Pub Date : 2025-08-26DOI: 10.1016/j.teln.2025.07.031
Ashley B. McMath DNP, RN, CNE, Rebekah D. Day DNP, CRNP, ACNPC-AG, Caroline E. Littleton DNP, RN, CNEcl, CHSE
Competency-based education in nursing emphasizes not only psychomotor skills but also the development of clinical judgment, self-awareness, and critical thinking. This teaching tip introduces a structured self-reflection assignment designed to follow independent skill practice, using the National Council of State Boards of Nursing Clinical Judgment Model (CJM). Through Socratic questioning aligned with the CJM’s six steps—recognize cues, analyze cues, prioritize hypotheses, generate solutions, take action, and evaluate outcomes—students are guided to explore their motivations, decision-making processes, and emotional responses. The reflection prompts encourage learners to consider both clinical indicators and patient perspectives, fostering empathy and deeper understanding. This approach enhances students’ clinical reasoning and allows educators to identify and address misconceptions. By bridging theoretical knowledge with hands-on practice, CJM-based self-reflection supports holistic skill development and promotes meaningful learning in nursing education.
{"title":"Refining nursing skills through self-reflection in competency-based education","authors":"Ashley B. McMath DNP, RN, CNE, Rebekah D. Day DNP, CRNP, ACNPC-AG, Caroline E. Littleton DNP, RN, CNEcl, CHSE","doi":"10.1016/j.teln.2025.07.031","DOIUrl":"10.1016/j.teln.2025.07.031","url":null,"abstract":"<div><div>Competency-based education in nursing emphasizes not only psychomotor skills but also the development of clinical judgment, self-awareness, and critical thinking. This teaching tip introduces a structured self-reflection assignment designed to follow independent skill practice, using the National Council of State Boards of Nursing Clinical Judgment Model (CJM). Through Socratic questioning aligned with the CJM’s six steps—recognize cues, analyze cues, prioritize hypotheses, generate solutions, take action, and evaluate outcomes—students are guided to explore their motivations, decision-making processes, and emotional responses. The reflection prompts encourage learners to consider both clinical indicators and patient perspectives, fostering empathy and deeper understanding. This approach enhances students’ clinical reasoning and allows educators to identify and address misconceptions. By bridging theoretical knowledge with hands-on practice, CJM-based self-reflection supports holistic skill development and promotes meaningful learning in nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page e379"},"PeriodicalIF":1.7,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842882","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 : 2025-08-25DOI: 10.1016/j.teln.2025.07.027
Ah Rim Kim
Background
Prelicensure nursing students may face restricted access to hands-on training in neonatal care, especially in high-risk and gender-sensitive environments.
Aim
This study examined whether mixed reality (MR) simulation using HoloLens 2 could enhance engagement, performance confidence, and learning flow in neonatal nursing education.
Methods
A quasi-experimental design was used with 30 nursing students assigned to intervention (MR-based training) or control (text-based learning) groups. Participants completed pre- and post-tests assessing key learning outcomes.
Results
MR-based training significantly improved learning interest (p = 0.012), performance confidence (p < 0.001), and postintervention learning flow (p < 0.001) compared to the control. Significant group effects were observed for all outcomes, with performance confidence also showing a significant interaction effect (p = 0.006). Participants reported high usability, strong immersion, and high educational satisfaction with the MR training experience.
Conclusions
MR simulation supports immersive and equitable clinical training in neonatal care, helping to bridge theory–practice gaps in nursing education. These findings support its integration into undergraduate and prelicensure nursing curricula, including associate degree programs, to enhance skill acquisition and learner engagement.
