Nurse Education in Practice最新文献

{"title":"Enhancing HIV knowledge and reducing stigma among emergency nurses through experiential self-testing: A mixed-methods study","authors":"Cheng-Ru He ,&nbsp;Jung-Chen Chang ,&nbsp;Chieh-Yu Liu ,&nbsp;Bey-Jing Yang ,&nbsp;Yen-Hui Hung ,&nbsp;Piao-Yi Chiou","doi":"10.1016/j.nepr.2025.104694","DOIUrl":"10.1016/j.nepr.2025.104694","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of an experiential HIV self-testing in HIV-related knowledge and stigma among emergency nurses.</div></div><div><h3>Background</h3><div>The emergency department is a crucial entry point for HIV key populations accessing care. However, emergency nurses often lack adequate, flexible HIV education, leading to knowledge gaps and stigma.</div></div><div><h3>Design</h3><div>A convergent mixed-methods randomized controlled study was conducted.</div></div><div><h3>Methods</h3><div>Seventy-two emergency nurses in northern Taiwan participated. The experimental group received supervised HIV self-testing with handbook-guided discussion, whereas the control group used unguided self-study. One-month follow-up outcomes were assessed with the HIV Knowledge Scale and the Health Care Provider HIV/AIDS Stigma Scale (HPASS). Qualitative interviews and integrated analysis offered a comprehensive understanding of the results.</div></div><div><h3>Results</h3><div>The intervention group showed significantly higher post-test HIV knowledge scores than the control group (<em>F</em>= 13.58, <em>p</em> &lt; 0.001). HPASS prejudice scores decreased significantly in the intervention group’s post-test (<em>t</em> = -2.49, <em>p</em> = 0.02). Integrated findings suggest that experiential HIV self-testing enhanced knowledge through increased learning motivation and active inquiry and reduced prejudice through emotional awareness and empathy. Although no significant changes were observed in stereotyping or discrimination scores, some participants reported improved cognitive accuracy and a greater commitment to affirmative care, suggesting modest improvements in stigma-related beliefs and behaviors. The intervention’s high accessibility, immersive engagement and practical applicability were favored over lecture-based and unguided self-study formats, supporting sustained improvements over one month.</div></div><div><h3>Conclusion</h3><div>Experiential HIV self-testing effectively enhances HIV-related knowledge, reduces stigma and provides a highly feasible approach for competency development in emergency nursing.</div></div><div><h3>Trial Registration</h3><div>ClinicalTrials.gov NCT05615935</div><div><span><span>https://clinicaltrials.gov/study/NCT05615935</span><svg><path></path></svg></span></div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104694"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842579","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 Urostomy Care Skills Evaluation Tool: A scale development study","authors":"Hatice Merve ALPTEKİN ,&nbsp;Öykü KARA ,&nbsp;Kübra ŞENGÖR ,&nbsp;Rabia GÖRÜCÜ ,&nbsp;Ayfer ÖZBAŞ","doi":"10.1016/j.nepr.2026.104722","DOIUrl":"10.1016/j.nepr.2026.104722","url":null,"abstract":"<div><h3>Aim</h3><div>This study was designed and implemented to develop a tool for evaluating the steps involved in urostomy care.</div></div><div><h3>Background</h3><div>Providing effective urostomy care requires the acquisition of specific clinical skills. However, nursing education lacks standardized tools to assess these skills.</div></div><div><h3>Design</h3><div>Methodological study.</div></div><div><h3>Method</h3><div>This research was conducted at a nursing faculty in Istanbul from May–June 2023. The sample consisted of 140 nursing student enrolled in a surgical nursing course who met the inclusion criteria. Data for the study were collected via the “Personal Information Form,” which consists of 10 questions about individual characteristics such as age, gender, academic performance and perspectives on the nursing profession and the “Urostomy Care Skills Evaluation Tool,” a 28-step tool developed on the basis of the literature.</div></div><div><h3>Results</h3><div>After the items for the evaluation tool were created, feedback was obtained from 10 experts and the content validity index was found to be sufficient (CVI: 0.978). The consistency among independent observers evaluating the tool’s items was statistically significant and high (ICC: 0.995; p &lt; 0.001). The test<img>retest reliability of the tool also showed high consistency.</div></div><div><h3>Conclusion</h3><div>The Urostomy Care Skills Evaluation Tool provides initial evidence of content validity and reliability for assessing urostomy care performance among nursing students in a simulation-based educational setting. The tool appears useful for evaluating training outcomes in undergraduate nursing education. However, further validation studies conducted in clinical settings and involving practicing nurses and caregivers are needed before broader applicability can be established.