Nurse Education in Practice最新文献

{"title":"The bachelor’s thesis in nursing education: A scoping review","authors":"Elisabeth Irene Karlsen Dogan ,&nbsp;Mari Kjendsli ,&nbsp;Pinar Ekiz ,&nbsp;Ann-Kristin Fjørtoft","doi":"10.1016/j.nepr.2025.104371","DOIUrl":"10.1016/j.nepr.2025.104371","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the existing research literature on the bachelor’s thesis in nursing education.</div></div><div><h3>Background</h3><div>The bachelor’s thesis is a crucial component of the nursing bachelor program, introduced in response to the Bologna Process. Despite its recognized importance and integration into nursing programs across most EU member states, limited research has been conducted on this topic.</div></div><div><h3>Design</h3><div>A scoping review was conducted following the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) guidelines and the recommendations of the Joanna Briggs Institute (JBI).</div></div><div><h3>Methods</h3><div>The EBSCOhost databases selected for the review included CINAHL, Education Source, MEDLINE and ERIC. The systematic search yielded a total of 1693 references, of which 21 studies were included.</div></div><div><h3>Results</h3><div>The assessed articles were categorized into five themes: (a) nursing students’ experiences and perspectives; (b) supervision of the bachelor’s thesis; (c) content of bachelor’s thesis; (d) nursing students’ learning outcomes from the bachelor’s thesis; and (e) assessment and evaluation of the bachelor’s thesis.</div></div><div><h3>Conclusions</h3><div>Findings highlight that, for most students, the thesis project was seen as an important preparatory tool for future professional activities. The relationship with and role of the supervisor were identified as crucial, emphasizing the need for nursing education programs to support both students and supervisors in navigating this complex dynamic. Undertaking a bachelor’s thesis in nursing education also increased students’ interest in and positive attitudes toward research and development. This indicates that the bachelor’s thesis can provide essential knowledge and skills for future nursing practice and care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104371"},"PeriodicalIF":3.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829271","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":"Long-term effects of flipped learning on nurses’ self-efficacy and satisfaction in pressure injury management: A multi-center quasi-experimental study","authors":"Wen-Yi Chao ,&nbsp;Wen-Chun Liao","doi":"10.1016/j.nepr.2025.104368","DOIUrl":"10.1016/j.nepr.2025.104368","url":null,"abstract":"<div><h3>Aims</h3><div>Investigate the long-term effects of a flipped education —based on adult learning theory and incorporating multimedia teaching and physical workshops—on nurses’ self-efficacy in preventing and managing pressure injuries.</div></div><div><h3>Background</h3><div>Pressure injuries remain a global challenge, requiring caregivers to blend theory with practice. Flipped learning has shown promise in boosting nurses' confidence and competence in managing these injuries through higher-level processes such as interaction, reflection, application, analysis and integration.</div></div><div><h3>Design</h3><div>A single-blind, multicenter, quasi-experimental, two-group parallel repeated-measures design was conducted in seven medical institutions.</div></div><div><h3>Method</h3><div>A total of 404 participants adopted an adult self-directed learning model. The control group received PDF-based materials, while the intervention group additionally underwent a flipped education program that combined multimedia teaching with physical workshops. Self-efficacy in the four domains—assessment, planning, monitoring and decision-making—was measured at baseline, immediately post-intervention and at one- and three-months post-intervention. Data were analyzed using descriptive statistics, chi-square tests, t-tests and generalized estimating equations.</div></div><div><h3>Results</h3><div>Following the intervention, both groups showed a significant increase in self-efficacy (p &lt; .05). The intervention group scored higher in all domains, with improvements lasting three months and reported greater learning satisfaction.</div></div><div><h3>Conclusion</h3><div>Multimedia teaching enhances learners’ motivation and improves the effectiveness of adult self-directed learning. Physical workshops focused on higher-level analysis, integration and hands-on teaching further strengthened care confidence and self-efficacy. These findings confirm the effectiveness of flipped education in pressure injury education, especially regarding its long-term impact and offer valuable insights for designing future nursing training programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104368"},"PeriodicalIF":3.3,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826392","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 impact of an empathy education programme on empathy, communication skills and emotional competency in nursing students: A quasi-experimental study","authors":"Eun Jeong Ko ,&nbsp;Eun Ji Seo ,&nbsp;Youngjin Lee ,&nbsp;Jiyeon Ha ,&nbsp;Suno Kim ,&nbsp;Jin-Hee Park","doi":"10.1016/j.nepr.2025.104364","DOIUrl":"10.1016/j.nepr.2025.104364","url":null,"abstract":"<div><h3>Aims</h3><div>This study aimed to evaluate the impact of an empathy education programme on the empathy, communication skills and emotional competency of fourth-year undergraduate nursing students in Korea.