Teaching and Learning in Nursing最新文献

英文中文

Reflections on M2M E-cards and Fink’s template: Innovations in lesson planning 对M2M电子贺卡与芬克模板的思考：教案创新

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.017

Rizky Andana Pohan, Khairiyah Khadijah, Ririn Dwi Astuti, Putri Bunga Aisyah Pohan, Wan Chalidaziah, Marimbun Marimbun

引用次数: 0

Professional online engagement: A concept analysis informing nursing practice and education 专业在线参与：为护理实践和教育提供信息的概念分析

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-10 DOI: 10.1016/j.teln.2025.08.009

Maria Hayes MH, Claire Magner CM, Mary Ryder MR

Objectives

Despite growing research on online learning, online professional engagement remains underdefined. Clarifying the factors that influence this concept and identifying its core attributes, antecedents, and consequences are essential to enhancing digital collaboration, networking, and knowledge exchange, to inform future engagement strategies.

Design

A concept analysis was conducted using Walker and Avant’s structured method for concept clarification.

Data Sources

A comprehensive literature search was performed across CINAHL, PubMed, and ERIC databases, covering publications from 1999 to 2024. Inclusion criteria limited results to peer-reviewed, full-text articles in English, yielding 11 relevant studies.

Review Methods

Walker and Avant’s eight-step concept analysis approach was employed to identify and examine key characteristics and contextual factors of online professional engagement.

Results

Five defining attributes were identified: active participation, interaction, knowledge sharing, networking, and collaboration.

Conclusions

Online professional engagement is defined as the active participation and interaction of individuals within digital platforms or communities relevant to their professional fields, encompassing various activities aimed at connecting, sharing knowledge, collaborating, and building relationships with experts, peers, and stakeholders through online channels.

尽管对在线学习的研究越来越多，但在线职业参与仍未得到充分定义。澄清影响这一概念的因素，确定其核心属性、前因和后果，对于加强数字协作、网络和知识交流，为未来的参与战略提供信息至关重要。DesignA概念分析采用Walker和Avant的结构化方法进行概念澄清。数据来源对CINAHL、PubMed和ERIC数据库进行了全面的文献检索，涵盖1999年至2024年的出版物。纳入标准将结果限制在同行评审的英文全文文章中，共产生11项相关研究。采用swalker和Avant的八步概念分析方法来识别和检查在线职业参与的关键特征和上下文因素。结果确定了五个定义属性：积极参与、互动、知识共享、网络和协作。在线专业参与被定义为个人在与其专业领域相关的数字平台或社区中的积极参与和互动，包括各种旨在通过在线渠道与专家、同行和利益相关者建立联系、分享知识、合作和关系的活动。

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引用次数: 0

Reflective models used in undergraduate health programs: A scoping review 在本科健康项目中使用的反思模型：范围审查

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-05 DOI: 10.1016/j.teln.2025.08.011

Dr Shannon Dhollande, Jayde Shepheard, Carmen Barnard

Objectives

The objective of this review was to identify and describe existing models and tools used in undergraduate health programs to promote reflective practice and learning.

Design

A scoping review was undertaken.

Data sources

Relevant quantitative and qualitative papers were identified through searches of healthcare and education databases.

Review methods

Five databases were searched using defined search terms and inclusion/exclusion criteria. Two reviewers screened and appraised results, with a third resolving conflicts via Covidence. Seventeen papers were included after quality assessment. Descriptive content analysis was employed to identify themes.

Results

Themes included new models and existing models with sub-themes of unassessed student reflections and assessed student reflections. The use of reflective models in teaching leads to profound insights and professional growth.

Conclusions

A variety of reflective models are employed within healthcare education. While the skills gained in reflection are positive, challenges with the mismatched options hinder the use of reflective practices. Health programs' educational strategies can be revisited to encourage students to reach the full scope of their critical reflections in clinical settings.

