Nurse Education in Practice最新文献

{"title":"'It happened suddenly… I didn't know what to do.' Challenges and support needs of Turkish nursing students following occupational accidents: A qualitative study","authors":"Aycin Ezgi Onel ,&nbsp;Erkan Unsal ,&nbsp;Fahriye Vatan ,&nbsp;Aysegul Donmez ,&nbsp;Eda Dolgun","doi":"10.1016/j.nepr.2025.104386","DOIUrl":"10.1016/j.nepr.2025.104386","url":null,"abstract":"<div><h3>Aim</h3><div>This study was planned to determine nursing students’ injury experiences in their practice areas and their solutions-related suggestions.</div></div><div><h3>Background</h3><div>Clinical training accidents can physically and mentally harm students, potentially affecting their development and careers. Understanding their injury experiences and solutions can help improve this area.</div></div><div><h3>Design</h3><div>This descriptive qualitative study used face-to-face semi-structured interviews and content analysis.</div></div><div><h3>Methods</h3><div>The data of the study were collected from 15 nursing students who attended a nursing faculty in Türkiye and experienced an occupational accident with a semi-structured interview form between September 2023 and October 2024. The study was reported using the COREQ checklist.</div></div><div><h3>Results</h3><div>The data were categorized under four main themes: (1) Factors Leading to Injury – lack of experience, lack of attention (distraction due to clinical workload) and not using protective equipment; (2) Post-Injury Experiences – negative emotions (fear, regret), loss of motivation, changes in clinical success and stigmatization by peers (being mocked or excluded by classmates); (3) Support Needs – support to access health services (institutional gaps), psychological support and peer support; (4) Recommendations – pre-clinical orientation, mentorship by experienced nurses (lack of mentorship) and being able to access protective equipment.</div></div><div><h3>Conclusion</h3><div>Nursing students with limited clinical experience experienced significant challenges in performing interventions on patients, making them more susceptible to occupational accidents. These incidents not only affected them individually but also had academic and social consequences. Addressing these issues through enhanced clinical training and a stronger emphasis on safety protocols is essential to minimize the risk of such accidents.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104386"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918474","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 “Development and psychometric evaluation of the catheter assessment, management and performance (CAMP) scale for nurse” [Nurse Educ. Pract. 80 (2024) 104122]","authors":"Joby Alex ,&nbsp;Lucie M. Ramjan ,&nbsp;Caleb Ferguson ,&nbsp;Michelle Louise Fishburn ,&nbsp;Jed Montayre ,&nbsp;Yenna Salamonson","doi":"10.1016/j.nepr.2025.104374","DOIUrl":"10.1016/j.nepr.2025.104374","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104374"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936612","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":"ChatGPT-driven interactive virtual reality communication simulation in obstetric nursing: A mixed-methods study","authors":"Pao-Ju Chen ,&nbsp;Wei-Kai Liou","doi":"10.1016/j.nepr.2025.104383","DOIUrl":"10.1016/j.nepr.2025.104383","url":null,"abstract":"<div><h3>Aim</h3><div>(1) Describe the development process for the ChatGPT-based Virtual Reality Obstetric Nursing Communication Simulation System (ChatVR-ONCS), (2) explore its effects on communication competence in nursing students and (3) determine the perceived usability of ChatVR-ONCS and learning experiences in nursing students.</div></div><div><h3>Background</h3><div>Communication is crucial in obstetric nursing, yet traditional teaching methods often fail to enhance students’ relevant skills due to their lack of realism. Therefore, developing a training tool that offers high usability, immersive experiences and real-time interactivity is vital.</div></div><div><h3>Design</h3><div>Mixed research methods were applied involving pre- and post-tests within a single group of 52 nursing students at a Taiwanese science and technology university as well as a focus group.</div></div><div><h3>Methods</h3><div>The Visual Analog Scale for Communication Self-Confidence, Maternal and Newborn Care Communication Assessment Form and System Usability Scale were administered before the intervention (T0), immediately after the intervention (T1) and 3 months after the intervention (T2). A focus group was conducted after T2 to explore their learning experience and obtain feedback on the proposed system.</div></div><div><h3>Results</h3><div>The participants’ communication self-confidence, communication skills and ratings on system usability significantly improved after the ChatVR-ONCS intervention, with the effects lasting for 3 months. The qualitative analysis demonstrated a high level of user satisfaction and the positive effects of the system in promoting communication skill development.</div></div><div><h3>Conclusion</h3><div>By integrating artificial intelligence and virtual reality technologies, ChatVR-ONCS not only significantly enhances the effectiveness of nurse-patient communication training but also provides empirical support for digital development in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104383"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143892147","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":"Lights, camera, leadership: Teaching nursing students through film","authors":"Lara Delbene ,&nbsp;Martina Barbieri ,&nbsp;Gianluca Catania ,&nbsp;Milko Zanini ,&nbsp;Loredana Sasso ,&nbsp;Annamaria Bagnasco","doi":"10.1016/j.nepr.2025.104328","DOIUrl":"10.1016/j.nepr.2025.104328","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104328"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143626512","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":"Nursing and the doctorate, an important partnership: A discussion paper","authors":"Lorraine Henshaw ,&nbsp;Fiona Cust ,&nbsp;Bill Whitehead","doi":"10.1016/j.nepr.2025.104366","DOIUrl":"10.1016/j.nepr.2025.104366","url":null,"abstract":"<div><h3>Aim</h3><div>This discussion paper aims to raise awareness of doctoral studies for nurses, highlighting current debates around different routes available, in the UK and across the international community, for further critique and discussion.