Nurse Education in Practice最新文献

{"title":"Navigating a nursing career four years after graduation: A qualitative descriptive study exploring drivers of staying amid wanting to leave","authors":"Daniel Terry ,&nbsp;Liz Ryan ,&nbsp;Jessica Elliott ,&nbsp;Tracey Tulleners ,&nbsp;Di Stratton-Maher ,&nbsp;Barbara Black ,&nbsp;Jo Southern ,&nbsp;Natasha Reedy ,&nbsp;Linda Ng ,&nbsp;Thenuja Jayasinghe ,&nbsp;Danielle Gleeson ,&nbsp;Joanne Buckley ,&nbsp;Jing-Yu (Benjamin) Tan ,&nbsp;Blake Peck","doi":"10.1016/j.nepr.2025.104360","DOIUrl":"10.1016/j.nepr.2025.104360","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the lived experience of Early Career Nurses four years post-graduation and identify factors influencing their decision to stay in or leave the profession.</div></div><div><h3>Background</h3><div>The retention of Early Career Nurses is a critical issue globally, with many leaving the profession within the first few years. Various interventions have been implemented to support Early Career Nurses, but the complexities of retention require a more nuanced understanding, particularly for those in the latter stages of their transition.</div></div><div><h3>Design</h3><div>A qualitative descriptive study.</div></div><div><h3>Methods</h3><div>Early Career Nurses who participated in a longitudinal study as undergraduate nursing students were interviewed 48 months after graduation. The study used phenomenological approach to explore key experiences and phenomena. Data were analysed using Thematic Analysis, adhering to COREQ guidelines.</div></div><div><h3>Results</h3><div>Among the 25 participants, key themes identified included being ‘Overworked and undervalued’ and being ‘Anchored by care.’ Early Career Nurses experienced significant pressures, including incivility, poor management and staffing shortages, leading to a desire to leave the profession. However, a strong commitment to patient care and support from peers and family helped some Early Career Nurses remain in the profession.</div></div><div><h3>Conclusion</h3><div>The study highlights the need for systemic changes to support Early Career Nurses, including empathetic leadership, adequate training and supportive work environments. Addressing these issues is essential for the wellbeing of Early Career Nurses and maintaining high standards of patient care. Understanding the unique challenges faced by Early Career Nurses can inform strategies to improve retention and support their professional development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104360"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892145","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 midwifery students’ phubbing behaviors on communication skills in Türkiye","authors":"Şükran Başgöl ,&nbsp;Şebnem Rüzgar","doi":"10.1016/j.nepr.2025.104382","DOIUrl":"10.1016/j.nepr.2025.104382","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the impact of midwifery students' phubbing behaviors on their communication skills.</div></div><div><h3>Background</h3><div>Phubbing behaviors mean ignoring someone in a social setting by focusing on a phone instead, which may threaten verbal and non-verbal communication skills. These issues are particularly critical in professions where communication is paramount, such as midwifery, nursing and medicine.</div></div><div><h3>Design</h3><div>A cross-sectional, correlational study.</div></div><div><h3>Methods</h3><div>The study involved 566 undergraduate midwifery students from all year levels at a state university in Samsun city, between March and June 2023, resulting in a response rate of 89.55 %. Data were collected through the sociodemographic information form, the Generic Scale of Phubbing and the Communication Skills Scale. Statistical analyses included descriptive statistics, Pearson correlation and linear regression.</div></div><div><h3>Results</h3><div>The midwifery students had a mean age of 20.67 ± 1.91. Total phubbing behaviors were a negative and significant predictor of communication skills (β= −0.127; t = -3.041; p = .002). According to the multiple regression analysis, The Generic Scale of Phubbing- Nomophobia sub-dimension predicted communication skills positively (β= 0.200; t = 4.457; p = .000); Interpersonal Conflict predicted communication skills negatively (β = −0.214; t = -4.212; p = .000).</div></div><div><h3>Conclusions</h3><div>This study found a negative relationship between midwifery students’ phubbing behaviors and their communication skills. The study findings suggest that the impact of phubbing on communication skills is complex and multifaceted, with each sub-dimension potentially affecting communication skills in distinct ways.