Nurse Education in Practice最新文献

{"title":"The role of simulation in oncology nursing: A systematic review","authors":"Firdous M. Usman ,&nbsp;Ayesha Jalal ,&nbsp;Mitansh Bansal ,&nbsp;Meisya Rosamystica ,&nbsp;Vikas Bansal ,&nbsp;Zara Arshad ,&nbsp;Faisal A. Nawaz ,&nbsp;Rahul Kashyap","doi":"10.1016/j.nepr.2025.104466","DOIUrl":"10.1016/j.nepr.2025.104466","url":null,"abstract":"<div><h3>Aim(s)</h3><div>This study aims to evaluate the impact of simulation-based learning on improving clinical skills, decision-making, confidence and critical thinking among nurses in the oncology setting compared with traditional teaching methods.</div></div><div><h3>Background</h3><div>The global oncology nursing workforce, estimated at approximately 28 million nurses, remains insufficient to meet the growing demands of cancer care worldwide. Simulation-based training offers a promising approach to enhancing competencies in clinical skills, decision-making and communication for nurses. However, there is limited research on best practices for simulation in oncology nursing.</div></div><div><h3>Design</h3><div>A systematic review was conducted guided by the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) and Synthesis without meta-analysis (SWiM) guidelines.</div></div><div><h3>Methods</h3><div>The search initially found 135 articles, a total of 15 studies met our inclusion criteria and were included in the review</div></div><div><h3>Data sources</h3><div>PubMed and CINHAL for articles published in English from 1st January 2004–1 st October 2024.</div></div><div><h3>Results</h3><div>Our findings demonstrated a significant improvement in pain management knowledge, with mean scores rising from 32.15 in the control group to 50.84 in the simulation group. Communication skills training enhanced truth-telling confidence by a mean difference of 16.86, while tele-health simulation increased competence scores, with a mean improvement to 22.64.</div></div><div><h3>Conclusion</h3><div>Our findings highlight the effectiveness of simulation in improving knowledge, clinical skills and confidence, supporting its integration into nursing education and professional development programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104466"},"PeriodicalIF":3.3,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595625","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":"Let’s talk honestly about dishonesty: A qualitative study exploring the intersection of values and academic dishonesty in nursing students","authors":"Elena Maoz ,&nbsp;Efrat Danino","doi":"10.1016/j.nepr.2025.104465","DOIUrl":"10.1016/j.nepr.2025.104465","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine nursing students' perceptions of real acts of academic dishonesty, in relation to their personal values and professional principles.</div></div><div><h3>Background</h3><div>Despite awareness of the ethical and institutional consequences of academic dishonesty, its prevalence remains high among nursing students. This discrepancy between ethical awareness and actual behavior poses a significant concern in nursing education.</div></div><div><h3>Design</h3><div>A qualitative design was employed to explore nursing students' (N = 11) experiences with academic dishonesty and the rationalization of the behaviors they employed.</div></div><div><h3>Methods</h3><div>The study used self-reported data from nursing students, who reflected on their personal values, professional ethics and past encounters with academic dishonesty, exploring how these factors influenced their perceptions of the phenomenon.</div></div><div><h3>Results</h3><div>The findings revealed that students perceive themselves as honest individuals who value integrity. While they uphold strong personal values and professional principles related to academic integrity, they often rationalize their behavior when confronted with past incidents of academic dishonesty. These rationalizations include minimizing the severity of unethical behavior through softer terminology, justifying dishonest actions under perceived mitigating circumstances, categorizing unethical acts by severity and attributing part of the responsibility to human nature or institutional factors that inadvertently enable such behavior.</div></div><div><h3>Conclusions</h3><div>The study highlights the need for a comprehensive educational intervention to address academic dishonesty among nursing students. Such programs should focus on reinforcing the ethical implications of dishonest behavior, challenging students’ rationalizations and promoting alignment between personal values and professional responsibilities to foster a culture of honesty and accountability in nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104465"},"PeriodicalIF":3.3,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144581299","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 balancing act of competence assessment in placement: postgraduate critical care nursing students’ and preceptors’ experiences. A qualitative study","authors":"Line J. Øvrebø ,&nbsp;Dagrunn Nåden Dyrstad ,&nbsp;Britt Sætre Hansen ,&nbsp;Edda A. Johansen","doi":"10.1016/j.nepr.2025.104464","DOIUrl":"10.1016/j.nepr.2025.104464","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how postgraduate critical care nursing students and preceptors experience the assessment of students’ competence in placement.