Nurse Education in Practice最新文献_第8页

Development and validation of the Mentor-Nurse scale: An instrument to assess mentoring competencies in clinical nursing 指导护士量表的开发与验证：一种评估临床护理中指导能力的工具。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-25 DOI: 10.1016/j.nepr.2025.104690

Loira Fernández-Lorente , Julián Rodríguez-Almagro , Juan Manuel López-Reina-Roldan , Sandra Martinez-Rodriguez , Antonio Hernández-Martínez

Aim

To describe the development and validation of the Mentor-Nurse questionnaire for assessing the key competencies of clinical nursing mentors from the students' perspective.

Background

Clinical mentoring is essential in nursing education to support the development of clinical and professional competencies. However, there is a lack of validated instruments that comprehensively assess the competencies of mentors, especially from the perspective of nursing students.

Design

Methodological study in four phases.

Methods

The study was conducted at the University of Castilla-La Mancha. Phase 1 involved the generation of items and the development of an initial questionnaire with 24 items. In phase 2, a panel of 16 experienced nurses assessed content validity, resulting in a version with 22 items. Phase 3 consisted of a pilot test with 30 students to improve clarity. In phase 4, the revised questionnaire was completed by 184 nursing students after the placement. Psychometric evaluation included content validity index (CVI), exploratory and confirmatory factor analysis, internal consistency (Cronbach’s alpha) and convergent validity through correlation with the CLES+T scale and student satisfaction.

Results

The final Mentor-Nurse questionnaire includes 22 items in six domains: Training, Knowledge Transfer, Leadership, Communication, Teamwork and Delegation/Autonomy. The CVI was 0.85. The exploratory factor analysis revealed a unidimensional structure explaining 72.99 % of the variance (KMO = 0.966). Internal consistency was excellent (Cronbach’s α = 0.981). Strong correlations were observed with the CLES+T scale (ρ = 0.816; p < 0.001) and satisfaction scores.

Conclusions

Mentor-Nurse is a valid and reliable instrument for evaluating clinical mentoring in nursing education. It addresses educational, interpersonal and leadership dimensions and contributes to improved mentoring practise.

目的：描述从学生角度评估临床护理导师关键能力的导师-护士问卷的开发和验证。背景：临床指导在护理教育中是必不可少的，以支持临床和专业能力的发展。然而，缺乏有效的工具来全面评估导师的能力，特别是从护理学生的角度。设计：方法研究分为四个阶段。方法：研究在卡斯蒂利亚-拉曼查大学进行。第一阶段包括项目的生成和有24个项目的初步问卷的开发。在第二阶段，由16名经验丰富的护士组成的小组评估了内容效度，得出了一个包含22个项目的版本。第三阶段包括一个有30名学生参加的试点测试，以提高清晰度。第四阶段，184名护生在实习结束后完成修改后的问卷调查。心理测量学评价包括内容效度指标（CVI）、探索性和验证性因子分析、内部一致性（Cronbach’s alpha）和通过与CLES+T量表和学生满意度相关的收敛效度。结果：最终的指导护士问卷包括培训、知识转移、领导力、沟通、团队合作和授权/自主6个领域的22个项目。CVI为0.85。探索性因子分析显示，单维结构解释方差的72.99 % （KMO = 0.966）。内部一致性极好（Cronbach’s α = 0.981）。与CLES+T量表有较强的相关性（ρ = 0.816; p ）。结论：师徒关系是评价护理教育临床师徒关系的有效、可靠的工具。它解决了教育、人际关系和领导方面的问题，并有助于改进指导实践。

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引用次数: 0

The impact of digital learning in the context of nursing pedagogy 数字化学习对护理教学的影响

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-24 DOI: 10.1016/j.nepr.2025.104682

Amany Sadat, Cristina Vasilica

Aim

To examine the impact of digital technologies on nursing education, focusing on student digital literacy, generational learning preferences and pedagogical adaptations.

Background

Digital technologies are transforming nursing education, particularly for Generation Z learners who favour interactive, media-rich and flexible learning environments. These preferences challenge traditional teaching methods and require integration of digital tools to support engagement, skill development and individualised learning.

