Nurse Education in Practice最新文献

{"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}

{"title":"The effect of an artificial intelligence- supported screen-based simulation on breast self-examination in nursing students: A sequential mixed-methods study","authors":"Selda Karaveli̇ Çakir ,&nbsp;Şahika Şi̇mşek Çeti̇nkaya","doi":"10.1016/j.nepr.2026.104757","DOIUrl":"10.1016/j.nepr.2026.104757","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study is to evaluate the effectiveness of artificial intelligence-supported simulation in improving nursing students' breast self-examination (BSE) skills and to examine in-depth the experiences of students who received BSE training with artificial intelligence-supported simulation.</div></div><div><h3>Background</h3><div>The integration of active learning and artificial intelligence is gaining importance in nursing education. To better equip nursing students with BSE competencies, this study uses an AI-supported simulation environment as an innovative and interactive educational approach.</div></div><div><h3>Design</h3><div>A sequential explanatory mixed-methods design was used.</div></div><div><h3>Methods</h3><div>The study was carried out in the Nursing Department of the Faculty of Health Sciences at a public university in northwestern Turkey during the 2024–2025 spring semester. We collected quantitative data on skill scores, satisfaction and cognitive load from an artificial intelligence -simulation group and a standard-training group, followed by qualitative interviews to explain the quantitative results.</div></div><div><h3>Results</h3><div>Quantitative results showed no significant difference in BSE skill scores between groups. However, the artificial intelligence-simulation group reported significantly higher satisfaction and lower cognitive load. Qualitative findings revealed that while students initially experienced performance anxiety, this was alleviated by the simulation's interactive nature. The immediate feedback and repeatable practice boosted confidence and communication skills, transforming initial stress into a productive learning experience.</div></div><div><h3>Conclusions</h3><div>Although the artificial intelligence simulation did not lead to superior skill acquisition, it was highly effective in enhancing the learning experience by increasing satisfaction, reducing cognitive load and building confidence. artificial intelligence -supported simulation represents a valuable, innovative tool for nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104757"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146143869","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 potential impact of generative AI across Miller’s pyramid of clinical competence: A systematic review","authors":"Yea Seul Yoon ,&nbsp;Wonhee Baek ,&nbsp;Hyemi Jo ,&nbsp;Chaebin Hong ,&nbsp;Yoonjung Ji","doi":"10.1016/j.nepr.2026.104775","DOIUrl":"10.1016/j.nepr.2026.104775","url":null,"abstract":"<div><h3>Aim</h3><div>This systematic review examines the effectiveness and limitations of generative artificial intelligence (GenAI) in supporting the development of clinical competence in nursing education across Miller’s pyramid, synthesizing evidence to inform the design of educator-guided, Expert-in-the-Loop hybrid educational frameworks.</div></div><div><h3>Background</h3><div>Nursing education faces challenges from ongoing pedagogical innovations linked to GenAI. This technology offers transformative potential for personalized learning; however, its rapid integration into curricula lacks a systematic evidence base.</div></div><div><h3>Design</h3><div>This systematic review used seven databases (CINAHL, PubMed, Scopus, Web of Science, Embase, PsycINFO and Cochrane) to find studies published from November 2022 to May 2025.</div></div><div><h3>Methods</h3><div>Studies were screened using predefined criteria. Methodological quality was assessed with the Mixed Methods Appraisal Tool. A narrative synthesis was conducted, interpreting the findings based on Miller’s pyramid of clinical competence.</div></div><div><h3>Results</h3><div>Twelve studies met the inclusion criteria. GenAI applications were concentrated at the “Knows” (knowledge) and “Knows How” (application) levels of Miller’s pyramid, with no studies assessing real-world practice (“Does” level). While GenAI models passed licensure exams and improved cognitive and affective outcomes, they also had limitations, including factual inaccuracies, failures in clinical judgment and performance disparities.</div></div><div><h3>Conclusions</h3><div>GenAI is a powerful yet error-prone tool that necessitates systematic pedagogical redesign, not merely technological adoption. The Expert-in-the-Loop model, where educators validate generative AI outputs, may be key to transformations in nursing education. Embedding generative AI in educator-led frameworks can cultivate nursing professionals who leverage technology critically and ethically, ensuring care is both competent and human-centered.</div><div><strong>Registration</strong></div><div>This study was registered on PROSPERO (ID: CRD420251060512).