Nurse Education in Practice最新文献

{"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}

{"title":"Development and validation of a self-assessment instrument for clinical educator competencies in nursing","authors":"Ali Jadidi ,&nbsp;Mahboobeh Khosravani ,&nbsp;Soleiman Zand ,&nbsp;Mehdi Safarabadi","doi":"10.1016/j.nepr.2025.104418","DOIUrl":"10.1016/j.nepr.2025.104418","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to design and psychometrically evaluate a self-assessment instrument for clinical educator competencies in nursing.</div></div><div><h3>Background</h3><div>The clinical educator competencies of nursing instructors had a significant impact on the quality of nursing education. However, no comprehensive instrument exists to measure this competence across multiple dimensions.</div></div><div><h3>Design</h3><div>A methodological study was conducted in two stages: instrument development and psychometric evaluation.</div></div><div><h3>Methods</h3><div>This study was conducted in two stages from January 2022 to December 2023. In the first stage, a questionnaire was developed based on six dimensions: education, management, communication skills, ethical, personal and psychological competence. Content validity was assessed using expert evaluations and exploratory factor analysis (EFA) was performed to confirm construct validity. Reliability was evaluated using test-retest and internal consistency methods.</div></div><div><h3>Results</h3><div>The final instrument consisted of 58 items across six dimensions. EFA confirmed five factors with eigenvalues greater than one, explaining 67.96 % of the total variance. The Kaiser-Meyer-Olkin (KMO) value was 0.825 and Bartlett's test was significant (p &lt; 0.001). Reliability tests showed high internal consistency (α=0.967) and stability (correlation coefficient = 0.793).</div></div><div><h3>Conclusions</h3><div>The developed instrument demonstrated strong validity and reliability, making it suitable for assessing clinical educator competencies in nursing based on Waltz’s four-step approach and the theory of planned behavior.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104418"},"PeriodicalIF":3.3,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144221062","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":"Comparison of learning outcomes between virtual simulation experiments and offline scenario-based learning for early intervention in psychiatric violence among undergraduate nursing students: A randomized controlled trial","authors":"Xinyu Zhu ,&nbsp;Yingying Wang ,&nbsp;Xinmiao Chen ,&nbsp;Jingyi Zhang,&nbsp;Wenmin Wu,&nbsp;Jinmei Zhao,&nbsp;Jiasi Li,&nbsp;Zhimin Du,&nbsp;Yun Gao","doi":"10.1016/j.nepr.2025.104416","DOIUrl":"10.1016/j.nepr.2025.104416","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of virtual simulation experiments for early intervention in psychiatric violence among nursing undergraduates, compared with offline scenario simulation in terms of knowledge, skills, attitudes, cognitive load, learning satisfaction and confidence.</div></div><div><h3>Background</h3><div>Early intervention in psychiatric violence is complex and differs from general hospital violence intervention. Existing virtual experiments and games for general hospital violence prevention are not easily adaptable for psychiatric violence prevention training. Offline scenario simulation learning is impractical for large-scale education due to high demands on time, space and manpower.</div></div><div><h3>Design</h3><div>A repeated measures randomized controlled trial.</div></div><div><h3>Method</h3><div>Fifty-eight third-year nursing undergraduates participated (intervention group = 29, control group = 29). Theoretical knowledge tests, violence management ability questionnaires and attitude scales were administered before and end of the intervention, one week after and one month after. Post-intervention measurements included objective structured clinical examination, workload profile self-assessment scale and student satisfaction and self-confidence scale.</div></div><div><h3>Results</h3><div>The intervention group demonstrated significant improvements in knowledge, skills and attitudes (<em>p</em> &lt; 0.001), with higher objective structured clinical examination scores (<em>p</em> &lt; 0.001) and lower cognitive load (<em>p</em> = 0.020) than the control group. No significant differences were found between the groups in self-assessed violence management skills, attitudes, learning confidence and satisfaction (<em>p</em> &gt; 0.05).</div></div><div><h3>Conclusion</h3><div>The virtual simulation experiment for early intervention in psychiatric violence outperformed offline scenario simulation in enhancing nursing undergraduates' early intervention skills and knowledge retention, with lower cognitive load.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104416"},"PeriodicalIF":3.