Nurse Education in Practice最新文献

{"title":"Corrigendum to “Effectiveness of a standardized patient simulation training programme on nursing students’ skill in dementia screening in Malawi: A quasi-experimental study” [Nurse Educ. Pract. 94 (2026) 104884]","authors":"Burnett Chila Chiona, Balwani Chingatichifwe Mbakaya, Megan F. Liu","doi":"10.1016/j.nepr.2026.104893","DOIUrl":"10.1016/j.nepr.2026.104893","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104893"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148240170","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 “Spanish adaptation and psychometric analysis of the “USE questionnaire” for virtual reality” [Nurse Educ. Pract. 94 (2026) 104865]","authors":"Mariona Farrés-Tarafa, Isabel Almodóvar-Fernández, Oscar Arrogante, Rafael González-Moret, Luis Basco-Prado, Rocío Fernández-Méndez, José Antonio Sarria-Guerrero, Marta Raurell-Torredà","doi":"10.1016/j.nepr.2026.104891","DOIUrl":"10.1016/j.nepr.2026.104891","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104891"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148206729","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":"Medication errors: Teaching safety from day one is no optional – It’s essential","authors":"Marsha Pohorelsky","doi":"10.1016/j.nepr.2026.104828","DOIUrl":"10.1016/j.nepr.2026.104828","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104828"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147677895","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":"Retraction notice to “Effect of Moulage on Nursing Students' Endotracheal Suctioning Knowledge and Skills” [Nurse Educ. Pract. 83 (2025) 104262]","authors":"Dilek Özden, İlkin Yılmaz, Sevda Sönmez","doi":"10.1016/j.nepr.2026.104883","DOIUrl":"10.1016/j.nepr.2026.104883","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104883"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148164785","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":"Contextualizing the digital competence framework for nursing education: Findings from a Delphi","authors":"Tamara Štemberger Kolnik,&nbsp;Mojca Poredoš,&nbsp;Bojana Filej,&nbsp;Vesna Čuk,&nbsp;Vedrana Vejzovic","doi":"10.1016/j.nepr.2026.104909","DOIUrl":"10.1016/j.nepr.2026.104909","url":null,"abstract":"<div><h3>Aim</h3><div>To identify key digital competencies for higher education nursing faculty, explore challenges in digital integration, and provide recommendations for systematic faculty development.</div></div><div><h3>Background</h3><div>Digital competencies are essential for nursing faculty to deliver high-quality education in an increasingly digitalised healthcare context. Despite their importance, faculty members often encounter challenges in integrating digital technologies into teaching, clinical education, and simulation, highlighting the need for structured and context-specific faculty development.</div></div><div><h3>Design</h3><div>A mixed-methods, consensus-based Delphi study.</div></div><div><h3>Methods</h3><div>A four-round Delphi study was conducted with nursing faculty from five European countries involved in the Erasmus + Digital Education in Nursing project. Twelve experts participated in the first round, increasing to 45 in the final round. Data collection combined qualitative feedback and quantitative ratings of digital competencies derived from the European Digital Competence Framework for Educators (DigCompEdu). Iterative rounds enabled refinement and consensus-building to contextualise the framework for nursing education.</div></div><div><h3>Results</h3><div>Six overarching competence domains were identified: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, and Facilitating Learners’ Digital Competencies. Participants reported well-developed basic digital skills related to literacy, communication, and safe technology use. In contrast, advanced competencies such as digital content creation, copyright awareness, programming, and problem-solving were less developed. Digital competencies were perceived as most applicable in theoretical teaching, with limited integration in clinical and laboratory-based education.</div></div><div><h3>Conclusion</h3><div>Nursing faculty view digital competencies as essential for learner-centred teaching, reflection, and professional development, but gaps persist in practice-based education. Stronger institutional support, faculty development, and adapted frameworks are needed to improve integration.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104909"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148370447","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":"Teaching spiritual care in nursing through simulated patients","authors":"Diana Gomes Pereira,&nbsp;Revital Shapira,&nbsp;Sara Sitefane,&nbsp;Ana Afonso,&nbsp;Joana Romeiro,&nbsp;Silvia Caldeira","doi":"10.1016/j.nepr.2026.104797","DOIUrl":"10.1016/j.nepr.2026.104797","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104797"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533844","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":"State of diversity in nursing academia in the United States: An integrative review","authors":"Treesa J. Scaria","doi":"10.1016/j.nepr.2026.104901","DOIUrl":"10.1016/j.nepr.2026.104901","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this integrative review is to analyse published research studies that addressed the state of diversity, equity and inclusion (DEI) in academic nursing in the United States.</div></div><div><h3>Background</h3><div>Diversity is important in nursing academia and to the nursing profession to meet the demands of a growing, diverse population in the United States.</div></div><div><h3>Design</h3><div>An Integrative review</div></div><div><h3>Methods</h3><div>PubMed® and Elicit® were used to systematically search for relevant literature. Informed by Ray’s (2019) Theory of Racialized Organizations, twenty-six empirical, conceptual and theoretical studies published between 2015 and 2025 were analyzed.</div></div><div><h3>Results</h3><div>Three themes are derived: 1) structural racism and institutional culture, 2) emotional and relational labor and 3) DEI barriers in layered systems. The results of this review may assist future research to address the gap in the nursing literature on diversity initiatives, thereby improving diversity in nursing education as well as health care delivery of an increasingly diverse population in the United States.</div></div><div><h3>Conclusions</h3><div>Despite DEI mission statements, traditional Eurocentric norms still largely shape standards of excellence and tenure decisions. This often pressures minority faculty to conform, leading to stress and lower job satisfaction. To genuinely support diversity, institutions should reconsider how they define excellence, strengthen mentorship and sponsorship and promote cultural awareness among faculty to better recruit and retain diverse talent.