International Journal of Nursing Education Scholarship最新文献

{"title":"Confidence without contact: overconfidence bias in undergraduate nursing education.","authors":"Heather M Englund, Lindsay L Morgan, Erika Janssen, Grayson Schroeder","doi":"10.1515/ijnes-2025-0054","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0054","url":null,"abstract":"<p><strong>Objectives: </strong>Undergraduate nursing students in demographically homogeneous regions may have limited opportunities to provide care for diverse patient populations, potentially influencing perceptions of preparedness for culturally responsive practice. This pilot quality improvement project examined the relationship between clinical exposure to racial and ethnic minority patients and nursing students' perceived confidence in culturally responsive communication and care delivery.</p><p><strong>Methods: </strong>Final-semester students in an undergraduate nursing program in the U.S. completed an online survey assessing educational exposure, clinical experiences, and self-reported confidence. Descriptive statistics were used to characterize responses, and chi-square tests were performed to explore associations between exposure and perceived confidence.</p><p><strong>Results: </strong>Most participants identified as non-Hispanic White and reported minimal clinical encounters with racial and ethnic minority patients. Despite limited exposure, the majority reported high confidence in their ability to communicate with and provide care for these populations. Students who reported no direct patient encounters demonstrated higher confidence than those with exposure, suggesting a perception-preparation gap consistent with overconfidence mechanisms.</p><p><strong>Conclusions: </strong>These findings highlight the need for intentional curricular strategies that support calibration, reflection, and cultural humility development when natural demographic exposure is limited. Approaches such as simulation, virtual cultural encounters, and community-engaged learning may provide structured opportunities to practice communication across difference. Implications for International Audience: Preparing nurses for an increasingly diverse and globally mobile healthcare workforce requires educational environments that foster cultural humility, mitigate overconfidence, and promote culturally responsive care.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149300725","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}

{"title":"Undergraduate nursing students supporting patients with difficult health decisions: a theory-informed learning assignment.","authors":"Krystina B Lewis, Chelsea Poserio, Olivia Yeh, Michelle Reid, Dawn Stacey","doi":"10.1515/ijnes-2025-0101","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0101","url":null,"abstract":"<p><strong>Objectives: </strong>There are few opportunities in undergraduate nursing curriculum for students to acquire knowledge and skills in shared decision-making (SDM). Through a learning assignment based on the Ottawa decision support framework (ODSF), we aimed to explore how undergraduate nursing students understand and participate in SDM in their clinical placements.</p><p><strong>Methods: </strong>A descriptive analysis of a theory-informed undergraduate nursing learning assignment was conducted. Upon completion of the Ottawa Decision Support Tutorial, undergraduate nursing students wrote a reflective note about a clinical placement experience in which they were involved with a patient facing a difficult healthcare decision. We inductively analyzed these written reflections to identify decisional needs, interventions, and outcomes that were mapped onto the ODSF. We used content analysis to synthesize barriers and facilitators influencing nursing students' involvement in SDM.</p><p><strong>Results: </strong>Analysis of 34 reflective notes from 34 nursing students showed that they typically were involved in difficult medical, surgical, and end-of-life decisions. Frequently identified decisional needs included complex decisional characteristics (n=26; 76 %) and inadequate knowledge (n=23; 68 %). Patient decision aids were the most cited intervention (n=27; 79 %). Quality decisions were conceptualized as values-based and/or informed. Factors influencing nursing student participation in SDM were identified at the level of the student nurse, patient/family, environment, and SDM intervention.</p><p><strong>Conclusions: </strong>A theory-based learning assignment permitted undergraduate nursing students to identify difficult health decisions faced by their patients and engage with key SDM concepts. A focus on decision support in undergraduate nursing curriculum can sensitize nursing students to recognize and engage in SDM. As healthcare becomes increasingly globalized, nurses need the skills to adapt SDM to diverse cultural and social contexts to support patient involvement and high-quality, person-centred care across diverse healthcare systems.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149274207","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}