</div></div><div><h3>Background</h3><div>Empathy is crucial for building rapport with patients and supporting person-centred care. There is a need to integrate a sustainable empathy education programme into the nursing curriculum.</div></div><div><h3>Design</h3><div>This quasi-experimental study assigned 50 fourth-year nursing students from two universities in Korea to experimental and control groups.</div></div><div><h3>Methods</h3><div>The experimental group was exposed to an 8-week empathy programme, with 90-minute weekly sessions. The program included self-understanding, understanding others and therapeutic communication skills. Data were collected via questionnaires on empathy, communication skills and emotional competency at baseline, post-test and follow-up.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in empathy, communication skills and emotional competency, with a sustained impact at the four-week follow-up.</div></div><div><h3>Conclusion</h3><div>The empathy education programme effectively enhanced empathy, communication and emotional competency in nursing students, serving as a valuable educational tool at the undergraduate level.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104364"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816466","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":"Bridging the gap: Normalising spiritual care in undergraduate nursing education: A review of qualitative research","authors":"Sherphard Chidarikire ,&nbsp;Melsina Makaza ,&nbsp;Tosin Popoola ,&nbsp;Fiona Yu ,&nbsp;Luke Molloy","doi":"10.1016/j.nepr.2025.104359","DOIUrl":"10.1016/j.nepr.2025.104359","url":null,"abstract":"<div><h3>Aim</h3><div>To summarise the qualitative evidence exploring the attitudes and experiences of undergraduate nursing students involving spiritual care.</div></div><div><h3>Background</h3><div>Understanding patients’ spiritual needs allows nurses to provide support and comfort during illness and recovery. However, no consensus exists on how to teach and deliver spiritual care in the undergraduate nursing curriculum.</div></div><div><h3>Design</h3><div>A review of qualitative research</div></div><div><h3>Methods</h3><div>Systematic database searches included CINAHL Plus with full text, EMBASE, PubMed and Medline. The review was reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The reviewers independently conducted study selection, quality appraisal and data extraction. The included studies were appraised using the Critical Appraisal Skills Programme tool. Thematic analysis guided by Thomas and Harden was used.</div></div><div><h3>Results</h3><div>Twelve papers were included in this review. Thematic analysis revealed three overarching themes: (1) a complex understanding of spirituality and spiritual care, (2) a lack of comprehensive education on spirituality and spiritual care and (3) a quest to normalise spirituality and spiritual care among nursing students.</div></div><div><h3>Conclusions</h3><div>This systematic review affirms the need to include the subject of spiritual care in the early stages of undergraduate nursing programs. More research is needed to examine how new nursing graduates incorporate spiritual care in their clinical practice and the barriers they face. Like other literature, there is a need for a clear definition of spirituality and spiritual care to allow student nurses to understand spirituality and spiritual care better and will enable them to integrate them into their future practice fully.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104359"},"PeriodicalIF":3.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816467","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 impact of digital competence on pedagogical innovation among nurse educators: The moderating role of artificial intelligence readiness","authors":"Maha Gamal Ramadan Asal ,&nbsp;Samira Ahmed Alsenany ,&nbsp;Nadia Waheed Elzohairy ,&nbsp;Ahmed Abdelwahab Ibrahim El-Sayed","doi":"10.1016/j.nepr.2025.104367","DOIUrl":"10.1016/j.nepr.2025.104367","url":null,"abstract":"<div><h3>Aim</h3><div>To investigate the relationships between digital competence, AI readiness and pedagogical innovation among nurse educators, with a specific focus on the moderating role of AI readiness.</div></div><div><h3>Background</h3><div>Digital competence is vital for nurse educators, supporting technology integration and promoting pedagogical innovation. AI readiness further enhances this innovation, fostering dynamic learning environments. However, research on how digital competence and AI readiness together have an impact on pedagogical innovation among nurse educators remains limited.</div></div><div><h3>Design</h3><div>Cross-sectional study.</div></div><div><h3>Methods</h3><div>Data were collected from 600 nurse educators across various nursing faculties in Egypt. Validated scales measured digital competence, AI readiness and pedagogical innovation. Pearson correlation, multiple regression and moderation analyses were used to test study hypotheses.