Pub Date : 2025-08-19DOI: 10.1016/j.teln.2025.08.006
Lynette V. Apen DNP, RN, CNS, CNE
{"title":"Embracing AI in nursing education: A balanced approach for faculty and student success","authors":"Lynette V. Apen DNP, RN, CNS, CNE","doi":"10.1016/j.teln.2025.08.006","DOIUrl":"10.1016/j.teln.2025.08.006","url":null,"abstract":"","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 308-309"},"PeriodicalIF":1.7,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050539","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 : 2025-08-19DOI: 10.1016/j.teln.2025.07.021
Esther Crespo-Mirasol PhD, MSc, Bh, RNM , Ma Ángeles Saz-Roy PhD, MSc, PNP, RN , Antonio R. Moreno-Poyato PhD, MSc, MHN, RN , Julia González-Vaca PhD, RN , Dolors Rodríguez-Martín PhD, MSc, Bh, RN , Elena Maestre-González RN , Elvira García-Carulla PNP, RN , Mónica Isidro-Albaladejo RNM , Eva M. Melendo-Azuela PhD, MSN, RN , M. Carmen Rodríguez-Chaves MHN, RN , Griselda Vázquez-Garreta RNM , Ana Ventosa-Ruiz PhD, MHN, RN , Maria Helena Viñas-Llebot PhD, BEd, RNM
Background
Training in gender-based violence is necessary to develop identification and intervention skills among nursing students.
Aim
To determine the impact of an educational intervention on intimate partner violence in terms of perceptions of violence and empathic responses among nursing students at a Spanish university.
Methods
Pre-post quasiexperimental study. Fourth-year students at the Faculty of Nursing at University of Barcelona participated in 2022-23. The Perception of Intimate Partner Violence in Nursing Students questionnaire, the Interpersonal Reactivity Index and an ad hoc satisfaction survey were used.
Results
At baseline, 299 students participated, mean age 23.31 years, 88.6% female. After the training, 184 students. 65.5% reported personal experience of intimate partner violence. Women scored higher on empathic response (empathic concern 28.07). After the training, there were improvements in most of the dimensions assessed. The methodology used received a mean score 8.19.
Conclusion
Active learning methods in intimate partner violence training have a positive effect on nursing students' learning in terms of perceiving violence and responding empathically. Significant differences were observed in all dimensions except fantasy and personal discomfort.
{"title":"Simulated clinical cases to identify and intervene in intimate partner violence among undergraduate nursing students","authors":"Esther Crespo-Mirasol PhD, MSc, Bh, RNM , Ma Ángeles Saz-Roy PhD, MSc, PNP, RN , Antonio R. Moreno-Poyato PhD, MSc, MHN, RN , Julia González-Vaca PhD, RN , Dolors Rodríguez-Martín PhD, MSc, Bh, RN , Elena Maestre-González RN , Elvira García-Carulla PNP, RN , Mónica Isidro-Albaladejo RNM , Eva M. Melendo-Azuela PhD, MSN, RN , M. Carmen Rodríguez-Chaves MHN, RN , Griselda Vázquez-Garreta RNM , Ana Ventosa-Ruiz PhD, MHN, RN , Maria Helena Viñas-Llebot PhD, BEd, RNM","doi":"10.1016/j.teln.2025.07.021","DOIUrl":"10.1016/j.teln.2025.07.021","url":null,"abstract":"<div><h3>Background</h3><div>Training in gender-based violence is necessary to develop identification and intervention skills among nursing students.</div></div><div><h3>Aim</h3><div>To determine the impact of an educational intervention on intimate partner violence in terms of perceptions of violence and empathic responses among nursing students at a Spanish university.</div></div><div><h3>Methods</h3><div>Pre-post quasiexperimental study. Fourth-year students at the Faculty of Nursing at University of Barcelona participated in 2022-23. The Perception of Intimate Partner Violence in Nursing Students questionnaire, the Interpersonal Reactivity Index and an <em>ad hoc</em> satisfaction survey were used.</div></div><div><h3>Results</h3><div>At baseline, 299 students participated, mean age 23.31 years, 88.6% female. After the training, 184 students. 65.5% reported personal experience of intimate partner violence. Women scored higher on empathic response (empathic concern 28.07). After the training, there were improvements in most of the dimensions assessed. The methodology used received a mean score 8.19.</div></div><div><h3>Conclusion</h3><div>Active learning methods in intimate partner violence training have a positive effect on nursing students' learning in terms of perceiving violence and responding empathically. Significant differences were observed in all dimensions except fantasy and personal discomfort.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e23-e31"},"PeriodicalIF":1.7,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842839","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 : 2025-08-16DOI: 10.1016/j.teln.2025.07.019
Sara Sitefane MSc, RN , Ana Afonso MSc, RN , Wilfred McSherry PhD, RN, FRCN , Linda Ross PhD, BA Nursing, RGN , Isabel Rabiais PhD, MSc, RN , Sílvia Caldeira PhD, MSc, PGDipPN, RN
Background
The World Health Organization and various healthcare organizations recognize the spiritual dimension as crucial for well-being and health, particularly in person-centered care. The EPICC project developed a consensus-based model for spiritual care education, contributing tools like the EPICC Spiritual Care Competency Self-Assessment Tool to support competency development.
