Nurse Education in Practice最新文献

{"title":"Cognitive Types of Research Learning Barriers Among ICU Clinical Nurse Specialist Trainees: A Q Methodology Study","authors":"Yumei Jiang,&nbsp;Xin Shen,&nbsp;Feifei Ye,&nbsp;Xiangyang Jiang,&nbsp;Wenchao Mao,&nbsp;Feng Su,&nbsp;Zhiheng Hao","doi":"10.1016/j.nepr.2026.104996","DOIUrl":"10.1016/j.nepr.2026.104996","url":null,"abstract":"<div><h3>Aim</h3><div>This study used Q methodology to identify cognitive types of research learning barriers among intensive care unit (ICU) clinical nurse specialist (CNS) trainees and to uncover the attributional structure underlying these perceptions, thereby informing type-specific training.</div></div><div><h3>Background</h3><div>The research capacity of clinical nurse specialists is a core marker of their professional development. Existing studies have mainly used conventional questionnaires to assess the severity of barriers, without revealing how different trainees perceive the same barriers, which limits the ability to target training interventions.</div></div><div><h3>Design</h3><div>A Q methodology study.</div></div><div><h3>Methods</h3><div>A 40-statement Q sample was developed and 84 trainees completed valid Q sorts on a nine-point forced distribution from −4 to +4. Factors were extracted by principal component analysis with varimax rotation and post-sort interviews were conducted to aid interpretation.</div></div><div><h3>Results</h3><div>Four cognitive types were identified: Skill-Anxious (42.9%), Double-Jeopardy (19.0%), Growth-Oriented (17.9%) and Time-Constrained (8.3%). A “same score, different meaning” pattern emerged, with the same barrier attributed in systematically different ways across types. Among trainees with research experience, 52.9% belonged to the Growth-Oriented type. The factor solution was robust despite the P-set exceeding the Q-set (composite reliabilities 0.97–0.99; 88.1% clean single-factor assignment).</div></div><div><h3>Conclusions</h3><div>The perceptions of research barriers among ICU CNS trainees fall into four distinct cognitive types. Training should shift from standardised delivery to type-specific targeted intervention, with particular emphasis on institutional research support for Double-Jeopardy trainees after they return to their clinical posts. The single-site, single-cohort sample limits the generalisability of these findings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"97 ","pages":"Article 104996"},"PeriodicalIF":4.5,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149205224","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 new chapter for nurse education in practice: Equity, theory, and rigor.","authors":"Ahtisham Younas","doi":"10.1016/j.nepr.2026.104993","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104993","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104993"},"PeriodicalIF":4.5,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197452","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":"Doctor, doctor: The higher doctorate in nursing.","authors":"David R Thompson, Michael J Brown","doi":"10.1016/j.nepr.2026.104987","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104987","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104987"},"PeriodicalIF":4.5,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149149135","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":"Interprofessional education as the bridge: Linking nursing and paramedicine education for better care delivery.","authors":"Foluke Stella Bosun-Arije, Kelby Bottoman, Shannan MacNevin","doi":"10.1016/j.nepr.2026.104984","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104984","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104984"},"PeriodicalIF":4.5,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197447","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":"Ready for practice or merely compliant? Rethinking immunisation in healthcare education.","authors":"Stephen Wanless, Louise Banks, Alison Warren, Julie Hadley","doi":"10.1016/j.nepr.2026.104985","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104985","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104985"},"PeriodicalIF":4.5,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149197435","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":"Assessing the wound care competence of undergraduate nursing students: An integrative review","authors":"Holly Meakins,&nbsp;Vicki Cope,&nbsp;Caroline Browne,&nbsp;Alannah Cooper","doi":"10.1016/j.nepr.2026.104978","DOIUrl":"10.1016/j.nepr.2026.104978","url":null,"abstract":"<div><h3>Aim</h3><div>To examine current methods used to assess wound-care competence in undergraduate nursing programs and to identify key gaps and opportunities for improvement.</div></div><div><h3>Background</h3><div>Wound-care competence is fundamental to safe nursing practice, yet its assessment in undergraduate education remains inconsistent. Despite a range of tools and approaches, there is limited consensus on what constitutes wound-care competence or how it should be evaluated. Understanding existing assessment practices, including the validity and reliability of assessment instruments, is crucial for informing the development of robust and developmentally appropriate competence assessments.</div></div><div><h3>Design</h3><div>Integrative literature review.</div></div><div><h3>Methods</h3><div>Whittemore and Knafl’s five-stage framework guided the review. PubMed, CINAHL and Web of Science were searched for peer-reviewed studies published in English between 2014 and 2026. Methodological quality was appraised using the JBI checklists, the Mixed Methods Appraisal Tool and the Quality Appraisal tool for Validity Studies. Data were extracted and thematically synthesised in alignment with the review aims.</div></div><div><h3>Results</h3><div>Ten studies met the inclusion criteria. Three themes were identified: (1) assessment instruments and approaches, (2) design and development considerations and (3) validation and psychometric rigour. Structured methods, such as simulation and Objective Structured Clinical Examinations, predominated, with a growing emphasis on formative feedback and clinical authenticity. However, limited year-level alignment, inconsistent validation, assessor variability and limited reporting of calibration strategies highlighted challenges in achieving consistent competence assessment.</div></div><div><h3>Conclusions</h3><div>Standardised, psychometrically sound instruments that capture both technical and values-based wound-care competence are needed. Co-designed, developmentally scaffolded tools integrating skills, reasoning and professional values offer a pathway to more consistent and meaningful assessment in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"96 ","pages":"Article 104978"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149116750","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":"When providing effective informed consent is uncertain, can a watchful waiting intervention constitute an appropriate initial clinical response?","authors":"Jason Watson","doi":"10.1016/j.nepr.2026.104942","DOIUrl":"10.1016/j.nepr.2026.104942","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104942"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148764056","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 \"Preceptorship and critical thinking among undergraduate midwifery students: Mediating role of the clinical learning environment\" [Nurse Educ. Pract. 96 (2026), 104957].","authors":"Yang Zhao, Meng Wang, Bixia Zhang, Honghua Guo, Yanyan Lyu, Yan Quan, Jenny Gamble, Debra K Creedy, Na Wang","doi":"10.1016/j.nepr.2026.104972","DOIUrl":"10.1016/j.nepr.2026.104972","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104972"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148945544","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":"Creating therapeutic time: The use of distress tolerance as a watchful waiting psychological approach to supporting young people experiencing gender dysphoria.","authors":"Jason Watson","doi":"10.1016/j.nepr.2026.104951","DOIUrl":"10.1016/j.nepr.2026.104951","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104951"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148814643","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":"From admission to advancement: Building professional identity in nursing education.","authors":"Bonnie Johnston, Sarah Oerther","doi":"10.1016/j.nepr.2026.104947","DOIUrl":"10.1016/j.nepr.2026.104947","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104947"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148761108","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}