</div></div><div><h3>Results</h3><div>Significant positive correlations were found between pedagogical innovation, digital competence (<em>r</em> = 0.546, <em>p</em> &lt; 0.01) and AI readiness (<em>r</em> = 0.530, <em>p</em> &lt; 0.01). Digital competence (<em>B</em> = 0.558, <em>p</em> &lt; 0.001) and AI readiness (<em>B</em> = 0.580, <em>p</em> &lt; 0.001) significantly predicted pedagogical innovation. AI readiness moderated this relationship (<em>B</em> = 0.199, <em>p</em> &lt; 0.001, ΔR² = 0.0057), amplifying the effect at higher levels of AI readiness (<em>B</em> = 0.66, <em>p</em> &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Digital competence and AI readiness play critical roles in promoting pedagogical innovation. Strengthening AI readiness through targeted training can enhance digital tools adoption in nursing education. It is crucial to revise academic standards for curricula and nurse educators to include AI competence, ensuring effective integration of AI and digital tools in nursing education through targeted training and infrastructure improvements.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104367"},"PeriodicalIF":3.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800098","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":"Exploration of competence and incompetence in new graduate nurses: Orientation leaders’ and preceptors’ perspectives","authors":"Lynne Porter Lewallen ,&nbsp;Elizabeth Van Horn","doi":"10.1016/j.nepr.2025.104361","DOIUrl":"10.1016/j.nepr.2025.104361","url":null,"abstract":"<div><h3>Aim</h3><div>The purpose of this study was to explore from orientation leaders' and preceptors' perspectives how they define competence and incompetence in the new graduate nurse.</div></div><div><h3>Background</h3><div>The combined goal of nursing education and hospital orientation programs is to prepare competent nurses for practice. Research has shown declining competence in new graduate nurses. Competence has no standard definition and is often uniquely defined by institutions.</div></div><div><h3>Design</h3><div>A descriptive qualitative design was used.</div></div><div><h3>Methods</h3><div>In-depth qualitative interviews using a semi-structured interview guide were conducted with orientation leaders and preceptors chosen from health systems in seven U.S. states.</div></div><div><h3>Results</h3><div>Two themes, each with subthemes, were identified. One theme was Competent, with subthemes of safety, communication and functioning as a member of the unit health care team. The other theme was Incompetent, with subthemes of not progressing, unsafe, ineffective communication and lack professional responsibility.</div></div><div><h3>Conclusions</h3><div>The findings of this study provide nurse orientation leaders’ and preceptors’ perspectives on the critical components of competent and incompetent practice and can be used to inform strategies to aid new graduates in becoming competent nurses. Nurse educators in practice and educational settings can monitor development of these behaviors in new graduate nurses and nursing students to either support those that lead to competent practice or make corrections in behaviors that may lead to incompetent nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104361"},"PeriodicalIF":3.3,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820962","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 visual impairment simulation training grounded in the DIKW model on humanistic practice ability and professional identity of new ophthalmic nurses: A randomized controlled trial","authors":"Shumei Zhuang ,&nbsp;Lehan Li ,&nbsp;Yangyang Chen ,&nbsp;Jie Sun ,&nbsp;Shuai Hao ,&nbsp;Jun Liu ,&nbsp;Shimei Jin ,&nbsp;Shuqing Xiao ,&nbsp;Junzhu Tao ,&nbsp;Yitong Qu ,&nbsp;Yinan Zhang ,&nbsp;Yuelin Song","doi":"10.1016/j.nepr.2025.104350","DOIUrl":"10.1016/j.nepr.2025.104350","url":null,"abstract":"<div><h3>Objectives</h3><div>To determine the effect of visual impairment simulation training based on Data-Information-Knowledge-Wisdom (DIKW) model on professional identity and humanistic practice ability of new ophthalmic nurses.</div></div><div><h3>Background</h3><div>Cultivating new ophthalmic nurses’ professional identity and humanistic practice ability is the key to improving the quality of future ophthalmic services. Traditional training focuses on skills and neglects humanistic practice and teaching methods are imperfect and single. Therefore, it is necessary to innovate training strategies.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Methods</h3><div>A total of 77 new nurses from the eye hospital participated and were randomly assigned to the experimental (<em>n</em> = 39) and control groups (<em>n</em> = 38). The experimental group received the DIKW-based visual impairment simulation training and the control group received traditional training. Research tools (Nurse Professional Identity Scale, Nurses Humanistic Practice Ability Scale) were used to test at baseline and after intervention. Statistical analysis was performed by SPSS26.0. This report adheres to the CONSORT.</div></div><div><h3>Results</h3><div>After interventions, the nurses’ professional identity (<em>Z</em> = -4.854, <em>p</em> &lt; 0.001) and humanistic practice ability (<em>Z</em> = -2.568, <em>p</em> &lt; 0.05) in the experimental group improved. Compared with the control group, the scores of nurses' professional identity (<em>Z</em> = -5.222, <em>p</em> &lt; 0.001) and humanistic practice ability (<em>t</em> = 3.132, <em>p</em> &lt; 0.05) in the experimental grou<em>p</em> were significantly different.