{"title":"Mixed reality simulation to enhance neonatal care skills in nursing students","authors":"Ah Rim Kim","doi":"10.1016/j.teln.2025.07.027","DOIUrl":"10.1016/j.teln.2025.07.027","url":null,"abstract":"<div><h3>Background</h3><div>Prelicensure nursing students may face restricted access to hands-on training in neonatal care, especially in high-risk and gender-sensitive environments.</div></div><div><h3>Aim</h3><div>This study examined whether mixed reality (MR) simulation using HoloLens 2 could enhance engagement, performance confidence, and learning flow in neonatal nursing education.</div></div><div><h3>Methods</h3><div>A quasi-experimental design was used with 30 nursing students assigned to intervention (MR-based training) or control (text-based learning) groups. Participants completed pre- and post-tests assessing key learning outcomes.</div></div><div><h3>Results</h3><div>MR-based training significantly improved learning interest (<em>p</em> = 0.012), performance confidence (<em>p</em> < 0.001), and postintervention learning flow (<em>p</em> < 0.001) compared to the control. Significant group effects were observed for all outcomes, with performance confidence also showing a significant interaction effect (<em>p</em> = 0.006). Participants reported high usability, strong immersion, and high educational satisfaction with the MR training experience.</div></div><div><h3>Conclusions</h3><div>MR simulation supports immersive and equitable clinical training in neonatal care, helping to bridge theory–practice gaps in nursing education. These findings support its integration into undergraduate and prelicensure nursing curricula, including associate degree programs, to enhance skill acquisition and learner engagement.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e46-e51"},"PeriodicalIF":1.7,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842841","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}
Prebriefing is essential in clinical simulation to cognitively and emotionally prepare nursing students. Artificial intelligence (AI) offers promising opportunities to personalize this phase based on learner profiles.
Aim
To assess the effectiveness of AI-assisted personalized prebriefing on nursing students’ perceived preparation, self-confidence, and simulation performance.
Methods
A randomized controlled trial was conducted with 60 second-year nursing students. Participants were randomly assigned to a control group receiving standard prebriefing or an intervention group using an AI chatbot. The chatbot provided tailored recommendations based on each student’s learning style, clinical experience, and confidence level. Outcomes were assessed through self-reported questionnaires and performance ratings using the Ottawa Global Rating Scale.
Results
Students in the AI group reported significantly higher perceived preparation (p < 0.001), increased self-confidence (p = 0.004), and improved simulation performance (p < 0.01) compared to the control group. The AI tool was positively received for its personalized guidance.
Conclusions
AI-assisted prebriefing enhances student readiness, confidence, and performance in clinical simulation, reinforcing learner-centered strategies in nursing education.
{"title":"AI-assisted prebriefing to enhance simulation readiness in nursing education","authors":"Mohamed Benfatah PhD , Ilham Elazizi MSN , Abderrahmane Lamiri PhD , Hajar Belhaj PhD , Elmadani Saad PhD , Abdelghafour Marfak PhD , Abderraouf Hilali PhD , Ibtissam Youlyouz-Marfak PhD","doi":"10.1016/j.teln.2025.07.030","DOIUrl":"10.1016/j.teln.2025.07.030","url":null,"abstract":"<div><h3>Background</h3><div>Prebriefing is essential in clinical simulation to cognitively and emotionally prepare nursing students. Artificial intelligence (AI) offers promising opportunities to personalize this phase based on learner profiles.</div></div><div><h3>Aim</h3><div>To assess the effectiveness of AI-assisted personalized prebriefing on nursing students’ perceived preparation, self-confidence, and simulation performance.</div></div><div><h3>Methods</h3><div>A randomized controlled trial was conducted with 60 second-year nursing students. Participants were randomly assigned to a control group receiving standard prebriefing or an intervention group using an AI chatbot. The chatbot provided tailored recommendations based on each student’s learning style, clinical experience, and confidence level. Outcomes were assessed through self-reported questionnaires and performance ratings using the Ottawa Global Rating Scale.</div></div><div><h3>Results</h3><div>Students in the AI group reported significantly higher perceived preparation (<em>p</em> < 0.001), increased self-confidence (<em>p</em> = 0.004), and improved simulation performance (<em>p</em> < 0.01) compared to the control group. The AI tool was positively received for its personalized guidance.</div></div><div><h3>Conclusions</h3><div>AI-assisted prebriefing enhances student readiness, confidence, and performance in clinical simulation, reinforcing learner-centered strategies in nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e57-e63"},"PeriodicalIF":1.7,"publicationDate":"2025-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842843","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}
To demonstrate how interdisciplinary collaborative creative practice has contributed to nursing and creative arts students’ wellbeing, professionalism, communication skills, and reflective practice.
Design
Integrative literature review.
