Nurse Education in Practice最新文献

{"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 , Gülsüm Çonoğlu , Gökçe Sena Kılıç Ağdak , 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}

{"title":"Reframing intraoperative learning in undergraduate nursing education: Moving from exposure to structured capability development","authors":"Zenas B. Paloma,&nbsp;Hazel P. Agbayani,&nbsp;James D. Lim,&nbsp;Giovani Jan N. Sanchez,&nbsp;Red Robin P. Babanto,&nbsp;Audrey Nicole B. Molina,&nbsp;Earl Jan I. Gomez,&nbsp;Jess Antonette D. Burlaos,&nbsp;Jayson Mark C. Verdeda,&nbsp;Fritz I. Estrevillo","doi":"10.1016/j.nepr.2026.104790","DOIUrl":"10.1016/j.nepr.2026.104790","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104790"},"PeriodicalIF":4.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147487973","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":"Challenges and Support for Working Nurses Preparing for Graduate School: A Qualitative Study Guided by Bronfenbrenner’s Ecological Systems Theory","authors":"Xin TAN,&nbsp;Xiaohui WANG,&nbsp;Xiaoyan WEN,&nbsp;Xuelian CHE,&nbsp;XU Xiaomei","doi":"10.1016/j.nepr.2026.104809","DOIUrl":"10.1016/j.nepr.2026.104809","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the multilevel challenges and support needs of employed clinical nurses preparing for graduate entrance examinations, guided by Ecological Systems Theory.</div></div><div><h3>Background</h3><div>An increasing number of registered nurses pursue graduate degrees while working full-time, yet the multifaceted challenges of entrance examination preparation in this population remain poorly characterized in the literature.</div></div><div><h3>Design</h3><div>Qualitative descriptive design.</div></div><div><h3>Methods</h3><div>Fourteen registered nurses from three tertiary hospitals in Southwestern China completed individual semi-structured interviews between September 2023 and March 2024. Data were analyzed using directed content analysis within the Ecological Systems Theory framework.</div></div><div><h3>Results</h3><div>Five themes were identified: (1) Microsystem: Personal Physical and Mental Resource Depletion; (2) Mesosystem: Cross-Domain Role Conflict and Practice-Academia Synergy; (3) Exosystem: Structural Barriers in Organizational Contexts; (4) Macrosystem: Policy and Cultural Support Deficits; (5) Chronosystem: Temporal Pressures and Cumulative Burden.</div></div><div><h3>Conclusions</h3><div>Working nurses preparing for graduate entrance examinations face profound multilevel challenges. Somatic symptoms, emotional exhaustion and identity concealment imposed significant personal costs (microsystem); severe role strain and time scarcity coexisted with bidirectional practice–academia synergy that enhanced professional self-efficacy (mesosystem); information asymmetry and uncertain educational return on investment constituted structural deterrents (exosystem); fragmented social support and absent institutional infrastructure left nurses without formal scaffolding (macrosystem). Chronosystemic analysis further revealed compounding burdens: credential inflation, cognitive resource depletion and accumulating psychological costs across repeated examination attempts. A coordinated response—encompassing organizational support, transparent career pathways, accessible preparatory information and career-stage-responsive policies—is essential to advance nursing education and sustain healthcare quality.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104809"},"PeriodicalIF":4.0,"publicationDate":"2026-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147612723","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":"Surgery Completed, Care Continues: Nursing Students’ Learning Outcomes in Postoperative Patient Admission Using Game-Based Virtual Reality - A Randomized Controlled Trial","authors":"Burcu Opak Yücel ,&nbsp;Hülya Bulut","doi":"10.1016/j.nepr.2026.104808","DOIUrl":"10.1016/j.nepr.2026.104808","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to determine the effect of a game-based virtual reality learning method on nursing students’ learning outcomes related to postoperative patient admission.</div></div><div><h3>Background</h3><div>Postoperative patient admission is a demanding clinical process that often causes stress and anxiety among nursing students. To reduce this stress and support learning, various teaching methods are used in nursing education. Game-based virtual reality is one such method applied across nursing education; however, evidence regarding its effectiveness in teaching postoperative patient admission remains limited.</div></div><div><h3>Design</h3><div>Pretest–posttest, parallel-group randomized controlled trial. The study's clinical trials number is NCT05469399.</div></div><div><h3>Methods</h3><div>The study was conducted with 72 second-year nursing students, who were randomly assigned to an experimental and control group. Data were collected using Descriptive Characteristics Form, Theoretical Knowledge Test, Skill Assessment Checklist and Game-Based Virtual Reality Application Evaluation Form. Independent and paired samples t-tests and the chi-square test were used for data analysis and effect sizes were calculated using Cohen’s d.</div></div><div><h3>Results</h3><div>There was no significant differences between the groups in pre-test knowledge and skill scores. However, post-test knowledge and skill scores were significantly higher in the experimental group. A positive correlation was observed between knowledge and skill scores in the experimental group. Students reported that the virtual reality application provided a safe learning environment and enhanced their preparedness for clinical practice.</div></div><div><h3>Conclusion</h3><div>Game-based virtual reality significantly improved nursing students’ knowledge and skills and supported their readiness for clinical practice. Integrating such applications into nursing curricula, particularly during the pre-clinical preparation phase, is recommended.