Nurse Education in Practice最新文献

{"title":"Effectiveness of virtual reality-based training in clinical skills for newly graduated nurses.","authors":"YaWen Lee, ShuJyuan Chen, WanRu Huang, HuiHsin Ku, AiLing Chang, Chihhao Lin","doi":"10.1016/j.nepr.2025.104587","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104587","url":null,"abstract":"<p><strong>Aim: </strong>This study compares the impact of virtual reality (VR) training versus conventional e-learning on newly graduated nurses (NGNs) learning six core clinical skills. We primarily assessed self-efficacy, along with secondary outcomes including knowledge, skills and satisfaction, while also identifying factors that influence self-efficacy.</p><p><strong>Background: </strong>NGNs need strong self-efficacy and skills for clinical transitions. VR's immersive training potential is promising, but its long-term impact versus traditional methods is unclear due to mixed evidence.</p><p><strong>Design: </strong>Quasi-experimental pre-test/post-test with a comparison group and three-month follow-up.</p><p><strong>Methods: </strong>150 NGNs at a Taiwanese medical center were assigned to VR (n = 75) or e-learning (n = 75) groups via alternating cohorts. Both received physical skills training post-online modules. Outcomes were assessed at baseline (T1), post-physical training (T2) and three months (T3) using the General Self-Efficacy Scale, cognitive questionnaire, Direct Observation of Procedural Skills and satisfaction scale. Mixed-design ANOVA and regression analyzed data, with last observation carried forward for attrition.</p><p><strong>Results: </strong>No significant Time*Group interactions were found for self-efficacy (p = 0.970), cognitive knowledge (p = 0.459), clinical skills (p = 0.741), or satisfaction (p = 0.245), showing VR was not superior. Significant Time effects (p < 0.001) indicated T1-to-T2 gains, with declines at T3 for self-efficacy and cognition. Baseline self-efficacy and T3 satisfaction predicted T3 self-efficacy (R²=0.215). Attrition was 42.7 % by T3.</p><p><strong>Conclusions: </strong>VR training did not outperform e-learning over three months. Both supported short-term gains, but sustaining these requires further strategies. Baseline self-efficacy and satisfaction are key predictors. Future studies should address attrition and optimize VR designs for NGNs.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"104587"},"PeriodicalIF":4.0,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145281460","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":"Beyond technique: The ethics of simulation in care education","authors":"Paola Arcadi ,&nbsp;Aurelio Filippini","doi":"10.1016/j.nepr.2025.104578","DOIUrl":"10.1016/j.nepr.2025.104578","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the ethical implications of simulation in healthcare education, promoting an approach that integrates technical competence with ethical responsibility and relational sensitivity.</div></div><div><h3>Background</h3><div>Simulation is widely used in nursing and healthcare education to develop technical, decision-making and relational skills. However, its growing use raises ethical concerns related to psychological safety, authentic representation of diversity, simulation practitioner responsibilities and the risk of reducing educational relationships to performance logics<strong>.</strong></div></div><div><h3>Design</h3><div>This discussion paper critically analyzes recent scientific literature and ethical standards, particularly the Healthcare Simulationist Code of Ethics, integrating philosophical and pedagogical reflections to address the ethical challenges of simulation-based education.</div></div><div><h3>Methods</h3><div>A narrative analysis was conducted, drawing on scholarly literature, ethical guidelines and philosophical perspectives to identify key ethical issues in simulation practices and suggest educational strategies.</div></div><div><h3>Results</h3><div>Five main ethical concerns were identified: simulation as an ethical imperative for patient safety; safeguarding psychological safety of learners and simulated patients; risks of stereotyping and tokenism; educators’ ethical responsibilities; and the potential dehumanization arising from hyperrealistic simulation environments. Additional attention is given to emerging technologies, such as virtual reality and cadaver labs and their ethical implications. The integration of narrative medicine is proposed as a strategy to humanize simulation practices<strong>.</strong></div></div><div><h3>Conclusions</h3><div>Simulation offers an extraordinary educational opportunity but requires a reflective, responsible and ethical approach. Ethical simulation practices should foster professional integrity, psychological safety, cultural sensitivity and relational responsibility, ensuring that learners develop not only technical skills but also the capacity to care ethically and humanely in complex healthcare contexts.