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104722"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978360","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 role-playing and AI-based learning on nursing students’ knowledge of the nursing process and diagnostic accuracy: A quasi-experimental study","authors":"Sinan Aydogan ,&nbsp;Ayse Yacan Kok ,&nbsp;Fatma Dursun Ergezen ,&nbsp;Semiha Asli Bozkurt","doi":"10.1016/j.nepr.2025.104680","DOIUrl":"10.1016/j.nepr.2025.104680","url":null,"abstract":"<div><h3>Aim</h3><div>To compare the effects of two different educational interventions—role-playing and AI-based learning—on nursing students’ knowledge of the nursing process and their diagnostic accuracy.</div></div><div><h3>Background</h3><div>The nursing process is a fundamental framework in nursing practice, characterized by a dynamic and systematic approach to identifying patient needs, planning appropriate interventions and evaluating outcomes. Teaching this complex process effectively requires integrating various instructional strategies to enhance clinical reasoning.</div></div><div><h3>Design</h3><div>This was a pretest-posttest quasi-experimental study.</div></div><div><h3>Methods</h3><div>The study was conducted with first-year nursing students. A total of 50 first-year nursing students were assigned to either a role-playing or an AI-based learning group. The role-playing group and the AI-based learning group were compared on nursing process knowledge scores and diagnostic accuracy. Pre- and post-intervention data were collected using a Nursing Process Knowledge Test and a Clinical Case-Based Nursing Diagnosis Assessment Form. The study was reported according to the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) checklist.</div></div><div><h3>Results</h3><div>In the role-playing group, the mean nursing process knowledge scores increased significantly, whereas this difference was not statistically significant in the AI-based education group. In the AI-based education group, the mean diagnostic accuracy scores increased significantly, whereas this difference was not statistically significant in the role-playing group. There was no statistically significant difference between the role-playing and AI groups in nursing process knowledge or nursing diagnostic accuracy.</div></div><div><h3>Conclusions</h3><div>Role-playing enhanced nursing process knowledge, while AI-based learning improved diagnostic accuracy among nursing students. Integrating both methods may offer complementary benefits in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104680"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879188","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":"Validated instruments for evaluating simulation-based learning experience: A scoping review","authors":"Dolores Latugaye ,&nbsp;Carolina Astoul Bonorino ,&nbsp;Pía De Ezcurra ,&nbsp;María Mercedes Guillot ,&nbsp;Melanie Lasaigues ,&nbsp;Sofía Lissarrague ,&nbsp;Lisa Mariela Balmaceda ,&nbsp;Mercedes Gunning ,&nbsp;María Victoria Brunelli ,&nbsp;María Maluenda","doi":"10.1016/j.nepr.2025.104675","DOIUrl":"10.1016/j.nepr.2025.104675","url":null,"abstract":"<div><h3>Aim</h3><div>To identify validated instruments used to evaluate SBLE in health sciences between 2000 and 2025.</div></div><div><h3>Background</h3><div>Simulation-based learning experiences (SBLE) are increasingly integrated into health sciences education. Ensuring their quality requires validated instruments that assess not only participants but also key components such as design, environment, and facilitator performance.</div></div><div><h3>Design</h3><div>A scoping review was conducted using Joanna Briggs Institute methodology and reported following PRISMA-ScR guidelines.</div></div><div><h3>Methods</h3><div>Searches were performed in PubMed and the Virtual Health Library (up to July 1, 2025), supplemented by manual and grey literature searches. Eligible studies were instrumental research reporting the validation of SBLE evaluation tools.</div></div><div><h3>Results</h3><div>From 2183 records, 25 articles met inclusion criteria, describing 27 validated instruments. Most were questionnaires (92 %), developed before 2020, primarily in English-speaking countries and among nursing students. Psychometric evidence included content validity (74 %), construct validity (63 %), criterion validity (17 %), and reliability (78 %). Confirmatory factor analysis was rarely used. Most tools assessed satisfaction or self-confidence; fewer addressed facilitator performance, scenario quality, or institutional readiness.</div></div><div><h3>Conclusion</h3><div>Current instruments emphasize participant perception, with limited methodological rigor and scope. Broader, psychometrically robust tools are needed.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104675"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145879166","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":"Critical reflections from a transdisciplinary team on deploying an AI-enabled robot in long-term care","authors":"Julia Banco,&nbsp;Albin Soni,&nbsp;Karen Lok Yi Wong,&nbsp;Lily Haopu Ren,&nbsp;Rachel Xia,&nbsp;Shambhavi Arora,&nbsp;Lillian Hung","doi":"10.1016/j.nepr.2026.104709","DOIUrl":"10.1016/j.nepr.2026.104709","url":null,"abstract":"<div><h3>Aim</h3><div>This study presents our reflections as student researchers working within a transdisciplinary, intergenerational team that implemented Aether, an AI-enabled care robot, in a long-term care (LTC) facility for older adults. We examine our roles and contributions to the project’s transdisciplinary and intergenerational research process.