The integration of artificial intelligence (AI) in nursing education offers promising avenues to enhance students’ clinical learning. This study explores the impact of AI in simulation debriefing on students’ clinical development.
Methodology
Forty nursing students were recruited and randomly assigned to two groups: an experimental group receiving AI-assisted debriefing and a control group receiving debriefing without AI. Simulation sessions were recorded and analyzed using AI technologies to provide personalized feedback to the experimental group students.
Results
The AI-assisted debriefing group showed a significant improvement in confidence, knowledge and skills, and satisfaction compared to the control group. Additionally, increased active participation and critical reflection were observed in the experimental group.
Conclusion
The integration of AI in nursing simulation debriefing demonstrates significant potential to enhance student learning.
{"title":"Impact of artificial intelligence-enhanced debriefing on clinical skills development in nursing students: A comparative study","authors":"Mohamed Benfatah PhD (c) , Ibtissam Youlyouz-Marfak PhD , Elmadani Saad PhD , Abderraouf Hilali PhD , Chakib Nejjari PhD , Abdelghafour Marfak PhD","doi":"10.1016/j.teln.2024.04.007","DOIUrl":"10.1016/j.teln.2024.04.007","url":null,"abstract":"<div><h3>Background</h3><p>The integration of artificial intelligence (AI) in nursing education offers promising avenues to enhance students’ clinical learning. This study explores the impact of AI in simulation debriefing on students’ clinical development.</p></div><div><h3>Methodology</h3><p>Forty nursing students were recruited and randomly assigned to two groups: an experimental group receiving AI-assisted debriefing and a control group receiving debriefing without AI. Simulation sessions were recorded and analyzed using AI technologies to provide personalized feedback to the experimental group students.</p></div><div><h3>Results</h3><p>The AI-assisted debriefing group showed a significant improvement in confidence, knowledge and skills, and satisfaction compared to the control group. Additionally, increased active participation and critical reflection were observed in the experimental group.</p></div><div><h3>Conclusion</h3><p>The integration of AI in nursing simulation debriefing demonstrates significant potential to enhance student learning.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages e574-e579"},"PeriodicalIF":1.9,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141036426","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 : 2024-05-06DOI: 10.1016/j.teln.2024.04.005
Janice L. Tatum FNP, MSN, CHSE , Diane E. Van Hoose PhD, RN , Monica K. Esquivel PhD, RDN, CSSD , Pauline M. McFall MPH, PhD Candidate
Background
This single-group pre-/post-test quantitative pilot study with prelicensure nursing students (n = 6) used multi-disciplinary and multi-ethnic faculty to develop culturally responsive learning scenarios on nutritional care for diverse patients experiencing type 2 diabetes, anemia, and irritable bowel syndrome.
Methods
Interprofessionaly designed nutrition simulations used standardized patients, a pre-event nutrition concepts worksheet, pre-briefing, anonymized pre-/post-test, data collection, instructor-supervised feedback by trained patient actors to students, and PEARLs debriefing. SIM interaction diverse learning practices were measured by the NLN's EPQ-C tool.
Results
Interprofessional team-developed culturally responsive nutrition simulations enhanced factual and cultural quality of scenarios with perspectives from nursing, dietetics, social work, simulation science, and multicultural backgrounds. Trained actors as patients added realism and depth to student simulation.
Conclusion
Offering multiple authentic, active learning experiences on nutritional nursing care is possible in a single half-day format.