Aim
To translate, culturally adapt, and validate the EPICC Spiritual Care Competency Self-Assessment Tool for undergraduate nursing students in Portugal.
Methods
Cross-cultural adaptation followed by Beaton et al.'s method. Reliability and validity were assessed using Kaiser–Meyer–Olkin (KMO) and Bartlett’s tests for factor analysis, with internal consistency measured using Cronbach’s α.
Results
Data collected between November 2023 and October 2024 showed 100% agreement and a Content Validity Index (CVI) of 1 among experts. A pretest with 39 students indicated 79.1% agreement and acceptable internal consistency (KR-20 = 0.573). Psychometric properties showed KMO of 0.845, CFI of 0.895, GFI of 0.805, RMSEA of 0.082 and Cronbach’s α of 0.92 (n = 161 nursing students from a Portuguese higher education institution).
Conclusions
The European Portuguese version of the EPICC Spiritual Care Competency Self-Assessment Tool is a valid and reliable instrument for assessing spiritual care competency in nursing and midwifery students. However, some limitations of this study should be addressed in future research to enhance the generalisability of the findings to broader educational contexts.
{"title":"Implementation and Validation of Competency-Based Spiritual Care Education using the EPICC Self-Assessment Tool in Undergraduate Nursing Students","authors":"Sara Sitefane MSc, RN , Ana Afonso MSc, RN , Wilfred McSherry PhD, RN, FRCN , Linda Ross PhD, BA Nursing, RGN , Isabel Rabiais PhD, MSc, RN , Sílvia Caldeira PhD, MSc, PGDipPN, RN","doi":"10.1016/j.teln.2025.07.019","DOIUrl":"10.1016/j.teln.2025.07.019","url":null,"abstract":"<div><h3>Background</h3><div>The World Health Organization and various healthcare organizations recognize the spiritual dimension as crucial for well-being and health, particularly in person-centered care. The EPICC project developed a consensus-based model for spiritual care education, contributing tools like the EPICC Spiritual Care Competency Self-Assessment Tool to support competency development.</div></div><div><h3>Aim</h3><div>To translate, culturally adapt, and validate the EPICC Spiritual Care Competency Self-Assessment Tool for undergraduate nursing students in Portugal.</div></div><div><h3>Methods</h3><div>Cross-cultural adaptation followed by Beaton et al.'s method. Reliability and validity were assessed using Kaiser–Meyer–Olkin (KMO) and Bartlett’s tests for factor analysis, with internal consistency measured using Cronbach’s α.</div></div><div><h3>Results</h3><div>Data collected between November 2023 and October 2024 showed 100% agreement and a Content Validity Index (CVI) of 1 among experts. A pretest with 39 students indicated 79.1% agreement and acceptable internal consistency (KR-20 = 0.573). Psychometric properties showed KMO of 0.845, CFI of 0.895, GFI of 0.805, RMSEA of 0.082 and Cronbach’s α of 0.92 (<em>n</em> = 161 nursing students from a Portuguese higher education institution).</div></div><div><h3>Conclusions</h3><div>The European Portuguese version of the EPICC Spiritual Care Competency Self-Assessment Tool is a valid and reliable instrument for assessing spiritual care competency in nursing and midwifery students. However, some limitations of this study should be addressed in future research to enhance the generalisability of the findings to broader educational contexts.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e15-e22"},"PeriodicalIF":1.7,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842415","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 : 2025-08-12DOI: 10.1016/j.teln.2025.07.023
Serap Güngör , Hakan Avan , Birgül Vural
Background
Pediatric medication administration requires strong mathematical skills and self-efficacy. However, many nursing students face challenges with dose calculations, which may affect their clinical competence.
