Nurse Education in Practice最新文献

{"title":"Exploring the use of escape rooms in nursing: A comprehensive scoping review","authors":"Carla Sílvia Fernandes ,&nbsp;Maria Teresa Moreira ,&nbsp;Maria Salomé Ferreira ,&nbsp;Silvana Schwerz Funghetto ,&nbsp;Marina Morato Stival ,&nbsp;Andreia Maria Novo Lima","doi":"10.1016/j.nepr.2025.104324","DOIUrl":"10.1016/j.nepr.2025.104324","url":null,"abstract":"<div><h3>Aim</h3><div>This review aims to map and analyze the various practical uses of escape rooms in nursing, both in the education of students and the ongoing practice of nursing professionals, highlighting existing gaps that may guide future research in this field.</div></div><div><h3>Background</h3><div>Escape rooms challenge players to solve puzzles and complete tasks within a set time frame and are being used in the training of healthcare professionals, particularly in nursing.</div></div><div><h3>Design</h3><div>A scoping review</div></div><div><h3>Methods</h3><div>A comprehensive scoping review was conducted following the Joanna Briggs Institute guidelines. Searches were conducted across multiple databases, including Medline, CINAHL, SCOPUS, Psychology and Behavioral Sciences Collection, Academic Search Complete, MedicLatina, Teacher Reference Center, Scielo and Cochrane, searching for articles in Spanish, English, or Portuguese from inception until June 2024.</div></div><div><h3>Results</h3><div>The review included 72 studies published between 2018 and 2024, predominantly from the USA, revealing a prevalent use of escape rooms in the initial training of nursing students. The most common themes included medical-surgical and emergency situations. Studies indicate significant outcomes in participant satisfaction, knowledge, teamwork, engagement and motivation, development of specific skills and improvement of clinical judgment.</div></div><div><h3>Conclusions</h3><div>Escape rooms offer significant potential to enrich nursing education. However, studies with greater methodological rigor are needed to definitively conclude their efficacy. The integration of these innovative resources must be adequately planned to ensure their educational purpose.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104324"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143611143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of escape room game and role-playing on nursing students’ violence against women assessment skills and attitudes toward violence against women: A randomised controlled trial","authors":"Sultan Özkan Şat ,&nbsp;Nurhan Aktaş ,&nbsp;Pınar Akbaş","doi":"10.1016/j.nepr.2025.104346","DOIUrl":"10.1016/j.nepr.2025.104346","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effects of escape rooms and role-playing methods on nursing students’ ability to recognise and assess violence against women and their attitudes toward violence.</div></div><div><h3>Background</h3><div>Innovative and practical strategies are essential to enhance nursing students’ capacity to identify and address violence. Gamification offers a promising approach to the development of these skills.</div></div><div><h3>Design</h3><div>A pre-test and post-test factorial group randomised controlled trial was conducted.</div></div><div><h3>Methods</h3><div>A total of 120 nursing students were randomised into three groups: escape room game (n = 40), role-playing (n = 40) and control (n = 40). Data were collected using the Knowledge Test on Violence Against Women, Scale for Attitudes Toward Violence and Scale for Nurses’ and Midwives’ Recognition of the Symptoms of Violence Against Women. Assessments were conducted one week and one month after the intervention.</div></div><div><h3>Results</h3><div>Both the escape room game and role-playing groups demonstrated significantly higher knowledge test scores and more contemporary, non-approving attitudes toward violence than the control group at both time points. The escape room group, in particular, achieved notable improvements in recognising signs of violence against women.</div></div><div><h3>Conclusions</h3><div>Escape room games and role-playing are effective educational methods to improve nursing students’ knowledge, attitudes and assessment skills related to violence prevention. Incorporating these methods into nursing education programs is recommended to enhance the learning outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104346"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students’ academic engagement and retention challenges: Nurse educator’s perspective","authors":"Radha Adhikari","doi":"10.1016/j.nepr.2024.104224","DOIUrl":"10.1016/j.nepr.2024.104224","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104224"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808349","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":"A study of academic resilience, psychological resilience and psychological distress in undergraduate nursing students in Hong Kong and Australia during COVID-19 restrictions","authors":"Graeme D. Smith ,&nbsp;Roger Watson ,&nbsp;Sara Poon ,&nbsp;Wendy M. Cross ,&nbsp;Ms. Larissa Hutchison ,&nbsp;Elisabeth Jacob ,&nbsp;Ms. Alycia Jacob ,&nbsp;Muhammad Aziz Rahman ,&nbsp;Kay Penny ,&nbsp;Louisa Lam","doi":"10.1016/j.nepr.2025.104331","DOIUrl":"10.1016/j.nepr.2025.104331","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to examine academic resilience and its relationship with psychological resilience, self-efficacy, and psychological well-being in Chinese undergraduate students compared with an Australian cohort of nursing students.