</div></div><div><h3>Background</h3><div>Assessing postgraduate critical care nursing students` competence in placement is a complex and essential part of precepting students.</div></div><div><h3>Design</h3><div>Explorative qualitative study.</div></div><div><h3>Methods</h3><div>Four focus group interviews and four individual interviews were employed with 15 postgraduate critical care nursing students and 12 preceptors in Norway. Data were analysed by inductive content analysis.</div></div><div><h3>Results</h3><div>The critical care nursing students felt vulnerable due to constantly being assessed despite their previous work experience as nurses. They experienced the need to appear humble and self-critical when assessing themselves. The “chemistry” between students and preceptors could influence the assessment. The preceptors experienced that it was a great responsibility to assess whether the students had sufficient competence and struggled to balance their roles as critical care nurses and preceptors. Clear assessment criteria including both technical- and non-technical skills, regular assessment meetings and support from teachers were regarded valuable.</div></div><div><h3>Conclusions</h3><div>Placements with competence assessment contribute to both students´ and preceptors’ professional development. Clear frameworks and constructive feedback from preceptors are crucial for students’ learning process. The preceptors should build on the students’ previous competence as nurses to create a safe learning environment. How students are met in the community of practice can be of importance for their learning outcomes and desire to stay in the profession. Given the need for highly qualified critical care nurses, prioritizing quality education for students in placements is essential.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104464"},"PeriodicalIF":3.3,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589181","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":"Developing scales for clinical emotional intelligence and clinical competency and initial testing in a randomized controlled trial with hybrid simulation","authors":"Jefferson Garcia Guerrero","doi":"10.1016/j.nepr.2025.104450","DOIUrl":"10.1016/j.nepr.2025.104450","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop two scales to measure nursing students' clinical emotional intelligence (Clin-EI) and clinical competency (Clin-COM) and evaluate the effects of hybrid simulation on their clinical EI and competency.</div></div><div><h3>Background</h3><div>Hybrid clinical simulation training prepares learners for a complex and demanding clinical environment, facilitates practice readiness and develops a sense of emotional stability. Low emotional intelligence (EI) can compromise patient safety and quality of care.</div></div><div><h3>Design</h3><div>This study applied experimental research design and a randomized controlled trial was conducted.</div></div><div><h3>Methods</h3><div>Two hundred and twelve nursing students were randomly selected, dividing them into group A (exposed to traditional clinical training) and group B (exposed to hybrid simulation along with traditional clinical training).</div></div><div><h3>Results</h3><div>Exploratory Factor Analysis results revealed a three-factor model for the Clin-EI tool and a one-factor model for Clin-COM. Internal consistency indicators by factor level of Clin-EI (⍺ = 0.86–0.95) and Clin-COM (⍺ = 0.98) indicate good to excellent. The acquired clinical EI, clinical competency and OSCE performance of group B were higher compared with group A with mean differences of −0.889, −0.887 and −7.08 respectively, p-values were all &lt; .001. The factors effect sizes appeared negatively Clin-EI (-0.830), Clin-COM (-0.757) and OSCE (-0.606). All variables have strong significant correlations (p-values &lt;0.001) within both groups.