Nurse Education in Practice最新文献

{"title":"Six teaching methods on the effectiveness of community nursing education for nursing students in China: A systematic review and network meta-analysis","authors":"Xiaoyan Wang , Lifeng Yang , Mei Du , Yan Wang","doi":"10.1016/j.nepr.2025.104323","DOIUrl":"10.1016/j.nepr.2025.104323","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to compare the effectiveness of six different teaching methods with traditional teaching approaches in community nursing education for nursing students in China.</div></div><div><h3>Background</h3><div>In recent years, an increasing number of Chinese nursing educators exploring various pedagogical approaches to enhance the educational outcomes in community nursing. However, there is still no consensus on the superiority of different teaching methods and no direct comparisons of their effectiveness have been made. Therefore, evaluating the impact of six teaching strategies on community nursing education for Chinese nursing students is both necessary and timely.</div></div><div><h3>Design</h3><div>This study is a systematic review and network meta-analysis.</div></div><div><h3>Methods</h3><div>In November 2024, a comprehensive search was conducted across nine databases to identify studies that met predefined inclusion and exclusion criteria. This process involved screening studies based on set criteria, extracting relevant data, and assessing the quality of the studies before conducting the network meta-analysis. The review protocol of this study was prospectively registered in the PROSPERO (CRD42025635443).</div></div><div><h3>Results</h3><div>From an initial pool of 3077 articles, 33 were meticulously selected for a network meta-analysis. The findings indicate that PBL significantly outperforms other methods in improving nursing students' final examination scores and practical skills. PAD class approach emerged as the most effective method in fostering self-directed learning capabilities among Chinese nursing students.</div></div><div><h3>Conclusion</h3><div>The results of this study show that PBL and PAD class were identified as having the greatest potential to enhance Chinese nursing student academic achievement and self-directed learning. Nonetheless, future investigations should employ larger sample sizes and more rigorous methodologies to substantiate these findings.</div></div><div><h3>Tweetable abstract</h3><div>With the increasing aging of the population in China, it is urgent for nursing educators to think about how to cultivate nursing students' interest in community nursing and improve the teaching quality of community nursing in order to meet the growing demand for primary health services. More and more nursing educators have realized the shortcomings of traditional teaching methods, so they try to use a variety of teaching methods to improve the teaching effect of community nursing. However, there is currently no consensus on the superiority of different teaching methods, and no studies have directly compared their effects. Therefore, evaluating the impact of various teaching strategies on community nursing education is both necessary and meaningful. Hence, we employed network meta-analysis to assess the effectiveness of six common teaching methods used in community nursing education in China, ai","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104323"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637499","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":"Effects of immersive virtual reality blood transfusion nursing simulation on the skill performance, confidence and satisfaction of senior nursing students","authors":"Hyeongyeong Yoon","doi":"10.1016/j.nepr.2025.104337","DOIUrl":"10.1016/j.nepr.2025.104337","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined the effects of an immersive virtual reality (IVR) blood transfusion nursing simulation on the skill performance, confidence and satisfaction among Korean undergraduate nursing students.</div></div><div><h3>Background</h3><div>Blood transfusion nursing is a critical skill that has a significant impact on patient safety, as errors in transfusion can lead to fatal complications and even death. To enhance patient safety in complex clinical settings, it is essential to implement educational methods that ensure a thorough understanding of accurate transfusion procedures.</div></div><div><h3>Design</h3><div>A quasi-experimental study was conducted.</div></div><div><h3>Methods</h3><div>The study included 37 fourth-year nursing students in the experimental group and 45 in the control group. Pre- and post-assessments were conducted to evaluate blood transfusion nursing skill performance, learning satisfaction and confidence. The experimental group participated in immersive 3D VR training, while the control group watched a video lecture. Statistical analysis was performed using SPSS 26.0 and an independent t-test was used to compare the effects between the two groups.</div></div><div><h3>Results</h3><div>Significant difference between the groups in skill performance (t = 2.104, <em>p</em> = .039) and satisfaction (t = -3.015, <em>p</em> = .004). However, no significant difference was observed in confidence (t = .667, <em>p</em> = .507).