</div></div><div><h3>Background</h3><div>Transdisciplinary and intergenerational collaboration have been proven beneficial for implementing AI-driven technologies in LTC. Few studies have explored students’ roles in transdisciplinary or intergenerational collaboration and their opportunities for mutual learning experiences and ethically grounded innovations.</div></div><div><h3>Design</h3><div>This critical reflection paper is part of a larger study examining the deployment of Aether. Our research design focuses on capturing our experiences as a team of student researchers through reflective inquiry, emphasizing our role in the implementation and deployment process.</div></div><div><h3>Methods</h3><div>Reflections were gathered through individual and group sessions using Rolfe’s (2001) Critical Reflection Framework. Reflexive thematic analysis, combining inductive and deductive coding, was used to identify key themes from our experiences.</div></div><div><h3>Results</h3><div>Three reflexive themes emerged: (1) The transformative role of transdisciplinary collaboration in addressing real-world challenges; (2) The importance of intergenerational collaboration with industry; and (3) The value of field-based experience in bridging theory and practice.</div></div><div><h3>Conclusions</h3><div>This study proposes a framework of practical tips, “SHINE,” to support future technology implementations in LTC through intergenerational and transdisciplinary collaboration. This framework highlights the value of student engagement in hands-on, collaborative research settings and encourages future research to focus on the critical role of student engagement in complex care environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104709"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927386","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":"End-of-life care preparedness program for senior nursing students in Türkiye: Effects on attitudes and self-efficacy in a randomized controlled trial","authors":"Sinem Öcalan ,&nbsp;Aylin Bilgin ,&nbsp;Hilal Altundal Duru ,&nbsp;Mustafa Sabri Kovancı","doi":"10.1016/j.nepr.2026.104717","DOIUrl":"10.1016/j.nepr.2026.104717","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of an online End-of-Life Care Preparedness Program on senior nursing students’ attitudes toward caring for dying patients and their self-efficacy in end-of-life care.</div></div><div><h3>Background</h3><div>Senior nursing students often experience fear and uncertainty when facing death due to insufficient preparation and limited clinical exposure, which may hinder the provision of quality end-of-life care. Structured, culturally adapted educational interventions are therefore needed to enhance readiness and competence.</div></div><div><h3>Design</h3><div>Randomized controlled trial with pre-test, post-test and one-month follow-up assessments.</div></div><div><h3>Methods</h3><div>Sixty senior nursing students from two universities were randomized to either an intervention group receiving the End-of-Life Care Preparedness Program (four weekly 90-minute online sessions via Microsoft Teams) or a control group continuing routine education. Data were collected between April and June 2025 (pre-test in April, post-test in May, follow-up in June). Outcomes were measured using the Frommelt Attitudes Toward Care of the Dying Scale (FATCOD) and the End-of-Life and Postmortem Self-Efficacy Scale (ELPSES). Data were analyzed using repeated-measures GLM with Bonferroni-adjusted comparisons.</div></div><div><h3>Results</h3><div>The intervention group showed a significant increase in attitudes and self-efficacy from pre-test to post-test, sustained at one-month follow-up (p &lt; 00.001). The control group demonstrated a decline. Time × group interactions were significant for attitudes (F = 31.854, p &lt; 00.001, ηp² =.359) and self-efficacy (F = 14.224, p &lt; 00.001, ηp² =.200).</div></div><div><h3>Conclusion</h3><div>The program significantly improved students’ attitudes and self-efficacy with sustained effects, underscoring the need to integrate culturally sensitive, digitally delivered death education into nursing curricula.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104717"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927388","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":"Analysis of responses to comprehensive nursing exam questions by large language models: A comparison of ChatGPT, DeepSeek and students","authors":"Li Ma ,&nbsp;Qiankun Liu ,&nbsp;Pengyao Li ,&nbsp;Juju Huang ,&nbsp;Yang Xu ,&nbsp;Jiaxue Pang ,&nbsp;Hui Xie","doi":"10.1016/j.nepr.2025.104691","DOIUrl":"10.1016/j.nepr.2025.104691","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to evaluate the potential of large language models (LLMs) in nursing education and practice by comparing their performance with that of baccalaureate nursing graduates on a comprehensive nursing examination.</div></div><div><h3>Background</h3><div>The digital transformation of nursing education is underway and LLMs, with their advanced natural language processing capabilities, show significant potential in this field.