Teaching and Learning in Nursing最新文献

英文中文

Advocacy…It's what we do! 宣传......这是我们的工作！

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-19 DOI: 10.1016/j.teln.2024.04.021

Karen La Martina PhD, RN

引用次数: 0

The effect of repeated online Team-Based Learning on undergraduate nursing students: a quasi-experimental study 重复在线团队学习对护理本科生的影响：一项准实验研究

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-05-18 DOI: 10.1016/j.teln.2024.04.022

Background

Little is known about how students’ experiences with online Team-Based Learning (TBL) may have changed over time during the COVID-19 pandemic.

Aims

to examine the performance of undergraduate nursing students in online TBL; to evaluate the change in students’ attitudes about teamwork and their accountability, preference and satisfaction with online TBL between 1st and 2nd year.

Methods

A one-group pretest-posttest design was used. A cohort of thirty-three undergraduate nursing students attended online TBL sessions during 1st and 2nd year. Students’ performance in individual versus team readiness assurance tests in 2nd-year online TBL sessions was compared. Results from a structured questionnaire on students’ attitudes about teamwork and from the Team-Based Learning Student Assessment Instrument (TBL-SAI) were collected at different time points.

Results

A statistically significant improvement was identified in students’ performance and in the categories “Overall satisfaction with Team Experience” and “Team Impact on Clinical Reasoning Ability” of the structured questionnaire. T-test of TBL-SAI mean scores showed no statistical significance.

Conclusions

In repeated online TBL, teamwork increased students’ satisfaction and clinical reasoning ability. Group performance was higher than individual results. Students’ accountability, preference and satisfaction with online TBL remained high.

背景在COVID-19大流行期间，学生对在线团队学习（TBL）的体验可能会随着时间的推移而发生变化，对此我们知之甚少。目的研究护理专业本科生在在线TBL中的表现；评估学生对团队合作的态度以及他们在一年级和二年级之间对在线TBL的责任感、偏好和满意度的变化。33 名护理专业本科生在一年级和二年级期间参加了在线 TBL 课程。比较了学生在二年级在线 TBL 课程的个人与团队准备保证测试中的表现。在不同的时间点，收集了学生对团队合作态度的结构化问卷调查结果和团队学习学生评估工具（TBL-SAI）的结果。结果发现，学生的成绩以及结构化问卷调查中 "对团队体验的总体满意度 "和 "团队对临床推理能力的影响 "两个类别的成绩均有显著提高。结论在重复在线 TBL 中，团队合作提高了学生的满意度和临床推理能力。小组成绩高于个人成绩。学生对在线 TBL 的责任感、偏好度和满意度仍然很高。

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引用次数: 0

Nursing students’ perspectives on the operator portraying the patient in simulation 护理专业学生对操作员在模拟训练中塑造病人形象的看法

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-18 DOI: 10.1016/j.teln.2024.04.016

Inger Åse Reierson RN, MSN , Thor Arne Haukedal RN, CCN, MS , Sissel Iren Eikeland Husebø RN, MSN, PhD , Hilde Solli RN, CCN, MSH, PhD

Background

The simulation operator plays an important role in portraying the patient when using high-fidelity simulators. However, knowledge of the simulation operator's pedagogical role in simulation scenarios, from the perspective of nursing students, is limited.

Aim

To explore nursing students' perspectives on the simulation operator role.

Methods

The study was conducted at a university in Norway. An exploratory, descriptive design with a qualitative approach was employed. Participants comprised 34 nursing students. Data were collected via focus groups and analyzed using qualitative content analysis.

Results

One main category, creating an attuned learning path on the fly, emerged, alongside three associated subcategories: triggering student alertness, providing dynamic feedback, and mastering technical challenges.

Conclusions

Findings from this study suggest that simulation-based learning experience should include the operator's role as a critical educator role in nursing education. The efficacy hinged on the simulation operator's ability to merge and apply subject-matter expertise and pedagogical competencies to guide students further within their Zone of Proximal Development. Further research on the operator's multifaceted pedagogical role would help develop evidence-based guidelines for this pivotal function.

