Nurse Education in Practice最新文献

{"title":"Exploring the impact of artificial intelligence integration on medication error reduction: A nursing perspective","authors":"Muhyeeddin Alqaraleh ,&nbsp;Wesam Taher Almagharbeh ,&nbsp;Muhammad Waleed Ahmad","doi":"10.1016/j.nepr.2025.104438","DOIUrl":"10.1016/j.nepr.2025.104438","url":null,"abstract":"<div><h3>Aim</h3><div>To systematically evaluate the impact of artificial intelligence (AI) technologies on reducing medication errors in nursing practice, focusing on tools such as clinical decision support systems (CDSS), smart infusion pumps, barcode scanning and automated prescription validation.</div></div><div><h3>Background</h3><div>Medication errors are a persistent threat to patient safety and a major burden on healthcare systems. Nurses, who are central to the medication administration process, remain vulnerable to human error. AI offers new opportunities to enhance safety through real-time decision support and predictive analytics.</div></div><div><h3>Design</h3><div>A systematic review following PRISMA 2020 guidelines and using a mixed-methods approach to integrate quantitative outcomes with qualitative insights from nursing practice.</div></div><div><h3>Methods</h3><div>Studies published in English between January 2013 and March 2024 were retrieved from PubMed, ScienceDirect and CINAHL. Eligibility was guided by the PICO framework. Quality appraisal tools appropriate to study designs were applied.</div></div><div><h3>Results</h3><div>Twelve studies were included. CDSS reduced operating room errors by up to 95 %, while smart infusion pumps reduced IV medication errors by approximately 80 %. Prescription validation tools led to a 55 % reduction in prescribing errors. AI-driven alert filtering decreased non-actionable alerts by 45 %. Qualitative data revealed both appreciation of AI’s utility and concerns about algorithmic bias, system usability and trust.</div></div><div><h3>Conclusions</h3><div>AI technologies significantly improve medication safety in nursing. However, successful implementation depends on nurse training, system integration, ethical safeguards and workflow alignment. Further experimental studies are needed to validate efficacy and address barriers such as alert fatigue, algorithm transparency and adoption resistance.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104438"},"PeriodicalIF":3.3,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338774","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":"Effectiveness of online simulation with decision-based branching video learning on nurses' knowledge and clinical reasoning in chest trauma: A randomized controlled trial","authors":"Ching-Ching Lien ,&nbsp;Chu-Yu Huang ,&nbsp;Ming-Shun Hsieh ,&nbsp;Ming-Zhong Li ,&nbsp;Shih-Fen Tseng ,&nbsp;Su-Fen Cheng","doi":"10.1016/j.nepr.2025.104436","DOIUrl":"10.1016/j.nepr.2025.104436","url":null,"abstract":"<div><h3>Background</h3><div>Accidental injuries, especially thoracic trauma, are a leading cause of death worldwide. Nurses need systematic training to improve trauma care competency. Traditional approaches limit instructor involvement and learner participation. Integrating online simulation with decision-branch may enhance clinical reasoning and improve learning outcomes.</div></div><div><h3>Objective</h3><div>This study aimed to evaluate the effectiveness of an online simulation-based learning approach with decision-branching videos (Online SimuBranch) in enhancing nurses' knowledge of thoracic trauma care and clinical reasoning ability.</div></div><div><h3>Design</h3><div>Randomized controlled trial with two-group repeated measures design was used.</div></div><div><h3>Methods</h3><div>A convenience sample of 95 nurses from a regional hospital in Taiwan was randomly assigned to either experimental (n = 49). or control group (n = 46). The experimental group received a thoracic trauma care course using Online SimuBranch, while the control group received traditional lecture-based instruction. Data were collected at pre-intervention, one-week post-intervention and twelve-week post-intervention. Instruments used were a demographic information sheet, Thoracic Trauma Knowledge Scale and Clinical Reasoning Ability Scale. Results were analyzed using Generalized Estimating Equations (GEE).</div></div><div><h3>Results</h3><div>The experimental group showed a significant improvement in thoracic trauma knowledge (<em>p</em> &lt; .001), sustained for twelve weeks. Their clinical reasoning scores were higher than the control group but not statistically significant (<em>p</em> &gt; .05).