Nurse Education in Practice最新文献

{"title":"Comparison of mobile learning and face-to-face training in intermittent catheterization education: A randomized controlled trial","authors":"Nilgün Aras ,&nbsp;Emel Gülnar ,&nbsp;Şule Bıyık Bayram ,&nbsp;Nurcan Çalışkan ,&nbsp;Bilge Yılmaz","doi":"10.1016/j.nepr.2025.104571","DOIUrl":"10.1016/j.nepr.2025.104571","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to compare the knowledge and skill levels of nursing students who received either mobile learning or face-to-face training on intermittent catheterization.</div></div><div><h3>Background</h3><div>Performing Intermittent Catheterization (IC) with the correct technique can significantly prevent catheterization-related complications. Ensuring that nurses are proficient in IC prevents complications and enables timely and accurate execution of the procedure.</div></div><div><h3>Design</h3><div>A parallel-group, non-inferiority, randomized, controlled trial.</div></div><div><h3>Method</h3><div>A total of 74 fourth-year nursing students in Türkiye were randomly assigned to either the face-to-face training (n = 37) or mobile learning group (n = 37) using block randomization. The study provided intermittent catheterization training via mobile application or traditional face-to-face instruction between April 10 and April 17, 2025. Data were collected using the IC Knowledge test and a skills checklist for both male and female catheterization procedures.</div></div><div><h3>Results</h3><div>No significant difference was determined in the IC knowledge score between mobile learning (14.21 SD 1.58) and face-to-face training (13.56 SD 1.78) groups. There was also no significant difference in the skill performance score between the mobile learning (18.51 SD 1.57/19.13 SD 1.15) and face-to-face training (18.62 SD 1.31/18.56 SD 1.70) groups in respect of female/male catheterization procedures. The results showed that mobile learning on IC was non-inferior (non-inferiority margin: −1.02, 95 % CI: −0.13–1.43).</div></div><div><h3>Conclusion</h3><div>Mobile learning was found to be as effective as face-to-face training in enhancing both knowledge and practical skills in intermittent catheterization. Mobile applications can be considered as a supplement to face-to-face training in nursing education or as an alternative when face-to-face training is not possible.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104571"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145200817","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’ General Attitudes Towards Artificial Intelligence Scale (NGAAIS): A Turkish validity and reliability study","authors":"Mensure Turan ,&nbsp;Zeliha Cengiz","doi":"10.1016/j.nepr.2025.104574","DOIUrl":"10.1016/j.nepr.2025.104574","url":null,"abstract":"<div><h3>Aim</h3><div>The Turkish validity and reliability of the Nursing Students’ General Attitudes Towards Artificial Intelligence Scale was evaluated to ascertain its applicability in assessing attitudes towards AI in nursing practices</div></div><div><h3>Background</h3><div>For the effective integration of AI supported health applications into nursing education and practice, it is essential to assess individuals’ attitudes toward AI using valid instruments.</div></div><div><h3>Method</h3><div>This cross-sectional study aimed to assess the validity and reliability of a scale. It was conducted with 417 undergraduate nursing students from a Turkish nursing faculty participating. The scale's validity and reliability were assessed using several methods, including content validity, exploratory factor analyses, the Cronbach α coefficient, item-total correlation and split-half method.</div></div><div><h3>Result</h3><div>The scale demonstrated content validity, with a content validity index (CVI) of 0.96. The fit indices obtained through confirmatory factor analysis were found to be acceptable, with a χ²/SD value of 2.49. The fit indices values were also within acceptable limits (GFI = 0.98, AGFI = 0.99, CFI = 1.00, RMSEA = 0.061, SRMR = 0.057). The factor analysis yielded a 20-item measurement tool comprising four sub-dimensions (Benefits of AI in Nursing (6 items), Risks of AI (8 items), Practical Advantages (4 items) and Willingness to Use (2 items). Furthermore, the Cronbach alpha value was determined to be 0.914.</div></div><div><h3>Conclusion</h3><div>The Turkish version, which measures attitudes towards AI in nursing in the dimensions of benefits, dangers, advantages in practice and willingness to use, is a valid and reliable instrument. The measurement tool can be used safely in nursing science.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104574"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219853","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 enrollment in nursing education programs: A systematic review of recruitment strategies","authors":"Merav Ben Natan,&nbsp;Yelena Hazanov","doi":"10.1016/j.nepr.2025.104573","DOIUrl":"10.1016/j.nepr.2025.104573","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate recruitment strategies that enhance enrollment in nursing education programs, with a focus on global perspectives.