Nurse Education in Practice最新文献

{"title":"The effect of virtual reality-based operating room tour on nursing students' anxiety, stress and self-confidence levels in an operating room setting: A randomized controlled trial","authors":"Emine Arici Parlak ,&nbsp;Hatice Ayhan ,&nbsp;İmren Erer ,&nbsp;Emine Iyigun","doi":"10.1016/j.nepr.2025.104380","DOIUrl":"10.1016/j.nepr.2025.104380","url":null,"abstract":"<div><h3>Aim</h3><div>This study is planned to examine the effect of a virtual reality-based operating room tour on nursing students' anxiety, stress and self-confidence levels experienced in the operating room setting.</div></div><div><h3>Background</h3><div>It is important to know whether the impact of virtual reality-based applications on nursing students' anxiety and stress levels during clinical education.</div></div><div><h3>Design</h3><div>A Randomized Controlled Trial</div></div><div><h3>Method</h3><div>This study was conducted with 82 students. The students in the intervention group (n = 41) were given to experience the operating room environment through a virtual reality-based operating room tour following theoretical training. The students in the control group (n = 41) proceeded directly to clinical practice after the theoretical training. The data were collected after theoretical training, in the clinical simulation training laboratory and during clinical practice.</div></div><div><h3>Results</h3><div>The mean state anxiety score of the students in the intervention group (39.02 SD 4.76) was found to be statistically significantly lower than that of the students in the control group (41.68 SD 5.72) (p = 0.025). When examining stress levels, the average score of the perceived stress scale subdimension related to ‘’Stress from the environment’’ was lower in the intervention group (5.04 SD 2.09) compared with the control group (7.19 SD 3.43) (p = 0.001). Furthermore, the self-confidence level of the students in the intervention group in the operating room (7.93 SD 1.09) was found to be higher than that of the students in the control group (6.72 SD 1.20) (p &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Before clinical practice, it was observed that the virtual reality-based operating room tour reduced students' stress and anxiety related to the environment, while also increasing their self-confidence levels.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104380"},"PeriodicalIF":3.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873709","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":"https://doi.org/10.1016/j.nepr.2025.104375","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104375"},"PeriodicalIF":3.3,"publicationDate":"2025-04-21","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":"Levels of nurse disaster preparedness: A systematic review and meta-analysis","authors":"Yuling Luo,&nbsp;Hong Yan,&nbsp;Yuanyuan Tang,&nbsp;Shijin Wang,&nbsp;Zhehui Yang,&nbsp;Tingting Zhang,&nbsp;Yan Liu","doi":"10.1016/j.nepr.2025.104372","DOIUrl":"10.1016/j.nepr.2025.104372","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate nurses' disaster preparedness and the impact of publication year, departments, disaster response experience and disaster training on nurses' level of disaster preparedness.</div></div><div><h3>Background</h3><div>With the frequent occurrence of global disaster events. As key medical relief members, nurses' preparedness has a significant impact on disaster response effectiveness.</div></div><div><h3>Design</h3><div>Systematic review and meta-analysis</div></div><div><h3>Method</h3><div>CNKI, Wanfang, VIP, SinoMed, PubMed, Embase, CINAHL, Web of Science and the Cochrane Library. The search period was from the creation of the database to December 4, 2024. A random effects model was used to summarize the total mean scores for the three sub-dimensions of the Disaster Preparedness Evaluation Tool. Subgroup analyses were performed to explore sources of between-study heterogeneity.</div></div><div><h3>Results</h3><div>A meta-analysis of 21 studies with 9222 nurses from three countries. The total mean DPET score (3.95, 95 % CI [3.81,4.10], P = 0.000), with scores on the disaster knowledge, disaster skills and disaster management dimensions were (4.06, 95 % CI [3.92,4.21], P = 0.000), (3.89, 95 % CI [3.73,4.05], P = 0.000), (3.83, 95 % CI [3.65,4.00], P = 0.000). Subgroup analyses showed an increase in nurses' total mean DPET scores after COVID-2019; the average total DPET score of emergency department nurses and nurses without disaster relief experience or training was relatively weak.</div></div><div><h3>Conclusions</h3><div>Nurses' disaster preparedness was moderate and disaster skills and management abilities needed strengthening. In the emergency department, nurses without disaster response experience and training had relatively low levels of disaster preparedness. These findings may guide nursing educators in educating nurses about disaster care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104372"},"PeriodicalIF":3.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143860539","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":"Cybersickness and discomfort from head-mounted displays delivering fully immersive virtual reality: A systematic review","authors":"Samantha Cossio ,&nbsp;Stefania Chiappinotto ,&nbsp;Sara Dentice ,&nbsp;Chiara Moreal ,&nbsp;Gaia Magro ,&nbsp;Gaia Dussi ,&nbsp;Alvisa Palese ,&nbsp;Alessandro Galazzi","doi":"10.1016/j.nepr.2025.104376","DOIUrl":"10.1016/j.nepr.2025.104376","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesize existing knowledge on the phenomenon of cybersickness and discomfort associated with the use of HMDs in delivering fully immersive VR experiences within educational contexts.