{"title":"Pilot study of interprofessional learning and engagement in culturally responsive nutrition simulations","authors":"Janice L. Tatum FNP, MSN, CHSE , Diane E. Van Hoose PhD, RN , Monica K. Esquivel PhD, RDN, CSSD , Pauline M. McFall MPH, PhD Candidate","doi":"10.1016/j.teln.2024.04.005","DOIUrl":"10.1016/j.teln.2024.04.005","url":null,"abstract":"<div><h3>Background</h3><p>This single-group pre-/post-test quantitative pilot study with prelicensure nursing students (n = 6) used multi-disciplinary and multi-ethnic faculty to develop culturally responsive learning scenarios on nutritional care for diverse patients experiencing type 2 diabetes, anemia, and irritable bowel syndrome.</p></div><div><h3>Methods</h3><p>Interprofessionaly designed nutrition simulations used standardized patients, a pre-event nutrition concepts worksheet, pre-briefing, anonymized pre-/post-test, data collection, instructor-supervised feedback by trained patient actors to students, and PEARLs debriefing. SIM interaction diverse learning practices were measured by the NLN's EPQ-C tool.</p></div><div><h3>Results</h3><p>Interprofessional team-developed culturally responsive nutrition simulations enhanced factual and cultural quality of scenarios with perspectives from nursing, dietetics, social work, simulation science, and multicultural backgrounds. Trained actors as patients added realism and depth to student simulation.</p></div><div><h3>Conclusion</h3><p>Offering multiple authentic, active learning experiences on nutritional nursing care is possible in a single half-day format.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 269-274"},"PeriodicalIF":1.9,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141046396","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 : 2024-05-04DOI: 10.1016/j.teln.2024.04.012
Wendy Bowles PhD, RN, APRN-CNP, CNE, Amy Jauch DNP, RN, CNE, Tracy Taylor DNP, RN, EBP-C, Ann Deerhake DNP, RN, Emily Houlis MEd
Background
The US Bureau Labor of Statistics reports 203,200 registered nurses fill vacancies produced by nurses retiring or leaving the profession every year (Bureau of Labor Statistics, 2022). The AACN has prioritized baccalaureate preparation and removal of educational barriers.
Aims
The aims of this study were to explore the satisfaction and experience of the PATHS advising model in relation to: (1) academic advising, (2) teaching and learning, (3) professional development, and (4) learning community.
Methods
A descriptive design approach via a survey comprised of both quantitative and qualitative, open-ended responses was utilized.
Results
Quantitative analysis revealed aggregate average satisfaction rate of 88%. Qualitative results emphasized individualized support, engagement in teaching and learning, expanding thinking beyond the bedside, and supporting wellbeing.
Conclusion
This study provides an inclusive path to remove barriers on the journey toward attaining a baccalaureate degree.
{"title":"Student satisfaction with PATHS advising model","authors":"Wendy Bowles PhD, RN, APRN-CNP, CNE, Amy Jauch DNP, RN, CNE, Tracy Taylor DNP, RN, EBP-C, Ann Deerhake DNP, RN, Emily Houlis MEd","doi":"10.1016/j.teln.2024.04.012","DOIUrl":"10.1016/j.teln.2024.04.012","url":null,"abstract":"<div><h3>Background</h3><p>The US Bureau Labor of Statistics reports 203,200 registered nurses fill vacancies produced by nurses retiring or leaving the profession every year (Bureau of Labor Statistics, 2022). The AACN has prioritized baccalaureate preparation and removal of educational barriers.</p></div><div><h3>Aims</h3><p>The aims of this study were to explore the satisfaction and experience of the PATHS advising model in relation to: (1) academic advising, (2) teaching and learning, (3) professional development, and (4) learning community.</p></div><div><h3>Methods</h3><p>A descriptive design approach via a survey comprised of both quantitative and qualitative, open-ended responses was utilized.</p></div><div><h3>Results</h3><p>Quantitative analysis revealed aggregate average satisfaction rate of 88%. Qualitative results emphasized individualized support, engagement in teaching and learning, expanding thinking beyond the bedside, and supporting wellbeing.</p></div><div><h3>Conclusion</h3><p>This study provides an inclusive path to remove barriers on the journey toward attaining a baccalaureate degree.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 279-284"},"PeriodicalIF":1.9,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724000878/pdfft?md5=b87e9ddb7fe68299beedfee7487622c0&pid=1-s2.0-S1557308724000878-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141044244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Supplementary note about “State of the science: A bibliometric study of associate degree nursing research and scholarship (1961-2023)”","authors":"Waseem Hassan, Ulisses Solon Honorato Damasceno, Elizangila Beneval Bento, Antonia Eliene Duarte","doi":"10.1016/j.teln.2024.04.006","DOIUrl":"10.1016/j.teln.2024.04.006","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 303-306"},"PeriodicalIF":1.9,"publicationDate":"2024-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141041857","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 : 2024-05-03DOI: 10.1016/j.teln.2024.04.010
Purpose
To explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research.
