Nurse Education in Practice最新文献

{"title":"Qualitative evaluation of a ChatGPT-integrated transcultural nursing course for a diverse group","authors":"Ecem Çi̇çek Gümüş ,&nbsp;İlknur Dolu","doi":"10.1016/j.nepr.2025.104491","DOIUrl":"10.1016/j.nepr.2025.104491","url":null,"abstract":"<div><h3>Aim</h3><div>This qualitative study aimed to examine how undergraduate nursing students respond to a ChatGPT-integrated transcultural nursing course and its impact on their learning process.</div></div><div><h3>Background</h3><div>Integrating artificial intelligence (AI) into culturally diverse nursing education offers a promising approach to develop students’ cultural competence. In particular, AI-supported environments may help bridge the gap between theoretical knowledge and real-world cultural interactions.</div></div><div><h3>Methods</h3><div>This qualitative study used a semi-structured interview conducted in June 2024, recruiting twenty-four volunteer nursing students who participated in the ChatGPT-Integrated Transcultural Nursing Course. The authors conducted face-to-face in-depth interviews with students who provided informed consent and the data were analyzed using a six-step thematic analysis.</div></div><div><h3>Results</h3><div>Among the 24 participants, 12 were female and 11 were international students. Of the international students, seven were female and four were male. The average duration of the interviews was 32 min. Three main themes emerged from the data: (i) opportunities in course design, (ii) cultural sensitivity and (iii) the role of ChatGPT.</div></div><div><h3>Conclusion</h3><div>The primary conclusions showed that the course had a positive effect on nursing students' communication abilities. Students valued the inclusive, reflective learning environment that encouraged critical engagement and linked theory with real-life experiences, enhancing their cultural competence.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104491"},"PeriodicalIF":4.0,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723699","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":"Towards sustainable continuity of care: Barriers and facilitators to the professionalisation of midwifery students in supporting physiological birth","authors":"Julie Ouellet,&nbsp;Sabina Abou Malham,&nbsp;Christine Loignon","doi":"10.1016/j.nepr.2025.104472","DOIUrl":"10.1016/j.nepr.2025.104472","url":null,"abstract":"<div><h3>Aim</h3><div>To analyse, from a systemic perspective, the barriers and facilitators influencing the professionalisation of midwifery students as they learn to support physiological birth during CoC placements in freestanding birth centres.</div></div><div><h3>Background</h3><div>Midwife continuity of care models (CoC) are known to improve intrapartum outcomes. However, midwifery students have limited exposure to them, despite their potential role in fostering competencies, professional identity and midwifery culture—a crucial three-dimensional professionalisation process. The systemic contextual elements shaping this process remain underexplored, particularly in learning to support physiological childbirth.</div></div><div><h3>Design</h3><div>Interpretative descriptive study.</div></div><div><h3>Method</h3><div>Data were collected from midwifery students and preceptors (n = 14) through audio diaries across four placement levels and from students who kept diaries (n = 7) in two discussion groups. Policy informants from diverse backgrounds (n = 5) participated in semi-structured interviews. A thematic analysis was conducted.</div></div><div><h3>Findings</h3><div>Nine barriers and seven facilitators were identified as elements influencing learning to support physiological birth, offering a systemic view of contexts shaping students’ professionalisation. Key facilitators included extended CoC placements, a strong student-woman-preceptor alliance and a dedicated low-tech environment. Barriers included working conditions, rigid placement requirements and devaluation of self-care.</div></div><div><h3>Conclusions</h3><div>Professionalisation related to physiological birth is closely tied to CoC placements and continuity of preceptorship. Collaborative leadership is necessary to improve placements and working conditions. An innovative community of practice could unite birth centres to address vocation-driven norms, harmonize practices and design sustainable CoC models, thus ensuring midwife retention. Future research should define learning objectives related to self-care and strategies that foster a culture of self-care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104472"},"PeriodicalIF":4.0,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723739","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":"AI or nay? Evaluating the potential use of ChatGPT (Open AI) and Perplexity AI in undergraduate nursing research: An