本综述的目的是识别和描述本科健康项目中用于促进反思性实践和学习的现有模型和工具。进行了设计范围审查。数据来源通过检索医疗和教育数据库确定相关的定量和定性论文。采用定义的检索词和纳入/排除标准对5个数据库进行检索。两名审稿人对结果进行筛选和评估，第三名审稿人通过covid - ence解决冲突。质量评价后纳入17篇论文。采用描述性内容分析来确定主题。结果主题包括新模型和现有模型，子主题为未评估学生反思和评估学生反思。在教学中使用反思模型可以带来深刻的见解和专业成长。结论健康教育中存在多种反思模式。虽然在反思中获得的技能是积极的，但选择不匹配的挑战阻碍了反思实践的使用。健康项目的教育策略可以被重新审视，以鼓励学生在临床环境中达到他们批判性反思的全部范围。

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引用次数: 0

Artificial intelligence and the meta-paradigm 人工智能和元范式

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-09-01 DOI: 10.1016/j.teln.2025.08.015

Lisa Cross PhD, RN, CNE, CRRN, CHPN , Amy Kendrick PhD, RN, ANP-BC

Background

Artificial intelligence is a technology that has been rapidly adopted in many disciplines, including nursing.

Major Points

The expansion in the healthcare field is particularly concerning for nurse faculty as they prepare nursing students for the workforce. The 4 domain meta-paradigm is recognized for making practical sense of research, theoretical, and practical nursing issues.

Implications

There has not been previously identified work using the meta-paradigm to guide artificial intelligence use in nursing education. This analysis reviewed artificial intelligence technology within the context of the 4 domains—nursing, patient, health, environment—with the subsequent aim of clarifying interventions for artificial intelligence in undergraduate nursing education.

Conclusions

Nurse faculty need to direct nursing students entering the profession on ethical and responsible AI use while recognizing the boundaries of their professional scope of practice. Involving nursing students in creating AI policies, creating classroom, simulation and clinical experiences incorporating AI, and ensuring that syllabi, assignments, and evaluation tools recognize AI are some interventions.

人工智能是一项在包括护理在内的许多学科中迅速采用的技术。在医疗保健领域的扩张是特别关注护士教师，因为他们准备护理学生的劳动力。四领域元范式被认为对研究、理论和实践护理问题具有实际意义。以前还没有发现使用元范式来指导人工智能在护理教育中的应用的工作。本分析回顾了护理、患者、健康、环境4个领域的人工智能技术，旨在阐明人工智能在本科护理教育中的干预措施。结论护理教师需要指导进入专业的护理学生道德和负责任地使用人工智能，同时认识到他们的专业实践范围的界限。让护理学生参与制定人工智能政策，创建包含人工智能的课堂、模拟和临床体验，并确保教学大纲、作业和评估工具识别人工智能是一些干预措施。

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引用次数: 0

Vitals and titles: A clever word game for nursing students 生命体征和头衔：一个为护理学生设计的聪明的文字游戏

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-29 DOI: 10.1016/j.teln.2025.07.026

Lauren Strouss MEd, RN

引用次数: 0

Integrating the affective domain in nursing education: A systematic review of pedagogical strategies and outcomes 整合护理教育的情感领域：对教学策略和结果的系统回顾

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-29 DOI: 10.1016/j.teln.2025.08.002

Mohammed Al-Hassan DMgt, MPhil, MSc, BScN, CCSNE, RN , Melody Blanco PhD(s), DNP, APRN, DCNP, FNP-BC, PMHNP-BC , Elham Al-Omari RN, BScN, MScN, EdD , Roqaia Dorri DMgt, MN, BScN, RN

Objectives

To systematically review pedagogical strategies for integrating the affective domain in nursing education and evaluate their outcomes on emotional intelligence, professional identity, and empathy among nursing students.

Design

Systematic literature review.

Data sources

Peer-reviewed articles, conference papers, and academic journals from databases such as PubMed, CINAHL, and ERIC.