</div></div><div><h3>Background</h3><div>Nurses are being encouraged to undertake doctoral level study and research. Yet, the profession remains disproportionately under-represented at the doctoral academic level. Recent drivers and opportunities addressing the lack of research leadership and involvement of nurses are welcomed. It is vital for improved patient outcomes, evidence-based practice and the education of the nursing workforce that a proportion of nurses are being educated to doctoral level.</div></div><div><h3>Design</h3><div>This is a discussion paper drawing on both UK and international literature to support a critical discussion.</div></div><div><h3>Key points</h3><div>The importance, requirements and challenges of obtaining a doctorate as a nurse are discussed in relation to relevant policy and literature, highlighting debates in the field and raising awareness of the different routes available. Comparisons with doctoral provision across the international community are made providing further awareness and allowing ongoing critique. In the UK the various routes provide equivalence in terms of academic rigor, quality and level of achievement and attainment.</div></div><div><h3>Conclusion</h3><div>There is an increasing need and aspiration, for nurses to study at doctoral level. Each pathway for a postgraduate doctorate award offers highly respected academic qualifications and recognition and is governed by strict quality assurance standards despite differences and variants in operationalisation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104366"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936610","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":"Learning postpartum haemorrhage through simulation-based education in Malawi: A mixed method study","authors":"Charity Kabondo ,&nbsp;Ingrid Tjoflåt ,&nbsp;Eva Christina Furskog-Risa ,&nbsp;Lily Kumbani ,&nbsp;Ursula Kafulafula","doi":"10.1016/j.nepr.2025.104389","DOIUrl":"10.1016/j.nepr.2025.104389","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of the study was to explore midwifery students’ experiences with simulation as pedagogic method when learning management of postpartum haemorrhage patients.</div></div><div><h3>Background</h3><div>Malawi is just starting to implement simulation-based education, even though it is recommended in midwifery education to enhance patient safety. Therefore, to ensure successful incorporation of simulation-based education into midwifery training programs, it is crucial to understand students’ experiences with the pedagogic method.</div></div><div><h3>Design</h3><div>The study applied a descriptive-mixed-convergent design.</div></div><div><h3>Method</h3><div>One-hundred and seven midwifery students participated in the study. Data were collected through questionnaires and three focus group discussions. Quantitative and qualitative data were analysed using descriptive statistics and content analysis respectively.</div></div><div><h3>Results</h3><div>Quantitatively, students graded all the questions related to the simulation design elements, educational practices and students’ satisfaction and self-confidence in learning with mean scores above four on a 5-point Likert Scale. One theme and two sub-themes emerged from qualitative data analysis. Main theme: simulation mirrors demanded competence for professional practice; sub-themes: (1) a realistic and active learning method; and (2) a conducive environment for students’ learning.</div></div><div><h3>Conclusion</h3><div>Midwifery students experienced simulation as a valued pedagogical approach to teaching and learning that mirrored postpartum management clinical skills necessary for them to practice as professionals in the resource-limited setting. More research is necessary to explore feasibility for simulation-based education in Malawi and whether students can apply the knowledge and skills acquired during simulation into clinical practice particularly within constrained environment.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104389"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906751","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 practical nursing skills acquisition through gamified computerized learning: A phenomenological study","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.2025.104384","DOIUrl":"10.1016/j.nepr.2025.104384","url":null,"abstract":"<div><h3>Aim</h3><div>This study employed a descriptive phenomenological approach to explore the experiences of undergraduate nursing students in the context of gamified computerized learning.</div></div><div><h3>Background</h3><div>In the post-pandemic era, the importance of developing innovative computerized approaches to nursing education has become apparent, particularly in relation to the acquisition of clinical care skills. However, only limited research is available to guide this development.</div></div><div><h3>Design</h3><div>The study employed a descriptive phenomenological approach to explore undergraduate nursing students’ perceptions and experiences with gamified computerized learning of care skills.</div></div><div><h3>Methods</h3><div>The first author conducted individual interviews with 12 participants between April and June 2024. These interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi's seven-step method. The study's rigor was evaluated according to Guba and Lincoln's criteria of credibility, transferability, dependability, and confirmability.