Teaching and Learning in Nursing最新文献_第4页

Shaping positive learning environments: Valued factors in nursing preceptorships 塑造积极的学习环境：护理实习的重要因素

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-12 DOI: 10.1016/j.teln.2025.06.003

Megan Kirkpatrick MN, RN, CCNE, Amanda O’Rae RN, MPH, CCNE, CCSNE, Zahra Shajani EdD, RN

{"title":"Shaping positive learning environments: Valued factors in nursing preceptorships","authors":"Megan Kirkpatrick MN, RN, CCNE, Amanda O’Rae RN, MPH, CCNE, CCSNE, Zahra Shajani EdD, RN","doi":"10.1016/j.teln.2025.06.003","DOIUrl":"10.1016/j.teln.2025.06.003","url":null,"abstract":"<div><h3>Background</h3><div>The learning environment can influence a student's success in their final nursing preceptorship. Several factors contribute to positive learning environments; however, little is known about how much stakeholders value each factor. When something is valued, it is more likely to influence behavior.</div></div><div><h3>Aim</h3><div>The purpose of this study is to explore the value stakeholders place on these factors.</div></div><div><h3>Methods</h3><div>This study used an exploratory mixed methods design using an Appreciative Inquiry (AI) approach. Participants were sent surveys designed in Qualtrics. Basic descriptive statistics were used to present results.</div></div><div><h3>Results</h3><div>Students and preceptors placed the greatest value on student and preceptor attitudes and approaches. Most students ranked <em>preceptor attitudes and approaches</em> as having the most influence on a positive preceptorship experience. Preceptors ranked <em>student attitudes and approaches</em> as the most influential.</div></div><div><h3>Conclusion</h3><div>This study will inform program design that incorporates valued factors to promote student success in final preceptorships.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1155-e1162"},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050196","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}

引用次数: 0

Using Active Learning to Develop Clinical Judgment in Nursing Students 运用主动学习培养护生临床判断能力

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-12 DOI: 10.1016/j.teln.2025.06.005

Meredith Watkins DNP, MSN Ed., RN , Brandi W. Fruin DNP, MSN Ed., RN , Anne Brett PhD, RN

{"title":"Using Active Learning to Develop Clinical Judgment in Nursing Students","authors":"Meredith Watkins DNP, MSN Ed., RN , Brandi W. Fruin DNP, MSN Ed., RN , Anne Brett PhD, RN","doi":"10.1016/j.teln.2025.06.005","DOIUrl":"10.1016/j.teln.2025.06.005","url":null,"abstract":"<div><h3>Background</h3><div>Novice nurses may lack clinical judgment skills essential for safe nursing practice. Although active learning may be more effective in developing clinical judgment, many nursing programs still rely on passive methods.</div></div><div><h3>Aim</h3><div>This study investigates whether active learning methods in the classroom are more effective than passive methods for developing clinical judgment in nursing students.</div></div><div><h3>Methods</h3><div>Nursing students from a community college learned about burns. Using convenience sampling, students were divided into control and experimental groups. The experimental group received instruction through active learning, while the control group received passive instruction.</div></div><div><h3>Results</h3><div>While the small sample (<em>N</em> = 37) limited statistical significance in some areas, the experimental group demonstrated significant improvement in the <em>interpreting</em> step of Tanner’s Clinical Judgment Model, as measured by the National Council of State Boards of Nursing’s Clinical Judgment Measurement Model (Md = 53.3 vs. Md = 43.3, <em>U</em> = 106, <em>z</em> = -1.99, <em>p</em> = .049).</div></div><div><h3>Conclusion</h3><div>Active learning may be more effective than passive methods in developing clinical judgment, particularly in interpreting data. Replication with a larger sample is recommended.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1170-e1175"},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050198","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}

引用次数: 0

Nursing students’ perceptions of simulation anxiety in the primary nurse role 护生对初级护士角色中模拟焦虑的认知

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-12 DOI: 10.1016/j.teln.2025.06.007

Rachel Mortenson Clements MSN, RN, FHEA, Meagan Hardy MSN-Ed, AGACNP, FNP, RN, FHEA