{"title":"The current status of anti-racist and decolonial pedagogies in health sciences postsecondary education: a qualitative secondary analysis of a scoping review.","authors":"Vanessa Maradiaga Rivas, Jennifer Ma, Aasiya Satia","doi":"10.1515/ijnes-2025-0079","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0079","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Objectives: &lt;/strong&gt;The purpose of this qualitative secondary analysis is to explore the current practices and the ongoing challenges with implementing anti-racist and decolonial pedagogies in health sciences postsecondary education (HPSE).&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;This study is a qualitative secondary analysis of HSPE focused studies (n=15) from an original qualitative scoping review on anti-racist and decolonial pedagogies within postsecondary education. The secondary analysis was informed by Critical Race Theory, anti-racist and decolonial pedagogical frameworks, and consideration of the Social Determinants of Health and Indigenous Social Determinants of Health. This study adopts a two-stage, sequential exploratory mixed-methods qualitative design, with the first stage involving the completion of the original qualitative scoping review and the second stage which encompasses the current qualitative secondary analysis of a subset of studies focused on HSPE. The included health sciences studies were categorized into the following disciplines: Medicine, Nursing, Health Policy, and Public Health. Thematic analysis was utilized to analyze the included studies and develop themes.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;The key findings from this study include the importance of challenging current HSPE structures such as re-evaluating the biomedical model, moving beyond focusing on solely on grades, tokenism, and performativity and instead focusing on accountability, fostering critical learning, and genuine engagement. Current anti-racist and decolonial pedagogies utilized include reflexivity, ongoing open dialogue, deconstructing dominant discourses, inclusivity of Indigenous pedagogies, creative strategies, and developing safe spaces for learning. Barriers and facilitators were also discussed across student, educator, and institutional/systemic levels. Barriers included discomfort with the topic of anti-racist and decolonial pedagogies, lack of support, and overall resistance to change and facilitators included embracing change, conflict resolution, developing supportive partnerships, and the importance of ongoing learning. A discussion of how current pedagogies are being evaluated and gaps with this process (i.e., feedback methods) was also discussed as well as how white supremacy may present itself in HSPE.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;The study findings provide critical insights to inform further work and strategies for educators within HSPE that will ultimately benefit HSPE students, future health care professionals (HCPs) and patients by encouraging improved safe learning environments and equipping HSPE students with foundational knowledge on anti-racist and decolonial pedagogies.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Implications for an international audience: &lt;/strong&gt;The relevancy of these findings for an international audience is evident as the strategies presented can be applied to HSPE more generally and aim to strengthen education for future H","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149184869","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}

{"title":"Development of a competency assessment tool for clinical teaching in community nursing.","authors":"Teresa Martins, Ana Paula Cantante, Pedro Melo, Sílvia Silva, Marta Valadar, Paula Santos, Carlos Pinto, Marta Sá, Diana Rodrigues, Elisabete Borges","doi":"10.1515/ijnes-2026-0059","DOIUrl":"https://doi.org/10.1515/ijnes-2026-0059","url":null,"abstract":"<p><strong>Objectives: </strong>To develop and examine the content validity of a competency assessment tool for clinical teaching in community nursing, essential for high-quality nursing education, while addressing the lack of clarity and consistency in existing methods.</p><p><strong>Methods: </strong>A qualitative, iterative methodological development and validation study was conducted with 10 clinical teachers. The process included: (1) identification of competency domains and competencies based on national nursing regulations and Vygotsky's sociocultural perspective (71 criteria); (2) refinement of the competency assessment criteria via focus groups (20 criteria); (3) development of a 5-point Likert scale with behavioural descriptors; and (4) creation of methodological guidelines for evaluators.</p><p><strong>Results: </strong>The tool comprises 6 competency domains and 20 criteria, described across five performance levels (poor to excellent), considering performance quality, autonomy, and application in complex contexts.</p><p><strong>Conclusions: </strong>The instrument enhances fairness, consistency, and feedback, clarifies expectations, promotes student self-regulation, and provides a transparent tool for formative and summative assessment, with potential for adaptation in diverse community nursing settings involving individuals, families, groups, communities, and populations. Implications for an International Audience: Although developed within a Portuguese educational context, the tool addresses competencies relevant to community nursing education internationally. Its structured competency domains and behavioural descriptors provide a framework that can be adapted to different educational and clinical contexts to support transparent, consistent, and development-oriented assessment of nursing students.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149128661","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}