</div></div><div><h3>Background</h3><div>Evidence suggests that resilience acts as a protective factor against the adverse effects of stress, including psychological distress. Academic resilience, which specifically focuses on resilience in the face of academic adversity, remains largely unexplored in nursing students.</div></div><div><h3>Design</h3><div>A correlational cross-sectional study.</div></div><div><h3>Methods</h3><div>Using validated self-reported questionnaires, we aimed to increase the understanding of academic resilience in undergraduate students across two diverse international locations. Data were collected in three universities, one in Hong Kong and two in Australia, between November 2021 and January 2022 and socio-demographic information via the online Qualtrics survey platform.</div></div><div><h3>Results</h3><div>Across the three recruitment sites questionnaires were distributed to 956 students and 477 participated, giving a response rate of 49.9 %. Nursing students in Hong Kong showed lower academic resilience (100.8 vs 102.9; p = 0.009), lower psychological resilience (30.6 vs 36.4; p &lt; 0.001) and lower self-efficacy (26.8 vs 30.6; p &lt; 0.001) than their Australian counterparts. Hong Kong participants showed higher levels of psychological distress (28.6 vs 25.1; p &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>From a cross-cultural perspective, our study illustrates differences in levels of academic resilience, psychological resilience, and self-efficacy between nursing students in Hong Kong and Australia. Our findings highlight the importance of incorporating resilience-building educational interventions within undergraduate nurse education; teaching academic resilience may provide a valuable attribute to help nursing students overcome issues of academic adversity.</div><div>Reporting guideline: We adhered to STROBE reporting guidelines.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104331"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715159","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 simulation fidelity levels on theoretical-practical knowledge and gains in drug administration to critically ill patients: A randomized clinical trial","authors":"Breno de Sousa Santana,&nbsp;Marcia Cristina da Silva Magro","doi":"10.1016/j.nepr.2025.104335","DOIUrl":"10.1016/j.nepr.2025.104335","url":null,"abstract":"<div><h3>Objective</h3><div>To compare the effectiveness of high- and low-fidelity simulation, combined with theoretical foundations, in acquiring theoretical and practical knowledge, as well as in self-perceived gains from simulation.</div></div><div><h3>Background</h3><div>The administration of medication to critically ill patients is a complex and high-risk process that requires specialized knowledge and vigilance to prevent medication errors. In response, educational interventions have been widely implemented to enhance patient safety, with simulation-based education emerging as a key strategy.</div></div><div><h3>Design</h3><div>Randomized clinical trial, based on the CONSORT guidelines for simulation studies.</div></div><div><h3>Methods</h3><div>Sixty nursing students were randomly assigned to either the experimental group (high-fidelity simulation) or the control group (low-fidelity simulation). Both groups received theoretical instruction, followed by simulation exercises. The study assessed theoretical knowledge, perceived gains from the simulation, practical performance and the evaluation of the simulation design.</div></div><div><h3>Results</h3><div>The study found significant improvements in theoretical knowledge and perceived gains in both groups, with the experimental group showing more substantial progress. Interestingly, practical performance was higher in the low-fidelity group. No significant differences were observed in the evaluation of the simulation design between the two groups.</div></div><div><h3>Conclusion</h3><div>Both high- and low-fidelity simulations are effective in nursing education, though their impacts vary. High-fidelity simulations are more effective for enhancing theoretical understanding, while low-fidelity simulations tend to improve immediate practical skills.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104335"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715160","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":"LGBTQIA+ cultural competency in healthcare education programs: A scoping review","authors":"Ms. Allison Kuney ,&nbsp;Mrs. Danielle Noble,&nbsp;Dr. Michelle Stubbs","doi":"10.1016/j.nepr.2025.104333","DOIUrl":"10.1016/j.nepr.2025.104333","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To explore and summarise existing literature concerning strategies for increasing LGBTQIA+ cultural and clinical competency in healthcare education programs.