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching, learning and assessment of the affective domain of undergraduate students: A scoping review","authors":"Ms Lizelle Potgieter ,&nbsp;Celia Filmalter,&nbsp;Carin Maree","doi":"10.1016/j.nepr.2025.104417","DOIUrl":"10.1016/j.nepr.2025.104417","url":null,"abstract":"<div><h3>Aim</h3><div>To describe the literature on the teaching, learning and assessment of the affective domain among undergraduate students across various disciplines.</div></div><div><h3>Background</h3><div>Effective education integrates cognitive, psychomotor and affective development. While extensive research has addressed the teaching, learning and assessment of cognitive and psychomotor domains, considerably less attention has been given to the affective domain. The affective domain, encompassing values, ethics and emotional competencies, is essential for professional readiness yet remains a challenge in nursing education.</div></div><div><h3>Design</h3><div>A scoping review was conducted.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted following the PRISMA extension for Scoping Reviews (PRISMA-ScR) guidelines and was registered on OSF registries.</div></div><div><h3>Results</h3><div>Twenty articles met the inclusion criteria, representing studies across 13 countries in America, Asia and Europe. No scoping review has mapped teaching and assessment of affective skills in undergraduate nursing programmes. The findings emphasized teaching and learning strategies within the affective domain but revealed a significant gap in assessment methods, particularly in nursing education.</div></div><div><h3>Conclusions</h3><div>Despite the recognized importance of the affective domain, existing literature predominantly addresses teaching and learning, with limited emphasis on systematic assessment strategies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104417"},"PeriodicalIF":3.3,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144168994","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":"Application of mixed reality in prehospital emergency nursing education: A scoping review","authors":"Lu Li ,&nbsp;Sisi Fan ,&nbsp;Yuxin Xing ,&nbsp;Siqi Zhou ,&nbsp;Liling Mao ,&nbsp;Tao Xiao","doi":"10.1016/j.nepr.2025.104415","DOIUrl":"10.1016/j.nepr.2025.104415","url":null,"abstract":"<div><h3>Aim</h3><div>This paper provides a scoping review of the literature on prehospital emergency mixed reality (MR) nursing education and explores the impact of MR devices in prehospital emergency nursing education.</div></div><div><h3>Background</h3><div>The timely intervention of prehospital paramedics plays a critical role in emergency situations. Training in a real environment requires significant resource consumption and allows only limited training frequency and variability. Therefore, MR training environments with realistic simulations are necessary. Currently, little is known regarding which MR devices are appropriate for prehospital emergency nursing education and how their design meets various educational goals.</div></div><div><h3>Methods</h3><div>A scoping review was conducted following the Joanna Briggs Institute scoping review methodology. Peer-reviewed articles were searched across MEDLINE, EMBASE, CINAHL, Web of Science, SCOPUS, PUBMED and the Cochrane Library. Studies had to include MR simulations in the field of prehospital emergency nursing education.</div></div><div><h3>Results</h3><div>Twenty-one articles were identified. The analysis revealed that MR devices can be divided into three categories, desktop VR simulations, immersive VR simulations and MR simulations. MR is mostly used to simulate small accident scenes and disaster emergency response training. MR can obviously improve students' enthusiasm and learning efficiency but cannot change the learning results.</div></div><div><h3>Conclusions</h3><div>Various MR devices are widely used in prehospital emergency nursing education. This practice can obviously improve students' enthusiasm and learning efficiency. However, a gap remains between MR simulations and real simulations. Nevertheless, MR can be used as an auxiliary teaching resource. In the future, attempts can be made to develop MR devices combined with artificial intelligence.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104415"},"PeriodicalIF":3.3,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185630","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":"Social media in nursing and midwifery education: A 20-year bibliometric analysis","authors":"Siobhan O’Connor ,&nbsp;Jennie C. De Gagne ,&nbsp;Jay Jung Jae Lee ,&nbsp;Ruth Harris ,&nbsp;Mary Malone ,&nbsp;Richard G. Booth","doi":"10.1016/j.nepr.2025.104411","DOIUrl":"10.1016/j.nepr.2025.104411","url":null,"abstract":"<div><h3>Aim</h3><div>To provide insights into scientific publications, research trends and knowledge gaps on social media in nursing and midwifery education</div></div><div><h3>Background</h3><div>Social media is widely used in nursing and midwifery education to support learning.