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104578"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219852","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":"Nurses’ learning about foot care for patients with diabetes: A rapid review","authors":"Kristofer Björk ,&nbsp;Susanne Andersson ,&nbsp;Ulla Hellstrand Tang ,&nbsp;Henrik Eriksson","doi":"10.1016/j.nepr.2025.104560","DOIUrl":"10.1016/j.nepr.2025.104560","url":null,"abstract":"<div><h3>Aim</h3><div>To explore learning methods for nurses caring for patients with diabetes, focusing on foot care.</div></div><div><h3>Background</h3><div>Effective foot care is essential to prevent complications in patients with diabetes. While nurses play a key role in this care, many lack adequate knowledge and skills. Continuous professional development and targeted learning interventions are crucial for improving nurses’ knowledge.</div></div><div><h3>Design</h3><div>A rapid review was conducted to synthesize existing evidence on learning interventions for nurses in foot care for patients with diabetes.</div></div><div><h3>Method</h3><div>The literature search was performed in PubMed, CINAHL, MEDLINE and Academic Search Premier, which were selected for their broad coverage of nursing and medical research. The review followed Dobbins’ five-step model, which involves defining a practice question, systematically searching for evidence, critically appraising sources, synthesizing evidence and assessing applicability and transferability. Additionally, the PRISMA 2020 checklist was followed.</div></div><div><h3>Results</h3><div>Eight studies were included, highlighting learning to improve and contain knowledge through various learning interventions such as e-learning, workshops, problem-based learning and multidisciplinary consultations. The findings indicate that interactive and practical learning methods improve nurses’ knowledge and skills in foot care for patients with diabetes.</div></div><div><h3>Conclusions</h3><div>Practical and interactive learning methods are crucial for enhancing nurses’ knowledge in foot care for patients with diabetes. Continuous education and reflection are essential for long-term improvements in clinical practice. Future research should focus on the learning process itself to better understand how nurses internalize and apply new knowledge. Emphasizing theoretical and practical aspects of education can lead to more effective and sustainable learning outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104560"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145214079","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":"Use of artificial intelligence image generation to promote self-reflection and recognition of unconscious bias: A cross-sectional study of nursing students","authors":"Leanne Mullan,&nbsp;Bethany Arbuckle,&nbsp;Wendy Luck","doi":"10.1016/j.nepr.2025.104579","DOIUrl":"10.1016/j.nepr.2025.104579","url":null,"abstract":"<div><h3>Aim</h3><div>To determine the value of an artificial intelligence (AI)-image generation learning sequence on higher-education nursing student self-reflection and recognition of unconscious bias in the context of disability.</div></div><div><h3>Background</h3><div>Self-reflection and recognition of bias amongst undergraduate nursing students enhances reasoning skills and self-awareness in clinical situations. Teaching self-reflection to a diverse cohort can be challenging, making it essential to develop and assess innovative technological tools that support engagement in reflective practice.</div></div><div><h3>Design</h3><div>A multi-methods approach was adopted, obtaining both quantitative and qualitative data for analysis through a survey.</div></div><div><h3>Methods</h3><div>Twenty-nine nursing students from the Australian Catholic University were surveyed. Qualitative data underwent both content and inductive thematic analysis. Quantitative data were summarised using descriptive statistics. The study is reported according to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) cross-sectional study guideline.</div></div><div><h3>Results</h3><div>AI-image generation aided self-reflection on personal views about disability and recognition of potential personal and society biases towards disability amongst 90 % (n = 26) and 70 % of participants respectively. Visualisation of thoughts supported self-reflection and identification of generalisations held about disability. Eighty percent of respondents felt AI-image generation prompted them to consider how views and biases about disability may influence nursing practice. AI-image generation was identified to be an interesting and novel tool for self-reflection.