Aim
This study examined the relationship between nursing students’ mathematical skills and their self-efficacy in administering pediatric medications, and to identify influencing factors.
Method
This cross-sectional study included 390 third- and fourth-year nursing students from 3 institutions who had completed relevant nursing courses. Data were collected using the Student Information Form, the Mathematical Skills Form, and the Self-Efficacy Scale of Medication Administration in Children for Nursing Students (SESMAC).
Results
The mean age of participants was 21.77 ± 0.93 years; 69.5% were female and 52.1% were third-year students. While 52.1% reported difficulty with dose calculations, 46.9% rarely performed them in practice. The mean SESMAC score was 45.31 ± 12.99. Students reporting difficulty understanding or solving math problems had significantly lower SESMAC scores (P < 0.05).
Conclusion
The results suggest that nursing students have low self-efficacy in pediatric medication administration and limited practice with dose calculations. Hospital-based training could help improve their confidence and competence in this area.
{"title":"The relationship between nursing students' mathematical skills and self-efficacy scale for medication administration in children: A 3-center descriptive study","authors":"Serap Güngör , Hakan Avan , Birgül Vural","doi":"10.1016/j.teln.2025.07.023","DOIUrl":"10.1016/j.teln.2025.07.023","url":null,"abstract":"<div><h3>Background</h3><div>Pediatric medication administration requires strong mathematical skills and self-efficacy. However, many nursing students face challenges with dose calculations, which may affect their clinical competence.</div></div><div><h3>Aim</h3><div>This study examined the relationship between nursing students’ mathematical skills and their self-efficacy in administering pediatric medications, and to identify influencing factors.</div></div><div><h3>Method</h3><div>This cross-sectional study included 390 third- and fourth-year nursing students from 3 institutions who had completed relevant nursing courses. Data were collected using the Student Information Form, the Mathematical Skills Form, and the Self-Efficacy Scale of Medication Administration in Children for Nursing Students (SESMAC).</div></div><div><h3>Results</h3><div>The mean age of participants was 21.77 ± 0.93 years; 69.5% were female and 52.1% were third-year students. While 52.1% reported difficulty with dose calculations, 46.9% rarely performed them in practice. The mean SESMAC score was 45.31 ± 12.99. Students reporting difficulty understanding or solving math problems had significantly lower SESMAC scores (<em>P</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>The results suggest that nursing students have low self-efficacy in pediatric medication administration and limited practice with dose calculations. Hospital-based training could help improve their confidence and competence in this area.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e32-e38"},"PeriodicalIF":1.7,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842414","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 : 2025-08-09DOI: 10.1016/j.teln.2025.07.016
Marian Luctkar-Flude , Alexandra Lawrynuik , Erika Wall , Jane Tyerman
Background
Nursing students report high levels of stress and anxiety. Meditation technologies may facilitate meditation and improve students' mental well-being.
Aim
To assess feasibility and efficacy of two meditation technologies—Headspace mobile app and MUSE biofeedback headband—on nursing students' stress and anxiety.
Methods
In this pilot study, 44 undergraduate nursing students were randomly assigned to either the Headspace or MUSE group, completing two 10-minute meditation sessions weekly for five weeks. Stress and anxiety were measured using the perceived stress scale (PSS), state-trait anxiety inventory (STAI), and social interaction anxiety scale (SIAS). Acceptability was measured using the technology acceptance model survey (TAMS).
Results
Both groups showed decreases in perceived stress and state anxiety, with significant reductions for MUSE participants (p=.025; p=.005). Headspace was perceived as more accessible than MUSE (p=.001).
Conclusion
Findings suggest meditation technologies are feasible and acceptable for nursing students, with time and motivation as barriers. MUSE neuromeditation showed promising results in reducing perceived stress and anxiety. Study results support need for larger trials exploring the impact of meditation technologies on nursing students' well-being.