</div></div><div><h3>Conclusion</h3><div>This study found that the Online SimuBranch enhances thoracic trauma knowledge. Although not statistically significant, the intervention enhanced nurses' reasoning ability and confidence in trauma care. Future initiatives are recommended to incorporate Online SimuBranch into continuous education to strengthen the connection between knowledge and practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104436"},"PeriodicalIF":3.3,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364799","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":"Motivation of sessional teaching staff to remain employed in pre-registration nursing programs: A systematic review","authors":"Thomas Aaron Ricks ,&nbsp;Hendrika Jacoba Brouwer ,&nbsp;Elisabeth Jacob ,&nbsp;Louisa Lam","doi":"10.1016/j.nepr.2025.104433","DOIUrl":"10.1016/j.nepr.2025.104433","url":null,"abstract":"<div><h3>Aim</h3><div>To identify motivational and demotivational factors for sessional teaching staff to undertake employment in pre-registration nursing programs.</div></div><div><h3>Background</h3><div>Sessional teaching staff are part of the nurse education team; however high turnover can cause challenges to the university and impact the quality of teaching and learning for students. Understanding the motivational factors for working as sessional staff can help create a more sustainable nurse education workforce.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Methods</h3><div>The review protocol was registered with the Open Science Framework and the search was conducted in September 2024 using the databases CINAHL, Education Source, ERIC, PsycInfo® and MEDLINE. The inclusion criteria were sessional teaching staff, teaching into pre-registration nursing programs in tertiary education settings. Themes were deductively developed following data extraction. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool.</div></div><div><h3>Results</h3><div>Four studies were included in this review. Two themes were developed: i) Motivation to remain employed; ii) Demotivational factors to remain employed. The top motivating elements for sessional staff were the enjoyment of teaching, the work flexibility and the ability to nurture the next generation of nurses. Demotivational factors for working sessionally included feeling disconnected from the nursing school and not having adequate resources and support for teaching.</div></div><div><h3>Conclusions</h3><div>Sessional teaching staff provide benefits to nurse education programs. Universities need to enhance motivational factors such as flexibility and address the lack of sense of belonging, support and resourcing of sessionals to create a sustainable academic workforce and to ensure the quality of nurse education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104433"},"PeriodicalIF":3.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364800","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 concept of digital adaptability of nurses and midwives: A factor analysis","authors":"Roxanne Bleijenbergh ,&nbsp;Eveline Mestdagh ,&nbsp;Bart Van Rompaey ,&nbsp;Olaf Timmermans ,&nbsp;Yvonne J Kuipers","doi":"10.1016/j.nepr.2025.104430","DOIUrl":"10.1016/j.nepr.2025.104430","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To investigate the underlying constructs of the 29 digital adaptability competencies to identify the phenomenon's key or conceptual properties.</div></div><div><h3>Background</h3><div>A shift towards a strong and increasing presence of eHealth in future practice requires the competencies of nurses and midwives. This ability to adapt to technological evolutions is called digital adaptability. A set of 29 items representing the competencies of digital adaptability for nurses and midwives provides the first comprehensive description of this relatively new concept.</div></div><div><h3>Design</h3><div>Cross-sectional survey with a total sample size of 557 Flemish midwives and nurses.</div></div><div><h3>Methods</h3><div>Internal consistency and construct validity were established using Cronbach's alpha, exploratory factor analysis (EFA) followed by confirmatory factor analysis (CFA).</div></div><div><h3>Results</h3><div>EFA revealed two factors: 'me and the digital world' (17 items) and 'me, the digital world, and my patient' (12 items). CFA tested the model and showed a good model-fit. Strong internal consistency was observed.