Nurse Education in Practice最新文献

{"title":"Comparing nursing students and AI systems performance on the ability to solve basic life support and advanced cardiac life support multiple choice exam questions","authors":"Amer A. Hasanien,&nbsp;Randa M. Albusoul","doi":"10.1016/j.nepr.2026.104772","DOIUrl":"10.1016/j.nepr.2026.104772","url":null,"abstract":"<div><h3>Aim</h3><div>The primary aim of this study was to compare graduating nursing students’ performance on a Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) exam to three AI systems: Gemini, ChatGPT and Copilot.</div></div><div><h3>Background</h3><div>Several researchers from the medical field have shown outstanding performance of artificial intelligence (AI) systems such as ChatGPT in passing national licensure examinations. This achievement for AI systems is promising for students and instructors. In nursing, the evidence concerning this issue is limited. Furthermore, there is no previous study that have ever compared AI systems performance to nurses or nursing students.</div></div><div><h3>Design</h3><div>This is a descriptive study.</div></div><div><h3>Methods</h3><div>A total of 120 third- and fourth-year nursing students enrolled in the “Emergency and Disaster Nursing Care” course, who were scheduled to take the “BLS and ACLS” examination, were invited to participate in the study. The students’ exam scores were then compared with the scores generated by AI systems.</div></div><div><h3>Results</h3><div>Mean students’ score was 20.70 ± 3.39 (9−25) out of 25. AI systems performance on the same exam was as follows: Gemini scored 23 out of 25, ChatGPT 21 and Copilot 24. ChatGPT performed better than 55.8 % of graduate nursing students, Gemini better than 72.5 %, while Copilot performed better than 86.7 %.</div></div><div><h3>Conclusions</h3><div>Performance of AI systems compared with graduating nursing students is outstanding. Copilot is the best. These systems are incredibly smart, but they are not infallible. At present, expert human supervision is still required.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104772"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174380","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 different simulation levels on vaginal birth skills training: A randomized controlled trial in terms of satisfaction, self-confidence and motivation","authors":"Zümrüt Yılar Erkek,&nbsp;Hatice Acar Bektaş,&nbsp;Döndü Batkın Ertürk","doi":"10.1016/j.nepr.2026.104777","DOIUrl":"10.1016/j.nepr.2026.104777","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to comparatively evaluate the effects of different simulation levels used in vaginal childbirth training for midwifery students on motivation, satisfaction and self-confidence.</div></div><div><h3>Background</h3><div>Simulation is increasingly used in midwifery education. However, the impact of simulation fidelity on students’ affective outcomes remains uncertain.</div></div><div><h3>Design</h3><div>A three-arm, parallel-group randomized controlled trial using a pretest–posttest approach.</div></div><div><h3>Method</h3><div>Ninety-seven students were randomly assigned to three groups: high-fidelity simulator (HFS, n = 31) group, low-fidelity simulator (LFS, n = 34) group and hybrid simulator (HS, n = 32) group. Data were collected with a descriptive form, the Motivation Scale (MS) and the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS).</div></div><div><h3>Results</h3><div>No significant differences were found between groups in motivation or self-confidence (p &gt; 0.05). Between-group comparisons of satisfaction were also largely non-significant, except for the “Satisfaction with Current Learning” subscale, where HFS scored higher than LFS (p &lt; 0.05). Within-group analyses indicated a small short-term decrease in overall satisfaction in the HFS group after clinical practice (p &lt; 0.05, small-to-moderate effect size), whereas satisfaction and self-confidence remained largely stable in the LFS and HS groups. HS showed minor, non-significant positive changes in motivation.</div></div><div><h3>Conclusion</h3><div>Different simulation levels did not significantly influence motivation. However, HFS showed higher initial satisfaction immediately after the laboratory session, followed by a decline after clinical practice, while HS demonstrated small, non-significant positive trends following clinical practice. Based on these short-term patterns, a tiered approach—using HFS to support initial skill acquisition and HS to facilitate the transition into clinical practice—<em>may</em> offer pedagogically meaningful benefits for affective learning outcomes. Further research is warranted to confirm these trends.