Teaching and Learning in Nursing最新文献_第6页

Effects of flipped team-based learning on nursing students’ perceptions of clinical decision-making in a health promotion and education course 翻转团队学习对健康促进教育课程护生临床决策认知的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-12 DOI: 10.1016/j.teln.2025.08.022

Emily Ka Lai NG EdD, RN

Background

Flipped team-based learning (FTBL) is a blended educational strategy designed to facilitate active learning inside and outside the classroom.

Aim

To determine the effect of FTBL on nursing students’ clinical decision-making perceptions and to explore their learning experiences.

Method

An explanatory mixed methods design was employed to study 125 first-year associate degree nursing students participated in FTBL in a 14-week semester of a health promotion and education course during the COVID-19 pandemic. Pre-posttest of Clinical Decision-Making in Nursing Scale (CDMNS) and two semi-structured focus groups were conducted to explore their clinical decision-making perceptions and learning experiences.

Results

Total CDMNS and all subscales increased significantly after the FTBL course (p < .001), with total CDMNS rising significantly from 113.24 to 138.49 (p < .001). Three themes emerged from focus groups: encourage active learning, promote peer learning and teamwork, and improve problem-solving which may contribute to the positive outcome of FTBL.

Conclusions

This finding suggested that FTBL may be an effective blended learning strategy for improving nursing students’ clinical decision-making perceptions and fostering learning experiences.

背景：基于团队的翻转学习（FTBL）是一种混合教育策略，旨在促进课堂内外的主动学习。目的了解FTBL对护生临床决策感知的影响，探讨其学习经验。方法采用解释混合方法设计，对新冠肺炎大流行期间参加FTBL的125名一年级副学士护理学生进行为期14周的健康促进与教育课程。采用临床护理决策量表（CDMNS）前、后测试和两个半结构化焦点小组，探讨患者的临床决策认知和学习经验。结果FTBL疗程后总CDMNS及各量表均显著升高（p < 0.001），总CDMNS由113.24上升至138.49 （p < 0.001）。焦点小组提出了三个主题：鼓励主动学习，促进同侪学习和团队合作，以及改善解决问题的能力，这可能有助于FTBL的积极成果。结论FTBL可能是一种有效的混合学习策略，可以提高护生的临床决策感知和培养学习经验。

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引用次数: 0

Psychometric properties analysis of instruments assessing evidence based nursing barriers and implementation levels: A COSMIN systematic review of the literature 基于证据的护理障碍和实施水平评估工具的心理测量特性分析：COSMIN对文献的系统回顾

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-11 DOI: 10.1016/j.teln.2025.08.014

Lucia Filomeno , Ilaria Truglia , Sofia Di Mario , Daniela Tartaglini , Dhurata Ivziku , Marco Di Muzio , Andrea Minciullo

Objectives

This systematic review aims to evaluate the characteristics and psychometric properties of instruments designed to assess evidence-based nursing (EBN) competencies among nursing students.

Design

Adhering to PRISMA and COSMIN guidelines, a comprehensive literature search was conducted across PubMed, Scopus, CINAHL, and APA PsycINFO databases without temporal restrictions.

Data sources

Fourteen articles meeting the inclusion criteria were identified and analysed, revealing tools specifically tailored for EBN assessment in nursing education.

Review methods

The review focused on evaluating the identified instruments, emphasising their application frequency, ease of administration, and psychometric robustness.

Results

Four tools emerged from the review: the Evidence-Based Practice Confidence Questionnaire (EBP-COQ), the Student Evidence-Based Practice Questionnaire (S-EBPQ), the EKAN, and the Fresno test. Among these, EBP-COQ and S-EBPQ were noted for their widespread use and user-friendliness.

Conclusions

The findings indicate a growing repertoire of assessment tools for EBN competencies among nursing students, with clear implications for educational practices and curricular development in nursing programs.

