Nurse Education in Practice最新文献

{"title":"Curriculum architecture and knowledge durability in undergraduate nursing education: A contemporary issues discussion","authors":"Karen-Ann Clarke","doi":"10.1016/j.nepr.2026.104788","DOIUrl":"10.1016/j.nepr.2026.104788","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104788"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147460770","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":"From adoption to accountable integration in nursing higher education: A SAFE-GenAI framework for nurse academics","authors":"Zenas B. Paloma ,&nbsp;Joanna Ruth S. Paloma","doi":"10.1016/j.nepr.2026.104796","DOIUrl":"10.1016/j.nepr.2026.104796","url":null,"abstract":"<div><h3>Aim</h3><div>To propose a nursing education-specific conceptual framework for the accountable integration of generative artificial intelligence in higher education.</div></div><div><h3>Background</h3><div>Generative artificial intelligence is rapidly entering nursing higher education, yet adoption has outpaced the development of clear pedagogical and professional standards. In nursing, this matters because artificial intelligence can influence how students learn to reason, evaluate evidence, uphold academic integrity, and prepare for safe clinical practice. Although recent literature identifies emerging benefits, concerns remain regarding overreliance, weak verification, inequitable access, and limited guidance for nurse academics on responsible implementation.</div></div><div><h3>Design</h3><div>Discussion paper.</div></div><div><h3>Methods</h3><div>This paper critically examines recent scholarship on generative artificial intelligence in nursing and higher education and uses it to develop a conceptual framework for practice, curriculum, and faculty use.</div></div><div><h3>Discussion</h3><div>The SAFE-GenAI framework is proposed as a model for accountable integration of generative artificial intelligence in nursing higher education. The framework consists of four interdependent domains: stewardship, alignment, facilitation, and evaluation, with equity positioned as a cross-cutting principle. Stewardship emphasizes ethical oversight, transparency, privacy, disclosure, and human accountability. Alignment addresses the fit of generative artificial intelligence use with learning outcomes, assessment, and professional standards. Facilitation positions nurse academics as active pedagogical guides who scaffold prompt literacy, reflection, and critical appraisal. Evaluation focuses on verification of outputs, measurement of learning outcomes, and ongoing review.</div></div><div><h3>Conclusion</h3><div>The SAFE-GenAI framework shifts the conversation from adoption alone to accountable integration. It offers a nursing education-specific structure to guide curriculum development, faculty decision-making, and future research while protecting critical thinking, academic integrity, artificial intelligence literacy, and practice readiness.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104796"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147522668","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 validation of the Nurse-Patient Therapeutic Interaction Scale (NuPTIS)” [Nurse Educ. Pract. 87 (2025) 104478]","authors":"Orkun Erkayiran ,&nbsp;Rahime Aslan","doi":"10.1016/j.nepr.2026.104835","DOIUrl":"10.1016/j.nepr.2026.104835","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104835"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147718686","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 era of agentic AI: Should nurses and midwives learn about vibe coding and AI agents for better health and care?","authors":"Siobhan O’Connor,&nbsp;Mengying Zhang,&nbsp;Vivian Hui,&nbsp;Lu-Yen Anny Chen,&nbsp;Janet Delgado,&nbsp;Charlene H. Chu,&nbsp;Charlene E. Ronquillo,&nbsp;Lucija Gosak,&nbsp;Dan Wicks,&nbsp;Peter White,&nbsp;Helen Caton-Peters,&nbsp;Nathan Blake","doi":"10.1016/j.nepr.2026.104837","DOIUrl":"10.1016/j.nepr.2026.104837","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104837"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786419","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":"Enhancing end-of-life communication in Chinese first-year nursing students: A mixed-methods study of a culturally tailored experiential course grounded in Kolb’s experiential learning theory","authors":"Jingcheng Wang ,&nbsp;Jinyang Geng ,&nbsp;Chengcheng Pei ,&nbsp;Hongyu Zhao ,&nbsp;Keyuan Peng ,&nbsp;Chenglei Hu ,&nbsp;Josephine Hegarty ,&nbsp;Pingting Zhu","doi":"10.1016/j.nepr.2026.104842","DOIUrl":"10.1016/j.nepr.2026.104842","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and evaluate a culturally sensitive end-of-life communication course for first-year nursing students, grounded in Kolb’s experiential learning theory.</div></div><div><h3>Background</h3><div>Global ageing and multimorbidity have intensified the need for effective end-of-life communication, but in China, cultural taboos and limited training hinder its development.</div></div><div><h3>Design</h3><div>A quasi-experimental, cluster-randomized mixed-methods study was conducted.