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104777"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285777","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":"Role play and digital storytelling in ethics education among nursing students: A randomized controlled study","authors":"Gülcan Eyüboğlu ,&nbsp;Evrim Sarıtaş ,&nbsp;Zehra Göçmen Baykara","doi":"10.1016/j.nepr.2026.104782","DOIUrl":"10.1016/j.nepr.2026.104782","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effects of role-play simulation and digital storytelling on nursing students' ethical behaviours to protect patient rights and ethical sensitivity compared with traditional teaching methods.</div></div><div><h3>Background</h3><div>Ethics education is critical in enhancing nursing students' ethical behaviours and sensitivity. However, traditional teaching methods are often insufficient in supporting the development of these competencies.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Method</h3><div>A total of 63 third-year nursing students were assigned to role-play simulation (n = 21), digital storytelling (n = 21) and control (traditional teaching, n = 21) groups. Data were collected using the Nurses' Ethical Behaviors for Protecting Patient Rights Scale and the Modified Moral Sensitivity Questionnaire for Student Nurses at three time points: pre, post-theoretical training and post-case discussions.</div></div><div><h3>Results</h3><div>A significant increase over time was observed in the mean scores for respect for the right to information and decision-making in both the role-play simulation and control groups (p &lt; 0.05). While the role-play group demonstrated improvements in overall ethical sensitivity, experiences of ethical dilemmas and beneficence scores, the control group showed an increase in beneficence (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study shows that role-play simulation, digital storytelling and case analyses enhance nursing students' ethical sensitivity and behaviours for protecting patient rights. Role-play contributed most to autonomy, beneficence and ethical dilemma sensitivity. Improvements in the control group highlight that traditional methods also foster ethical growth. Ethics education should therefore integrate diverse pedagogical approaches for multidimensional support.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104782"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327795","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 an interactive eBook with video feedback to promote nurses’ electrocardiography learning achievement: A repeated-measure design","authors":"Pei-Hui Tsai ,&nbsp;Ya-Ling Wu ,&nbsp;Yi Liu","doi":"10.1016/j.nepr.2026.104732","DOIUrl":"10.1016/j.nepr.2026.104732","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effect of an interactive eBook combined with video-based feedback on nurses’ electrocardiogram (ECG) interpretation competence, confidence and learning satisfaction.</div></div><div><h3>Background</h3><div>Studies have suggested that an additional feedback mechanism should be provided, in combination with eBooks, to maximize learning effects. However, the feedback mechanism and its potential impact remain unclear.</div></div><div><h3>Design</h3><div>A two-group, repeated-measures design with cluster randomization.</div></div><div><h3>Method</h3><div>Seventy-five nurses from six medical units in a medical center in southern Taiwan participated; 38 in the experimental group and 37 in the control group. Their ECG conceptualization, waveform interpretation and confidence were measured three times at two-month intervals. Data were analyzed using repeated-measures analysis of variance and qualitative content analysis.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significantly higher levels of ECG conceptualization and confidence at both post-intervention and follow-up assessments, as well as superior waveform interpretation skills at the follow-up. They also expressed satisfaction with the integration of the interactive eBook and video feedback. Three qualitative themes emerged: clear focus, self-paced convenience and applicability.</div></div><div><h3>Conclusion</h3><div>Digital learning with a dual-component model, using interactive eBooks and video-based feedback, can enhance nurses’ ECG interpretation competence and confidence. The better the ECG conceptual learning, the better the retention of ECG waveform interpretation. It is recommended to incorporate an interactive eBook with clinical scenarios to enhance the application of knowledge in clinical practice, alongside well-structured video-based feedback that addresses common mistakes and provides logical explanations to facilitate a deeper conceptual understanding.