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104382"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899203","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":"Validation of the Spanish version of the self-assessment practice scale in first-year nursing students","authors":"Paola Carrasco-Aldunate ,&nbsp;Victor Pedrero ,&nbsp;Katiuska Reynaldos-Grandón ,&nbsp;Alejandra-Ximena Araya","doi":"10.1016/j.nepr.2025.104378","DOIUrl":"10.1016/j.nepr.2025.104378","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the validity and reliability of the Spanish version of the Self-Assessment Practice Scale for Students (SaPS) in first-year nursing students in Chile.</div></div><div><h3>Background</h3><div>Self-assessment is a process by which students make a judgment about their work and learning process, as well as about their degree of achievement based on pre-established criteria. This process is crucial in learning because it allows students to correct errors and improve their performance. There are no instruments in Spanish specifically designed to measure the self-assessment process in nursing students, so the development and characteristics of this process in this population are unknown<strong>.</strong></div></div><div><h3>Methods</h3><div>Cross-sectional study. A translation-back-translation procedure was used. Ten experts evaluated the content validity of the items. After adapting this instrument to the Spanish context, it was applied to 172 university nursing students. The internal structure of this instrument was studied using exploratory factor analysis (EFA) and its reliability was evaluated in terms of Cronbach's α coefficients.</div></div><div><h3>Results</h3><div>After expert analysis, the original 20 items included in the instrument were retained. EFA revealed that 3 factors and 17 items were suitable for use with nursing students; the overall reliability of this version of the SaPS was α = 0.73. The reliability coefficients for the subscales were: a Seeking external feedback (SEF) α= 0.61, seeking internal feedback (SIF) α= 0.72; and self-reflection (SR), α = 0.75.</div></div><div><h3>Conclusions</h3><div>This study provides evidence to support the validity and reliability of a Spanish version of the SaPS for use with nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104378"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899202","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 needs for mental health nurse training in sub-saharan africa: A scoping review of international trends in nurse education and proficiencies to identify capacity-building goals in low- and middle-income countries","authors":"Eula Miller ,&nbsp;Lucy Webb ,&nbsp;Yedidah Biribonwa ,&nbsp;Harriet Kagwala ,&nbsp;Stephen Marks","doi":"10.1016/j.nepr.2025.104385","DOIUrl":"10.1016/j.nepr.2025.104385","url":null,"abstract":"<div><h3>Aim</h3><div>This scoping review aimed to evaluate existing international competencies, proficiencies and future trends for mental health nursing to assist capacity-building in sub-Saharan Africa.</div></div><div><h3>Background</h3><div>Mental health nurses have a large role in meeting mental health needs in low- and middle-income countries. Improving mental health training curricula is important to achieving universal health coverage. This review of trends in international mental health nurse education aims to identify training needs in sub-Saharan Africa.</div></div><div><h3>Design</h3><div>We used the Joanna Briggs Protocol for scoping reviews.</div></div><div><h3>Method</h3><div>A systematic search used three electronic databases and websites were searched for grey literature from global organizations, national nursing councils and regulators and personal contacts used where data were hard to obtain. Data extraction focused on education standards, curricula contents, proficiencies and global health/nursing development. Pragmatic analysis entailed critical examination of findings relevant to <em>a priori</em> study objectives.</div></div><div><h3>Results</h3><div>31 documents were included: 9 for global health systems and workforce development, 22 for international nurse curricula and nursing proficiencies. We found agreement on need for improved nurse education and provision globally, but little focus on mental health nursing. Sub-Saharan African countries are developing mental health training in integrated competence-based programmes but some high-income countries were heavily behavioural and directive.</div></div><div><h3>Conclusion</h3><div>Generic standards and curricula development may assist in task-shifting, but post-basic mental health specialism may make expertise less accessible in low resource settings. We caution against following high-income country trends until foundations in mental health are established.