Nurse Education in Practice最新文献

{"title":"Enhancing training transfer among stroke specialist nurses: Insights from latent profile analysis","authors":"","doi":"10.1016/j.nepr.2024.104180","DOIUrl":"10.1016/j.nepr.2024.104180","url":null,"abstract":"<div><h3>Aim</h3><div>Using Latent Profile Analysis (LPA) to identify distinct categories within stroke specialist nurses training transfer and to explore the factors influencing these categories.</div></div><div><h3>Background</h3><div>Stroke represents a significant worldwide health challenge. During the treatment and rehabilitation of stroke, stroke specialist nurses play an essential role. However, despite significant resources devoted in the training of stroke specialist nurses, the effectiveness of training transfer is still at a moderate or low level. Therefore, there is an urgent need to identify the factors affecting the training transfer of stroke specialist nurses and to formulate effective strategies for improvement based on these findings.</div></div><div><h3>Design</h3><div>This is a cross-sectional study.</div></div><div><h3>Method</h3><div>From August to September 2023, demographic questionnaires, stroke specialist nurses training transfer scales, nursing work environment scales, and job crafting questionnaire were used to survey 413 stroke specialist nurses in 5 tertiary hospitals in Henan Province, China. LPA was used to analyze the latent characteristics of nurse training transfer and to explore the predictive factors of different categories using univariate analysis and logistic regression.</div></div><div><h3>Results</h3><div>A total of 397 stroke specialist nurses were included, identifying three categories of training transfer: \"low training transfer group\" (20.40 %), \"medium training transfer group\" (31.74 %), and \"high training transfer group\" (47.86 %). Work experience, employment type, training duration, nursing work environment, and job crafting significantly influence the training transfer categories.</div></div><div><h3>Conclusion</h3><div>The majority of stroke specialist nurses fall into medium and low training transfer group. Contract employment and less work experience are the main reasons for medium and low levels of training transfer. Enhancing work experience, designing effective training courses, ensuring equal pay, improving the nursing environment, and implementing job crafting strategies could effectively improve training transfer for various types of stroke specialist nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using virtual patient simulation with partial task trainer: A quasi-experimental study","authors":"","doi":"10.1016/j.nepr.2024.104177","DOIUrl":"10.1016/j.nepr.2024.104177","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students need educational approaches that provide sufficient knowledge and practice opportunities to improve their skills.</div></div><div><h3>Aim</h3><div>To analyze the benefits of incorporating partial task trainers into virtual patients, focusing on the effectiveness, performance, self-confidence, satisfaction and knowledge scores among senior nursing students in urinary catheterization for patients with acute urinary retention.</div></div><div><h3>Design</h3><div>A randomized, quasi-experimental design.</div></div><div><h3>Methods</h3><div>The study was conducted at a nursing faculty between April-May 2023 with 71 senior nursing students: 35 in the virtual patient group (Group I) and 36 in the virtual patient and partial task trainer group (Group II). The data were gathered using: <em>Personal Information Form</em>, <em>Student Satisfaction and Self-confidence in Learning Scale</em>, <em>Simulation Effectiveness Tool</em>, <em>Performance Report and Knowledge Report</em>.</div></div><div><h3>Results</h3><div>The <em>satisfaction</em> and <em>self-confidence</em> scores for Group I were 4.67 (SD 0.49) and 4.38 (SD 0.48), whereas Group II scored 4.88 (SD 0.22) and 4.70 (SD 0.34), respectively. The differences were statistically significant (p&lt;0.05). For the Simulation Effectiveness Tool, Group I scored 31.05 (SD 3.28) for <em>confidence</em> subdimension and 85.05 (SD 7.37) for the <em>total</em> score, whereas Group II scored 32.57 (SD 2.73 and 88.48 (SD 6.60), respectively. These differences were statistically significant (p&lt;0.05). No significant differences were found between the groups in the prebriefing, learning and debriefing subdimensions of the Simulation Effectiveness Tool (p&gt;0.05). <em>Performance</em> and <em>knowledge</em> scores also showed no significant differences (p&gt;0.05). Effect sizes for all statistically significant differences were moderate.</div></div><div><h3>Conclusions</h3><div>The results show that using virtual patients with partial task trainers increases students’ <em>satisfaction</em> and <em>self-confidence</em> and is perceived as effective in developing nursing interventions for patients with acute urinary retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Listen with an open-heart always’ – A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience","authors":"","doi":"10.1016/j.nepr.2024.104174","DOIUrl":"10.1016/j.nepr.2024.104174","url":null,"abstract":"<div><h3>Aim</h3><div>To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning.</div></div><div><h3>Background</h3><div>Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students’ confidence with and empathy for, caring for people from diverse backgrounds, increasing students’ knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs.</div></div><div><h3>Design</h3><div>A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model.</div></div><div><h3>Method</h3><div>Reflective thematic analysis of students’ written reflections guided by a transformational learning framework.</div></div><div><h3>Results</h3><div>Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity.</div></div><div><h3>Conclusions</h3><div>Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study","authors":"","doi":"10.1016/j.nepr.2024.104176","DOIUrl":"10.1016/j.nepr.2024.104176","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment.</div></div><div><h3>Background</h3><div>Child maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification.</div></div><div><h3>Design</h3><div>Qualitative, World Café approach with online roundtable discussions.</div></div><div><h3>Methods</h3><div>Twenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis.</div></div><div><h3>Results</h3><div>Graduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice.</div></div><div><h3>Conclusions</h3><div>Our study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration","authors":"","doi":"10.1016/j.nepr.2024.104169","DOIUrl":"10.1016/j.nepr.2024.104169","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic.</div></div><div><h3>Aim</h3><div>To examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework.</div></div><div><h3>Design</h3><div>A cross-sectional design was used.</div></div><div><h3>Methods</h3><div>Third year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC.</div></div><div><h3>Results</h3><div>Participants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46.</div></div><div><h3>Conclusions</h3><div>The findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nurses' experiences of working with robotic assisted surgery in an Irish healthcare setting: A qualitative descriptive design","authors":"","doi":"10.1016/j.nepr.2024.104183","DOIUrl":"10.1016/j.nepr.2024.104183","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences of nurses working with robotic assisted surgery patients.</div></div><div><h3>Background</h3><div>Robotic assisted surgery has grown considerably since its introduction in the 1980’s with more than 6500 da Vinci robots installed worldwide and over 55,000 surgeons trained to use these machines. Nurses play a major role in the successful completion of robotic surgery; however, minimal research has been conducted in the literature to date surrounding robotic assisted surgery nurses’ experiences working in the perioperative department and beyond.</div></div><div><h3>Design</h3><div>Qualitative descriptive design with thematic analysis.</div></div><div><h3>Method</h3><div>The study sample was recruited from three care settings where nurses work with robotic assisted surgery patients including: operating theatre, surgical ward and the community. Ten semi-structured face to face interviews were conducted. Interviews were audio recorded with data transcribed verbatim and analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Themes included – 1. Limited education specific to robotic assisted surgery, Subthemes: Robotic assisted surgery patient safety concerns; Lacking technical education and training; and Lacking patient postoperative care education. 2. Challenges for nurses working with robotic assisted surgery, Subthemes: Diverse dynamics in the robotic assisted surgery environment; Working with inexperienced staff; and Communication difficulties.</div></div><div><h3>Conclusion</h3><div>The key findings from this research are that nurses experience of working with robotic assisted surgery patients outside of the perioperative area is limited and all nurses require more education specific to caring for robotic assisted surgery patients to be competent in their roles. Further research from a national and international perspective is required to better understand the needs of nurses working with robotic assisted surgery patients.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of entrustable professional activities for novice nurses: A modified Delphi study","authors":"","doi":"10.1016/j.nepr.2024.104181","DOIUrl":"10.1016/j.nepr.2024.104181","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop a tailored EPA framework for novice nurses to support their integration and performance in hospital settings.</div></div><div><h3>Background</h3><div>Novice nurses often struggle with the transition from education to practice due to the gap between theoretical knowledge and practical skills. EPAs help bridge this gap by defining and assessing key competencies, but a framework specific to novice nurses is needed to address their unique challenges.</div></div><div><h3>Design</h3><div>A modified Delphi method was used.</div></div><div><h3>Methods</h3><div>Conducted from October 2023 to March 2024, the study followed a four-stage process: team formation, identification, revision and evaluation of EPAs. Initial EPAs were identified through literature reviews, clinical guidelines and focus groups, then refined using the EQual rubric. Two Delphi rounds were conducted for validation. Experts rated the importance of EPAs in the first round, followed by online discussions, with the second round focusing on dimensions including Focus, Observable, Realistic, Generalizable and Multiple competencies.</div></div><div><h3>Results</h3><div>The final framework included 12 EPAs: 1) Manage Admission and Discharge, 2) Provide Basic Care, 3) Collect Specimens, 4) Administer Medications, 5) Perform Non- Medication Therapies, 6) Monitor Conditions, 7) Respond to Emergencies, 8) Educate Patients, 9) Prevent Adverse Events, 10) Conduct Handovers, 11) Document Care and 12) Operate Equipment.</div></div><div><h3>Conclusion</h3><div>This EPA framework integrates theory and practice to improve training and assessment. Future research should focus on its implementation and refinement in diverse clinical settings to ensure broader applicability.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142561411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Essentials of genomics in nursing undergraduate education: A discussion paper","authors":"","doi":"10.1016/j.nepr.2024.104175","DOIUrl":"10.1016/j.nepr.2024.104175","url":null,"abstract":"<div><h3>Aim</h3><div>To map the 2021 American Association of Colleges of Nursing Essentials to the American Nurses Association Essentials of Genomic Nursing for all nurses and provide resources for nursing faculty to support the seamless integration of genomics into existing undergraduate curricula.