Design and Review Method
A scoping review was conducted by using the population, concept, and context framework.
Data Sources
Literature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria.
Results
Most of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement.
Conclusion
The current evidence is inconclusive about the effect of questioning strategies on developing students’ CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students.
{"title":"Questioning Training and Critical Thinking of Undergraduate Students of Health and Social Sciences: A Scoping Review","authors":"","doi":"10.1016/j.teln.2024.04.010","DOIUrl":"10.1016/j.teln.2024.04.010","url":null,"abstract":"<div><h3>Purpose</h3><p>To explore and describe the evidence about questioning the training of undergraduate health and social sciences students and their critical thinking (CT). In addition, it identifies the gap to guide further research.</p></div><div><h3>Design and Review Method</h3><p>A scoping review was conducted by using the population, concept, and context framework.</p></div><div><h3>Data Sources</h3><p>Literature was searched in four databases which include the Education Resources Information Center, African Education Research Database, PubMed, and Cumulated Index to Nursing and Allied Health Literature. Ten articles were included in this review after screening for the set criteria.</p></div><div><h3>Results</h3><p>Most of the studies reported enhancement in CT dispositions and skills after implementing questioning strategies. Moreover, the level of questions changed from lower to higher after the intervention. However, the review found heterogeneity in discipline, intervention, tool, and time of measurement.</p></div><div><h3>Conclusion</h3><p>The current evidence is inconclusive about the effect of questioning strategies on developing students’ CT. This highlights the need for additional empirical evidence by using a comprehensive strategy to promote CT in undergraduate students.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 4","pages":"Pages e602-e609"},"PeriodicalIF":1.9,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141043681","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}
The purpose of this paper is to share the pedagogical innovation of using open educational resource (OER) inclusive case studies in the classroom to respond to immediate student learning needs and augment the theory-to-practice gap that exists in undergraduate education.
Innovation
Students were introduced to case studies as an OER as a weekly activity. The initial case studies were rooted in educators’ real-life experiences and nursing practice. As courses evolved, if there was an emerging trend in healthcare or a component of a concept, model, or theory that students were challenged with, subsequent case studies were edited to suit learning needs.
Implications
When used intentionally, case studies can be responsive to student needs in the moment as OERs can facilitate a smoother transition of theory into practice.
Conclusion
This collaborative initiative can inspire other educators and institutions to bridge the theory-to-practice gap, improving the quality of care for patients, using a similar approach.
{"title":"Open educational resource case studies: responding to nursing student educational needs in the moment","authors":"Kateryna Metersky PhD, RN , Roya Haghiri-Vijeh PhD, RN , Jasmine Balakumaran MScN, RN , Mathumesa Muhunthan MN, RN","doi":"10.1016/j.teln.2024.04.011","DOIUrl":"10.1016/j.teln.2024.04.011","url":null,"abstract":"<div><h3>Background</h3><p>The purpose of this paper is to share the pedagogical innovation of using open educational resource (OER) inclusive case studies in the classroom to respond to immediate student learning needs and augment the theory-to-practice gap that exists in undergraduate education.</p></div><div><h3>Innovation</h3><p>Students were introduced to case studies as an OER as a weekly activity. The initial case studies were rooted in educators’ real-life experiences and nursing practice. As courses evolved, if there was an emerging trend in healthcare or a component of a concept, model, or theory that students were challenged with, subsequent case studies were edited to suit learning needs.</p></div><div><h3>Implications</h3><p>When used intentionally, case studies can be responsive to student needs in the moment as OERs can facilitate a smoother transition of theory into practice.</p></div><div><h3>Conclusion</h3><p>This collaborative initiative can inspire other educators and institutions to bridge the theory-to-practice gap, improving the quality of care for patients, using a similar approach.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 275-278"},"PeriodicalIF":1.9,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724000866/pdfft?md5=10f3ef3258892d6dbcf52ecacfa83f3b&pid=1-s2.0-S1557308724000866-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141040422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The impact of clinical site limitations on the categories of clinical competencies among prelicensure nursing students (PNSs) is not clear.
Aim
To describe the perceived clinical preparedness of PNSs who experience alterations in their training.