Design

A narrative review

Methods

A comprehensive search was conducted in British Nursing Index (BNI), CINAHL, PubMed and Google Scholar for English-language articles published between 2014–2024. Keywords included “digital learning,” “nursing pedagogy,” “digital technology,” and “digital literacy.”

Results

Eight articles meeting the inclusion criteria were selected for thematic analysis. Three overarching themes emerged: (1) Digital literacy, highlighting variability in students’ and educators’ digital skills and confidence; (2) Generational characteristics and learner needs, demonstrating Generation Z preferences for technology-enhanced, self-paced and interactive learning; (3) Evolving pedagogies in nursing education, showing integration of Learning Management Systems, virtual simulations and blended learning to enhance engagement and accessibility.

Conclusion

Digital technologies are reshaping nursing education by enabling interactive and flexible learning. Nurse educators must address gaps in digital literacy, align teaching strategies with Generation Z learning preferences and integrate blended and immersive approaches to foster engagement, competency development and inclusive learning environments.

目的研究数字技术对护理教育的影响，重点关注学生的数字素养、代际学习偏好和教学适应。数字技术正在改变护理教育，特别是对Z世代学习者来说，他们喜欢互动、丰富的媒体和灵活的学习环境。这些偏好挑战了传统的教学方法，需要整合数字工具来支持参与、技能发展和个性化学习。方法综合检索2014-2024年在英国护理索引（British Nursing Index， BNI）、CINAHL、PubMed和谷歌Scholar中发表的英文文章。关键词包括“数字化学习”、“护理教育学”、“数字技术”和“数字素养”。结果选取符合纳入标准的8篇文章进行专题分析。出现了三个总体主题：(1)数字素养，强调学生和教育者数字技能和信心的可变性；(2)代际特征和学习者需求，显示Z世代对技术增强、自主进度和互动学习的偏好；(3)不断发展的护理教育教学方法，展示了学习管理系统、虚拟模拟和混合学习的整合，以提高参与度和可及性。结论数字技术通过实现互动性和灵活性学习，正在重塑护理教育。护士教育工作者必须解决数字素养方面的差距，使教学策略与Z世代的学习偏好保持一致，并整合混合和沉浸式方法，以促进参与、能力发展和包容性学习环境。

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引用次数: 0

Effects of the jigsaw technique on childhood epileptic seizure management knowledge and attitudes of nursing students: A randomised controlled trial 拼图技术对护生儿童癫痫发作管理知识和态度的影响：一项随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104692

Huriye Ayhancı , Nalan Çoban , Zehra Hıra , Ayşe Kahraman

Aim

This study examined the effect of training given to nursing students using the Jigsaw technique and traditional training methods on their knowledge and attitudes towards childhood epileptic seizure management.

Background

The Jigsaw technique is a student-centred and collaborative learning method that improves knowledge, skills and attitudes in nursing.

Design

The study used a pre-test–post-test randomized experimental design.

Methods

The study included 80 nursing students who were randomly assigned to either an intervention group (n = 40) or a control group (n = 40). The intervention group received small-group training sessions using the Jigsaw technique, while the control group underwent traditional training on epilepsy across three sessions. All participants completed the study scales both before and after the training.

Results

The knowledge scale scores of both groups increased significantly from pre- to post-training (p < 0.001); however, the between-group difference was not statistically significant (p = 0.116). Similarly, attitude scale scores improved significantly in both groups (p = 0.013), but no significant difference was found between the groups (p = 0.365). In addition, self-confidence in managing epileptic seizures increased significantly in both groups following the training (p < 0.001).

Conclusion

Both the Jigsaw technique and traditional training in childhood epilepsy and seizure management were effective in improving students’ knowledge and attitudes. However, the Jigsaw technique was particularly beneficial in enhancing students’ self-confidence. These findings suggest that integrating the Jigsaw technique into nursing education may better prepare students for clinical practice, especially in the management of paediatric epilepsy.