背景在使用高保真模拟器时，模拟操作员在模拟患者方面扮演着重要角色。然而，从护理专业学生的角度来看，他们对模拟操作员在模拟场景中的教学角色了解有限。研究采用了探索性、描述性设计和定性方法。参与者包括 34 名护理专业学生。通过焦点小组收集数据，并使用定性内容分析法对数据进行分析。结果发现了一个主要类别，即在飞行过程中创建适应的学习路径，以及三个相关的子类别：激发学生的警觉性、提供动态反馈和掌握技术难题。结论本研究结果表明，基于模拟的学习体验应包括操作员的角色，作为护理教育中的关键教育角色。其有效性取决于模拟操作员能否将学科专业知识与教学能力相结合并加以应用，从而引导学生在其 "最近发展区"（Zone of Proximal Development）内进一步发展。对操作员多方面教学角色的进一步研究将有助于为这一关键职能制定循证指导原则。

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引用次数: 0

Impact of distance learning in nursing education amidst the covid-19 pandemic: a systematic review and meta-analysis covid-19大流行中远程学习对护理教育的影响：系统回顾和荟萃分析

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-05-18 DOI: 10.1016/j.teln.2024.04.008

Background

The COVID-19 pandemic has necessitated a shift to distance learning in nursing education, prompting the need to evaluate its impact on students' performance and satisfaction.

Objectives

This systematic review and meta-analysis aimed to assess the effectiveness of distance learning in nursing education amidst the COVID-19 pandemic and discuss the implications of the findings.

Methods

This systematic literature review and meta-analysis study analyze the characteristics and effects of distance learning in nursing education due to the COVID 19 pandemic. The meta-analysis included studies with single-group and those with control groups. Effect sizes were calculated for various outcome measures, including professor-student interaction, professor presence, motivation, problem-solving ability, critical thinking, and satisfaction.

Results

A total of 84 studies were included in the systematic review, and 48 studies were used for the meta-analysis. The effect sizes were statistically significant for all outcome measures in the single-group studies. However, the effect sizes in the control group studies were not statistically significant for nursing performance, motivation, satisfaction, anxiety, and academic score. The heterogeneity was low for professor-student interaction but high for other outcomes.

Conclusions

Distance learning in nursing education during the COVID-19 pandemic showed significant effects on various aspects of students' learning experiences. However, there were limitations in the assessment of the control group studies, warranting further investigation with more rigorous designs. The findings suggest that distance learning can be an effective alternative in nursing education during unprecedented times such as the COVID-19 pandemic.

背景COVID-19大流行使得护理教育不得不转向远程学习，这促使我们需要评估远程学习对学生成绩和满意度的影响。方法本系统文献综述和荟萃分析研究分析了COVID-19大流行导致的护理教育中远程学习的特点和效果。荟萃分析包括单组研究和对照组研究。结果共有 84 项研究被纳入系统综述，48 项研究被用于荟萃分析。在单组研究中，所有结果测量的效应大小都具有统计学意义。然而，在对照组研究中，护理绩效、动机、满意度、焦虑和学业成绩的效应大小均无统计学意义。结论在 COVID-19 大流行期间，护理教育中的远程学习对学生学习经历的各个方面都产生了显著影响。然而，对照组研究的评估存在局限性，需要采用更严格的设计进行进一步调查。研究结果表明，在 COVID-19 大流行等史无前例的时期，远程学习可以成为护理教育的一种有效选择。

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引用次数: 0

Analysis of social mission at associate degree nursing programs in the United States 美国护理副学士学位课程的社会使命分析

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-11 DOI: 10.1016/j.teln.2024.04.014

Finn Dobkin MPP , Katherine Webster MS , Deborah Stamps EdD, MBA, MS, RN, GNP, NE-BC, CDE, FAAN , Rick García PhD, RN, CCM, FAAOHN, FNYAM, FAADN , Deborah Elliott MBA, BSN, RN , Bryan Hoffman MA , Kenya Beard EdD, AGACNP-BC, ANEF, FAAN , Sonal Batra MD, MST

Background

“Social mission” is the contribution of a health profession's school in advancing health equity and addressing the health disparities of the society in which it exists.

Aim

This study aimed to understand the state of social mission in associate degree nursing (ADN) programs, and how performance varies across program types.

Methods

About 533 programs that were members of the Organization for Associate Degree Nursing were invited to fill out an ADN-specific version of the previously developed Social Mission Metrics survey. Survey responses were analyzed using analysis of variance (ANOVA) and t-tests.

Results

Forty-four programs completed the self-assessment. The majority reported having curricular content on the topics of social determinants of health, LGBTQ health, advocacy, and public health (72%-95%). Most programs had no holistic admission policy (63%) and did not require anti-bias training for admission committees (54%). Pathway programs were more common among public (76%) than private schools (33%).

Conclusions

Greater focus should be placed on topics including admission policies, leadership diversity, and community involvement to enhance the social mission of ADN programs.

