Nurse Education in Practice最新文献

{"title":"Bridging the gap: Normalising spiritual care in undergraduate nursing education: A review of qualitative research","authors":"Sherphard Chidarikire ,&nbsp;Melsina Makaza ,&nbsp;Tosin Popoola ,&nbsp;Fiona Yu ,&nbsp;Luke Molloy","doi":"10.1016/j.nepr.2025.104359","DOIUrl":"10.1016/j.nepr.2025.104359","url":null,"abstract":"<div><h3>Aim</h3><div>To summarise the qualitative evidence exploring the attitudes and experiences of undergraduate nursing students involving spiritual care.</div></div><div><h3>Background</h3><div>Understanding patients’ spiritual needs allows nurses to provide support and comfort during illness and recovery. However, no consensus exists on how to teach and deliver spiritual care in the undergraduate nursing curriculum.</div></div><div><h3>Design</h3><div>A review of qualitative research</div></div><div><h3>Methods</h3><div>Systematic database searches included CINAHL Plus with full text, EMBASE, PubMed and Medline. The review was reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The reviewers independently conducted study selection, quality appraisal and data extraction. The included studies were appraised using the Critical Appraisal Skills Programme tool. Thematic analysis guided by Thomas and Harden was used.</div></div><div><h3>Results</h3><div>Twelve papers were included in this review. Thematic analysis revealed three overarching themes: (1) a complex understanding of spirituality and spiritual care, (2) a lack of comprehensive education on spirituality and spiritual care and (3) a quest to normalise spirituality and spiritual care among nursing students.</div></div><div><h3>Conclusions</h3><div>This systematic review affirms the need to include the subject of spiritual care in the early stages of undergraduate nursing programs. More research is needed to examine how new nursing graduates incorporate spiritual care in their clinical practice and the barriers they face. Like other literature, there is a need for a clear definition of spirituality and spiritual care to allow student nurses to understand spirituality and spiritual care better and will enable them to integrate them into their future practice fully.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104359"},"PeriodicalIF":3.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of digital competence on pedagogical innovation among nurse educators: The moderating role of artificial intelligence readiness","authors":"Maha Gamal Ramadan Asal ,&nbsp;Samira Ahmed Alsenany ,&nbsp;Nadia Waheed Elzohairy ,&nbsp;Ahmed Abdelwahab Ibrahim El-Sayed","doi":"10.1016/j.nepr.2025.104367","DOIUrl":"10.1016/j.nepr.2025.104367","url":null,"abstract":"<div><h3>Aim</h3><div>To investigate the relationships between digital competence, AI readiness and pedagogical innovation among nurse educators, with a specific focus on the moderating role of AI readiness.</div></div><div><h3>Background</h3><div>Digital competence is vital for nurse educators, supporting technology integration and promoting pedagogical innovation. AI readiness further enhances this innovation, fostering dynamic learning environments. However, research on how digital competence and AI readiness together have an impact on pedagogical innovation among nurse educators remains limited.</div></div><div><h3>Design</h3><div>Cross-sectional study.</div></div><div><h3>Methods</h3><div>Data were collected from 600 nurse educators across various nursing faculties in Egypt. Validated scales measured digital competence, AI readiness and pedagogical innovation. Pearson correlation, multiple regression and moderation analyses were used to test study hypotheses.</div></div><div><h3>Results</h3><div>Significant positive correlations were found between pedagogical innovation, digital competence (<em>r</em> = 0.546, <em>p</em> &lt; 0.01) and AI readiness (<em>r</em> = 0.530, <em>p</em> &lt; 0.01). Digital competence (<em>B</em> = 0.558, <em>p</em> &lt; 0.001) and AI readiness (<em>B</em> = 0.580, <em>p</em> &lt; 0.001) significantly predicted pedagogical innovation. AI readiness moderated this relationship (<em>B</em> = 0.199, <em>p</em> &lt; 0.001, ΔR² = 0.0057), amplifying the effect at higher levels of AI readiness (<em>B</em> = 0.66, <em>p</em> &lt; 0.001).</div></div><div><h3>Conclusion</h3><div>Digital competence and AI readiness play critical roles in promoting pedagogical innovation. Strengthening AI readiness through targeted training can enhance digital tools adoption in nursing education. It is crucial to revise academic standards for curricula and nurse educators to include AI competence, ensuring effective integration of AI and digital tools in nursing education through targeted training and infrastructure improvements.