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104732"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080853","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":"Moving beyond tinkering round the edges: A systematic review of the role of the mentor in the assessment of nursing students in practice","authors":"Karen Drew,&nbsp;Tabeth Timba-Emmanuel,&nbsp;Iain Lindsay","doi":"10.1016/j.nepr.2026.104745","DOIUrl":"10.1016/j.nepr.2026.104745","url":null,"abstract":"<div><h3>Aim</h3><div>To analyse the literature from the introduction of Project 2000, providing insight into the evolution of the role of the mentor and the understanding of assessment in practice, highlighting areas for development.</div></div><div><h3>Background</h3><div>The challenges of assessment in practice have been the subject of much research, but none taking a historical perspective of the UK experience.</div></div><div><h3>Design</h3><div>The following databases were searched from 1990 to 2024; CINAHL+ , PubMed, APA PsycArticles, SCOPUS, Web of Science and Google Scholar.</div></div><div><h3>Review methods</h3><div>First level screening of titles and abstracts was undertaken by 3 reviewers (n = 7888). Second level screening on full text articles (n = 145) identified 33 articles for inclusion. A rerun from 2022 to 2024 produced 3 more articles for inclusion. Quality appraisal excluded 6 articles, leaving 30 articles for inclusion in the review.</div></div><div><h3>Results</h3><div>Articles were categorised into pre- and post-introduction of the NMC standards and codes identified from findings. Themes and sub-themes were identified, with four factors emerging as integral to effective assessment in practice. Lack of a clear, shared definition of competence is reflected in confusing documentation. Time to undertake assessments and trusted support were also highlighted.</div></div><div><h3>Conclusions</h3><div>While standards (NMC, 2008) brought about important changes, this review has highlighted the need for an agreed definition of competence to guide the development of appropriate assessment documentation. Research exploring the benefits in building trusting relationships through the tripartite assessment process is also needed.</div></div><div><h3>Limitations</h3><div>Only views of UK assessors were considered, while timespan and heterogeneity of data may influence the quality and generalisability of findings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104745"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146127212","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 Halsted and Peyton teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education: A randomized controlled trial","authors":"Merve ŞAHİN ,&nbsp;Özlem DOĞU","doi":"10.1016/j.nepr.2026.104726","DOIUrl":"10.1016/j.nepr.2026.104726","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate experimentally the effectiveness of Peyton’s four-step teaching method compared with traditional Halsted method in teaching urinary catheterization skills to nursing students.</div></div><div><h3>Background</h3><div>Technological advances have also facilitated the integration of various pedagogical methods in nursing skills education. However, the implementation process supporting the development of Peyton's approach, which contributes to the acquisition of structured and complex skills, is still not sufficiently understood.</div></div><div><h3>Design</h3><div>A pre- and post-test, block blind, randomized controlled trial.</div></div><div><h3>Methods</h3><div>The study was conducted during the academic year with first-year nursing students (n = 217) in Türkiye. The sample consisted of 109 in the intervention group and 108 in the control group. The intervention group received training using Peyton’s method, while the control group was taught using the traditional Halsted method. Data were collected using a information, satisfaction, pre- and post-test and a skill checklist.</div></div><div><h3>Results</h3><div>The intervention group’s test scores increased from 55.5 to 77.7, while the control group’s increased from 51.9 to 65.2. Additionally, satisfaction were higher in intervention group (6.35 ± 1.89) compared with control group (5.23 ± 2.27). The experimental group students’ skill checklist average was 83.87 ± 7.28, while control group students' was 70.53 ± 9.53. The results showed that the difference between the skill checklist scores of the experimental and control groups was statistically significant (p &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>Peyton’s method had greater positive effect on post-test success, skill performance and satisfaction compared with the Halsted method. It is recommended to increase the use of Peyton’s teaching model in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104726"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146100946","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 film to simulation: Mixed-methods study of learner-driven artificial intelligence-generated ethical dilemma scenarios and role-play to enhance ethical competence in nursing students","authors":"Bo Yeon Hwang ,&nbsp;Mi Yu","doi":"10.1016/j.nepr.2026.104773","DOIUrl":"10.1016/j.nepr.2026.104773","url":null,"abstract":"<div><h3>Aim</h3><div>We aimed to develop and implement the Film-Based, Artificial Intelligence (AI)-Generated Interactive Ethical Dilemma Role-Play Simulation program and evaluate its effects on nursing students’ biomedical ethics awareness, critical thinking disposition, empathy and program satisfaction.