</div></div><div><h3>Background</h3><div>Many countries face nursing shortages. Recruitment strategies, such as financial incentives, early exposure programs and mentorship, aim to address these shortages. However, their effectiveness varies across contexts, necessitating a systematic review of evidence.</div></div><div><h3>Design</h3><div>A systematic review following PRISMA guidelines, Institute of Medicine (IOM) standards and Joanna Briggs Institute (JBI) methodology.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted in PubMed, MEDLINE, SCOPUS, CINAHL and ERIC for peer-reviewed studies published in English between 2014 and 2024. Studies reporting on recruitment interventions and outcomes such as enrollment rates, diversity metrics, or career perceptions were included. Quality assessment was performed using JBI tools and findings were synthesized thematically.</div></div><div><h3>Results</h3><div>Fifteen studies from eight countries highlighted that strategies such as simulation, role-playing, mentorship and early exposure programs effectively increased interest in nursing, particularly among underrepresented groups. Motivating factors included job security and the perception of nursing as a caring profession, while barriers such as gender stigma, cultural misconceptions and financial constraints persisted. Public campaigns and culturally sensitive mentorship improved recruitment, particularly among South Asian male nurses. Most studies used questionnaires to assess effectiveness, emphasizing the need for standardized evaluation.</div></div><div><h3>Conclusions</h3><div>A multi-level approach integrating financial support, inclusive messaging, mentorship and long-term career pathways is essential for recruitment. This review provides a global perspective on best practices and underscores the need for standardized evaluation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104573"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208114","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":"Virtual gaming simulation and its impact on psychiatric nursing students’ perceived learning and self-directed learning ability","authors":"Hanaa M. Abo Shereda ,&nbsp;Seema Nasser ,&nbsp;Eman Dawood ,&nbsp;Safaa Shattla","doi":"10.1016/j.nepr.2025.104584","DOIUrl":"10.1016/j.nepr.2025.104584","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to evaluate the impact of virtual gaming simulation on perceived learning outcomes and self-directed learning ability among psychiatric nursing students, offering an innovative approach to address the limitations of traditional clinical training in psychiatric nursing education.</div></div><div><h3>Background</h3><div>Psychiatric nursing poses unique challenges due to complex patient interactions and limited student experience, often leading to anxiety. Virtual gaming simulations (VGS) replicate clinical experiences, enhancing students' knowledge, confidence, and competence, particularly in mental health care, further boosting engagement, motivation, and self-directed learning.</div></div><div><h3>Design</h3><div>A quasi-experimental design with a pre-and post-test non-equivalent control group at Menoufia University, Egypt.</div></div><div><h3>Methods</h3><div>We implemented the \"Therapeutic Communication and Mental Health Assessment\" VGS to simulate real-world patient interactions. Data collection involved the Gameful Experience Scale (GAMEX), Perceived Learning Scale (CAP), and Self-Directed Learning Instrument (SDLI) for 247 fourth-year students, divided into control and study groups. Data were analysed using chi-square, t-tests, and generalized estimating equations (GEE).</div></div><div><h3>Results</h3><div>VGS significantly enhanced learning outcomes and had a profound impact on students, with significant improvements observed across all GAMEX dimensions and a highly significant increase in perceived learning (p &lt; 0.001).</div><div>Students demonstrated enhanced self-directed learning skills post-VGS.</div></div><div><h3>Conclusion</h3><div>VGS is a transformative teaching strategy in psychiatric nursing education. It augments traditional simulations with gamification and fosters the development of clinical skills while paving the way for future research and incorporating virtual reality technology.