Nurse Education in Practice最新文献_第2页

Improving poor research: What should nursing prioritize? 改进不完善的研究：护理应该优先考虑什么？

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-10-01 Epub Date: 2026-08-20 DOI: 10.1016/j.nepr.2026.104950

Alexander M Clark, David R Thompson

引用次数: 0

Peer learning in birth units: Experiences of preceptors, student coordinators and managers 分娩单位的同伴学习：导师、学生协调员和管理者的经验。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-10-01 Epub Date: 2026-09-24 DOI: 10.1016/j.nepr.2026.104979

M. Spets, S. Zwedberg, P. Tingström, H. Ulfsdottir, M. Barimani

{"title":"Peer learning in birth units: Experiences of preceptors, student coordinators and managers","authors":"M. Spets, S. Zwedberg, P. Tingström, H. Ulfsdottir, M. Barimani","doi":"10.1016/j.nepr.2026.104979","DOIUrl":"10.1016/j.nepr.2026.104979","url":null,"abstract":"<div><h3>Aim</h3><div>To explore managers’, student coordinators’ and preceptors’ experiences of implementing and using peer learning in birth units.</div></div><div><h3>Background</h3><div>Clinical learning in birth units is influenced by multiple factors and may be challenging for both midwifery students and preceptors. To complement traditional one-to-one supervision, the Birth Unit Peer Learning model was developed and implemented in Swedish birth units. The model aims to promote student-centred learning, collaboration, reflection and active participation in clinical practice while maintaining the quality of learning and care.</div></div><div><h3>Design</h3><div>A qualitative study using focus group interviews and reflexive thematic analysis.</div></div><div><h3>Methods</h3><div>Data were collected through focus group interviews with 28 midwives from nine birth units. Data were analysed inductively using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Two themes were identified: Balancing student autonomy with clinical responsibility and balancing pedagogical goals and organisational realities. Peer learning required preceptors to balance student autonomy with clinical responsibility by stepping back while remaining accountable for patient safety and learning outcomes. Adoption of the model depended on continuous negotiation of pedagogical, ethical and organisational considerations, including concerns about the woman's experience and the risk that peer learning could be used primarily as a staffing solution rather than a pedagogical approach.</div></div><div><h3>Conclusions</h3><div>Peer learning transformed preceptorship in birth units by requiring preceptors to balance student autonomy, peer-to-peer learning, patient safety and professional responsibility. Participants perceived peer learning as a flexible pedagogical approach supported by organisational planning, communication and collaboration between clinical and academic settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"96 ","pages":"Article 104979"},"PeriodicalIF":4.5,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149076230","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}

引用次数: 0

Transparency, trust, and professional accountability: The case for generative AI disclosure in nursing education. 透明度、信任和专业问责：护理教育中生成式人工智能信息披露的案例。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-10-01 Epub Date: 2026-07-02 DOI: 10.1016/j.nepr.2026.104913

Anthony Summers

引用次数: 0

Deskilling, mis-skilling and never skilling in the age of artificial intelligence. 在人工智能时代，去技能、误技能和从不技能。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-10-01 Epub Date: 2026-07-02 DOI: 10.1016/j.nepr.2026.104912

Fidelindo Lim

引用次数: 0

Beyond the headset: Does virtual reality make nurses ready for clinical reality? 超越耳机：虚拟现实能让护士为临床现实做好准备吗？

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-25 DOI: 10.1016/j.nepr.2026.104959

Jayson Mark C Verdeda

引用次数: 0

From AI adoption to AI-enhanced pedagogy: A call for evidence-informed integration in nursing education. 从人工智能应用到人工智能强化教学法：呼吁在护理教育中进行循证整合。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-22 DOI: 10.1016/j.nepr.2026.104953

Linda Nugent, Bridget Murray

引用次数: 0

Nursing education, Nightingale, UK health and social care: The Mandy Rice-Davies effect. 护理教育，南丁格尔，英国健康和社会护理：曼迪·赖斯-戴维斯效应。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-20 DOI: 10.1016/j.nepr.2026.104952

Ann Bradshaw

引用次数: 0

Learning flow in nursing education: Development and psychometric validation of a multidimensional scale 护理教育中的学习流程：多维尺度的发展和心理测量验证

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-01 Epub Date: 2026-08-13 DOI: 10.1016/j.nepr.2026.104946

