Nurse Education in Practice最新文献

{"title":"U.S. graduate nurses’ transition into practice: Perspectives on simulation-based education and cultural awareness in caring for diverse patients","authors":"Patricia L. Pence,&nbsp;Valerie M. Wright","doi":"10.1016/j.nepr.2025.104477","DOIUrl":"10.1016/j.nepr.2025.104477","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored graduate nurses’ (GN) perspectives of how simulation-based education (SBE) and cultural awareness in caring for diverse patients shaped their transition into practice.</div></div><div><h3>Background</h3><div>GNs will ultimately care for a diverse patient population. However, simulation equipment often features light-colored skin tones, limiting realistic exposure to diverse patient populations GNs will encounter in practice. Evidence remains limited on how SBE equips students to safely manage the complexities of care for patients from diverse backgrounds.</div></div><div><h3>Design/method</h3><div>A qualitative exploratory study was designed using individual interviews to explore GNs’ perceptions on how cultural awareness and SBE prepared them to provide safe, quality care for diverse patients. Eleven semi-structured interview questions guided the data collection. The interview data were analyzed using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>This study highlighted how 13 U.S. GNs’ transition into practice was shaped by cultural awareness and SBE. Four themes generated in the interviews were (1) fostering cultural awareness through diverse simulation equipment, (2) psychological safety as a facilitator for deeper learning, (3) clinical realism embedded in both content and context and (4) dedication to cultivating clinical safety. Each theme included two supporting subthemes.</div></div><div><h3>Conclusion</h3><div>Prioritizing psychological safety and emphasizing clinical safety in SBE reinforced the importance of delivering safe, high-quality care for a diverse patient population. Culturally inclusive equipment and diverse patient representations enhanced clinical realism and fostered GNs’ cultural awareness. Collectively, the themes generated in the interviews illustrated how SBE and cultural awareness significantly facilitated GNs’ transition into professional practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104477"},"PeriodicalIF":3.3,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670376","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":"Instruments for measuring clinical reasoning competence in current and future nurses based on COSMIN: A systematic review","authors":"Xiao Ren ,&nbsp;Xiaohui Dong ,&nbsp;Ye Tao ,&nbsp;Xinyu Chen,&nbsp;Xianying Lu,&nbsp;Dingxi Bai,&nbsp;Qi Xue,&nbsp;Chaoming Hou,&nbsp;Jing Gao","doi":"10.1016/j.nepr.2025.104474","DOIUrl":"10.1016/j.nepr.2025.104474","url":null,"abstract":"<div><h3>Aim</h3><div>To systematically evaluate the methodological quality and measurement properties of clinical reasoning assessment instruments for current and future nurses, providing an evidence-based basis for selecting appropriate instruments.</div></div><div><h3>Background</h3><div>Clinical reasoning is a core cognitive process and critical competence for safe nursing care. Despite multiple clinical reasoning assessment instruments, no systematic reviews have evaluated the measurement properties of these instruments against established methodological standards, limiting evidence-based selection.</div></div><div><h3>Design</h3><div>Measurement properties are systematically reviewed according to the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) guidelines.</div></div><div><h3>Methods</h3><div>A systematic search of 11 databases was conducted from their inception to March 31, 2025 (Review period: October 2024-April 2025).</div><div>Methodological quality was assessed using the COSMIN Risk of Bias Checklist and measurement properties were synthesized according to the COSMIN criteria. Two trained reviewers independently screened the studies, with conflicts resolved through consensus.</div></div><div><h3>Results</h3><div>Eighteen studies evaluating twelve clinical reasoning assessment instruments were included. No instrument reported cross-cultural validity, measurement error, or responsiveness. Based on COSMIN evidence grading, the Korean version of the clinical reasoning assessment rubric (K-CRAR) received Category C, while others were Category B.</div></div><div><h3>Conclusion</h3><div>Among Category B instruments, the Nurses Clinical Reasoning Scale (NCRS) has moderate to high-quality evidence for construct validity, internal consistency and hypothesis testing. Given its wide use, it is tentatively recommended. Future research should comprehensively assess its measurement properties, especially exploring cross-cultural validity and responsiveness.</div></div><div><h3>Study registration</h3><div>A protocol was registered on the PROSPERO (CRD42024611032).</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104474"},"PeriodicalIF":3.3,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655476","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 impact of reflective practice on nursing students: a scoping review","authors":"Madeleine Bowers ,&nbsp;Daniel Terry ,&nbsp;Pauletta Irwin","doi":"10.1016/j.nepr.2025.104468","DOIUrl":"10.1016/j.nepr.2025.104468","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the strengths and weaknesses of clinical reflection and its impact on clinical practice among nursing students.