</div></div><div><h3>Conclusion</h3><div>The combination of traditional clinical teaching and hybrid simulation has positively influenced the acquired EI, clinical competency and OSCE performance of nursing students. Developing a high level of clinical EI and competency ensures safe nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104450"},"PeriodicalIF":3.3,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570116","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":"Pathophysiology-medical History-signs and symptoms-Health assessment-Investigation-Treatment (PHsHIT): A mnemonic framework for development of clinical reasoning in nursing students: A quasi-experimental design","authors":"Alice M.L. Chan","doi":"10.1016/j.nepr.2025.104446","DOIUrl":"10.1016/j.nepr.2025.104446","url":null,"abstract":"<div><h3>Aims</h3><div>To investigate how implementing the PHsHIT framework within a mind map concept and instructional approach could enhance learning experience, leading to enhanced self-perceived clinical reasoning abilities, self-confidence, and clinical decision-making skills among nursing students, while also reducing their levels of anxiety.</div></div><div><h3>Background</h3><div>Nursing graduates face challenges in applying clinical reasoning proficiently within their initial year of practice.</div></div><div><h3>Methods</h3><div>This study employed a quasi-experimental pretest-posttest design. Purposive sampling involving a total of 125 nursing students. The intervention group (n = 67) attended a 2-hour tutorial class using the PHsHIT framework, whereas the control group (n = 58) attended a standard tutorial class using conventional methods. Descriptive statistics, chi-square test, parametric between-participants and within-participants analyses of variance were conducted to compare the self-perceived clinical-reasoning ability, self-confidence and anxiety levels, and clinical decision-making ability of the two groups.</div></div><div><h3>Results</h3><div>At the post-training time point, a significant difference was observed between the two groups in terms of their clinical decision-making ability (MD = 1.18, SE = 0.35, p = 0.001), which suggested that the PHsHIT framework had a short-term training effect.</div></div><div><h3>Conclusion</h3><div>The PHsHIT framework exhibited short-term benefits for improving students’ clinical decision-making ability, and participants welcomed the method.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104446"},"PeriodicalIF":3.3,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564027","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":"Generative AI in healthcare education: How AI literacy gaps could compromise learning and patient safety","authors":"Daniel Rodger ,&nbsp;Sebastian Porsdam Mann ,&nbsp;Brian Earp ,&nbsp;Julian Savulescu ,&nbsp;Christopher Bobier ,&nbsp;Bruce P. Blackshaw","doi":"10.1016/j.nepr.2025.104461","DOIUrl":"10.1016/j.nepr.2025.104461","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the challenges and opportunities presented by generative artificial intelligence in healthcare education and explore how it can be used ethically to enhance rather than compromise future healthcare workforce competence.</div></div><div><h3>Background</h3><div>Generative artificial intelligence is fundamentally changing healthcare education, yet many universities and healthcare educators have failed to keep pace with its rapid development.</div></div><div><h3>Design</h3><div>A discussion paper.</div></div><div><h3>Methods</h3><div>Discussion and analysis of the challenges and opportunities presented by students' increasing use of generative artificial intelligence in healthcare education, with particular focus on assessment approaches, critical thinking development and artificial intelligence literacy.</div></div><div><h3>Results</h3><div>Students' widespread use of generative artificial intelligence threatens assessment integrity and may inhibit critical thinking, problem-solving skills and knowledge acquisition. Without adequate artificial intelligence literacy there is a risk of eroding future healthcare workforce competence and compromising patient safety and professional integrity.</div></div><div><h3>Conclusion</h3><div>While generative artificial intelligence presents significant challenges to healthcare education, it offers great promise if used carefully with awareness of its limitations. The development of artificial intelligence literacy is crucial for maintaining professional standards and ensuring patient safety and mitigating its potentially negative impact on the formation of critical thinking skills.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104461"},"PeriodicalIF":3.3,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144572249","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":"Three debriefing methods in virtual patient simulation: A randomized controlled trial","authors":"Gul Sahin Karaduman,&nbsp;Tulay Basak,&nbsp;Senem Duman","doi":"10.1016/j.nepr.2025.104447","DOIUrl":"10.1016/j.nepr.2025.104447","url":null,"abstract":"<div><h3>Background</h3><div>Debriefing is essential after virtual patient simulations; however, optimal approaches remain limited.