Nurse Education in Practice最新文献

{"title":"Corrigendum to \"Development and psychometric validation of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS)\" [Nurse Educ. Pract. 87 (2025) 104478].","authors":"Orkun Erkayiran, Rahime Aslan","doi":"10.1016/j.nepr.2026.104835","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104835","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104835"},"PeriodicalIF":4.0,"publicationDate":"2026-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718686","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":"Corrigendum to \"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\" [Nurse Educ. Pract. 88 (2025) 104576].","authors":"Irene Yuen Fung Wong, Tyrone Tai On Kwok, Carmen Wai Man Wong, Yvonne Hon Ling Lam, Gary Long Hei So","doi":"10.1016/j.nepr.2026.104839","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104839","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104839"},"PeriodicalIF":4.0,"publicationDate":"2026-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700263","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":"Medication errors: Teaching safety from day one is no optional - It's essential.","authors":"Marsha Pohorelsky","doi":"10.1016/j.nepr.2026.104828","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104828","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104828"},"PeriodicalIF":4.0,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677895","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":"Challenges and Support for Working Nurses Preparing for Graduate School: A Qualitative Study Guided by Bronfenbrenner’s Ecological Systems Theory","authors":"Xin TAN,&nbsp;Xiaohui WANG,&nbsp;Xiaoyan WEN,&nbsp;Xuelian CHE,&nbsp;XU Xiaomei","doi":"10.1016/j.nepr.2026.104809","DOIUrl":"10.1016/j.nepr.2026.104809","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the multilevel challenges and support needs of employed clinical nurses preparing for graduate entrance examinations, guided by Ecological Systems Theory.</div></div><div><h3>Background</h3><div>An increasing number of registered nurses pursue graduate degrees while working full-time, yet the multifaceted challenges of entrance examination preparation in this population remain poorly characterized in the literature.</div></div><div><h3>Design</h3><div>Qualitative descriptive design.</div></div><div><h3>Methods</h3><div>Fourteen registered nurses from three tertiary hospitals in Southwestern China completed individual semi-structured interviews between September 2023 and March 2024. Data were analyzed using directed content analysis within the Ecological Systems Theory framework.</div></div><div><h3>Results</h3><div>Five themes were identified: (1) Microsystem: Personal Physical and Mental Resource Depletion; (2) Mesosystem: Cross-Domain Role Conflict and Practice-Academia Synergy; (3) Exosystem: Structural Barriers in Organizational Contexts; (4) Macrosystem: Policy and Cultural Support Deficits; (5) Chronosystem: Temporal Pressures and Cumulative Burden.</div></div><div><h3>Conclusions</h3><div>Working nurses preparing for graduate entrance examinations face profound multilevel challenges. Somatic symptoms, emotional exhaustion and identity concealment imposed significant personal costs (microsystem); severe role strain and time scarcity coexisted with bidirectional practice–academia synergy that enhanced professional self-efficacy (mesosystem); information asymmetry and uncertain educational return on investment constituted structural deterrents (exosystem); fragmented social support and absent institutional infrastructure left nurses without formal scaffolding (macrosystem). Chronosystemic analysis further revealed compounding burdens: credential inflation, cognitive resource depletion and accumulating psychological costs across repeated examination attempts. A coordinated response—encompassing organizational support, transparent career pathways, accessible preparatory information and career-stage-responsive policies—is essential to advance nursing education and sustain healthcare quality.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104809"},"PeriodicalIF":4.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147612723","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":"Surgery Completed, Care Continues: Nursing Students’ Learning Outcomes in Postoperative Patient Admission Using Game-Based Virtual Reality - A Randomized Controlled Trial","authors":"Burcu Opak Yücel ,&nbsp;Hülya Bulut","doi":"10.1016/j.nepr.2026.104808","DOIUrl":"10.1016/j.nepr.2026.104808","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to determine the effect of a game-based virtual reality learning method on nursing students’ learning outcomes related to postoperative patient admission.</div></div><div><h3>Background</h3><div>Postoperative patient admission is a demanding clinical process that often causes stress and anxiety among nursing students. To reduce this stress and support learning, various teaching methods are used in nursing education. Game-based virtual reality is one such method applied across nursing education; however, evidence regarding its effectiveness in teaching postoperative patient admission remains limited.</div></div><div><h3>Design</h3><div>Pretest–posttest, parallel-group randomized controlled trial. The study's clinical trials number is NCT05469399.</div></div><div><h3>Methods</h3><div>The study was conducted with 72 second-year nursing students, who were randomly assigned to an experimental and control group. Data were collected using Descriptive Characteristics Form, Theoretical Knowledge Test, Skill Assessment Checklist and Game-Based Virtual Reality Application Evaluation Form. Independent and paired samples t-tests and the chi-square test were used for data analysis and effect sizes were calculated using Cohen’s d.