Wachiraporn Chotipanut, Charin Suwanwong, Narulmon Prayai

{"title":"Learning flow in nursing education: Development and psychometric validation of a multidimensional scale","authors":"Wachiraporn Chotipanut, Charin Suwanwong, Narulmon Prayai","doi":"10.1016/j.nepr.2026.104946","DOIUrl":"10.1016/j.nepr.2026.104946","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and validate the Learning Flow Scale for Thai nursing students.</div></div><div><h3>Background</h3><div>Learning flow is a key psychological state that promotes deep engagement, skill development and optimal learning outcomes in nursing education. However, standardized instruments specifically designed to assess learning flow among Thai nursing students remain limited.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional design was employed.</div></div><div><h3>Methods</h3><div>A total of 471 undergraduate nursing students across multiple public nursing colleges in Thailand participated in the scale development and validation process. Scale items were generated using both inductive and deductive approaches based on literature review, qualitative insights and theoretical frameworks of flow in learning contexts. The underlying factor structure was explored using exploratory factor analysis (EFA) and subsequently confirmed through confirmatory factor analysis (CFA).</div></div><div><h3>Results</h3><div>A 23-item Learning Flow Scale with a four-factor structure was identified. The four dimensions were labeled ‘Goal–Activity Alignment’, ‘Real-Time Reflective Clarity’, ‘Autonomous Learning Experience’ and ‘Deep Concentration and Immersion’. The overall scale demonstrated excellent internal consistency (Cronbach’s α = 0.958), with subscale reliability coefficients ranging from 0.802 to 0.926. Model fit indices from CFA supported the adequacy of the proposed measurement model.</div></div><div><h3>Conclusion</h3><div>The Learning Flow Scale for Thai nursing students demonstrates strong psychometric properties and provides a valid and reliable tool for assessing learning flow in nursing education. The scale may support educators in identifying students’ engagement patterns and designing pedagogical strategies that enhance meaningful and effective learning experiences.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104946"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148737854","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}

引用次数: 0

Virtual reality in nursing education: Integrating technology, pedagogy, and learning outcomes – A scoping review 护理教育中的虚拟现实：整合技术、教学法和学习成果-范围综述。

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-01 Epub Date: 2026-07-03 DOI: 10.1016/j.nepr.2026.104905

Aline Silvestre Rosa Serrão, Luciana do Amaral Teixeira, Gabriel de Mello Pereira Serrão, Michele Waltz Comarú, Max Fonseca Pierini, Fabio Batista Mota, Renato Matos Lopes

{"title":"Virtual reality in nursing education: Integrating technology, pedagogy, and learning outcomes – A scoping review","authors":"Aline Silvestre Rosa Serrão, Luciana do Amaral Teixeira, Gabriel de Mello Pereira Serrão, Michele Waltz Comarú, Max Fonseca Pierini, Fabio Batista Mota, Renato Matos Lopes","doi":"10.1016/j.nepr.2026.104905","DOIUrl":"10.1016/j.nepr.2026.104905","url":null,"abstract":"<div><h3>Aim</h3><div>To map and synthesize how VR has been applied in nursing education by integrating technologies, pedagogical strategies, learning outcomes and implementation challenges.</div></div><div><h3>Background</h3><div>Virtual Reality (VR) has become an increasingly relevant educational tool in nursing education, particularly following the COVID-19 pandemic. However, evidence remains fragmented across technological, pedagogical and learning dimensions.</div></div><div><h3>Methods</h3><div>A scoping review was conducted according to the PRISMA Extension for Scoping Reviews (PRISMA-ScR). Searches were performed in the Web of Science Core Collection for studies published between 2020 and 2024. Sixty-eight empirical studies met the inclusion criteria, including randomized controlled trials, quasi-experimental, observational, descriptive, mixed-methods and feasibility studies.</div></div><div><h3>Results</h3><div>VR applications ranged from immersive head-mounted displays to interactive virtual platforms, supporting the development of technical and socio-emotional competencies. Common pedagogical approaches included simulation-based learning, problem- and scenario-based learning, self-directed learning, feedback and reflective debriefing. Self-confidence and self-efficacy were the most frequently assessed outcomes, followed by satisfaction and engagement, with predominantly positive findings. Improvements in practical performance and knowledge acquisition were also reported, although outcomes were often comparable to traditional educational approaches. Across studies, educational effectiveness was consistently associated with instructional design features, particularly feedback, repeated practice and structured reflection. Technical limitations, physical discomfort and institutional barriers were the main implementation challenges.</div></div><div><h3>Conclusions</h3><div>VR is a complementary pedagogical resource whose effectiveness depends on instructional design and purposeful curricular integration. Future research should prioritize long-term outcomes, transfer to clinical practice and cost-effectiveness analyses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104905"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148580805","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}

引用次数: 0

Is Generative AI a threat to student education? 生成式人工智能是对学生教育的威胁吗？

IF 4.5 3区医学

Nurse Education in Practice Pub Date : 2026-08-01 Epub Date: 2026-05-14 DOI: 10.1016/j.nepr.2026.104858

Anthony Summers

引用次数: 0