</div></div><div><h3>Conclusions</h3><div>Two factors were identified. The first, ‘me &amp; the digital world,’ is task-oriented and focuses on nurses/midwives’ personal use of technology. The second, ‘me, the digital world, and my patient,’ is patient-centered and focuses on nurses' and midwives’ use of technology while interacting with their patients during care provision.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104430"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331324","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":"Corrigendum to \"Validation of the Spanish version of the EPICC spiritual care competency self-assessment tool for student nurses\" [Nurse Educ. Pract. 86 (2025) 104395].","authors":"Tamara Suquet, M Lara Martínez-Gimeno, Rafael Jódar, Wilfred Mcsherry, Ana Sf Ribeiro, Mar Zulueta-Egea","doi":"10.1016/j.nepr.2025.104431","DOIUrl":"10.1016/j.nepr.2025.104431","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104431"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334143","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 relationship between first-year nursing students' innovation skills and attitudes toward artificial intelligence: A multicentre study","authors":"Gülsün Özdemir Aydın ,&nbsp;Semiha Küçükaydınoğlu ,&nbsp;Aylin Palloş ,&nbsp;Ela Yılmaz Coşkun ,&nbsp;Nuray Turan","doi":"10.1016/j.nepr.2025.104429","DOIUrl":"10.1016/j.nepr.2025.104429","url":null,"abstract":"<div><h3>Aim</h3><div>To assess innovation skills and attitudes toward artificial intelligence</div></div><div><h3>Background</h3><div>The rapid advancement of modern healthcare technologies necessitates the transformation of traditionally structured nursing education. Attitudes toward innovation and artificial intelligence technologies will be crucial in determining their future impact on patient care. Therefore, assessing these attitudes early will be a significant step in shaping the future of nursing education.</div></div><div><h3>Design</h3><div>A cross-sectional multicenter study and adhering to STROBE guidelines.</div></div><div><h3>Method</h3><div>The study was performed at nursing schools of three universities, surveying a total of 269 first-year nursing students enrolled in 2024. A validated instrument, Innovation Skills Measurement Tool for Youth and the General Attitudes towards Artificial Intelligence Scale. Descriptive statistics, Student's t-test and One-Way ANOVA tests were used in the analyses.</div></div><div><h3>Results</h3><div>Students demonstrated high innovation skills (121.51 (SD 23.42) and positive attitudes towards artificial intelligence (65.83 (SD 8.99). Innovation skills were significantly higher among those knowledgeable about healthcare innovation (125.63 (SD 23.20) and those following innovation-related applications (129.16 (SD 24.66). Positive AI attitudes were higher in those familiar with AI (67.31 (SD 8.83), those using AI-based applications (67.39 (SD 8.95) and those interested in developing innovative products (68.13 (SD 9.66) (p &lt; 0.05). A moderate correlation was found between positive AI attitudes and innovation skills (r = .314).</div></div><div><h3>Conclusions</h3><div>First-year nursing students generally have a positive attitude towards artificial intelligence; however, concerns remain regarding its use in daily practice. This suggests that specialized training programs focusing on both artificial intelligence applications and innovation skills could be beneficial for nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104429"},"PeriodicalIF":3.3,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306936","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 effects of a Multi-media Experiential Advance Care Planning (MEACP) training programme for nurses in the acute care settings: A cluster randomised controlled trial","authors":"Carmen W.H. Chan ,&nbsp;Nancy H.Y. Ng ,&nbsp;Helen Y.L. Chan ,&nbsp;Kai Chow Choi ,&nbsp;Ka Ming Chow ,&nbsp;Cecilia W.M. Kwan ,&nbsp;Jackie Robinson ,&nbsp;Mankei Tse","doi":"10.1016/j.nepr.2025.104428","DOIUrl":"10.1016/j.nepr.2025.104428","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the effects of a theory-based Multi-media Experiential Advance Care Planning (MEACP) training programme for nurses in acute care settings, which aims to improve their decision-support skills, attitudes towards advance care planning (ACP), knowledge of ACP and level of confidence in conducting ACP.</div></div><div><h3>Background</h3><div>Nurses in acute care settings are often less engaged in ACP discussions due to insufficient training and time constraints.