exploratory case study","authors":"Jamie Qiao Xin Ng ,&nbsp;Joelle Yan Xin Chua ,&nbsp;Mahesh Choolani ,&nbsp;Sarah W.L. Li ,&nbsp;Lin Foo ,&nbsp;Travis Lanz-Brian Pereira ,&nbsp;Shefaly Shorey","doi":"10.1016/j.nepr.2025.104488","DOIUrl":"10.1016/j.nepr.2025.104488","url":null,"abstract":"<div><h3>Aims</h3><div>This study aimed to evaluate the performance of publicly available large language models (LLMs), ChatGPT-4o, ChatGPT-4o Mini and Perplexity AI, in responding to research-related questions at the undergraduate nursing level. The evaluation was conducted across different platforms and prompt structures. The research questions were categorized according to Bloom’s taxonomy, to compare the quality of AI-generated responses across cognitive levels. Additionally, the study explored the perspectives of research members on using AI tools in teaching foundational research concepts to undergraduate nursing students.</div></div><div><h3>Background</h3><div>Large Language Models (LLMs) could help nursing students learn foundational research concepts but their performance in answering research-related questions has not been explored.</div></div><div><h3>Design</h3><div>An exploratory case study was conducted to evaluate the performance of ChatGPT-4o, ChatGPT-4o Mini and Perplexity AI in answering 41 research-related questions.</div></div><div><h3>Methods</h3><div>Three different prompts (Prompt-1: Unstructured with no context; Prompt-2: Structured from professor’s perspective; Prompt-3: Structured from student’s perspective) were tested. A 5-point Likert-type valid author-developed scale was used to assess all AI-generated responses across six domains: Accuracy, Relevance, Clarity &amp; Structure, Examples Provided, Critical Thinking and Referencing.</div></div><div><h3>Results</h3><div>All three AI models generated higher-quality responses when structured prompts were used compared with unstructured prompts and responded well across the different Bloom’s taxonomy levels. ChatGPT-4o and ChatGPT-4o Mini performed better at answering research-related questions than Perplexity AI.</div></div><div><h3>Conclusion</h3><div>AI models hold promise as supplementary tools for enhancing undergraduate nursing students’ understanding of foundational research concepts. Further studies are warranted to evaluate their impact on specific research-related learning outcomes within nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104488"},"PeriodicalIF":3.3,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714547","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":"Evaluating the effectiveness of virtual reality simulation in cpr training for nursing students: A randomized controlled trial","authors":"Gonul Bodur ,&nbsp;Zehra Turhan ,&nbsp;Yunus Emre Altun ,&nbsp;Kimya Kilicaslan ,&nbsp;Berkay Ali̇kan ,&nbsp;Fatih Özer ,&nbsp;Gülbeyaz Can","doi":"10.1016/j.nepr.2025.104486","DOIUrl":"10.1016/j.nepr.2025.104486","url":null,"abstract":"<div><h3>Aim</h3><div>To compare the effectiveness of VR based training and traditional simulation in improving the knowledge, psychomotor skills, attitudes, learning styles and self-directed learning skills of nursing students participating in CPR training.</div></div><div><h3>Design</h3><div>Randomized controlled trial with a pre-test/post-test control group design.</div></div><div><h3>Method</h3><div>Study was conducted with 144 s-year nursing students at an accredited state university in Turkey. Participants were randomly assigned to either a VR group or a traditional simulation group. Both groups received theoretical instruction in CPR followed by VR-based training using Oculus Quest 2 headsets or a traditional simulation-based exercise. Data were collected using the CPR Knowledge Test, the Self-Directed Learning Skills Scale, the Kolb Learning Style Inventory, the Simulation Design Scale and an Objective Structured Clinical Examination (OSCE) for CPR skills.</div></div><div><h3>Results</h3><div>Both groups showed significant improvements in CPR skills after the intervention, with no significant difference between groups. The traditional simulation group showed a significant increase in self-directed learning skills, while no significant change was observed in the VR group. The VR group showed a supportive effect on abstract conceptualization in learning styles, but had no significant effect on learning preferences. Students in the VR group outperformed the control group on several critical psychomotor CPR skills measured by OSCE. Both groups rated their simulation experiences favorably.