{"title":"Lab to bedside transfer: evaluating medication safety competency in nursing students.","authors":"Amelia S Lanz, Rebecca G Davis","doi":"10.1515/ijnes-2025-0127","DOIUrl":"10.1515/ijnes-2025-0127","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to investigate student transfer of medication administration safety competencies to initial clinical practice after passing standardized, supervised laboratory validation check-offs.</p><p><strong>Methods: </strong>A repeated measures observational design was used to collect performance scores with a validated tool. Researchers collected scores during lab validation, initial clinical medication administration, and first medication administration during the following semester.</p><p><strong>Results: </strong>No statistically significant differences in performance scores were observed across settings. Consistent performance was observed, with minor challenges in patient identification and timing of medication administration.</p><p><strong>Conclusions: </strong>This study addressed a gap in the literature on the transfer of learning between educational and clinical environments and demonstrated that appropriate scaffolding and replication of key practice elements may support transfer of clinical competencies. These results inform nursing education strategies to enhance safe medication administration.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148921188","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}

{"title":"Final-year nursing students' clinical practice experiences: a reflection study.","authors":"Muzelfe B Biyik, Hazal O Ozcan","doi":"10.1515/ijnes-2026-0022","DOIUrl":"https://doi.org/10.1515/ijnes-2026-0022","url":null,"abstract":"<p><strong>Objectives: </strong>This study aimed to explore the most impactful clinical practice experiences of final-year nursing students and the future-oriented actions developed in response to these experiences.</p><p><strong>Methods: </strong>A retrospective descriptive qualitative design was used. Following reflection training in the internship practice course, 134 final-year nursing students were asked to describe the experience that affected them most during clinical practice. A total of 123 written reflections were analyzed using content analysis.</p><p><strong>Results: </strong>Three themes emerged: near-miss events, incivility behaviors, and positive preceptoring roles. Negative experiences were mainly related to patients, relatives, and nurses and often led students to feel fear and inadequacy. Students reported action plans focused on effective communication, safe patient care, and becoming positive role models.</p><p><strong>Conclusions: </strong>These findings highlight the importance of supportive clinical learning environments and positive professional socialization during the transition from student to nurse.</p><p><strong>Implications for international audience: </strong>Nursing students worldwide may encounter incivility and near-miss events during clinical practice, potentially adversely affecting their learning experiences and professional development.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148875767","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}

{"title":"Burnout in new graduate nurses: a concept analysis.","authors":"Tommy Lin, Kimberley T Jackson","doi":"10.1515/ijnes-2025-0123","DOIUrl":"https://doi.org/10.1515/ijnes-2025-0123","url":null,"abstract":"<p><strong>Objectives: </strong>New graduate nurses (NGNs) experience higher rates of burnout compared to experienced nurses, and burnout is linked to intention to leave the profession. Despite its importance, the concept of burnout among NGNs is not well understood. As such, we aimed to explore and clarify the concept of burnout among NGNs by identifying its conceptual attributes, antecedents, and consequences.</p><p><strong>Methods: </strong>Walker and Avant's concept analysis method was used. CINAHL, Scopus, and PubMed were searched for literature between 2015 and 2024 pertaining to burnout among NGNs; 16 articles were included.</p><p><strong>Results: </strong>The defining attributes of burnout among NGNs are similar to experienced nurses. However, the antecedents differ in terms of acute manifestations and transition shock of the nursing role among NGNs.</p><p><strong>Conclusions: </strong>The context-specific definition of burnout among NGNs can be used for future research and clinical practice in targeting future workplace policies to identify and prevent burnout among NGNs.</p><p><strong>Implications for international audience: </strong>There is a need for healthcare organizations and nursing education programs to support NGNs through structured mentorship, preceptorship, orientation, resilience training, and healthy stress management strategies. Addressing staffing shortages, workplace culture, and mental health support may improve NGN well-being, retention, workforce sustainability, and quality of care across healthcare systems.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833168","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}

{"title":"Pedagogical methods for teaching telehealth in entry-level nursing education: a scoping review protocol.","authors":"Yousser Nemri, Maud-Christine Chouinard, Alexandre Castonguay","doi":"10.1515/ijnes-2025-0025","DOIUrl":"10.1515/ijnes-2025-0025","url":null,"abstract":"<p><strong>Objectives: </strong>This scoping review will aim to identify the pedagogical methods used to prepare entry-level nursing students for telehealth practice and to describe how these methods integrate the concept of therapeutic relational connection.</p><p><strong>Design: </strong>The proposed scoping review will adhere to the methodology guide by (Pollock D, Davies EL, Peters MDJ, Tricco AC, Alexander L, McInerney P, et al. Undertaking a scoping review: a practical guide for nursing and midwifery students, clinicians, researchers, and academics. J Adv Nurs 2021;77:2102-13) and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review extension checklist.</p><p><strong>Methods: </strong>Five key databases will be searched; grey literature will also be explored. Results will be analyzed and categorized thematically for pedagogical methods and therapeutic relational connection.</p><p><strong>Discussion: </strong>This protocol demonstrates how the steps outlined in the (Pollock D, Davies EL, Peters MDJ, Tricco AC, Alexander L, McInerney P, et al. Undertaking a scoping review: a practical guide for nursing and midwifery students, clinicians, researchers, and academics. J Adv Nurs 2021;77:2102-13) guide are implemented to establish a robust methodology. The scoping review will enhance understanding of the pedagogical methods used for teaching telehealth in entry-level nursing programs and the integration of the therapeutic relational connection. This protocol is registered in the Open Science Framework (https://doi.org/10.17605/OSF.IO/MT5JC).</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762604","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}

