Management Competency Scale (SMCS); and teamwork was measured using the teamwork, roles, and responsibilities subscale (IPAS).

Results

Following the program, there was a significant improvement in communication skills, attitudes, teamwork, and stress management competency.

Conclusions

Findings from this study can offer valuable insights for nurse educators worldwide, advocating for the early integration of these methods to foster soft skills development from the beginning of the students' professional journey.

Aim

This study examines the perceptions and attitudes towards mathematics of prelicensure nursing students enrolled in a concept-based curriculum, and if there are differences in perceptions based on whether students completed, were enrolled in, or yet to take their required mathematics course.

Methods

Students in two nursing courses completed a mathematics attitudes and perceptions survey, which compares students’ perspectives with experts in the field. The survey captures students’ perceptions along multiple subscales: growth mindset, real world use of mathematics, confidence, interest, persistence, sense-making, and the nature of answers in mathematics.

Results

Students’ perceptions aligned most with the experts in the growth mindset and sense-making subscales. When compared to their peers who had yet to complete the required Clinical Mathematics course, students that completed or were enrolled in the course had significantly greater scores in the mathematical confidence, persistence, and interest subscales.

Conclusions

Completing a Clinical Mathematics course has a positive impact on students perceived mathematical confidence, persistence, and interest in math. Stakeholders should consider when students complete mathematics courses in the curriculum.

Background

Nursing faculty must develop innovative strategies to foster pre-licensure student development of clinical judgment and improve practice readiness. Clinical care worksheets are traditionally long, linear assignments to help students identify various elements of patient care. Clinical concept map assignments help student identify relationships and prioritize care needs.

Methods

Comparison of clinical concept maps and clinical care worksheets was performed with pre-licensure nursing students in their first clinical course. Student and faculty perceptions on clinical judgment development, learning, time spent, and preference of assignment were evaluated.

Results

Both assignment types were beneficial to student learning but in different ways. Most students perceived that concept maps contained less busywork and were more helpful to improve learning, thus preferring this assignment. Students and faculty recognized the value of building base knowledge with clinical care worksheets followed by incorporation of clinical concept maps to connect the entire patient care picture and maximize learning.

Conclusions

We recommend using clinical care worksheets then advancing to clinical concept maps to help build clinical judgment and learning most efficiently and effectively.

Background

Hybrid education has become a topical issue, and identified as an area for development.

Aim

The aim of this study was to describe and explain educators’ hybrid education competence areas in higher education and the factors associated with these areas.

Methods

The data was collected nationally in Finland using the HybridEduCom instrument (Likert scale 1–5) from social, healthcare, and health science educators (n = 1689) between August and November 2022, with a response rate of 12% (n = 206).

Results

Logistic regression analysis was used to identify the effects of educators’ background factors on the hybrid education competence. Educators rated interaction competence as the strongest (3.15) and digital pedagogical competence as the weakest (2.78). Three clusters of competence profiles—A (an advanced level, 31.1%), B (a good level, 42.2%) and C (a beginner level, 26.7%)—were generated from the data, with a statistically significant difference (p < 0.001).

Conclusions

This study showed that educators need the most support in digital and ethical competences for hybrid education.

Background

Nursing education is constantly evolving to meet the demands of an ever-changing healthcare environment. One current approach that has gained popularity is the Concept-Based Approach (CBA).

Innovations

This paper explores the development, implementation, and potential benefits of CBA in nursing education, focusing on its application within a Family Nursing course. It details the curriculum development process for CBA and provides practical examples of its integration into classroom settings.

Implication

Based on an educational innovation approach, nursing educators integrated CBA into the curriculum, emphasizing innovative teaching strategies for both classroom and clinical settings. The transition from traditional clinical education methods to a dynamic, concept-based approach is highlighted.

Conclusion

The study underscores the positive impact of CBA on student learning outcomes, teaching effectiveness, and overall satisfaction with the nursing education experience. It emphasizes the importance of adopting innovative approaches like CBA to enhance nursing education.