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104584"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266251","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":"Comparison of students’ use of cognitive and metacognitive strategies between live demonstration and complementary immersive virtual reality simulation in fundamental skills learning: A mixed-methods study","authors":"Irene Yuen Fung Wong,&nbsp;Tyrone Tai On Kwok,&nbsp;Carmen Wai Man Wong,&nbsp;Yvonne Hon Ling Lam,&nbsp;Gary Long Hei So","doi":"10.1016/j.nepr.2025.104576","DOIUrl":"10.1016/j.nepr.2025.104576","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to compare the differences in students’ use of “elaboration,” “critical thinking,” and “metacognitive self-regulation” strategies after exposure to either a conventional live demonstration or a complementary immersive virtual reality simulation in fundamental skills learning.</div></div><div><h3>Background</h3><div>Immersive virtual reality simulation has emerged as an innovative instructional modality. However, limited research has explored its influence on students’ use of cognitive and metacognitive strategies when compared with conventional live demonstrations in learning fundamental nursing skills.</div></div><div><h3>Design</h3><div>This study was a quasi-experimental convergent mixed-methods study.</div></div><div><h3>Methods</h3><div>The study was conducted at a university in XXXXXXXX from September to December 2024. Seventy participants from 595 first-year nursing students were recruited and divided into a control group (live demonstration only) or an intervention group (live demonstration plus immersive virtual reality simulation). The adapted Motivated Strategies for Learning Questionnaire was used to assess students’ learning strategies. Fifteen students (7 from the CG and 8 from the IG) were invited to individual interviews. Survey data were analyzed using descriptive statistics, Mann-Whitney U test and analysis of covariance, while interview data were analyzed thematically.</div></div><div><h3>Results</h3><div>The study illustrated that “elaboration” and “metacognitive self-regulation” were the significantly executed learning strategies where “elaboration” strategy was most predominant. Critical thinking skills showed not statistically significant among two groups. Interview data identified two themes: (1) Impact of teaching activities on students’ execution of learning strategies and (2) Development of personalized learning strategies.</div></div><div><h3>Conclusion</h3><div>The study illustrates different instructional modalities can shape students’ cognitive and metacognitive learning strategies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104576"},"PeriodicalIF":4.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145259758","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 influences of nursing students' prevention and control practice behaviours on emerging and re-emerging respiratory viral illnesses: An integrative review and narrative synthesis.","authors":"Gift A Mutsonziwa, Paul Glew, Rona Pillay","doi":"10.1016/j.nepr.2025.104564","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104564","url":null,"abstract":"<p><strong>Aim: </strong>To gather, analyse and synthesise empirical evidence regarding the influences of Infection Prevention and Control practice (IPC) behaviours for nursing students on emerging and re-emerging respiratory viral illnesses.</p><p><strong>Background: </strong>In many countries, undergraduate nursing students are often deployed at the point-of-care, as part of their Professional Experience Placement; where they provide direct care to patients with respiratory viral illnesses. Despite this exceptional situation offering learning opportunities for them, nursing students often endure challenging experiences that have an impact on their learning trajectories. To set up strategies for improvement, an understanding of the influences of their behaviours on IPC practices and care responsibilities in the context of common respiratory viral illnesses is warranted.</p><p><strong>Design: </strong>An integrative systematic review and narrative synthesis.</p><p><strong>Methods: </strong>Whittemore and Knafl's (2005) five-step framework was adopted. The databases searched were CINAHL, MEDLINE, Scopus and PsycINFO (August to November 2024). The search process identified sixteen studies, which were screened for quality using the Covidence tool and appraised using Joanna Briggs' checklist. A Synthesis Without Meta-analysis (SWiM) reporting tool was used to ensure transparency in the review process.</p><p><strong>Results: </strong>The review included sixteen studies that explored the topic in the context of COVID-19, MERS and Influenza. The overarching influences emerged as Academic Support, Personal Attributes and Point-of-Care Support.</p><p><strong>Conclusion: </strong>Academic Support, Personal Attributes and Point-of-Care Support influences emphasise a direction for the future nursing workforce's readiness to respond effectively to existing and re-emerging respiratory viral illnesses. Reinvisioning IPC practices for nursing students is crucial for promoting a strong safety culture.