{"title":"Investigating the effects of meditation technologies on nursing student stress and anxiety: Results of a pilot feasibility study","authors":"Marian Luctkar-Flude , Alexandra Lawrynuik , Erika Wall , Jane Tyerman","doi":"10.1016/j.teln.2025.07.016","DOIUrl":"10.1016/j.teln.2025.07.016","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students report high levels of stress and anxiety. Meditation technologies may facilitate meditation and improve students' mental well-being.</div></div><div><h3>Aim</h3><div>To assess feasibility and efficacy of two meditation technologies—Headspace mobile app and MUSE biofeedback headband—on nursing students' stress and anxiety.</div></div><div><h3>Methods</h3><div>In this pilot study, 44 undergraduate nursing students were randomly assigned to either the Headspace or MUSE group, completing two 10-minute meditation sessions weekly for five weeks. Stress and anxiety were measured using the perceived stress scale (PSS), state-trait anxiety inventory (STAI), and social interaction anxiety scale (SIAS). Acceptability was measured using the technology acceptance model survey (TAMS).</div></div><div><h3>Results</h3><div>Both groups showed decreases in perceived stress and state anxiety, with significant reductions for MUSE participants (<em>p</em>=.025; <em>p</em>=.005). Headspace was perceived as more accessible than MUSE (<em>p</em>=.001).</div></div><div><h3>Conclusion</h3><div>Findings suggest meditation technologies are feasible and acceptable for nursing students, with time and motivation as barriers. MUSE neuromeditation showed promising results in reducing perceived stress and anxiety. Study results support need for larger trials exploring the impact of meditation technologies on nursing students' well-being.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e1-e9"},"PeriodicalIF":1.7,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842412","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 : 2025-08-07DOI: 10.1016/j.teln.2025.06.013
Cynthia L. Foronda PhD, RN, CNE, CHSE, ANEF, FAAN , Patricia Larrieu-Jimenez DNP, APRN, FNP-BC, CHSE, FAANP , Judy Greengold PhD(c), MSN, CRNP, FNP-C , Greta Mitzova-Vladinov DNP, APRN, CRNA, CHSE, FAANA , Ruth Everett-Thomas PhD, RN, CHSE , Michelle P. Gitman , Anthony J. Silva MSN, RN, AMB-BC, ROT , Nicole Gonzaga Gomez DNP, CRNA, APRN, CHSE , Khitam Azaiza EdD , Renessa S. Williams PhD, RN , Brenda Owusu DNP, APRN, ANP-BC, FNP-BC , Danielle Gerberi MLIS , Denise C. Vidot PhD
Objectives
To determine in what ways screen-based simulation has been used to educate family caregivers.
Design
A scoping review was conducted.
Data sources
Research studies from EBSCO CINAHL, Ovid Cochrane Central Register of Controlled Trials, Ovid Embase, Ovid Medline and Web of Science Core Collection.
Review methods
Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines guided reporting of the review. Articles were appraised using Kirkpatrick’s 4 Levels of Training Evaluation, Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals Hierarchy of Evidence Guide, and Melnyk’s levels of evidence.
Results
Out of 17,418 citations, only 7 studies were located including 4 systematic reviews and 3 studies. Screen-based simulation was mostly used to support caregivers of people living with dementia.
Conclusions
While screen-based simulation has demonstrated effectiveness with health professions students, there are nuances with the learner as family caregiver as opposed to student. The stress level and educational level of the family caregiver should be carefully considered. As computer and phone-based applications expand, this pedagogy warrants investment and exploration.
目的探讨以屏幕为基础的模拟在家庭护理人员教育中的应用。进行了设计范围审查。数据来源：研究数据来自EBSCO CINAHL、Ovid Cochrane中央对照试验注册库、Ovid Embase、Ovid Medline和Web of Science Core Collection。综述方法：系统综述和荟萃分析扩展范围综述（PRISMA-ScR）指南指导了综述的报告。文章采用Kirkpatrick的4级培训评估、约翰霍普金斯护理和医疗保健专业人员循证实践模型证据层次指南和Melnyk的证据水平进行评价。结果在17418篇引用中，仅找到7篇研究，包括4篇系统综述和3篇研究。基于屏幕的模拟主要用于支持痴呆症患者的护理人员。结论：虽然基于屏幕的模拟对卫生专业的学生有效，但作为家庭照顾者的学习者与作为学生的学习者之间存在细微差别。应仔细考虑家庭照顾者的压力水平和教育水平。随着基于计算机和电话的应用程序的扩展，这种教学法值得投资和探索。
{"title":"Screen-based simulation for family caregiver education: A scoping review","authors":"Cynthia L. Foronda PhD, RN, CNE, CHSE, ANEF, FAAN , Patricia Larrieu-Jimenez DNP, APRN, FNP-BC, CHSE, FAANP , Judy Greengold PhD(c), MSN, CRNP, FNP-C , Greta Mitzova-Vladinov DNP, APRN, CRNA, CHSE, FAANA , Ruth Everett-Thomas PhD, RN, CHSE , Michelle P. Gitman , Anthony J. Silva MSN, RN, AMB-BC, ROT , Nicole Gonzaga Gomez DNP, CRNA, APRN, CHSE , Khitam Azaiza EdD , Renessa S. Williams PhD, RN , Brenda Owusu DNP, APRN, ANP-BC, FNP-BC , Danielle Gerberi MLIS , Denise C. Vidot PhD","doi":"10.1016/j.teln.2025.06.013","DOIUrl":"10.1016/j.teln.2025.06.013","url":null,"abstract":"<div><h3>Objectives</h3><div>To determine in what ways screen-based simulation has been used to educate family caregivers.