Nurse Education in Practice最新文献

{"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, Chin-Yen Han, Ya-Ling Huang, Han-Chang Ku, 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":" ","pages":"104392"},"PeriodicalIF":3.3,"publicationDate":"2025-05-08","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":"The transformation of ambivalent professional identity of nursing students following clinical placement in China: A qualitative study from the perspectives of the “post-00s” generation","authors":"Jingyi Chen ,&nbsp;Xiao Zhang ,&nbsp;Yidan Yang ,&nbsp;Rong Hu","doi":"10.1016/j.nepr.2025.104387","DOIUrl":"10.1016/j.nepr.2025.104387","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the professional identity of nursing students of the “post-00s” generation before and after clinical placement.</div></div><div><h3>Background</h3><div>Clinical placement is a key step in building and rebuilding nursing students’ professional identities. Professional identity is often ambivalent and dynamic; however, if ambivalent professional identity shifts towards a high level of disidentification with the occupation, professional commitment may be hampered.</div></div><div><h3>Design</h3><div>A follow-up qualitative descriptive design was used.</div></div><div><h3>Methods</h3><div>Participants were 26 students (15 female, 11 male) born between 2001 and 2003, who were recruited from a medical university in China. Semi-structured interviews were conducted at two time points: before clinical placement (T1) and after clinical placement (T2). The data were analyzed using Clarke and Braun’s thematic analysis.</div></div><div><h3>Results</h3><div>After reaching data saturation, we identified 185 codes from the interview data and obtained 13 subthemes within four main themes: ambivalent professional identity, excessive professional identity, excessive professional disidentification and changes in occupational commitment.</div></div><div><h3>Conclusions</h3><div>The findings highlight how the ambivalent professional identity of the “post-00s” generation of nursing students evolved before and after clinical placement. Future research should address the unique perspectives and needs of the “post-00s” generation of nursing students and help them gain positive external recognition during their placements, thereby providing professional identity support.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104387"},"PeriodicalIF":3.3,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918166","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, Ildiko Madarasz, Annamaria Pakai Karamanne, Aniko Kukla, Adrienn Siket Ujvarine","doi":"10.1016/j.nepr.2025.104388","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104388","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104388"},"PeriodicalIF":3.3,"publicationDate":"2025-05-04","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":"Navigating a nursing career four years after graduation: A qualitative descriptive study exploring drivers of staying amid wanting to leave","authors":"Daniel Terry ,&nbsp;Liz Ryan ,&nbsp;Jessica Elliott ,&nbsp;Tracey Tulleners ,&nbsp;Di Stratton-Maher ,&nbsp;Barbara Black ,&nbsp;Jo Southern ,&nbsp;Natasha Reedy ,&nbsp;Linda Ng ,&nbsp;Thenuja Jayasinghe ,&nbsp;Danielle Gleeson ,&nbsp;Joanne Buckley ,&nbsp;Jing-Yu (Benjamin) Tan ,&nbsp;Blake Peck","doi":"10.1016/j.nepr.2025.104360","DOIUrl":"10.1016/j.nepr.2025.104360","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the lived experience of Early Career Nurses four years post-graduation and identify factors influencing their decision to stay in or leave the profession.</div></div><div><h3>Background</h3><div>The retention of Early Career Nurses is a critical issue globally, with many leaving the profession within the first few years. Various interventions have been implemented to support Early Career Nurses, but the complexities of retention require a more nuanced understanding, particularly for those in the latter stages of their transition.</div></div><div><h3>Design</h3><div>A qualitative descriptive study.</div></div><div><h3>Methods</h3><div>Early Career Nurses who participated in a longitudinal study as undergraduate nursing students were interviewed 48 months after graduation. The study used phenomenological approach to explore key experiences and phenomena. Data were analysed using Thematic Analysis, adhering to COREQ guidelines.</div></div><div><h3>Results</h3><div>Among the 25 participants, key themes identified included being ‘Overworked and undervalued’ and being ‘Anchored by care.’ Early Career Nurses experienced significant pressures, including incivility, poor management and staffing shortages, leading to a desire to leave the profession. However, a strong commitment to patient care and support from peers and family helped some Early Career Nurses remain in the profession.</div></div><div><h3>Conclusion</h3><div>The study highlights the need for systemic changes to support Early Career Nurses, including empathetic leadership, adequate training and supportive work environments. Addressing these issues is essential for the wellbeing of Early Career Nurses and maintaining high standards of patient care. Understanding the unique challenges faced by Early Career Nurses can inform strategies to improve retention and support their professional development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104360"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892145","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 self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study” [Nurse Educ. Pract. 85 (2025) 104336]","authors":"Sinan Aydogan ,&nbsp;Nurcan Caliskan","doi":"10.1016/j.nepr.2025.104373","DOIUrl":"10.1016/j.nepr.2025.104373","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104373"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936613","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":"Effective and ethical leadership in undergraduate nursing education: A future challenge","authors":"Lara Delbene,&nbsp;Marco Di Nitto,&nbsp;Gianluca Catania,&nbsp;Giuseppe Aleo,&nbsp;Milko Zanini,&nbsp;Loredana Sasso,&nbsp;Annamaria Bagnasco","doi":"10.1016/j.nepr.2025.104329","DOIUrl":"10.1016/j.nepr.2025.104329","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104329"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143659477","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 effect of midwifery students’ phubbing behaviors on communication skills in Türkiye","authors":"Şükran Başgöl ,&nbsp;Şebnem Rüzgar","doi":"10.1016/j.nepr.2025.104382","DOIUrl":"10.1016/j.nepr.2025.104382","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the impact of midwifery students' phubbing behaviors on their communication skills.</div></div><div><h3>Background</h3><div>Phubbing behaviors mean ignoring someone in a social setting by focusing on a phone instead, which may threaten verbal and non-verbal communication skills. These issues are particularly critical in professions where communication is paramount, such as midwifery, nursing and medicine.