</div></div><div><h3>Aim</h3><div>To evaluate three different debriefing methods used with nursing students following virtual patient simulations, focusing on debriefing experience, simulation effectiveness, satisfaction and self-confidence.</div></div><div><h3>Design</h3><div>A blinded, randomized controlled, parallel group with pre- and post-test trial.</div></div><div><h3>Methods</h3><div>109 nursing students in their final-year were randomly assigned to three groups by an independent educator: Group A (n = 36), applied the <em>Diamond</em>, Group B (n = 36) applied <em>Debriefing with Meaningful Learning (DML)</em> and the Control Group (n = 37) applied <em>Self-debriefing</em> methods. Participants and the data analyst were blinded. The “<em>Demographic Questionnaire”, “Debriefing Experience Scale (DES)”, “Simulation Effectiveness Tool-Modified (SET-M)”, “Student Satisfaction and Self-confidence in Learning Scale (SCLS)”</em> were used to obtain data.</div></div><div><h3>Results</h3><div>Baseline measurements were similar between all groups. <em>The DES</em> showed differences within groups (p &lt; 0.05, d&gt; 0.8) and between groups across all subscales and total scores (p &lt; 0.05). In the <em>SET-M</em>, within-group comparisons revealed significant differences in all groups. In contrast, an important difference was only revealed in the debriefing subscale between groups (p &lt; 0.05). The largest effects in “debriefing” were between Group A versus Control and Group B versus Control (d&gt;0.8). <em>The SCLS</em> revealed significant differences in all groups in within-group comparisons (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>The results indicate that all debriefing methods are effective regarding <em>DES</em>, <em>SET-M</em> and <em>SCLS</em> scores. DML method yielded the highest gains. Findings offer evidence-based guidance for selecting debriefing strategies to enhance engagement and learning in virtual patient simulations.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104447"},"PeriodicalIF":3.3,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144564028","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":"Enhancing clinical problem-solving skills in cardiology nursing interns: A randomized controlled study of case-based learning and task-driven learning","authors":"You-Hua Liu ,&nbsp;Li Zhang ,&nbsp;Jing-jing Zhang ,&nbsp;Xing Sun ,&nbsp;Li-Ping Wu ,&nbsp;Guang Liu ,&nbsp;Ming-Yuan Liu","doi":"10.1016/j.nepr.2025.104449","DOIUrl":"10.1016/j.nepr.2025.104449","url":null,"abstract":"<div><h3>Aim</h3><div>To assess the effectiveness of integrating Case-Based Learning (CBL) with Task-Driven Learning (TDL) in the clinical education of nursing interns specializing in cardiology.</div></div><div><h3>Background</h3><div>Traditional lecture-based learning (LBL) may not adequately prepare nursing interns for clinical problem-solving in cardiovascular specialties. Combining CBL with TDL methodologies could potentially enhance theoretical understanding and practical application skills.</div></div><div><h3>Design</h3><div>A randomized controlled trial was conducted at Beijing Friendship Hospital, focusing on nursing interns in the cardiology department.</div></div><div><h3>Methods</h3><div>Nursing interns were randomly assigned to two groups: one group received a combination of Case-Based Learning (CBL) and Task-Driven Learning (TDL) (n = 220), while the other group underwent Lecture-Based Learning (LBL) (n = 218). The study was conducted from June 2021 to March 2024. Evaluation was based on examination scores, nursing round skills and an anonymous questionnaire survey.</div></div><div><h3>Results</h3><div>The CBL-TDL group engaged in more pre-class preparation and displayed significantly better post-internship theoretical knowledge (92.21 SD 5.73 vs 91.03 SD 4.43, P = 0.016) and ward round skills (means 90.99 SD 7.19 vs 86.62 SD 5.78, P &lt; 0.001) than the LBL group. Higher satisfaction in the CBL-TDL group was noted across several educational aspects (P &lt; 0.01), particularly in motivation to learn (OR 2.50, 95 %CI (1.80–3.45), P = 0.006) and practical skill (OR 2.40, 95 %CI (1.70–3.40), P = 0.002), although they reported less free time consumed.</div></div><div><h3>Conclusions</h3><div>The synergistic application of CBL and TDL methodologies enhances the theoretical understanding and practical application skills of nursing interns in cardiovascular specialties, suggesting a valuable pedagogical strategy for improving clinical problem-solving abilities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104449"},"PeriodicalIF":3.3,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144614921","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":"Artificial intelligence-enabled virtual reality simulation for clinical deterioration training: An effectiveness-implementation hybrid study","authors":"Sok Ying Liaw ,&nbsp;Khairul Dzakirin Bin Rusli ,&nbsp;Jian Zhi Tan ,&nbsp;Yan Hui Celestine Wee ,&nbsp;Nicholas Wee Siong Neo ,&nbsp;Wei Ling Chua","doi":"10.1016/j.nepr.2025.104462","DOIUrl":"10.1016/j.nepr.2025.104462","url":null,"abstract":"<div><h3>Aim</h3><div>This study evaluated the effectiveness of artificial intelligence in virtual reality simulation (AI-enabled VRS) in improving graduating nursing students’ knowledge on recognising and responding to clinical deterioration and its implementation outcomes.