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104564"},"PeriodicalIF":4.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145228630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factors influencing postgraduate nursing students’ engagement with online learning in higher education: A mixed methods literature review","authors":"Anthony Chambers ,&nbsp;Clare Whitfield","doi":"10.1016/j.nepr.2025.104570","DOIUrl":"10.1016/j.nepr.2025.104570","url":null,"abstract":"<div><h3>Aim</h3><div>To identify and examine factors affecting postgraduate nursing students’ engagement with online learning in higher education.</div></div><div><h3>Background</h3><div>Online learning offers registered nurses flexible opportunities for postgraduate study. However, maintaining engagement can be challenging and specific influences on this group require further investigation</div></div><div><h3>Design</h3><div>Mixed methods literature review following systematic review principles.</div></div><div><h3>Methods</h3><div>A systematic search was conducted in November 2022 and updated in February 2025 across six databases: CINAHL Ultimate, MEDLINE, ERIC, APA PsycInfo, Academic Search Ultimate and Education Research Ultimate. The review adhered to PRISMA guidelines. A convergent integrated approach was employed to synthesise qualitative, quantitative and mixed methods findings using thematic analysis. While undertaken by a single reviewer and not registered with PROSPERO, established systematic review methods and a formal quality appraisal tool were applied.</div></div><div><h3>Results</h3><div>Fifteen studies met the inclusion criteria. Seven themes were identified: (1) convenience of online learning; (2) curriculum design; (3) educator presence; (4) social interaction with classmates; (5) technology issues; (6) independent learning; and (7) working with peers. These themes could act as enablers, barriers, or both for engagement with online learning</div></div><div><h3>Conclusions</h3><div>Engagement in postgraduate online learning is shaped by a complex interplay of personal, social and structural factors. Key enablers include educator presence, supportive learning communities and well-structured curricula; persistent barriers include isolation and time pressures. Tailored, inclusive teaching strategies, alongside further research into a broad range of influences on engagement, including cultural and technological factors, are essential to optimise learning experiences and support postgraduate nurses in evolving digital environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104570"},"PeriodicalIF":4.0,"publicationDate":"2025-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157826","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 gamified workshops on nurses’ evidence-based practice competence: A randomized controlled trial","authors":"Ling-Yu Chien ,&nbsp;Li-Chi Chiang ,&nbsp;Peng-Ching Hsiao ,&nbsp;Wen-Chii Tzeng","doi":"10.1016/j.nepr.2025.104569","DOIUrl":"10.1016/j.nepr.2025.104569","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of a gamified educational workshop on nurses’ evidence-based practice competence, self-efficacy, attitudes, satisfaction and practice report completion.</div></div><div><h3>Background</h3><div>Evidence-based practice is essential for high-quality healthcare; however, teaching and sustaining its use remains challenging. Gamification may enhance motivation, engagement and learning outcomes in nursing education.</div></div><div><h3>Design</h3><div>Randomized controlled trial. ClinicalTrials.gov Identifier: NCT06531187; registered July 28, 2024; first participant enrolled on April 9, 2020.</div></div><div><h3>Methods</h3><div>A total of 102 nurses from a medical center in Taiwan were randomly assigned to either a gamified workshop group (n = 54) or a control group (n = 48), which received case-based small-group discussions. Both groups attended a 40-minute lecture before the intervention. The gamified workshop, guided by the Octalysis framework, incorporated points, badges, leaderboards and time-limited team challenges. Outcomes were measured at baseline, immediately post-intervention and six months later. Generalized estimating equations were used to evaluate the effects of the intervention.</div></div><div><h3>Results</h3><div>Both groups improved in competence, self-efficacy and attitudes immediately post-intervention. At six months, the gamified group maintained greater improvements in overall competence (<em>B</em> = 1.37, <em>p</em> = 0.023), especially in the “acquire” (<em>d</em> = 0.50) and appraise (<em>d</em> = 0.45) domains. The gamified group also reported higher satisfaction (<em>p</em> &lt; 0.001) and completed practice reports faster (<em>p</em> = 0.043), although report passing rates were similar between groups.