目的探讨采用拼图技术和传统训练方法对护生儿童癫痫发作管理知识和态度的影响。拼图技术是一种以学生为中心的协作学习方法，可提高护理知识，技能和态度。本研究采用前测后测随机实验设计。方法将80名护生随机分为干预组（n = 40）和对照组（n = 40）。干预组接受了使用拼图技术的小组训练，而对照组则接受了三次传统的癫痫训练。所有参与者在训练前后都完成了研究量表。结果两组的知识量表得分从训练前到训练后均显著升高（p <； 0.001）；但组间差异无统计学意义（p = 0.116）。同样，两组的态度量表得分均有显著提高（p = 0.013），但两组之间无显著差异（p = 0.365）。此外，训练后两组患者在控制癫痫发作方面的自信心显著增强（p <； 0.001）。结论拼图技术与传统的儿童癫痫及发作管理培训均能有效提高学生对癫痫的认识和态度。然而，拼图技术在增强学生的自信心方面尤其有益。这些发现表明，将拼图技术整合到护理教育中可以更好地为学生的临床实践做好准备，特别是在小儿癫痫的管理方面。

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引用次数: 0

The effect of creative drama-based teaching on the knowledge level of nursing theories and perception of the nursing profession in a basic nursing course: A randomised controlled trial 创意戏剧教学对护理基础课程护理理论知识水平和护理专业认知的影响：随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104679

Ebru Sevinç , Sibel Erkal Ilhan

Aim

To evaluate the impact of a creative drama-based teaching approach on nursing students’ understanding of nursing theories and models and their perception of the nursing profession.

Background

Nursing theories and models play a role in developing professional identity and theoretical reasoning; however, their abstract nature may make them difficult for students to understand. Creative drama offers an approach that integrates theoretical content with experiential learning and supports cognitive and affective processes.

Design

This study was designed as a three-time-point randomized controlled trial.

Methods

The trial was conducted with 54 first-year nursing students at a private university in Istanbul during the 2023–2024 academic year. Students were randomly assigned to an intervention group (n = 27) receiving a creative drama-based instructional programme, or a control group (n = 27) receiving the same content through traditional teaching. The Knowledge Assessment Test (primary outcome) and the Nursing Profession Perception Scale (secondary outcome) were administered before the intervention, immediately after and three months later. Data were analysed using repeated-measures ANOVA and t-tests and effect sizes were calculated. The study was registered at ClinicalTrials.gov (NCT06485570).

Results

Although knowledge scores increased in both groups, the intervention group demonstrated higher post-test and retention scores (p < .05), with medium-to-large effect sizes (Cohen’s d ≈ 0.60–0.80). For perception, a significant improvement was observed only in the “professional qualifications” subscale, while other subscales showed limited change.

Conclusions

Creative drama-based instruction enhances nursing students’ theoretical knowledge and improves perception, suggesting it is an effective strategy for teaching theoretical nursing content.

目的评价创造性戏剧教学方法对护生对护理理论和模式的理解以及对护理专业的认知的影响。护理理论与模式对职业认同与理论推理的发展起着重要作用；然而，它们的抽象性质可能使学生难以理解。创造性戏剧提供了一种将理论内容与体验学习相结合的方法，并支持认知和情感过程。本研究设计为三时间点随机对照试验。方法本研究于2023-2024学年在伊斯坦布尔一所私立大学的54名一年级护理专业学生中进行。学生被随机分配到干预组（n = 27），接受创造性戏剧教学计划，或对照组（n = 27），通过传统教学接受相同内容。在干预前、干预后和干预后三个月分别进行知识评估测试（主要结果）和护理专业感知量表（次要结果）。数据分析采用重复测量方差分析和t检验，并计算效应量。该研究已在ClinicalTrials.gov注册（NCT06485570）。结果两组的知识得分均有所提高，但干预组的后测和记忆得分较高（p <； ）。0.05)，具有中大型效应量（Cohen’s d≈0.60-0.80）。在感知方面，只有“专业资格”分量表有显著改善，而其他分量表变化有限。结论创造性戏剧教学提高了护生的理论知识，提高了学生的认知能力，是护理理论内容教学的有效策略。

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引用次数: 0

Reliance on ChatGPT in learning: Construction and validation of a reliance on ChatGPT scale for nursing students (ROCS- NS): Using structural equation modeling (SEM) 学习对ChatGPT的依赖：护生对ChatGPT量表（ROCS- NS）依赖的构建与验证：基于结构方程模型（SEM）

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104696

Mohamed E.H. Elzeky , Noha F.M. Shahine

Aim

This study aimed to develop a scale to evaluate the reliance level on ChatGPT in learning for nursing students and then test and validate its psychometric properties.