Data sources
Following a discussion with a health librarian CINAHL, Medline, ProQuest, PubMed, Scopus, Web of Science, and Wiley databases, and Google Scholar were searched.
Review methods
Titles and abstracts of n = 2443 records were independently screened by two reviewers, with 2341 records excluded. Of the remaining n = 102 reports, n = 98 were available for full text review. Five reports, with an additional n = 2 from reference list screening, were included.
Results
Collaborations between nursing and creative arts students may build professional identity, enhance communication and reflective skills, and improve cross-disciplinary understanding. Implementing projects requires time, the provision of a safe space, and freedom to focus on the process.
Conclusions
Collaborations between nursing and creative arts students led to positive outcomes yet there are few examples. Despite implementation challenges, more collaborative interdisciplinary projects are required to build understandings of how they can be used as effective WIL opportunities.
{"title":"Reflective practice: an integrative review of collaborations between nursing and creative arts students","authors":"Shelley Gower PhD , Suzanne Srdarov PhD , Pam Nichols PhD , Kerreen Ely-Harper PhD , Melisa Young MN , Janie Brown PhD","doi":"10.1016/j.teln.2025.07.024","DOIUrl":"10.1016/j.teln.2025.07.024","url":null,"abstract":"<div><h3>Objectives</h3><div>To demonstrate how interdisciplinary collaborative creative practice has contributed to nursing and creative arts students’ wellbeing, professionalism, communication skills, and reflective practice.</div></div><div><h3>Design</h3><div>Integrative literature review.</div></div><div><h3>Data sources</h3><div>Following a discussion with a health librarian CINAHL, Medline, ProQuest, PubMed, Scopus, Web of Science, and Wiley databases, and Google Scholar were searched.</div></div><div><h3>Review methods</h3><div>Titles and abstracts of <em>n</em> = 2443 records were independently screened by two reviewers, with 2341 records excluded. Of the remaining <em>n</em> = 102 reports, <em>n</em> = 98 were available for full text review. Five reports, with an additional <em>n</em> = 2 from reference list screening, were included.</div></div><div><h3>Results</h3><div>Collaborations between nursing and creative arts students may build professional identity, enhance communication and reflective skills, and improve cross-disciplinary understanding. Implementing projects requires time, the provision of a safe space, and freedom to focus on the process.</div></div><div><h3>Conclusions</h3><div>Collaborations between nursing and creative arts students led to positive outcomes yet there are few examples. Despite implementation challenges, more collaborative interdisciplinary projects are required to build understandings of how they can be used as effective WIL opportunities.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages 80-90"},"PeriodicalIF":1.7,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842891","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 : 2025-08-21DOI: 10.1016/j.teln.2025.07.020
Sarah Koplow PhD, APRN , Jim LaFeir DNP, RN , Marjorie Lima DNP, RN , Marrice King MSN, RN
Bringing evidenced-based clinical practice into the classroom using practical application projects allows students to problem-solve scenarios they may experience in an increasingly challenging healthcare environment. Faculty developed a standardized care pathway clinical project into the classroom, immersing students with innovative active learning strategies that will help them achieve the undergraduate curriculum outcomes.
{"title":"Standard care pathways assignment: Understanding admission to discharge planning","authors":"Sarah Koplow PhD, APRN , Jim LaFeir DNP, RN , Marjorie Lima DNP, RN , Marrice King MSN, RN","doi":"10.1016/j.teln.2025.07.020","DOIUrl":"10.1016/j.teln.2025.07.020","url":null,"abstract":"<div><div>Bringing evidenced-based clinical practice into the classroom using practical application projects allows students to problem-solve scenarios they may experience in an increasingly challenging healthcare environment. Faculty developed a standardized care pathway clinical project into the classroom, immersing students with innovative active learning strategies that will help them achieve the undergraduate curriculum outcomes.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Page e376"},"PeriodicalIF":1.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842484","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 : 2025-08-21DOI: 10.1016/j.teln.2025.04.022
Christina J. Ezemenaka , Abby G. Horton , Kacie W. Duncan
Background
Nursing students experience unique stressors and may benefit from stress management interventions to help build resilience and coping.
Aim
The purpose of this study is to explore knowledge and self-perception of stress, resilience, and coping following a stress management workshop.