Methods
Forty-four PNSs were surveyed using the Clinical Competence Questionnaire (CCQ). CCQ measures four categories of nursing competencies: (a) professional behaviors (PB), (b) general performance (GP), (c) core skills (CS), and (d) advanced skills (ANS).
Results
Most students (89%) reported feeling unprepared to enter practice or reenter clinical settings. The average overall perceived competence score was 169 (SD = 22, 128-212). The averages for PB, GP, CS, and AS were low. Students’ CS and AS scores were significantly and negatively correlated with the number of altered courses (r = −.38, p = .008; r = −.35, p = .018 respectively), and students’ GP scores were significantly, and inversely, associated with the number of missed clinical days (r = −.32, p = .03).
Conclusions
Students who experience alterations feel unprepared to transition to practice. The findings can guide the training needed for PNSs before reentering clinical rotations or upon joining the workforce.
{"title":"The perceived preparedness of prelicensure nursing students to transition to practice","authors":"Ahlam Jadalla PhD, RN, EBP-C, FAAN , Kholoud Hardan-Khalil PhD, RN, CCRN-K , Melissa Dyo PhD, RN, AGNP-C , Jill Kardously DNP. APRN, FNP-BC, PHN , Katie Skaff RN-BC , Michael Williams PhD, RN, CCRN, CNE","doi":"10.1016/j.teln.2024.04.001","DOIUrl":"https://doi.org/10.1016/j.teln.2024.04.001","url":null,"abstract":"<div><h3>Background</h3><p>The impact of clinical site limitations on the categories of clinical competencies among prelicensure nursing students (PNSs) is not clear.</p></div><div><h3>Aim</h3><p>To describe the perceived clinical preparedness of PNSs who experience alterations in their training.</p></div><div><h3>Methods</h3><p>Forty-four PNSs were surveyed using the Clinical Competence Questionnaire (CCQ). CCQ measures four categories of nursing competencies: (a) professional behaviors (PB), (b) general performance (GP), (c) core skills (CS), and (d) advanced skills (ANS).</p></div><div><h3>Results</h3><p>Most students (89%) reported feeling unprepared to enter practice or reenter clinical settings. The average overall perceived competence score was 169 (<em>SD</em> = 22, 128-212). The averages for PB, GP, CS, and AS were low. Students’ CS and AS scores were significantly and negatively correlated with the number of altered courses (<em>r</em> = −.38<em>, p</em> = .008<em>; r</em> = −.35, <em>p = .</em>018 respectively), and students’ GP scores were significantly, and inversely, associated with the number of missed clinical days (<em>r</em> = −.32, <em>p</em> = .03).</p></div><div><h3>Conclusions</h3><p>Students who experience alterations feel unprepared to transition to practice. The findings can guide the training needed for PNSs before reentering clinical rotations or upon joining the workforce.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 260-264"},"PeriodicalIF":1.9,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1557308724000763/pdfft?md5=920d87bad7088f23130d3197551512f0&pid=1-s2.0-S1557308724000763-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-22DOI: 10.1016/j.teln.2024.04.002
Ni Putu Wulan Purnama Sari , Minh-Phuong Thi Duong , Dan Li , Minh-Hoang Nguyen , Quan-Hoang Vuong
Background
The integration of information and communication technologies (ICT) in clinical learning is crucial for evidence-based nursing and student-centered learning.
Aim
The study examines whether effort expectancy moderates the relationship between performance expectancy and ICT usage intention among Moroccan nursing students.
Methods
The Bayesian Mindsponge Framework analytics, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 702 students.
Results
We found that students' performance expectancy is positively associated with the intention to adopt ICT and social media, while effort expectancy positively moderates this relationship. Moreover, the model with effort expectancy as the moderator was discovered to have a significantly larger weight than the model with effort expectancy as the direct predictor, validating the information-processing reasoning of the Mindsponge Theory.
Conclusions
These findings add theoretical novelty to the existing literature on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Practically, they provide insights for communication priorities regarding ICTs to improve the effectiveness and efficiency of nursing education and training while lowering costs.