</div></div><div><h3>Conclusions</h3><div>VR-based CPR training is an effective, scalable, and engaging teaching method that enhances psychomotor skill acquisition and promotes cognitive engagement. Future research should explore hybrid models and long-term outcomes to optimize the use of VR in CPR education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104486"},"PeriodicalIF":4.0,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144723698","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":"Effectiveness of a theory-based empathy enhancement in increasing Master of Nursing students’ empathy and practice of smoking cessation intervention: A randomized controlled trial","authors":"Guowen Zhang ,&nbsp;Tzu Tsun Luk ,&nbsp;Veronica Suk Fun Lam ,&nbsp;Shengzhi Zhao ,&nbsp;Annie On Ni Yip ,&nbsp;Man Ping Wang ,&nbsp;Sophia Siu Chee Chan ,&nbsp;Yee Tak Derek Cheung","doi":"10.1016/j.nepr.2025.104483","DOIUrl":"10.1016/j.nepr.2025.104483","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effectiveness of an empathy enhancement based on Experiential Learning Theory in increasing Master of Nursing students’ empathy toward smokers, positive attitude toward smoking cessation, self-efficacy and practice of 5 A’s (Ask, Advise, Assess, Assist and Arrange).</div></div><div><h3>Background</h3><div>Empathy is a critical competency for healthcare professionals in delivering smoking cessation counseling.</div></div><div><h3>Design</h3><div>A randomized controlled trial (Registration ID: NCT05864339).</div></div><div><h3>Methods</h3><div>Master of Nursing students (n = 56) who enrolled in a 2023 smoking cessation course were randomized to either an empathy-enhancement intervention or conventional teaching. Both groups engaged in case-based discussions and role-play demonstrations using smoker scenarios. Intervention group additionally received a 20-minute empathy lecture and used the Health Empathy Map. Outcomes were assessed using the Comprehensive State Empathy Scale (pre-post tutorial) and the ProSCiTE tool (baseline, post-tutorial, 2-month follow-up) for attitude, self-efficacy and 5 A’s practice. Linear mixed model and Cohen’s f² effect size were used to analyze group-by-time interactions. Post-tutorial students’ qualitative feedback was collected and analyzed.</div></div><div><h3>Results</h3><div>The intervention group showed more improvement in the outcomes than control group, including small-to-medium effect size for empathy (f²=0.084, p = 0.017), self-efficacy (f²=0.022, p = 0.049) and ‘Advise’ practice (f²=0.031, p = 0.049). Effect size for ‘Ask’ practice was medium-to-large (f²=0.201, p = 0.002). Qualitative feedback revealed that the reflection through Health Empathy Map helped students contextualize smokers’ barriers and refine cessation strategies.</div></div><div><h3>Conclusions</h3><div>This study showed that the effectiveness of empathy enhancement based on Experiential Learning Theory increased Master of Nursing students’ empathy, self-efficacy and practice of smoking cessation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104483"},"PeriodicalIF":3.3,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703192","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":"Epistolary minds: Women, education and professional development in the Nightingale-Blackwell letters","authors":"Ana Choperena ,&nbsp;Inés Díaz-Dorronsoro","doi":"10.1016/j.nepr.2025.104487","DOIUrl":"10.1016/j.nepr.2025.104487","url":null,"abstract":"<div><h3>Aim</h3><div>This historical study explores the personal correspondence between Florence Nightingale and Elizabeth Blackwell.</div></div><div><h3>Background</h3><div>Nightingale and Blackwell were pioneering contemporaries who advocated for scientific approaches to care and public health. While their methods sometimes differed, their private letters offer nuanced insights into their thinking, revealing convergent views.</div></div><div><h3>Design</h3><div>A historical research design.</div></div><div><h3>Methods</h3><div>The study employs a hermeneutical historical design, using thematic analysis within a women's history framework. Primary sources are nine letters exchanged between Nightingale and Blackwell from 1852 to 1871, accessed via the Library of Congress historical archive.</div></div><div><h3>Results</h3><div>The analysis reveals two non-conformist women whose correspondence illustrates convergent and disruptive positions on women’s leadership, professional rights and education. Contrary to interpretations that frame them as adversaries, their letters show a shared intellectual foundation and features of nineteenth-century female epistolary culture, blending intimacy with professional development.</div></div><div><h3>Conclusions</h3><div>The correspondence reflects a shared concern for the proper training of professionals and increasingly convergent thinking, challenging the constraints imposed on Victorian women. By offering insight into the accomplishments and challenges of these two leaders, this study provides a historical touchstone for the evolution of nursing education and informs the contemporary discourse on nursing’s professional identity and visibility.