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104385"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892146","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":"ChatGPT-driven interactive virtual reality communication simulation in obstetric nursing: A mixed-methods study","authors":"Pao-Ju Chen ,&nbsp;Wei-Kai Liou","doi":"10.1016/j.nepr.2025.104383","DOIUrl":"10.1016/j.nepr.2025.104383","url":null,"abstract":"<div><h3>Aim</h3><div>(1) Describe the development process for the ChatGPT-based Virtual Reality Obstetric Nursing Communication Simulation System (ChatVR-ONCS), (2) explore its effects on communication competence in nursing students and (3) determine the perceived usability of ChatVR-ONCS and learning experiences in nursing students.</div></div><div><h3>Background</h3><div>Communication is crucial in obstetric nursing, yet traditional teaching methods often fail to enhance students’ relevant skills due to their lack of realism. Therefore, developing a training tool that offers high usability, immersive experiences and real-time interactivity is vital.</div></div><div><h3>Design</h3><div>Mixed research methods were applied involving pre- and post-tests within a single group of 52 nursing students at a Taiwanese science and technology university as well as a focus group.</div></div><div><h3>Methods</h3><div>The Visual Analog Scale for Communication Self-Confidence, Maternal and Newborn Care Communication Assessment Form and System Usability Scale were administered before the intervention (T0), immediately after the intervention (T1) and 3 months after the intervention (T2). A focus group was conducted after T2 to explore their learning experience and obtain feedback on the proposed system.</div></div><div><h3>Results</h3><div>The participants’ communication self-confidence, communication skills and ratings on system usability significantly improved after the ChatVR-ONCS intervention, with the effects lasting for 3 months. The qualitative analysis demonstrated a high level of user satisfaction and the positive effects of the system in promoting communication skill development.</div></div><div><h3>Conclusion</h3><div>By integrating artificial intelligence and virtual reality technologies, ChatVR-ONCS not only significantly enhances the effectiveness of nurse-patient communication training but also provides empirical support for digital development in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104383"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892147","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":"Exploring practical nursing skills acquisition through gamified computerized learning: A phenomenological study","authors":"Chun-Chih Lin ,&nbsp;Chin-Yen Han ,&nbsp;Ya-Ling Huang ,&nbsp;Han-Chang Ku ,&nbsp;Li-Chin Chen","doi":"10.1016/j.nepr.2025.104384","DOIUrl":"10.1016/j.nepr.2025.104384","url":null,"abstract":"<div><h3>Aim</h3><div>This study employed a descriptive phenomenological approach to explore the experiences of undergraduate nursing students in the context of gamified computerized learning.</div></div><div><h3>Background</h3><div>In the post-pandemic era, the importance of developing innovative computerized approaches to nursing education has become apparent, particularly in relation to the acquisition of clinical care skills. However, only limited research is available to guide this development.</div></div><div><h3>Design</h3><div>The study employed a descriptive phenomenological approach to explore undergraduate nursing students’ perceptions and experiences with gamified computerized learning of care skills.</div></div><div><h3>Methods</h3><div>The first author conducted individual interviews with 12 participants between April and June 2024. These interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's seven-step method. The study's rigor was evaluated according to Guba and Lincoln's criteria of credibility, transferability, dependability, and confirmability.</div></div><div><h3>Results</h3><div>Four sub-themes—learning support, visualizing learning in the mind, goal-oriented learning, and learning outcomes—were synthesized into the central theme of a Synergistic Learning Approach to the development of a teaching-learning plan. The Synergistic Learning Approach highlights the importance of robust support structures to guide learners through learning and ensure access to necessary resources and feedback.</div></div><div><h3>Conclusion</h3><div>The findings indicated that gamified computerized learning provided an effective approach to the development of care skills, although it cannot fully replace hands-on experience. In particular, it offers a simple, accessible, and enjoyable tool for reviewing theoretical care knowledge and skills, allowing learners to engage in trial-and-error practice without risk to patient safety.