The Journal of nursing education最新文献

Background: Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach.

Method: Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum.

Results: Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills.

Conclusion: Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(8):560-563.].

Background: Artificial intelligence (AI)-based text generators, such as ChatGPT (OpenAI) and Google Bard (now Google Gemini), have demonstrated proficiency in predicting words and providing responses to various questions. However, their performance in answering clinical queries has not been well assessed. This comparative analysis aimed to assess the capabilities of ChatGPT and Google Gemini in addressing clinical questions.

Method: Separate interactions with ChatGPT and Google Gemini were conducted to obtain responses to the clinical question, posed in a PICOT (patient, intervention, comparison, outcome, time) format. To ascertain the accuracy of the information provided by the AI chat bots, a thorough examination of full-text articles was conducted.

Results: Although ChatGPT exhibited relative accuracy in generating bibliographic information, it displayed some inconsistencies in clinical content. Conversely, Google Gemini generated citations and summaries that were entirely fabricated.

Conclusion: Despite generating responses that may appear credible, both AI-based tools exhibited factual inaccuracies, raising substantial concerns about their reliability as potential sources of clinical information. [J Nurs Educ. 2024;63(8):556-559.].

Background: Evidence supports the use of multi-modal approaches to develop nurse practitioner (NP) students' telehealth competency.

Method: A virtual flipped classroom approach that included eLearning, interactive webinars, and virtual standardized patient (SP) simulations was implemented and evaluated to teach NP students to use telehealth and other connected health technologies to improve care for underserved populations.

Results: Analysis of data from multiple-choice quizzes, surveys, and SP evaluations indicated students achieved high levels of knowledge, met the learning objectives, demonstrated above-average competency during telehealth simulations that improved over time, and were highly satisfied with the learning experiences.

Conclusion: The educational benefits of a flipped classroom can be realized within a fully online learning experience. Future research should examine the effects of repeated simulation opportunities on telehealth competency development. [J Nurs Educ. 2024;63(8):546-551.].

Background: Aesthetic knowing requires an understanding of human experience while personal knowing requires self-reflection and awareness. Photovoice and arts-based learning utilizes different forms of art to elicit abstract and critical thinking and reflection skills in students.

Method: A photovoice project was assigned to first-semester nursing students to think about and reflect on human experiences of patients, families, and themselves in the nursing role. Items on a course evaluation gauged how students felt the project contributed to their learning.

Results: Many students appreciated the different approach to learning and liked the chance to be creative. The project also required students to review the contents of the course for a final presentation. The photovoice project contributes to the development of aesthetic and personal ways of knowing and helps students meet course objectives.

Conclusion: The photovoice project is an effective and innovative way to develop aesthetic and personal knowing in nursing students. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Background: Competency-based nursing education necessitates effective instructional methods and assessment tools for evaluating students' knowledge, skills, and attitudes. Clinical simulation has emerged as a valuable approach, but creating well-crafted simulations traditionally requires substantial time and effort. The advent of artificial intelligence (AI), exemplified by ChatGPT (OpenAI), offers promising advancements in streamlining scenario creation.

Method: This article explores the application of ChatGPT-3, version GPT-3, created by OpenAI in generating clinical simulation scenarios for nursing education. The focus is on the convenience, speed, and creativity provided by ChatGPT, enabling nurse educators to save time while developing intricate and thought-provoking scenarios.

Results: ChatGPT generates intricate scenarios that stimulate critical thinking, significantly reducing the time required for nurse educators to create simulations. This AI tool's ability to produce clinical simulations quickly demonstrates its potential to enhance educational experiences in nursing.

Conclusion: ChatGPT's convenience, speed, and innovative capabilities make it invaluable for constructing dynamic clinical simulations, opening new avenues for innovative instruction in nursing education. This article highlights the transformative role of AI in empowering educators and enhancing educational experiences, showcasing ChatGPT's potential to revolutionize nursing education despite ongoing discussions about its potential negative impacts. [J Nurs Educ. 2024;63(X):XXX-XXX.].