Nurse Education in Practice最新文献

{"title":"Virtual reality in nursing education: Integrating technology, pedagogy, and learning outcomes – A scoping review","authors":"Aline Silvestre Rosa Serrão,&nbsp;Luciana do Amaral Teixeira,&nbsp;Gabriel de Mello Pereira Serrão,&nbsp;Michele Waltz Comarú,&nbsp;Max Fonseca Pierini,&nbsp;Fabio Batista Mota,&nbsp;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}

{"title":"Is Generative AI a threat to student education?","authors":"Anthony Summers","doi":"10.1016/j.nepr.2026.104858","DOIUrl":"10.1016/j.nepr.2026.104858","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104858"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147976468","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’s power problem. Why are so many journal editors, experts in nursing and leaders of nursing male? Is there a nursing gender problem hiding in plain sight?","authors":"Marion Lynch","doi":"10.1016/j.nepr.2026.104911","DOIUrl":"10.1016/j.nepr.2026.104911","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104911"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148382990","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":"Public involvement in pre-registration nursing education: A scoping review of educational activities and their conceptual underpinnings","authors":"Alexandra Mudd,&nbsp;Siri Lygum Voldbjerg,&nbsp;Rebecca Feo,&nbsp;Anita Goldschmied,&nbsp;Tiffany Conroy","doi":"10.1016/j.nepr.2026.104903","DOIUrl":"10.1016/j.nepr.2026.104903","url":null,"abstract":"<div><h3>Aim</h3><div>This scoping review maps the literature on public involvement in pre-registration nursing education, focusing on educational activities and the explicit theories, frameworks or models used to inform or justify these activities to support educational practice.</div></div><div><h3>Background</h3><div>Public involvement is an established and expanding feature of pre-registration nursing education. However, there is limited clarity regarding the range of activities currently undertaken and the extent to which these are informed by theories, frameworks or models.</div></div><div><h3>Design</h3><div>A scoping review.</div></div><div><h3>Methods</h3><div>A systematic search was conducted in CINAHL Ultimate, Medline, Scopus, ERIC, PsychINFO, Emcare, Australian Education Index and ProQuest Dissertations. The review followed the principles of the Joanna Briggs Institute methodology, the PRISMA-ScR checklist and guidance on artificial intelligence use in evidence synthesis.</div></div><div><h3>Results</h3><div>The review included 144 sources with diverse methodologies and geographical origins. A wide range of public involvement activities were identified, most commonly direct involvement in educational activities such as storytelling, teaching and developing materials. Few sources provided detailed descriptions of activities, learning outcomes, evaluation mechanisms or required resources. Only a small number of sources explicitly used theories, frameworks, or models to justify involvement or inform their educational design, although many referenced broader conceptual or policy drivers.</div></div><div><h3>Conclusion</h3><div>Public involvement in pre-registration nursing education encompasses diverse activities with varied conceptual underpinnings. Greater transparency in reporting, including clearer descriptions of activities and their evaluation, is needed to strengthen the evidence base, support practice and empower stakeholders.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104903"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148563354","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":"The effectiveness of evidence-based teaching combined with conceive-design-implement-operate in urological nursing internship teaching","authors":"Na Yang,&nbsp;Lu Jin,&nbsp;Zhihui Lu,&nbsp;Xiaobei Guo,&nbsp;Lisha Li,&nbsp;Fan Yang,&nbsp;Ying Wang","doi":"10.1016/j.nepr.2026.104938","DOIUrl":"10.1016/j.nepr.2026.104938","url":null,"abstract":"<div><h3>Aim</h3><div>To investigate the effectiveness of integrating evidence-based teaching (EBT) with the Conceive-Design-Implement-Operate (CDIO) model in urology nursing clinical practice.</div></div><div><h3>Background</h3><div>Technological advances in urology have raised higher requirements for nursing interns regarding clinical proficiency and critical thinking. Traditional pedagogical approaches are inadequate for contemporary nursing training. EBT fosters learners’ competence in evidence-based practice (EBP), whereas the CDIO framework integrates theoretical knowledge with clinical practice. Nevertheless, relevant empirical research on its combined application remains insufficient.</div></div><div><h3>Design</h3><div>Historical controlled study.</div></div><div><h3>Methods</h3><div>The control group (n = 184) received traditional teaching between September 2024 and March 2025, whereas the observation group (n = 152) adopted the EBT-CDIO model from September 2025 to March 2026. Assessments included theoretical and practical skill scores, along with comprehensive capabilities in EBP, self-directed learning and critical thinking.</div></div><div><h3>Results</h3><div>The observation group achieved significantly higher scores than the control group (<em>P</em> &lt; 0.001) in theoretical evaluation, operational performance, EBP, self-directed learning and critical thinking.</div></div><div><h3>Conclusions</h3><div>Integrated EBT-CDIO teaching was associated with higher theoretical and operational scores among nursing interns and correlated with better development of core competencies including evidence-based practice, self-directed learning and critical thinking.