</div></div><div><h3>Background</h3><div>Nursing students experience emotional burdens when transitioning from a student to a practicing clinician, with many struggling to apply theoretical knowledge to clinical competency. Reflective practices serve to bridge the gap between theoretical and practical knowledge, while encouraging professional development through self-discovery and self-awareness among nursing students.</div></div><div><h3>Methods</h3><div>A scoping review was conducted in August 2024 across four databases, including PubMed, Scopus, CINAHL and Web of Science. Eligible studies between 2014 and 2024 were included and focused on nursing students undertaking Baccalaureate studies in higher education, who engaged in reflective practice in their program, which included clinical settings such as hospitals, community centres, or simulated learning environments. Data were extracted, grouped into themes and presented through narrative synthesis. The review followed the PRISMA-ScR checklist.</div></div><div><h3>Results</h3><div>Among the 13 identified articles, reflective practice was found to be beneficial for supporting clinical competency through professional development. Furthermore, self-discovery and self-awareness were enhanced in nursing students when reflective practice was incorporated into clinical situations. Reflection had a positive impact on the emotional well-being of nursing students when confronted with the environmental effects of healthcare and supported their clinical reasoning and decision making in clinical situations.</div></div><div><h3>Conclusion</h3><div>Reflective practice has a positive impact on clinical practice and provides emotional support during the transition from student to practicing nurse. Integrating reflective practice in nursing curricula may be beneficial to support and inform nursing students how to reflect and its associated benefits to practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104468"},"PeriodicalIF":3.3,"publicationDate":"2025-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144655475","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":"Psychometric properties of the Spanish version of the Opening Minds Scale for Health Care Providers (OMS-HC) in nursing students","authors":"Concepción Martínez-Martínez ,&nbsp;Vanessa Sánchez-Martínez ,&nbsp;Maria C. Fuentes ,&nbsp;Rocío Juliá-Sanchis ,&nbsp;Juan Diego Ramos-Pichardo","doi":"10.1016/j.nepr.2025.104469","DOIUrl":"10.1016/j.nepr.2025.104469","url":null,"abstract":"<div><h3>Aims</h3><div>To culturally adapt the OMS-HC and examine its psychometric properties in a sample of nursing students in Spain.</div></div><div><h3>Design</h3><div>A cross-sectional validation study design</div></div><div><h3>Methods</h3><div>The original scale was translated and adapted following the International Test Commission guidelines for translating and adapting tests. The reliability was measured using the ordinal alpha method. The factor structure was determined by Confirmatory Factor Analysis (CFA). A CFA was performed using the Diagonally Weighted Least Squares (DWLS) estimation method for ordinal data with robust standard errors. Convergent validity was assessed using Spearman’s rank correlation coefficients between the OMS-HC scale and the Level of Contact Report.</div></div><div><h3>Results</h3><div>A total of 747 nursing students participated in the study. The Spanish version tested on nursing students included 15 items and the factorial structure was one-dimensional. This model obtained a good fit for both the absolute and the incremental fit indices. Convergent validity results showed a negative correlation between the level of contact report and scores on the one-dimensional version of the OMS-HC-15 items. The reliability was acceptable, as reflected by the ordinal alpha.</div></div><div><h3>Conclusion</h3><div>The OMS-HC has adequate psychometric properties in Spanish nursing students. This questionnaire may be useful for measuring a single aspect, namely stigma.</div></div><div><h3>Implications for the profession</h3><div>Its relevance lies in the possibility for instructors to measure changes in stigma following educational or awareness-raising interventions to ensure that people with mental disorders receive better healthcare<strong>.</strong></div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104469"},"PeriodicalIF":3.3,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614797","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":"Compassionate care in nursing: The role of simulation-based compassionate care on nurse's caring behavior, self-efficacy and compassion competency","authors":"Rasha Mohammed Hussien ,&nbsp;Tahani Khalil ,&nbsp;Abdulqadir J. Nashwan ,&nbsp;Hani Al-Najjar ,&nbsp;Mahmoud Abdelwahab Khedr","doi":"10.1016/j.nepr.2025.104470","DOIUrl":"10.1016/j.nepr.2025.104470","url":null,"abstract":"<div><h3>Background</h3><div>Compassionate care is essential for enhancing patient outcomes and satisfaction. Despite established positive outcomes, the effectiveness of simulation-based training in fostering compassionate behaviors among nurses remains underexplored. This study addresses this gap by evaluating the impact of simulation-based compassionate care training on nurses' caring behavior, self-efficacy and compassion competence.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the effects of simulation-based compassionate care training on nurses' caregiving behavior, self-efficacy and compassion competence.