Nurse Education in Practice最新文献

{"title":"Comparison of learning outcomes between virtual simulation experiments and offline scenario-based learning for early intervention in psychiatric violence among undergraduate nursing students: A randomized controlled trial","authors":"Xinyu Zhu ,&nbsp;Yingying Wang ,&nbsp;Xinmiao Chen ,&nbsp;Jingyi Zhang,&nbsp;Wenmin Wu,&nbsp;Jinmei Zhao,&nbsp;Jiasi Li,&nbsp;Zhimin Du,&nbsp;Yun Gao","doi":"10.1016/j.nepr.2025.104416","DOIUrl":"10.1016/j.nepr.2025.104416","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of virtual simulation experiments for early intervention in psychiatric violence among nursing undergraduates, compared with offline scenario simulation in terms of knowledge, skills, attitudes, cognitive load, learning satisfaction and confidence.</div></div><div><h3>Background</h3><div>Early intervention in psychiatric violence is complex and differs from general hospital violence intervention. Existing virtual experiments and games for general hospital violence prevention are not easily adaptable for psychiatric violence prevention training. Offline scenario simulation learning is impractical for large-scale education due to high demands on time, space and manpower.</div></div><div><h3>Design</h3><div>A repeated measures randomized controlled trial.</div></div><div><h3>Method</h3><div>Fifty-eight third-year nursing undergraduates participated (intervention group = 29, control group = 29). Theoretical knowledge tests, violence management ability questionnaires and attitude scales were administered before and end of the intervention, one week after and one month after. Post-intervention measurements included objective structured clinical examination, workload profile self-assessment scale and student satisfaction and self-confidence scale.</div></div><div><h3>Results</h3><div>The intervention group demonstrated significant improvements in knowledge, skills and attitudes (<em>p</em> &lt; 0.001), with higher objective structured clinical examination scores (<em>p</em> &lt; 0.001) and lower cognitive load (<em>p</em> = 0.020) than the control group. No significant differences were found between the groups in self-assessed violence management skills, attitudes, learning confidence and satisfaction (<em>p</em> &gt; 0.05).</div></div><div><h3>Conclusion</h3><div>The virtual simulation experiment for early intervention in psychiatric violence outperformed offline scenario simulation in enhancing nursing undergraduates' early intervention skills and knowledge retention, with lower cognitive load.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104416"},"PeriodicalIF":3.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185764","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":"Teaching, learning and assessment of the affective domain of undergraduate students: A scoping review","authors":"Ms Lizelle Potgieter ,&nbsp;Celia Filmalter,&nbsp;Carin Maree","doi":"10.1016/j.nepr.2025.104417","DOIUrl":"10.1016/j.nepr.2025.104417","url":null,"abstract":"<div><h3>Aim</h3><div>To describe the literature on the teaching, learning and assessment of the affective domain among undergraduate students across various disciplines.</div></div><div><h3>Background</h3><div>Effective education integrates cognitive, psychomotor and affective development. While extensive research has addressed the teaching, learning and assessment of cognitive and psychomotor domains, considerably less attention has been given to the affective domain. The affective domain, encompassing values, ethics and emotional competencies, is essential for professional readiness yet remains a challenge in nursing education.</div></div><div><h3>Design</h3><div>A scoping review was conducted.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted following the PRISMA extension for Scoping Reviews (PRISMA-ScR) guidelines and was registered on OSF registries.</div></div><div><h3>Results</h3><div>Twenty articles met the inclusion criteria, representing studies across 13 countries in America, Asia and Europe. No scoping review has mapped teaching and assessment of affective skills in undergraduate nursing programmes. The findings emphasized teaching and learning strategies within the affective domain but revealed a significant gap in assessment methods, particularly in nursing education.</div></div><div><h3>Conclusions</h3><div>Despite the recognized importance of the affective domain, existing literature predominantly addresses teaching and learning, with limited emphasis on systematic assessment strategies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104417"},"PeriodicalIF":3.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168994","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":"Application of mixed reality in prehospital emergency nursing education: A scoping review","authors":"Lu Li ,&nbsp;Sisi Fan ,&nbsp;Yuxin Xing ,&nbsp;Siqi Zhou ,&nbsp;Liling Mao ,&nbsp;Tao Xiao","doi":"10.1016/j.nepr.2025.104415","DOIUrl":"10.1016/j.nepr.2025.104415","url":null,"abstract":"<div><h3>Aim</h3><div>This paper provides a scoping review of the literature on prehospital emergency mixed reality (MR) nursing education and explores the impact of MR devices in prehospital emergency nursing education.</div></div><div><h3>Background</h3><div>The timely intervention of prehospital paramedics plays a critical role in emergency situations. Training in a real environment requires significant resource consumption and allows only limited training frequency and variability. Therefore, MR training environments with realistic simulations are necessary. Currently, little is known regarding which MR devices are appropriate for prehospital emergency nursing education and how their design meets various educational goals.