Teaching and Learning in Nursing最新文献_第6页

Characteristics of nurses' gaze compared to nursing students and nurses' intentions in obtaining drug information 护士与护生的凝视特征及护士获取药物信息的意向

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-20 DOI: 10.1016/j.teln.2025.05.028

Ayami Tateishi , Kazue Matsuo , Nobuko Hashiguchi

{"title":"Characteristics of nurses' gaze compared to nursing students and nurses' intentions in obtaining drug information","authors":"Ayami Tateishi , Kazue Matsuo , Nobuko Hashiguchi","doi":"10.1016/j.teln.2025.05.028","DOIUrl":"10.1016/j.teln.2025.05.028","url":null,"abstract":"<div><h3>Background</h3><div>Before administering a medicine, nurses assess whether the drug is safe and necessary for the patient. However, it is unclear how nurses acquire this drug information, how it is processed, and how they use it for the administration of the medicine.</div></div><div><h3>Aim</h3><div>To clarify the gaze characteristics of experienced nurses compared with those of nursing students and intentions of nurses when obtaining drug information.</div></div><div><h3>Method</h3><div>We used a mixed-methods explanatory sequential design. Eye tracking measurements and interviews were conducted with nurses and nursing students.</div></div><div><h3>Results</h3><div>Average total eye gaze time for nurses and students was 109.62 ± 33.13 seconds and 255.00 ± 62.55 sseconds, respectively. From the interviews, the intention to obtain information was divided into 11 subcategories in 4 categories.</div></div><div><h3>Conclusion</h3><div>Our study demonstrated that nurses can intentionally select and obtain drug information that they consider necessary for the medication administration process based on their role and experience. Our study results could be useful for educational methods for obtain drug information to improve the medication management skills of nursing students and new nurses.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 375-382"},"PeriodicalIF":1.7,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050506","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’ experiences during a disaster evacuation simulation: A phenomenological study 护理学生在灾难疏散模拟中的经验：现象学研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-20 DOI: 10.1016/j.teln.2025.04.021

Rosemary Collier PhD, RN , Lori Sprague PhD, RN, CHSE , Joyce Rhodes-Keefe PhD, RNC-MNN

{"title":"Nursing students’ experiences during a disaster evacuation simulation: A phenomenological study","authors":"Rosemary Collier PhD, RN , Lori Sprague PhD, RN, CHSE , Joyce Rhodes-Keefe PhD, RNC-MNN","doi":"10.1016/j.teln.2025.04.021","DOIUrl":"10.1016/j.teln.2025.04.021","url":null,"abstract":"<div><h3>Background</h3><div>Climate change disasters are increasing, occurring sporadically and without warning. Innovative initiatives are needed to support nursing students who will face disasters in practice.</div></div><div><h3>Aim</h3><div>This article describes the experiences of nursing students after an evacuation simulation scenario at the end of their senior year.</div></div><div><h3>Methods</h3><div>Researchers used an interpretive phenomenological approach, conducting 2 focus groups with nursing students after completing a disaster evacuation simulation. Focus groups were recorded and transcribed. An interpretive phenomenological approach guided identification and reduction of themes in the context of their educational setting.</div></div><div><h3>Results</h3><div>Four themes emerged from these focus groups each with inherent nuance. <em>Expertise</em> refers to participants’ desire for expert teaching and recognition of their own expertise. <em>Preparation</em> refers to the participants’ need for comprehensive preparation, signaling a fear of uncertainty. <em>Equity</em> refers to participants’ desire for uniformity and fairness in all challenges and opportunities. <em>Introspection</em> refers to participants’ self-reflections.</div></div><div><h3>Conclusions</h3><div>Participants communicated conflicting feelings about this high stress situation. With climate change-related emergencies on the rise, nursing faculty should focus on supporting students as they integrate these high acuity, low occurrence events.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1259-e1263"},"PeriodicalIF":1.7,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050363","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

Risk assessment processes within healthcare simulation centers: A scoping review 医疗保健模拟中心内的风险评估流程：范围审查

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-20 DOI: 10.1016/j.teln.2025.04.023

Krishna E. Lambert PhD, Brad G. Leeson MAdvNursPrac, Sylvia M. Nilsson PhD Candidate, Nathan G. Oliver PhD Candidate