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104367"},"PeriodicalIF":3.3,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143800098","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 effect of visual impairment simulation training grounded in the DIKW model on humanistic practice ability and professional identity of new ophthalmic nurses: A randomized controlled trial","authors":"Shumei Zhuang ,&nbsp;Lehan Li ,&nbsp;Yangyang Chen ,&nbsp;Jie Sun ,&nbsp;Shuai Hao ,&nbsp;Jun Liu ,&nbsp;Shimei Jin ,&nbsp;Shuqing Xiao ,&nbsp;Junzhu Tao ,&nbsp;Yitong Qu ,&nbsp;Yinan Zhang ,&nbsp;Yuelin Song","doi":"10.1016/j.nepr.2025.104350","DOIUrl":"10.1016/j.nepr.2025.104350","url":null,"abstract":"<div><h3>Objectives</h3><div>To determine the effect of visual impairment simulation training based on Data-Information-Knowledge-Wisdom (DIKW) model on professional identity and humanistic practice ability of new ophthalmic nurses.</div></div><div><h3>Background</h3><div>Cultivating new ophthalmic nurses’ professional identity and humanistic practice ability is the key to improving the quality of future ophthalmic services. Traditional training focuses on skills and neglects humanistic practice and teaching methods are imperfect and single. Therefore, it is necessary to innovate training strategies.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Methods</h3><div>A total of 77 new nurses from the eye hospital participated and were randomly assigned to the experimental (<em>n</em> = 39) and control groups (<em>n</em> = 38). The experimental group received the DIKW-based visual impairment simulation training and the control group received traditional training. Research tools (Nurse Professional Identity Scale, Nurses Humanistic Practice Ability Scale) were used to test at baseline and after intervention. Statistical analysis was performed by SPSS26.0. This report adheres to the CONSORT.</div></div><div><h3>Results</h3><div>After interventions, the nurses’ professional identity (<em>Z</em> = -4.854, <em>p</em> &lt; 0.001) and humanistic practice ability (<em>Z</em> = -2.568, <em>p</em> &lt; 0.05) in the experimental group improved. Compared with the control group, the scores of nurses' professional identity (<em>Z</em> = -5.222, <em>p</em> &lt; 0.001) and humanistic practice ability (<em>t</em> = 3.132, <em>p</em> &lt; 0.05) in the experimental grou<em>p</em> were significantly different.</div></div><div><h3>Conclusion</h3><div>The DIKW-based visual impairment simulation training is helpful to improve the professional identity and humanistic practice abilities of newly recruited ophthalmic nurses. The results may contribute to the improvement of future training programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104350"},"PeriodicalIF":3.3,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143808099","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":"Exploration of competence and incompetence in new graduate nurses: Orientation leaders’ and preceptors’ perspectives","authors":"Lynne Porter Lewallen ,&nbsp;Elizabeth Van Horn","doi":"10.1016/j.nepr.2025.104361","DOIUrl":"10.1016/j.nepr.2025.104361","url":null,"abstract":"<div><h3>Aim</h3><div>The purpose of this study was to explore from orientation leaders' and preceptors' perspectives how they define competence and incompetence in the new graduate nurse.</div></div><div><h3>Background</h3><div>The combined goal of nursing education and hospital orientation programs is to prepare competent nurses for practice. Research has shown declining competence in new graduate nurses. Competence has no standard definition and is often uniquely defined by institutions.</div></div><div><h3>Design</h3><div>A descriptive qualitative design was used.</div></div><div><h3>Methods</h3><div>In-depth qualitative interviews using a semi-structured interview guide were conducted with orientation leaders and preceptors chosen from health systems in seven U.S. states.</div></div><div><h3>Results</h3><div>Two themes, each with subthemes, were identified. One theme was Competent, with subthemes of safety, communication and functioning as a member of the unit health care team. The other theme was Incompetent, with subthemes of not progressing, unsafe, ineffective communication and lack professional responsibility.</div></div><div><h3>Conclusions</h3><div>The findings of this study provide nurse orientation leaders’ and preceptors’ perspectives on the critical components of competent and incompetent practice and can be used to inform strategies to aid new graduates in becoming competent nurses. Nurse educators in practice and educational settings can monitor development of these behaviors in new graduate nurses and nursing students to either support those that lead to competent practice or make corrections in behaviors that may lead to incompetent nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104361"},"PeriodicalIF":3.3,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143820962","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":"Comparative analysis of work-related factors associated with burnout and its dimensions among nursing faculty in Canada and the United States","authors":"Sheila A. Boamah ,&nbsp;Hanadi Hamadi ,&nbsp;Humayun Kabir ,&nbsp;Farinaz Havaei ,&nbsp;Fern Webb ,&nbsp;Michelle Jia-Yi Yu","doi":"10.1016/j.nepr.2025.104358","DOIUrl":"10.1016/j.nepr.2025.104358","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to investigate and compare burnout and its dimensions—exhaustion, cynicism and professional efficacy—across workplace and socio-demographic characteristics among nursing faculty in Canada and the United States (U.S.).