</div></div><div><h3>Background</h3><div>Since the completion of the Human Genome Project in 2003, rapid advancements in genomic science leading to practical applications of genomics have revolutionized all areas of healthcare. Nursing is built on foundational life sciences, including genomics. As the largest segment of the healthcare workforce, who spend the most time with patients and families, nurses play a critical role in healthcare teams integrating genomic knowledge into patient care to improve health and well-being. Consequently, nurses must be equipped with foundational genomic knowledge and skills during their undergraduate education. However, there is wide variability in whether and how nursing programs have incorporated genomics into their curricula. Additionally, nursing faculty may have limited knowledge of foundational genomic concepts and lack confidence in teaching genomics.</div></div><div><h3>Design</h3><div>Discussion paper</div></div><div><h3>Methods</h3><div>We aligned domains from the American Association of Colleges of Nursing Essentials and American Nurses Association Essentials of Genomic Nursing.</div></div><div><h3>Results</h3><div>A map illustrating alignment in multiple areas, which provide examples of ways to integrate genomics into existing nursing curricula.</div></div><div><h3>Conclusion</h3><div>Although based on domains developed in the United States, the map, curricular resources, example learning outcomes, and clinical vignettes can be used by nursing faculty globally to prepare future nurses who are competent in providing genomics-informed nursing care on entry-to-practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison of the effects of medication error encouragement training and problem-based scenario on the medication safety competence and knowledge of nursing students: A quasi-experimental study","authors":"","doi":"10.1016/j.nepr.2024.104171","DOIUrl":"10.1016/j.nepr.2024.104171","url":null,"abstract":"<div><h3>Background</h3><div>Medication errors among nursing students pose a threat to medication safety. Medication Error Encouragement Training and Problem Based Scenario are two innovative educational methods used in medication education.</div></div><div><h3>Aim</h3><div>Compare the effects of Medication Error Encouragement Training and Problem Based Scenario on the knowledge and competency of medication safety among nursing students.</div></div><div><h3>Design</h3><div>Quasi -experimental, double-blind, two-group pretest-posttest study.</div></div><div><h3>Method</h3><div>This study was conducted in 2023. Participants were randomly assigned to two groups: one group received the Medication Error Encouragement Training method, while the other group was taught using the Problem-Based Scenario method. Data collection was performed using the Medication Safety Critical Element Checklist and Medication Safety Knowledge Assessment before and four weeks after the intervention. Data analysis was conducted using SPSS version 16.</div></div><div><h3>Results</h3><div>The Pair t-test demonstrated that the change in competency and knowledge scores of medication safety before and after the intervention was significant in both groups (P&lt; 0.05). The results of the Mancova test indicated a significant increase in medication safety competency scores in the Medication Error Encouragement Training group compared with the Problem Based Scenario group after the intervention (P&lt; 0.05), while there was no significant difference in medication safety knowledge scores between the two groups after the intervention (P&gt; 0.05).</div></div><div><h3>Conclusion</h3><div>The Medication Error Encouragement and Problem Based Scenario methods were effective in increasing the knowledge and competency of medication safety among students, but the effectiveness of the Medication Error Encouragement method was more pronounced in achieving safe medication administration.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of web based and traditional self breast examination education on nursing students’ knowledge, skills and self-directed learning skills: A randomised controlled study","authors":"","doi":"10.1016/j.nepr.2024.104167","DOIUrl":"10.1016/j.nepr.2024.104167","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study is to examine the effect of web based self-breast examination education on nursing students’ knowledge, skills, and self-directed learning skills in self-breast examination.</div></div><div><h3>Background</h3><div>Breast cancer is the most prevalent type of cancer among women, mortality rates are still high today. It is critical to improve the knowledge and skills and raise the self-awareness and health consciousness of individuals and society about self-breast examination, which is important in the early diagnosis of breast cancer, in order to lower mortality rates. Accordingly, one of the basic nursing skills aimed to be acquired by nursing students future nursing professionals is a self-breast examination.</div></div><div><h3>Design</h3><div>This study was conducted with a randomised, controlled, and experimental trial.</div></div><div><h3>Methods</h3><div>A total of 90 students were included in the study: the intervention group (n=43) and the control group (n=47). Intervention group students participated in web-based SBE Education.Control group students participated in SBE Education based on a traditional learning model.A Student Information Form, the Self-Breast Examination Knowledge Test, the Self-Breast Examination Skill Rubric, and the Self-Directed Learning Skills Scale were used in the study. Descriptive statistics, Mann-Whitney U test, and Wilcoxon test were run to analyse the data.</div></div><div><h3>Results</h3><div>It was observed that the control group had a higher score in self-breast examination knowledge than the intervention group during the intervention period and the follow-up period after 15 days. No difference was noticed between the groups after the intervention for self-breast examination skill score, but the intervention group had a higher score than the control group for self-breast examination skill during the follow-up period after 15 days. No significant difference was noted between the groups for self-directed learning scores. This result validated hypothesis H₄. This result refuted hypothesis H₁, H_2, H₃, H₅.</div></div><div><h3>Conclusions</h3><div>Web based education on self-breast examination improves students’ breast self-examination skills and self-directed learning skills, but not their knowledge level of self-breast examination.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}