Nurse Education in Practice最新文献

{"title":"‘Listen with an open-heart always’ – A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience","authors":"Heather J. Wallace ,&nbsp;Theresa M. Harvey","doi":"10.1016/j.nepr.2024.104174","DOIUrl":"10.1016/j.nepr.2024.104174","url":null,"abstract":"<div><h3>Aim</h3><div>To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning.</div></div><div><h3>Background</h3><div>Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students’ confidence with and empathy for, caring for people from diverse backgrounds, increasing students’ knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs.</div></div><div><h3>Design</h3><div>A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model.</div></div><div><h3>Method</h3><div>Reflective thematic analysis of students’ written reflections guided by a transformational learning framework.</div></div><div><h3>Results</h3><div>Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity.</div></div><div><h3>Conclusions</h3><div>Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104174"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142548446","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":"Benefits of inter-institutional collaboration, cooperation and coordination in improving professional confidence and competence of student nurses","authors":"Foluke Stella Bosun-Arije,&nbsp;Albara Alomari,&nbsp;Joanne Jaramillo","doi":"10.1016/j.nepr.2024.104157","DOIUrl":"10.1016/j.nepr.2024.104157","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104157"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142407068","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":"Implementing a Trauma-informed approach in undergraduate nursing student clinical education: Strategies for clinical nurse educators","authors":"Giuliana HARVEY,&nbsp;Catherine CARTER-SNELL","doi":"10.1016/j.nepr.2024.104187","DOIUrl":"10.1016/j.nepr.2024.104187","url":null,"abstract":"<div><h3>Aim</h3><div>To discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment.</div></div><div><h3>Background</h3><div>Undergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders.</div></div><div><h3>Design</h3><div>A discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences.</div></div><div><h3>Method</h3><div>With relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students.</div></div><div><h3>Results</h3><div>The key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during, and after experiences.</div></div><div><h3>Conclusion</h3><div>A trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families, and their colleagues.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104187"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142639940","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":"Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study","authors":"Lauren Elizabeth Lines ,&nbsp;Tracy Alexis Kakyo ,&nbsp;Helen McLaren ,&nbsp;Megan Cooper ,&nbsp;Nina Sivertsen ,&nbsp;Alison Hutton ,&nbsp;Lana Zannettino ,&nbsp;Donna Hartz ,&nbsp;Julian Grant","doi":"10.1016/j.nepr.2024.104176","DOIUrl":"10.1016/j.nepr.2024.104176","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment.</div></div><div><h3>Background</h3><div>Child maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification.</div></div><div><h3>Design</h3><div>Qualitative, World Café approach with online roundtable discussions.</div></div><div><h3>Methods</h3><div>Twenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis.</div></div><div><h3>Results</h3><div>Graduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice.</div></div><div><h3>Conclusions</h3><div>Our study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104176"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553094","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":"Effect of virtual reality training on clinical skills of nursing students: A systematic review and meta-analysis of randomized controlled trials","authors":"Mei-Yu Lin ,&nbsp;Mei-Zen Huang ,&nbsp;Pao-Chin Lai","doi":"10.1016/j.nepr.2024.104182","DOIUrl":"10.1016/j.nepr.2024.104182","url":null,"abstract":"<div><h3>Aim</h3><div>To assess the effects of virtual reality training on the cognitive, affective and psychomotor domains in nursing education among nursing students.</div></div><div><h3>Background</h3><div>The use of virtual reality in nursing education immerses students in realistic and interactive environments, greatly enhancing their learning experiences. However, research on its effectiveness in nursing education has shown inconsistent results, particularly regarding its impact on learner emotions related to clinical skills.</div></div><div><h3>Design</h3><div>Systematic review and meta-analysis.</div></div><div><h3>Method</h3><div>Related studies were sourced from PubMed, Cochrane, Web of Science and Embase databases from their inception until October 3, 2024. Comprehensive Meta-Analysis software was used for data analysis and the risk of bias was assessed using the Risk of Bias Tools.</div></div><div><h3>Results</h3><div>Eight randomized controlled trials met our inclusion criteria. The results revealed that virtual reality training significantly enhanced the development of clinical skills, having a positive impact on the cognitive, affective and psychomotor learning domains in nursing students. The following effect sizes were obtained: (1) knowledge: 0.237 (95 % CI: 0.054–0.421, p = 0.011); (2) skill: 0.682 (95 % CI: 0.299–1.064, p &lt; 0.001); (3) self-confidence: 0.287 (95 % CI: 0.008–0.567, p = 0.044); and (4) learning satisfaction: 0.458 (95 % CI: 0.256–0.661, p &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Virtual reality nursing training enriches students’ cognitive, emotional and psychomotor skills; provides a secure setting for honing critical skills, thus boosting student confidence; and increases students' overall learning satisfaction, but shows limited impact on improving self-efficacy. Integrating virtual reality into pre-departure nursing technology education and training can enhance students' understanding of the nursing process, improve the accuracy of technical operations and promote overall learning effectiveness.