目的本系统综述旨在评价护生循证护理能力评估工具的特点和心理测量学特性。遵循PRISMA和COSMIN指南，在PubMed、Scopus、CINAHL和APA PsycINFO数据库中进行了全面的文献检索，没有时间限制。数据来源符合纳入标准的14篇文章被识别和分析，揭示了专门为护理教育中EBN评估量身定制的工具。回顾方法回顾的重点是评估确定的工具，强调其应用频率，管理的便利性和心理测量的稳健性。从回顾中产生了四个工具：循证实践信心问卷（EBP-COQ），学生循证实践问卷（S-EBPQ）， EKAN和弗雷斯诺测试。其中，EBP-COQ和S-EBPQ以其广泛使用和用户友好性而闻名。结论：研究结果表明，护理专业学生的EBN能力评估工具越来越多，这对护理专业的教育实践和课程开发具有明确的意义。

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引用次数: 0

Application of the objective structured clinical examination in undergraduate nursing students: A systematic review with meta-synthesis 客观结构化临床检查在本科护生中的应用：meta综合的系统综述

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-11 DOI: 10.1016/j.teln.2025.08.024

Miguel Garrido-Bueno MSc , Rocío Romero-Castillo PhD , Manuel Pabón-Carrasco PhD

Objectives

Clinical simulation enables students to replicate healthcare scenarios in a safe setting. The Objective Structured Clinical Examination (OSCE) is the gold standard for assessing clinical competence in nursing education. This study aimed to review the characteristics and applications of OSCE with nursing students and to explore their perceptions of it.

Design

Systematic review with meta-synthesis.

Data sources

PubMed, Scopus, Embase, Web of Science, and CINAHL.

Review methods

Studies were selected based on inclusion criteria such as nursing student focus, mention of OSCE, and discussion of competencies and perceptions. Searches were conducted from December 2024 to March 2025. Risk of bias was assessed, and data were synthesized using Microsoft Excel.

Results

Twenty-five studies including 3,605 students were included. OSCE designs varied widely. Students described OSCE as objective and beneficial, though anxiety-inducing due to realism and time pressure.

Conclusion

A consensus model recommends in-person OSCEs of brief duration, with debriefing and broad competency assessment. Findings support improved simulation strategies for nursing students, enhancing clinical judgment and confidence.

目的临床模拟使学生能够在安全的环境中复制医疗保健场景。客观结构化临床考试（OSCE）是评估护理教育临床能力的金标准。本研究旨在回顾护理学生对欧安组织的特点和应用，并探讨他们对欧安组织的看法。设计综合系统评价。数据来源pubmed， Scopus, Embase, Web of Science，和CINAHL。回顾方法研究是根据纳入标准选择的，如护理学生的关注点、欧安组织的提及以及对能力和观念的讨论。搜索从2024年12月持续到2025年3月。评估偏倚风险，并使用Microsoft Excel对数据进行综合。结果共纳入25项研究，3605名学生。欧安组织的设计差异很大。学生们认为欧安组织是客观和有益的，尽管由于现实主义和时间压力而引起焦虑。结论共识模型建议进行短暂的面对面osce，并进行汇报和广泛的能力评估。研究结果支持改进护理学生的模拟策略，提高临床判断和信心。

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引用次数: 0

Measuring undergraduate nursing students’ acceptance of AI enabled virtual reality using AI generated simulations 使用人工智能生成的模拟测量本科护理学生对人工智能虚拟现实的接受程度

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.020

Nancy Barker Ed.D, MSN, RN, CHSE, Danielle Yocom DNP, RN, FNP-BC, Michelle DaSilva Ed.D, RN, FNP-BC

Background

The goal of nursing education is to promote the application of theoretical knowledge in clinical practice. Limited clinical practice time may affect a student's opportunity to obtain meaningful experiences.

Aims

The purpose of this study was to develop AI generated VR simulations using a software platform and understand students’ acceptance of VR using the Unified Theory of Acceptance and Use of Technology (UTAUT) survey.

Methods

After completing simulation, students completed the UTAUT to assess acceptance of virtual reality. A one sample t-test was utilized to compare the mean scores of the total and subdomains.

Results

Baccalaureate nursing students (n = 19) reported intermediate to advanced levels of acceptance using completion of VR simulations. The overall mean of the UTAUT total scores was 62.10 (SD=10.60) with a range 42-81. The results of each UTAUT subdomain were PE =3.4298, SI = 3.0788, EE = 3.7368, and FC = 3.4385.

Conclusions

The results indicated that baccalaureate nursing students had a high acceptability of the technology related to the utilization of VR.

