Nurse Education in Practice最新文献

{"title":"Transition in high-acuity clinical learning environments: A qualitative meta-synthesis of newly graduated nurses in intensive care units and emergency departments","authors":"Yuhan Li,&nbsp;Meicao Wang,&nbsp;Zixuan Li,&nbsp;Liping Pan,&nbsp;Zhengjun Zhu,&nbsp;Kexin Xue,&nbsp;Yanping Sun,&nbsp;Qin Liu,&nbsp;Gui Yu,&nbsp;Yanli Zeng","doi":"10.1016/j.nepr.2026.104935","DOIUrl":"10.1016/j.nepr.2026.104935","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesise qualitative evidence on newly graduated nurses’ transition experiences in intensive care units and emergency departments and identify implications for clinical education and learning-environment design.</div></div><div><h3>Background</h3><div>Transition to practice among newly graduated nurses is well documented, but evidence focused on high-acuity clinical learning environments remains fragmented. Intensive care units and emergency departments combine rapid decision-making, technological complexity and emotionally demanding care.</div></div><div><h3>Design</h3><div>A qualitative systematic review and meta-synthesis using Joanna Briggs Institute meta-aggregation.</div></div><div><h3>Methods</h3><div>Ten databases and grey literature were searched from inception to 23 February 2026 and updated on 19 July 2026. Eligible reports were critically appraised, findings were meta-aggregated according to similarity of meaning and confidence in each synthesised finding was assessed.</div></div><div><h3>Results</h3><div>Thirteen reports representing 12 unique studies from eight countries were included. Sixty-nine unique analytic finding units were aggregated into 19 categories and five synthesised findings: emotional turbulence under high acuity; education–practice incongruence; competence development as accelerated progression; relational integration and team climate; and moral commitment and professional identity. Confidence was high for three synthesised findings and moderate for two. Transition involved continuing negotiation among educational preparation, experiential learning, relational support, responsibility and professional values.</div></div><div><h3>Conclusions</h3><div>Transition into intensive care units and emergency departments extends beyond technical skill acquisition to include emotional adaptation, contextual clinical judgement, team integration and professional identity formation. Structured preceptorship, graduated responsibility, scenario-based simulation with debriefing and psychologically safe team cultures may support adaptation in high-acuity practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104935"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148637648","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":"Comparing retrieval-based and collaborative gamification strategies for knowledge acquisition and retention in nursing education: A randomized controlled trial","authors":"Abdülkadir Deni̇z,&nbsp;Nihal Taşkiran","doi":"10.1016/j.nepr.2026.104933","DOIUrl":"10.1016/j.nepr.2026.104933","url":null,"abstract":"<div><h3>Aim</h3><div>This study compared the effects of retrieval-based digital gamification (Gimkit) and collaborative educational escape room learning on nursing students’ knowledge acquisition and retention.</div></div><div><h3>Background</h3><div>Gamification is increasingly used in nursing education to enhance student engagement and learning outcomes. However, limited evidence exists regarding the comparative effectiveness of different gamification modalities. Understanding how retrieval-based and collaborative gamification approaches influence learning may help educators select strategies that align with specific educational objectives.</div></div><div><h3>Design</h3><div>A three-arm, pretest–posttest–follow-up randomized controlled trial.</div></div><div><h3>Methods</h3><div>The study was conducted with 82 third-year nursing students between April and June 2026. Following standardized theoretical instruction, students participated in a Gimkit activity, an educational escape room activity, or a control condition. Data were collected using the Human Papillomavirus (HPV) Knowledge Scale and the Gameful Experience Scale (GAMEX).</div></div><div><h3>Results</h3><div>HPV knowledge scores changed significantly over time, with a significant group × time interaction effect. Students in the Gimkit group achieved significantly higher post-intervention knowledge scores than those in the escape room and control groups, with large effect sizes. No statistically significant between-group differences were observed at the short-term follow-up. Both intervention groups reported positive and comparable gameful learning experiences.</div></div><div><h3>Conclusions</h3><div>Retrieval-based digital gamification produced greater immediate knowledge gains than collaborative escape room learning. Although follow-up knowledge scores did not differ significantly between groups, both gamification approaches were associated with positive learning experiences. The findings suggest that different gamification modalities may support different learning processes depending on the educational objective.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104933"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609030","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":"Translation and cross-cultural validation of the technological competence as caring in nursing instrument for the portuguese cultural context: A methodological study","authors":"Dulce Cachata,&nbsp;Filomena Gaspar,&nbsp;Teresa Magalhães,&nbsp;Pedro Lucas","doi":"10.1016/j.nepr.2026.104932","DOIUrl":"10.1016/j.nepr.2026.104932","url":null,"abstract":"<div><h3>Aim</h3><div>To translate, culturally and linguistically adapt and validate the psychometric properties of the Technological Competency as Caring in Nursing Instrument, for the Portuguese cultural context.