{"title":"Risk assessment processes within healthcare simulation centers: A scoping review","authors":"Krishna E. Lambert PhD, Brad G. Leeson MAdvNursPrac, Sylvia M. Nilsson PhD Candidate, Nathan G. Oliver PhD Candidate","doi":"10.1016/j.teln.2025.04.023","DOIUrl":"10.1016/j.teln.2025.04.023","url":null,"abstract":"<div><h3>Objectives</h3><div>All healthcare workplace activities contain inherent safety threats; however, these may be potentially unique within the context of a simulation center. Simulation prioritises safety yet introduces risks.</div><div>This scoping review aims to map the existing literature on risk assessment in healthcare simulation centers and identify how risk is assessed, measured and mitigated in these spaces.</div></div><div><h3>Design</h3><div>The review adhered to the Joanna Briggs Population, Concept and Context (PCC) mnemonic, was reported using the Preferred Reporting Items for Systematic Reviews and Meta Analysis extension for Scoping reviews (PRISMA-ScR) guidelines and registered with Open Science Framework.</div></div><div><h3>Results</h3><div>A total of 490 articles were found, however only 8 studies met the inclusion criteria. The review highlights a lack of literature regarding the proactive assessment of risks in simulation learning.</div></div><div><h3>Conclusion</h3><div>There is a need for the development and implementation of standardized risk assessment frameworks to ensure the safety of nursing faculty and students during simulation-based learning activities.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1302-e1307"},"PeriodicalIF":1.7,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050204","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

The power of connection, contribution, and communication: Building stronger relationships with nursing alumni 连接，贡献和沟通的力量：与护理校友建立更牢固的关系

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.04.007

Jessica Varghese PhD , Sabrina Polidoro MBA

{"title":"The power of connection, contribution, and communication: Building stronger relationships with nursing alumni","authors":"Jessica Varghese PhD , Sabrina Polidoro MBA","doi":"10.1016/j.teln.2025.04.007","DOIUrl":"10.1016/j.teln.2025.04.007","url":null,"abstract":"<div><h3>Background</h3><div>To ensure long-term growth and financial stability, higher educational institutions need to find ways to build their fundraising efforts by looking at innovative ways to engage their alumni. How nursing students socially construct their college experience could play an important role in if and how they contribute back to their university after graduation.</div></div><div><h3>Aim</h3><div>The primary aim of this study was to understand the attitudes and relationships nursing alumni have with their alma mater to provide insights into financial giving and alumni involvement.</div></div><div><h3>Methods</h3><div>This study was conducted using survey design methodology. Surveys were sent via Qualtrics and direct mail to all alumni that graduated from the nursing program between 2001 and 2019.</div></div><div><h3>Results</h3><div>Three themes were identified in the research. Nursing alumni desire a real connection with their alma mater. They want opportunities to contribute back to their university and lastly, they desire increased communication from the university.</div></div><div><h3>Conclusion</h3><div>Knowing these three themes allows university development offices and academic departments to work together to create strategic initiatives to keep alumni engaged. This understanding allows colleges to have an intentional impact on factors that occur during the nursing student's college experience that later led to alumni loyalty. This information is beneficial for the alumni, students, and the well-being of the university.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e969-e973"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049913","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

Leadership development for nursing students: The comparative effectiveness of experiential and observational learning 护理学生领导力发展：体验式学习与观察式学习的比较效果

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.04.020

Hadi Zulhiqman Abdul-Rahim BHScNurs , Khadizah H. Abdul-Mumin PhD

{"title":"Leadership development for nursing students: The comparative effectiveness of experiential and observational learning","authors":"Hadi Zulhiqman Abdul-Rahim BHScNurs , Khadizah H. Abdul-Mumin PhD","doi":"10.1016/j.teln.2025.04.020","DOIUrl":"10.1016/j.teln.2025.04.020","url":null,"abstract":"<div><h3>Background</h3><div>Experiential and observational learning are vital in nursing education, especially for developing leadership skills.</div></div><div><h3>Aim</h3><div>To compare the perceived effectiveness of observational and experiential learning, as experienced in simulation, in fostering leadership skills among final-year nursing students.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study examined 43 final-year nursing students' experiences in leadership and management simulation. Experiential learning involved active participation in simulated leadership roles. Observational learning occurred through peer observation and debriefing. Anonymous essays were analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: the need for a balanced dual approach to learning; the influence of individual learning preferences; the perceived limitations of solely observational learning for practical skills; and a strong preference for simulation in practicing leadership competencies like communication and delegation.</div></div><div><h3>Conclusions</h3><div>Integrating both experiential and observational learning, particularly within simulation, is valuable for nursing leadership development. While observation is foundational, hands-on practice builds confidence. Simulation effectively combines these approaches, offering a safe environment for skill development. Nursing education should leverage such integrated methods, considering individual learning preferences, to optimize leadership skill acquisition.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages 338-344"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050546","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