</div></div><div><h3>Design</h3><div>Bibliometric analysis</div></div><div><h3>Methods</h3><div>Scopus was searched using key terms (2004–2023). Results were screened on Rayaan for relevancy leaving 481 studies. Microsoft Excel and VOSviewer aided the bibliometric analysis to understand the volume and scope of research on social media in nursing and midwifery education.</div></div><div><h3>Results</h3><div>Pedagogical research on social media in nursing and midwifery increased steadily since 2004, with a slight decrease in 2022 possibly due to the coronavirus pandemic. The countries which published most in the field were the United States, the United Kingdom, Australia and Canada and their institutions and researchers had numerous co-authorship links with others across the globe. Six main research themes emerged – 1) diversity of social media, 2) learning on social media, 3) impact of social media during COVID-19, 4) professionalism on social media, 5) interprofessional education and 6) pedagogy in social media education.</div></div><div><h3>Conclusion</h3><div>Pedagogical research on social media in nursing and midwifery education is growing. This evidence can help educators and students make the most of these dynamic technologies for learning. Further research into newer online platforms such as Instagram, TikTok and LinkedIn, exploring social media for the continuing professional development of nurses and midwives and more rigorous experimental research examining the effect these technologies have on the learning outcomes of students and practitioners to inform educational practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104411"},"PeriodicalIF":3.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144178175","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":"Examining work ability in nursing students: The role of job demand, control, and social support","authors":"Denisa Večerková ,&nbsp;Andrea Gilchrist ,&nbsp;Abanoub Riad ,&nbsp;Andrea Pokorná","doi":"10.1016/j.nepr.2025.104404","DOIUrl":"10.1016/j.nepr.2025.104404","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to identify key factors affecting nursing students' work ability, focusing on the roles of job demands and social support.</div></div><div><h3>Background</h3><div>High nurse turnover contributes to a global shortage, with intentions to leave the profession often forming during study years. Work ability is a well-established predictor of career mobility intentions.</div></div><div><h3>Design</h3><div>A nationwide cross-sectional survey-based study was conducted among Czech nursing students using an online self-administered questionnaire.</div></div><div><h3>Methods</h3><div>The questionnaire covered sociodemographic and anamnestic characteristics, health perceptions, workplace challenging experiences, job demand, control, and social support (JDCS) constructs, and the Work Ability Index (WAI).</div></div><div><h3>Results</h3><div>Musculoskeletal pain was prevalent: 81.3 % reported lower back pain, 68.8 % neck pain, and 52.1 % shoulder pain. The median WAI score was 39 (Range: 20–49). WAI score was moderately correlated with self-perceived health (rho = 0.531) and perceived exhaustion (rho = −0.542). Students with lower back pain (β = −1.67), upper back pain (β = −2.56), shoulder pain (β = −2.72), and neck pain (β = −2.81) reported lower WAI. Workplace bullying (β = −2.66) and discrimination (β = −2.14) further reduced WAI. While job demand (β = −0.70) lowered WAI, job control (β = 0.66) and social support (β = 0.67) improved it.</div></div><div><h3>Conclusions</h3><div>Self-perceived health and social support positively influence work ability, while perceived exhaustion, musculoskeletal pain, and workplace bullying and discrimination reduce it. Creating supportive environments and addressing health challenges may enhance retention and well-being in the young nursing workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104404"},"PeriodicalIF":3.3,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123987","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":"Return to nursing practice: A commentary.","authors":"Heather Scripps","doi":"10.1016/j.nepr.2025.104413","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104413","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104413"},"PeriodicalIF":3.3,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144250466","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":"Caring in uncertain territory: Nursing students’ encounters with patients’ existential concerns during clinical placements","authors":"Carolina Lindström ,&nbsp;Elisabeth Lindberg ,&nbsp;Jonas Karlsson ,&nbsp;Ann-Helén Sandvik","doi":"10.1016/j.nepr.2025.104412","DOIUrl":"10.1016/j.nepr.2025.104412","url":null,"abstract":"<div><h3>Aim</h3><div>To explore nursing students’ experiences of encountering patients’ existential concerns during clinical placements.