Methods
Participants (N = 44) in this pre–post-test study were 3rd Semester Practical Nursing students attending a Historically Black Community College (HBCC) in the Southeastern United States. Participants attended a 1.5- hour workshop and completed the Perceived Stress Scale (PSS), Resilience Scale (RS), and Proactive Coping Subscale (PCS). T-tests compared survey responses of twenty-four completers.
Results
Of the 24 completers, 95.8% reported moderate to high stress levels (Mean = 23.2), moderate resilience (Mean = 135.1), and moderate coping (Mean = 44.2), with low (8.3%) support service utilization at enrollment. Post-test familiarity with coping strategies and RS scores significantly improved, both p < .05. Knowledge of stress symptoms, PSS scores, and PCS scores also improved.
Conclusion
Stress management education supports nursing student well-being and should be incorporated into the nursing curriculum.
{"title":"Evaluating a stress management workshop on nursing student mental health and well-being","authors":"Christina J. Ezemenaka , Abby G. Horton , Kacie W. Duncan","doi":"10.1016/j.teln.2025.04.022","DOIUrl":"10.1016/j.teln.2025.04.022","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students experience unique stressors and may benefit from stress management interventions to help build resilience and coping.</div></div><div><h3>Aim</h3><div>The purpose of this study is to explore knowledge and self-perception of stress, resilience, and coping following a stress management workshop.</div></div><div><h3>Methods</h3><div>Participants (N = 44) in this pre–post-test study were 3rd Semester Practical Nursing students attending a Historically Black Community College (HBCC) in the Southeastern United States. Participants attended a 1.5- hour workshop and completed the Perceived Stress Scale (PSS), Resilience Scale (RS), and Proactive Coping Subscale (PCS). T-tests compared survey responses of twenty-four completers.</div></div><div><h3>Results</h3><div>Of the 24 completers, 95.8% reported moderate to high stress levels (Mean = 23.2), moderate resilience (Mean = 135.1), and moderate coping (Mean = 44.2), with low (8.3%) support service utilization at enrollment. Post-test familiarity with coping strategies and RS scores significantly improved, both p < .05. Knowledge of stress symptoms, PSS scores, and PCS scores also improved.</div></div><div><h3>Conclusion</h3><div>Stress management education supports nursing student well-being and should be incorporated into the nursing curriculum.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1036-e1041"},"PeriodicalIF":1.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049922","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 : 2025-08-21DOI: 10.1016/j.teln.2025.07.025
Şefika Tuğba Yangöz PhD , Hatice Ceylan PhD
Background
Artificial intelligence is increasingly used in healthcare and nursing. Artificial intelligence courses are essential for preparing students to apply artificial intelligence in these fields. However, evidence of the impact of such courses on nursing students’ artificial intelligence readiness is limited.
Aim
To assess the effect of an artificial intelligence course's effect on undergraduate nursing students' perceived medical artificial intelligence readiness.
Methods
This quasi-experimental study used a one-group design with pre-test and post-test measures conducted at a Turkish health college from September to December 2024. Second-year nursing students attended a 14-week, two-hour weekly artificial intelligence course. The primary outcome was perceived readiness for medical artificial intelligence.
Results
Of 137 students, significant differences were found in total readiness scores and in cognition, ability, and vision sub-dimensions, with small effect sizes. However, no significant change was observed in the ethical sub-dimension.
Conclusions
The artificial intelligence course effectively enhanced medical artificial intelligence readiness in nursing students, with implications for nursing education.