Party mode: Teaching epidemiology through active learning Party模式：主动学习式流行病学教学

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.05.024

Stephanie S. Tullos MSN, RNC-MNN, Johnna Riddick DNP, RN-CPN

引用次数: 0

Experiences of resilience among newly graduated nurses transitioning to practice: A qualitative study 新毕业护士转职的心理弹性经验：一项质性研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.04.008

Paige S. Randall PhD, MS, RN, CNE , Tolu O. Oyesanya PhD, RN , Donald E. Bailey Jr. PhD, RN, FAAN , Amy Corneli PhD, MPH , Paula D. Koppel PhD, RN, GNP-BC, AHN-BC, NBCHWC , Jennie C. De Gagne PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN

{"title":"Experiences of resilience among newly graduated nurses transitioning to practice: A qualitative study","authors":"Paige S. Randall PhD, MS, RN, CNE , Tolu O. Oyesanya PhD, RN , Donald E. Bailey Jr. PhD, RN, FAAN , Amy Corneli PhD, MPH , Paula D. Koppel PhD, RN, GNP-BC, AHN-BC, NBCHWC , Jennie C. De Gagne PhD, DNP, RN, NPD-BC, CNE, ANEF, FAAN","doi":"10.1016/j.teln.2025.04.008","DOIUrl":"10.1016/j.teln.2025.04.008","url":null,"abstract":"<div><h3>Background</h3><div>The pervasive nursing shortage is exacerbated by newly graduated nurse turnover. Resilience can help new nurses manage stress and burnout, aiding their success and retention.</div></div><div><h3>Aims</h3><div>To explore lived experiences of resilience among newly graduated nurses transitioning to practice and describe facilitators and barriers to their resilience.</div></div><div><h3>Methods</h3><div>Online photovoice surveys (<em>n</em> = 30) and remote focus groups (<em>n</em> = 3) were conducted with 10 associate degree nursing students. Data were collected at three timepoints: baseline (final semester in school), 3-4 months into practice, and 7-8 months into practice and analyzed with interpretive phenomenological techniques.</div></div><div><h3>Results</h3><div>Six main themes emerged: (1) motivational aspirations, (2) supportive systems, (3) emerging stressors, (4) hidden obstacles in school and practice, (5) incivility from professionals, and (6) learning to endure.</div></div><div><h3>Conclusions</h3><div>Burnout starts in nursing school and resilience can develop during the transition to practice. Strategies for educators and leaders to promote resilience and retain new nurses are identified. Future research should consider cultural and socioeconomic impacts on resilience.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e974-e980"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049914","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

A Study on the Latent Profile Analysis of Academic Self-Concept and Influencing Factors among Nursing Students: A Multicenter Cross-Sectional Study 护生学业自我概念潜象分析及影响因素研究：一项多中心横断面研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.05.011

Qian Yang , Qian Jiang , Yiqian Fang , Yanfei Zhou , Ting Luo , Yuhang Chen , Shuxia Deng

{"title":"A Study on the Latent Profile Analysis of Academic Self-Concept and Influencing Factors among Nursing Students: A Multicenter Cross-Sectional Study","authors":"Qian Yang , Qian Jiang , Yiqian Fang , Yanfei Zhou , Ting Luo , Yuhang Chen , Shuxia Deng","doi":"10.1016/j.teln.2025.05.011","DOIUrl":"10.1016/j.teln.2025.05.011","url":null,"abstract":"<div><h3>Background</h3><div>The academic self-concept of nursing students holds substantial implications for both their scholastic achievements and career prospects, though few studies have examined its heterogeneous nature.</div></div><div><h3>Aims</h3><div>This study aimed to explore the current status of nursing students' academic self-concept, identify its latent profile categories, and analyze the influencing factors across different categories.</div></div><div><h3>Methods</h3><div>From May to July 2024, a convenience sampling method was employed to recruit nursing students from three nursing colleges in Sichuan Province. A multicenter cross-sectional survey was conducted using the General Academic Self-Concept Scale for Adolescents, the Academic Help-Seeking Ability Scale, and the Situated Wise Reasoning Scale.</div></div><div><h3>Results</h3><div>A total of 1,153 nursing students were included. The study identified three latent categories of academic self-concept: low-level (10.5%), medium-level (46.9%), and high-level (42.6%). Ordinal logistic regression analysis demonstrated that academic performance, help-seeking ability, and situated wise reasoning ability were significant predictors of these latent categories.</div></div><div><h3>Conclusion</h3><div>Nursing students' academic self-concept exhibits heterogeneity. Nursing educators can enhance students' academic self-concept by fostering their help-seeking ability and wise reasoning skills.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1065-e1072"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050431","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