</div></div><div><h3>Design</h3><div>This study employed a cross-sectional design.</div></div><div><h3>Methods</h3><div>This study compared the graduation exam performance of 221 Chinese nursing undergraduates with two LLMs (ChatGPT, DeepSeek), analyzing answer accuracy and scores via descriptive statistics and chi-square tests.</div></div><div><h3>Results</h3><div>On questions assessing higher-order thinking skills, students demonstrated superior clinical evaluation and application abilities compared with both ChatGPT and DeepSeek. Conversely, students' clinical analysis ability was significantly lower than that of both AI models (74.77 % vs. 88.24 % vs. 94.12 %, p &lt; 0.05). No statistically significant difference was found in memory ability among the three groups (p &gt; 0.05). For comprehension ability, DeepSeek's performance was superior to that of the students (81.82 % vs. 68.91 %).</div></div><div><h3>Conclusions</h3><div>This comparative study revealed that LLMs and nursing students demonstrated distinct patterns of strengths and limitations when answering comprehensive exam questions, indicating a potential complementarity. These findings provide preliminary evidence for future exploration of human-AI collaborative models in nursing education. Subsequent research should further investigate specific applications of LLMs in teaching and learning scenarios.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104691"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927384","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 “Developing effective transition programmes for first-line nurse managers: A scoping review of evidence, barriers, and best practices” [Nurse Educ. Pract. 88 (2025) 104537]","authors":"Beatriz Esquisábel-Soteras ,&nbsp;Maddi Olano-Lizarraga ,&nbsp;Miren Idoia Pardavila-Belio ,&nbsp;Mónica Vázquez-Calatayud","doi":"10.1016/j.nepr.2026.104729","DOIUrl":"10.1016/j.nepr.2026.104729","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104729"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146031337","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":"Every publication needs an author verified TL;DR statement","authors":"Sarah Oerther,&nbsp;Daniel B. Oerther","doi":"10.1016/j.nepr.2025.104674","DOIUrl":"10.1016/j.nepr.2025.104674","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104674"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145805379","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":"Integrating the fundamental of care framework in the undergraduate nursing curriculum: A randomized, controlled, and multicentric study","authors":"Gianluca Catania ,&nbsp;Alberto Dal Molin ,&nbsp;Daniela Cattani ,&nbsp;Martina Barbieri ,&nbsp;Roberta Centanaro ,&nbsp;Sara Tedi ,&nbsp;Laura Mansi ,&nbsp;Beatrice Mazzoleni ,&nbsp;Simone Cosmai ,&nbsp;Doriana Montani ,&nbsp;Nicola Pagnucci ,&nbsp;Maura Lusignani ,&nbsp;Monica Casalino ,&nbsp;Simona Milani ,&nbsp;Letteria Consolo ,&nbsp;Chiara Cartabia ,&nbsp;Sara Falbo ,&nbsp;Milko Zanini ,&nbsp;Loredana Sasso ,&nbsp;Annamaria Bagnasco","doi":"10.1016/j.nepr.2025.104686","DOIUrl":"10.1016/j.nepr.2025.104686","url":null,"abstract":"<div><h3>Background</h3><div>Fundamentals of Care (FoC) are often perceived as \"invisible\" and of lesser clinical relevance, especially among nursing students. Evidence on how to integrate the FoC Framework into undergraduate education and assess its impact remains scarce.</div></div><div><h3>Aim</h3><div>To assess the effectiveness of integrating the FoC Framework into a three-year undergraduate nursing curriculum on students’ clinical reasoning, technical and relational competencies and patient-reported experiences of care.</div></div><div><h3>Design</h3><div>Multicentric randomized study following first-year students through their third year.</div></div><div><h3>Methods</h3><div>The experimental group followed an FoC-informed integrated curriculum; the control group the standard one. Assessments included the Triple Jump test and Objective Structured Clinical Examination. Additional data were collected on patient perception and students’ learning approaches.</div></div><div><h3>Results</h3><div>A total of 234 students were enrolled across four universities, with 150 progressing to year two and 79 to year three. The intervention group consistently achieved higher Triple Jump scores in the second and third years (p &lt; .05) and higher Objective Structured Clinical Examination scores across all three years, both pre- and post-placement (p &lt; .05). Relational skills scores were also higher in the third year. No significant differences were found in patient-reported experiences of care or in students’ learning approaches.</div></div><div><h3>Conclusions</h3><div>Integration of the FoC Framework into the curriculum enhanced clinical reasoning and improved early technical and relational performance, although these gains were not reflected patient-reported outcomes. Future studies should consider involving the broader healthcare team to support a more effective and sustained transfer of FoC principles into clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104686"},"PeriodicalIF":4.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885840","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}