</div></div><div><h3>Methods</h3><div>A scoping review was conducted following the Joanna Briggs Institute scoping review methodology. Peer-reviewed articles were searched across MEDLINE, EMBASE, CINAHL, Web of Science, SCOPUS, PUBMED and the Cochrane Library. Studies had to include MR simulations in the field of prehospital emergency nursing education.</div></div><div><h3>Results</h3><div>Twenty-one articles were identified. The analysis revealed that MR devices can be divided into three categories, desktop VR simulations, immersive VR simulations and MR simulations. MR is mostly used to simulate small accident scenes and disaster emergency response training. MR can obviously improve students' enthusiasm and learning efficiency but cannot change the learning results.</div></div><div><h3>Conclusions</h3><div>Various MR devices are widely used in prehospital emergency nursing education. This practice can obviously improve students' enthusiasm and learning efficiency. However, a gap remains between MR simulations and real simulations. Nevertheless, MR can be used as an auxiliary teaching resource. In the future, attempts can be made to develop MR devices combined with artificial intelligence.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104415"},"PeriodicalIF":3.3,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185630","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 \"Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors\" [Nurse Educ. Pract. 83 (2025) 104275].","authors":"Monika Ravik, Gry Merete Bjerkelund, Sigrun Hvalvik, Inger Åse Reierson","doi":"10.1016/j.nepr.2025.104414","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104414","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104414"},"PeriodicalIF":3.3,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175381","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":"Social media in nursing and midwifery education: A 20-year bibliometric analysis","authors":"Siobhan O’Connor ,&nbsp;Jennie C. De Gagne ,&nbsp;Jay Jung Jae Lee ,&nbsp;Ruth Harris ,&nbsp;Mary Malone ,&nbsp;Richard G. Booth","doi":"10.1016/j.nepr.2025.104411","DOIUrl":"10.1016/j.nepr.2025.104411","url":null,"abstract":"<div><h3>Aim</h3><div>To provide insights into scientific publications, research trends and knowledge gaps on social media in nursing and midwifery education</div></div><div><h3>Background</h3><div>Social media is widely used in nursing and midwifery education to support learning.</div></div><div><h3>Design</h3><div>Bibliometric analysis</div></div><div><h3>Methods</h3><div>Scopus was searched using key terms (2004–2023). Results were screened on Rayaan for relevancy leaving 481 studies. Microsoft Excel and VOSviewer aided the bibliometric analysis to understand the volume and scope of research on social media in nursing and midwifery education.</div></div><div><h3>Results</h3><div>Pedagogical research on social media in nursing and midwifery increased steadily since 2004, with a slight decrease in 2022 possibly due to the coronavirus pandemic. The countries which published most in the field were the United States, the United Kingdom, Australia and Canada and their institutions and researchers had numerous co-authorship links with others across the globe. Six main research themes emerged – 1) diversity of social media, 2) learning on social media, 3) impact of social media during COVID-19, 4) professionalism on social media, 5) interprofessional education and 6) pedagogy in social media education.</div></div><div><h3>Conclusion</h3><div>Pedagogical research on social media in nursing and midwifery education is growing. This evidence can help educators and students make the most of these dynamic technologies for learning. Further research into newer online platforms such as Instagram, TikTok and LinkedIn, exploring social media for the continuing professional development of nurses and midwives and more rigorous experimental research examining the effect these technologies have on the learning outcomes of students and practitioners to inform educational practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104411"},"PeriodicalIF":3.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144178175","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":"Examining work ability in nursing students: The role of job demand, control, and social support","authors":"Denisa Večerková ,&nbsp;Andrea Gilchrist ,&nbsp;Abanoub Riad ,&nbsp;Andrea Pokorná","doi":"10.1016/j.nepr.2025.104404","DOIUrl":"10.1016/j.nepr.2025.104404","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to identify key factors affecting nursing students' work ability, focusing on the roles of job demands and social support.</div></div><div><h3>Background</h3><div>High nurse turnover contributes to a global shortage, with intentions to leave the profession often forming during study years. Work ability is a well-established predictor of career mobility intentions.</div></div><div><h3>Design</h3><div>A nationwide cross-sectional survey-based study was conducted among Czech nursing students using an online self-administered questionnaire.</div></div><div><h3>Methods</h3><div>The questionnaire covered sociodemographic and anamnestic characteristics, health perceptions, workplace challenging experiences, job demand, control, and social support (JDCS) constructs, and the Work Ability Index (WAI).