Open access peer-reviewed Edited Volume

Teaching and Learning in Nursing


Dominika Vrbnjak

University of Maribor, Slovenia

A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.

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Teaching and Learning in NursingEdited by Gregor Stiglic

Published: May 17th 2017

DOI: 10.5772/65314

ISBN: 978-953-51-3154-0

Print ISBN: 978-953-51-3153-3

eBook (PDF) ISBN: 978-953-51-4839-5

Copyright year: 2017

Books open for chapter submissions

13076 Total Chapter Downloads

9 Crossref Citations

4 Web of Science Citations

14 Dimensions Citations


Open access peer-reviewed

1. Attitudes of Nursing Students Towards Learning Communication Skills

By Klavdija Čuček Trifkovič, Mateja Lorber, Margaret Denny, Suzanne Denieffe and Vida Gönc


Open access peer-reviewed

2. Experience of Problem‐Based Learning for Raising Quality of Nursing Study

By Vida Gönc, Mateja Lorber and Jasmina Nerat


Open access peer-reviewed

3. Using Content Validity for the Development of Objective Structured Clinical Examination Checklists in a Slovenian Undergraduate Nursing Program

By Nino Fijačko, Zvonka Fekonja, Margaret Denny, Brian Sharvin, Majda Pajnkihar and Gregor Štiglic


Open access peer-reviewed

4. Comparing Students’ Self-Assessment with Teachers’ Assessment of Clinical Skills Using an Objective Structured Clinical Examination (OSCE)

By Zvonka Fekonja, Jasmina Nerat, Vida Gönc, Milena Pišlar, Margaret Denny and Klavdija Čuček Trifkovič


Open access peer-reviewed

5. Assessment of Clinical Nursing Competencies: Literature Review

By Nataša Mlinar Reljić, Mateja Lorber, Dominika Vrbnjak, Brian Sharvin and Maja Strauss


Open access peer-reviewed

6. Impact of Education, Working Conditions, and Interpersonal Relationships on Caregivers’ Job Satisfaction

By Majda Pajnkihar, Klavdija Čuček Trifkovič, Barbara Donik, Sabina Fijan, Vida Gönc, Barbara Kegl, Mateja Lorber, Maja Strauss, Jadranka Stričević, Sonja Šostar Turk, Gregor Štiglic, Natalya Nikolaevna Kamynina, Irina V. Ostrovskaya and Dominika Vrbnjak


Open access peer-reviewed

7. Transferring Psychological Therapy Education into Practice in the United Kingdom: A Complex Systems Analysis

By Ian McGonagle and Christine Jackson


Open access peer-reviewed

8. Current Characteristics of the Hungarian Nurses’ Workforce

By Jozsef Betlehem, Emese Pek, Balint Banfai and Andras Olah


Edited Volume and chapters are indexed in

  • Worldcat
  • OpenAIRE
  • Google Scholar
  • AZ ebsco
  • Base
  • CNKI

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