Nurse Education in Practice最新文献

{"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":"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":"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":"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}

{"title":"Between symphony and jungle: Nursing students’ metaphorical representations of teamwork","authors":"Ana Luiza Ferreira Aydogdu,&nbsp;Elaine Antunes Cortez","doi":"10.1016/j.nepr.2026.104937","DOIUrl":"10.1016/j.nepr.2026.104937","url":null,"abstract":"<div><h3>Aim</h3><div>To explore undergraduate nursing students’ perceptions of teamwork through metaphor analysis and discuss the implications for nursing education and collaborative practice.</div></div><div><h3>Background</h3><div>Teamwork is a core competency in nursing education; yet, little is known about how students conceptualise it and how these perceptions shape their readiness for practice.</div></div><div><h3>Design</h3><div>Qualitative descriptive study.</div></div><div><h3>Methods</h3><div>The study was conducted with 68 undergraduate nursing students from Brazil. Data were collected between March 10 and 31, 2026, through an online survey where students were invited to describe teamwork using metaphors. Data were analysed using reflexive thematic analysis, supported by Conceptual Metaphor Theory.</div></div><div><h3>Results</h3><div>Three interrelated themes were identified: (1) Functional and systemic integration: the team as a mechanism; (2) Harmonisation and coordinated leadership: the team as a performance; and (3) Identity, connection and livelihood: the team as a foundation, a shield and a means of survival. These metaphors suggest that students simultaneously conceptualise teamwork as a structured system, a coordinated practice and a source of both support and emotional demand.</div></div><div><h3>Conclusions</h3><div>Undergraduate nursing students develop an early, complex understanding of teamwork that integrates technical, relational and emotional dimensions. While this may reflect the effectiveness of educational approaches in fostering teamwork, care coordination and patient safety, metaphors associated with stress and undervaluation may suggest a need to address the emotional and psychosocial dimensions of teamwork within nursing curricula.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104937"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148680535","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":"Extended reality case-based learning in interprofessional education: A mixed methods systematic review","authors":"Dimitra Gkounta,&nbsp;Laura Kohonen-Aho,&nbsp;Anita Carin Gudmundsen,&nbsp;Bhagya Rodrigo,&nbsp;Thomas Canino,&nbsp;Stefan Bye,&nbsp;Mona Lahm Høgbakk,&nbsp;Tove Aminda Hanssen,&nbsp;Kristina Mikkonen","doi":"10.1016/j.nepr.2026.104943","DOIUrl":"10.1016/j.nepr.2026.104943","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the effects of Extended Reality (XR) case-based learning in interprofessional education on pre-licensure health profession students’ learning outcomes and explore students’ experiences with the technology.</div></div><div><h3>Background</h3><div>Interprofessional education is essential for preparing a collaborative practice-ready health workforce. Although virtual simulation is increasingly used to support interprofessional learning, most evidence relates to screen-based environments with limited immersion. XR technologies, including virtual reality, augmented reality and mixed reality, offer immersive learning environments that may enhance interprofessional collaboration.</div></div><div><h3>Design</h3><div>Mixed methods systematic review following PRISMA 2020 guidelines.</div></div><div><h3>Methods</h3><div>MEDLINE (PubMed), Scopus, CINAHL, Web of Science and ProQuest were searched for studies published between 2015 and 2025. Methodological quality was assessed using the Joanna Briggs Institute critical appraisal tools. Quantitative data were analysed using effect size calculations where possible and narrative synthesis. Qualitative data were analysed using content analysis. Quantitative and qualitative evidence were integrated using a convergent segregated approach.</div></div><div><h3>Results</h3><div>Nine studies were included. Most studies used virtual reality in single- or multi-user emergency care scenarios. Quantitative findings demonstrated statistically significant improvements in teamwork, interprofessional communication and performance indicators. Qualitative analysis identified perceived learning benefits, realism and immersion, cognitive and affective responses, pedagogical reflections and the central role of debriefing.</div></div><div><h3>Conclusions</h3><div>XR shows promise for enhancing teamwork and communication in interprofessional education. However, the evidence base remains limited by methodological heterogeneity and a focus on feasibility rather than educational effectiveness. Future research should adopt rigorous, theory-driven designs with standardised interprofessional outcome measures and examine the pedagogical role of emerging technologies.</div></div><div><h3>Registration</h3><div>PROSPERO CRD420261324031. Available from <span><span>https://www.crd.york.ac.uk/PROSPERO/view/CRD420261324031</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104943"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148777431","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}