</div></div><div><h3>Results</h3><div>Musculoskeletal pain was prevalent: 81.3 % reported lower back pain, 68.8 % neck pain, and 52.1 % shoulder pain. The median WAI score was 39 (Range: 20–49). WAI score was moderately correlated with self-perceived health (rho = 0.531) and perceived exhaustion (rho = −0.542). Students with lower back pain (β = −1.67), upper back pain (β = −2.56), shoulder pain (β = −2.72), and neck pain (β = −2.81) reported lower WAI. Workplace bullying (β = −2.66) and discrimination (β = −2.14) further reduced WAI. While job demand (β = −0.70) lowered WAI, job control (β = 0.66) and social support (β = 0.67) improved it.</div></div><div><h3>Conclusions</h3><div>Self-perceived health and social support positively influence work ability, while perceived exhaustion, musculoskeletal pain, and workplace bullying and discrimination reduce it. Creating supportive environments and addressing health challenges may enhance retention and well-being in the young nursing workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104404"},"PeriodicalIF":3.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123987","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":"Caring in uncertain territory: Nursing students’ encounters with patients’ existential concerns during clinical placements","authors":"Carolina Lindström ,&nbsp;Elisabeth Lindberg ,&nbsp;Jonas Karlsson ,&nbsp;Ann-Helén Sandvik","doi":"10.1016/j.nepr.2025.104412","DOIUrl":"10.1016/j.nepr.2025.104412","url":null,"abstract":"<div><h3>Aim</h3><div>To explore nursing students’ experiences of encountering patients’ existential concerns during clinical placements.</div></div><div><h3>Background</h3><div>Existential concerns about the purpose of life, illness, and death are integral to human experience, and are common in healthcare. Illness disrupts life, intensifying these concerns and leaving patients in need of support. Nursing students often encounter these concerns during clinical placements, but their experiences in clinical settings are sparsely studied.</div></div><div><h3>Methods</h3><div>Eleven second-year nursing students from a Swedish university participated in lifeworld interviews during clinical placements. These interviews were transcribed verbatim and analysed using reflective lifeworld research.</div></div><div><h3>Results</h3><div>Encountering patients’ existential concerns is described as a process of <em>becoming a nurse through uncertainty and shared experiences with patients</em>. Encountering patients’ existential concerns is a transformative and emotional process. Despite theoretical preparation, these uncertain situations represent a challenge, as the tension between emotional engagement and clinical demands complicates their responses. These patient interactions foster compassion and deepen understanding of life’s fragility, underscoring nursing’s complexity—balancing competence with emotional presence. Encountering patients’ existential concerns is essential for students’ learning. This is further elaborated on in four constituents.</div></div><div><h3>Conclusions</h3><div>Encountering patients’ existential concerns challenges students but creates personal and professional growth. Nursing students engage deeply in care, experiencing compassion that can evoke feelings of hopelessness and anxiety. They need educational support and preceptors’ guidance to reflect on these emotional encounters. Integrating existential reflection, self-compassion, and structured support helps them become professional and compassionate nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104412"},"PeriodicalIF":3.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106469","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":"Midwifery students’ experiences after participation in the SimBegin® facilitator course","authors":"Synnøve Eidsvik Folkvord,&nbsp;Torhild Borlaug,&nbsp;Christina Furskog Risa","doi":"10.1016/j.nepr.2025.104408","DOIUrl":"10.1016/j.nepr.2025.104408","url":null,"abstract":"<div><h3>Aim</h3><div>To explore midwifery students’ experiences from participating in a level 1 facilitator course, and the maintenance of simulation-based activities.</div></div><div><h3>Background</h3><div>Student-led simulation is a collaborative learning method where peers engage in <strong>s</strong>imulation training. SimBegin® prepares learners to lead a pre-designed scenario and facilitate debriefing based on reflection. The course with generic scenarios and course leaders from SAFER/Laerdal was piloted for midwifery students in autumn 2022. In 2023 the e-learning was translated into Norwegian, scenarios were given a midwifery profile, midwifery teachers became course-leaders and SimBegin® was implemented in the Master of Midwifery curriculum at the University of Stavanger.</div></div><div><h3>Design</h3><div>A qualitative, explorative design.</div></div><div><h3>Methods</h3><div>One individual (n = 1) and one focus group (n = 5) interview were conducted, and written reflections collected (n = 11) from one cohort of students (n = 20) in the pilot intervention in 2022. An additional focus group (n = 6) was organized from another cohort (n = 20). All data were transcribed and analysed using thematic analysis by Braun and Clarke.</div></div><div><h3>Results</h3><div>The four themes:</div><div>1. Being prepared and experiencing predictability support the learning process</div><div>2. A structured course concept enables students to adopt different perspectives</div><div>3. Maintaining and practicing Student-led simulation in accordance with SimBegin®</div><div>4. SimBegin® as an eye-opener that changed their view on simulation</div></div><div><h3>Conclusion</h3><div>SimBegin® enabled students to run SLS to enhance simulation training. SimBegin® promotes critical thinking and is an innovative, experimental, high-quality learning method. The learning outcome is dependent on contextual factors, knowledge, psychological safety, planning, learner involvement and support from teachers and supervisors in clinical placement.