</div></div><div><h3>Methods</h3><div>A total of 114 first-year nursing students across four classes were cluster-randomized into an intervention (n = 59; EOLC course) or control group (n = 55; traditional lectures). Pre- and post-tests and between-group comparisons were used to assess learning outcomes. Reflective writings from the intervention group were analysed qualitatively using content analysis.</div></div><div><h3>Results</h3><div>Post test comparisons showed significant improvements in communication knowledge (MD = 4.36, <em>p</em> = 0.003) and skills (MD = 4.34, <em>p</em> = 0.001). Compared with the control group, the intervention group showed significantly greater improvements in end-of-life care attitudes (<em>β</em> = 7.29, <em>p</em> = 0.028) and positive attitude toward communication skills learning (<em>β</em> = 3.43, <em>p</em> = 0.012). However, the intervention group’s attitude toward caring for the dying person’s family significantly decreased after the program (MD = - 1.19, <em>p</em> &lt; 0.05). Qualitative analysis complemented the quantitative findings, revealing five themes that reflected students’ evolving understanding and professional development.</div></div><div><h3>Conclusions</h3><div>Within the context of this study, an experiential, culturally tailored end-of-life communication course was associated with enhanced nursing student competencies and attitudes. These findings suggest that introducing such programmes earlier in training may better equip students to provide effective end‑of‑life care in the future.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104842"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786366","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 students’ experiences of narrative pedagogy in psychiatric nursing education: A phenomenological study","authors":"Ling Shen ,&nbsp;Huijun Huang ,&nbsp;Fangping Guan","doi":"10.1016/j.nepr.2026.104845","DOIUrl":"10.1016/j.nepr.2026.104845","url":null,"abstract":"<div><h3>Aim</h3><div>This phenomenological study aimed to explore the experiences of undergraduate nursing students in psychiatric nursing education using narrative pedagogy informed by Perry’s cognitive development theory.</div></div><div><h3>Background</h3><div>Psychiatric nursing education entails complex cognitive and emotional demands that traditional lecture-based approaches may insufficiently address. Though narrative pedagogy has been increasingly used in nursing education, its application, informed by educational theory, remains limited.</div></div><div><h3>Design</h3><div>A qualitative phenomenological study.</div></div><div><h3>Methods</h3><div>Narrative pedagogy informed by Perry’s cognitive development theory was implemented throughout the psychiatric nursing course. After completing the course, 18 undergraduate nursing students were purposively sampled and invited to participate in semi-structured interviews to explore their experiences. Data were analysed using Colaizzi’s seven-step phenomenological method.</div></div><div><h3>Results</h3><div>Five themes were identified: (1) from knowledge understanding to cognitive construction; (2) from emotional connection to empathic understanding; (3) from experiencing enjoyment to engaging in learning; (4) from professional empowerment to career reorientation; and (5) experiencing cognitive load and participation challenges. Students described a deepening ability to absorb and construct knowledge, enhanced emotional connection and empathy development, increased engagement in learning and growing interest in psychiatric nursing. Meanwhile, concerns were raised regarding instructional time allocation and limited participation.</div></div><div><h3>Conclusions</h3><div>Narrative pedagogy facilitated both cognitive and emotional learning in psychiatric nursing education. Addressing concerns related to time allocation and participation may further enhance learning experiences. Meanwhile, the long-term impact of narrative pedagogy should be monitored. The integration of emerging technologies, such as virtual reality, may offer additional opportunities to enrich narrative-based teaching.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104845"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786379","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":"Impact of mindfulness-based interventions on stress, anxiety and depression among nursing students: A systematic review and meta-analysis","authors":"Bin Shen ,&nbsp;Jianjiang Liu ,&nbsp;Qiaoxia Lv","doi":"10.1016/j.nepr.2026.104841","DOIUrl":"10.1016/j.nepr.2026.104841","url":null,"abstract":"<div><h3>Aim</h3><div>This updated systematic review and meta-analysis aimed to evaluate the effectiveness of mindfulness-based interventions (MBIs) in reducing stress, anxiety, depression and improving mindfulness among nursing students.</div></div><div><h3>Background</h3><div>Nursing students often experience significant psychological distress due to the demanding academic and clinical environments of nursing education. MBIs have been increasingly used to reduce distress and enhance well-being. However, the strength and certainty of the available evidence remain variable, warranting an updated synthesis.