Nurse Education in Practice最新文献

{"title":"The effects of a Multi-media Experiential Advance Care Planning (MEACP) training programme for nurses in the acute care settings: A cluster randomised controlled trial","authors":"Carmen W.H. Chan ,&nbsp;Nancy H.Y. Ng ,&nbsp;Helen Y.L. Chan ,&nbsp;Kai Chow Choi ,&nbsp;Ka Ming Chow ,&nbsp;Cecilia W.M. Kwan ,&nbsp;Jackie Robinson ,&nbsp;Mankei Tse","doi":"10.1016/j.nepr.2025.104428","DOIUrl":"10.1016/j.nepr.2025.104428","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the effects of a theory-based Multi-media Experiential Advance Care Planning (MEACP) training programme for nurses in acute care settings, which aims to improve their decision-support skills, attitudes towards advance care planning (ACP), knowledge of ACP and level of confidence in conducting ACP.</div></div><div><h3>Background</h3><div>Nurses in acute care settings are often less engaged in ACP discussions due to insufficient training and time constraints.</div></div><div><h3>Design</h3><div>A single -blinded, cluster randomised controlled trial with a repeated-measures, two-arm, parallel-group design was employed.</div></div><div><h3>Methods</h3><div>A total of 230 registered nurses were recruited from 23 acute care wards across eight public-funded hospitals. Participants were randomly assigned to either a control group (n = 112) or an intervention group (n = 118) at the ward level. Informed by the theory of planned behaviour and the experiential learning model, the MEACP programme included a 10-module mobile application (app) and a 2-hour nurse-led, face-to-face, skill-building workshop.</div></div><div><h3>Results</h3><div>The participants in the MEACP group showed significantly greater improvements in their decision-support skills (95 % CI:2.47–3.34, p &lt; 0.001), knowledge of ACP (95 % CI: 0.7–1.61, p &lt; 0.001) and confidence in conducting ACP (95 % CI: 0.37–0.79, p &lt; 0.001) than the control group post-intervention.</div></div><div><h3>Conclusion</h3><div>The intervention has the potential to empower nurses with better decision-support skills and knowledge, which lay the groundwork for future efforts to promote ACP engagement in acute care settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104428"},"PeriodicalIF":3.3,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312640","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":"Research in hybrid coursework nursing Master degrees: A content analysis of university websites","authors":"Beverley Copnell ,&nbsp;Katherine Nelson ,&nbsp;Cheryle Moss ,&nbsp;Gulzar Malik ,&nbsp;Rachael Duncan ,&nbsp;Rachel Cardwell","doi":"10.1016/j.nepr.2025.104427","DOIUrl":"10.1016/j.nepr.2025.104427","url":null,"abstract":"<div><h3>Aim</h3><div>To map the research project component of nursing hybrid Master degrees in Australia and New Zealand, as documented in university websites.</div></div><div><h3>Background</h3><div>Master degrees are completed by many nurses internationally. These degrees take many formats, one of which combines coursework and research. Little is known about the components, structures and intended outcomes of the research project component of these hybrid Master degrees.</div></div><div><h3>Methods</h3><div>Websites of members of the Council of Deans of Nursing and Midwifery of Australia and New Zealand were systematically searched for details of the research project components of hybrid Master degrees. All content was downloaded and hyperlinks searched for information about the research component. A preset template was used to guide the extraction of the website content related to the structure and components of the research pathways. Descriptive statistics and content analysis were used to generate the findings.</div></div><div><h3>Results</h3><div>Twenty-seven university websites contained content of hybrid nursing Master degrees. The volume and format of the website information varied greatly. There was variation in the proportion of the research component in the degree (range 8 %-50 %; median 33.3 %), the type of research undertaken (primary, secondary or both), the final output (thesis, report or manuscript) and its size (range 2000–25,000 words). Learning outcomes (n = 178), where included, varied in focus and content.</div></div><div><h3>Conclusion</h3><div>Findings indicate the research pathway components of hybrid nursing master degrees across Australasia vary widely. Information provided on many university websites was insufficient for nurses to confidently choose a program that would align with their career goals.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104427"},"PeriodicalIF":3.3,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144272277","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":"(Un)caring for the carers: How UK visa reforms undermine inclusive nursing education and the ethics of care.","authors":"Laura Jackson, Radha Adhikari, Fiona Milligan","doi":"10.1016/j.nepr.2025.104426","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104426","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104426"},"PeriodicalIF":3.3,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144295084","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":"Before you submit to NEP.","authors":"Roger Watson, Kathryn Hinsliff-Smith, Mary Sidebotham","doi":"10.1016/j.nepr.2025.104425","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104425","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104425"},"PeriodicalIF":3.3,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144276286","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 virtual reality simulator for assessing and caring for patients with dyspnea: A randomized controlled trial","authors":"Li-Ling Hung ,&nbsp;Chi-Yun Chang ,&nbsp;Bo-Ching Yang ,&nbsp;Wei-Ting Fu ,&nbsp;Shaw-Shin Wu ,&nbsp;Yi-Ling Chen ,&nbsp;Mei-Yu Chang ,&nbsp;Su-Chiu Wang ,&nbsp;Mei-Rong Weng ,&nbsp;Tsu-Yin Wu","doi":"10.1016/j.nepr.2025.104422","DOIUrl":"10.1016/j.nepr.2025.104422","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the knowledge and learning attitudes of new nurses using a VR simulator for dyspnea management.