Review methods

Inclusion criteria focused on studies that implemented affective learning strategies in nursing education. Data extraction and synthesis were performed to identify common themes and outcomes.

Results

The review identified various affective learning strategies, including empathy training, reflective journaling, and immersive simulations. These strategies were found to enhance emotional intelligence, professional identity, and empathy in nursing students.

Conclusions

Integrating the affective domain in nursing education is crucial for developing well-rounded nurses. The findings provide valuable insights for educators to implement affective learning strategies, ultimately improving patient care and professional development for associate degree nurses.

目的系统回顾在护理教育中整合情感领域的教学策略，并评价其在护生情绪智力、职业认同和共情方面的效果。系统文献综述。数据来源来自PubMed、CINAHL和ERIC等数据库的同行评审文章、会议论文和学术期刊。综述方法纳入标准侧重于在护理教育中实施情感学习策略的研究。进行数据提取和综合，以确定共同的主题和结果。结果本综述确定了各种情感学习策略，包括移情训练、反思日志和沉浸式模拟。这些策略被发现可以提高护生的情商、职业认同和同理心。结论在护理教育中融入情感领域对培养全面发展的护士至关重要。研究结果为教育工作者实施情感学习策略提供了有价值的见解，最终改善了对病人的护理和专科护士的专业发展。

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引用次数: 0

Impact of problem-based learning on the development of nursing care management skills 基于问题的学习对护理管理技能发展的影响

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-27 DOI: 10.1016/j.teln.2025.08.001

Luis Angel Benítez-Chavira MSc , Rosa Amarilis Zárate-Grajales MSc , María Guadalupe Moreno-Monsiváis PhD

Background

Problem-Based Learning has been shown to strengthen clinical and care skills; however, its impact on the development of nursing care management skills is less documented.

Aim

To assess the impact of using problem-based learning for the development of nursing care management skills.

Methods

A quasi-experimental control-group design with a pretest-posttest model. Participants included 151 students selected through convenience sampling from a Bachelor of Nursing program in Mexico City: 75 in the control group and 76 in the intervention group. Four problem scenarios were implemented as part of the Problem-Based Learning approach during the theoretical phase of the nursing care management course. A self-report instrument was applied to measure pre-post nursing care management skills in both groups.

Results

The regression model indicated that the problem-based learning approach had a statistically significant effect on the intervention group, who showed an average increase of 12.03 percentage points in overall nursing care management skills.

Conclusions

Integrating PBL into nursing programs can improve the education of nursing professionals, enhancing their ability to resolve the challenges in the healthcare field.

基于问题的学习已被证明可以加强临床和护理技能；然而，它对护理管理技能发展的影响文献较少。目的评估基于问题的学习对护理管理技能发展的影响。方法采用准实验对照组设计，采用前测后测模型。参与者包括151名学生，通过方便抽样从墨西哥城的护理学士课程中选出：75名在对照组，76名在干预组。在护理管理课程的理论阶段，作为基于问题的学习方法的一部分，实施了四个问题场景。采用自我报告量表测量两组患者护理前后管理技能。结果回归模型显示，问题学习方法对干预组患者的整体护理管理技能平均提高12.03个百分点，有统计学意义。结论将PBL纳入护理专业，可以提高护理专业人员的教育水平，提高他们应对医疗卫生领域挑战的能力。

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引用次数: 0

A multifaceted innovation to support student nurse writing self-efficacy 支持学生护士写作自我效能的多方面创新

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-27 DOI: 10.1016/j.teln.2025.07.018

Lila de Tantillo PhD, MS, ARNP, FNP-BC , Lauren Holloway DNP, RN

Background

Supporting academic writing is a critical pathway for professional development in nursing. More knowledge is needed about fostering student confidence in writing and self-efficacy in the writing process.

Innovation

The purpose was to implement a multifaceted program to expand writing resources and support writing self-efficacy among nursing students. Course-specific instruction and an online learning platform were provided to support student writing and critical thinking.