{"title":"Nursing students’ perceptions of simulation anxiety in the primary nurse role","authors":"Rachel Mortenson Clements MSN, RN, FHEA, Meagan Hardy MSN-Ed, AGACNP, FNP, RN, FHEA","doi":"10.1016/j.teln.2025.06.007","DOIUrl":"10.1016/j.teln.2025.06.007","url":null,"abstract":"<div><h3>Background</h3><div>Recent studies show high-fidelity simulation can cause moderate to high levels of anxiety in nursing students which can negatively affect their learning, especially when students are participating in the primary nurse role, but it is currently unknown how students are coping with this anxiety.</div></div><div><h3>Aim</h3><div>This study poses the following questions: 1) What coping mechanisms do nursing students use to manage simulation-related anxiety in the primary nurse role? and, 2) What are nursing students’ perceptions of the effectiveness of their coping strategies aimed at reducing simulation-related anxiety?</div></div><div><h3>Methods</h3><div>Seven nursing students participated in a focus group in which they discussed their feelings surrounding simulation, coping strategies for simulation anxiety, and the effectiveness of these coping strategies.</div></div><div><h3>Results</h3><div>The participants reported experiencing simulation anxiety but utilized few coping strategies and expressed that their ability to learn was negatively affected by anxiety in the primary nurse role.</div></div><div><h3>Conclusions</h3><div>These results indicate a need for nursing instructors to aid students in developing coping strategies to increase students’ learning during simulation.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1184-e1189"},"PeriodicalIF":1.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050200","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}

引用次数: 0

Acquisition of physical assessment skills among undergraduate nursing students using simulation-based assessment: A mixed-methods study 基于模拟评估的本科护生身体评估技能习得：一项混合方法研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-10 DOI: 10.1016/j.teln.2025.06.004

Marta Raurell-Torredà PhD , Luis Basco-Prado PhD , Vanessa Fernandez-González RN , Marc Bohils-Valle RN , Alberto Diz-Martínez RN , Joan Maria Estrada-Masllorens , José Antonio Sarria- Guerrero PhD , Eva Guix-Comellas PhD , Miguel Ángel Hidalgo-Blanco PhD , Montserrat Lamoglia-Puig PhD , Roser Adalid-Villaronga MsC , Ana Belén Fernandez-Cervilla PhD

{"title":"Acquisition of physical assessment skills among undergraduate nursing students using simulation-based assessment: A mixed-methods study","authors":"Marta Raurell-Torredà PhD , Luis Basco-Prado PhD , Vanessa Fernandez-González RN , Marc Bohils-Valle RN , Alberto Diz-Martínez RN , Joan Maria Estrada-Masllorens , José Antonio Sarria- Guerrero PhD , Eva Guix-Comellas PhD , Miguel Ángel Hidalgo-Blanco PhD , Montserrat Lamoglia-Puig PhD , Roser Adalid-Villaronga MsC , Ana Belén Fernandez-Cervilla PhD","doi":"10.1016/j.teln.2025.06.004","DOIUrl":"10.1016/j.teln.2025.06.004","url":null,"abstract":"<div><h3>Background</h3><div>The ABCDE (Airway, Breathing, Circulation, Disability, and Exposure) approach is a valid model for teaching physical examination skills.</div></div><div><h3>Aim</h3><div>Evaluate how physical examination is carried out based on the ABCDE approach using simulation training.</div></div><div><h3>Methods</h3><div>Mixed-methods study on undergraduate nursing students during the 2022 to 2023 academic year at University of Barcelona. For the quantitative analysis, the Clinical Simulation Evaluation Tool was used.</div></div><div><h3>Results</h3><div>About 887 students evaluated in 45 simulation sessions with high-fidelity manikins in second year, and 90 scenarios in third and fourth year respectively. Pulmonary auscultation was not performed as students advanced through the degree (<em>p</em> < 0.001). Instead, they became more competent in identifying changes in the patient (<em>p</em> < 0.001). Seven categories emerged from the qualitative analysis: previous experience, importance of physical assessment, feelings and emotions generated by the simulation, learning enablers, learning obstacles, personal knowledge gaps and autonomous study time.</div></div><div><h3>Conclusions</h3><div>By means of more simulation sessions, students gain the capacity to identify changes in the patient’s condition, but as more hours of clinical practice are accumulated, pulmonary auscultation is no longer performed.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1163-e1169"},"PeriodicalIF":1.7,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050197","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}

引用次数: 0

Peer caring and clinical adaptation as mediators between emotional intelligence and nursing professionalism in students 同伴关怀与临床适应对学生情绪智力与护理专业精神的中介作用

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-10 DOI: 10.1016/j.teln.2025.06.002