护理教育的目标是促进理论知识在临床实践中的应用。有限的临床实习时间可能会影响学生获得有意义经验的机会。本研究的目的是利用软件平台开发人工智能生成的虚拟现实模拟，并利用技术接受和使用统一理论（UTAUT）调查了解学生对虚拟现实的接受程度。方法学生在完成模拟测试后，完成UTAUT测试，评估学生对虚拟现实的接受程度。采用单样本t检验比较总域和子域的平均得分。结果19名本科护理学生通过完成VR模拟报告了中高级水平的接受度。UTAUT总分的总体平均值为62.10 (SD=10.60)，范围为42-81。各UTAUT子域的结果为PE =3.4298, SI = 3.0788, EE = 3.7368, FC = 3.4385。结论护理本科学生对虚拟现实相关技术的接受程度较高。

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引用次数: 0

Bedside oration: A scaffolded strategy to improve nursing documentation 床边演讲：改善护理文件的框架策略

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.012

Mary Florence Q. Toledo-Casas MAN, RN

引用次数: 0

The role of AI chatbots in nursing students’ autonomous learning in mastering medical vocabulary: A quasi-experimental study AI聊天机器人在护生自主学习医学词汇掌握中的作用：一项准实验研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.007

Amr M. Mohamed PhD , Naif A. Alanezi , Yasmine Darrag , Nada S. Alrwuaili , Reem Ali Hofan Alshamrani , Daniel Joseph E. Berdida PhD, RN, RM

Aim

To investigate the effectiveness of AI chatbots in improving medical vocabulary skills among nursing students.

Background

Further exploration is needed to determine whether AI chatbots are effective in nursing students’ improvement of medical vocabulary skills.

Methods

This quasi-experimental study included 100 participants that were randomly divided into 2 groups: an experimental group (utilizing AI chatbots in learning medical vocabulary) and a control group (refraining from their use). A pre- and post-test evaluated improvements in medical vocabulary skills. Two-way multivariate analysis of variance (MANOVA) was used for data analyses.

Results

Participants exposed to AI chatbots performed better in knowledge, understanding, and recall of medical terminologies. There were no significant disparities based on gender, year level, or parental educational attainment. The follow-up study showed that 56% of students perceived AI's impact favorably; however, ethical concerns were acknowledged.

Conclusion

AI chatbots can significantly improve educational achievements while also underscoring the necessity for additional research on ethical implications and the long-term impacts of AI technologies across various educational settings.

目的探讨人工智能聊天机器人对护生医学词汇技能提高的效果。AI聊天机器人对护生医学词汇技能的提高是否有效，有待进一步探讨。方法采用准实验研究方法，将100名受试者随机分为两组：实验组（使用AI聊天机器人学习医学词汇）和对照组（不使用AI聊天机器人）。通过前后测试评估医学词汇技能的提高。采用双因素方差分析（MANOVA）进行数据分析。结果接触人工智能聊天机器人的参与者在医学术语的知识、理解和回忆方面表现更好。性别、年级水平或父母教育程度没有显著差异。后续研究表明，56%的学生对人工智能的影响持积极态度；然而，伦理方面的担忧得到了承认。人工智能聊天机器人可以显著提高教育成绩，同时也强调了对人工智能技术在各种教育环境中的伦理影响和长期影响进行额外研究的必要性。

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引用次数: 0

Development and implementation of an electronic medical record (EMR) prototype for nursing students: A pilot study 护理学生电子医疗记录（EMR）原型的开发和实施：一项试点研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.010

Chelsea Webb, Elissa Dabkowski, Louise Allen, Karen Missen, Evan Dekker

Background

Integrating electronic medical records (EMR) training into nursing education is vital for preparing students to navigate digital healthcare systems and ensure safe patient care. Despite this, Australian nursing programs have lacked structured EMR training. This study explores the development and pilot implementation of an EMR prototype for second-year nursing students at an Australian university.

Aim

To evaluate the usability and educational impact of an EMR training prototype, focusing on students’ confidence, perceived competence, and digital documentation skills.

Methods

A mixed-methods approach combined pre- and post-intervention surveys and open-ended feedback. Quantitative data were collected using SANICS-18 and a validated usability scale; qualitative data underwent thematic analysis.

Results

Of 79 students, 28 matched pre- and post-surveys were analyzed. The prototype received high usability ratings (6.45/7). A moderate negative correlation between age and usability indicated older students found the system less intuitive. Key themes included usability, realism, and documentation challenges.

Conclusion

The EMR prototype improved students’ confidence in digital documentation and supported clinical preparedness. Findings support integrating structured EMR training into nursing curricula.