Background

The rapid adoption of ChatGPT has raised concerns regarding reliance on ChatGPT in learning. There is significance in categorizing students by their reliance level on ChatGPT.

Design

A methodological study guided by established scale-development frameworks.

Methods

A three-phase procedure was used to develop this scale and to determine its psychometric properties: (1) generating the item pool, (2) conducting a preliminary evaluation of the items and (3) analyzing its psychometric properties. The study examined the scale’s face, content, construct validity; internal consistency; and temporal stability. A total of 633 students participated in testing the scale’s psychometric properties, with data collection occurring between August and December 2024.

Results

The scale's content validity index was 0.89. According to principal component analysis, the scale included 29 items and four sub-dimensions and the total variance was 70.031 %. In confirmatory factor analysis, the fit indices were acceptable for this construct. Its internal consistency was good or acceptable according to reliability analysis. Test–retest showed that the scale had stability.

Conclusion

Reliance on the ChatGPT Scale for Nursing Students is a valid and reliable instrument that can evaluate the level of reliance on ChatGPT in learning, which is useful for both researchers and educators. Future research should concentrate on longitudinal studies to evaluate how reliance on ChatGPT evolves over time and affects educational outcomes.

目的本研究旨在编制护生对ChatGPT学习依赖程度的量表，并对其心理测量特性进行检验和验证。ChatGPT的迅速采用引起了人们对学习中依赖ChatGPT的担忧。通过对ChatGPT的依赖程度对学生进行分类具有重要意义。设计一种在已建立的规模发展框架指导下的方法学研究。方法采用三阶段程序编制该量表并确定其心理测量特性：(1)生成题库；(2)对题进行初步评价；(3)分析其心理测量特性。本研究考察了量表的面貌、内容、构念效度；内部一致性;以及时间稳定性。共有633名学生参与了该量表的心理测量特性测试，数据收集时间为2024年8月至12月。结果量表的内容效度指数为0.89。经主成分分析，量表包括29个题项和4个子维度，总方差为70.031 %。在验证性因子分析中，该结构的拟合指标是可接受的。经信度分析，其内部一致性良好或可接受。重测表明该标度具有稳定性。结论护理学生ChatGPT量表是一种有效、可靠的工具，可以评估护理学生在学习中对ChatGPT的依赖程度，对研究人员和教育工作者都有一定的参考价值。未来的研究应该集中在纵向研究上，以评估对ChatGPT的依赖如何随着时间的推移而演变，并影响教育成果。

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引用次数: 0

Network analysis of ageism and career motivation toward gerontological nursing in nursing students 护生老年护理职业动机与年龄歧视的网络分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104688

Yuankang Xie , Chao Wen , Chunqin Liu , Qing Luo , Jie Huang , Ying Wang

Aim

This study aimed to examine the nuanced association between ageism and career motivation toward gerontological nursing (CMGN) using network analysis.

Background

Ageism has been shown to be negatively associated with CMGN. However, the nuanced relationships between the different dimensions of ageism and the specific components of CMGN remain unexplored.

Design

A cross-sectional survey was used.

Methods

A total of 716 undergraduate nurses were recruited using convenience sampling from three universities in Jiangxi Province, China, between March and May 2024. Participants completed the Chinese version of the Fraboni Scale of Ageism and a motivation questionnaire. Network analysis was conducted to construct and analyze the network structures of ageism and CMGN.

Results

Network analysis revealed the strongest direct association between separation and cost. Utility and expectancy nodes exhibited the highest centralities based on expected strength, whereas separation and cost showed the highest bridge strength, connecting ageism and CMGN. No significant differences were found in the network structure or edge influence across the sex and grade subgroups.