</div></div><div><h3>Conclusion</h3><div>Findings suggest AI-image generation may be a useful tool in supporting students to practice self-reflection and identify unconscious biases. AI-image generation may assist students to consider how personal views can impact on clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104579"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266253","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 the education of nursing and midwifery preceptors and their self-efficacy in role performance: A cross-sectional evaluation","authors":"Philip Hardie ,&nbsp;Ciara O'Meara ,&nbsp;Ciaran Evans ,&nbsp;Andrew Darley","doi":"10.1016/j.nepr.2025.104566","DOIUrl":"10.1016/j.nepr.2025.104566","url":null,"abstract":"<div><h3>Background</h3><div>Preceptorship is a vital component of nursing and midwifery education, facilitating skill development, confidence and professional socialisation of students and newly qualified nurses and midwives. There is currently a gap in the available literature on the education preceptors in the Republic of Ireland receive.</div></div><div><h3>Aim</h3><div>To explore the training and education received by nurses and midwives as preceptors in the Republic of Ireland and to assess their self-efficacy in fulfilling key preceptorship roles and responsibilities.</div></div><div><h3>Methods</h3><div>A descriptive, cross-sectional survey design was employed, utilising a structured, anonymous questionnaire distributed nationally to registered nurses and midwives acting as preceptors.</div></div><div><h3>Results</h3><div>Preceptors reported considerable variability in training, with some participants indicating no formal preparation for the role. Most training was lecture-based. Preceptors expressed high confidence in interpersonal and leadership skills but lower confidence in managing underperforming students. Over half of the participants felt adequately prepared, indicating potential for enhanced education and support within the curriculum.</div></div><div><h3>Conclusions</h3><div>A standardised, evidence-based preceptorship educational programme incorporating diverse, experiential teaching methods is needed to better prepare nursing and midwifery preceptors in Ireland.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104566"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245734","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":"Simulation-based forensic nursing education for emergency nurses using domestic violence cases: A randomized controlled study","authors":"Mihyun Han ,&nbsp;Sun-Mi Chae ,&nbsp;Seonmin Lee","doi":"10.1016/j.nepr.2025.104577","DOIUrl":"10.1016/j.nepr.2025.104577","url":null,"abstract":"<div><h3>Aim</h3><div>In this study, we evaluated the effectiveness of a simulation-based training program in improving domestic violence forensic nursing competencies among emergency nurses, who frequently encounter victims of domestic violence.</div></div><div><h3>Background</h3><div>Nurses face challenges in providing adequate care for domestic violence victims, primarily because of a lack of education and training in this field.</div></div><div><h3>Design</h3><div>A stratified randomized controlled trial was conducted to evaluate the effectiveness of domestic violence forensic nursing simulation training incorporating standardized patients and injury moulages.</div></div><div><h3>Methods</h3><div>Thirty-six emergency department nurses with more than six months of experience in South Korea participated in this study. We assigned them into an experimental group (<em>n</em> = 18) that received both theory and simulation training with a control group (<em>n</em> = 18) that received only theory lectures. Both groups were evaluated before, immediately after and six weeks after the training. Knowledge and competency were assessed using questionnaires and performance was evaluated through direct observation. The intervention was conducted at the simulation center of a nursing college in Seoul.</div></div><div><h3>Results</h3><div>Statistically significant differences were observed between the control and experimental groups regarding forensic nursing performance (<em>p</em> = .009), competency (<em>p</em> = .030) and knowledge (<em>p</em> = .047). Additionally, a statistically significant difference was noted in all three variables over time (<em>p</em> &lt; .001).</div></div><div><h3>Conclusions</h3><div>Simulation-based forensic nursing education improved knowledge, competency and performance, with sustained benefits for performance. Therefore, integrating simulation into nurse training may enhance domestic violence victim care by providing practical skills and promoting timely, effective interventions.