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104384"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896023","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":"Learning postpartum haemorrhage through simulation-based education in Malawi: A mixed method study","authors":"Charity Kabondo ,&nbsp;Ingrid Tjoflåt ,&nbsp;Eva Christina Furskog-Risa ,&nbsp;Lily Kumbani ,&nbsp;Ursula Kafulafula","doi":"10.1016/j.nepr.2025.104389","DOIUrl":"10.1016/j.nepr.2025.104389","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of the study was to explore midwifery students’ experiences with simulation as pedagogic method when learning management of postpartum haemorrhage patients.</div></div><div><h3>Background</h3><div>Malawi is just starting to implement simulation-based education, even though it is recommended in midwifery education to enhance patient safety. Therefore, to ensure successful incorporation of simulation-based education into midwifery training programs, it is crucial to understand students’ experiences with the pedagogic method.</div></div><div><h3>Design</h3><div>The study applied a descriptive-mixed-convergent design.</div></div><div><h3>Method</h3><div>One-hundred and seven midwifery students participated in the study. Data were collected through questionnaires and three focus group discussions. Quantitative and qualitative data were analysed using descriptive statistics and content analysis respectively.</div></div><div><h3>Results</h3><div>Quantitatively, students graded all the questions related to the simulation design elements, educational practices and students’ satisfaction and self-confidence in learning with mean scores above four on a 5-point Likert Scale. One theme and two sub-themes emerged from qualitative data analysis. Main theme: simulation mirrors demanded competence for professional practice; sub-themes: (1) a realistic and active learning method; and (2) a conducive environment for students’ learning.</div></div><div><h3>Conclusion</h3><div>Midwifery students experienced simulation as a valued pedagogical approach to teaching and learning that mirrored postpartum management clinical skills necessary for them to practice as professionals in the resource-limited setting. More research is necessary to explore feasibility for simulation-based education in Malawi and whether students can apply the knowledge and skills acquired during simulation into clinical practice particularly within constrained environment.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104389"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906751","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 training for student midwives with jigsaw technique on respectful maternity care: A randomized controlled experimental study","authors":"Elif Dağlı ,&nbsp;Feyza Aktaş Reyhan ,&nbsp;Ayça Şolt Kırca","doi":"10.1016/j.nepr.2025.104381","DOIUrl":"10.1016/j.nepr.2025.104381","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to fill this gap by evaluating the impact of Jigsaw learning on midwifery students' knowledge, practice and motivation in RMC training.</div></div><div><h3>Background</h3><div>While cooperative learning techniques have been explored in health education, their application in midwifery education—specifically in training student midwives in Respectful Maternity Care (RMC)—remains underexplored.</div></div><div><h3>Design</h3><div>It is a randomized controlled experimental study.</div></div><div><h3>Methods</h3><div>It was conducted between October 10, 2023 – January 5, 2024 with midwifery department students of a state university. The research was conducted according to CONSORT guidelines. The implementation phase of the study includes the announcement of the student groups (Jigsaw and control group), the study of the Jigsaw groups, RMC training, pre-test and post-test data collection.</div></div><div><h3>Results</h3><div>A significant difference was found between the post-test mean scores of the Jigsaw and control groups (p &lt; .05) and the participants in the Jigsaw group had significantly higher \"RMC\" Knowledge and Application Scale, Motivation Scale for Teaching Material and Academic Motivation Scale mean scores than the students in the control group.</div></div><div><h3>Conclusions</h3><div>It was determined that the Jigsaw technique was an effective teaching method in increasing the RMC knowledge and practice levels of midwifery students. It was also determined that the motivation and academic motivation scores of the students in the Jigsaw group regarding the teaching material were higher than the scores of the students in the traditional teaching group and that the students found this technique quite effective.