Conclusions

Central and bridge nodes played critical roles within the ageism and CMGN network. Systematic, multicomponent interventions targeting these elements may help alleviate nursing students’ ageism and thereby promote their motivation to engage in geriatric care.

目的运用网络分析方法，探讨老年护理职业动机与年龄歧视之间的微妙关系。研究表明，年龄歧视与CMGN呈负相关。然而，年龄歧视的不同维度与CMGN的具体组成部分之间的微妙关系仍未被探索。设计采用横断面调查。方法采用方便抽样的方法，于2024年3 - 5月在江西省三所高校招募716名本科护士。参与者完成了中文版的弗拉波尼年龄歧视量表和动机问卷。通过网络分析，构建和分析了年龄歧视和CMGN的网络结构。结果网络分析结果表明，分离与成本之间存在最直接的联系。基于期望强度的效用和期望节点的中心性最高，而基于分离和成本节点的桥梁强度、连接年龄歧视和CMGN的中心性最高。网络结构或边缘影响在性别和年级亚组中没有显著差异。结论中心节点和桥节点在年龄歧视和CMGN网络中起关键作用。针对这些因素的系统的、多成分的干预可能有助于减轻护理学生的年龄歧视，从而促进他们从事老年护理的动机。

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引用次数: 0

Validated instruments for evaluating simulation-based learning experience: A scoping review 评估基于模拟的学习经验的有效工具：范围审查。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104675

Dolores Latugaye , Carolina Astoul Bonorino , Pía De Ezcurra , María Mercedes Guillot , Melanie Lasaigues , Sofía Lissarrague , Lisa Mariela Balmaceda , Mercedes Gunning , María Victoria Brunelli , María Maluenda

Aim

To identify validated instruments used to evaluate SBLE in health sciences between 2000 and 2025.

Background

Simulation-based learning experiences (SBLE) are increasingly integrated into health sciences education. Ensuring their quality requires validated instruments that assess not only participants but also key components such as design, environment, and facilitator performance.

Design

A scoping review was conducted using Joanna Briggs Institute methodology and reported following PRISMA-ScR guidelines.

Methods

Searches were performed in PubMed and the Virtual Health Library (up to July 1, 2025), supplemented by manual and grey literature searches. Eligible studies were instrumental research reporting the validation of SBLE evaluation tools.

Results

From 2183 records, 25 articles met inclusion criteria, describing 27 validated instruments. Most were questionnaires (92 %), developed before 2020, primarily in English-speaking countries and among nursing students. Psychometric evidence included content validity (74 %), construct validity (63 %), criterion validity (17 %), and reliability (78 %). Confirmatory factor analysis was rarely used. Most tools assessed satisfaction or self-confidence; fewer addressed facilitator performance, scenario quality, or institutional readiness.

Conclusion

Current instruments emphasize participant perception, with limited methodological rigor and scope. Broader, psychometrically robust tools are needed.

目的：确定2000年至2025年间卫生科学领域SBLE评估的有效工具。背景：基于模拟的学习体验（SBLE）越来越多地融入健康科学教育。确保它们的质量需要经过验证的工具，这些工具不仅要评估参与者，还要评估关键组件，如设计、环境和促进者的表现。设计：采用Joanna Briggs研究所的方法进行范围审查，并按照PRISMA-ScR指南进行报告。方法：检索PubMed和虚拟健康图书馆（截至2025年7月1日），并辅以手工和灰色文献检索。符合条件的研究是报告SBLE评估工具有效性的工具性研究。结果：在2183份记录中，25篇文章符合纳入标准，描述了27种经过验证的器械。大多数是调查问卷（92% %），在2020年之前编制，主要在英语国家和护理专业学生中进行。心理测量证据包括内容效度（74 %）、结构效度（63 %）、标准效度（17 %）和信度（78 %）。验证性因子分析很少使用。大多数工具评估满意度或自信心；较少提及促进者绩效、场景质量或机构准备情况。结论：目前的仪器强调参与者的感知，方法的严谨性和范围有限。我们需要更广泛、心理测量学上更强大的工具。

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引用次数: 0

The effect of role-playing and AI-based learning on nursing students’ knowledge of the nursing process and diagnostic accuracy: A quasi-experimental study 角色扮演与人工智能学习对护生护理流程知识及诊断准确性的影响：一项准实验研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104680

Sinan Aydogan , Ayse Yacan Kok , Fatma Dursun Ergezen , Semiha Asli Bozkurt

Aim

To compare the effects of two different educational interventions—role-playing and AI-based learning—on nursing students’ knowledge of the nursing process and their diagnostic accuracy.