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104577"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253022","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":"Fostering understanding of anatomy and physiology among undergraduate nursing students for integration into clinical practice: An integrative literature review","authors":"Vistolina Nuuyoma ,&nbsp;Ndinohokwe F. Mukerenge ,&nbsp;Suama Kuugongelwa","doi":"10.1016/j.nepr.2025.104575","DOIUrl":"10.1016/j.nepr.2025.104575","url":null,"abstract":"<div><h3>Aim</h3><div>To critically examine and synthesise peer-reviewed scientific literature to describe how undergraduate nursing students can be prepared for the integration of anatomy and physiology into clinical practice.</div></div><div><h3>Background</h3><div>Anatomy and physiology courses provide a scientific foundation for health and disease processes and inform all interventions in their management. However, integrating anatomy and physiology into clinical practice is one of the more challenging aspects of nursing education.</div></div><div><h3>Design</h3><div>An integrative literature review</div></div><div><h3>Methods</h3><div>Data were retrieved from PubMed Central, SCOPUS, ScienceDirect, Medline and EBSCOHOST databases, including CINAHL. Quality was ensured through the Johns Hopkins Evidence-based Appraisal Tool. Data synthesis occurred alongside thematic analysis, which was conducted using a reflexive thematic analysis approach. The PRISMA guidelines were followed for reporting findings.</div></div><div><h3>Results</h3><div>Twenty-one articles were included in the review, representing studies across 11 countries in Africa, America, Asia and Europe. The findings revealed that preparation for undergraduate nursing students for the integration of anatomy and physiology into clinical practice is through learner-centred teaching and learning approaches, the use of technology, curriculum transformation, practical educational strategies, the clinical setting as a learning context, an interdisciplinary approach and the integration of anatomy and physiology within practical assessments.</div></div><div><h3>Conclusions</h3><div>Interventions undertaken in clinical settings and nursing education institutions ought to facilitate the integration of human anatomy and physiology into clinical practice. Results underscore the necessity for curriculum reforms to incorporate teaching and learning strategies that centre on the learners, use of technology and additional assessment. We advocate for establishing a framework for integrating anatomy and physiology with clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104575"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266255","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":"Developing AI literacy in medical and health professions education: Exploring ChatGPT, ChatBots development, and simulation-based learning","authors":"Lior Naamati-Schneider ,&nbsp;Dorit Alt","doi":"10.1016/j.nepr.2025.104572","DOIUrl":"10.1016/j.nepr.2025.104572","url":null,"abstract":"<div><h3>Aim</h3><div>This study examines how AI-driven learning activities, including ChatGPT-based learning and ChatBot development, impact students’ prompting skills and intrinsic motivation within a simulation-based learning framework.</div></div><div><h3>Background</h3><div>The integration of Artificial Intelligence (AI) in medical and health professions education is redefining digital literacy, requiring new skills such as prompting skills - the ability to craft precise AI queries.</div></div><div><h3>Design</h3><div>The study employed a two-phase intervention combining ChatGPT-guided analysis and ChatBot creation within a simulation-based learning framework to assess prompting skills and motivation.</div></div><div><h3>Method</h3><div>Data were gathered after each activity (ChatGPT-based learning and ChatBot development) from 80 second‐year undergraduate students in a health management program. Participants completed a prompting skills scale and a motivation questionnaire. Paired samples t-tests and Structural Equation Modeling (SEM) were used to examine differences and associations.</div></div><div><h3>Results</h3><div>Findings showed non-significant differences in prompting skills between ChatGPT and ChatBot activities, suggesting a ceiling effect. However, ChatBot development significantly enhanced intrinsic motivation, particularly perceived competence.