背景：将电子医疗记录（EMR）培训整合到护理教育中，对于让学生准备好驾驭数字医疗系统并确保安全的患者护理至关重要。尽管如此，澳大利亚的护理项目缺乏结构化的电子病历培训。本研究探讨了澳大利亚一所大学护理二年级学生电子病历原型的开发和试点实施。目的评估EMR培训原型的可用性和教育影响，重点关注学生的信心、感知能力和数字文档技能。方法采用干预前后问卷调查和开放式反馈相结合的混合方法。使用SANICS-18和经过验证的可用性量表收集定量数据；对定性数据进行专题分析。结果79名学生中，有28份问卷前后相匹配。原型机获得了很高的可用性评级（6.45/7）。年龄和可用性之间的适度负相关表明，年龄较大的学生认为该系统不太直观。关键主题包括可用性、现实性和文档挑战。结论EMR原型提高了学生对数字文件的信心，支持了临床准备。研究结果支持将结构化电子病历培训纳入护理课程。

{"title":"Development and implementation of an electronic medical record (EMR) prototype for nursing students: A pilot study","authors":"Chelsea Webb, Elissa Dabkowski, Louise Allen, Karen Missen, Evan Dekker","doi":"10.1016/j.teln.2025.08.010","DOIUrl":"10.1016/j.teln.2025.08.010","url":null,"abstract":"<div><h3>Background</h3><div>Integrating electronic medical records (EMR) training into nursing education is vital for preparing students to navigate digital healthcare systems and ensure safe patient care. Despite this, Australian nursing programs have lacked structured EMR training. This study explores the development and pilot implementation of an EMR prototype for second-year nursing students at an Australian university.</div></div><div><h3>Aim</h3><div>To evaluate the usability and educational impact of an EMR training prototype, focusing on students’ confidence, perceived competence, and digital documentation skills.</div></div><div><h3>Methods</h3><div>A mixed-methods approach combined pre- and post-intervention surveys and open-ended feedback. Quantitative data were collected using SANICS-18 and a validated usability scale; qualitative data underwent thematic analysis.</div></div><div><h3>Results</h3><div>Of 79 students, 28 matched pre- and post-surveys were analyzed. The prototype received high usability ratings (6.45/7). A moderate negative correlation between age and usability indicated older students found the system less intuitive. Key themes included usability, realism, and documentation challenges.</div></div><div><h3>Conclusion</h3><div>The EMR prototype improved students’ confidence in digital documentation and supported clinical preparedness. Findings support integrating structured EMR training into nursing curricula.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e86-e95"},"PeriodicalIF":1.7,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842847","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

Adverse childhood experiences and test anxiety in Chinese nursing students: The mediating effect of psychological distress 中国护生童年不良经历与考试焦虑：心理困扰的中介作用

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.016

Hua Kang MSN, RN , Chizimuzo Okoli PhD, MPH, MSN, FAAN , Shuyao Wang BSN, RN , Xiaoli Wang MSN, RN , Aijuan Cheng MSN, RN , Dongmei Wu PhD, RN , Qingyuan Wang BSN, RN , Dan Wang BSN, RN , Zijiang Yang BSN, RN , Lizi Hu MSN, RN

Background

Test anxiety is a common issue among students, potentially leading to adverse academic consequences. Students with psychological distress are more susceptible to test anxiety. Adverse childhood experiences (ACEs) have been linked to psychological distress. However, there is a lack of studies on the associations between ACEs, psychological distress, and test anxiety in college students.

Aim

We examined the mediating role of psychological distress on the relationship between ACEs and test anxiety among Chinese nursing students.

Methods

A cross-sectional analysis using an electronic survey of nursing students (N = 621).

Results

Psychological distress scores partially mediated the association between a greater number of ACEs and test anxiety, accounting for 49.5 % of the total effect of the association between the two variables.

Conclusion

Early intervention strategies should prioritize nursing students experiencing test anxiety, particularly focusing on identifying and providing resources for ACEs and psychological distress.

考试焦虑在学生中是一个普遍的问题，可能会导致不良的学业后果。有心理困扰的学生更容易出现考试焦虑。不良的童年经历（ace）与心理困扰有关。然而，缺乏关于大学生ace、心理困扰和考试焦虑之间关系的研究。目的：探讨心理困扰在护理学生ace与考试焦虑关系中的中介作用。方法采用电子调查方法对621名护生进行横断面分析。结果心理困扰分数部分介导了高分与考试焦虑之间的关联，占两变量间关联总效应的49.5%。结论护生考试焦虑的早期干预策略应优先考虑，重点关注ace和心理困扰的识别和提供资源。

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引用次数: 0

Courageous leadership of nursing academics and the impact on students’ psychological safety 护理学者的勇敢领导及对学生心理安全的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.013

Hamzeh Yousef Abunab PhD, MSc, RN , Majd T. Mrayyan PhD, MSc, RN , Imad H. Alfayoumi PhD, RN

Background

"Psychological safety is essential for nursing students, yet limited research has explored how nursing academics’ courageous leadership influences it.