</div></div><div><h3>Background</h3><div>Virtual reality (VR) plays an increasingly important role in education; however, head-mounted displays (HMDs) may trigger cybersickness and discomfort.</div></div><div><h3>Design</h3><div>A systematic review (PROSPERO: CRD42024583656) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.</div></div><div><h3>Methods</h3><div>The PubMed, CINAHL, Cochrane Library and Scopus databases were searched to identify primary studies in English or Italian, published from 2013 to 2024.</div></div><div><h3>Results</h3><div>Twenty-five studies were included. Ad hoc questionnaires followed by the Simulator Sickness Questionnaire and the Motion Sickness Assessment Questionnaire were mainly used to detect cybersickness. In 12 studies, inconsistent or very low scores of cybersickness were reported. Oculomotor disturbances were the most frequently documented negative effects, followed by disorientation. Discomfort was assessed in eight studies, mainly with ad hoc questionnaires, with five of them reporting inconsistent or minimal discomfort.</div></div><div><h3>Conclusions</h3><div>Students and professionals should be informed about the possibility of some adverse effects, especially if they undertake daily activities after the educational sessions (e.g. oculomotor issues and driving).</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104376"},"PeriodicalIF":3.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855319","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 call to action: Shared tertiary pedagogical frameworks for health care students to develop evidence-based knowledge and skills","authors":"Jed Montayre ,&nbsp;Ana Filipa Cardoso ,&nbsp;Merete Bjerrum ,&nbsp;Yanni Wu ,&nbsp;Lucylynn Lizarondo ,&nbsp;Craig Lockwood","doi":"10.1016/j.nepr.2025.104369","DOIUrl":"10.1016/j.nepr.2025.104369","url":null,"abstract":"<div><h3>Aim</h3><div>To describe and discuss mechanisms for integration of evidence-based healthcare (EBHC) skills within nursing curricula informed by a conceptual model and the Sicily Statement.</div></div><div><h3>Background</h3><div>The integration of evidence-based health care (EBHC) skills into health care education varies significantly across nursing programs. While common educational goals exist, educational disparities persist. The 2005 Sicily statement outlines foundational competencies for EBHC: formulating clinical questions, systematic evidence retrieval, critical appraisal and application of findings. Despite these competencies, EBHC is often viewed as peripheral in both undergraduate and postgraduate education.</div></div><div><h3>Methods</h3><div>We compared congruency between a conceptual model for EBHC against the Sicily statement.</div></div><div><h3>Results</h3><div>We emphasize the need for a unified approach to teaching EBHC, highlighting the JBI Model of EBHC as a comprehensive framework that aligns with the Sicily statement. The JBI Model encompasses evidence generation, synthesis, transfer and implementation, providing a structured method for embedding EBHC into health care curricula. By promoting a transdisciplinary pedagogical approach, the JBI Model seeks to enhance student engagement and competency in the EBHC skills and knowledge crucial for developing health care professionals equipped to adapt to evolving evidence and practice needs.</div></div><div><h3>Conclusions</h3><div>The authors call for an international methodology group to foster the adoption and evaluation of the JBI Model in diverse educational contexts, ultimately aiming to cultivate a workforce that is proficient in applying the best available evidence in clinical settings. The integration of EBHC into educational frameworks is positioned as essential for improving health care outcomes and promoting evidence-informed practice globally.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104369"},"PeriodicalIF":3.3,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863869","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 bachelor’s thesis in nursing education: A scoping review","authors":"Elisabeth Irene Karlsen Dogan ,&nbsp;Mari Kjendsli ,&nbsp;Pinar Ekiz ,&nbsp;Ann-Kristin Fjørtoft","doi":"10.1016/j.nepr.2025.104371","DOIUrl":"10.1016/j.nepr.2025.104371","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the existing research literature on the bachelor’s thesis in nursing education.</div></div><div><h3>Background</h3><div>The bachelor’s thesis is a crucial component of the nursing bachelor program, introduced in response to the Bologna Process. Despite its recognized importance and integration into nursing programs across most EU member states, limited research has been conducted on this topic.</div></div><div><h3>Design</h3><div>A scoping review was conducted following the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) guidelines and the recommendations of the Joanna Briggs Institute (JBI).</div></div><div><h3>Methods</h3><div>The EBSCOhost databases selected for the review included CINAHL, Education Source, MEDLINE and ERIC. The systematic search yielded a total of 1693 references, of which 21 studies were included.