</div></div><div><h3>Methods</h3><div>A quasi-experimental design was employed with 100 nurses from the Medical City, Qassim University simulation center. Participants were recruited using convenience sampling and allocated to an intervention group, which received simulation-based training and a control group. Data were collected using standardized scales measuring caregiving behavior, self-efficacy and compassion competence before and after the training from November 2024 to January 2025.</div></div><div><h3>Results</h3><div>The intervention group exhibited significant improvements in caregiving behavior (from 44.2 to 77.32, p &lt; 0.001), self-efficacy (from 21.16 to 33.72, p &lt; 0.001) and compassion competence across its domains of communication, sensitivity and insight, with p-values indicating statistically significant changes. In contrast, the control group showed minimal changes across these domains, with p-values indicating no significant differences.</div></div><div><h3>Conclusion</h3><div>The findings highlight the effectiveness of simulation-based compassionate care training in enhancing nurses' caregiving behaviors, self-efficacy and compassionate competence. Integrating such training into nursing education is essential for improving patient care quality and fostering a compassionate healthcare environment.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104470"},"PeriodicalIF":3.3,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604929","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 healthcare education: Validation of the traditional chinese EQual rubric for effective assessment of entrustable professional activities","authors":"Ying-Siou Lin ,&nbsp;Jeng-Wen Chen ,&nbsp;Wen-Wen Chang","doi":"10.1016/j.nepr.2025.104463","DOIUrl":"10.1016/j.nepr.2025.104463","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluates the reliability and validity of the Traditional Chinese version of the EQual rubric, a vital tool for assessing the quality of Entrustable Professional Activities (EPAs) in healthcare education.</div></div><div><h3>Background</h3><div>The healthcare professional’s educational model increasingly emphasizes competency-based education (CBE), necessitating standardized evaluation tools. EPAs provide a framework for this approach, highlighting the need for robust assessment instruments.</div></div><div><h3>Design</h3><div>Utilizing a quantitative methodology, this study translated and validated the Traditional Chinese EQual rubric in the context of developing EPA programs for clinical research nurses (CRNs) and oncology nurses (ONs). Four senior CRNs and four ONs served as raters.</div></div><div><h3>Methods</h3><div>The research was conducted in three phases: First, the EQual rubric was translated from English to Traditional Chinese using a standardized process, followed by back-translation by two bilingual experts. A consensus meeting finalized the translation. Second, content validation involved three experts assessing the rubric’s clarity and applicability. Finally, the internal consistency reliability of the EQual rubric was evaluated with eight raters.</div></div><div><h3>Results</h3><div>The Traditional Chinese EQual rubric demonstrated strong content validity and acceptable inter-rater reliability, with a high scale-level content validity index indicating robust expert agreement, affirming its applicability in educational settings.</div></div><div><h3>Conclusions</h3><div>The successful translation and validation of the EQual rubric in Traditional Chinese establish it as a reliable assessment tool for evaluating the quality of EPAs in healthcare education, significantly contributing to CBE and underscoring the importance of culturally relevant evaluation instruments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104463"},"PeriodicalIF":3.3,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631820","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":"Self-efficacy in clinical performance scale: A psychometric validity study with nursing students","authors":"Paula Bresolin ,&nbsp;Camilla Olaussen ,&nbsp;Jussara Gue Martini ,&nbsp;Daniele Delacanal Lazzari ,&nbsp;Andréa Aparecida Gonçalves Nes","doi":"10.1016/j.nepr.2025.104471","DOIUrl":"10.1016/j.nepr.2025.104471","url":null,"abstract":"<div><h3>Aim</h3><div>To translate the Self-Efficacy in Clinical Performance scale into Brazilian Portuguese and evaluate its psychometric properties.</div></div><div><h3>Background</h3><div>Self-efficacy is key to academic performance, supporting the growth of clinical and personal skills. Promoting self-efficacy in nursing students requires educational strategies that enhance both confidence and competence, along with effective tools to measure and deepen understanding of self-efficacy.</div></div><div><h3>Design</h3><div>This research used a cross-sectional study design, collecting data from undergraduate nursing students at public and private universities in Brazil during 2022 and 2023. Data from 375 students with clinical practice experience were used for psychometric testing. Of these participants, 45 completed a test-retest.</div></div><div><h3>Methods</h3><div>The Self-Efficacy in Clinical Performance scale was translated and evaluated in six steps: forward translation, forward translation synthesis, backward translation, backward translation synthesis, cognitive debriefing and psychometric testing. The psychometric properties of the translated instrument were investigated using confirmatory factor analysis, Cronbach’s alpha, McDonald’s omega, composite reliability and test-retest analyses.