</div></div><div><h3>Background</h3><div>This study investigated the use of virtual reality (VR) learning materials by new nurses, focusing on their skills in assessing and caring for patients with dyspnea and related learning outcomes.</div></div><div><h3>Design</h3><div>A randomized controlled design was employed to assess the effectiveness of VR in nursing education related to dyspnea management.</div></div><div><h3>Method</h3><div>This study compared VR simulations and traditional lectures in teaching dyspnea management to new nurses. The participants’ knowledge and learning attitudes were assessed. A delayed test was administered one month later to evaluate the retention of learning outcomes.</div></div><div><h3>Results</h3><div>There are no statistical differences in all three domains of measures between intervention and control group, Both groups had significantly improved post-test scores in \"Dyspneic Patient Assessment and Care Knowledge\" compared with pre-test scores (p &lt; 0.001), learning modes (p values here) and learning attitudes (specify p value here). The intervention group also showed increased technology acceptance.</div></div><div><h3>Conclusion</h3><div>Traditional classroom and VR teaching courses can improve the learning effectiveness of new nurses and increase their proficiency and professional skills. However, VR teaching requires hardware, and the long-term effectiveness of clinical care personnel in clinical care applications after VR teaching needs to be studied.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104422"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144205443","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":"Critical Commentary on \"The effect of the use of artificial intelligence in the preparation of patient education materials by nursing students on the understandability, actionability and quality of the material: A randomized controlled trial\".","authors":"Milad Kazemi Najm, Nasrin Imanifar","doi":"10.1016/j.nepr.2025.104419","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104419","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104419"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250465","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 simulation-based interprofessional education for nursing students: A mixed-methods study","authors":"Wen Chang ,&nbsp;Li-Chin Chen ,&nbsp;Hui (Grace) Xu ,&nbsp;Chin-Yen Han","doi":"10.1016/j.nepr.2025.104424","DOIUrl":"10.1016/j.nepr.2025.104424","url":null,"abstract":"<div><h3>Aims</h3><div>To evaluate the learning outcomes of an IPE program for nursing students in relation to theoretical knowledge, interprofessional collaborative practice competency and nursing core competency and their learning experiences.</div></div><div><h3>Background</h3><div>Simulation-based interprofessional education (IPE) is an effective method for developing students’ collaborative skills. Nursing students have limited opportunities to learn with healthcare professionals.</div></div><div><h3>Design</h3><div>This was a convergent mixed-methods study.</div></div><div><h3>Methods</h3><div>The quantitative component used a quasi-experimental design. The experimental group (IPE group) participated in an IPE program with an acute chest pain model in an Emergency Medicine and Nursing course. The learning outcomes were evaluated using a knowledge test, IPE collaborative competence assessment tool and nursing core competence instrument. The qualitative component comprised written reflections and interviews with students on their learning experiences.</div></div><div><h3>Results</h3><div>Among the 117 participants, IPE group showed significantly higher scores on the knowledge test (B = 1.93, p = .001), interprofessional education collaborative competency (B = 0.31, p = .001) and nursing core competence (B = 0.25, p = .027) than the control group. The qualitative interviews with 14 students identified the following themes of learning experiences: enhancement of effective communication within healthcare teams; integration of knowledge with clinical practice; familiarization with the professional roles of team members; strengthening decision-making skills; and the establishment of interprofessional collaborative care abilities.</div></div><div><h3>Conclusions</h3><div>The learning outcomes of a simulation-based IPE program for nursing students demonstrated enhanced core competencies for interprofessional collaborative practice. Simulation-based IPE is a useful teaching method that should be actively promoted across healthcare disciplines.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104424"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230960","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 effectiveness of blended learning in nursing and medical education: An umbrella review","authors":"Minhui Li ,&nbsp;Yanyan Hong ,&nbsp;Aiping Wu ,&nbsp;Wanyi Ou ,&nbsp;Jianmei Yang ,&nbsp;Guiru Lin ,&nbsp;Yanfei Ruan ,&nbsp;Zumin Chen ,&nbsp;Chenli Lin ,&nbsp;Yinji Liang","doi":"10.1016/j.nepr.2025.104421","DOIUrl":"10.1016/j.nepr.2025.104421","url":null,"abstract":"<div><h3>Aim</h3><div>To summarize existing research reviews on blended learning's effectiveness in nursing and medical education, offering teaching practitioners valuable references for continuous improvement in blended learning.</div></div><div><h3>Design</h3><div>An umbrella review of systematic reviews and meta-analyses was undertaken using the PRISMA guidelines.</div></div><div><h3>Methods</h3><div>This study retrieved all systematic reviews and meta-analyses related to blended learning, which were included in CNKI, VIP database, PubMed, Web of Science and Cochrane Library as of December 2024. The methodological quality of the included literature was evaluated using the AMSTAR-2 tool, while indications of learning effectiveness at each level were examined through the modified Kirkpatrick Model.