</div></div><div><h3>Conclusions</h3><div>Gamified education enhanced and sustained nurses’ evidence-based competence. This approach may provide an effective strategy for promoting the timely and confident application of evidence in clinical settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104569"},"PeriodicalIF":4.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157706","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":"Examining the relationship between nursing students’ readiness, literacy and attitudes toward medical artificial intelligence","authors":"Handan Boztepe ,&nbsp;Aslı Akdeniz Kudubeş ,&nbsp;Remziye Semerci Şahin ,&nbsp;Selma Durmuş Sarıkahya ,&nbsp;Sevil Çınar Özbay","doi":"10.1016/j.nepr.2025.104568","DOIUrl":"10.1016/j.nepr.2025.104568","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined the relationships among nursing students’ readiness for medical AI, AI literacy and their attitudes toward AI within digitalization in healthcare.</div></div><div><h3>Background</h3><div>The rapid integration of AI into healthcare highlights the need to assess future professionals' preparedness. Nursing students’ readiness, literacy and attitudes toward medical AI are key to its effective and ethical use.</div></div><div><h3>Design</h3><div>This study is a cross-sectional, descriptive and correlational research conducted to assess nursing students’ readiness for medical AI, AI literacy and their attitudes toward AI in Türkiye.</div></div><div><h3>Methods</h3><div>Using an online survey, this cross-sectional, descriptive and correlational study was conducted with 438 nursing students from various universities in Türkiye. Data were collected using the Medical Artificial Intelligence Readiness Scale (MAIRS), the Artificial Intelligence Literacy Scale (AILS) and the General Attitudes Toward Artificial Intelligence Scale (GAAIS).</div></div><div><h3>Results</h3><div>The results revealed that student nurses reported high familiarity with AI (88.6 %). MAIRS was significantly correlated with AILS (r = .50), Positive GAAIS (r = .53) and inversely with Negative GAAIS (r = –.17). AILS subdimensions Awareness, Usage, Evaluation and Ethics significantly predicted MAIRS (R²=.25, p &lt; .001). Furthermore, Usage and Evaluation significantly predicted Positive GAAIS (R²=.24, p &lt; .001), while Usage, Evaluation and Ethics significantly predicted Negative GAAIS (R² =.06, p &lt; .001).</div></div><div><h3>Conclusion</h3><div>The findings underscore the importance of enhancing nursing students’ AI literacy and ethical competence to foster readiness for medical AI. Education programs should incorporate targeted content to improve students’ abilities to evaluate and ethically apply AI in healthcare settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104568"},"PeriodicalIF":4.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students’ attitudes toward LLMs and its association with metacognitive abilities: A cross-sectional study","authors":"Shihui Natalie Yeh,&nbsp;Chiew-Jiat Rosalind Siah","doi":"10.1016/j.nepr.2025.104567","DOIUrl":"10.1016/j.nepr.2025.104567","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluated the students’ attitudes toward LLMs and its association with metacognitive abilities.</div></div><div><h3>Background</h3><div>In recent years, the widespread adoption of large language models (LLMs) has been found to offer personalized and immediate information that can facilitate learning. However, there remains a limited understanding of their use and its impact on metacognitive learning among nursing undergraduates.</div></div><div><h3>Methods</h3><div>An exploratory, cross-sectional, descriptive quantitative design was employed to examine the relationships between variables, specifically how students' attitudes and metacognitive abilities are related when using LLMs.</div></div><div><h3>Results</h3><div>204 nursing undergraduates were recruited during the period October 2024 to January 2025. Findings reported weaker cognitive awareness (mean difference = −1.11, t = −10.62, p &lt; .001, Cohen’s d ≈ −0.51, 95 % CI −0.81 to −1.41) but stronger regulatory skills (mean difference = 10.77, t = 29.46, p &lt; .001, d ≈ 1.97, 95 % CI 10.02–11.52).</div></div><div><h3>Conclusion</h3><div>The study found that nursing students widely use LLMs, which can enhance learning through higher regulation but may potentially lead to overreliance and reduced knowledge level. Therefore, this study recommends the need for explicit instruction in digital literacy and adopting metacognitive strategies when integrating structured activities into curricula to mitigate overreliance and support metacognitive development.</div></div><div><h3>No Patient or Public Contribution</h3><div>The paper focused on undergraduates within the academic institution.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"88 ","pages":"Article 104567"},"PeriodicalIF":4.0,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157828","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}