Nurse Education in Practice最新文献

{"title":"Exploring the transition: Determinants influencing Australian second-level nurses’ progression to Bachelor of Nursing programs","authors":"Peter Fieger ,&nbsp;Karen Missen ,&nbsp;Louise M. Allen","doi":"10.1016/j.nepr.2025.104437","DOIUrl":"10.1016/j.nepr.2025.104437","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to reveal the relevant demographic and educational determinants in predicting a transition from being a second level to a Registered Nurse.</div></div><div><h3>Background</h3><div>The transition from a second to a first-level regulated nurse represents a significant professional and educational milestone in the nursing career pathway. Research on determinants predicting which students will attempt this transition is scant.</div></div><div><h3>Design</h3><div>Retrospective cohort study using secondary data analysis.</div></div><div><h3>Method</h3><div>A large cohort of 2023 graduates of the Diploma of Nursing contained in the Australian Student Outcome Survey is analysed in this study with respect to their post-study outcomes. Weighted logistic regression is employed to estimate predictive margins for several covariates.</div></div><div><h3>Results</h3><div>Our study reveals several demographic and educational determinants that show substantial association with enrolment in bachelor-level nursing courses. In assessing the significance of predictors for enrollment in higher education, the following factors were identified in descending order of importance: reason for study, student age, institution type where the Diploma qualification was obtained, remoteness of study location, prior experience in the health sector, Indigeneity origin, English language status and gender.</div></div><div><h3>Conclusion</h3><div>The present study demonstrates that the transition from a second-level to a first-level regulated nurse is not random and that several factors contribute to this transition. Academics and policymakers may find this information useful when framing policy that has an impact on the nursing workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"87 ","pages":"Article 104437"},"PeriodicalIF":3.3,"publicationDate":"2025-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144589180","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":"Mechanisms of impact of a person-centred care model and simulation-based learning in midwifery education in Central Africa: A qualitative study","authors":"Frida Temple ,&nbsp;Ewa Carlsson Lalloo ,&nbsp;Marie Berg ,&nbsp;Urban Berg ,&nbsp;Olivier Nyakio ,&nbsp;Aline Mulunda ,&nbsp;Malin Bogren","doi":"10.1016/j.nepr.2025.104439","DOIUrl":"10.1016/j.nepr.2025.104439","url":null,"abstract":"<div><h3>Aim</h3><div>To identify the mechanisms having an impact on the implementation of two profiles in a midwifery education programme in the Democratic Republic of Congo (DRC): i) a person-centred care model and ii) strengthened simulation-based learning - both on campus and in clinical practice.</div></div><div><h3>Background</h3><div>Midwives play a crucial role in advancing maternal and neonatal health. Therefore, it is important for midwifery education programmes to be of high quality.</div></div><div><h3>Design</h3><div>A qualitative process evaluation with an exploratory design was conducted. Interviews were conducted with 29 midwifery students across four focus groups.</div></div><div><h3>Methods</h3><div>Data analysis employed deductive and inductive content analysis, guided by an evaluation framework focusing on mechanisms having an impact on the intervention. Registered as ISRCTN10049855.</div></div><div><h3>Results</h3><div>The implementation of the two profiles created synergistic reinforcement, as simulation-based learning, on campus and in clinical practice, enhanced the implementation of person-centred care through practical case scenarios. Implementing person-centred care was facilitated by increased awareness of women involvement, enhanced communication and skilled faculty, but faced challenges due to cultural norms. Simulation-based learning was supported by adequate material, continuous capacity building and ensuring team safety, though hierarchical barriers in clinical settings limited implementation.</div></div><div><h3>Conclusion</h3><div>This study identifies the mechanisms impacting the implementation of person-centred care and the strengthened use of simulation-based learning in midwifery education. It highlights that using both profiles in campus-based education and in clinical practice creates synergy and contributes to an enhanced quality of care. The results may offer insights that could be helpful when designing and implementing a midwifery education programme in similar contexts.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104439"},"PeriodicalIF":3.3,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144501503","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":"Understanding perceptions, attitudes and experiences of nursing students during clinical placement in primary health care settings – A scoping review","authors":"Debbie Procter ,&nbsp;Kylie McCullough ,&nbsp;Debbie Massey ,&nbsp;Karen Strickland","doi":"10.1016/j.nepr.2025.104434","DOIUrl":"10.1016/j.nepr.2025.104434","url":null,"abstract":"<div><h3>Aims</h3><div>Critically analyse literature on undergraduate nursing students' perceptions, attitudes and experiences during Primary Health Care (PHC) placements and identify factors influencing their satisfaction. These insights may improve educational outcomes, shape career intentions and address workforce shortages.