SeolHwa Moon RN, GNP, PhD , Sun Young You RN, PhD , Juyeon Oh RN, PhD

{"title":"Peer caring and clinical adaptation as mediators between emotional intelligence and nursing professionalism in students","authors":"SeolHwa Moon RN, GNP, PhD , Sun Young You RN, PhD , Juyeon Oh RN, PhD","doi":"10.1016/j.teln.2025.06.002","DOIUrl":"10.1016/j.teln.2025.06.002","url":null,"abstract":"<div><h3>Background</h3><div>Nursing professionalism, which forms the foundation of high-quality patient care, is cultivated in students through comprehensive nursing education programs.</div></div><div><h3>Aim</h3><div>To identify the serial mediating effects of peer caring and clinical practice adaptation in the relationship between emotional intelligence and nursing professionalism.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 169 nursing students from 7 nursing schools across 6 provinces in South Korea. Participants completed an online self-reported survey. Mediating effects were analyzed using the bootstrapping method with the PROCESS macro for SPSS.</div></div><div><h3>Results</h3><div>Nursing students' emotional intelligence, peer caring, clinical practice adaptation, and nursing professionalism were significantly correlated. While emotional intelligence did not directly impact nursing professionalism, it positively affected peer caring and clinical practice adaptation. Both emotional intelligence and peer caring positively influenced clinical practice adaptation, which in turn improved nursing professionalism.</div></div><div><h3>Conclusions</h3><div>The results suggest that adopting a comprehensive approach in nursing education, integrating emotional intelligence, peer support, and clinical practice adaptation, is crucial for enhancing nursing professionalism among nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1149-e1154"},"PeriodicalIF":1.7,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050195","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}

引用次数: 0

Effect of forgiveness-based bibliotherapy on forgiveness, self-esteem and psychological symptoms in nursing students: A randomized controlled study 基于宽恕的阅读疗法对护生宽恕、自尊和心理症状的影响：一项随机对照研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-10 DOI: 10.1016/j.teln.2025.06.006

Dilek Avci PhD, RN , Sila Kuzu BSN, RN

{"title":"Effect of forgiveness-based bibliotherapy on forgiveness, self-esteem and psychological symptoms in nursing students: A randomized controlled study","authors":"Dilek Avci PhD, RN , Sila Kuzu BSN, RN","doi":"10.1016/j.teln.2025.06.006","DOIUrl":"10.1016/j.teln.2025.06.006","url":null,"abstract":"<div><h3>Background</h3><div>Although forgiveness is a crucial virtue for both nurses' self-care and holistic patient care, forgiveness education is underrepresented in most nursing curricula.</div></div><div><h3>Aim</h3><div>The primary outcome of the study was to assess the effect of bibliotherapy on forgiveness, while secondary outcomes included its effects on self-esteem, depression, anxiety, and stress in nursing students.</div></div><div><h3>Methods</h3><div>This parallel-group, single-blinded, randomized controlled trial was conducted with nursing students between January 2024 and June 2024. A total of 413 students were screened for eligibility, with the final sample comprising 85 participants. Bibliotherapy was administered over six weeks, with one 120-minute session per week. Data were collected using the Personal Information Form, the Heartland Forgiveness Scale, the Coopersmith Self-Esteem Inventory, and the Depression, Anxiety, and Stress Scale.</div></div><div><h3>Results</h3><div>Students in the bibliotherapy group had significantly higher forgiveness (η² = 0.828) and self-esteem (η² = 0.632) scores, and significantly lower depression (η² = 0.480), anxiety (η² = 0.501), and stress (η² = 0.741) scores in both the post-test and follow-up test, compared to the control group (<em>p</em> < 0.05). These effect sizes indicate large effects, suggesting that bibliotherapy had a substantial impact on all measured outcomes.</div></div><div><h3>Conclusion</h3><div>This study provides evidence that bibliotherapy can be an effective intervention to improve forgiveness and self-esteem, and to reduce psychological symptoms.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1176-e1183"},"PeriodicalIF":1.7,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050199","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}

引用次数: 0

Learning strategies of nursing students and correlation with study habit and academic performance 护生学习策略与学习习惯、学业成绩的关系

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-07 DOI: 10.1016/j.teln.2025.04.013

Duc Nu Minh Ton RN, MSN , Thi Hang Tran RN, MSN , Thi Cam Tu Nguyen RN, BSN , To Tien Dung Huynh RN, BSN , Thi Yen Nhi Tran RN, BSN , Nguyen Thuy Phuong Tran RN, BSN , Thi Thuy Pham RN, MSN

{"title":"Learning strategies of nursing students and correlation with study habit and academic performance","authors":"Duc Nu Minh Ton RN, MSN , Thi Hang Tran RN, MSN , Thi Cam Tu Nguyen RN, BSN , To Tien Dung Huynh RN, BSN , Thi Yen Nhi Tran RN, BSN , Nguyen Thuy Phuong Tran RN, BSN , Thi Thuy Pham RN, MSN","doi":"10.1016/j.teln.2025.04.013","DOIUrl":"10.1016/j.teln.2025.04.013","url":null,"abstract":"<div><h3>Background</h3><div>Learning strategies play a crucial role in developing students' self-directed learning abilities, promoting independence, and enhancing their ability to apply knowledge in practical settings. These strategies are particularly important in healthcare education, where knowledge application is key to academic and professional success.</div></div><div><h3>Aim</h3><div>This study aimed to explore the learning strategies used by nursing students and their correlation with academic performance and study habits.</div></div><div><h3>Methods</h3><div>This cross-sectional descriptive study was conducted with 456 nursing students in Vietnam. A total sampling method was employed, achieving an 82.6% participation rate. Data was collected using a structured questionnaire, which included general characteristics, academic performance, study habits, and learning strategies. Spearman correlation was applied to identify relationships, with significance set at <em>p</em> < 0.05.</div></div><div><h3>Results</h3><div>The main learning strategies used by nursing students were self-monitoring (68%) and deep learning strategies (67.8%). Positive correlations were found between deep learning, monitoring, and organizational strategies with academic performance and study habits.</div></div><div><h3>Conclusion</h3><div>Promoting effective learning strategies, especially deep learning and self-monitoring, can improve academic outcomes for nursing students.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e996-e1001"},"PeriodicalIF":1.7,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049917","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}