{"title":"Artificial intelligence course impact on nursing students’ readiness for medical artificial intelligence","authors":"Şefika Tuğba Yangöz PhD , Hatice Ceylan PhD","doi":"10.1016/j.teln.2025.07.025","DOIUrl":"10.1016/j.teln.2025.07.025","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence is increasingly used in healthcare and nursing. Artificial intelligence courses are essential for preparing students to apply artificial intelligence in these fields. However, evidence of the impact of such courses on nursing students’ artificial intelligence readiness is limited.</div></div><div><h3>Aim</h3><div>To assess the effect of an artificial intelligence course's effect on undergraduate nursing students' perceived medical artificial intelligence readiness.</div></div><div><h3>Methods</h3><div>This quasi-experimental study used a one-group design with pre-test and post-test measures conducted at a Turkish health college from September to December 2024. Second-year nursing students attended a 14-week, two-hour weekly artificial intelligence course. The primary outcome was perceived readiness for medical artificial intelligence.</div></div><div><h3>Results</h3><div>Of 137 students, significant differences were found in total readiness scores and in cognition, ability, and vision sub-dimensions, with small effect sizes. However, no significant change was observed in the ethical sub-dimension.</div></div><div><h3>Conclusions</h3><div>The artificial intelligence course effectively enhanced medical artificial intelligence readiness in nursing students, with implications for nursing education.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e39-e45"},"PeriodicalIF":1.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842840","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}
Psychiatric symptom assessment challenges nursing students due to abstract concepts and complex terminology. Gamification-based learning is an alternative educational approach to supplement traditional lecture-based instruction in mental health nursing education.
Method
This quasi-experimental study investigated the effectiveness of Mental Bus, a mobile, gamified learning application focusing on the assessment of symptoms related to depression, bipolar disorder, and schizophrenia, on participants’ knowledge of psychiatric symptom assessment and learning satisfaction. Third-year nursing students (n = 112) were randomly assigned to either an experimental (n = 56) or control (n = 56) group. The experimental group used the gamified application, while the control group received conventional instruction. Data were analyzed using descriptive statistics, paired t-tests, and independent t-tests.
Results
The experimental group demonstrated significant improvement in psychiatric symptom assessment knowledge from pretest to posttest (p < .001) and scored significantly higher than the control group at posttest (p < .001). Participants also reported high satisfaction with the gamified intervention and provided positive reflections regarding enhanced engagement and understanding.
Conclusion
Gamified learning applications effectively enhance psychiatric symptom assessment knowledge and student engagement, supporting their integration as complementary educational strategies in mental health nursing curricula.
{"title":"Gamified learning enhances psychiatric symptom knowledge in nursing students","authors":"Kamonchanok Moonchai MNS, Duangjai Vatanasin PhD, Pornpimon Pramnoi MNS, Silpthai Thamruangrit MNS","doi":"10.1016/j.teln.2025.07.028","DOIUrl":"10.1016/j.teln.2025.07.028","url":null,"abstract":"<div><h3>Background</h3><div>Psychiatric symptom assessment challenges nursing students due to abstract concepts and complex terminology. Gamification-based learning is an alternative educational approach to supplement traditional lecture-based instruction in mental health nursing education.</div></div><div><h3>Method</h3><div>This quasi-experimental study investigated the effectiveness of Mental Bus, a mobile, gamified learning application focusing on the assessment of symptoms related to depression, bipolar disorder, and schizophrenia, on participants’ knowledge of psychiatric symptom assessment and learning satisfaction. Third-year nursing students (<em>n</em> = 112) were randomly assigned to either an experimental (<em>n</em> = 56) or control (<em>n</em> = 56) group. The experimental group used the gamified application, while the control group received conventional instruction. Data were analyzed using descriptive statistics, paired t-tests, and independent t-tests.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significant improvement in psychiatric symptom assessment knowledge from pretest to posttest (<em>p</em> < .001) and scored significantly higher than the control group at posttest (<em>p</em> < .001). Participants also reported high satisfaction with the gamified intervention and provided positive reflections regarding enhanced engagement and understanding.</div></div><div><h3>Conclusion</h3><div>Gamified learning applications effectively enhance psychiatric symptom assessment knowledge and student engagement, supporting their integration as complementary educational strategies in mental health nursing curricula.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e52-e56"},"PeriodicalIF":1.7,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842842","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 : 2025-08-20DOI: 10.1016/j.teln.2025.07.007
Rick García PhD, RN, CCM, FAAOHN, FAADN, FAAN
{"title":"Reinforcing the foundations: elevating community, public, and population health (CPPH) in ADN nursing education","authors":"Rick García PhD, RN, CCM, FAAOHN, FAADN, FAAN","doi":"10.1016/j.teln.2025.07.007","DOIUrl":"10.1016/j.teln.2025.07.007","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 310-311"},"PeriodicalIF":1.7,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050540","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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