</div></div><div><h3>Background</h3><div>Cultural and systemic changes in countries are needed to address the pervasive health disparities facing the LGBTQIA+ population. Understanding current global LGBTQIA+ content in education programs is pivotal for informing future curriculum development and producing culturally competent clinicians who can then undertake the creation clinical competency standards.</div></div><div><h3>Design</h3><div>A scoping review.</div></div><div><h3>Methods</h3><div>CINAHL, Ovid, Clinical key, Medline and PubMed were searched between October 2023 and August 2024. The review followed the JBI critical appraisal tools and methodological approach to scoping reviews.</div></div><div><h3>Results</h3><div>Twenty-five papers met eligibility criteria. Four themes emerged: (i) Significant Gains in Knowledge and Cultural Competency through LGBTQIA+ Training, (ii) Identified Gaps and the Need for Standardisation in LGBTQIA+ Healthcare Education (iii) The Role of Faculty Development and Community Engagement in Effective LGBTQIA+ Curriculum Integration and (iv) Addressing Intersecting Identities and Health Disparities for LGBTQIA+ Populations.</div></div><div><h3>Conclusion</h3><div>The presence of gaps in training, particularly concerning gender identity and intersectionality, highlights the need for standardised curricula and faculty development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104333"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of 3D virtual cadaver practice on learning motivation, academic achievement and self-efficacy among first-year nursing students","authors":"Hyeongyeong Yoon","doi":"10.1016/j.nepr.2025.104302","DOIUrl":"10.1016/j.nepr.2025.104302","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to investigate the effects of 3D virtual cadaver dissection practice on learning motivation, academic achievement and self-efficacy in nursing students.</div></div><div><h3>Background</h3><div>Anatomy is a challenging subject for nursing students due to its vast content that must be learned within a limited timeframe. Visualization-based teaching methods in anatomy education have proven to aid in understanding human structures. The use of 3D virtual cadaver dissection, facilitated by Anatomage, allows for virtual dissections of cadavers from various angles.</div></div><div><h3>Design</h3><div>A quasi-experimental study using a non-equivalent control group pretest-posttest design.</div></div><div><h3>Methods</h3><div>Seventy-seven first-year nursing students in an extracurricular program participated (42 experimental, 35 control). The experimental group participated in 3D virtual dissection practice, including the orientation session, once a week for 2 hours over a total of 5 weeks. To assess educational outcomes, surveys measuring learning motivation, academic achievement and self-efficacy were administered to both groups before and after the intervention.</div></div><div><h3>Results</h3><div>For learning motivation, a statistically significant difference was observed in autonomous motivation (<em>t</em> = 1.68, <em>p</em> = .048), while no significant difference was found in controlled regulation (<em>t</em> = .571, <em>p</em> = .570). Significant differences were observed in academic achievement (<em>t</em> = 3.98, <em>p</em> &lt; .001) and self-efficacy (<em>t</em> = 3.38, <em>p</em> = .001) between the groups.</div></div><div><h3>Conclusion</h3><div>3D virtual cadaver dissection practice has been demonstrated to be an effective educational method for improving autonomous learning motivation, academic achievement and self-efficacy among first-year nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104302"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527389","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":"Nurturing nurses with good ethics for a healthier future: A scoping review of public health ethics education","authors":"Chiyori Haga ,&nbsp;Yusuke Takei ,&nbsp;Nahoko Okamoto ,&nbsp;Mikiko Oda ,&nbsp;Etsuko Yoshikawa","doi":"10.1016/j.nepr.2025.104319","DOIUrl":"10.1016/j.nepr.2025.104319","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this study was to explore the characteristics of public health ethics education programs designed for nursing students to inform the development of curricula that produce nurses with a strong ethical compass.</div></div><div><h3>Background</h3><div>The COVID-19 pandemic has highlighted the urgent need for public health ethics education in nursing. While the importance of balancing individual rights and the health of the community is well-recognized, there is a dearth of effective educational programs and materials to equip nursing students with the necessary skills to navigate these complex ethical issues.</div></div><div><h3>Design</h3><div>This study is a scoping review of the literature</div><div>Data sources:</div><div>The PubMed, CINAHL and Web of Science databases were searched to identify studies that met the inclusion criteria.</div></div><div><h3>Methods</h3><div>A total of 16 studies were obtained within a search period of 2012–2023.</div></div><div><h3>Results</h3><div>Our analysis showed that some of the studies included other faculty members and practitioners. Effective teaching methods included narrative media and gaming methods, while Internet technology posed teaching challenges. Evaluation methods ranged from analyzing student discussions and reports to using specific measurement scales.