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104487"},"PeriodicalIF":3.3,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704819","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":"Toward validation of the Griffiths University Affective Learning Scale (GUALS) for health professions education among learners of English as an additional language: Exploring assessment of the affective learning domain in nurse education","authors":"Melody Blanco ,&nbsp;Tawny Lowe,&nbsp;Shehnaaz Mohamed,&nbsp;Sumayya Ansar ,&nbsp;M. Gregory Tweedie","doi":"10.1016/j.nepr.2025.104485","DOIUrl":"10.1016/j.nepr.2025.104485","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to contribute toward validation of the Griffiths University Affective Learning Scale (GUALS) by exploring its use among learners for whom English is an additional language (LEAL).</div></div><div><h3>Background</h3><div>The affective learning domain is critical yet often underemphasized in health professions education (HPE). While the GUALS was developed to assess this domain, its applicability for LEAL populations remains underexamined.</div></div><div><h3>Design</h3><div>A double hermeneutic approach, guided by Krathwohl’s taxonomy of the affective domain, was used to assess affective learning in LEAL students’ written reflections.</div></div><div><h3>Methods</h3><div>Three trained nurse educators independently assessed 20 anonymized texts from undergraduate LEAL nursing students using the GUALS. LIWC quantified affective language and Welch’s ANOVA compared mean scores with those from comparable text types in the LIWC corpus.</div></div><div><h3>Results</h3><div>LIWC analysis showed no statistically significant differences in affective language use between student reflections and comparable texts in the LIWC corpus, suggesting that English proficiency did not hinder written affective expression. Most reflections were rated at the \"Receiving\" or \"Responding\" levels on the GUALS. Challenges included inter-rater variability and difficulty distinguishing higher levels of the GUALS scale.</div></div><div><h3>Conclusions</h3><div>The GUALS appears fit-for-purpose for assessing affective learning in LEAL students in HPE at the proficiency levels observed in the study population. Broader adoption in HPE would benefit from rater moderation support, standardization materials to enhance inter-rater reliability and clearer differentiation between scale levels.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104485"},"PeriodicalIF":3.3,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703191","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":"Development and psychometric validation of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS)","authors":"Orkun Erkayiran ,&nbsp;Rahime Aslan","doi":"10.1016/j.nepr.2025.104478","DOIUrl":"10.1016/j.nepr.2025.104478","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and validate the psychometric properties of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS) for assessing nurses’ therapeutic communication competencies.</div></div><div><h3>Background</h3><div>Although therapeutic communication is essential to nursing care and patient outcomes, existing instruments often lack cultural relevance and fail to capture its multidimensional structure. This study addresses the absence of a validated tool for evaluating nurse-patient interactions in the Turkish clinical context.</div></div><div><h3>Design</h3><div>A methodological, cross-sectional study using an exploratory sequential design.</div></div><div><h3>Methods</h3><div>Item development was guided by literature review and expert input. Content validity was assessed by eight psychiatric nursing experts using the Davis method, yielding an overall Content Validity Index (CVI) of 0.975. The scale was then administered to 328 nurses from university and public hospitals in Türkiye. Exploratory and confirmatory factor analyses were conducted to examine construct validity. Internal consistency was evaluated with Cronbach’s alpha and item-total correlations.</div></div><div><h3>Results</h3><div>The finalized 20-item NuPTIS comprises four dimensions: Emotional Support and Motivation, Empathic and Open Communication, Patient-Centered Care and Supportive Communication Process. These accounted for 68.72 % of total variance. Confirmatory factor analysis indicated good model fit. The overall Cronbach’s alpha was 0.920, with subscale values between 0.724 and 0.860.</div></div><div><h3>Conclusion</h3><div>NuPTIS is a valid and reliable instrument for assessing therapeutic communication skills among clinical nurses. While promising, limitations include the use of self-report measures, regional sampling and absence of test-retest reliability or patient input.