</div></div><div><h3>Design</h3><div>Systematic review and meta-analysis.</div></div><div><h3>Methods</h3><div>Following PRISMA 2020 guidelines, five databases were searched up to September 2025 for randomized controlled trials (RCTs) on MBIs in nursing students. Two reviewers independently extracted data and assessed risk of bias using RoB2. Pooled standardized mean differences (SMDs) with 95% confidence intervals (CIs) were calculated using Stata 17.0 software. Subgroup, sensitivity and meta-regression analyses explored heterogeneity. Evidence certainty was assessed using the GRADE approach.</div></div><div><h3>Results</h3><div>Eighteen RCTs were included. MBIs were associated with reductions in anxiety (SMD = −0.49), depression (SMD = −0.43), stress (SMD = −0.54) and with an improvement in mindfulness (SMD = 0.40). Subgroup analyses showed no significant differences between face-to-face and online delivery modes across outcomes. A significant stage-based difference was observed for stress, with larger pooled effects in clinical-phase students.</div></div><div><h3>Conclusions</h3><div>This meta-analysis provides moderate certainty evidence suggesting that MBIs are associated with improvements in psychological well-being among nursing students. However, given methodological limitations, further well-designed RCTs with longer follow-up are needed to strengthen the evidence base.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104841"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786396","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 “Comparison of students’ use of cognitive and metacognitive strategies between live demonstration and complementary immersive virtual reality simulation in fundamental skills learning: A mixed-methods study” [Nurse Educ. Pract. 88 (2025) 104576]","authors":"Irene Yuen Fung Wong,&nbsp;Tyrone Tai On Kwok,&nbsp;Carmen Wai Man Wong,&nbsp;Yvonne Hon Ling Lam,&nbsp;Gary Long Hei So","doi":"10.1016/j.nepr.2026.104839","DOIUrl":"10.1016/j.nepr.2026.104839","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104839"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147700263","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 “The effect of stoma care training delivered using two different methods on nurses' meaningful learning self-awareness, perceived learning and stoma care skills levels: A randomized controlled study” [Nurse Educ. Pract. 93 (2026) 104791]","authors":"Merve Beke ,&nbsp;Gülsüm Çonoğlu ,&nbsp;Gökçe Sena Kılıç Ağdak ,&nbsp;Semra Erci̇van","doi":"10.1016/j.nepr.2026.104802","DOIUrl":"10.1016/j.nepr.2026.104802","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104802"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147575895","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":"Effect of crossword puzzle on nursing students’ willingness to work with older adults and gerontological nursing competence: A waiting list randomized controlled trial","authors":"Zühal Erdoğan,&nbsp;Sultan Ayaz-Alkaya","doi":"10.1016/j.nepr.2026.104844","DOIUrl":"10.1016/j.nepr.2026.104844","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effect of crossword puzzle activities on nursing students’ willingness to work with older adults and their competence in gerontological nursing.</div></div><div><h3>Background</h3><div>Although crossword puzzles are widely used learning tools, their effects in these areas have not been sufficiently investigated.</div></div><div><h3>Design</h3><div>A parallel-design randomized controlled trial with a waiting list.</div></div><div><h3>Methods</h3><div>Participants included 102 s-year nursing students with 51 assigned to the experimental group and 51 to the control group. Data were collected using Willingness to Work with Elderly People Scale and the Gerontological Nursing Competence Scale. The experimental group completed a crossword puzzle activity once a week for three weeks following standard lectures. The data were analyzed using independent and paired samples t-tests.</div></div><div><h3>Results</h3><div>The gerontological competence post-test mean scores in the experimental group were significantly higher than those in the control group (p = 0.031), with a medium effect size (d = 0.43). Gerontological nursing competence (p = 0.033) and willingness to work with older adults (p = 0.004) significantly increased from pre- to post-test in the experimental group. However, no significant group difference in willingness to work with older adults was found after the intervention (p = 0.654).</div></div><div><h3>Conclusion</h3><div>The present study concluded that the crossword puzzle activity was associated with promotion in enhancing gerontological nursing competence among nursing students. However, no significant effect was observed on willingness to work with older adults. Crossword puzzle activities could be integrated into nursing education programs to strengthen competence in gerontological care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104844"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147786393","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}