Nurse Education in Practice最新文献

{"title":"Undergraduate nursing students’ personality and learning effectiveness in high-fidelity simulation education","authors":"Lebing Yu ,&nbsp;Sandy Pin Pin Choi ,&nbsp;Samantha Dix","doi":"10.1016/j.nepr.2025.104349","DOIUrl":"10.1016/j.nepr.2025.104349","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the correlation between undergraduate nursing students’ personality and high-fidelity simulation learning effectiveness.</div></div><div><h3>Background</h3><div>Simulation is a fundamental approach in nursing education, with learning outcomes associated with various factors. Personality, reflecting on one’s way of learning, thinking and behaving, is a potential factor associated with simulation learning.</div></div><div><h3>Design</h3><div>A descriptive correlational study was conducted.</div></div><div><h3>Methods</h3><div>68 final year undergraduate nursing students completed an online survey following a high-fidelity nursing simulation. The five personality traits of neuroticism, extraversion, openness, conscientiousness and agreeableness were examined using the Neuroticism-Extraversion-Openness Five-Factor Inventory 3 (NEO-FFI-3). To investigate the relationship between personality and learning effectiveness, the revised English version of the Simulation Learning Effectiveness Inventory (SLEI) was also completed.</div></div><div><h3>Results</h3><div>No significant association was found between the five personality traits and students’ simulation learning effectiveness. However, the SLEI subscale of ‘resources’ was positively correlated with the trait of conscientiousness (r = 0.248, p = 0.04). In addition, students’ nursing work experience was associated with their learning effectiveness in high- fidelity simulation. Nursing students scored the highest in the personality trait of agreeableness (35.04 SD 5.28) and the lowest in that of neuroticism (26.53 SD 7.33).</div></div><div><h3>Conclusions</h3><div>Understanding personality assists in the application of best practice simulation for undergraduate nursing students. The design and implementation of high-fidelity simulation needs to consider students’ previous nursing work experience.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104349"},"PeriodicalIF":3.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785489","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":"Corrigendum to \"What makes a good nursing education: Meeting the needs of students and society in a free-market education system - Cluster analysis of United Kingdom universities\" [Nurse Educ. Pract. 84 (2025) 104344].","authors":"Edward Purssell, Rohit Sagoo","doi":"10.1016/j.nepr.2025.104351","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104351","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104351"},"PeriodicalIF":3.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781707","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":"Effects of humanistic care digital storytelling programme on the humanistic qualities of intensive care unit nursing students: A mixed-methods study","authors":"Jiayi Guo ,&nbsp;Xianjiao Deng ,&nbsp;Jie Zhu ,&nbsp;Shurui Gao ,&nbsp;Xuting Li ,&nbsp;Lihua Huang ,&nbsp;Man Ye","doi":"10.1016/j.nepr.2025.104348","DOIUrl":"10.1016/j.nepr.2025.104348","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the effects of a humanistic care digital storytelling programme on the humanistic care ability, empathy, emotional intelligence and clinical communication ability.</div></div><div><h3>Background</h3><div>Humanistic qualities are vital for patient satisfaction and nursing quality. However, traditional nursing curricula may impede their development, especially in intensive care unit settings. Digital storytelling shows promise, but its effectiveness in enhancing humanistic qualities remains unclear.</div></div><div><h3>Design</h3><div>A quasi-experimental design with repeated measures, using a convergent parallel mixed-methods approach.</div></div><div><h3>Methods</h3><div>In a tertiary hospital in Changsha, China, 37 nursing students participated in the intervention group and 40 in the control group. The four-week intervention included educational sessions, reflective diaries and discussion groups. Humanistic qualities were assessed quantitatively at baseline, post-intervention and one-month follow-up using repeated measures ANOVA. Qualitative data from diaries and interviews were analyzed using reflective thematic analysis.</div></div><div><h3>Results</h3><div>The intervention group demonstrated significantly improved humanistic care ability and empathy scores compared with controls (p &lt; 0.05). Interaction effects were significant for both humanistic care ability (p &lt; 0.05) and emotional intelligence (p &lt; 0.001). The intervention group also showed statistically significant improvements in humanistic care ability and emotional intelligence at both post-intervention and follow-up (p &lt; 0.05). Qualitative analysis revealed four themes: Infectious fusion and Educational Significance, Balancing Enjoyment and Reflection, Complementary Relationship between the Teaching Curriculum and Clinical Practice and Recommendations for Improving the Teaching curriculum.</div></div><div><h3>Conclusion</h3><div>The digital storytelling programme effectively enhances humanistic qualities among intensive care unit nursing students, supporting its integration into nursing education for improved outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104348"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785490","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":"Validation of the Italian version of the Secondary Traumatic Stress Scale (STSS-I) within midwifery students","authors":"Simona Fumagalli ,&nbsp;Gaia Torrenzano ,&nbsp;Anna Adami ,&nbsp;Maria Panzeri ,&nbsp;Annalisa De Lucia ,&nbsp;Laura Antolini ,&nbsp;Emma Caliari ,&nbsp;Sabrina Bassetti ,&nbsp;Michelangela Danza ,&nbsp;Elio Lopresti ,&nbsp;Virginia Michelerio ,&nbsp;Edda Pellegrini ,&nbsp;Antonella Nespoli ,&nbsp;Valeria Donisi","doi":"10.1016/j.nepr.2025.104342","DOIUrl":"10.1016/j.nepr.2025.104342","url":null,"abstract":"<div><h3>Aim</h3><div>to evaluate the psychometric properties of the Italian version of the Secondary Traumatic Stress Scale (STSS-I) specifically for midwifery students.