</div></div><div><h3>Results</h3><div>Four sub-themes—learning support, visualizing learning in the mind, goal-oriented learning, and learning outcomes—were synthesized into the central theme of a Synergistic Learning Approach to the development of a teaching-learning plan. The Synergistic Learning Approach highlights the importance of robust support structures to guide learners through learning and ensure access to necessary resources and feedback.</div></div><div><h3>Conclusion</h3><div>The findings indicated that gamified computerized learning provided an effective approach to the development of care skills, although it cannot fully replace hands-on experience. In particular, it offers a simple, accessible, and enjoyable tool for reviewing theoretical care knowledge and skills, allowing learners to engage in trial-and-error practice without risk to patient safety.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104384"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143896023","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 “Developing leadership and resilience through early access master’s education for newly graduated, adult nurses: A cross-sectional survey” [Nurse Educ. Pract. 83 (2025) 104276]","authors":"Oonagh Carson ,&nbsp;Toni McAloon ,&nbsp;Sonja McIlfatrick","doi":"10.1016/j.nepr.2025.104390","DOIUrl":"10.1016/j.nepr.2025.104390","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104390"},"PeriodicalIF":3.3,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936609","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 training for student midwives with jigsaw technique on respectful maternity care: A randomized controlled experimental study","authors":"Elif Dağlı ,&nbsp;Feyza Aktaş Reyhan ,&nbsp;Ayça Şolt Kırca","doi":"10.1016/j.nepr.2025.104381","DOIUrl":"10.1016/j.nepr.2025.104381","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to fill this gap by evaluating the impact of Jigsaw learning on midwifery students' knowledge, practice and motivation in RMC training.</div></div><div><h3>Background</h3><div>While cooperative learning techniques have been explored in health education, their application in midwifery education—specifically in training student midwives in Respectful Maternity Care (RMC)—remains underexplored.</div></div><div><h3>Design</h3><div>It is a randomized controlled experimental study.</div></div><div><h3>Methods</h3><div>It was conducted between October 10, 2023 – January 5, 2024 with midwifery department students of a state university. The research was conducted according to CONSORT guidelines. The implementation phase of the study includes the announcement of the student groups (Jigsaw and control group), the study of the Jigsaw groups, RMC training, pre-test and post-test data collection.</div></div><div><h3>Results</h3><div>A significant difference was found between the post-test mean scores of the Jigsaw and control groups (p &lt; .05) and the participants in the Jigsaw group had significantly higher \"RMC\" Knowledge and Application Scale, Motivation Scale for Teaching Material and Academic Motivation Scale mean scores than the students in the control group.</div></div><div><h3>Conclusions</h3><div>It was determined that the Jigsaw technique was an effective teaching method in increasing the RMC knowledge and practice levels of midwifery students. It was also determined that the motivation and academic motivation scores of the students in the Jigsaw group regarding the teaching material were higher than the scores of the students in the traditional teaching group and that the students found this technique quite effective.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104381"},"PeriodicalIF":3.3,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878866","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 model for predicting student nurse attrition during pre-registration training: A retrospective observations study using routinely collected administrative data","authors":"Elizabeth Crisp ,&nbsp;Robert Cook,&nbsp;Sarahjane Jones","doi":"10.1016/j.nepr.2025.104377","DOIUrl":"10.1016/j.nepr.2025.104377","url":null,"abstract":"<div><h3>Aim</h3><div>To explore historical student data to identify patterns predictive of attrition risk among nursing students, and hence train a predictive model of an individuals’ risk of leaving the course.</div></div><div><h3>Background</h3><div>The World Health Organization point to an international shortage of trained nurses, which poses a risk for patient safety and care worldwide. The risk is compounded where the workforce is also aging creating additional pressures on the delivery of quality care. To stabilize the workforce, a healthy supply of newly trained registered nurses is necessary; however undergraduate nursing has one of the highest rates of student attrition (approx. 24 %).</div></div><div><h3>Methods</h3><div>This study follows a knowledge discovery in databases (KDD) methodology performing an observational analysis of routinely collected student data. The data (1840 students, taken from the pre-existing university business intelligence systems) was modelled for three end points; ‘attrition in 1st year’, ‘attrition in 2nd year’, and ‘failure to complete’. Analysis was performed via step-wise binomial regression.</div></div><div><h3>Results</h3><div>Several attrition factors have been identified by the model (e.g. students who return from periods of intermittence, are Male and/or non-mature have an increased likelihood to leave).</div></div><div><h3>Conclusion</h3><div>To our knowledge this is the first study to examine the role of study intermittence on student attrition, or to be built on the pre-existing university business intelligence (BI) systems. The use of pre-existing university BI systems as reported here can serve as the grounding for an individual, tailored approach to retention strategy rather than an approach built on demographic assessment alone.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104377"},"PeriodicalIF":3.3,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143877087","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}