</div></div><div><h3>Background</h3><div>Global nursing shortage, driven by increased demands and high attrition, impacts healthcare worldwide. Australia faces projected shortfalls of 79,473 nurses by 2035, significantly in PHC. Attributing factors include remuneration disparities, inadequate training/mentorship and limited career pathways. Strengthening the PHC nursing workforce is crucial, with undergraduate nursing students providing an important workforce pipeline.</div></div><div><h3>Design/Method</h3><div>Scoping Review protocol was registered using Joanna Briggs Institute’s framework for scoping review methodology, Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Review’s Checklist and Peer Review of Electronic Search Strategies, were applied. Grey literature was sought. Covidence facilitated article review and extraction, inductive thematic analysis identified key themes.</div></div><div><h3>Results</h3><div>Four key themes were developed: 1. PHC placements as a learning environment; 2. Skills development and acquisition; 3. Importance of nurse preceptor relationship; and 4. Curriculum structure and preparation.</div></div><div><h3>Conclusions</h3><div>This review explores nursing students’ experiences in PHC placements and factors influencing satisfaction, while highlighting gaps in optimising placements to better prepare students and strengthen the PHC workforce. Further research is needed on satisfaction, variation in experiences across PHC settings, the impact of preceptor relationships and strategies to strengthen them and stronger integration of PHC content in curricula. Addressing these gaps is essential for aligning education with workforce demands and strengthening student career intentions in PHC.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104434"},"PeriodicalIF":3.3,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144491892","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":"Exploring the impact of artificial intelligence integration on medication error reduction: A nursing perspective","authors":"Muhyeeddin Alqaraleh ,&nbsp;Wesam Taher Almagharbeh ,&nbsp;Muhammad Waleed Ahmad","doi":"10.1016/j.nepr.2025.104438","DOIUrl":"10.1016/j.nepr.2025.104438","url":null,"abstract":"<div><h3>Aim</h3><div>To systematically evaluate the impact of artificial intelligence (AI) technologies on reducing medication errors in nursing practice, focusing on tools such as clinical decision support systems (CDSS), smart infusion pumps, barcode scanning and automated prescription validation.</div></div><div><h3>Background</h3><div>Medication errors are a persistent threat to patient safety and a major burden on healthcare systems. Nurses, who are central to the medication administration process, remain vulnerable to human error. AI offers new opportunities to enhance safety through real-time decision support and predictive analytics.</div></div><div><h3>Design</h3><div>A systematic review following PRISMA 2020 guidelines and using a mixed-methods approach to integrate quantitative outcomes with qualitative insights from nursing practice.</div></div><div><h3>Methods</h3><div>Studies published in English between January 2013 and March 2024 were retrieved from PubMed, ScienceDirect and CINAHL. Eligibility was guided by the PICO framework. Quality appraisal tools appropriate to study designs were applied.</div></div><div><h3>Results</h3><div>Twelve studies were included. CDSS reduced operating room errors by up to 95 %, while smart infusion pumps reduced IV medication errors by approximately 80 %. Prescription validation tools led to a 55 % reduction in prescribing errors. AI-driven alert filtering decreased non-actionable alerts by 45 %. Qualitative data revealed both appreciation of AI’s utility and concerns about algorithmic bias, system usability and trust.</div></div><div><h3>Conclusions</h3><div>AI technologies significantly improve medication safety in nursing. However, successful implementation depends on nurse training, system integration, ethical safeguards and workflow alignment. Further experimental studies are needed to validate efficacy and address barriers such as alert fatigue, algorithm transparency and adoption resistance.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104438"},"PeriodicalIF":3.3,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144338774","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 of online simulation with decision-based branching video learning on nurses' knowledge and clinical reasoning in chest trauma: A randomized controlled trial","authors":"Ching-Ching Lien ,&nbsp;Chu-Yu Huang ,&nbsp;Ming-Shun Hsieh ,&nbsp;Ming-Zhong Li ,&nbsp;Shih-Fen Tseng ,&nbsp;Su-Fen Cheng","doi":"10.1016/j.nepr.2025.104436","DOIUrl":"10.1016/j.nepr.2025.104436","url":null,"abstract":"<div><h3>Background</h3><div>Accidental injuries, especially thoracic trauma, are a leading cause of death worldwide. Nurses need systematic training to improve trauma care competency. Traditional approaches limit instructor involvement and learner participation. Integrating online simulation with decision-branch may enhance clinical reasoning and improve learning outcomes.</div></div><div><h3>Objective</h3><div>This study aimed to evaluate the effectiveness of an online simulation-based learning approach with decision-branching videos (Online SimuBranch) in enhancing nurses' knowledge of thoracic trauma care and clinical reasoning ability.</div></div><div><h3>Design</h3><div>Randomized controlled trial with two-group repeated measures design was used.