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104478"},"PeriodicalIF":3.3,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696534","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":"Development and application of an immersive 360° video-based VR simulation program for pressure injury management for new nurses: A mixed methods study","authors":"Hwi Gon Jeon ,&nbsp;Hye Won Jeong","doi":"10.1016/j.nepr.2025.104481","DOIUrl":"10.1016/j.nepr.2025.104481","url":null,"abstract":"<div><h3>Aim</h3><div>The aim was to evaluate the effectiveness of an immersive 360° video-based VR simulation program for pressure injury management (VR-SIMPI) and explore new nurses’ perceptions and learning experiences qualitatively.</div></div><div><h3>Background</h3><div>Pressure injuries pose major healthcare challenge, causing patient discomfort, longer hospital stays and increased costs. Effective education for new nurses is essential, but traditional lecture-based training lacks hands-on experience. VR offers an innovative solution by providing immersive, interactive learning that enhances skill development and clinical decision-making.</div></div><div><h3>Design</h3><div>A quasi-experimental pretest-posttest design with a control group.</div></div><div><h3>Methods</h3><div>The study was conducted in a tertiary hospital in South Korea with 69 new nurses, divided into an experimental group (n = 35) receiving VR-SIMPI and a control group (n = 34) receiving lecture-based training. Nursing knowledge, performance confidence and clinical competency were assessed quantitatively; qualitative insights were collected through focus group interviews.</div></div><div><h3>Results</h3><div>The VR-SIMPI program significantly improved pressure injury nursing knowledge (z = -3.78, <em>p</em> &lt; .001, ES = 0.90) and performance confidence (z = -8.40, <em>p</em> &lt; .001, ES = 1.69) in the experimental group. Clinical competency also showed a large effect size (z = -7.00, <em>p</em> &lt; .001, ES = 3.55) compared with the control group. Focus group interviews revealed that participants found the VR environment highly immersive and beneficial for mastering complex clinical scenarios.</div></div><div><h3>Conclusions</h3><div>VR-SIMPI significantly enhanced knowledge, confidence and competency among new nurses. These findings suggest that VR is a valuable nursing education tool. Future studies should explore its scalability and long-term impact.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104481"},"PeriodicalIF":3.3,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704818","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":"Consumer engagement in teaching and learning across health disciplines: A systematic quantitative literature review","authors":"Elisabeth Coyne ,&nbsp;Katina Corones-Watkins ,&nbsp;Mandie Foster ,&nbsp;Virginia Jones ,&nbsp;Lana Mitchell ,&nbsp;Hayley Mongta ,&nbsp;Rachel Wardrop ,&nbsp;Lynda Hughes","doi":"10.1016/j.nepr.2025.104482","DOIUrl":"10.1016/j.nepr.2025.104482","url":null,"abstract":"<div><h3>Aim</h3><div>To understand how health consumers contribute to teaching and learning in undergraduate health professional programs.</div></div><div><h3>Background</h3><div>Undergraduate health students need to understand the patient and family experience so they can truly support them to manage and improve their health outcomes. This literature review explores how patients and families known as health consumers, contribute to teaching and learning in undergraduate health programs.</div></div><div><h3>Design</h3><div>Systematic quantitative literature review</div></div><div><h3>Methods</h3><div>Searches conducted across: CINHAL, MEDLINE, ProQuest Nursing, Scopus, and Google Scholar. Data from included studies was extracted and evaluated using Towle's taxonomy level of consumer involvement, presented as binary data using the Pickering and Byrne method and narrative synthesis of conducted.</div></div><div><h3>Results</h3><div>A total of 109 studies were included. Narrative synthesis generated three themes being educational perspective, human perspective, and logical perspective. Engaging health consumers in education is crucial but does have challenges and should be prioritized when designing curricula. Consumers real-world experiences help students better prepare for clinical practice and understand the consumer perspective.</div></div><div><h3>Conclusion</h3><div>This review provides insights into fostering consumer involvement in teaching, enhancing student learning, and improving consumer outcomes. Training and research are needed to develop strategies that enable undergraduate health students and health consumers to partner together. By learning the consumer perspectives, students gain insights to guide their practice and improve consumer health outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104482"},"PeriodicalIF":4.0,"publicationDate":"2025-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722888","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}