</div></div><div><h3>Background</h3><div>Although AI-based educational tools enhance interactivity and realism, their application in ethics-focused education remains limited.</div></div><div><h3>Design</h3><div>A mixed-methods design was used with a quasi-experimental nonequivalent control group pretest–posttest element and a qualitative thematic analysis based on structured debriefing data.</div></div><div><h3>Methods</h3><div>The program was developed through literature review, expert consultation, film selection and learner-driven AI-supported scenario development. Participants were 50 s- and third-year nursing students. The experimental group completed a four-session, two-week program incorporating film viewing, theoretical lectures, critical reflection, learner-driven scenario development supported by AI, role-play and debriefing, whereas the control group only viewed the films. Data were collected from March to April 2025 and analyzed using descriptive statistics, independent <em>t</em>-tests, nonparametric tests and thematic analysis.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significantly greater improvements in biomedical ethics awareness, critical thinking disposition and empathy than the control group. Significant pre–post improvements were also observed. Program satisfaction was high. The qualitative analysis identified three themes: experiencing emotional immersion and empathy, enhancing ethical sensitivity and value reflection and reflecting on the nursing role and strengthening professional identity.</div></div><div><h3>Conclusions</h3><div>The program effectively enhanced ethical awareness, critical thinking and empathy among nursing students. Therefore, integrating film-based learning, AI-generated scenarios and interactive role-play simulations is a feasible and engaging strategy for ethics education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104773"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146776712","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":"Enhancing clinical communication skills through podcast-based scenario dialogues and shadow play: A mixed-methods study in multilingual nursing education","authors":"Hsiao-Ying Wu ,&nbsp;Yu-Huan Chao","doi":"10.1016/j.nepr.2026.104780","DOIUrl":"10.1016/j.nepr.2026.104780","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluated the effectiveness of a hybrid teaching model combining podcast-based scenario dialogues and culturally grounded shadow play in improving three components of language-based clinical communication skills among nursing students: vocabulary comprehension, conversational ability and clinical communication confidence.</div></div><div><h3>Background</h3><div>Effective communication in patients’ native languages is essential for delivering person-centered care, particularly in aging, multilingual societies. Direct language concordance enhances cultural responsiveness, patient safety and care equity.</div></div><div><h3>Design</h3><div>A sequential explanatory mixed-methods design was used, comprising a quasi-experimental, pre-test–post-test non-randomized control group trial followed by qualitative interviews. The study involved 122 third-year nursing students at a university in Taiwan.</div></div><div><h3>Methods</h3><div>Grounded in the cognitive theory of multimedia learning and situated learning theory, the intervention included podcast listening, shadow play and post-performance reflection. Quantitative data were analyzed using paired and Welch’s <em>t</em>-tests; qualitative interviews (n = 18) were thematically analyzed.</div></div><div><h3>Results</h3><div>The experimental group demonstrated large pre–post improvements in vocabulary comprehension, conversational ability and clinical communication confidence (Cohen’s <em>d</em> = 1.48–1.64; all <em>p</em> &lt; 0.001) and significantly higher post-test scores than the control group for vocabulary comprehension and conversational ability (both <em>p</em> &lt; 0.001). The between-group difference in clinical communication confidence was smaller (<em>p</em> = 0.018) and did not meet the Bonferroni-adjusted significance threshold. Qualitative findings elucidated learning mechanisms, including repeated auditory exposure, reduced speaking anxiety and culturally embedded practice.