Nurse Education in Practice最新文献

{"title":"Development of the perception of professional identity in nursing scale: A quantitative study.","authors":"Şefika Dilek Sarikaya, Ayşegül Yildiz İçi̇gen","doi":"10.1016/j.nepr.2025.104442","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104442","url":null,"abstract":"<p><strong>Aim: </strong>This study aimed to develop a measure, called the Professional Identity Perception in Nursing Scale and evaluate its psychometric properties.</p><p><strong>Background: </strong>Professional identity in nursing, defined as the alignment of one's thoughts, actions and emotions with the values and norms of the profession, plays a critical role in empowering nurses, improving patient outcomes and advancing the nursing field.</p><p><strong>Design: </strong>This study used a quantitative cross-sectional design.</p><p><strong>Methods: </strong>The population of the study consisted of nurses working at a hospital in the Central Anatolia Region of Turkey. The item pool for the scale was developed through a literature review and qualitative data analysis, resulting in 26 items, which were then presented to 10 experts for evaluation. After content validity was established, a draft scale comprising 24 items was used as the data collection tool. Data were collected through an online survey created via Google Forms, with the participation of 262 nurses between December 2023 and June 2024.</p><p><strong>Results: </strong>The 24-item scale with three sub-dimensions showed good fit indices: CMIN/DF= 3.559, GFI= 0.778, CFI= 0.905, RMSEA= 0.099, TLI= 0.893, IFI= 0.906 and SRMR= 0.071. All item path coefficients were significant (p < 0.001). Cronbach's alpha values were 0.965 (beliefs, values, norms), 0.904 (identity-based motivation) and 0.889 (symbolic interactionism).</p><p><strong>Conclusion: </strong>The Professional Identity Perception in Nursing Scale is a valid, reliable and 24-item tool with three sub-dimensions to assess nurses' professional identity.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104442"},"PeriodicalIF":3.3,"publicationDate":"2025-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144643922","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":"Leadership competences in undergraduate nurse education: Scale development and model testing","authors":"Tony Conner ,&nbsp;Jaden Allan ,&nbsp;Sarah Annesley ,&nbsp;Claire Leader ,&nbsp;John Unsworth ,&nbsp;Marco Tomietto","doi":"10.1016/j.nepr.2025.104440","DOIUrl":"10.1016/j.nepr.2025.104440","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and psychometrically validate a scale based on the Healthcare Leadership Model among undergraduate nursing students.</div></div><div><h3>Background</h3><div>Effective leadership by nurses at the point of care delivery is essential for high quality, safe and effective care. At the same time, leadership at all levels is important to ensure appropriate staffing workforce planning and service improvement. Despite the importance of leadership, undergraduate nursing students often feel under-prepared for their leadership role as newly qualified nurses. While a variety of leadership tools have been developed to enable students to self-assess none of these tools relate to multi-level leadership.</div></div><div><h3>Design</h3><div>A scale development and validation study employing a cross-sectional design.</div></div><div><h3>Methods</h3><div>Preliminary analysis ensured multivariate normality. Psychometric analyses tested the scale’s reliability (Cronbach’s Alpha) and validity by performing an Exploratory Factor Analysis with a direct oblimin rotation. A Confirmatory Factor Analysis compared the empirical model developed in this study and the theoretical one.</div></div><div><h3>Results</h3><div>289 final-year undergraduate nursing students were included in the final sample. The results suggest that the scale is appropriate to assess nursing students’ leadership competences. Exploratory factor analysis indicates the model has 6 factors rather than the 9 dimensions outlined in the theoretical model.</div></div><div><h3>Conclusion</h3><div>The notion of leadership at all levels to ensure safe, high quality and effective care is now well embedded globally. This study demonstrates that the Healthcare Leadership Model can be adapted and effectively adopted as a framework for leadership development amongst undergraduate nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104440"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563981","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":"Challenging clinical education in nursing, serious challenges and solutions","authors":"Ebrahim Aliafsari Mamaghani","doi":"10.1016/j.nepr.2025.104375","DOIUrl":"10.1016/j.nepr.2025.104375","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104375"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144055209","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":"Effectiveness and uptake of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial","authors":"Briony Sue Chisholm ,&nbsp;Lovemore Mapahla ,&nbsp;Carl Lombard ,&nbsp;Marc Blockman ,&nbsp;Catherine Orrell","doi":"10.1016/j.nepr.2025.104326","DOIUrl":"10.1016/j.nepr.2025.104326","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To design and test the usability of case-based HIV microlearning lessons using WhatsApp groups. This paper reports on effectiveness and uptake.</div></div><div><h3>Background</h3><div>South Africa has the largest antiretroviral treatment program globally. National guidelines are regularly updated. Ongoing training of healthcare workers is vital but complicated by infrastructural, financial and human resource shortages. Innovative solutions are needed.</div></div><div><h3>Design</h3><div>A pragmatic, mixed methods, parallel group, cluster randomised trial.</div></div><div><h3>Methods</h3><div>Nurses and community health workers (CHWs) at 50 clinics in the Eastern Cape were invited to participate. Online questionnaires tested knowledge and retention of knowledge; retrospective folder reviews measured changes in patient care. Patient folders were sampled purposively pre-/post-intervention for clinical points learned. Descriptive and inferential analyses were performed.