</div></div><div><h3>Background</h3><div>Existential concerns about the purpose of life, illness, and death are integral to human experience, and are common in healthcare. Illness disrupts life, intensifying these concerns and leaving patients in need of support. Nursing students often encounter these concerns during clinical placements, but their experiences in clinical settings are sparsely studied.</div></div><div><h3>Methods</h3><div>Eleven second-year nursing students from a Swedish university participated in lifeworld interviews during clinical placements. These interviews were transcribed verbatim and analysed using reflective lifeworld research.</div></div><div><h3>Results</h3><div>Encountering patients’ existential concerns is described as a process of <em>becoming a nurse through uncertainty and shared experiences with patients</em>. Encountering patients’ existential concerns is a transformative and emotional process. Despite theoretical preparation, these uncertain situations represent a challenge, as the tension between emotional engagement and clinical demands complicates their responses. These patient interactions foster compassion and deepen understanding of life’s fragility, underscoring nursing’s complexity—balancing competence with emotional presence. Encountering patients’ existential concerns is essential for students’ learning. This is further elaborated on in four constituents.</div></div><div><h3>Conclusions</h3><div>Encountering patients’ existential concerns challenges students but creates personal and professional growth. Nursing students engage deeply in care, experiencing compassion that can evoke feelings of hopelessness and anxiety. They need educational support and preceptors’ guidance to reflect on these emotional encounters. Integrating existential reflection, self-compassion, and structured support helps them become professional and compassionate nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104412"},"PeriodicalIF":3.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106469","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":"Midwifery students’ experiences after participation in the SimBegin® facilitator course","authors":"Synnøve Eidsvik Folkvord,&nbsp;Torhild Borlaug,&nbsp;Christina Furskog Risa","doi":"10.1016/j.nepr.2025.104408","DOIUrl":"10.1016/j.nepr.2025.104408","url":null,"abstract":"<div><h3>Aim</h3><div>To explore midwifery students’ experiences from participating in a level 1 facilitator course, and the maintenance of simulation-based activities.</div></div><div><h3>Background</h3><div>Student-led simulation is a collaborative learning method where peers engage in <strong>s</strong>imulation training. SimBegin® prepares learners to lead a pre-designed scenario and facilitate debriefing based on reflection. The course with generic scenarios and course leaders from SAFER/Laerdal was piloted for midwifery students in autumn 2022. In 2023 the e-learning was translated into Norwegian, scenarios were given a midwifery profile, midwifery teachers became course-leaders and SimBegin® was implemented in the Master of Midwifery curriculum at the University of Stavanger.</div></div><div><h3>Design</h3><div>A qualitative, explorative design.</div></div><div><h3>Methods</h3><div>One individual (n = 1) and one focus group (n = 5) interview were conducted, and written reflections collected (n = 11) from one cohort of students (n = 20) in the pilot intervention in 2022. An additional focus group (n = 6) was organized from another cohort (n = 20). All data were transcribed and analysed using thematic analysis by Braun and Clarke.</div></div><div><h3>Results</h3><div>The four themes:</div><div>1. Being prepared and experiencing predictability support the learning process</div><div>2. A structured course concept enables students to adopt different perspectives</div><div>3. Maintaining and practicing Student-led simulation in accordance with SimBegin®</div><div>4. SimBegin® as an eye-opener that changed their view on simulation</div></div><div><h3>Conclusion</h3><div>SimBegin® enabled students to run SLS to enhance simulation training. SimBegin® promotes critical thinking and is an innovative, experimental, high-quality learning method. The learning outcome is dependent on contextual factors, knowledge, psychological safety, planning, learner involvement and support from teachers and supervisors in clinical placement.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104408"},"PeriodicalIF":3.3,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144115797","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}