</div></div><div><h3>Results</h3><div>There was no significant differences between the groups in pre-test knowledge and skill scores. However, post-test knowledge and skill scores were significantly higher in the experimental group. A positive correlation was observed between knowledge and skill scores in the experimental group. Students reported that the virtual reality application provided a safe learning environment and enhanced their preparedness for clinical practice.</div></div><div><h3>Conclusion</h3><div>Game-based virtual reality significantly improved nursing students’ knowledge and skills and supported their readiness for clinical practice. Integrating such applications into nursing curricula, particularly during the pre-clinical preparation phase, is recommended.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104808"},"PeriodicalIF":4.0,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147613207","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":"Corrigendum to \"The effect of stoma care training delivered using two different methods on nurses' meaningful learning self-awareness, perceived learning and stoma care skills levels: A randomized controlled study\" [Nurse Educ. Pract. 93 (2026) 104791].","authors":"Merve Beke, Gülsüm Çonoğlu, Gökçe Sena Kılıç Ağdak, Semra Erci̇van","doi":"10.1016/j.nepr.2026.104802","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104802","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104802"},"PeriodicalIF":4.0,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575895","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":"When AI writes in minutes and supervisors verify for hours: Rethinking thesis supervision in nursing education.","authors":"Talita Sallai, Marco Di Nitto, Gianluca Catania, Milko Zanini, Loredana Sasso, Annamaria Bagnasco","doi":"10.1016/j.nepr.2026.104801","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104801","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104801"},"PeriodicalIF":4.0,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575971","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":"Concept-based teaching: Bridging the gap between nursing theory and clinical practice.","authors":"Stella Foluke Bosun-Arije, Muna Mohammed, Samira Moughirabi","doi":"10.1016/j.nepr.2026.104800","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104800","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104800"},"PeriodicalIF":4.0,"publicationDate":"2026-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533835","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":"Teaching spiritual care in nursing through simulated patients.","authors":"Diana Gomes Pereira, Revital Shapira, Sara Sitefane, Ana Afonso, Joana Romeiro, Silvia Caldeira","doi":"10.1016/j.nepr.2026.104797","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104797","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104797"},"PeriodicalIF":4.0,"publicationDate":"2026-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533844","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":"From adoption to accountable integration in nursing higher education: A SAFE-GenAI framework for nurse academics.","authors":"Zenas B Paloma, Joanna Ruth S Paloma","doi":"10.1016/j.nepr.2026.104796","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104796","url":null,"abstract":"<p><strong>Aim: </strong>To propose a nursing education-specific conceptual framework for the accountable integration of generative artificial intelligence in higher education.</p><p><strong>Background: </strong>Generative artificial intelligence is rapidly entering nursing higher education, yet adoption has outpaced the development of clear pedagogical and professional standards. In nursing, this matters because artificial intelligence can influence how students learn to reason, evaluate evidence, uphold academic integrity, and prepare for safe clinical practice. Although recent literature identifies emerging benefits, concerns remain regarding overreliance, weak verification, inequitable access, and limited guidance for nurse academics on responsible implementation.</p><p><strong>Design: </strong>Discussion paper.</p><p><strong>Methods: </strong>This paper critically examines recent scholarship on generative artificial intelligence in nursing and higher education and uses it to develop a conceptual framework for practice, curriculum, and faculty use.</p><p><strong>Discussion: </strong>The SAFE-GenAI framework is proposed as a model for accountable integration of generative artificial intelligence in nursing higher education. The framework consists of four interdependent domains: stewardship, alignment, facilitation, and evaluation, with equity positioned as a cross-cutting principle. Stewardship emphasizes ethical oversight, transparency, privacy, disclosure, and human accountability. Alignment addresses the fit of generative artificial intelligence use with learning outcomes, assessment, and professional standards. Facilitation positions nurse academics as active pedagogical guides who scaffold prompt literacy, reflection, and critical appraisal. Evaluation focuses on verification of outputs, measurement of learning outcomes, and ongoing review.</p><p><strong>Conclusion: </strong>The SAFE-GenAI framework shifts the conversation from adoption alone to accountable integration. It offers a nursing education-specific structure to guide curriculum development, faculty decision-making, and future research while protecting critical thinking, academic integrity, artificial intelligence literacy, and practice readiness.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104796"},"PeriodicalIF":4.0,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522668","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}