</div></div><div><h3>Conclusion</h3><div>The IVR blood transfusion nursing simulation was shown to be an effective educational method for improving skill performance and achieving high satisfaction among nursing students. The IVR method is recommended as an alternative to traditional clinical practice, as it allows for repeated learning without the constraints of time and space in limited clinical practice environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104337"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671444","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":"A novice nurse’s journey: Navigating encounters with the other","authors":"Yu-Lun Tsai ,&nbsp;Jen-Jiuan Liaw ,&nbsp;Chen-Xi Lin ,&nbsp;Chiao-Hsuan Lin ,&nbsp;Hui-Hsun Chiang ,&nbsp;Hsiang-Yun Lan","doi":"10.1016/j.nepr.2025.104338","DOIUrl":"10.1016/j.nepr.2025.104338","url":null,"abstract":"<div><h3>Aim</h3><div>This study explores the journey of novice nurses as they encounter the other, focusing on their early experiences in developing relationships with patients and others.</div></div><div><h3>Background</h3><div>The nurse-patient relationship is fundamental to nursing practice. The transition for novice nurses is often accompanied by significant stress and anxiety. Understanding novice nurses' perspectives in building ethical patient connections can help clinicians provide targeted support, enhancing novice nurses’ mental health and workplace retention.</div></div><div><h3>Design</h3><div>A qualitative descriptive study using phenomenological approach.</div></div><div><h3>Methods</h3><div>Seventeen nurses from six hospitals in Taiwan participated in individual, semi-structured interviews, with audio recorded for analysis. Transcriptions were analysed using Colaizzi’s phenomenological method.</div></div><div><h3>Results</h3><div>Three main themes emerged, reflecting the transition experience: self-immersion, self-transformation and self-the other reciprocity.</div></div><div><h3>Conclusions</h3><div>Findings underscore the importance of supportive interventions to promote ethical relationships and practical wisdom. These relationships contribute to novice nurses' professional growth, identity and commitment to compassionate caregiving, reinforcing the core values of the nursing profession.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104338"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683974","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":"Corrigendum to “The Australian nursing and midwifery academic workforce: A cross-sectional study” [Nurse Educ. Pract. 81 (2024) 104156]","authors":"Leah East ,&nbsp;Elizabeth Halcomb ,&nbsp;Daniel Terry ,&nbsp;Debra Jackson ,&nbsp;Marie Hutchinson","doi":"10.1016/j.nepr.2025.104347","DOIUrl":"10.1016/j.nepr.2025.104347","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104347"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774653","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":"Reimagining relationality as the focus of midwifery education: A qualitative study","authors":"Nicole Hainsworth ,&nbsp;Allison Cummins ,&nbsp;Elizabeth Newnham ,&nbsp;Katharine Gillet ,&nbsp;Maralyn Foureur","doi":"10.1016/j.nepr.2025.104299","DOIUrl":"10.1016/j.nepr.2025.104299","url":null,"abstract":"<div><h3>Aim</h3><div>To explore what midwifery academics and midwifery clinicians understand as the learning goals of the Continuity of care experiences (CoCE) in the Bachelor of Midwifery program.</div></div><div><h3>Background</h3><div>Continuity of care experiences are a component of all midwifery programs in Australia with the aim to facilitate an understanding of how relationship-based care is foundational to learning the art and science of midwifery. However, challenges persist in embedding meaningful CoCE, in part because learning goals have not been consistent.</div></div><div><h3>Design</h3><div>A qualitative descriptive approach was used in this study. The study took place in a regional/rural Australian setting.</div></div><div><h3>Method</h3><div>Twenty- six midwifery academics and clinicians supporting undergraduate midwifery students participated in a semi structured interview. Reflexive thematic analysis was used to analyse the data set.</div></div><div><h3>Results</h3><div>The overarching theme ‘Learning the craft of midwifery’, had five subthemes: Building trusting relationships; Experiencing the science of relationships; Navigating the boundaries; Deep reflections: a missed opportunity and Shaping the future. Continuity of care experiences exposed students to the neurophysiological foundations of relationships.</div></div><div><h3>Conclusion</h3><div>This paper identifies the perceived educational intent of CoCE is to provide an opportunity for technical skill development in addition to learning how to establish supportive, authentic relationships with women. Clear identification of the learning expectations of CoCE and clarification around the value placed on midwifery philosophy should be developed.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104299"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512019","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":"Education for family-centred care: A qualitative study with educators of advanced practice child and family health nurses","authors":"Lael Ridgway ,&nbsp;Lisa McKenna ,&nbsp;Stacey Hokke ,&nbsp;Naomi Hackworth ,&nbsp;Jan M. Nicholson","doi":"10.1016/j.nepr.2025.104313","DOIUrl":"10.1016/j.nepr.2025.104313","url":null,"abstract":"<div><h3>Aim</h3><div>Explore academics’ perspectives of theoretical and practical education for family-centred care in postgraduate child and family health nursing courses.</div></div><div><h3>Background</h3><div>Education for advanced nursing practice in child and family health relies on understanding underlying principles of care and application in practice. Family-centred care fosters engagement and promotes child and family health and wellbeing. Key to its implementation are principles of creating respectful relationships, ensuring effective communication, supporting autonomy and contextualising care in service provision. However, little is known about how these are addressed in advanced practice nurse education.