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104938"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148686343","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":"Technology acceptance and emotional experience in immersive virtual reality training in nursing: A scoping review","authors":"Daniel Monasor-Ortolà,&nbsp;Anna Morales-Polo,&nbsp;Virginia Ferrer-García,&nbsp;Sofía García-Sanjuán,&nbsp;David Monasor-Ortola,&nbsp;Lourdes Virginia Picó-Mira,&nbsp;Antonio Esteve-Ríos","doi":"10.1016/j.nepr.2026.104940","DOIUrl":"10.1016/j.nepr.2026.104940","url":null,"abstract":"<div><h3>Aim</h3><div>To map and synthesize the existing evidence on technology acceptance and emotional experience associated with the use of immersive virtual reality (VR) in nursing training, including theoretical models, assessment methods, reported outcomes and the interplay between both constructs.</div></div><div><h3>Background</h3><div>Immersive VR has emerged as an innovative educational tool in healthcare, enabling experiential learning in safe environments. While previous research has reported positive usability, perceived usefulness and satisfaction, less attention has been given to the interplay between technology acceptance and emotional experience, particularly among nurses.</div></div><div><h3>Design</h3><div>A scoping review.</div></div><div><h3>Methods</h3><div>A systematic search was conducted across PubMed, CINAHL, PsycINFO, ERIC and Web of Science for studies published between 2016 and 2026. Studies were included if they examined immersive VR in nursing training and reported outcomes related to technology acceptance and/or emotional experience. Data were extracted and synthesized using a descriptive analytical approach.</div></div><div><h3>Results</h3><div>43 studies were included. Technology acceptance was generally positive, with perceived usefulness, perceived ease of use and intention to use emerging as the most frequently reported constructs. However, theoretical acceptance models were used infrequently and inconsistently across studies. Emotional experience was characterized by high satisfaction, engagement and presence, alongside anxiety and cybersickness. Only 7 studies provided evidence on the relationship between emotional experience and technology acceptance, with findings suggesting a broadly positive but predominantly indirect association.</div></div><div><h3>Conclusions</h3><div>Technology acceptance in immersive VR nursing training cannot be fully explained by cognitive models alone. More integrative approaches incorporating emotional and contextual dimensions are needed.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104940"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714068","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":"Epistemological leadership in nursing education","authors":"Karen-Ann Clarke","doi":"10.1016/j.nepr.2026.104934","DOIUrl":"10.1016/j.nepr.2026.104934","url":null,"abstract":"<div><h3>Aim</h3><div>To propose epistemological leadership as a framework for understanding how curriculum decisions shape knowledge architecture and professional formation in nursing education.</div></div><div><h3>Background</h3><div>Curriculum design in nursing education is often treated as a technical task of selecting content, organising courses and meeting accreditation requirements. This framing can obscure the epistemological work of curriculum design in determining what knowledge is treated as central, durable and professionally legitimate.</div></div><div><h3>Design</h3><div>Discussion paper.</div></div><div><h3>Methods</h3><div>A conceptual analysis was undertaken, drawing on curriculum, leadership and nursing education scholarship. The argument is illustrated through the redesign of an undergraduate nursing program in an Australian university context.</div></div><div><h3>Results</h3><div>Epistemological leadership is enacted through three interdependent modes: cognitive enactment, which makes knowledge commitments explicit and translates them into curriculum architecture; relational enactment, which builds shared understanding and coordination across distributed teams; and political enactment, which secures legitimacy and durability within regulatory and institutional systems. The illustrative case shows how mental health, trauma-informed care, clinical reasoning and integrated bioscience can be positioned as longitudinal architectural commitments rather than isolated content areas.</div></div><div><h3>Conclusions</h3><div>Epistemological leadership helps explain how curricula move beyond fragmented content coverage toward coherent professional formation while remaining accountable to standards, competency expectations and patient safety. Although illustrated through an Australian program redesign, the framework is intended to support analysis of curriculum architecture across diverse international nursing education contexts.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104934"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632296","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":"Post-implementation experiences of the breastfeeding promotion entrustable professional activities project in undergraduate nursing education: A qualitative descriptive study","authors":"Sasitara Nuampa,&nbsp;Pornnapa Tangsuksan,&nbsp;Jariya Wittayasooporn,&nbsp;Yupayong Haengchaowanich,&nbsp;Kannikar Vichitsukon","doi":"10.1016/j.nepr.2026.104939","DOIUrl":"10.1016/j.nepr.2026.104939","url":null,"abstract":"<div><h3>Aim</h3><div>To explore nursing instructors’ and clinical nurses’ experiences following the implementation of the Breastfeeding Promotion Entrustable Professional Activities (BFP-EPAs) programme and to understand the contextual factors influencing its implementation and sustainability within academic–clinical partnerships.</div></div><div><h3>Background</h3><div>Entrustable Professional Activities (EPAs) are increasingly adopted to bridge competency-based education and clinical practice. However, evidence regarding their implementation in undergraduate nursing education, particularly in breastfeeding education, remains limited.</div></div><div><h3>Design</h3><div>Qualitative descriptive study.