Nurse Education in Practice最新文献

{"title":"Negative emotional experiences of nursing students during clinical practice: A meta-synthesis of qualitative studies","authors":"İlknur ÖZKAN,&nbsp;Seçil TAYLAN,&nbsp;Fatma Dilek TURAN","doi":"10.1016/j.nepr.2026.104895","DOIUrl":"10.1016/j.nepr.2026.104895","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesise qualitative evidence on nursing students’ negative emotional experiences during clinical practice and explore how these experiences are interpreted and managed within clinical learning environments.</div></div><div><h3>Background</h3><div>Clinical learning environments may expose nursing students to emotionally demanding situations, particularly during early clinical encounters. Negative emotions such as fear, anxiety, helplessness and perceived inadequacy may affect students’ learning, well-being and professional development when insufficiently supported.</div></div><div><h3>Design</h3><div>A qualitative meta-synthesis was conducted using Joanna Briggs Institute methodology.</div></div><div><h3>Methods</h3><div>A systematic search was conducted in PubMed, CINAHL Ultimate, MEDLINE, Scopus and Web of Science. Qualitative studies published in English or Turkish that explored nursing students’ emotional experiences in clinical settings were included. Twenty primary qualitative studies met the inclusion criteria. Data were analysed using inductive thematic synthesis guided by Sandelowski and Barroso’s meta-synthesis framework. Methodological quality was appraised using the JBI-QARI checklist. The review protocol was registered in PROSPERO (CRD420251246682).</div></div><div><h3>Results</h3><div>Four overarching themes were identified: (1) Experienced negative emotions, (2) Sources of negative emotions, (3) Coping strategies for negative emotions and (4) Consequences of negative emotional experiences. The synthesis showed nursing students’ emotional vulnerability in clinical environments, alongside individual and contextual factors influencing their adaptive responses.</div></div><div><h3>Conclusion</h3><div>Negative emotional experiences represent one important dimension of nursing students’ clinical learning. When unsupported, these experiences may hinder well-being, confidence and learning engagement; however, when appropriately acknowledged through emotional support, reflective learning and structured mentorship, they may also contribute to self-awareness, emotional resilience and professional development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104895"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148354205","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":"Concept-based teaching: Bridging the gap between nursing theory and clinical practice","authors":"Stella Foluke Bosun-Arije,&nbsp;Muna Mohammed,&nbsp;Samira Moughirabi","doi":"10.1016/j.nepr.2026.104800","DOIUrl":"10.1016/j.nepr.2026.104800","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104800"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147533835","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":"Unmasking neurodiversity: Student voices on success and struggle in nursing education","authors":"Clare Cole,&nbsp;Belinda Jacob,&nbsp;Kate Lauricella,&nbsp;Lisa Kuhn,&nbsp;Thomas Aaron Ricks","doi":"10.1016/j.nepr.2026.104896","DOIUrl":"10.1016/j.nepr.2026.104896","url":null,"abstract":"<div><h3>Aim</h3><div>The research aims to reveal the supports and accommodations that support undergraduate nursing students who identify as neurodivergent in their studies.</div></div><div><h3>Background</h3><div>Undergraduate nursing students who identify as neurodivergent face unique challenges in academic and clinical environments. These include difficulties with communication, executive functioning and sensory processing that are often not accommodated in traditional nursing education. Despite increasing awareness, nursing programs remain largely designed without student neurodiversity in mind, creating barriers to success.</div></div><div><h3>Design</h3><div>A descriptive qualitative study.</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted in low-stimulation environments with eighteen undergraduate nursing students who self-identified or had formal diagnoses of neurodiverse conditions. The interviews were held face-to-face and transcribed electronically. Data analysis occurred using <span><span>Braun and Clarke’s (2022)</span></span> reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Eighteen nursing students who self-identified as neurodiverse were included in the study. A total of three themes were identified: 1) ‘Student challenges in study,’ 2) ‘Placement challenges,’ and 3) ‘Strategies for success’.