</div></div><div><h3>Results</h3><div>The assessed articles were categorized into five themes: (a) nursing students’ experiences and perspectives; (b) supervision of the bachelor’s thesis; (c) content of bachelor’s thesis; (d) nursing students’ learning outcomes from the bachelor’s thesis; and (e) assessment and evaluation of the bachelor’s thesis.</div></div><div><h3>Conclusions</h3><div>Findings highlight that, for most students, the thesis project was seen as an important preparatory tool for future professional activities. The relationship with and role of the supervisor were identified as crucial, emphasizing the need for nursing education programs to support both students and supervisors in navigating this complex dynamic. Undertaking a bachelor’s thesis in nursing education also increased students’ interest in and positive attitudes toward research and development. This indicates that the bachelor’s thesis can provide essential knowledge and skills for future nursing practice and care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104371"},"PeriodicalIF":3.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829271","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":"Effects of an integrated fall educational intervention in nursing students: A quasi-experimental study using virtual reality simulations","authors":"Sunghee H. Tak ,&nbsp;Dayeon Lee ,&nbsp;Inyoung Suh ,&nbsp;Hyein Choi ,&nbsp;Eunbi Lee","doi":"10.1016/j.nepr.2025.104370","DOIUrl":"10.1016/j.nepr.2025.104370","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine the effects of an integrated fall educational intervention on nursing students’ knowledge, attitude and self-efficacy. In addition, both immersive and non-immersive virtual simulations which were used in fall education were investigated in terms of usability, user experience and satisfaction among the participants.</div></div><div><h3>Background</h3><div>Falls among the older population have a significant impact on morbidity, mortality and healthcare costs, making it essential to incorporate fall risk assessment and management education into the geriatric nursing curriculum to prepare future nurses for improving older patients' health.</div></div><div><h3>Design</h3><div>This study was a quasi-experimental study with a two-group, pretest-posttest design.</div></div><div><h3>Method</h3><div>Ninety-two undergraduate nursing students were recruited with 36 in the experimental group and 56 in the control group. Data were collected through survey questionnaires before and after the intervention.</div></div><div><h3>Results</h3><div>There were significant improvements in both fall knowledge and self-efficacy following the intervention in the experimental group (<em>p</em> &lt; .001). In particular, compared with the control group, self-efficacy was significantly improved in the experimental group (<em>p</em> &lt; .01). Participants reported greater usability, attractiveness, perspicuity, novelty, stimulation, dependability, efficiency and satisfaction in the immersive compared with the non-immersive virtual simulation. However, some participants experienced some discomfort such as dizziness, motion sickness and the heaviness of the head-mounted display device.</div></div><div><h3>Conclusion</h3><div>An integrated fall educational intervention using virtual-reality simulations for nursing students can increase fall-related knowledge and self-efficacy. When designing an effective educational program, educators should consider the strengths and weaknesses of immersive and non-immersive virtual simulations.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104370"},"PeriodicalIF":3.3,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847916","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":"Long-term effects of flipped learning on nurses’ self-efficacy and satisfaction in pressure injury management: A multi-center quasi-experimental study","authors":"Wen-Yi Chao ,&nbsp;Wen-Chun Liao","doi":"10.1016/j.nepr.2025.104368","DOIUrl":"10.1016/j.nepr.2025.104368","url":null,"abstract":"<div><h3>Aims</h3><div>Investigate the long-term effects of a flipped education —based on adult learning theory and incorporating multimedia teaching and physical workshops—on nurses’ self-efficacy in preventing and managing pressure injuries.</div></div><div><h3>Background</h3><div>Pressure injuries remain a global challenge, requiring caregivers to blend theory with practice. Flipped learning has shown promise in boosting nurses' confidence and competence in managing these injuries through higher-level processes such as interaction, reflection, application, analysis and integration.</div></div><div><h3>Design</h3><div>A single-blind, multicenter, quasi-experimental, two-group parallel repeated-measures design was conducted in seven medical institutions.</div></div><div><h3>Method</h3><div>A total of 404 participants adopted an adult self-directed learning model. The control group received PDF-based materials, while the intervention group additionally underwent a flipped education program that combined multimedia teaching with physical workshops. Self-efficacy in the four domains—assessment, planning, monitoring and decision-making—was measured at baseline, immediately post-intervention and at one- and three-months post-intervention. Data were analyzed using descriptive statistics, chi-square tests, t-tests and generalized estimating equations.