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104381"},"PeriodicalIF":3.3,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878866","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":"A model for predicting student nurse attrition during pre-registration training: A retrospective observations study using routinely collected administrative data","authors":"Elizabeth Crisp ,&nbsp;Robert Cook,&nbsp;Sarahjane Jones","doi":"10.1016/j.nepr.2025.104377","DOIUrl":"10.1016/j.nepr.2025.104377","url":null,"abstract":"<div><h3>Aim</h3><div>To explore historical student data to identify patterns predictive of attrition risk among nursing students, and hence train a predictive model of an individuals’ risk of leaving the course.</div></div><div><h3>Background</h3><div>The World Health Organization point to an international shortage of trained nurses, which poses a risk for patient safety and care worldwide. The risk is compounded where the workforce is also aging creating additional pressures on the delivery of quality care. To stabilize the workforce, a healthy supply of newly trained registered nurses is necessary; however undergraduate nursing has one of the highest rates of student attrition (approx. 24 %).</div></div><div><h3>Methods</h3><div>This study follows a knowledge discovery in databases (KDD) methodology performing an observational analysis of routinely collected student data. The data (1840 students, taken from the pre-existing university business intelligence systems) was modelled for three end points; ‘attrition in 1st year’, ‘attrition in 2nd year’, and ‘failure to complete’. Analysis was performed via step-wise binomial regression.</div></div><div><h3>Results</h3><div>Several attrition factors have been identified by the model (e.g. students who return from periods of intermittence, are Male and/or non-mature have an increased likelihood to leave).</div></div><div><h3>Conclusion</h3><div>To our knowledge this is the first study to examine the role of study intermittence on student attrition, or to be built on the pre-existing university business intelligence (BI) systems. The use of pre-existing university BI systems as reported here can serve as the grounding for an individual, tailored approach to retention strategy rather than an approach built on demographic assessment alone.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104377"},"PeriodicalIF":3.3,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143877087","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":"Deep learning approach in undergraduate nursing students and their relationship with learning outcomes: A latent profile analysis","authors":"Zhang Jiayuan ,&nbsp;Ji Xiangzi ,&nbsp;Li Yang ,&nbsp;Zhang Hui ,&nbsp;Meng Li-Na","doi":"10.1016/j.nepr.2025.104379","DOIUrl":"10.1016/j.nepr.2025.104379","url":null,"abstract":"<div><h3>Background</h3><div>Deep learning approach plays a pivotal role in nursing education, equipping students with the critical thinking skills and knowledge necessary to address complex clinical challenges. However, nursing students exhibit diverse approaches to deep learning, affected by individual characteristics, academic environments and teaching methods.</div></div><div><h3>Objective</h3><div>This study aims to identify latent profiles of deep learning approach among undergraduate nursing students and analyze the factors influencing these profiles and their association with learning outcomes.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional survey.</div></div><div><h3>Methods</h3><div>A total of 891 undergraduate nursing students from two medical universities in China participated in this study between May and July 2024. Data were collected using the Deep Learning Scale and the Learning Outcomes Scale. Latent profile analysis was employed to identify deep learning profiles. One-way analysis of variance and multinomial logistic regression were used to explore influencing factors of different profiles. The Bolck-Croon-Hagenaars (BCH) method was applied to examine differences in learning outcomes across profiles.</div></div><div><h3>Results</h3><div>Four latent profiles of deep learning were identified: \"Comprehensive Deep Learners\" (27.0 %), \"Ability-Oriented Learners\" (25.4 %), \"Attitude-Driven Learners\" (21.7 %) and \"Surface Coping Learners\" (25.8 %). Gender, grade, preference for the nursing major and participation in flipped classrooms were significant factors influencing profile membership (<em>p</em> &lt; 0.05). \"Comprehensive Deep Learners\" had the highest learning outcome scores, while \"Surface Coping Learners\" scored the lowest.</div></div><div><h3>Conclusions</h3><div>Significant heterogeneity exists in deep learning approach among undergraduate nursing students. \"Comprehensive Deep Learners\" achieved the highest learning outcomes. Nursing education should adopt tailored interventions based on the characteristics of different deep learning profiles to improve students’ learning outcomes and comprehensive competencies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104379"},"PeriodicalIF":3.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863868","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}