</div></div><div><h3>Background</h3><div>An AI-enabled VRS was adopted into a simulation-based education programme to facilitate graduating nursing students’ transition to clinical practice. There is a need to evaluate its effectiveness and implementation outcomes to facilitate the uptake of this innovative intervention into routine educational practice.</div></div><div><h3>Design</h3><div>This study employed a wait-list quasi-experimental, type 2 hybrid study trial.</div></div><div><h3>Methods</h3><div>A total of 147 graduating nursing students were recruited and assigned to experimental or control groups. The experimental groups undertook the AI-enabled VRS as part of the simulation-based program, while the control groups undertook the conventional programme. After the study intervention, a survey questionnaire was administered to measure the implementation outcomes.</div></div><div><h3>Results</h3><div>Despite no significant differences between groups, the experimental group reported higher mean scores for knowledge on recognising and responding to clinical deterioration and interprofessional communication than the control group. Overall, participants reported positive perceptions regarding the acceptability, adoption, appropriateness and feasibility of the AI-enabled VRS. They also recognised the benefits of the AI-enabled VRS in preparing them for clinical practice. However, participants highlighted the need to improve AI-human conversations, usability and technical stability.</div></div><div><h3>Conclusion</h3><div>The evaluation of the effectiveness and implementation outcomes of AI-enabled VRS identified the need for further strategies such as integrating generative AI (e.g. ChatGPT) to optimise its learning effectiveness and programme acceptance.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104462"},"PeriodicalIF":3.3,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144570117","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":"Frameworks, methods and indicators for evaluating serious games in nursing education: a scoping review","authors":"Peiyin Wang,&nbsp;Lili Liu,&nbsp;Qing Huang,&nbsp;Zhixu Kong,&nbsp;Yuhe Wu,&nbsp;Yifen Tan","doi":"10.1016/j.nepr.2025.104448","DOIUrl":"10.1016/j.nepr.2025.104448","url":null,"abstract":"<div><h3>Aim</h3><div>To identify and confirm the three core elements for evaluating serious games: frameworks, methods and indicators, by integrating the application of serious games in nursing education.</div></div><div><h3>Background</h3><div>Serious games have great potential in nursing education. Despite extensive research on evaluating serious games, no widely accepted or standardized evaluation in nursing education.</div></div><div><h3>Design</h3><div>The scope review was conducted according to the Joanna Briggs Institute methodology.</div></div><div><h3>Methods</h3><div>Nine databases, including Web of Science, PubMed, CINAHL, Embase, Cochrane Library, CNKI, Wanfang, CBM and VIPC Database, were searched for relevant studies from inception to December 2024.</div></div><div><h3>Results</h3><div>28 studies were included in this paper. There are two main theoretical frameworks regarding evaluation: the TURF usability framework and the TAM usability framework. Evaluation methods were categorized based on timing into three main types: pre-intervention, mid-intervention and post-intervention evaluations. The evaluation indicators were grouped into three main types: knowledge objectives, competency objectives and emotional goals, encompassing 18 indicators. Among them, there were three evaluation indicators related to knowledge objectives, 10 evaluation indicators related to competence objectives and five evaluation indicators related to emotional objectives.</div></div><div><h3>Conclusions</h3><div>At present, the evaluation of serious games in nursing education requires refinement. A systematic and highly directive evaluation framework is needed. It is imperative to develop a thorough, holistic and dynamic theoretical framework for evaluation based on the educational targets, courses and game types, standardize evaluation tools and techniques and enrich the content of evaluation indicators.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104448"},"PeriodicalIF":3.3,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549964","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}