</div></div><div><h3>Design</h3><div>A single -blinded, cluster randomised controlled trial with a repeated-measures, two-arm, parallel-group design was employed.</div></div><div><h3>Methods</h3><div>A total of 230 registered nurses were recruited from 23 acute care wards across eight public-funded hospitals. Participants were randomly assigned to either a control group (n = 112) or an intervention group (n = 118) at the ward level. Informed by the theory of planned behaviour and the experiential learning model, the MEACP programme included a 10-module mobile application (app) and a 2-hour nurse-led, face-to-face, skill-building workshop.</div></div><div><h3>Results</h3><div>The participants in the MEACP group showed significantly greater improvements in their decision-support skills (95 % CI:2.47–3.34, p &lt; 0.001), knowledge of ACP (95 % CI: 0.7–1.61, p &lt; 0.001) and confidence in conducting ACP (95 % CI: 0.37–0.79, p &lt; 0.001) than the control group post-intervention.</div></div><div><h3>Conclusion</h3><div>The intervention has the potential to empower nurses with better decision-support skills and knowledge, which lay the groundwork for future efforts to promote ACP engagement in acute care settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104428"},"PeriodicalIF":3.3,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312640","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":"Research in hybrid coursework nursing Master degrees: A content analysis of university websites","authors":"Beverley Copnell ,&nbsp;Katherine Nelson ,&nbsp;Cheryle Moss ,&nbsp;Gulzar Malik ,&nbsp;Rachael Duncan ,&nbsp;Rachel Cardwell","doi":"10.1016/j.nepr.2025.104427","DOIUrl":"10.1016/j.nepr.2025.104427","url":null,"abstract":"<div><h3>Aim</h3><div>To map the research project component of nursing hybrid Master degrees in Australia and New Zealand, as documented in university websites.</div></div><div><h3>Background</h3><div>Master degrees are completed by many nurses internationally. These degrees take many formats, one of which combines coursework and research. Little is known about the components, structures and intended outcomes of the research project component of these hybrid Master degrees.</div></div><div><h3>Methods</h3><div>Websites of members of the Council of Deans of Nursing and Midwifery of Australia and New Zealand were systematically searched for details of the research project components of hybrid Master degrees. All content was downloaded and hyperlinks searched for information about the research component. A preset template was used to guide the extraction of the website content related to the structure and components of the research pathways. Descriptive statistics and content analysis were used to generate the findings.</div></div><div><h3>Results</h3><div>Twenty-seven university websites contained content of hybrid nursing Master degrees. The volume and format of the website information varied greatly. There was variation in the proportion of the research component in the degree (range 8 %-50 %; median 33.3 %), the type of research undertaken (primary, secondary or both), the final output (thesis, report or manuscript) and its size (range 2000–25,000 words). Learning outcomes (n = 178), where included, varied in focus and content.</div></div><div><h3>Conclusion</h3><div>Findings indicate the research pathway components of hybrid nursing master degrees across Australasia vary widely. Information provided on many university websites was insufficient for nurses to confidently choose a program that would align with their career goals.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104427"},"PeriodicalIF":3.3,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272277","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":"(Un)caring for the carers: How UK visa reforms undermine inclusive nursing education and the ethics of care.","authors":"Laura Jackson, Radha Adhikari, Fiona Milligan","doi":"10.1016/j.nepr.2025.104426","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104426","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104426"},"PeriodicalIF":3.3,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295084","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":"Before you submit to NEP.","authors":"Roger Watson, Kathryn Hinsliff-Smith, Mary Sidebotham","doi":"10.1016/j.nepr.2025.104425","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104425","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104425"},"PeriodicalIF":3.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276286","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}