</div></div><div><h3>Background</h3><div>The integration of caring practices with technological and informatics knowledge is central to advancing nursing and requires a refined understanding of the interaction between human care and technology-enabled practice. In this context, the importance of an instrument capable of assessing technological competence in nursing care becomes evident. The Technological Competency as Caring in Nursing Instrument (TCCNI-RePract), evaluates this competence across two dimensions: perception and practice.</div></div><div><h3>Design</h3><div>The study followed a two-phase design consisting of qualitative translation and quantitative psychometric validation phases.</div></div><div><h3>Methods</h3><div>This methodological, exploratory, cross-sectional study evaluated the psychometric properties of the TCCNI-RePract in a Portuguese sample (n = 257, non-random). Transcultural adaptation followed established guidelines to assess the instrument’s validity, reliability and sensitivity. Descriptive statistics, Cronbach’s alpha and factor analysis were performed.</div></div><div><h3>Results</h3><div>The Portuguese version of the TCCNI_RePract instrument consists of two scales: an 18-item Perception dimension and a 21-item Practice dimension, both organized within a three-factor model that explains 54% and 62% of the total variance, respectively. The Perception and Practice dimensions demonstrated high internal consistency, with Cronbach’s alpha values of 0.89 and 0.94.</div></div><div><h3>Conclusion</h3><div>The instrument demonstrates strong psychometric properties to assess technological competence as caring in nursing and can be used as a reliable and effective measure in the Portuguese health system.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104932"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148609054","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":"Publishing experimental studies in NEP","authors":"Roger Watson,&nbsp;Kathryn Hinsliff-Smith,&nbsp;Amanda Lee,&nbsp;Mary Sidebotham","doi":"10.1016/j.nepr.2026.104898","DOIUrl":"10.1016/j.nepr.2026.104898","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104898"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279525","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 Healthcare Simulation Standards of Best Practice® and their application in nurse education","authors":"Lisa McKenna,&nbsp;Fara Bowler","doi":"10.1016/j.nepr.2026.104851","DOIUrl":"10.1016/j.nepr.2026.104851","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104851"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147983939","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 effect of moulage supported standardised patient simulation on nursing students' self-efficacy and clinical practice attitudes towards pressure injuries: A randomised controlled study” [Nurse Educ. Pract. 90 (2026) 104695]","authors":"Yakup Sarpdağı,&nbsp;Ebubekir Kaplan,&nbsp;Özkan Sir,&nbsp;Fahri Aşkan,&nbsp;Metin Yıldız","doi":"10.1016/j.nepr.2026.104923","DOIUrl":"10.1016/j.nepr.2026.104923","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104923"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425757","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":"Corrigendum to “Analysis of responses to comprehensive nursing exam questions by large language models: A comparison of ChatGPT, DeepSeek, and Students ” [Nurse Educ. Pract. 91(2026) 104691]","authors":"Li Ma,&nbsp;Qiankun Liu,&nbsp;Pengyao Li,&nbsp;Juju Huang,&nbsp;Yang Xu,&nbsp;Jiaxue Pang,&nbsp;Hui Xie","doi":"10.1016/j.nepr.2026.104941","DOIUrl":"10.1016/j.nepr.2026.104941","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104941"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148708157","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 nursing student resilience scale–social and emotional learning (NSRS-SEL): Development and psychometric validation","authors":"Hwey-Fang Liang,&nbsp;Chien-Yu Wu,&nbsp;Hsin-Ju Lu,&nbsp;Yao-Hsu Yang,&nbsp;Chia-Hui Lin","doi":"10.1016/j.nepr.2026.104945","DOIUrl":"10.1016/j.nepr.2026.104945","url":null,"abstract":"<div><h3>Aim</h3><div>This study developed the Nursing Student Resilience Scale–Social and Emotional Learning (NSRS-SEL) and evaluated its psychometric properties.</div></div><div><h3>Background</h3><div>Existing resilience instruments primarily assess general psychological resilience and may not fully capture the social and emotional competencies relevant to nursing students’ adaptation in academic and clinical contexts.</div></div><div><h3>Design</h3><div>A mixed-methods design.</div></div><div><h3>Methods</h3><div>Phase 1 involved a literature review and qualitative interviews with 20 nursing students to inform item development. Phase 2 examined the psychometric properties of the NSRS-SEL among 350 nursing students in southern Taiwan. Independent subsamples were used for exploratory factor analysis (EFA; n = 150) and confirmatory factor analysis (CFA; n = 159). Content validity, reliability and construct validity were assessed. A total of 41 participants were excluded due to incomplete or invalid responses during data screening.</div></div><div><h3>Results</h3><div>Content validity indices ranged from 0.89 to 1.00 at the item level, with a scale-level content validity index (S-CVI/Ave) of 0.92. EFA yielded a 22-item, three-factor structure: <em>Inner Strength and Life Meaning</em>, <em>Active Coping and Problem Solving</em> and <em>Adaptive Beliefs</em> and <em>Social Support</em>. CFA supported the three-factor model (χ²/df = 2.06, GFI = 0.80, CFI = 0.90, RMSEA = 0.08). Cronbach’s α ranged from 0.85 to 0.89, composite reliability from 0.82 to 0.89 and average variance extracted from 0.43 to 0.55.