</div></div><div><h3>Results</h3><div>The translated instrument proved acceptable. In the confirmatory factor analysis, fit indices demonstrated an excellent model fit. The Cronbach’s alpha, McDonald’s omega and composite reliability values at the latent factor levels ranged from .93 to.98, indicating good internal consistency. Test-retest analyses indicated good to excellent test-retest reliability in all the latent factors, with intraclass correlation coefficients ranging from 0.852 to 0.924.</div></div><div><h3>Conclusions</h3><div>The Brazilian Portuguese version of the Self-Efficacy in Clinical Performance scale offers potential as a useful instrument to assess the self-efficacy of nursing students in clinical practice in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104471"},"PeriodicalIF":3.3,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632931","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":"Monitoring stress using a wearable device and measuring satisfaction during high-fidelity perinatal simulation: A randomized controlled study","authors":"Ayse Akalin ,&nbsp;Florence D'haenens ,&nbsp;Dennis Demedts ,&nbsp;Joeri Vermeulen ,&nbsp;Maaike Fobelets ,&nbsp;Sandra Tricas-Sauras","doi":"10.1016/j.nepr.2025.104460","DOIUrl":"10.1016/j.nepr.2025.104460","url":null,"abstract":"<div><h3>Aim</h3><div>To continuously monitor midwifery students' physiological stress during high-fidelity perinatal simulation using a wearable device (Empatica© E4 wristband) and assess the impact of a stress-focused debriefing on their physiological and psychological stress and satisfaction.</div></div><div><h3>Background</h3><div>High-fidelity simulation is an innovative training method that improves satisfaction and learning in healthcare, including midwifery. However, students might experience pressure and this can result in stress during simulations.</div></div><div><h3>Design</h3><div>A two-group randomized controlled.</div></div><div><h3>Methods</h3><div>The study was conducted at a University College’s High-Fidelity Perinatal Simulation Centre in Belgium. Participants included fifty-six second- and third-year midwifery students. The intervention group received a stress-focused debriefing in addition to a standard debriefing, while the control group received routine standard debriefing. Physiological stress was continuously monitored using the E4 wristband, which measures electrodermal activity, heart rate, blood pressure and temperature. Measurements were divided into time periods: pre-simulation (T₀), scenario-running (T₁), debriefing (T₂) and post-simulation (T₃). Psychological stress was assessed at T₀ and T₃ using the Short Stress State Questionnaire and satisfaction was evaluated the Satisfaction with Simulation Experience Scale at T₃.</div></div><div><h3>Results</h3><div>The intervention group showed a significant reduction in psychological stress and higher satisfaction than the control group (p &lt; 0.001). Electrodermal activity at T₂ and heart rate at T₃ were significantly lower in the intervention group than the control group (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>A stress-focused debriefing effectively reduces midwifery students' psychological and physiological stress while enhancing satisfaction. Electrodermal activity and heart rate parameters offered valuable insights into the students' physiological responses during perinatal simulation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104460"},"PeriodicalIF":3.3,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632932","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 radical art of nursing.","authors":"Tom Delahunt, Jonathan Barnes","doi":"10.1016/j.nepr.2025.104467","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104467","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104467"},"PeriodicalIF":3.3,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144620864","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":"Sensitivity in nursing students: A phenomenological study","authors":"Ayşegül Korkmaz Doğdu ,&nbsp;Emine Kol ,&nbsp;İlhan Günbayi","doi":"10.1016/j.nepr.2025.104443","DOIUrl":"10.1016/j.nepr.2025.104443","url":null,"abstract":"<div><h3>Aim</h3><div>The research aims to reveal the subjective experiences of nursing students regarding sensitivity.</div></div><div><h3>Background</h3><div>Sensitivity is a key human trait in responding to situations, events, or individuals. In nursing care, sensitivity involves consciously perceiving and acting on a patient's condition.</div></div><div><h3>Design</h3><div>A descriptive phenomenological study was performed.</div></div><div><h3>Methods</h3><div>This study explored nursing students' subjective experiences of sensitivity, conducted with 18 students from a Turkish nursing faculty (December 2021–May 2022). Data were collected via individual interviews and analyzed using Colaizzi’s approach.</div></div><div><h3>Results</h3><div>The findings, framed by Husserl and Merleau-Ponty, revealed three themes: 'Transition from sensation to perception,' 'Meaning and related factors,' and 'Acting.’</div></div><div><h3>Conclusions</h3><div>Sensitivity begins with perceiving cues indicating a need for help and is stronger toward those with whom students feel connected. Sensitivity is viewed as essential for care and a positive influence on others. It is suggested that students' sensitivity should be revealed from the beginning of nursing education and awareness should be developed and used as an antecedent of care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104443"},"PeriodicalIF":3.3,"publicationDate":"2025-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595624","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}