背景 "社会使命 "是指健康专业学校在促进健康公平和解决其所在社会的健康差异方面所做的贡献.目的本研究旨在了解护理副学士学位（ADN）项目的社会使命状况，以及不同类型项目的表现有何不同.方法邀请约 533 个护理副学士学位组织成员项目填写之前开发的社会使命指标调查的 ADN 专用版本.方法使用方差分析（ANOVA）和 t 检验分析调查回复.结果44 个项目完成了自我评估.结果有 44 个项目完成了自我评估。大多数项目报告了有关健康的社会决定因素、女同性恋、男同性恋、双性恋和变性者健康、宣传和公共卫生等主题的课程内容（72%-95%）。大多数项目没有全面的招生政策（63%），也不要求对招生委员会进行反偏见培训（54%）。结论应更加关注包括招生政策、领导多样性和社区参与在内的主题，以增强 ADN 项目的社会使命。

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引用次数: 0

How Stress and Burnout Impact the Quality of Life Amongst Healthcare Students: An Integrative Review of the Literature 压力和职业倦怠如何影响医学生的生活质量？文献综述

IF 1.9 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2024-05-11 DOI: 10.1016/j.teln.2024.04.009

Background

In the healthcare professions, students are often faced with a demanding training course, characterized by intense study loads, many hours of training, and increasing responsibility. This delicate phase of university and professional life can be a risk factor for the emergence of stress problems, burnout, and all the consequences on students’ physical and mental health.

Methods

The review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. We included quantitative and qualitative studies published on PubMed, Scopus, and Web of Science. Articles were retrieved according to pre-established criteria. Study quality was evaluated using the GRADE tool.

Results

Fifteen studies were included in the review. Anxiety, depression, and stress are the most common human response conditions among health professions students. Data collection was based mainly on questionnaires assessing stress levels in students. In addition, students’ coping strategies and causes of stress and burnout were analyzed.

Conclusion

Students can experience many consequences of stress and professional burnout. The latter has been described in many studies as a predictor of suicidal intentions. Analyzing the included studies, chronic stress has a negative impact on the immune, cardiovascular, neuroendocrine, and central nervous systems. Future research should promote a healthier and more sustainable academic environment for health professionals.

背景在医疗保健专业中，学生通常面临着繁重的培训课程，其特点是学习负担重、培训时间长、责任越来越大。这一大学和职业生活的微妙阶段可能是出现压力问题、职业倦怠以及影响学生身心健康的所有后果的风险因素。我们纳入了发表在 PubMed、Scopus 和 Web of Science 上的定量和定性研究。文章按照预先确定的标准进行检索。研究质量采用 GRADE 工具进行评估。焦虑、抑郁和压力是卫生专业学生最常见的人体反应症状。数据收集主要基于评估学生压力水平的调查问卷。此外，还分析了学生的应对策略以及压力和职业倦怠的原因。许多研究将职业倦怠描述为自杀意向的预测因素。分析所纳入的研究，慢性压力对免疫系统、心血管系统、神经内分泌系统和中枢神经系统有负面影响。未来的研究应为卫生专业人员营造一个更健康、更可持续的学术环境。

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引用次数: 0

Transforming traditions: unraveling the complexity of paradigm shifts in nursing education 转变传统：解读护理教育范式转变的复杂性

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-11 DOI: 10.1016/j.teln.2024.04.019

Justin Fontenot DNP, RN, NEA-BC, FAADN

引用次数: 0

Journey of a drug: teaching pharmacokinetics and pharmacodynamics 药物之旅：药代动力学和药效学教学

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-11 DOI: 10.1016/j.teln.2024.04.015

Tricia Neu DNP, RN, CDCES, FNP-C, Ashlyn M. Johnson DNP, APRN-CNP, PMHNP-BC, FNP-BC, CNE

Background

Pharmacology is a challenging course for nursing students, especially when considering the pharmacologic principles of pharmacokinetics and pharmacodynamics (PK/PD). Active learning strategies including the use of manipulatives aimed at increasing knowledge and engagement may improve learning outcomes in a pharmacology course.

Aim

The aim of this study was to determine if an interactive ‘Journey of a Drug’ (JoaD) activity using manipulatives to represent key components of PK and PD processes was more effective than textbook readings and asynchronous video lecture for teaching PK/PD.

Methods

The efficacy of this activity was evaluated using a pretest-posttest design to compare students’ scores on a PK/PD knowledge test, as well as student self-reported engagement and perceptions of the JoaD activity compared to asynchronous PK/PD video lecture.

Results

There were significant improvements in PK/PD knowledge, student engagement, and students’ perceptions of the JoaD activity compared to asynchronous video lecture.

Conclusions

These results suggest that the JoaD activity is an effective active learning intervention that improves knowledge of PK/PD principles and enhances student engagement.