</div></div><div><h3>Results</h3><div>Uptake and participation were good: 232 (79 %) nurses and 207 (76 %) CHWs participated. 96 % of nurses and 88 % of CHWs read the lessons within two weeks. There was a significant intervention effect on knowledge, based on the online questionnaires: nurses (0.5 units; 95 % CI 0.11–1.0; p = 0.0499) and CHWs (0.7 units; 95 % CI 0.2–1.3; p = 0.004).</div><div>1083 patient folders were reviewed to compare changes in patient care between the study arms. Adjusting for pre-care differences between the arms, the intervention increased correct patient care by 21 % ( 95 % CI 10 %-32 %; p &lt; 0.001) in the year after the training.</div></div><div><h3>Conclusions</h3><div>WhatsApp-based microlearning improves knowledge and patient care. This, with the companion paper’s data showing that it is well received and accepted, makes it a valuable option for simple, accessible, scalable continuing medical education for HCWs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104326"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143630953","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":"New trend in nursing education in Hungary: What is learnt from international perspectives","authors":"Jozsef Betlehem,&nbsp;Ildiko Madarasz,&nbsp;Annamaria Pakai Karamanne,&nbsp;Aniko Kukla,&nbsp;Adrienn Siket Ujvarine","doi":"10.1016/j.nepr.2025.104388","DOIUrl":"10.1016/j.nepr.2025.104388","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104388"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144054900","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 “Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors” [Nurse Educ. Pract. 83 (2025) 104275]","authors":"Monika Ravik ,&nbsp;Gry Merete Bjerkelund ,&nbsp;Sigrun Hvalvik ,&nbsp;Inger Åse Reierson","doi":"10.1016/j.nepr.2025.104414","DOIUrl":"10.1016/j.nepr.2025.104414","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104414"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144175381","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":"An integrated self-regulated learning and flipped classroom approach for teaching nursing skills to undergraduate nursing students: A randomized controlled study","authors":"Ting-Yu Chen,&nbsp;Chang-Chiao Hung","doi":"10.1016/j.nepr.2025.104445","DOIUrl":"10.1016/j.nepr.2025.104445","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined if self-regulated learning activities integrated with a flipped classroom approach improved performance of nursing skills.</div></div><div><h3>Background</h3><div>Traditionally, nursing skills are provided with classroom lectures, which is a passive form of learning. However, studies have demonstrated that flipped classroom teaching, which requires active engagement in learning, is more effective for developing competence in nursing skills. Outcomes can be further optimized when students adequately prepare prior to classroom participation, which can be accomplished through self-regulated learning.</div></div><div><h3>Design</h3><div>A randomized parallel group design.</div></div><div><h3>Method</h3><div>A total of 100 s-year nursing students were randomly assigned to the intervention group (self-regulated learning with flipped classroom teaching, n = 50) or the control group (traditional, standard classroom instruction, n = 50). Generalized estimating equations examined the effects of the intervention on measures of self-efficacy, self-regulated learning and performance of nursing skills at 16-weeks compared with baseline measures.</div></div><div><h3>Outcomes</h3><div>Socio-demographic variables did not differ between groups. Increases from baseline in self-efficacy, self-regulated learning and performance of nursing skills were significantly greater at 16-weeks for the intervention group compared with the control group (β = 6.10, <em>p</em> = 0.04 and β = 11.74, <em>p</em> &lt; 0.01, β = 11.92, <em>p</em> &lt; 0.001, respectively).</div></div><div><h3>Conclusion</h3><div>Integrating self-regulated learning activities with a flipped classroom approach not only improved performance of nursing skills but also enhanced self-efficacy and self-regulated learning. Our findings suggest this teaching approach should be considered as an application across various nursing courses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104445"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534408","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 peer-driven approach to nursing education: Graduate student-led innovations in teaching and learning.","authors":"Kathryn Billingsley, Traci White, Rebekah Day, J Nicholas Odom, Penni Watts","doi":"10.1016/j.nepr.2025.104441","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104441","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104441"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144565425","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 “Exploring practical nursing skills acquisition through gamified computerized learning: A phenomenological study” [Nurse Educ. Pract. 85 (2025) 104384]","authors":"Chun-Chih Lin ,&nbsp;Chin-Yen Han ,&nbsp;Ya-Ling Huang ,&nbsp;Han-Chang Ku ,&nbsp;Li-Chin Chen","doi":"10.1016/j.nepr.2025.104392","DOIUrl":"10.1016/j.nepr.2025.104392","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104392"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144041327","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 “Validation of the Spanish version of the EPICC spiritual care competency self-assessment tool for student nurses” [Nurse Educ. Pract. 86 (2025) 104395]","authors":"Tamara Suquet ,&nbsp;M. Lara Martínez-Gimeno ,&nbsp;Rafael Jódar ,&nbsp;Wilfred Mcsherry ,&nbsp;Ana SF Ribeiro ,&nbsp;Mar Zulueta-Egea","doi":"10.1016/j.nepr.2025.104431","DOIUrl":"10.1016/j.nepr.2025.104431","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104431"},"PeriodicalIF":3.3,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144334143","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}