</div></div><div><h3>Conclusion</h3><div>Undergraduate nursing students who identify as neurodivergent contribute valuable strengths to the profession, including empathy, creativity and innovative problem-solving. Yet, systemic barriers within educational and clinical environments often impede their progress. To support their success, nursing education must embrace inclusive teaching practices, recognise and legitimise accommodations and offer flexible assessment formats. Adopting a social justice lens toward neurodiversity can promote equity and drive innovation across nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104896"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148310055","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":"From Learner to Pedagogue: How operating room nursing students develop pedagogical competence through peer-assisted learning and near-peer teaching","authors":"Lena Rengård Kolstad,&nbsp;Susanne Friis Søndergaard,&nbsp;Hanne Maria Bingen,&nbsp;Vibeke Tjugum,&nbsp;Marit Hegg Reime","doi":"10.1016/j.nepr.2026.104899","DOIUrl":"10.1016/j.nepr.2026.104899","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how postgraduate operating room (OR) nursing students interpret their experiences of peer-assisted learning and near-peer teaching and how these shape pedagogical competence, professional identity and sense of responsibility.</div></div><div><h3>Background</h3><div>Peer-assisted learning and near-peer teaching are widely used in health professions education to develop supervisory, communication and interpersonal skills. In OR nursing, where practice is complex, interdependent and safety-critical, pedagogical competence is integral to professional performance.</div></div><div><h3>Design</h3><div>A qualitative, hermeneutically oriented design using reflexive thematic analysis was employed.</div></div><div><h3>Methods</h3><div>Data comprised reflective notes from 27 third-semester students following structured peer-assisted learning and near-peer teaching sessions, during which they supervised first-semester peers in a clinical skills laboratory. Reflexive thematic analysis used inductive coding, iterative theme development and ongoing reflexivity.</div></div><div><h3>Results</h3><div>Three interconnected themes emerged: (1) Internal meaning-making: Students engaged in identity work marked by tensions between mastery and vulnerability. Mentoring enhanced awareness of learning and fostered pedagogical agency. (2) Interpersonal practice: Teaching shifted from directive instruction to dialogic, relational and ethically responsive facilitation, with authority grounded in sensitivity and calibrated guidance. (3) Learning environment: Students fostered psychological safety through clarity, reassurance and balance between support and autonomy; collaborative supervision enhanced confidence and reduced pressure.</div></div><div><h3>Conclusion</h3><div>Pedagogical competence in OR nursing is contextual and relational, developing through identity work and stewardship of the learning environment. Peer-assisted learning and near-peer teaching provide authentic opportunities to practise communication, feedback and supervisory judgement. Educational programmes should integrate theory-informed approaches, structured mentor preparation and systematic reflection.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104899"},"PeriodicalIF":4.5,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266758","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 a Standardized Patient Simulation Training Programme on Nursing Students’ Skill in Dementia Screening in Malawi: A Quasi-Experimental Study","authors":"Burnett Chila Chiona ,&nbsp;Balwani Chingatichifwe Mbakaya ,&nbsp;Megan F. Liu","doi":"10.1016/j.nepr.2026.104884","DOIUrl":"10.1016/j.nepr.2026.104884","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of Standardized Patient Simulation (SPS) compared with lecture-based teaching in improving dementia knowledge, dementia screening skills and mild cognitive impairment (MCI) classification accuracy among nursing students in Malawi.</div></div><div><h3>Background</h3><div>Dementia is a growing public health concern, especially in low- and middle-income countries with limited geriatric care resources. Nurses play a central role in early cognitive assessment and dementia screening, yet nursing students often demonstrate limited skill.</div></div><div><h3>Design</h3><div>A quasi-experimental two-group parallel pretest–posttest study.</div></div><div><h3>Methods</h3><div>Sixty-eight nursing students at St. John’s Institute for Health, Malawi, were assigned to either an SPS group (n = 34) or a lecture group (n = 34). The primary outcome was post-intervention OSCE performance in dementia screening, while secondary outcomes included dementia knowledge and MCI classification accuracy. Data were analyzed using ANCOVA and McNemar’s test.