引用次数: 0

Sleep quantity and quality: Impact on Nursing students' grade point average (GPA) 睡眠时间和睡眠质量对护生平均绩点的影响

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-03 DOI: 10.1016/j.teln.2025.05.022

M.E. Bester PhD, MSN, RN , J.K. Arlow BSN, RN

引用次数: 0

Transgender curriculum inclusion: Perspectives from university students studying nursing and social work 跨性别课程纳入：来自护理与社会工作专业大学生的视角

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-03 DOI: 10.1016/j.teln.2025.05.026

Justin T. Schneider DNP , Brittany Bloodhart PhD , Nicole Arkadie EdD

{"title":"Transgender curriculum inclusion: Perspectives from university students studying nursing and social work","authors":"Justin T. Schneider DNP , Brittany Bloodhart PhD , Nicole Arkadie EdD","doi":"10.1016/j.teln.2025.05.026","DOIUrl":"10.1016/j.teln.2025.05.026","url":null,"abstract":"<div><h3>Background</h3><div>Despite established standards of care, gaps remain in transgender content across nursing and social work programs.</div></div><div><h3>Aim</h3><div>This study examines nursing and social work students’ perceptions of transgender curriculum inclusion, faculty support, and their confidence in providing transgender care.</div></div><div><h3>Methods</h3><div>A survey was conducted among students in baccalaureate and master’s programs at a university on the U.S. West Coast. Statistical analysis was used to assess differences between programs and examine demographic factors predicting responses on transgender content inclusion and classroom climate.</div></div><div><h3>Results</h3><div>Social work students were more likely to encounter transgender content and view faculty as allies compared to nursing students. Both groups reported limited clinical exposure to transgender clients but expressed moderate confidence in providing care.</div></div><div><h3>Conclusions</h3><div>Findings highlight the need for faculty education on transgender health, increased curriculum inclusion, and enhanced practical learning experiences to improve self-efficacy in caring for this population. Future research should focus on best practices for integrating transgender health education into professional training.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 368-374"},"PeriodicalIF":1.7,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050551","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}

引用次数: 0

Impacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students 护理学生模拟学习中压力和情绪能力对心流体验的影响

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-07-01 DOI: 10.1016/j.teln.2025.06.001

Sophie Delvaux MSC , Ryan Tock MSC, RN , Frédéric Guay PhD , Jean-Christophe Servotte PhD, RN , Bruno Pilote PhD, RN , Pascal Detroz PhD

{"title":"Impacts of stress and emotional competencies on the flow experience during simulation-based learning in nursing students","authors":"Sophie Delvaux MSC , Ryan Tock MSC, RN , Frédéric Guay PhD , Jean-Christophe Servotte PhD, RN , Bruno Pilote PhD, RN , Pascal Detroz PhD","doi":"10.1016/j.teln.2025.06.001","DOIUrl":"10.1016/j.teln.2025.06.001","url":null,"abstract":"<div><h3>Background</h3><div>Clinical immersion simulation, used in nursing training, can bring students into a state of flow that enhances learning.</div></div><div><h3>Purpose</h3><div>The aim of this study is to describe the relationships between stress, emotional competencies, and flow.</div></div><div><h3>Methods</h3><div>This exploratory study of 101 students used three validated measuring instruments.</div></div><div><h3>Results</h3><div>The flow was positively correlated to emotional competencies (<em>r</em> = 0.25; <em>p</em> = 0.012) and a negatively correlated to stress (<em>r</em> = −0.34; <em>p</em> < 0.001). Analyses of variance suggest that stress levels significantly influence flow scores (<em>p</em> < 0.001) and that emotional competencies also significantly influences the flow state (<em>p</em> = 0.005).</div></div><div><h3>Conclusions</h3><div>Optimizing the flow state during simulation requires consideration of stress and emotional competencies.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1145-e1148"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050399","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}

引用次数: 0