Background

The nursing process is a fundamental framework in nursing practice, characterized by a dynamic and systematic approach to identifying patient needs, planning appropriate interventions and evaluating outcomes. Teaching this complex process effectively requires integrating various instructional strategies to enhance clinical reasoning.

Design

This was a pretest-posttest quasi-experimental study.

Methods

The study was conducted with first-year nursing students. A total of 50 first-year nursing students were assigned to either a role-playing or an AI-based learning group. The role-playing group and the AI-based learning group were compared on nursing process knowledge scores and diagnostic accuracy. Pre- and post-intervention data were collected using a Nursing Process Knowledge Test and a Clinical Case-Based Nursing Diagnosis Assessment Form. The study was reported according to the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) checklist.

Results

In the role-playing group, the mean nursing process knowledge scores increased significantly, whereas this difference was not statistically significant in the AI-based education group. In the AI-based education group, the mean diagnostic accuracy scores increased significantly, whereas this difference was not statistically significant in the role-playing group. There was no statistically significant difference between the role-playing and AI groups in nursing process knowledge or nursing diagnostic accuracy.

Conclusions

Role-playing enhanced nursing process knowledge, while AI-based learning improved diagnostic accuracy among nursing students. Integrating both methods may offer complementary benefits in nursing education.

目的：比较角色扮演和人工智能学习两种不同教育干预对护生护理过程知识及其诊断准确性的影响。背景：护理过程是护理实践的基本框架，其特点是动态和系统的方法来识别患者的需求，计划适当的干预措施和评估结果。有效地教授这一复杂的过程需要整合各种教学策略来提高临床推理能力。设计：这是一项前测后测准实验研究。方法：以护理专业一年级学生为研究对象。共有50名一年级护理专业的学生被分配到一个角色扮演小组或一个基于人工智能的学习小组。比较角色扮演组和人工智能学习组护理流程知识得分和诊断准确率。采用护理过程知识测试和基于临床病例的护理诊断评估表收集干预前后的数据。该研究是根据非随机设计评估透明报告（TREND）清单进行报告的。结果：角色扮演组护理流程知识平均分显著提高，而人工智能教育组差异无统计学意义。在基于人工智能的教育组中，平均诊断准确性得分显著提高，而在角色扮演组中，这种差异没有统计学意义。角色扮演组与人工智能组在护理流程知识和护理诊断准确性方面差异无统计学意义。结论：角色扮演增强了护理流程知识，而基于人工智能的学习提高了护理学生诊断的准确性。将这两种方法结合起来可以为护理教育提供互补的好处。

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引用次数: 0

Nursing clinical reasoning cognitive strategies used in a learning-by-concordance modality: A qualitative descriptive study 护理临床推理认知策略在一致性学习模式中的应用：一项定性描述性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-20 DOI: 10.1016/j.nepr.2025.104676

Marie-France DESCHÊNES , Kathleen LECHASSEUR , Marie-Ève CATY , Nicolas FERNANDEZ , Patrick LAVOIE

Aims

The primary aim of this study is to describe the cognitive strategies employed by nursing students during a Learning-by-Concordance (LbC) activity. A secondary aim is to compare these strategies with those used by experienced nurses.

Background

Technological advancements have facilitated the integration of diverse pedagogical modalities into nursing education. However, the mechanisms by which digital modalities support the development of cognitive strategies for clinical reasoning remain insufficiently understood.

Design

A descriptive qualitative design was adopted.

Methods

Content analysis was used to identify and describe the cognitive strategies mobilized during the LbC activity. This was complemented by a frequency analysis to compare the strategies used by students and experienced nurses.