</div></div><div><h3>Background</h3><div>Burnout among nursing faculty affects the availability and retention of educators, crucial for producing qualified nurses to meet healthcare demands. Despite its significance, research in this area remains limited.</div></div><div><h3>Design</h3><div>A correlational cross-sectional survey was used.</div></div><div><h3>Methods</h3><div>An online survey was administered to 640 nursing faculty in Canada and 111 in the U.S. Burnout was measured using the Maslach Burnout Inventory and multivariate linear regression identified predictors of burnout.</div></div><div><h3>Results</h3><div>Overall, 62.4 % of participants reported moderate to high burnout. Canadian faculty were primarily involved in undergraduate and graduate education, whereas U.S. faculty devoted more time to service activities. Predictors of burnout and its dimensions varied by country. In Canada, older faculty (≥60 years) and those with a nursing diploma reported lower burnout, while those with a Doctor of Nursing Practice reported higher levels. In the U.S., burnout was higher among younger faculty (≤39 years), those with more teaching hours and lower among non-tenured faculty.</div></div><div><h3>Conclusion</h3><div>Factors influencing burnout differ between Canada and the U.S., reflecting variations in academic environments. Tailored interventions, such as workload balancing and targeted support, are essential for addressing burnout and improving faculty retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104358"},"PeriodicalIF":3.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816465","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":"Undergraduate nursing students’ personality and learning effectiveness in high-fidelity simulation education","authors":"Lebing Yu ,&nbsp;Sandy Pin Pin Choi ,&nbsp;Samantha Dix","doi":"10.1016/j.nepr.2025.104349","DOIUrl":"10.1016/j.nepr.2025.104349","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the correlation between undergraduate nursing students’ personality and high-fidelity simulation learning effectiveness.</div></div><div><h3>Background</h3><div>Simulation is a fundamental approach in nursing education, with learning outcomes associated with various factors. Personality, reflecting on one’s way of learning, thinking and behaving, is a potential factor associated with simulation learning.</div></div><div><h3>Design</h3><div>A descriptive correlational study was conducted.</div></div><div><h3>Methods</h3><div>68 final year undergraduate nursing students completed an online survey following a high-fidelity nursing simulation. The five personality traits of neuroticism, extraversion, openness, conscientiousness and agreeableness were examined using the Neuroticism-Extraversion-Openness Five-Factor Inventory 3 (NEO-FFI-3). To investigate the relationship between personality and learning effectiveness, the revised English version of the Simulation Learning Effectiveness Inventory (SLEI) was also completed.</div></div><div><h3>Results</h3><div>No significant association was found between the five personality traits and students’ simulation learning effectiveness. However, the SLEI subscale of ‘resources’ was positively correlated with the trait of conscientiousness (r = 0.248, p = 0.04). In addition, students’ nursing work experience was associated with their learning effectiveness in high- fidelity simulation. Nursing students scored the highest in the personality trait of agreeableness (35.04 SD 5.28) and the lowest in that of neuroticism (26.53 SD 7.33).</div></div><div><h3>Conclusions</h3><div>Understanding personality assists in the application of best practice simulation for undergraduate nursing students. The design and implementation of high-fidelity simulation needs to consider students’ previous nursing work experience.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104349"},"PeriodicalIF":3.3,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785489","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":"Effects of humanistic care digital storytelling programme on the humanistic qualities of intensive care unit nursing students: A mixed-methods study","authors":"Jiayi Guo ,&nbsp;Xianjiao Deng ,&nbsp;Jie Zhu ,&nbsp;Shurui Gao ,&nbsp;Xuting Li ,&nbsp;Lihua Huang ,&nbsp;Man Ye","doi":"10.1016/j.nepr.2025.104348","DOIUrl":"10.1016/j.nepr.2025.104348","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the effects of a humanistic care digital storytelling programme on the humanistic care ability, empathy, emotional intelligence and clinical communication ability.