Evaluating the usability and learning effectiveness of a virtual reality patient simulation for training nursing students: A pilot study 评估培训护理学生的虚拟现实患者模拟的可用性和学习有效性：一项试点研究

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.04.017

Stacia Birdsall CNM, MPH, PhD , Elizabeth McAlpin MA, EdM, PhD , Uttam Grandhi MSc, MPS

{"title":"Evaluating the usability and learning effectiveness of a virtual reality patient simulation for training nursing students: A pilot study","authors":"Stacia Birdsall CNM, MPH, PhD , Elizabeth McAlpin MA, EdM, PhD , Uttam Grandhi MSc, MPS","doi":"10.1016/j.teln.2025.04.017","DOIUrl":"10.1016/j.teln.2025.04.017","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education stresses applying theoretical knowledge to clinical practice. Traditional manikin-based simulations often miss key components of therapeutic care, such as patient interaction, leaving students feeling unprepared and potentially compromising patient safety.</div></div><div><h3>Aim</h3><div>This pilot study assessed the usability and effectiveness of a custom-designed virtual reality patient simulation (VRPS) to enhance nursing students’ clinical readiness. The simulation targeted core skills: analyzing health records, interacting with patients, and making diagnostic and therapeutic decisions. Results informed design improvements and potential curriculum integration.</div></div><div><h3>Method</h3><div>A mixed-method, single-group prepost study used an online Qualtrics survey and multiple-choice assessment to evaluate perceptions and learning. Twenty-four nursing students participated individually in a lab. Each completed a presurvey and knowledge test, engaged with the 4-part VRPS, and then completed a postsurvey and test.</div></div><div><h3>Results</h3><div>Statistically significant improvements were observed in student affect (e.g., increased confidence, reduced stress) and knowledge scores, F(1,23) = 62.121, p < .001.</div></div><div><h3>Conclusions</h3><div>VRPS demonstrated positive impacts on learning and perceptions. Student feedback highlighted areas for enhancement, including controller responsiveness, text-to-speech, and expanded interactivity.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1021-e1028"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049920","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

Clinical facilitators’ and undergraduate nursing students’ perceptions and understanding of verbal feedback on clinical learning 临床辅导员与本科护生对临床学习口头反馈的认知与理解

IF 1.7

Teaching and Learning in Nursing Pub Date : 2025-06-19 DOI: 10.1016/j.teln.2025.05.020

Somia Saghir , Sobia Idrees , Khairunnisa Dhamani

{"title":"Clinical facilitators’ and undergraduate nursing students’ perceptions and understanding of verbal feedback on clinical learning","authors":"Somia Saghir , Sobia Idrees , Khairunnisa Dhamani","doi":"10.1016/j.teln.2025.05.020","DOIUrl":"10.1016/j.teln.2025.05.020","url":null,"abstract":"<div><h3>Background</h3><div>Verbal feedback in clinical practice transforms nursing students into knowledgeable and skilled professionals. Inconsistent feedback reduces motivation and hinders learning, whereas timely and effective feedback by clinical facilitators (CFs) enhances clinical learning and prevents impediments.</div></div><div><h3>Aim</h3><div>To explore the CFs' and undergraduate nursing students’ perceptions and understanding of verbal feedback on clinical learning.</div></div><div><h3>Methods</h3><div>A qualitative exploratory descriptive design was used. 12 nursing students and 17 CFs purposively sampled from one public and one private nursing institution in Islamabad, Pakistan. Data were gathered through student individual interviews and three CFs’ focus group discussions (FGDs) using a semi-structured guide, then analyzed via content analysis.</div></div><div><h3>Results</h3><div>Five categories emerged: (1) attributes of verbal feedback; (2) benefits of verbal feedback; (3) challenges related to verbal feedback; (4) influence of verbal feedback; and (5) competency development of the CFs. Participants emphasized verbal feedback importance and highlighted challenges like CFs' workload and students' internalization struggles.</div></div><div><h3>Conclusion</h3><div>Verbal feedback enhances students' knowledge, attitude, and practice. The authors recommend strengthening CFs' competencies, promoting effective feedback use, and accurate student self-evaluation.</div></div>","PeriodicalId":46287,"journal":{"name":"Teaching and Learning in Nursing","volume":"20 4","pages":"Pages e1090-e1097"},"PeriodicalIF":1.7,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050435","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