{"title":"Rethinking the effects of performance expectancy and effort expectancy on new technology adoption: Evidence from Moroccan nursing students","authors":"Ni Putu Wulan Purnama Sari , Minh-Phuong Thi Duong , Dan Li , Minh-Hoang Nguyen , Quan-Hoang Vuong","doi":"10.1016/j.teln.2024.04.002","DOIUrl":"10.1016/j.teln.2024.04.002","url":null,"abstract":"<div><h3>Background</h3><p>The integration of information and communication technologies (ICT) in clinical learning is crucial for evidence-based nursing and student-centered learning.</p></div><div><h3>Aim</h3><p>The study examines whether effort expectancy moderates the relationship between performance expectancy and ICT usage intention among Moroccan nursing students.</p></div><div><h3>Methods</h3><p>The Bayesian Mindsponge Framework analytics, combining the reasoning strengths of Mindsponge Theory and inference advantages of Bayesian analysis, was employed on a dataset of 702 students.</p></div><div><h3>Results</h3><p>We found that students' performance expectancy is positively associated with the intention to adopt ICT and social media, while effort expectancy positively moderates this relationship. Moreover, the model with effort expectancy as the moderator was discovered to have a significantly larger weight than the model with effort expectancy as the direct predictor, validating the information-processing reasoning of the Mindsponge Theory.</p></div><div><h3>Conclusions</h3><p>These findings add theoretical novelty to the existing literature on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. Practically, they provide insights for communication priorities regarding ICTs to improve the effectiveness and efficiency of nursing education and training while lowering costs.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages e557-e565"},"PeriodicalIF":1.9,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140791935","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 : 2024-04-19DOI: 10.1016/j.teln.2024.04.004
Caitlin Jeanmougin, Britt Cole, Elizabeth Zwilling, Rhonda Cooper
Background
Cultivating a sense of belonging supports retention and role satisfaction. Peer mentoring is one strategy that may assist in the development of a sense of belonging for new faculty.
Aim
This study describes a first-year peer mentoring program for new nursing faculty and evaluates its effectiveness in increasing novice faculty's sense of belonging and retention.
Methods
A quantitative study utilized a modified Departmental Sense of Belonging and Involvement (DeSBI) tool to measure the faculty's sense of belonging after the first year of an intentional peer mentoring program.
Results
Response means were between 4.25 and 5.5, indicating that participants agreed with all statements. The highest-rated item was “I feel proud of belonging to the nursing department,” with a result of 5.5.
Conclusion
Peer mentorship during the first year of a new academic position was beneficial in creating a sense of belonging with a corresponding retention of all eight new faculty members.
{"title":"Cultivating a sense of belonging through peer mentoring","authors":"Caitlin Jeanmougin, Britt Cole, Elizabeth Zwilling, Rhonda Cooper","doi":"10.1016/j.teln.2024.04.004","DOIUrl":"10.1016/j.teln.2024.04.004","url":null,"abstract":"<div><h3>Background</h3><p>Cultivating a sense of belonging supports retention and role satisfaction. Peer mentoring is one strategy that may assist in the development of a sense of belonging for new faculty.</p></div><div><h3>Aim</h3><p>This study describes a first-year peer mentoring program for new nursing faculty and evaluates its effectiveness in increasing novice faculty's sense of belonging and retention.</p></div><div><h3>Methods</h3><p>A quantitative study utilized a modified Departmental Sense of Belonging and Involvement (DeSBI) tool to measure the faculty's sense of belonging after the first year of an intentional peer mentoring program.</p></div><div><h3>Results</h3><p>Response means were between 4.25 and 5.5, indicating that participants agreed with all statements. The highest-rated item was “I feel proud of belonging to the nursing department,” with a result of 5.5.</p></div><div><h3>Conclusion</h3><p>Peer mentorship during the first year of a new academic position was beneficial in creating a sense of belonging with a corresponding retention of all eight new faculty members.</p></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages 265-268"},"PeriodicalIF":1.9,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140782147","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 : 2024-04-19DOI: 10.1016/j.teln.2024.03.006
Donna Meyer MSN, RN, ANEF, FAADN, FAAN
{"title":"Trajecsys: An innovative and vital collaborator","authors":"Donna Meyer MSN, RN, ANEF, FAADN, FAAN","doi":"10.1016/j.teln.2024.03.006","DOIUrl":"10.1016/j.teln.2024.03.006","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"19 3","pages":"Pages A1-A2"},"PeriodicalIF":1.9,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775159","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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