</div></div><div><h3>Conclusions</h3><div>These findings suggest the need to develop a broader range of evaluation methods and collaborative efforts among educators to ensure the sharing of educational resources.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104319"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global integration of adaptive quizzing in nursing education: Enhancing Student performance and bridging educational gaps: A narrative review","authors":"Roqaia Dorri ,&nbsp;Elham Al-Omari ,&nbsp;Mohammed Al-Hassan ,&nbsp;Shehnaaz Mohamed ,&nbsp;Sumayya Ansar","doi":"10.1016/j.nepr.2025.104334","DOIUrl":"10.1016/j.nepr.2025.104334","url":null,"abstract":"<div><h3>Background</h3><div>Adaptive Quizzing (AQ) has gained recognition as a transformative tool in nursing education, providing personalized learning experiences that enhance student performance and engagement. Its global integration offers the potential to address educational disparities across diverse regions and improve outcomes in high-stakes licensure examinations such as the NCLEX-RN.</div></div><div><h3>Aim</h3><div>This narrative review explores the implementation, benefits and challenges of AQ in nursing education across various global contexts, with a focus on its impact on student performance, critical thinking skills and learning personalization.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted across several databases, including PubMed, CINAHL, Scopus and Web of Science. The review included studies from 2010 to 2023 that evaluated the effectiveness of AQ in nursing education. Themes such as enhanced academic performance, increased engagement, development of critical thinking and cultural adaptation were synthesized.</div></div><div><h3>Results</h3><div>The findings revealed consistent improvements in examination scores and overall academic performance when AQ was employed. AQ systems fostered higher levels of student engagement, motivation and critical thinking. However, challenges such as technological infrastructure, faculty training and the need for cultural adaptation were identified, particularly in low- and middle-income countries.</div></div><div><h3>Conclusions</h3><div>AQ has proven to be a valuable tool in nursing education, significantly improving student outcomes and promoting personalized learning. However, successful global implementation requires addressing challenges related to technology, cultural relevance and long-term impact assessment. Further research is needed to explore the role of AQ in diverse educational settings and its long-term effects on clinical competence.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104334"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Barriers to early career development for Chinese nurses with master’s degrees: A qualitative study","authors":"Junjun Wu ,&nbsp;Ying Wang ,&nbsp;Jinru Ye ,&nbsp;Huangliang Wen ,&nbsp;Xiurong Song","doi":"10.1016/j.nepr.2025.104339","DOIUrl":"10.1016/j.nepr.2025.104339","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined barriers to career development planning from the perspective of nurses with master’s degrees in China.</div></div><div><h3>Background</h3><div>The quality of nursing personnel is closely related to clinical nursing quality and patient satisfaction. Assisting highly educated nurses in career planning is crucial for reducing dropout rates. However, no domestic and international research has been done on the barriers to career development faced by highly educated nurses. Investigating these barriers can provide a foundation for developing targeted clinical nursing education and practice strategies.</div></div><div><h3>Design</h3><div>Descriptive qualitative design.</div></div><div><h3>Method</h3><div>Data were collected through semi-structured interviews and analyzed using qualitative content analysis. Following the COREQ guidelines.</div></div><div><h3>Results</h3><div>Seventeen nurses (two men and 15 women; age range: 26–29), reaching data saturation. Data analysis revealed eight subcategories in three categories: (1) transition shock, including the gap between nursing education and clinical practice, discrepancy between career growth expectations and clinical training system, and perceived professional crisis; (2) contextual elements, including external higher expectations, influence of leadership style, and limitations of the nursing standardized training system; and (3) lack of necessary support, including limitations of vocational development training programs in hospitals and schools and support requirements for the work environment.</div></div><div><h3>Conclusion</h3><div>The findings offer insights useful for nursing education experts and institutions and clinical nursing departments (especially their managers). Specifically, by clarifying the barriers faced by highly educated nurses in career development planning, the findings can inform the development of training systems and practices for enhancing highly educated nurses’ career satisfaction and professional identity.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104339"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674766","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}