Aim

This study aimed to examine the relationship between nursing academics’ courageous leadership and students’ psychological safety.

Methods

A study was conducted on 320 nursing students at a governmental and private university using convenience sampling. Data was analyzed using SPSS version 25 and General Linear Model (GLM) to examine the predictive effects of sample characteristics on courageous leadership and psychological safety, as well as the joint effects of these factors.

Results

The study found high mean scores for perceived nursing academics' courageous leadership and students' psychological safety, with a significant positive correlation. These variables were associated with student gender, Grade Point Average (GPA), and academic level. Male students were found to have higher GPAs and reported greater perceived leadership and higher psychological safety.

Conclusion

The study reveals a strong positive correlation between nursing academics' courageous leadership and students' psychological safety, with gender, GPA, and educational level as key predictors.

“心理安全对护生来说是至关重要的，然而，关于护理学者勇敢的领导如何影响心理安全的研究有限。目的探讨护理教师勇敢领导能力与学生心理安全的关系。方法采用方便抽样法对320名公立和私立大学护理专业学生进行调查。数据分析采用SPSS版本25和一般线性模型（GLM）来检验样本特征对勇敢领导和心理安全的预测作用，以及这些因素的共同作用。结果护理学者的勇敢领导能力与学生心理安全感的平均得分较高，且呈显著正相关。这些变量与学生性别、平均绩点（GPA）和学术水平有关。研究发现，男学生的平均绩点更高，对领导能力和心理安全感的感知也更高。结论护理学者的勇敢领导能力与学生的心理安全存在显著正相关，性别、GPA、学历是主要预测因素。

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引用次数: 0

Generative AI for clinical reasoning: A scoping review 临床推理的生成人工智能：范围审查

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.008

Ying-Mei Liu PhD , Chang-Chuan Chou PhD , Tang-Her Jaing MD , Chizimuzo T.C. Okoli PhD

Objectives

To explore how generative artificial intelligence (AI) supports clinical reasoning development through simulation-based teaching in undergraduate health professions education.

Design

Scoping review.

Data Sources

CINAHL, ERIC, PubMed, ScienceDirect, and Web of Science databases.

Review Methods

A systematic search was conducted to identify studies exploring the integration of generative AI in simulation-based learning. Inclusion criteria focused on undergraduate health professions education and clinical reasoning outcomes.

Results

Six studies with a total of 492 participants met the inclusion criteria. Generative AI was used to create simulation scenarios, virtual patients, provide feedback, analyze student performance, and support inquiry-based learning. Four studies reported significantly improved clinical reasoning outcomes with AI-assisted teaching. One study reported the comparability between AI-generated feedback and expert feedback, though expert input remained superior in complex cases.

Conclusions

The integration of generative AI into simulation-based education is in its early stages. Most studies lacked theoretical frameworks and used diverse outcome measures, limiting comparability and generalizability. Future research should adopt theory-driven designs and standardized assessment tools to better evaluate the impact of generative AI on clinical reasoning development.

目的探讨生成式人工智能（AI）如何通过模拟教学在卫生专业本科教育中支持临床推理能力的发展。DesignScoping审查。数据来源cinahl， ERIC, PubMed， ScienceDirect和Web of Science数据库。综述方法进行了系统搜索，以确定探索生成式人工智能在基于模拟的学习中的集成的研究。纳入标准侧重于本科卫生专业教育和临床推理结果。结果6项研究共纳入492名受试者，符合纳入标准。生成式人工智能用于创建模拟场景，虚拟患者，提供反馈，分析学生表现，并支持基于探究的学习。四项研究报告了人工智能辅助教学显著改善临床推理结果。一项研究报告了人工智能生成的反馈和专家反馈之间的可比性，尽管在复杂的情况下，专家的输入仍然更好。结论生成式人工智能与模拟教育的整合尚处于早期阶段。大多数研究缺乏理论框架，使用不同的结果测量，限制了可比性和概括性。未来的研究应采用理论驱动的设计和标准化的评估工具，以更好地评估生成人工智能对临床推理发展的影响。

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引用次数: 0