背景药理学对于护理专业的学生来说是一门具有挑战性的课程，尤其是在考虑药代动力学和药效学（PK/PD）的药理学原理时。本研究旨在确定在 PK/PD 教学中，使用操作材料代表 PK 和 PD 过程关键组成部分的互动式 "药物之旅"（JoaD）活动是否比课本阅读和异步视频讲座更有效。方法采用前测-后测设计对该活动的效果进行评估，比较学生在 PK/PD 知识测试中的得分，以及学生自我报告的参与度和对 JoaD 活动与异步 PK/PD 视频讲座的看法。结果与异步视频讲座相比，PK/PD 知识、学生参与度和学生对 JoaD 活动的看法都有明显改善。

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引用次数: 0

Navigating the future: artificial intelligence's impact on transformational nurse leadership 驾驭未来：人工智能对变革型护士领导力的影响

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-10 DOI: 10.1016/j.teln.2024.04.017

Debra Sullivan PhD, MSN, RN, CNE, COI, Vincent P. Hall PhD, RN, CNE, Jeanne Morrison PhD, MSN

Background

This article explores the historical development and recent surge of artificial intelligence (AI) technologies in healthcare, focusing on the role of the future nurse leader. The literature review emphasizes AI's potential in nursing education and patient care, including diagnosis, treatment planning, and personalized care, alongside the imperative of ethical considerations.

Innovation

Nurse leaders play a key role in shaping AI integration, emphasizing skill training and addressing legal and ethical challenges. They foster effective communication, trust, and creativity to enhance patient-focused care amidst AI adoption.

Implications

The implications highlight nurse leaders' pivotal role in navigating AI complexities and empowering teams to leverage technology while addressing concerns. This proactive approach ensures seamless AI integration, enhancing patient outcomes.

Conclusions

In conclusion, future nurse leaders are crucial in driving AI integration, fostering innovation, and ensuring ethical practice. Adaptable leadership is essential in addressing emerging challenges and advancing patient-centered care in the digital age.

背景本文探讨了人工智能（AI）技术在医疗保健领域的历史发展和近期的迅猛发展，重点关注未来护士长的角色。文献综述强调了人工智能在护理教育和患者护理方面的潜力，包括诊断、治疗计划和个性化护理，以及必须考虑的伦理因素。创新护士长在塑造人工智能整合、强调技能培训以及应对法律和伦理挑战方面发挥着关键作用。他们促进有效的沟通、信任和创造力，在采用人工智能的过程中加强以患者为中心的护理。影响这些影响强调了护士长在驾驭人工智能的复杂性和增强团队利用技术的能力方面所发挥的关键作用，同时解决了各种问题。总之，未来的护士领导者在推动人工智能整合、促进创新和确保道德实践方面至关重要。在数字时代，适应性强的领导力对于应对新出现的挑战和推进以患者为中心的护理至关重要。

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引用次数: 0

Reverse prioritization: A new approach to prioritizing in the classroom 颠倒优先顺序：在课堂上确定优先次序的新方法

IF 1.9 Q1 Nursing

Teaching and Learning in Nursing

Pub Date : 2024-05-08 DOI: 10.1016/j.teln.2024.04.013

Jennifer Fernaays MS, RN

Background

Prioritization is an essential skill for practicing nurses to have. Yet educators struggle to improve students’ development of prioritization before graduation; leaving nursing graduates unprepared to address their patients’ clinical concerns.

Innovation

Introducing an activity in the classroom called knockouts requires students to reverse prioritize four clinical scenarios. Students were asked to knockout the lowest priority until students were left with the highest priority. At each stage, students were asked to justify knocking out the client and had to support their clinical decision, by recognizing cues and interpreting clinical data.

Implications

Students and faculty saw the benefits of reverse prioritization including increasing foundational knowledge, developing clinical judgement, and assessing gaps in knowledge.

Conclusion

Reverse prioritization is a new educational strategy to foster the development of clinical judgement in nursing students. This strategy increases nursing student's ability to correctly prioritize client care by applying didactic content to clinical scenarios.

背景优先排序是执业护士必须掌握的一项基本技能。创新在课堂上引入一项名为 "淘汰 "的活动，要求学生对四个临床场景进行逆向优先排序。要求学生淘汰优先级最低的，直到剩下优先级最高的。在每一个阶段，学生都被要求说明淘汰客户的理由，并必须通过识别线索和解释临床数据来支持他们的临床决定。结论逆向排序是一种新的教育策略，可促进护理专业学生临床判断能力的发展。该策略通过将教学内容应用于临床情景，提高了护理专业学生正确确定客户护理优先次序的能力。

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引用次数: 0

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