</div></div><div><h3>Background</h3><div>Humanistic qualities are vital for patient satisfaction and nursing quality. However, traditional nursing curricula may impede their development, especially in intensive care unit settings. Digital storytelling shows promise, but its effectiveness in enhancing humanistic qualities remains unclear.</div></div><div><h3>Design</h3><div>A quasi-experimental design with repeated measures, using a convergent parallel mixed-methods approach.</div></div><div><h3>Methods</h3><div>In a tertiary hospital in Changsha, China, 37 nursing students participated in the intervention group and 40 in the control group. The four-week intervention included educational sessions, reflective diaries and discussion groups. Humanistic qualities were assessed quantitatively at baseline, post-intervention and one-month follow-up using repeated measures ANOVA. Qualitative data from diaries and interviews were analyzed using reflective thematic analysis.</div></div><div><h3>Results</h3><div>The intervention group demonstrated significantly improved humanistic care ability and empathy scores compared with controls (p &lt; 0.05). Interaction effects were significant for both humanistic care ability (p &lt; 0.05) and emotional intelligence (p &lt; 0.001). The intervention group also showed statistically significant improvements in humanistic care ability and emotional intelligence at both post-intervention and follow-up (p &lt; 0.05). Qualitative analysis revealed four themes: Infectious fusion and Educational Significance, Balancing Enjoyment and Reflection, Complementary Relationship between the Teaching Curriculum and Clinical Practice and Recommendations for Improving the Teaching curriculum.</div></div><div><h3>Conclusion</h3><div>The digital storytelling programme effectively enhances humanistic qualities among intensive care unit nursing students, supporting its integration into nursing education for improved outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104348"},"PeriodicalIF":3.3,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785490","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":"Validation of the Italian version of the Secondary Traumatic Stress Scale (STSS-I) within midwifery students","authors":"Simona Fumagalli ,&nbsp;Gaia Torrenzano ,&nbsp;Anna Adami ,&nbsp;Maria Panzeri ,&nbsp;Annalisa De Lucia ,&nbsp;Laura Antolini ,&nbsp;Emma Caliari ,&nbsp;Sabrina Bassetti ,&nbsp;Michelangela Danza ,&nbsp;Elio Lopresti ,&nbsp;Virginia Michelerio ,&nbsp;Edda Pellegrini ,&nbsp;Antonella Nespoli ,&nbsp;Valeria Donisi","doi":"10.1016/j.nepr.2025.104342","DOIUrl":"10.1016/j.nepr.2025.104342","url":null,"abstract":"<div><h3>Aim</h3><div>to evaluate the psychometric properties of the Italian version of the Secondary Traumatic Stress Scale (STSS-I) specifically for midwifery students.</div></div><div><h3>Background</h3><div>midwives are at risk of developing Secondary Traumatic Stress (STS) which arises from witnessing or hearing about the trauma of others. Midwifery students are particularly vulnerable to STS due to the emotionally intense situations they encounter during their clinical training. This stress impacts their emotional well-being and their professional development. Despite the significant impact of STS on midwifery students, it remains underexplored in academic settings.</div></div><div><h3>Methods</h3><div>An observational study was conducted enrolling midwifery bachelor students of University of Milano Bicocca and Verona. Reliability and structural validity of STSS-I were studied using Confirmatory Factor Analysis and Cronbach's alpha. Moreover, the criterion concurrent validity was tested using the GHQ-12 as criterion standard through the ROC curve’s study. Analysis was performed using Stata/MP18.0 and R (version 4.3.2).</div></div><div><h3>Results</h3><div>confirming the two-dimension structure, within midwifery students the STSS-I had a good structural validity (RMSEA=0.079, CFI=0.992 and TLI=0.991) and reliability (Arousal subscale’s and Intrusion’s Cronbach alpha were respectively 0.90 and 0.84). The criterion validity demonstrated a moderate level of accuracy (AUC 0.75 ± 0.06). The total average STSS-I score was 24.44 (DS=9.91), ranging from 15 to 68. The average of Arousal and Intrusion subscales were respectively 17.70 and 9.73.</div></div><div><h3>Conclusions</h3><div>the STSS-I has good psychometric properties, representing a valid and reliable measure for assessing STS within midwifery students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104342"},"PeriodicalIF":3.