</div></div><div><h3>Design</h3><div>A scoping review was conducted.</div></div><div><h3>Data sources</h3><div>Research studies from EBSCO CINAHL, Ovid Cochrane Central Register of Controlled Trials, Ovid Embase, Ovid Medline and Web of Science Core Collection.</div></div><div><h3>Review methods</h3><div>Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines guided reporting of the review. Articles were appraised using Kirkpatrick’s 4 Levels of Training Evaluation, Johns Hopkins Evidence-Based Practice Model for Nursing and Healthcare Professionals Hierarchy of Evidence Guide, and Melnyk’s levels of evidence.</div></div><div><h3>Results</h3><div>Out of 17,418 citations, only 7 studies were located including 4 systematic reviews and 3 studies. Screen-based simulation was mostly used to support caregivers of people living with dementia.</div></div><div><h3>Conclusions</h3><div>While screen-based simulation has demonstrated effectiveness with health professions students, there are nuances with the learner as family caregiver as opposed to student. The stress level and educational level of the family caregiver should be carefully considered. As computer and phone-based applications expand, this pedagogy warrants investment and exploration.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"21 1","pages":"Pages e286-e294"},"PeriodicalIF":1.7,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842865","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 : 2025-08-05DOI: 10.1016/j.teln.2025.07.010
Amir Mohammad Dorosti MSc, RN , Elgar Salmasi PhD, RN , Mir Amirhossein Seyednazari MSc, RN
Background
Nursing programs sometimes overlook the development of life skills, which leaves students unprepared for the realities of the workplace.
Aim
to look at the institutional, environmental, and personal barriers preventing nursing students from learning life skills while undergoing training.
Methods
A grounded theory design was employed in this investigation. Interviews and observation were used to collect data from 25 individuals, including students and support staff. Three-phase coding was used to examine the data and create a conceptual framework.
Results
The main category “life constraints” surfaced, which included 3 sorts of barriers: Systemic (such as lack of formal training, gaps in the curriculum), Environmental (such as financial stress, social stigma), and Individual (such as anxiety, poor self-efficacy).
Conclusions
A number of structural, environmental, and individual issues impede nursing students' ability to develop life skills. For nursing education to promote professional competence and resilience, systematic, hands-on life skills training must be incorporated.
{"title":"Challenges in learning life skills among nursing students: A qualitative study","authors":"Amir Mohammad Dorosti MSc, RN , Elgar Salmasi PhD, RN , Mir Amirhossein Seyednazari MSc, RN","doi":"10.1016/j.teln.2025.07.010","DOIUrl":"10.1016/j.teln.2025.07.010","url":null,"abstract":"<div><h3>Background</h3><div>Nursing programs sometimes overlook the development of life skills, which leaves students unprepared for the realities of the workplace.</div></div><div><h3>Aim</h3><div>to look at the institutional, environmental, and personal barriers preventing nursing students from learning life skills while undergoing training.</div></div><div><h3>Methods</h3><div>A grounded theory design was employed in this investigation. Interviews and observation were used to collect data from 25 individuals, including students and support staff. Three-phase coding was used to examine the data and create a conceptual framework.</div></div><div><h3>Results</h3><div>The main category “life constraints” surfaced, which included 3 sorts of barriers: Systemic (such as lack of formal training, gaps in the curriculum), Environmental (such as financial stress, social stigma), and Individual (such as anxiety, poor self-efficacy).</div></div><div><h3>Conclusions</h3><div>A number of structural, environmental, and individual issues impede nursing students' ability to develop life skills. For nursing education to promote professional competence and resilience, systematic, hands-on life skills training must be incorporated.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1233-e1239"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050359","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 : 2025-08-05DOI: 10.1016/j.teln.2025.07.012
Mary E. Doerner DNP, RN, CPAN, CAPA, Charlotte S. Connerton EdD, RN, CNE, Uditha Wijesuriya PhD
Background
Healthcare is becoming more technology-driven, requiring professionals to access, analyze, and implement data-based interventions. Nursing informatics combines nursing science with information and analytical sciences to support practice. Schools of nursing are incorporating informatics into their curricula to meet this need.