</div></div><div><h3>Design</h3><div>A cross-sectional, correlational study.</div></div><div><h3>Methods</h3><div>The study involved 566 undergraduate midwifery students from all year levels at a state university in Samsun city, between March and June 2023, resulting in a response rate of 89.55 %. Data were collected through the sociodemographic information form, the Generic Scale of Phubbing and the Communication Skills Scale. Statistical analyses included descriptive statistics, Pearson correlation and linear regression.</div></div><div><h3>Results</h3><div>The midwifery students had a mean age of 20.67 ± 1.91. Total phubbing behaviors were a negative and significant predictor of communication skills (β= −0.127; t = -3.041; p = .002). According to the multiple regression analysis, The Generic Scale of Phubbing- Nomophobia sub-dimension predicted communication skills positively (β= 0.200; t = 4.457; p = .000); Interpersonal Conflict predicted communication skills negatively (β = −0.214; t = -4.212; p = .000).</div></div><div><h3>Conclusions</h3><div>This study found a negative relationship between midwifery students’ phubbing behaviors and their communication skills. The study findings suggest that the impact of phubbing on communication skills is complex and multifaceted, with each sub-dimension potentially affecting communication skills in distinct ways.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104382"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899203","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 “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” [Nurse Educ. Pract. 84 (2025) 104344]","authors":"Edward Purssell ,&nbsp;Rohit Sagoo","doi":"10.1016/j.nepr.2025.104351","DOIUrl":"10.1016/j.nepr.2025.104351","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104351"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143781707","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":"Validation of the Spanish version of the self-assessment practice scale in first-year nursing students","authors":"Paola Carrasco-Aldunate ,&nbsp;Victor Pedrero ,&nbsp;Katiuska Reynaldos-Grandón ,&nbsp;Alejandra-Ximena Araya","doi":"10.1016/j.nepr.2025.104378","DOIUrl":"10.1016/j.nepr.2025.104378","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the validity and reliability of the Spanish version of the Self-Assessment Practice Scale for Students (SaPS) in first-year nursing students in Chile.</div></div><div><h3>Background</h3><div>Self-assessment is a process by which students make a judgment about their work and learning process, as well as about their degree of achievement based on pre-established criteria. This process is crucial in learning because it allows students to correct errors and improve their performance. There are no instruments in Spanish specifically designed to measure the self-assessment process in nursing students, so the development and characteristics of this process in this population are unknown<strong>.</strong></div></div><div><h3>Methods</h3><div>Cross-sectional study. A translation-back-translation procedure was used. Ten experts evaluated the content validity of the items. After adapting this instrument to the Spanish context, it was applied to 172 university nursing students. The internal structure of this instrument was studied using exploratory factor analysis (EFA) and its reliability was evaluated in terms of Cronbach's α coefficients.</div></div><div><h3>Results</h3><div>After expert analysis, the original 20 items included in the instrument were retained. EFA revealed that 3 factors and 17 items were suitable for use with nursing students; the overall reliability of this version of the SaPS was α = 0.73. The reliability coefficients for the subscales were: a Seeking external feedback (SEF) α= 0.61, seeking internal feedback (SIF) α= 0.72; and self-reflection (SR), α = 0.75.</div></div><div><h3>Conclusions</h3><div>This study provides evidence to support the validity and reliability of a Spanish version of the SaPS for use with nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104378"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899202","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":"Development needs for mental health nurse training in sub-saharan africa: A scoping review of international trends in nurse education and proficiencies to identify capacity-building goals in low- and middle-income countries","authors":"Eula Miller ,&nbsp;Lucy Webb ,&nbsp;Yedidah Biribonwa ,&nbsp;Harriet Kagwala ,&nbsp;Stephen Marks","doi":"10.1016/j.nepr.2025.104385","DOIUrl":"10.1016/j.nepr.2025.104385","url":null,"abstract":"<div><h3>Aim</h3><div>This scoping review aimed to evaluate existing international competencies, proficiencies and future trends for mental health nursing to assist capacity-building in sub-Saharan Africa.</div></div><div><h3>Background</h3><div>Mental health nurses have a large role in meeting mental health needs in low- and middle-income countries. Improving mental health training curricula is important to achieving universal health coverage. This review of trends in international mental health nurse education aims to identify training needs in sub-Saharan Africa.</div></div><div><h3>Design</h3><div>We used the Joanna Briggs Protocol for scoping reviews.</div></div><div><h3>Method</h3><div>A systematic search used three electronic databases and websites were searched for grey literature from global organizations, national nursing councils and regulators and personal contacts used where data were hard to obtain. Data extraction focused on education standards, curricula contents, proficiencies and global health/nursing development. Pragmatic analysis entailed critical examination of findings relevant to <em>a priori</em> study objectives.</div></div><div><h3>Results</h3><div>31 documents were included: 9 for global health systems and workforce development, 22 for international nurse curricula and nursing proficiencies. We found agreement on need for improved nurse education and provision globally, but little focus on mental health nursing. Sub-Saharan African countries are developing mental health training in integrated competence-based programmes but some high-income countries were heavily behavioural and directive.</div></div><div><h3>Conclusion</h3><div>Generic standards and curricula development may assist in task-shifting, but post-basic mental health specialism may make expertise less accessible in low resource settings. We caution against following high-income country trends until foundations in mental health are established.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104385"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892146","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}