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104182"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630981","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’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration","authors":"Jill M.G. Bally ,&nbsp;Shelley Spurr ,&nbsp;Karen Juckes ,&nbsp;Erick McNair ,&nbsp;Heather Hodgson-Viden ,&nbsp;Prosanta Mondal ,&nbsp;Roona Sinha","doi":"10.1016/j.nepr.2024.104169","DOIUrl":"10.1016/j.nepr.2024.104169","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic.</div></div><div><h3>Aim</h3><div>To examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework.</div></div><div><h3>Design</h3><div>A cross-sectional design was used.</div></div><div><h3>Methods</h3><div>Third year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC.</div></div><div><h3>Results</h3><div>Participants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46.</div></div><div><h3>Conclusions</h3><div>The findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104169"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553092","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":"Development of qualified items for nursing education assessment: The progress testing experience","authors":"Bruna Moreno Dias ,&nbsp;Lúcia Marta Giunta da Silva ,&nbsp;Pedro Tadao Hamamoto Filho ,&nbsp;Valdes Roberto Bollela ,&nbsp;Carmen Silvia Gabriel","doi":"10.1016/j.nepr.2024.104199","DOIUrl":"10.1016/j.nepr.2024.104199","url":null,"abstract":"<div><h3>Aim</h3><div>To analyze the psychometric characteristics of items in the nursing inter-institutional progress testing for the years 2019, 2021, 2022 and 2023.</div></div><div><h3>Background</h3><div>Progress testing is a validated method for evaluating professional undergraduate education, aimed at identifying knowledge gain in a continuous and progressive manner, with potential benefits for nursing education. However, for its results to be useful, the evaluation items used in the test must have good psychometric performance.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>A sample of 377 items (multiple-choice questions) was applied to 4678 students in four years of progress testing. The difficulty and discrimination indexes were analyzed using descriptive statistics, ANOVA and simple linear regression.</div></div><div><h3>Results</h3><div>The average difficulty index of the test items ranged between 0.39 and 0.46. The areas of child and adolescent health, women's health and adult health had the most difficult items, while the areas of management, mental health and public health had the least difficult items. Discrimination index ranged from 0.35 to 0.43. There was a difference between discrimination index between the years of application (p &lt; 0.001), with a significant increase in the discrimination index (p &lt; 0.001) in the trend analysis. Students in the final years showed lower levels of difficulty and discrimination when compared with students in the initial years, demonstrating that the test is easier and there is less dispersion of performance among students in the final years.</div></div><div><h3>Conclusions</h3><div>The items are not difficult and have good discrimination. A gradual annual increase in the discrimination index of the items was observed. This study provides useful information for the psychometric analysis and quality assurance of knowledge assessment items, both for the implementation of similar PT experiences and in the use of multiple-choice questions for other knowledge assessment purposes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104199"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630978","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":"Nurses' experiences of working with robotic assisted surgery in an Irish healthcare setting: A qualitative descriptive design","authors":"Rita Moloney ,&nbsp;Alice Coffey ,&nbsp;J.Calvin Coffey ,&nbsp;Brid O. Brien","doi":"10.1016/j.nepr.2024.104183","DOIUrl":"10.1016/j.nepr.2024.104183","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences of nurses working with robotic assisted surgery patients.</div></div><div><h3>Background</h3><div>Robotic assisted surgery has grown considerably since its introduction in the 1980’s with more than 6500 da Vinci robots installed worldwide and over 55,000 surgeons trained to use these machines. Nurses play a major role in the successful completion of robotic surgery; however, minimal research has been conducted in the literature to date surrounding robotic assisted surgery nurses’ experiences working in the perioperative department and beyond.</div></div><div><h3>Design</h3><div>Qualitative descriptive design with thematic analysis.</div></div><div><h3>Method</h3><div>The study sample was recruited from three care settings where nurses work with robotic assisted surgery patients including: operating theatre, surgical ward and the community. Ten semi-structured face to face interviews were conducted. Interviews were audio recorded with data transcribed verbatim and analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Themes included – 1. Limited education specific to robotic assisted surgery, Subthemes: Robotic assisted surgery patient safety concerns; Lacking technical education and training; and Lacking patient postoperative care education. 