Results

A total of 46 participants were recruited: 10 novice students, 16 intermediate students and 20 experienced nurses, including 13 rehabilitation nurses and 7 nurse educators. Findings revealed that some cognitive strategies—such as identifying salient data, seeking additional information and forming relationships between data—were more frequently employed. Student responses varied in precision and length, while nurses’ responses tended to include detailed contextualization of nursing hypotheses. Educators’ responses often emphasized procedural rules and provided clarifications related to the proposed hypotheses.

Conclusions

The results underscore the importance of adapting the LbC modality to better support the cognitive strategies essential for clinical reasoning in nursing. Three pedagogical variations are proposed: (1) structuring activities around illness and nursing scripts; (2) integrating think-aloud strategies; (3) fostering interactivity through individual and collaborative group work.

目的本研究的主要目的是描述护生在“和谐学习”（LbC）活动中使用的认知策略。第二个目的是将这些策略与经验丰富的护士使用的策略进行比较。技术进步促进了多种教学方式融入护理教育。然而，数字模式支持临床推理认知策略发展的机制仍未得到充分理解。设计采用描述性定性设计。方法采用内容分析方法识别和描述LbC活动中调动的认知策略。这是通过频率分析来比较学生和有经验的护士使用的策略的补充。结果共纳入46人，其中新手10人，中级学生16人，经验丰富的护理人员20人，其中康复护理人员13人，护理教育者7人。研究结果显示，一些认知策略——如识别重要数据、寻找额外信息和形成数据之间的关系——被更频繁地使用。学生的回答在准确性和长度上各不相同，而护士的回答往往包括护理假设的详细情境化。教育工作者的回答往往强调程序规则，并提供与提出的假设有关的澄清。结论该结果强调了调整LbC模式以更好地支持护理临床推理所必需的认知策略的重要性。提出了三种教学变化：(1)围绕疾病和护理脚本组织活动；(2)整合有声思维策略；(3)通过个人和协作小组工作促进互动性。

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引用次数: 0

Pedagogical practices to support student workload management: A collaborative study with nursing educators 支持学生工作量管理的教学实践：与护理教育工作者的合作研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-19 DOI: 10.1016/j.nepr.2025.104698

Stéphanie Lachance , Tanya Chichekian , Marilou Bélisle , Yan Bertrand , Patrick Lavoie

Aim

This study aims to explore nursing educators' definition of an adequate student workload in a first-semester undergraduate nursing curriculum and to identify pedagogical strategies that contribute to maintaining a balanced workload.

Background

Undergraduate nursing students often perceive their workload as excessive, which can lead to stress and negatively impact academic performance. Ensuring a well-balanced workload is crucial for student well-being and academic success, a responsibility where nursing educators play a key role.

Design

A collaborative qualitative research study was conducted.

Methods

Eight nursing educators participated in five sessions to share their perspectives on student workload balance and effective pedagogical practices. A thematic analysis was performed to identify key pedagogical practices.

Results

Nursing educators define an adequate student workload as one that is well-balanced and enables students to develop the necessary competencies for clinical placements in the first semester. Sixteen pedagogical practices were identified and categorized based on their application before, during and after the course.

Conclusions

Nursing educators play a critical role in managing the workload of first-semester students. Implementing structured pedagogical practices can help create a balanced workload, promoting student success and well-being.

目的：本研究旨在探讨护理教育者对本科第一学期护理课程中适当学生工作量的定义，并确定有助于保持平衡工作量的教学策略。背景：本科护理学生经常认为他们的工作量过大，这可能导致压力和负面影响学业成绩。确保平衡的工作量对学生的健康和学业成功至关重要，这是护理教育工作者发挥关键作用的责任。设计：进行协作性质的研究。方法：8名护理教育工作者参加了5次会议，分享他们对学生工作量平衡和有效教学实践的看法。进行了专题分析，以确定关键的教学实践。结果：护理教育工作者将适当的学生工作量定义为一个平衡良好的工作量，使学生能够在第一学期培养临床实习的必要能力。根据课程前、中、后的应用情况，确定并分类了16种教学实践。结论：护理教育工作者在管理第一学期学生的工作量方面发挥着关键作用。实施结构化的教学实践可以帮助创造一个平衡的工作量，促进学生的成功和幸福。

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引用次数: 0