</div></div><div><h3>Conclusions</h3><div>These results underscore the importance of structured AI integration, demonstrating that interactive, hands-on learning, such as ChatBot creation, may enhance motivation and learning outcomes. The study highlights the need for balanced educational frameworks that integrate technical proficiency, critical thinking and ethical considerations, ensuring students in medical, nursing and health professions education are well-prepared for AI-driven healthcare environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104572"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145200966","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":"Comparison of mobile learning and face-to-face training in intermittent catheterization education: A randomized controlled trial","authors":"Nilgün Aras ,&nbsp;Emel Gülnar ,&nbsp;Şule Bıyık Bayram ,&nbsp;Nurcan Çalışkan ,&nbsp;Bilge Yılmaz","doi":"10.1016/j.nepr.2025.104571","DOIUrl":"10.1016/j.nepr.2025.104571","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to compare the knowledge and skill levels of nursing students who received either mobile learning or face-to-face training on intermittent catheterization.</div></div><div><h3>Background</h3><div>Performing Intermittent Catheterization (IC) with the correct technique can significantly prevent catheterization-related complications. Ensuring that nurses are proficient in IC prevents complications and enables timely and accurate execution of the procedure.</div></div><div><h3>Design</h3><div>A parallel-group, non-inferiority, randomized, controlled trial.</div></div><div><h3>Method</h3><div>A total of 74 fourth-year nursing students in Türkiye were randomly assigned to either the face-to-face training (n = 37) or mobile learning group (n = 37) using block randomization. The study provided intermittent catheterization training via mobile application or traditional face-to-face instruction between April 10 and April 17, 2025. Data were collected using the IC Knowledge test and a skills checklist for both male and female catheterization procedures.</div></div><div><h3>Results</h3><div>No significant difference was determined in the IC knowledge score between mobile learning (14.21 SD 1.58) and face-to-face training (13.56 SD 1.78) groups. There was also no significant difference in the skill performance score between the mobile learning (18.51 SD 1.57/19.13 SD 1.15) and face-to-face training (18.62 SD 1.31/18.56 SD 1.70) groups in respect of female/male catheterization procedures. The results showed that mobile learning on IC was non-inferior (non-inferiority margin: −1.02, 95 % CI: −0.13–1.43).</div></div><div><h3>Conclusion</h3><div>Mobile learning was found to be as effective as face-to-face training in enhancing both knowledge and practical skills in intermittent catheterization. Mobile applications can be considered as a supplement to face-to-face training in nursing education or as an alternative when face-to-face training is not possible.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104571"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145200817","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":"Nursing Students’ General Attitudes Towards Artificial Intelligence Scale (NGAAIS): A Turkish validity and reliability study","authors":"Mensure Turan ,&nbsp;Zeliha Cengiz","doi":"10.1016/j.nepr.2025.104574","DOIUrl":"10.1016/j.nepr.2025.104574","url":null,"abstract":"<div><h3>Aim</h3><div>The Turkish validity and reliability of the Nursing Students’ General Attitudes Towards Artificial Intelligence Scale was evaluated to ascertain its applicability in assessing attitudes towards AI in nursing practices</div></div><div><h3>Background</h3><div>For the effective integration of AI supported health applications into nursing education and practice, it is essential to assess individuals’ attitudes toward AI using valid instruments.</div></div><div><h3>Method</h3><div>This cross-sectional study aimed to assess the validity and reliability of a scale. It was conducted with 417 undergraduate nursing students from a Turkish nursing faculty participating. The scale's validity and reliability were assessed using several methods, including content validity, exploratory factor analyses, the Cronbach α coefficient, item-total correlation and split-half method.</div></div><div><h3>Result</h3><div>The scale demonstrated content validity, with a content validity index (CVI) of 0.96. The fit indices obtained through confirmatory factor analysis were found to be acceptable, with a χ²/SD value of 2.49. The fit indices values were also within acceptable limits (GFI = 0.98, AGFI = 0.99, CFI = 1.00, RMSEA = 0.061, SRMR = 0.057). The factor analysis yielded a 20-item measurement tool comprising four sub-dimensions (Benefits of AI in Nursing (6 items), Risks of AI (8 items), Practical Advantages (4 items) and Willingness to Use (2 items). Furthermore, the Cronbach alpha value was determined to be 0.914.</div></div><div><h3>Conclusion</h3><div>The Turkish version, which measures attitudes towards AI in nursing in the dimensions of benefits, dangers, advantages in practice and willingness to use, is a valid and reliable instrument. The measurement tool can be used safely in nursing science.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104574"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219853","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}