Aim
This study was to determine student growth from a nursing informatics course.
Methods
The study design was mixed methods. The Self-Assessment of Informatics Competency Scale for Health Professionals (SAICS) was used to measure competencies. Students completed pre- and post-tests. Data were analyzed using paired t-tests and qualitative methods.
Results
Quantitative analysis showed significant growth in competencies. Qualitative analysis revealed themes such as informatic application, clinician involvement in design/evaluation of system, systems/data security, and assessment/evaluation of online material.
Conclusion
Nursing education is transitioning to competency-based education, requiring varied instructional methods to support informatics skills. Nursing programs must prepare nurses to be at the forefront of informatics knowledge.
{"title":"Student growth in informatics competencies after a nursing informatics course","authors":"Mary E. Doerner DNP, RN, CPAN, CAPA, Charlotte S. Connerton EdD, RN, CNE, Uditha Wijesuriya PhD","doi":"10.1016/j.teln.2025.07.012","DOIUrl":"10.1016/j.teln.2025.07.012","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare is becoming more technology-driven, requiring professionals to access, analyze, and implement data-based interventions. Nursing informatics combines nursing science with information and analytical sciences to support practice. Schools of nursing are incorporating informatics into their curricula to meet this need.</div></div><div><h3>Aim</h3><div>This study was to determine student growth from a nursing informatics course.</div></div><div><h3>Methods</h3><div>The study design was mixed methods. The Self-Assessment of Informatics Competency Scale for Health Professionals (SAICS) was used to measure competencies. Students completed pre- and post-tests. Data were analyzed using paired t-tests and qualitative methods.</div></div><div><h3>Results</h3><div>Quantitative analysis showed significant growth in competencies. Qualitative analysis revealed themes such as informatic application, clinician involvement in design/evaluation of system, systems/data security, and assessment/evaluation of online material.</div></div><div><h3>Conclusion</h3><div>Nursing education is transitioning to competency-based education, requiring varied instructional methods to support informatics skills. Nursing programs must prepare nurses to be at the forefront of informatics knowledge.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1240-e1244"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050360","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}
Nursing education emphasizes dosage calculation as critical for safe medication administration. Students must master basic math and conversion measurement systems to ensure client safety, yet many struggle due to mathematical difficulties, inconsistencies in practice, and inadequate education.
Innovation
A nursing program used the quiz tool in their learning management system to develop dosage calculation examinations. The tool’s formula function allowed 200 potential options per question, providing individualized assessments.
Implications
This method minimized cheating, reduced the need for multiple exam versions, and saved time and money. It also facilitated individualized remediation, with each student receiving unique examination versions.
Conclusion
Incorporating the formula function in dosage calculation examinations offers an efficient, automated solution for administering varied examinations and individualized remediation, enhancing accuracy and proficiency before clinical practice.
{"title":"Customized dosage calculation examination solution through an educational platform","authors":"Annmarie Lyles, Kailey Rinaldi, Melanie Stroup, Pranam Parsanlal, Karen Aul","doi":"10.1016/j.teln.2025.07.011","DOIUrl":"10.1016/j.teln.2025.07.011","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education emphasizes dosage calculation as critical for safe medication administration. Students must master basic math and conversion measurement systems to ensure client safety, yet many struggle due to mathematical difficulties, inconsistencies in practice, and inadequate education.</div></div><div><h3>Innovation</h3><div>A nursing program used the quiz tool in their learning management system to develop dosage calculation examinations. The tool’s formula function allowed 200 potential options per question, providing individualized assessments.</div></div><div><h3>Implications</h3><div>This method minimized cheating, reduced the need for multiple exam versions, and saved time and money. It also facilitated individualized remediation, with each student receiving unique examination versions.</div></div><div><h3>Conclusion</h3><div>Incorporating the formula function in dosage calculation examinations offers an efficient, automated solution for administering varied examinations and individualized remediation, enhancing accuracy and proficiency before clinical practice.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1286-e1289"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050446","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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