</div></div><div><h3>Results</h3><div>Following the intervention, both groups showed a significant increase in self-efficacy (p &lt; .05). The intervention group scored higher in all domains, with improvements lasting three months and reported greater learning satisfaction.</div></div><div><h3>Conclusion</h3><div>Multimedia teaching enhances learners’ motivation and improves the effectiveness of adult self-directed learning. Physical workshops focused on higher-level analysis, integration and hands-on teaching further strengthened care confidence and self-efficacy. These findings confirm the effectiveness of flipped education in pressure injury education, especially regarding its long-term impact and offer valuable insights for designing future nursing training programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104368"},"PeriodicalIF":3.3,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143826392","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 impact of an empathy education programme on empathy, communication skills and emotional competency in nursing students: A quasi-experimental study","authors":"Eun Jeong Ko ,&nbsp;Eun Ji Seo ,&nbsp;Youngjin Lee ,&nbsp;Jiyeon Ha ,&nbsp;Suno Kim ,&nbsp;Jin-Hee Park","doi":"10.1016/j.nepr.2025.104364","DOIUrl":"10.1016/j.nepr.2025.104364","url":null,"abstract":"<div><h3>Aims</h3><div>This study aimed to evaluate the impact of an empathy education programme on the empathy, communication skills and emotional competency of fourth-year undergraduate nursing students in Korea.</div></div><div><h3>Background</h3><div>Empathy is crucial for building rapport with patients and supporting person-centred care. There is a need to integrate a sustainable empathy education programme into the nursing curriculum.</div></div><div><h3>Design</h3><div>This quasi-experimental study assigned 50 fourth-year nursing students from two universities in Korea to experimental and control groups.</div></div><div><h3>Methods</h3><div>The experimental group was exposed to an 8-week empathy programme, with 90-minute weekly sessions. The program included self-understanding, understanding others and therapeutic communication skills. Data were collected via questionnaires on empathy, communication skills and emotional competency at baseline, post-test and follow-up.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in empathy, communication skills and emotional competency, with a sustained impact at the four-week follow-up.</div></div><div><h3>Conclusion</h3><div>The empathy education programme effectively enhanced empathy, communication and emotional competency in nursing students, serving as a valuable educational tool at the undergraduate level.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104364"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816466","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":"Education of a nurse practitioner in the hospital at home setting: A qualitative study","authors":"L.J.C. van Dongen ,&nbsp;M. Royen ,&nbsp;J. Holters ,&nbsp;J.A.H. van Vught","doi":"10.1016/j.nepr.2025.104365","DOIUrl":"10.1016/j.nepr.2025.104365","url":null,"abstract":"<div><h3>Aim(s)</h3><div>To explore barriers, facilitators, and practical implications of educating a nurse practitioner in hospital at home setting from the perspective of the nurse practitioner in training, healthcare professionals, educators, and managers.</div></div><div><h3>Background</h3><div>Hospital at home care is considered promising to deal with current healthcare challenges. Nurse practitioners can have a pivotal role in delivering hospital at home care. Currently there is limited knowledge on education of nurse practitioners in this setting.</div></div><div><h3>Design</h3><div>A generic qualitative study.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted with the nurse practitioner in training, educators, healthcare professionals, and managers working at the hospital or community care organization. The interviews focused on experiences, barriers, and facilitators related to learning and working in the hospital at home setting. Data were coded and thematised.</div></div><div><h3>Results</h3><div>The following six themes emerged: 1) Provide care aligned with the patient's journey; 2) Articulating a clear vision on training in the hospital at home setting; 3) Integrated learning and working requires a wide range of competencies; 4) Integrated learning requires a coherent and motivated team; 5) Practical obstacles require a pragmatic approach; and 6) Clarity on the positioning of nurse practitioners is essential.</div></div><div><h3>Conclusions</h3><div>The findings show that an educational trajectory for a nurse practitioner in a hospital at home setting can be successfully established. Various factors were identified that need to be considered in the development and executing of such learning trajectory. Organizations are recommended to take shared responsibility for these learning trajectories.</div></div><div><h3>Reporting method</h3><div>EQUATOR guidelines.</div></div><div><h3>Patient or public contribution</h3><div>No Patient or Public Contribution</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104365"},"PeriodicalIF":3.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844520","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}