</div></div><div><h3>Design</h3><div>Qualitative descriptive study</div></div><div><h3>Methods</h3><div>Semi-structured interviews with academic coordinators from six Australian universities providing child and family health nurse education were conducted between December 2020-January 2021 and analysed using framework analysis.</div></div><div><h3>Results</h3><div>Family-centred care was embedded throughout all curricula. However, differences existed in curriculum (entry requirements, duration, delivery mode, practical experience) and employer expectations (qualification requirements, practice scope). Educators aim to ensure students develop core skills for safe, appropriate and responsive care. Although professional standards support family-centred care, they do not routinely guide curriculum development.</div></div><div><h3>Conclusions</h3><div>Educational expectations for advanced practice in child and family health nursing reflect local differences. Education for family-centred care predominantly focused on strengths-based and partnership approaches. Aligning agreed practice standards with curriculum design and clinical oversight would enable more consistent practice across the country, even when service structures differ. We encourage educators to address the broader drivers of family-centred care in child and family health nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104313"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519079","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":"What makes a good nursing education: Meeting the needs of students and society in a free-market education system – cluster analysis of United Kingdom universities","authors":"Edward Purssell ,&nbsp;Rohit Sagoo","doi":"10.1016/j.nepr.2025.104344","DOIUrl":"10.1016/j.nepr.2025.104344","url":null,"abstract":"<div><h3>Aim</h3><div>Examine quality of education through classification of universities providing undergraduate pre-registration nursing courses in the United Kingdom using data from university league tables.</div></div><div><h3>Background</h3><div>Educational quality for nursing courses can be defined in many ways. University league tables are often used, but it can be difficult to interpret these because of the diversity of measures. These include educational input and output measures, but are not patient focussed.</div></div><div><h3>Design</h3><div>Cluster analysis of league table data.</div></div><div><h3>Methods</h3><div>Data were from the Complete University and Guardian University League Tables. Cluster analysis was undertaken using euclidean distance and average linkage. Data were scaled by turning each value into a percentage of the maximum possible score.</div></div><div><h3>Results</h3><div>Careers and graduate prospects for nurses are high. Satisfaction with teaching and feedback are closely related and while these broadly cluster with research quality but there was a weak relationship between research quality and overall student satisfaction (correlation −0.008, SE 0.049, p = 0.869, adjusted R² = −0.014). There was no clear pattern and few universities excelled in all areas.</div></div><div><h3>Conclusions</h3><div>Traditional methods of ranking universities does not fit nursing well, where employment is higher and research quality lower than other subjects. There was no clear pattern in university results. Countries considering a free-market approach to nurse education should consider how they will meet the needs of students and health and social care services, while promoting research. The quality of nursing education should include broader measures of societal value and address the theory-practice gap.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104344"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735183","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":"Effects of a theory-driven hybrid online-offline mentorship program on transition outcomes of newly graduated nurses in their first year: A randomized controlled trial","authors":"Yaqi Zhu ,&nbsp;Yuanyuan Zhang ,&nbsp;Jie Wu ,&nbsp;Xiaohua Ge ,&nbsp;Yaqing Zhang","doi":"10.1016/j.nepr.2025.104317","DOIUrl":"10.1016/j.nepr.2025.104317","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to measure the feasibility and acceptability of a theory-driven hybrid online-offline mentorship program and determine its impact on transition of newly graduated nurses.</div></div><div><h3>Background</h3><div>Excessive transition shock for newly graduated nurses can harm their well-being and increase nursing mistakes and patient issues. Therefore, helping newly graduated nurses in transitioning is crucial.</div></div><div><h3>Design</h3><div>A parallel 2-arm randomized controlled trial design was used.</div></div><div><h3>Method</h3><div>The study randomly assigned 90 newly graduated nurses to receive either mentorship intervention or usual training. Two of them lost at the first follow-up and their data were not included in the outcome analysis. Outcomes included transition shock, job satisfaction and intent to stay. Generalized Linear Mixed Model was conducted to compare outcomes at baseline to follow-up. Semi-interviews with mentees and mentors were conducted for the qualitative part. Thematic analysis was used to code the qualitative responses. This report adheres to the CONSORT.