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104901"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266776","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":"When AI writes in minutes and supervisors verify for hours: Rethinking thesis supervision in nursing education","authors":"Talita Sallai,&nbsp;Marco Di Nitto,&nbsp;Gianluca Catania,&nbsp;Milko Zanini,&nbsp;Loredana Sasso,&nbsp;Annamaria Bagnasco","doi":"10.1016/j.nepr.2026.104801","DOIUrl":"10.1016/j.nepr.2026.104801","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104801"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575971","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 podcasts delivered to female university students on HPV knowledge, awareness, and anxiety levels: A randomized controlled trial","authors":"Halime Nisa Çi̇men,&nbsp;Semanur Uğur,&nbsp;Ayşe Çıralı,&nbsp;Filiz Ünal Toprak","doi":"10.1016/j.nepr.2026.104902","DOIUrl":"10.1016/j.nepr.2026.104902","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;The aim of this study was to evaluate the effect of podcast-based educational content delivered to students on their knowledge, awareness and anxiety levels regarding Human Papillomavirus (HPV).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Method&lt;/h3&gt;&lt;div&gt;This randomized controlled experimental study was conducted between 7 April 2025 and 6 June 2025, with a total of 211 students (99 in the intervention group and 112 in the control group) who were enrolled in the 2024–2025 academic year at the Faculty of Health Sciences, University of Health Sciences Gülhane and met the inclusion criteria. Data were collected using the Descriptive Information Form, the HPV Knowledge Scale and the HPV Awareness and Concern Level Scale (HPV-ACS) Students who volunteered to participate were randomly assigned to the intervention and control groups. In the first week of the study, the Descriptive Information Form, the HPV Knowledge Scale and the HPV Awareness and Concern Scale (HPV-ACS) were administered to both groups as pre-tests. Subsequently, over a four-week period, only the intervention group received a podcast-based educational program, while no intervention was applied to the control group. In the final week, post-tests were administered to both groups, thereby completing the data collection process. The collected data were analyzed using SPSS version 22.0, employing frequency and percentage distributions, mean and standard deviation values, skewness and kurtosis statistics, the chi-square test, independent samples t-test and paired samples t-test. Statistical significance was set at p &lt; 0.05.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The findings of the pre-test regarding HPV knowledge levels revealed that the experimental and control groups were similar, apart from certain sub-dimensions. However, post-test measurements revealed that the knowledge scores of the intervention group were significantly higher than those of the control group (p &lt; 0.001). Regarding total HPV-ACS scores, no significant difference was observed between the groups at the pre-test stage and the scores were found to be highly comparable (p &gt; 0.05). Similarly, no statistically significant difference was identified between the groups in terms of total HPV-ACS scores at the post-test stage (p &gt; 0.05). Nevertheless, when changes in HPV knowledge scores were examined, the mean difference score was 3.56 (SD 4.08) in the intervention group and 0.19 (SD 2.34) in the control group, with this difference being statistically significant (p &lt; 0.001). In contrast, the total change score on the HPV-FE did not show a significant difference between the groups (p = 0.216). When the subscales were examined, the change score for awareness was found to be significantly higher in the experimental group compared with the control group (p &lt; 0.001). However, no significant differences were found between the groups in the subscales of health anxiety (p = 0.692) and social exclusion anxiety (p = 0.423).","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104902"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279529","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":"Assessing second victim experiences among healthcare students: Validation of the SVEST-S and implications for clinical education","authors":"Andrea Albert-Galbis,&nbsp;José Verdú-Soriano,&nbsp;Héctor González-De la Torre,&nbsp;M. Flores Vizcaya-Moreno","doi":"10.1016/j.nepr.2026.104892","DOIUrl":"10.1016/j.nepr.2026.104892","url":null,"abstract":"<div><h3>Aim</h3><div>To validate the student-adapted <em>Second Victim Experience and Support Tool</em> (SVEST-S) and to explore the prevalence and characteristics of second victim experiences among healthcare students following PSIs during clinical placements.</div></div><div><h3>Background</h3><div>Healthcare students are increasingly exposed to patient safety incidents (PSIs) that can lead to significant psychological distress, commonly referred to as the Second Victim Phenomenon (SVP). However, few studies have examined this experience during undergraduate clinical education.</div></div><div><h3>Design</h3><div>A cross-sectional descriptive study was conducted among healthcare students completing clinical placements in 54 medical centres across Eastern Spain.</div></div><div><h3>Methods</h3><div>Data were collected through online and in-person surveys, including demographic variables and the SVEST-S instrument. Construct validity and reliability were assessed through exploratory and confirmatory factor analyses using polychoric correlation.</div></div><div><h3>Results</h3><div>A total of 299 students participated (113 nursing, 113 medical, 32 physiotherapy and 41 podiatry). Exploratory factor analysis supported a 5-factor, 26-item model, which showed an adequate fit (CFI = 0.956, NNFI = 0.931, GFI = 0.97) and strong reliability (α = 0.84). The mean total SVEST-S score was 2.97 (SD 1.15), indicating moderate distress. Approximately one in three students (34.5%) identified as second victims during their clinical placements.</div></div><div><h3>Conclusions</h3><div>The SVEST-S demonstrated strong construct validity and reliability, confirming its suitability for assessing second victim experiences among healthcare students. This validated tool provides educators with an evidence-based framework to identify student distress, enhance emotional support and foster psychologically safe learning environments within clinical education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104892"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148279486","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}