</div></div><div><h3>Methods</h3><div>A convenience sample of 95 nurses from a regional hospital in Taiwan was randomly assigned to either experimental (n = 49). or control group (n = 46). The experimental group received a thoracic trauma care course using Online SimuBranch, while the control group received traditional lecture-based instruction. Data were collected at pre-intervention, one-week post-intervention and twelve-week post-intervention. Instruments used were a demographic information sheet, Thoracic Trauma Knowledge Scale and Clinical Reasoning Ability Scale. Results were analyzed using Generalized Estimating Equations (GEE).</div></div><div><h3>Results</h3><div>The experimental group showed a significant improvement in thoracic trauma knowledge (<em>p</em> &lt; .001), sustained for twelve weeks. Their clinical reasoning scores were higher than the control group but not statistically significant (<em>p</em> &gt; .05).</div></div><div><h3>Conclusion</h3><div>This study found that the Online SimuBranch enhances thoracic trauma knowledge. Although not statistically significant, the intervention enhanced nurses' reasoning ability and confidence in trauma care. Future initiatives are recommended to incorporate Online SimuBranch into continuous education to strengthen the connection between knowledge and practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104436"},"PeriodicalIF":3.3,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364799","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":"Motivation of sessional teaching staff to remain employed in pre-registration nursing programs: A systematic review","authors":"Thomas Aaron Ricks ,&nbsp;Hendrika Jacoba Brouwer ,&nbsp;Elisabeth Jacob ,&nbsp;Louisa Lam","doi":"10.1016/j.nepr.2025.104433","DOIUrl":"10.1016/j.nepr.2025.104433","url":null,"abstract":"<div><h3>Aim</h3><div>To identify motivational and demotivational factors for sessional teaching staff to undertake employment in pre-registration nursing programs.</div></div><div><h3>Background</h3><div>Sessional teaching staff are part of the nurse education team; however high turnover can cause challenges to the university and impact the quality of teaching and learning for students. Understanding the motivational factors for working as sessional staff can help create a more sustainable nurse education workforce.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Methods</h3><div>The review protocol was registered with the Open Science Framework and the search was conducted in September 2024 using the databases CINAHL, Education Source, ERIC, PsycInfo® and MEDLINE. The inclusion criteria were sessional teaching staff, teaching into pre-registration nursing programs in tertiary education settings. Themes were deductively developed following data extraction. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool.</div></div><div><h3>Results</h3><div>Four studies were included in this review. Two themes were developed: i) Motivation to remain employed; ii) Demotivational factors to remain employed. The top motivating elements for sessional staff were the enjoyment of teaching, the work flexibility and the ability to nurture the next generation of nurses. Demotivational factors for working sessionally included feeling disconnected from the nursing school and not having adequate resources and support for teaching.</div></div><div><h3>Conclusions</h3><div>Sessional teaching staff provide benefits to nurse education programs. Universities need to enhance motivational factors such as flexibility and address the lack of sense of belonging, support and resourcing of sessionals to create a sustainable academic workforce and to ensure the quality of nurse education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104433"},"PeriodicalIF":3.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364800","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":"Gut feelings and the conviction of nurse Lucy Letby.","authors":"John O'Quigley","doi":"10.1016/j.nepr.2025.104435","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104435","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104435"},"PeriodicalIF":3.3,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144486734","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":"Evaluation of nursing students’ ethical decision-making biases and attitudes toward artificial intelligence in nursing education","authors":"Tuba Sengul ,&nbsp;Sebnem Bilgic ,&nbsp;Buse Macit ,&nbsp;Fatma Sevim ,&nbsp;Sebnem Alik ,&nbsp;Holly Kirkland-Kyhn","doi":"10.1016/j.nepr.2025.104432","DOIUrl":"10.1016/j.nepr.2025.104432","url":null,"abstract":"<div><h3>Aim</h3><div>This study examines nursing students' attitudes toward artificial intelligence (AI) and their association with biases in ethical decision-making processes.</div></div><div><h3>Background</h3><div>AI technologies are central to healthcare, particularly clinical decision support systems and simulations. While AI accelerates decision-making processes, it also brings ethical responsibilities.</div></div><div><h3>Design</h3><div>This is a descriptive cross-sectional study.</div></div><div><h3>Method</h3><div>265 nursing students were selected through stratified sampling from two universities in Turkey. Data were collected via an online survey using a demographic information form, the AI Attitude Scale (GAAIS) and the Ethical Decision-Making Bias Scale (EDBS).