</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104775"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285748","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":"Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education","authors":"Gideon U. Johnson,&nbsp;Jasmine O’Leary,&nbsp;Neus Carlos Martinez,&nbsp;Zainab Zahran,&nbsp;Brendan Greaney,&nbsp;Lynn Sayer,&nbsp;Mary Malone","doi":"10.1016/j.nepr.2026.104750","DOIUrl":"10.1016/j.nepr.2026.104750","url":null,"abstract":"<div><h3>Aim</h3><div>To discuss the potential of peer-led online tutorials using digital learning platforms as an educational innovation to enhance the application of the Clinical Reasoning Cycle (CRC) in undergraduate nursing education.</div></div><div><h3>Background</h3><div>The CRC is widely integrated into nursing curricula to support safe and effective decision-making. However, many students find it challenging to apply the cycle effectively to case-based and reflective assessments. Literature indicates that peer-assisted learning (PAL) can enhance engagement, confidence and clinical skills in nursing education; however, limited research has examined the role of peer-led tutorials in supporting the application of the CRC.</div></div><div><h3>Design</h3><div>A critical discussion paper.</div></div><div><h3>Methods</h3><div>This paper critically discusses literature on peer-assisted learning, student partnership and digital pedagogy, using a case example of a peer-led digital tutorial—a form of PAL—co-curated with a high-achieving undergraduate student to illustrate these concepts, presented as a pedagogical case rather than empirical research requiring ethical review.</div></div><div><h3>Results</h3><div>The case demonstrates how peer-led digital tutorials, delivered online, can provide authentic, relatable insights into CRC, demystify assessment expectations and promote engagement. Literature supports the integration of peer-led approaches as cost-effective, scalable and theoretically grounded in constructivist pedagogy. Limitations include the reliance on a single student exemplar and the absence of systematic evaluation.</div></div><div><h3>Conclusion</h3><div>Digital peer-led tutorials represent a promising pedagogical strategy to strengthen clinical reasoning education in nursing. Further research is required to evaluate their impact on student confidence, learning outcomes and assessment performance.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104750"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146120683","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":"How are midwifery students being taught about conducting consultation events? – Findings from an international survey questionnaire","authors":"Yvonne Greig ,&nbsp;Sara Rodriguez-Martin ,&nbsp;Lois McKellar ,&nbsp;Yvonne Kuipers","doi":"10.1016/j.nepr.2026.104739","DOIUrl":"10.1016/j.nepr.2026.104739","url":null,"abstract":"<div><h3>Aims</h3><div>We sought to understand how and when student midwives received consultation skills education during their undergraduate programmes.</div></div><div><h3>Background</h3><div>International standards for midwifery practice demand that women are informed, advised and provided with a myriad of information throughout the childbirth continuum. A consequence of sub-optimal consultation events can lead to dissatisfaction on the woman’s part about her care, inaccurate information being provided and ultimately may result in poor care resulting in sub-optimal birth outcomes. Global evidence suggests that this area of education may be under-developed in midwifery programmes.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional survey examined international approaches to teaching consultation skills in undergraduate midwifery programmes.</div></div><div><h3>Methods</h3><div>An online questionnaire was distributed to academics in the UK, continental Europe, Australia and New Zealand. Responses were collected between February and May 2023. Data were analysed using the Where–When–What–How framework to identify how consultation skills education was delivered, assessed and integrated into curricula.</div></div><div><h3>Results</h3><div>Thirty-two questionnaires were returned. Education was provided equally in clinical and academic environments and was threaded through curricula rather than taught as a discreet topic. Elements such as listening skills, shared decision making were included but consideration of structure, length and concluding the session were not prioritised. Various pedagogies were used to deliver the education. Significant variation in how skills were assessed and feedback provided were uncovered.</div></div><div><h3>Conclusion</h3><div>A definition of ‘midwifery consultation’ would likely support academic staff as they support student midwives to develop consultation skills, uphold professional standards and support the delivery of optimal care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104739"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146120665","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}