</div></div><div><h3>Conclusions</h3><div>The hybrid model enhances vocabulary comprehension, conversational ability and clinical communication confidence while fostering cultural responsiveness, offering a transferable framework for multilingual nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104780"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327842","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 practice confidence in final year Ethiopian midwifery students","authors":"Dereje Nibret Gessesse ,&nbsp;Kate Dawson ,&nbsp;Sara Bayes ,&nbsp;Lois McKellar","doi":"10.1016/j.nepr.2026.104759","DOIUrl":"10.1016/j.nepr.2026.104759","url":null,"abstract":"<div><h3>Aim</h3><div>This study investigates the confidence levels and determinants influencing final-year midwifery students across selected competency domains.</div></div><div><h3>Background</h3><div>Given the importance of midwifery skills in reducing maternal and neonatal mortality, ensuring that our midwifery students develop confidence in their clinical competencies is therefore crucial.</div></div><div><h3>Design</h3><div>A cross-sectional study was conducted using a structured, paper-based survey.</div></div><div><h3>Methods</h3><div>Data from seventy-two final-year midwifery students were analysed using SPSS™ Version 29. Descriptive statistics, cross-tabulations and chi-square tests were employed to evaluate associations between confidence in competency domains and background variables. Statistical significance was set at p &lt; 0.05 with a 95 % confidence interval.</div></div><div><h3>Results</h3><div>Confidence levels among participants ranged from 73.6 % to 81.9 %. Lower confidence was observed in domains related to obstetric complications. Increased confidence correlated with greater educator involvement, simulation-based learning and early clinical exposure in intrapartum, postnatal and newborn care. Demonstration of skills by academic staff further enhanced confidence in antenatal, postnatal and newborn care. Other significant factors included satisfaction with supervision, hands-on experience, the number of births attended and collaboration with medical faculty during clinical placements.</div></div><div><h3>Conclusion</h3><div>The findings underscore the necessity for expanded practical training, particularly in emergency management, to strengthen student confidence. Recognising these determinants can inform stakeholders in developing supportive learning environments through refined instructional methods, enhanced supervision, expanded clinical exposure and strengthened mentorship.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104759"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146158936","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":"Factors influencing professional identity formation in male nursing students in China: A qualitative study from a life course perspective","authors":"Yiping Chen ,&nbsp;Xinyi Han ,&nbsp;Wei Li ,&nbsp;Peijing Hao","doi":"10.1016/j.nepr.2026.104752","DOIUrl":"10.1016/j.nepr.2026.104752","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored the key influencing factors and turning points in the formation of professional identity among male undergraduate nursing students in China from a life course perspective.</div></div><div><h3>Background</h3><div>With the rising proportion of male nurses in China, understanding how male nursing students develop professional identity is vital to promoting gender diversity and improving retention. However, limited research in China has examined this process from a life course perspective, which can help inform targeted educational and institutional strategies.</div></div><div><h3>Design</h3><div>An exploratory qualitative study.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted with 16 male undergraduate nursing students across academic years at a university in China. Guided by a life course theory-informed interview schedule, interviews focused on experiences shaping professional identity across life stages. Data were coded and thematised using reflexive thematic analysis and reported in line with COREQ.</div></div><div><h3>Results</h3><div>Five main themes emerged: 1) Early life experiences shaping initial views of nursing; 2) Identity transformation through education and practice; 3) Negotiating gender stereotypes and societal expectations; 4) Peer support and gendered collaboration; and 5) Pragmatic career thinking and evolving aspirations. The identity formation process was dynamic, cross-phase and influenced by both social contexts and personal agency.</div></div><div><h3>Conclusion</h3><div>Male nursing students’ professional identity in China is shaped by early experiences and continuously reshaped through education and clinical practice. Breaking gender stereotypes, strengthening educational and institutional support, building peer networks and offering diverse career development opportunities can help enhance identity formation and career stability among male nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104752"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146158962","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}