</div></div><div><h3>Results</h3><div>The SPS group demonstrated significantly greater improvement in OSCE performance compared with the lecture group after adjusting for baseline scores (F (1,65) = 56.39, p &lt; 0.001, partial η² = 0.465), indicating a large effect size. MCI classification accuracy improved significantly (p = 0.001), whereas adjusted dementia knowledge scores did not differ significantly between groups (p = 0.361).</div></div><div><h3>Conclusions</h3><div>SPS significantly improved dementia screening and MCI identification accuracy but did not enhance theoretical dementia knowledge beyond lecture-based teaching. Findings support SPS as an effective strategy for strengthening clinical assessment and decision-making skills in gerontological nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"94 ","pages":"Article 104884"},"PeriodicalIF":4.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148151832","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":"Erratum to “Undergraduate nursing student and preceptors’ experiences of clinical placement through an innovative clinical school supervision model” [Nurse Educ. Pract. (2021) 102986]","authors":"Carmel McLeod ,&nbsp;Yangama Jokwiro ,&nbsp;Yuhua Gong ,&nbsp;Susan Irvine ,&nbsp;Kristina Edvardsson","doi":"10.1016/j.nepr.2026.104836","DOIUrl":"10.1016/j.nepr.2026.104836","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104836"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147822568","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":"Generative AI and intelligent tutoring systems in nursing education: A systematic review of impacts on higher-order thinking skills and clinical competency","authors":"Hafizs Nasirun ,&nbsp;Sigit Mulyono ,&nbsp;Ayu Widowati Dwi Hapsari ,&nbsp;Hendri Hardi Wiradinata ,&nbsp;Mustika Ratu","doi":"10.1016/j.nepr.2026.104847","DOIUrl":"10.1016/j.nepr.2026.104847","url":null,"abstract":"<div><h3>Aims</h3><div>This review synthesizes the impact of Artificial Intelligence (AI) on nursing students' clinical competency, Higher-Order Thinking Skills (HOTS) and educational outcomes to differentiate between procedural efficiency and deep cognitive retention.</div></div><div><h3>Background</h3><div>Generative AI and Intelligent Tutoring Systems (ITS) offer personalized scaffolding. However, their comparative efficacy against conventional pedagogical approaches, such as face-to-face lectures and standard non-AI simulations, remains controversial, particularly regarding the potential trade-off between skill acquisition and cognitive depth.</div></div><div><h3>Design</h3><div>A systematic literature review guided by PRISMA 2020 guidelines.</div></div><div><h3>Methods</h3><div>A comprehensive search across seven databases (PubMed, EBSCOhost, Scopus, ScienceDirect, ProQuest, IEEE Xplore, JSTOR) from 2015 to 2025 identified 14 eligible studies (7 RCTs, 7 Quasi-experiments) which were synthesized across East Asia, Europe and Africa. Quality was appraised using JBI tools, with the protocol registered in PROSPERO.</div></div><div><h3>Results</h3><div>Synthesis of 14 studies (n = 1107) reveals a critical divergence. AI interventions significantly improved psychomotor application, procedural skills and communication mechanics compared with traditional instructor-led teaching methods. However, findings on HOTS and retention were mixed; while GenAI enhanced inquiry-based problem solving, it occasionally compromised critical reflection and long-term knowledge retention compared with human-led instruction. Furthermore, a \"gap in algorithmic empathy\" was evident, with AI failing to effectively enhance cultural awareness.</div></div><div><h3>Conclusion</h3><div>AI functions as a robust \"pedagogical scaffold\" for procedural simulation but risks inducing \"cognitive offloading\" if used passively. Educators must adopt a Hybrid-Scaffolded Model: leveraging AI for iterative drills while prioritizing human facilitation for deep cognitive consolidation, ethics and cultural safety.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104847"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802398","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 “Contemporary evidence for teaching person-centered communication skills to nursing students using simulation and work-place based approaches – A scoping review” [Nurse Educ. Pract. 