</div></div><div><h3>Background</h3><div>midwives are at risk of developing Secondary Traumatic Stress (STS) which arises from witnessing or hearing about the trauma of others. Midwifery students are particularly vulnerable to STS due to the emotionally intense situations they encounter during their clinical training. This stress impacts their emotional well-being and their professional development. Despite the significant impact of STS on midwifery students, it remains underexplored in academic settings.</div></div><div><h3>Methods</h3><div>An observational study was conducted enrolling midwifery bachelor students of University of Milano Bicocca and Verona. Reliability and structural validity of STSS-I were studied using Confirmatory Factor Analysis and Cronbach's alpha. Moreover, the criterion concurrent validity was tested using the GHQ-12 as criterion standard through the ROC curve’s study. Analysis was performed using Stata/MP18.0 and R (version 4.3.2).</div></div><div><h3>Results</h3><div>confirming the two-dimension structure, within midwifery students the STSS-I had a good structural validity (RMSEA=0.079, CFI=0.992 and TLI=0.991) and reliability (Arousal subscale’s and Intrusion’s Cronbach alpha were respectively 0.90 and 0.84). The criterion validity demonstrated a moderate level of accuracy (AUC 0.75 ± 0.06). The total average STSS-I score was 24.44 (DS=9.91), ranging from 15 to 68. The average of Arousal and Intrusion subscales were respectively 17.70 and 9.73.</div></div><div><h3>Conclusions</h3><div>the STSS-I has good psychometric properties, representing a valid and reliable measure for assessing STS within midwifery students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104342"},"PeriodicalIF":3.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760817","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 effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills: A randomized controlled trial","authors":"Burcu Demi̇rcan ,&nbsp;Hatice Kaya","doi":"10.1016/j.nepr.2025.104341","DOIUrl":"10.1016/j.nepr.2025.104341","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine the effect of using digital games on knowledge, skills, satisfaction and self-confidence in teaching nursing students the skill of subcutaneous injection.</div></div><div><h3>Background</h3><div>Rapid changes in the technological field have also been reflected in nursing education and digital teaching technologies have begun to gain importance in the teaching of fundamental nursing skills.</div></div><div><h3>Design</h3><div>A pre-test post-test randomized controlled trial.</div></div><div><h3>Method</h3><div>The study was conducted between February 2023 and July 2023 with students enrolled in the Fundamentals of Nursing course at a university in Istanbul. A total of 72 nursing students were randomly assigned to the digital game group (n = 36) and the control group (n = 36). The research data were collected using the Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skill Checklist and The Student Satisfaction and Self-Confidence in Learning Scale.</div></div><div><h3>Results</h3><div>The digital game group had higher levels of skills, satisfaction and self-confidence (p &lt; 0.05). There was no significant difference in knowledge scores between the digital game group and the control group (p &gt; 0.05); however, the posttest knowledge scores of the digital game group increased (p &lt; 0.001). Post-hoc analysis showed that knowledge had a power of 0.76, skills had a power of 0.99 and satisfaction and self-confidence had a power of 0.82.</div></div><div><h3>Conclusions</h3><div>It was observed that the use of digital games in teaching a critical skill such as subcutaneous injection can improve the effectiveness of traditional education. Digital games can offer time and space independent learning opportunities when resources are limited.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104341"},"PeriodicalIF":3.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760816","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 self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study","authors":"Sinan AYDOGAN ,&nbsp;Nurcan CALISKAN","doi":"10.1016/j.nepr.2025.104336","DOIUrl":"10.1016/j.nepr.2025.104336","url":null,"abstract":"<div><h3>Background</h3><div>Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education.</div></div><div><h3>Objectives</h3><div>To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students.</div></div><div><h3>Design</h3><div>A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687).</div></div><div><h3>Methods</h3><div>The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training.