Implications

Students noted the need for additional preparation in the initial stages or prewriting components of writing-based assignments. We determined that building academic literacy and confidence in writing is vital to support critical thinking in nursing.

Conclusions

This educational strategy may help develop future innovations to support nursing students in a broader context. Interventions can be designed for nursing students to strengthen their self-efficacy and writing abilities. Future work should examine the potential to maximize available resources by supporting students during the writing stages they have identified as needing the most assistance using a scaffolding approach.

支持学术写作是护理专业发展的重要途径。需要更多的知识来培养学生的写作信心和写作过程中的自我效能感。本研究的目的是实施一项多方面的计划，以扩大护理学生的写作资源和支持写作自我效能。课程指导和在线学习平台为学生的写作和批判性思维提供支持。学生注意到在写作作业的初始阶段或写作前需要额外的准备。我们认为，建立学术素养和写作信心对于支持护理中的批判性思维至关重要。结论这一教育策略可能有助于开发未来的创新，以在更广泛的背景下支持护理学生。护生的自我效能感和写作能力可以通过设计干预措施来增强。未来的工作应该通过使用脚手架方法，在学生认为最需要帮助的写作阶段为他们提供支持，从而检查最大限度地利用可用资源的潜力。

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引用次数: 0

Critical appraisal of “augmented reality for intramuscular injection training: a cluster randomized controlled trial” “增强现实用于肌肉注射训练：一项随机对照试验”的关键评价

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-27 DOI: 10.1016/j.teln.2025.08.005

Parth Aphale, Himanshu Shekhar, Shashank Dokania

引用次数: 0

Potentially traumatic experiences in higher education: A study with nursing students 高等教育中潜在的创伤经历：对护理专业学生的研究

IF 1.7 Q2 NURSING

Teaching and Learning in Nursing

Pub Date : 2025-08-27 DOI: 10.1016/j.teln.2025.07.032

Alice Murteira Morgado PhD , Andreia Cristina MSc , Isabel Gil PhD

Aim

This study explores losses and support perceived by nursing students and their relationship with quality of life, life purpose, and posttraumatic growth.

Background

Nursing students are particularly vulnerable to potentially traumatic events due to their academic and clinical environments.

Methods

A convenience sample of 499 students from Coimbra Nursing School completed a sociodemographic questionnaire, Trauma Exposure Checklist, World Health Organization Quality of Life—Brief, Meaning in Life Questionnaire, and Post-traumatic Growth Inventory.

Results

Most students reported exposure to potentially traumatic events, having lower quality of life than nonexposed peers. Most reported experiences were the death of a close one and violence. Reports of violence in clinical placements were frequent. Exposure to violence, bullying, and adversity in clinical placements correlated with higher internal losses and lower support. Death of a close one associated with higher external losses. Internal losses correlate with lower quality of life and sense of purpose. Greater support correlates with better quality of life and posttraumatic growth.

Conclusions

Findings underscore the need for preventive and supportive programs in nursing education institutions.

目的探讨护生所感受到的损失和支持，以及它们与生活质量、生活目标和创伤后成长的关系。护理专业的学生由于他们的学术和临床环境，特别容易受到潜在创伤性事件的伤害。方法随机抽取科英布拉护理学校499名学生，填写社会人口学问卷、创伤暴露清单、世界卫生组织生活质量问卷、生活意义问卷和创伤后成长量表。结果大多数学生报告暴露于潜在的创伤性事件，其生活质量低于未暴露的同龄人。大多数报告的经历是亲人死亡和暴力。关于在临床实习场所发生暴力事件的报道非常频繁。在临床实习中遭受暴力、欺凌和逆境与较高的内部损失和较低的支持相关。亲近的人的死亡与较高的外部损失有关。内部损失与较低的生活质量和使命感有关。更多的支持与更好的生活质量和创伤后成长相关。结论：研究结果强调护理教育机构需要预防和支持方案。

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