</div></div><div><h3>Conclusion</h3><div>The DIKW-based visual impairment simulation training is helpful to improve the professional identity and humanistic practice abilities of newly recruited ophthalmic nurses. The results may contribute to the improvement of future training programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104350"},"PeriodicalIF":3.3,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808099","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":"Comparative analysis of work-related factors associated with burnout and its dimensions among nursing faculty in Canada and the United States","authors":"Sheila A. Boamah ,&nbsp;Hanadi Hamadi ,&nbsp;Humayun Kabir ,&nbsp;Farinaz Havaei ,&nbsp;Fern Webb ,&nbsp;Michelle Jia-Yi Yu","doi":"10.1016/j.nepr.2025.104358","DOIUrl":"10.1016/j.nepr.2025.104358","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to investigate and compare burnout and its dimensions—exhaustion, cynicism and professional efficacy—across workplace and socio-demographic characteristics among nursing faculty in Canada and the United States (U.S.).</div></div><div><h3>Background</h3><div>Burnout among nursing faculty affects the availability and retention of educators, crucial for producing qualified nurses to meet healthcare demands. Despite its significance, research in this area remains limited.</div></div><div><h3>Design</h3><div>A correlational cross-sectional survey was used.</div></div><div><h3>Methods</h3><div>An online survey was administered to 640 nursing faculty in Canada and 111 in the U.S. Burnout was measured using the Maslach Burnout Inventory and multivariate linear regression identified predictors of burnout.</div></div><div><h3>Results</h3><div>Overall, 62.4 % of participants reported moderate to high burnout. Canadian faculty were primarily involved in undergraduate and graduate education, whereas U.S. faculty devoted more time to service activities. Predictors of burnout and its dimensions varied by country. In Canada, older faculty (≥60 years) and those with a nursing diploma reported lower burnout, while those with a Doctor of Nursing Practice reported higher levels. In the U.S., burnout was higher among younger faculty (≤39 years), those with more teaching hours and lower among non-tenured faculty.</div></div><div><h3>Conclusion</h3><div>Factors influencing burnout differ between Canada and the U.S., reflecting variations in academic environments. Tailored interventions, such as workload balancing and targeted support, are essential for addressing burnout and improving faculty retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104358"},"PeriodicalIF":3.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816465","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":"Undergraduate nursing students’ personality and learning effectiveness in high-fidelity simulation education","authors":"Lebing Yu ,&nbsp;Sandy Pin Pin Choi ,&nbsp;Samantha Dix","doi":"10.1016/j.nepr.2025.104349","DOIUrl":"10.1016/j.nepr.2025.104349","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the correlation between undergraduate nursing students’ personality and high-fidelity simulation learning effectiveness.</div></div><div><h3>Background</h3><div>Simulation is a fundamental approach in nursing education, with learning outcomes associated with various factors. Personality, reflecting on one’s way of learning, thinking and behaving, is a potential factor associated with simulation learning.</div></div><div><h3>Design</h3><div>A descriptive correlational study was conducted.</div></div><div><h3>Methods</h3><div>68 final year undergraduate nursing students completed an online survey following a high-fidelity nursing simulation. The five personality traits of neuroticism, extraversion, openness, conscientiousness and agreeableness were examined using the Neuroticism-Extraversion-Openness Five-Factor Inventory 3 (NEO-FFI-3). To investigate the relationship between personality and learning effectiveness, the revised English version of the Simulation Learning Effectiveness Inventory (SLEI) was also completed.</div></div><div><h3>Results</h3><div>No significant association was found between the five personality traits and students’ simulation learning effectiveness. However, the SLEI subscale of ‘resources’ was positively correlated with the trait of conscientiousness (r = 0.248, p = 0.04). In addition, students’ nursing work experience was associated with their learning effectiveness in high- fidelity simulation. Nursing students scored the highest in the personality trait of agreeableness (35.04 SD 5.28) and the lowest in that of neuroticism (26.53 SD 7.33).</div></div><div><h3>Conclusions</h3><div>Understanding personality assists in the application of best practice simulation for undergraduate nursing students. The design and implementation of high-fidelity simulation needs to consider students’ previous nursing work experience.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104349"},"PeriodicalIF":3.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785489","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":"Corrigendum to \"What makes a good nursing education: Meeting the needs of students and society in a free-market education system - Cluster analysis of United Kingdom universities\" [Nurse Educ. Pract. 84 (2025) 104344].","authors":"Edward Purssell, Rohit Sagoo","doi":"10.1016/j.nepr.2025.104351","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104351","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104351"},"PeriodicalIF":3.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781707","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}