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760817","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":"The effect of using digital games on learning satisfaction and self-confidence in providing nursing students with subcutaneous injection skills: A randomized controlled trial","authors":"Burcu Demi̇rcan ,&nbsp;Hatice Kaya","doi":"10.1016/j.nepr.2025.104341","DOIUrl":"10.1016/j.nepr.2025.104341","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine the effect of using digital games on knowledge, skills, satisfaction and self-confidence in teaching nursing students the skill of subcutaneous injection.</div></div><div><h3>Background</h3><div>Rapid changes in the technological field have also been reflected in nursing education and digital teaching technologies have begun to gain importance in the teaching of fundamental nursing skills.</div></div><div><h3>Design</h3><div>A pre-test post-test randomized controlled trial.</div></div><div><h3>Method</h3><div>The study was conducted between February 2023 and July 2023 with students enrolled in the Fundamentals of Nursing course at a university in Istanbul. A total of 72 nursing students were randomly assigned to the digital game group (n = 36) and the control group (n = 36). The research data were collected using the Student Information Form, Subcutaneous Injection Knowledge Test, Subcutaneous Heparin Injection Skill Checklist and The Student Satisfaction and Self-Confidence in Learning Scale.</div></div><div><h3>Results</h3><div>The digital game group had higher levels of skills, satisfaction and self-confidence (p &lt; 0.05). There was no significant difference in knowledge scores between the digital game group and the control group (p &gt; 0.05); however, the posttest knowledge scores of the digital game group increased (p &lt; 0.001). Post-hoc analysis showed that knowledge had a power of 0.76, skills had a power of 0.99 and satisfaction and self-confidence had a power of 0.82.</div></div><div><h3>Conclusions</h3><div>It was observed that the use of digital games in teaching a critical skill such as subcutaneous injection can improve the effectiveness of traditional education. Digital games can offer time and space independent learning opportunities when resources are limited.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104341"},"PeriodicalIF":3.3,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760816","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 effect of self-directed learning via a smartphone application and small-group teaching on nursing students’ learning of pressure injury assessment: A randomized controlled study","authors":"Sinan AYDOGAN ,&nbsp;Nurcan CALISKAN","doi":"10.1016/j.nepr.2025.104336","DOIUrl":"10.1016/j.nepr.2025.104336","url":null,"abstract":"<div><h3>Background</h3><div>Pressure injuries (PI) are a common health problem that reduces patients' quality of life, increases morbidity and mortality and contributes to healthcare costs. Although PI assessment is an essential skill for prevention and correct management, adequate training is not provided in nursing education.</div></div><div><h3>Objectives</h3><div>To compare the effects of three parallel PI assessment training methods—self-directed learning via a smartphone application (SDL_SA), small group teaching (SGT) and the control group—on the knowledge and skills of nursing students.</div></div><div><h3>Design</h3><div>A three-arm, parallel group randomized controlled trial was conducted. The trial was registered on ClinicalTrials.gov (ID: NCT05354687).</div></div><div><h3>Methods</h3><div>The study was conducted at a public university in Türkiye with fourth-year undergraduate nursing students (n = 93). Students were randomly assigned to one of three groups (SDL_SA group, SGT group and control group). While the control group received the existing training, the SDL_SA and SGT groups received a two-stage training program. The Pressure Injury Assessment Knowledge Test, the Education Evaluation Form and the Pressure Injury Assessment Skill Test were administered before and after training.</div></div><div><h3>Results</h3><div>The post-test scores of the SGT and SDL_SA groups for knowledge and total skills were significantly higher than the pre-test scores (p &lt; 0.05). On the post-skill test, both the SGT and SDL_SA groups scored significantly higher than the control group on overall score (F=36.429, p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>SDL_SA and SGT can provide a comprehensive learning experience in the acquisition of nursing skills. It is recommended that further research is conducted on SDL_SA and SGT in different subjects and larger populations.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104336"},"PeriodicalIF":3.3,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143785488","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}