</div></div><div><h3>Results</h3><div>At 6 months post-intervention, participants in the intervention group showed significant mitigation of rising levels of transition shock (Coef.=-0.223, p &lt; 0.001) compared with the control group. Moreover, participants showed significant mitigation of declining of job satisfaction (Coef.=0.075, p &lt; 0.05) and intent to stay (Coef.=0.435, p &lt; 0.01). Qualitative findings showed participants’ positive experience with the program.</div></div><div><h3>Conclusion</h3><div>The study showed that the intervention not only effectively mitigated the transition shock for newly graduated nurses but also slowed the decline in job satisfaction and intent to stay, offering valuable insights for future nursing research, education and management.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104317"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512020","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 future midwifery workforce: A survey of the education experiences of midwifery students in Australia","authors":"Chanelle Warton ,&nbsp;Kirsten Small ,&nbsp;Zoe Bradfield ,&nbsp;Kathleen Baird ,&nbsp;Jennifer Fenwick ,&nbsp;Mel Robinson ,&nbsp;Joanne Gray ,&nbsp;Caroline Homer","doi":"10.1016/j.nepr.2025.104321","DOIUrl":"10.1016/j.nepr.2025.104321","url":null,"abstract":"<div><h3>Aim</h3><div>To understand students’ views on and experiences of their pre-registration midwifery education in Australia, including continuity of care experiences and clinical practice placements and their preferences for future employment.</div></div><div><h3>Background</h3><div>Increasing the number of midwifery student enrolments and improving student experience are suggested solutions to shortages in the Australian midwifery workforce.</div></div><div><h3>Design</h3><div>An anonymous online survey.</div></div><div><h3>Methods</h3><div>Open to students currently enrolled in an education programme leading to Australian midwifery registration or who had recently completed such a programme but had not yet commenced employment. Quantitative data were analysed through descriptive statistics and chi-squared tests. Frequency counts and inductive content analysis were used to analyse qualitative data. This research was undertaken as part of the national Midwifery Futures project.</div></div><div><h3>Results</h3><div>A total of 303 eligible responses were received. While most students felt their midwifery education prepared them well for future practice, a third (n = 93/281, 33.1 %) had taken or were considering leave and more than half (n = 161/281, 57.3 %) had considered withdrawing. Continuity of care experiences were highly valued by students as an educational experience. Nearly all students (n = 257/278, 92.4 %) preferred future employment in a clinical midwifery role and most (n = 206/257, 80.2 %) wished to work in midwifery group practice or team midwifery service in a public hospital.</div></div><div><h3>Conclusions</h3><div>Midwifery students in Australia felt well-prepared by their education programmes to practice midwifery. However, many students also found meeting the requirements of their degree challenging. Further research and efforts are required to support students to complete their midwifery education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104321"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579601","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":"Standardized patient simulation in nursing education: A bibliometric analysis and visualization from 2002 to 2024","authors":"Ebru Konal Korkmaz ,&nbsp;Esin Ateş","doi":"10.1016/j.nepr.2025.104322","DOIUrl":"10.1016/j.nepr.2025.104322","url":null,"abstract":"<div><h3>Aim</h3><div>This study employed a bibliometric analysis to examine the existing literature on the use of standardised patient simulation in nursing education.</div></div><div><h3>Background</h3><div>SP simulation offers students the opportunity to directly interact with a range of nursing interventions and practices. It demonstrates that SP simulation can be used as an active learning methodology in nursing education.</div></div><div><h3>Design</h3><div>Bibliometric and content analysis.</div></div><div><h3>Methods</h3><div>The data set was obtained from the Web of Science database. The sample comprised 310 publications that fulfilled the a priori defined inclusion criteria. The data were subjected to both descriptive content analysis and bibliometric analysis. A bibliometric analysis was conducted using VOSviewer, a software program designed for the mapping and visualisation of bibliometric data.</div></div><div><h3>Results</h3><div>A total of 198 publications were published in 2002–2024. The publications had 3042 citations. Nurse Education Today has the highest number of publications and citations. In terms of authors, Elcin was the author with the highest number of citations (n = 186). In accordance with the findings of the trend topic analysis, the keywords 'simulation', 'nursing education', 'standardised patient' and 'nursing students' emerged in the field.</div></div><div><h3>Conclusion</h3><div>The number of studies examining the efficacy of using standard patient simulators in nursing education has seen a notable increase in recent years. The findings of this study may offer researchers and nursing faculties new insights into the value of incorporating standardised patient simulation into nursing education, as well as potential applications of such an approach.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104322"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579603","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}