2. Challenges for nurses working with robotic assisted surgery, Subthemes: Diverse dynamics in the robotic assisted surgery environment; Working with inexperienced staff; and Communication difficulties.</div></div><div><h3>Conclusion</h3><div>The key findings from this research are that nurses experience of working with robotic assisted surgery patients outside of the perioperative area is limited and all nurses require more education specific to caring for robotic assisted surgery patients to be competent in their roles. Further research from a national and international perspective is required to better understand the needs of nurses working with robotic assisted surgery patients.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104183"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553093","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":"Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial","authors":"Ji-Ah Yun ,&nbsp;In-Soon Kang","doi":"10.1016/j.nepr.2024.104170","DOIUrl":"10.1016/j.nepr.2024.104170","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and validate a debriefing strategy for simulation-based education in practical nursing that fosters collaborative reflection and enhances nursing competencies. The study assesses the effects on knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and student satisfaction.</div></div><div><h3>Background</h3><div>Advancements in medical technology and the evolving healthcare landscape have increased nurses’ expectations, prompting nursing education to emphasize practical skills in addition to theoretical knowledge. The shortage of clinical practice wards, increased nursing school enrollments and a focus on patient rights have expanded traditional simulation-based education to include virtual clinical scenarios.</div></div><div><h3>Method</h3><div>A randomized controlled trial was conducted with 66 fourth-year nursing students (34 in the experimental group and 32 in the control group) at Dongseo University, Pusan, Republic of Korea (IRB No. 2021–023-HR-02). The collaborative reflection-based debriefing comprised four phases: pre-debriefing, emotional relief, exploration of alternatives and expansion of thinking. The experimental group had three intervention sessions; the control group underwent individual debriefing after completing a structured reflective questionnaire. Outcomes were assessed post-intervention and at four and eight weeks. Data were analyzed using independent t-tests and repeated-measures analysis of variance (mixed model).</div></div><div><h3>Results</h3><div>The experimental group exhibited significantly greater improvements in knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and satisfaction than the control group.</div></div><div><h3>Conclusion</h3><div>Collaborative reflection-based debriefing in simulation-based education can improve the nursing competency required in clinical settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104170"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142630976","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’ evaluation of clinical placement education quality: A national database analysis","authors":"Colleen Ryan ,&nbsp;Areum Hyun ,&nbsp;Lynda Hughes ,&nbsp;Fiona Bogossian ,&nbsp;Simon Cooper","doi":"10.1016/j.nepr.2024.104185","DOIUrl":"10.1016/j.nepr.2024.104185","url":null,"abstract":"<div><h3>Aim</h3><div>To report nursing student ratings of clinical placement education quality.</div></div><div><h3>Background</h3><div>Australian nursing students must complete specified clinical placement hours which must be monitored and evaluated.</div></div><div><h3>Design</h3><div>A quality improvement evaluation design, incorporating survey.</div></div><div><h3>Methods</h3><div>Participating universities used QR codes and weblinks to distribute a survey between January and December 2023. The validated Placement Evaluation Tool (PET – Nursing) incorporates 20 items; Clinical Environment (11 items), Cronbach’s alpha =.94 and Learning Support (8 items), Cronbach’s alpha =.96 and one item rating satisfaction.</div></div><div><h3>Results</h3><div>Nursing students from 36 universities submitted 17,705 evaluations. The PET – Nursing mean quality rating was 82.6/95 and a mean satisfaction with clinical placement rating (item 20) was 8.3/10; indicating perceived quality of education was high. Students over 41 years reported higher satisfaction compared to younger students as did male students. International students and those who did not speak English at home were more satisfied than domestic students and those who spoke English. First year students rated placements higher than other years. Placements in emergency and intensive care departments received significantly higher ratings than other placements, with aged care settings rated the lowest.</div></div><div><h3>Conclusion</h3><div>This article reports a benchmark of the educational quality of nursing student placement learning in Australia. The results could be relevant to others seeking to improve the quality of students’ clinical learning. Stakeholders need to leverage the reported strengths that enhance student experiences and address the issues and concerns raised to improve the educational quality of nursing students’ clinical learning experiences.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104185"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142631065","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}