{"title":"Clinical placement experiences of nursing students with English as an additional language: a qualitative meta-synthesis.","authors":"Cheng Cheng, Xing Xu","doi":"10.1515/ijnes-2025-0119","DOIUrl":"10.1515/ijnes-2025-0119","url":null,"abstract":"<p><strong>Introduction: </strong>Clinical placements are fundamental to nursing education, yet English as an additional language (EAL) students encounter distinct barriers that impede their professional development and well-being. This study aimed to synthesize existing research for a comprehensive understanding.</p><p><strong>Content: </strong>A qualitative meta-synthesis was conducted via systematic searches across five databases, with quality appraisal using the CASP checklist. Thematic analysis of 11 international studies generated three core themes: (1) Language as a barrier to participation, (2) marginalization and exclusion in clinical settings, and (3) support, resilience, and coping strategies.</p><p><strong>Summary and outlook: </strong>The synthesis confirms that EAL nursing students face challenges that require targeted interventions. Effective strategies include structured language support, culturally sensitive mentorship, and proactive inclusion by clinical educators. These findings carry clear implications for international curriculum design, staff training, and institutional policy reform. Future research should prioritize intervention-based studies to empirically evaluate the long-term effectiveness of such support mechanisms, ensuring equitable and enriching clinical environments for an increasingly diverse nursing workforce.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148608291","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}

{"title":"Effect of concept mapping on critical thinking skills in nursing students: a systematic review with meta-analysis.","authors":"Seeta Devi, Maheswari Thapa","doi":"10.1515/ijnes-2024-0024","DOIUrl":"10.1515/ijnes-2024-0024","url":null,"abstract":"<p><strong>Background: </strong>Critical thinking (CT) among nursing students is crucial for delivering high-quality nursing care to patients. Concept mapping (CM) is one of the evidence-based pedagogies that helps to improve CT in individuals.</p><p><strong>Objectives: </strong>The objective of this review and meta-analysis was to evaluate the impact of concept mapping on CT abilities, academic achievement, and clinical skills in nursing students.</p><p><strong>Methods: </strong>This systematic review and meta-analysis aimed to identify published articles on the effect of CM on CT in nursing students, written in English and published from 2011 to 2024. The articles were sourced from SCOPUS, Web of Science (WoS), ScienceDirect, Google Scholar, and PubMed databases. To ensure a comprehensive and relevant search, the following MeSH terms were used: \"Effectiveness\" OR \"Impact,\" AND \"Concept Mapping,\" AND \"CT,\" AND \"Nursing Student,\" AND \"RCT\" OR \"Randomized Controlled Trials\" OR \"Quasi-Experimental.\" This study used the Cochrane Collaboration's Risk of Bias (RoB) tool and Standardized Mean Difference (SMD) for outcome measurement, with results analyzed using RevMan Web.</p><p><strong>Results: </strong>This study analyzed 14 RCTs and quasi-experimental studies involving 1,747 participants (E=870, C=877). The meta-analysis found that concept mapping enhanced nursing students' CT skills (MD=4.86, 95 % CI [2.16 to 7.56], p=0.0004), academic achievements (MD=3.38, 95 % CI [0.76 to 5.99], p=0.01), and performance in clinical practice (MD=5.94, 95 % CI [3.22 to 8.65], p<0.0001) when compared to routine instructional methods.</p><p><strong>Conclusions: </strong>CM provides valuable insights into enhancing CT and clinical skills in nursing students, eventually preparing them to become excellent nursing professionals in the healthcare system.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"23 1","pages":""},"PeriodicalIF":1.4,"publicationDate":"2026-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580497","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}