93 (2026) 104779]","authors":"Mira Adhikari Baral ,&nbsp;Sandra Carr","doi":"10.1016/j.nepr.2026.104803","DOIUrl":"10.1016/j.nepr.2026.104803","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104803"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148139477","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 two different simulation methods to train nursing students in stoma care skills: A randomized controlled study","authors":"Ezgi Arslan,&nbsp;Havva Yönem Amaç,&nbsp;Sultan Özkan","doi":"10.1016/j.nepr.2026.104843","DOIUrl":"10.1016/j.nepr.2026.104843","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to compare the effects of education using hybrid simulation (HS) and medium fidelity simulation (MFS) on nursing students’ care skills and simulation experience satisfaction.</div></div><div><h3>Background</h3><div>Technological advances have expanded the use of simulation-based approaches in nursing skills education. However, evidence remains limited regarding how different simulation modalities support structured stoma care skills.</div></div><div><h3>Design</h3><div>This is a two-arm parallel-group randomized-controlled trial.</div></div><div><h3>Methods</h3><div>The study was conducted between April and November 2025 with nursing students (<em>n</em> = 98). The study outcomes were evaluated using the Descriptive Form, the Basic Information Form, the Stoma Care Skill Rubric and the Simulation Experience Satisfaction Scale. The participants were divided into two groups of 49 students each: hybrid simulation (HS) and medium fidelity simulation (MFS). Students in the HS group received simulation training with a standard patient wearing a wearable ostomy model developed for this research; those in the MFS group trained with an inanimate mannequin with a stoma.</div></div><div><h3>Results</h3><div>There was no significant difference in simulation experience satisfaction level between the HS (4.57 ± 0.40) and the MFS (4.59 ± 0.38) groups. However, the stoma care skill of the students in the HS group (40.24 ± 3.80) was higher than that of the MFS group (35.78 ± 5.53).</div></div><div><h3>Conclusion</h3><div>Both simulation-based teaching methods examined had no significant effect on nursing students’ satisfaction levels; however, the HS group demonstrated higher care skills than the MFS group. HS using wearable models could serve as a cost-effective alternative in educational scenarios.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104843"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786398","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":"Student midwives’ lived experiences of clinical practice during pre-registration education","authors":"Jo Killingley ,&nbsp;Liang Q. Liu,&nbsp;Betsy Thom","doi":"10.1016/j.nepr.2026.104848","DOIUrl":"10.1016/j.nepr.2026.104848","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored student midwives in their transition into clinical practice during their programme, aiming to identify key enablers and barriers influencing their development into confident and competent practitioners.</div></div><div><h3>Background</h3><div>While educational programmes focus on developing clinical competence, less attention has been given to the nuances of student midwives transition. These factors are increasingly recognised as central to student well-being, learning and workforce retention.</div></div><div><h3>Design</h3><div>A hermeneutic phenomenological approach was adopted within a mixed-methods design to capture both the depth and breadth of student experience.</div></div><div><h3>Methods</h3><div>Data were collected from student midwives at one UK university using an online survey, focus groups and semi-structured interviews. Methodological triangulation enabled exploration of shared patterns while preserving individual lived experience. Reflexive thematic analysis was used to interpret the data within a strong conceptual framework, allowing themes to emerge beyond surface-level descriptions.</div></div><div><h3>Results</h3><div>Findings revealed strong intrinsic motivation rooted in vocational commitment and care, yet frequently challenged by emotionally demanding placements, inconsistent supervision, fragmented support structures and performance-driven clinical culture. Where students experienced emotionally intelligent supervision, continuity and peer support, they reported enhanced confidence, psychological safety and professional identity development.</div></div><div><h3>Conclusions</h3><div>Supervision should be reframed as a relational and reflective practice rather than a procedural requirement. Greater investment in protected supervisory roles, including Professional Midwifery Advocates (PMAs) and Clinical Practice Facilitators (CPFs), is essential. Embedding structured emotional support and reflective opportunities within clinical placements may enhance learning, well-being and long-term retention in the midwifery workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104848"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147802397","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}