</div></div><div><h3>Conclusion</h3><div>The NSRS-SEL demonstrates preliminary evidence of an acceptable factor structure, reliability and validity. Further studies are needed to confirm its psychometric properties and to examine its applicability across different educational and cultural contexts.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"95 ","pages":"Article 104945"},"PeriodicalIF":4.5,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148737855","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":"Digital teaching in midwifery education since 2021: A literature review of trends, technological advancements and challenges","authors":"Michelle Gray,&nbsp;Kristina Vogel,&nbsp;Annette Bernloehr,&nbsp;Terri Downer,&nbsp;Melanie Welfare,&nbsp;Nicola H. Bauer","doi":"10.1016/j.nepr.2026.104900","DOIUrl":"10.1016/j.nepr.2026.104900","url":null,"abstract":"<div><h3>Aim</h3><div>To produce an updated synthesis of digital learning and teaching approaches in midwifery education since 2021.</div></div><div><h3>Background</h3><div>Globally, there is an increasing trend towards using digital technologies in midwifery education with little examination of trends, terminology or impact by midwifery academics.</div></div><div><h3>Design</h3><div>A comprehensive literature review.</div></div><div><h3>Methods</h3><div>Ten databases were searched (2021–March 2025) guided by JBI methodology and PRISMA-ScR reporting, resulting in 36 empirical studies focusing on digital technologies used with midwifery students. The review mapped recent technological developments, associated benefits and emerging challenges.</div></div><div><h3>Results</h3><div>Digital innovations were in 15 countries and ranged from immersive virtual reality, augmented and mixed reality and mobile applications to 2D/3D animations, tele simulation and digital books. Most studies highlighted positive outcomes, including enhanced knowledge acquisition, increased confidence and self-efficacy, reduced anxiety and improved clinical skill performance. Digital resources were also valued for supporting engagement, independent learning and bridging the theory–practice gap.</div><div>Despite predominantly favourable results, challenges were identified, including cybersickness, technological barriers, insufficient digital literacy and high equipment costs. Concerns also emerged around the lack of pedagogical alignment, limited long-term knowledge retention, scalability constraints and inconsistent terminology, particularly the variable use of the term “virtual reality”.</div></div><div><h3>Conclusions</h3><div>Digital technologies are increasingly shaping midwifery education yet remain best positioned as supplementary tools rather than replacements for hands-on clinical learning. Findings identify the need for clearer terminology, stronger theoretical frameworks, sustainable implementation strategies and further research into long-term educational impact, resource demands and environmentally responsible use.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104900"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148310044","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":"Human vs AI in NCLEX-style item review: Reliability, agreement, and efficiency using the NEIA rubric","authors":"Rachel Cox Simms,&nbsp;Desirée Hensel,&nbsp;Robert Cavanaugh,&nbsp;Annie Fox,&nbsp;Anshul Kumar","doi":"10.1016/j.nepr.2026.104897","DOIUrl":"10.1016/j.nepr.2026.104897","url":null,"abstract":"<div><h3>Aim</h3><div>To establish initial inter-rater reliability estimates for the NEIA rubric across human nursing faculty and AI model configurations and to compare reliability and agreement patterns between rater types.</div></div><div><h3>Background</h3><div>High-quality NCLEX-style exam items are essential for valid nursing assessment, yet faculty-developed questions often contain flaws that compromise test validity. The NEIA rubric provides structured criteria for evaluating item quality, but consistent application requires reliable scoring. Generative artificial intelligence offers potential for scalable, consistent rubric application, though its reliability compared with human raters remains unexplored.</div></div><div><h3>Design</h3><div>Psychometric study establishing inter-rater reliability estimates for the NEIA rubric.</div></div><div><h3>Methods</h3><div>Thirty-three nursing faculty evaluated 15 NCLEX-style items (5 low-quality, 5 moderate-quality, 5 high-quality) using a planned incomplete design (6 items per rater). Seven AI configurations (ChatGPT custom GPT and Claude Projects) evaluated all items in a complete crossed design. Inter-rater reliability was assessed using intraclass correlation coefficients and Krippendorff's alpha. Agreement with expert classifications was measured using percentage exact agreement.</div></div><div><h3>Results</h3><div>Individual human raters demonstrated poor reliability (ICC = 0.317; α = 0.147) and 47.3% exact agreement with expert classifications. AI models showed good reliability (ICC = 0.709; α = 0.77) and 69.5% average agreement, with best models achieving 80% agreement. Under the study conditions, AI exhibited fewer extreme misclassifications and more consistent enforcement of stop criteria.</div></div><div><h3>Conclusions</h3><div>AI models applied item-quality criteria more consistently than individual faculty and achieved higher agreement with developer-defined expert classifications. Findings support a hybrid model where AI conducts initial screening while faculty retain final decision-making authority.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104897"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148333795","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}