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104408"},"PeriodicalIF":3.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115797","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 financial impact of mandatory unpaid placements on nursing, midwifery and health-care university students: A scoping review","authors":"Tiffany Winchester ,&nbsp;Ma Regina de Gracia ,&nbsp;Karen Missen ,&nbsp;Louise Allen ,&nbsp;Miriam Muduwa ,&nbsp;Rebecca Peel","doi":"10.1016/j.nepr.2025.104410","DOIUrl":"10.1016/j.nepr.2025.104410","url":null,"abstract":"<div><h3>Aim</h3><div>This scoping review examines the challenges that university students face due to mandatory unpaid placements, with a focus on nursing, midwifery and healthcare programs.</div></div><div><h3>Background</h3><div>While these placements are essential for professional training and provide valuable real-world experience, they often impose significant financial burdens—particularly for students unable to balance paid work alongside their placement commitments.</div></div><div><h3>Design and Methods</h3><div>A scoping review was conducted to synthesise the literature between January 2014 and June 2024. A search was conducted in eight databases (ERIC (EBSCO), Academic Search Complete, Web of Science, MEDLINE, PubMed, Cochrane CINAHL, PsychINFO and Sportdiscus). Reports were screened by three reviewers. Data were then extracted and thematically analysed by two other authors.</div></div><div><h3>Results</h3><div>Nine papers met inclusion/exclusion criteria (three qualitative reports, three quantitative reports and three opinion pieces). The findings reveal that mandatory unpaid placements impose a significant financial burden on healthcare students, especially mature-aged Australian students, which can negatively contribute to their mental health and well-being and lead to student attrition.</div></div><div><h3>Conclusions</h3><div>Financial hardships due to mandatory unpaid placements cause adverse effects on students’ mental health and well-being, and student retention. The review identifies key research gaps, including research on students in regional universities and the impact of healthcare student retention and the longer-term future of the healthcare workforce. Changes to policy and practice are recommended, including establishing targeted financial assistance programs, implementing flexible academic structures and comprehensive policy reforms to address the financial, emotional and professional challenges students face in mandatory unpaid placements.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104410"},"PeriodicalIF":3.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134249","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":"Midwifery students' evaluation of midwifery practice experiences in Australia: A national survey","authors":"F. Bogossian ,&nbsp;A. Hyun ,&nbsp;D. Bloxsome ,&nbsp;A. Brown ,&nbsp;S. Cooper ,&nbsp;S. Hunter ,&nbsp;L. Kearney","doi":"10.1016/j.nepr.2025.104409","DOIUrl":"10.1016/j.nepr.2025.104409","url":null,"abstract":"<div><h3>Aim</h3><div>To report the findings of the first 12 months of a national survey of midwifery students’ evaluation of midwifery practice experiences in Australia.</div></div><div><h3>Background</h3><div>Accreditation standards for midwifery programs globally and in Australia, require evidence of monitoring and evaluation of student midwifery practice experiences. In 2022 the National Placement Evaluation Centre was commissioned to measure and enhance the quality of nursing and midwifery practice experiences.</div></div><div><h3>Design</h3><div>Survey</div></div><div><h3>Methods</h3><div>A national survey of midwifery students who completed midwifery practice experience in Australia between 1 July 2023 and 30 June 2024.</div></div><div><h3>Results</h3><div>Midwifery practice experiences (n = 871) were evaluated; most were rostered placements in a maternity unit. Overall, the quality of the clinical learning environment and of learning support were rated highly and 87 % of students were very satisfied with their midwifery practice experiences. Older students and indigenous students rated their midwifery practice experiences lower than younger, non-indigenous students. Higher quality PET-(Midwifery) scores were associated with antenatal placement (p 0.004). Students who were aged 30–39 (p &lt; 0.001) and conducted their placement between 15 and 21 days (p = 0.010) or 29 days and longer (p = 0.029), rated lower than those completing their placement with 1–7 days.</div></div><div><h3>Conclusions</h3><div>This national study provides benchmark data and valuable insights into the midwifery student practice experiences across Australia. Future research should continue to monitor and ameliorate the nuanced dynamics of participant and placement characteristics, ensuring that all students, regardless of age or background, have access to high-quality, supportive midwifery practice experiences that prepare them for the demands of contemporary midwifery.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104409"},"PeriodicalIF":3.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123986","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}