</div></div><div><h3>Methods</h3><div>Purposive sampling was used to recruit 20 participants from 14 academic–clinical partnership sites implementing the BFP-EPAs programme in Thailand. Data were collected through semi-structured interviews and analysed using thematic analysis. The Consolidated Framework for Implementation Research guided data interpretation.</div></div><div><h3>Results</h3><div>Six themes were identified: (1) reframing breastfeeding education towards entrustable practice; (2) programme characteristics; (3) outer setting influences; (4) organisational readiness and collaboration; (5) individual attitudes and professional identity; and (6) implementation processes. Participants perceived that the BFP-EPAs programme enhanced educational structure, clarified performance expectations and strengthened students’ clinical confidence. However, implementation was influenced by contextual constraints, including workload, staffing limitations and policy–practice misalignment. Feedback mechanisms and strong academic–clinical collaboration were central to competency development and sustained implementation.</div></div><div><h3>Conclusion</h3><div>The implementation of the BFP-EPAs programme represents a system-level transition that requires alignment across educational and clinical settings. While early outcomes are promising, sustainability depends on organisational readiness, ongoing support and integration into routine educational and clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104939"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148714050","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":"The human–AI partnership model for faculty mentorship: A conceptual framework for reflective learning in nursing education","authors":"Heather M. Englund,&nbsp;Bonnie Soik,&nbsp;Jessica Habeck,&nbsp;Brent MacWilliams","doi":"10.1016/j.nepr.2026.104944","DOIUrl":"10.1016/j.nepr.2026.104944","url":null,"abstract":"<div><h3>Aim</h3><div>To present the Human–AI Partnership Model, a conceptual framework for integrating artificial intelligence into faculty mentorship to enhance reflective learning, feedback continuity and institutional insight in nursing and health professions education.</div></div><div><h3>Background</h3><div>Faculty mentorship is central to academic development but remains fragmented, informal and difficult to scale. Inconsistent access, variable feedback quality and limited evaluability constrain its effectiveness, particularly in complex academic and clinical roles.</div></div><div><h3>Design</h3><div>Conceptual discussion paper.</div></div><div><h3>Methods</h3><div>The HAPM was developed through integration of Systems Theory, Cognitive Apprenticeship and Adult Learning Theory. The model conceptualizes mentorship as a multi-level system linking individual reflection, relational mentoring processes and organizational learning and is operationalized through a structured AI-supported workflow.</div></div><div><h3>Results</h3><div>The HAPM outlines a cyclical process incorporating reflective inputs, AI-assisted synthesis, mentor interpretation and longitudinal feedback. The model demonstrates how AI can support reflective depth, improve feedback consistency, reduce administrative burden and generate aggregated insights to inform faculty development. Ethical governance, human oversight and equity considerations are embedded throughout the framework.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104944"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148777472","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’ informal use of generative artificial intelligence in relation to workplace violence during clinical placement: A qualitative exploratory study","authors":"Gilny Rantung,&nbsp;Imanuel Wulandari,&nbsp;Jay Sihotang,&nbsp;Harlena Silalahi,&nbsp;Yaping Zhong","doi":"10.1016/j.nepr.2026.104936","DOIUrl":"10.1016/j.nepr.2026.104936","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how nursing students described and interpreted their use of generative artificial intelligence in relation to workplace violence during clinical placement.</div></div><div><h3>Background</h3><div>Workplace violence during clinical placement can affect students’ learning, confidence and sense of safety. Although generative artificial intelligence is increasingly accessible in nursing education, little is known about how students use it when responding to distressing or uncertain clinical encounters.</div></div><div><h3>Design</h3><div>A qualitative exploratory study.</div></div><div><h3>Methods</h3><div>The study was underpinned by an interpretivist paradigm and a constructivist epistemological orientation. Participants were 24 final-year undergraduate nursing students in Indonesia who had experienced or witnessed workplace violence and used generative artificial intelligence in relation to those experiences. Data were collected through semi-structured interviews conducted in Bahasa Indonesia and analysed using reflexive thematic analysis.</div></div><div><h3>Findings</h3><div>Three themes were developed: generative artificial intelligence as a discreet coping resource in constrained clinical environments; as a practical guide for navigating difficult clinical encounters; and as an interpretive resource for rights, reporting and future planning. Participants used artificial intelligence to disclose distress privately, rehearse respectful but protective communication, interpret volatile situations and consider reporting and future options.</div></div><div><h3>Conclusion</h3><div>Nursing students’ use of generative artificial intelligence in relation to workplace violence should not be interpreted as a substitute for human or organisational support. These findings highlight the need for responsible artificial intelligence literacy, including guidance on privacy, verification and appropriate escalation, alongside stronger clinical placement preparation, post-incident debriefing and reporting support.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104936"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148622276","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}