</div></div><div><h3>Results</h3><div>Seventeen studies were included: four with moderate, four with low and nine with critically low methodological quality. The modified Kirkpatrick Model suggests that blended learning in nursing and medical education may improve student feedback and attitudes and perceptions in the short term. Only nursing education has researched the long-term effects of blended learning, which improves critical thinking, collaborative knowledge and self-directed learning. However, organizational practices, student benefits and patient and community impact research are scarce.</div></div><div><h3>Conclusion</h3><div>Blended learning can offer multiple beneficial impacts on students, but majority of the current systematic reviews examining the effectiveness of blended learning exhibit low methodological quality and lack standardized outcome evaluation systems. Future research and practice will also need to improve the standardization of reporting, focus on the long-term effects of blended learning and understand its impact on patients/communities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104421"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230792","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-in-action “Putting Oneself in Someone’s Place”: A three-year qualitative study of nursing students’ relational skill development","authors":"Joaquim Romero","doi":"10.1016/j.nepr.2025.104420","DOIUrl":"10.1016/j.nepr.2025.104420","url":null,"abstract":"<div><h3>Aim</h3><div>This study examines the development of interactional schemes among nursing students, focusing on the concept-in-action \"putting oneself in someone's place\" and its relationship with empathy.</div></div><div><h3>Background</h3><div>The nurse-patient relationship constitutes an essential foundation of nursing practice. While empathy is considered a crucial relational competency, the mechanisms through which students develop this competency remain underexplored.</div></div><div><h3>Design</h3><div>A three-year longitudinal qualitative study, anchored in the framework of professional didactics, examining the evolution of nursing students' interactional schemes.</div></div><div><h3>Methods</h3><div>Twelve nursing students were followed throughout their training program. Data were collected through video recording of real interactional situation between nursing students and patient and self-confrontation interviews, then analyzed according to Vergnaud's scheme components.</div></div><div><h3>Results</h3><div>Students frequently mobilize the concept-in-action \"putting oneself in someone's place\" to guide their interactions with patients. Unlike empathy, this concept relies on social projection whereby students apply their own expectations and experiences to the patient's situation. This approach facilitates navigation through interactional uncertainty but demonstrates limitations in recognizing patient specificity.</div></div><div><h3>Conclusions</h3><div>The identified concept-in-action differs significantly from empathy as defined in nursing science. It potentially represents an intermediate stage in the development of relational competencies. The findings underscore the importance of pedagogical strategies that facilitate the transition from a projective approach to a more nuanced empathy centered on patient alterity, essential for personalized care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104420"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230790","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":"Clinical reasoning assessment methods in prelicensure undergraduate nursing education: A scoping review","authors":"Li Sze Chai ,&nbsp;Lily Lim ,&nbsp;Muhamad Saiful Bahri Yusoff ,&nbsp;Azlina Yusuf","doi":"10.1016/j.nepr.2025.104423","DOIUrl":"10.1016/j.nepr.2025.104423","url":null,"abstract":"<div><h3>Aim</h3><div>To identify and characterise clinical reasoning assessment methods in prelicensure undergraduate nursing education, highlighting their key features and applications.</div></div><div><h3>Background</h3><div>Developing clinical reasoning is a core expectation in nursing education but poses significant challenges due to its cognitive complexity. Effective assessment approaches are critical for supporting student development and understanding this process. In resource-limited settings, where access to advanced technologies is limited, identifying adaptable methods is essential. However, assessment methods in this area remain underexplored.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>Following Joanna Briggs Institute methodology and PRISMA-ScR guidelines, a comprehensive search was conducted in EBSCO Host (CINAHL, MEDLINE), ScienceDirect, Web of Science, Epistemonikos and ProQuest Dissertations and Theses. The review included primary studies reported on clinical reasoning assessment methods for prelicensure nursing students, focusing on measurable outcomes in quantitative or mixed-method studies. Data were extracted using a structured guide and analysed using descriptive qualitative techniques.</div></div><div><h3>Results</h3><div>This review included 283 studies employing six primary response formats across diverse settings. Considerable variation was found in sample sizes, construct definitions, stimulus formats, scoring approaches, answer key development and rater characteristics. These findings illustrate the complexity of clinical reasoning assessment and underscore the need for standardisation to enhance consistency and comparability.</div></div><div><h3>Conclusion</h3><div>This review maps the diversity of clinical reasoning assessment methods and identifies key areas for further research. It provides a foundation for evaluating the effectiveness, validity and feasibility of these strategies to support evidence-based, contextually adaptable practices in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104423"},"PeriodicalIF":3.3,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230791","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}