</div></div><div><h3>Results</h3><div>Most participants were female (n = 223), with an average age of 20.45 (SD 1.67) years. The results of the GAAIS revealed that students generally had a positive attitude (3.38 SD 0.47). However, 36.2 % expressed distrust toward AI students who trusted AI more successfully to solve ethical issues and used AI tools more effectively. The average score on the EDBS was 2.48 SD 0.41. Additionally, students who encountered ethical decisions more frequently (2.30 SD 0.32) showed lower bias levels than those who experienced them less often (2.50SD0.44). Positive attitudes toward AI were positively associated with students' confidence in ethical decision-making (p &lt; 0.05). Distrust in AI and difficulty accessing accurate information were identified as significant barriers.</div></div><div><h3>Conclusions</h3><div>Attitudes toward AI significantly influence students' biases in ethical decision-making processes. The nursing curriculum should include AI ethics, critical thinking and decision-making skills. Integrating ethical decision-making in AI usage within nursing education can ensure that future nurses can provide patient-centered care while maintaining ethical values.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104432"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144481453","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 concept of digital adaptability of nurses and midwives: A factor analysis","authors":"Roxanne Bleijenbergh ,&nbsp;Eveline Mestdagh ,&nbsp;Bart Van Rompaey ,&nbsp;Olaf Timmermans ,&nbsp;Yvonne J Kuipers","doi":"10.1016/j.nepr.2025.104430","DOIUrl":"10.1016/j.nepr.2025.104430","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To investigate the underlying constructs of the 29 digital adaptability competencies to identify the phenomenon's key or conceptual properties.</div></div><div><h3>Background</h3><div>A shift towards a strong and increasing presence of eHealth in future practice requires the competencies of nurses and midwives. This ability to adapt to technological evolutions is called digital adaptability. A set of 29 items representing the competencies of digital adaptability for nurses and midwives provides the first comprehensive description of this relatively new concept.</div></div><div><h3>Design</h3><div>Cross-sectional survey with a total sample size of 557 Flemish midwives and nurses.</div></div><div><h3>Methods</h3><div>Internal consistency and construct validity were established using Cronbach's alpha, exploratory factor analysis (EFA) followed by confirmatory factor analysis (CFA).</div></div><div><h3>Results</h3><div>EFA revealed two factors: 'me and the digital world' (17 items) and 'me, the digital world, and my patient' (12 items). CFA tested the model and showed a good model-fit. Strong internal consistency was observed.</div></div><div><h3>Conclusions</h3><div>Two factors were identified. The first, ‘me &amp; the digital world,’ is task-oriented and focuses on nurses/midwives’ personal use of technology. The second, ‘me, the digital world, and my patient,’ is patient-centered and focuses on nurses' and midwives’ use of technology while interacting with their patients during care provision.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104430"},"PeriodicalIF":3.3,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331324","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 relationship between first-year nursing students' innovation skills and attitudes toward artificial intelligence: A multicentre study","authors":"Gülsün Özdemir Aydın ,&nbsp;Semiha Küçükaydınoğlu ,&nbsp;Aylin Palloş ,&nbsp;Ela Yılmaz Coşkun ,&nbsp;Nuray Turan","doi":"10.1016/j.nepr.2025.104429","DOIUrl":"10.1016/j.nepr.2025.104429","url":null,"abstract":"<div><h3>Aim</h3><div>To assess innovation skills and attitudes toward artificial intelligence</div></div><div><h3>Background</h3><div>The rapid advancement of modern healthcare technologies necessitates the transformation of traditionally structured nursing education. Attitudes toward innovation and artificial intelligence technologies will be crucial in determining their future impact on patient care. Therefore, assessing these attitudes early will be a significant step in shaping the future of nursing education.</div></div><div><h3>Design</h3><div>A cross-sectional multicenter study and adhering to STROBE guidelines.</div></div><div><h3>Method</h3><div>The study was performed at nursing schools of three universities, surveying a total of 269 first-year nursing students enrolled in 2024. A validated instrument, Innovation Skills Measurement Tool for Youth and the General Attitudes towards Artificial Intelligence Scale. Descriptive statistics, Student's t-test and One-Way ANOVA tests were used in the analyses.</div></div><div><h3>Results</h3><div>Students demonstrated high innovation skills (121.51 (SD 23.42) and positive attitudes towards artificial intelligence (65.83 (SD 8.99). Innovation skills were significantly higher among those knowledgeable about healthcare innovation (125.63 (SD 23.20) and those following innovation-related applications (129.16 (SD 24.66). Positive AI attitudes were higher in those familiar with AI (67.31 (SD 8.83), those using AI-based applications (67.39 (SD 8.95) and those interested in developing innovative products (68.13 (SD 9.66) (p &lt; 0.05). A moderate correlation was found between positive AI attitudes and innovation skills (r = .314).</div></div><div><h3>Conclusions</h3><div>First-year nursing students generally have a positive attitude towards artificial intelligence; however, concerns remain regarding its use in daily practice. This suggests that specialized training programs focusing on both artificial intelligence applications and innovation skills could be beneficial for nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104429"},"PeriodicalIF":3.3,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306936","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}