</div></div><div><h3>Results</h3><div>The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p &lt; 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104336"},"PeriodicalIF":3.3,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785488","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":"Effective and ethical leadership in undergraduate nursing education: A future challenge.","authors":"Lara Delbene, Marco Di Nitto, Gianluca Catania, Giuseppe Aleo, Milko Zanini, Loredana Sasso, Annamaria Bagnasco","doi":"10.1016/j.nepr.2025.104329","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104329","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104329"},"PeriodicalIF":3.3,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659477","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":"Lights, camera, leadership: Teaching nursing students through film.","authors":"Lara Delbene, Martina Barbieri, Gianluca Catania, Milko Zanini, Loredana Sasso, Annamaria Bagnasco","doi":"10.1016/j.nepr.2025.104328","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104328","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104328"},"PeriodicalIF":3.3,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626512","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 and uptake of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial.","authors":"Briony Sue Chisholm, Lovemore Mapahla, Carl Lombard, Marc Blockman, Catherine Orrell","doi":"10.1016/j.nepr.2025.104326","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104326","url":null,"abstract":"<p><strong>Aim/objective: </strong>To design and test the usability of case-based HIV microlearning lessons using WhatsApp groups. This paper reports on effectiveness and uptake.</p><p><strong>Background: </strong>South Africa has the largest antiretroviral treatment program globally. National guidelines are regularly updated. Ongoing training of healthcare workers is vital but complicated by infrastructural, financial and human resource shortages. Innovative solutions are needed.</p><p><strong>Design: </strong>A pragmatic, mixed methods, parallel group, cluster randomised trial.</p><p><strong>Methods: </strong>Nurses and community health workers (CHWs) at 50 clinics in the Eastern Cape were invited to participate. Online questionnaires tested knowledge and retention of knowledge; retrospective folder reviews measured changes in patient care. Patient folders were sampled purposively pre-/post-intervention for clinical points learned. Descriptive and inferential analyses were performed.</p><p><strong>Results: </strong>Uptake and participation were good: 232 (79 %) nurses and 207 (76 %) CHWs participated. 96 % of nurses and 88 % of CHWs read the lessons within two weeks. There was a significant intervention effect on knowledge, based on the online questionnaires: nurses (0.5 units; 95 % CI 0.11-1.0; p = 0.0499) and CHWs (0.7 units; 95 % CI 0.2-1.3; p = 0.004). 1083 patient folders were reviewed to compare changes in patient care between the study arms. Adjusting for pre-care differences between the arms, the intervention increased correct patient care by 21 % ( 95 % CI 10 %-32 %; p < 0.001) in the year after the training.</p><p><strong>Conclusions: </strong>WhatsApp-based microlearning improves knowledge and patient care. This, with the companion paper's data showing that it is well received and accepted, makes it a valuable option for simple, accessible, scalable continuing medical education for HCWs.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104326"},"PeriodicalIF":3.3,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143630953","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":"Profiles of moral sensitivity and their associated factors in nursing students: A latent profile analysis","authors":"Chao Wen ,&nbsp;Wen Huang ,&nbsp;Yingyin Sun ,&nbsp;Qing Luo ,&nbsp;Chunqin Liu ,&nbsp;Jiajian Xiao ,&nbsp;Ling Yin","doi":"10.1016/j.nepr.2025.104314","DOIUrl":"10.1016/j.nepr.2025.104314","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to identify group profiles in moral sensitivity among Chinese nursing students and examine the factors associated with moral sensitivity subgroups.</div></div><div><h3>Background</h3><div>Moral sensitivity is a precondition for ethical decision making. Developing this sensitivity equips nursing students with the skills to identify and respond appropriately to ethical dilemmas, which are essential as they prepare to enter clinical settings. As integral members of the future nursing workforce, nursing students must be well prepared to navigate the ethical challenges they face.</div></div><div><h3>Design</h3><div>This study used a cross-sectional design.</div></div><div><h3>Methods</h3><div>Using convenience sampling, 716 nursing undergraduates from three universities in Jiangxi Province participated in this study. Participants completed online assessments of personality traits, empathy, professional nursing values and moral sensitivity. Latent profile analysis was used to identify moral sensitivity profiles and multinomial logistic regression was used to explore factors influencing distinct moral sensitivity profiles in nursing undergraduates.</div></div><div><h3>Results</h3><div>Results identified three profiles: “moral idealists” (9.7 %; high moral strength, moral burden; low moral responsibility), “moral undertakers” (32.0 %; moderate moral strength, moral burden; high moral responsibility), “moral skeptics” (58.3 %; low moral strength, moral burden and moral responsibility). Multinomial logistic regression analysis showed that grade level, only child status, agreeableness, conscientiousness, emotional stability, empathy and professional nursing values were associated with different profiles of moral sensitivity in nursing students.</div></div><div><h3>Conclusion</h3><div>Most undergraduate nursing students were placed in the moral skeptics group; thus, educational institutions should pay special attention to nursing students with low levels of moral sensitivity. Particular attention and additional support should be given to nursing students who are only children, in their lower academic years, exhibit neurotic traits and possess lower levels of agreeableness and conscientiousness. Educational activities and programs that prioritize empathy and professional nursing values may present a viable approach to fostering moral sensitivity among nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104314"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563167","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}