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"93 ","pages":"Article 104808"},"PeriodicalIF":4.0,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147613207","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":"Nurse training in the era of Industry 5.0: Evidence from a systematic literature review(2015–2024)","authors":"Mridula N. Murthy ,&nbsp;S. Lakshminarayanan ,&nbsp;Subburaj Alagarsamy","doi":"10.1016/j.nepr.2026.104769","DOIUrl":"10.1016/j.nepr.2026.104769","url":null,"abstract":"<div><h3>Aim</h3><div>This review synthesises evidence on nurse training effectiveness and examines the alignment of contemporary training approaches with Industry 5.0 principles.</div></div><div><h3>Background</h3><div>Industry 5.0 emphasises human-centric and sustainable integration of advanced technologies, reshaping healthcare and nursing practice. Nurses increasingly operate in hybrid environments that combine digital tools, AI-assisted systems and patient-centred care. Although technology-enhanced learning is widely adopted in nursing education, evidence on training effectiveness remains fragmented and often limited to short-term outcomes, with insufficient theoretical and contextual integration.</div></div><div><h3>Design</h3><div>Systematic literature review.</div></div><div><h3>Methods</h3><div>Seventy-nine studies published between 2015 and 2024, including 72 empirical and 7 theoretical papers, were reviewed in accordance with PRISMA 2020 guidelines. The Theories, Contexts, Characteristics and Methods (TCCM) framework was applied to analyse training modalities, implementation settings, learner characteristics and methodological approaches.</div></div><div><h3>Results</h3><div>Simulation, virtual and augmented reality, AI-assisted learning and blended instruction showed positive effects on knowledge, technical competence and engagement. However, theoretical grounding was inconsistently applied, longitudinal evaluation was limited and adaptive and inclusive training designs were underdeveloped. Evidence largely focused on short-term quantitative outcomes.</div></div><div><h3>Conclusions</h3><div>While technological innovation has expanded nurse training methods, alignment with Industry 5.0 remains partial. Greater emphasis on theory-driven design, contextual sensitivity and longitudinal evaluation is required to support human-centric and sustainable nurse training.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104769"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174357","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":"Professional outcomes from nursing-based masters degree coursework programs","authors":"Lisa McKenna ,&nbsp;Jieyun (Melinda) Ma ,&nbsp;Rachael Duncan ,&nbsp;Cheryle Moss","doi":"10.1016/j.nepr.2026.104733","DOIUrl":"10.1016/j.nepr.2026.104733","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesise existing research literature related to professional outcomes that registered nurses gain from completing nursing-based masters degree coursework programs.</div></div><div><h3>Background</h3><div>Excellent healthcare relies on nurses with exceptional skills and thorough education. As healthcare systems adapt to changing needs, there is a need for advanced nursing education. Many nurses choose to undertake masters level study, providing specialised training and advanced knowledge. While these degrees are increasingly important for the profession and patient outcomes, professional outcomes gained for the nurse are unclear. This is complicated by growth in available programs but corresponding lack of consolidated evidence on their professional impact.</div></div><div><h3>Design</h3><div>An integrative review informed by Whittemore and Knafl.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted in four databases, CINAHL, ProQuest Central, MEDLINE and ERIC for English-language studies published between 1990 and 2024.</div></div><div><h3>Results</h3><div>A total of 2376 articles were initially identified. Following the application of inclusion and exclusion criteria, 40 articles underwent full-text review, with 16 studies being included in final analysis. Data were analysed in the context of three key concepts of professional outcomes: (1) Enhanced professionalism; (2) Practice enhancement; and (3) Expanded career opportunities.</div></div><div><h3>Conclusions</h3><div>Findings suggest there is value of advanced nursing education in shaping professional growth and improving healthcare delivery, highlighting the role of masters programs in fostering enhanced professionalism, advancing clinical practice and expanding career opportunities. More research is needed to understand the long-term outcomes of masters degrees for nurses, profession and health care generally.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104733"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080919","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 and learning methods for intraoperative nursing education in undergraduate nursing curricula: A scoping review","authors":"Marlén Orsina ,&nbsp;Amanda Johnson ,&nbsp;Frederick Rohan Walker ,&nbsp;Mathieu Figeys","doi":"10.1016/j.nepr.2026.104774","DOIUrl":"10.1016/j.nepr.2026.104774","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this scoping review is to explore contemporary teaching and learning methods used to deliver intraoperative content in undergraduate nursing curricula.</div></div><div><h3>Background</h3><div>Opportunities for intraoperative learning in undergraduate nursing programs vary across institutions and countries. Although the educational value is well recognized, access to consistent, high-quality intraoperative teaching and learning opportunities remains limited, which can restrict students’ development of core knowledge and skills.</div></div><div><h3>Design</h3><div>A scoping review was conducted in accordance with the Joanna Briggs Institute and the Arksey &amp; O'Malley frameworks.</div></div><div><h3>Methods</h3><div>Eight databases were systematically searched focusing on intraoperative nursing education methods published within the last 10 years. Two independent reviewers screened sources and extracted data. Data were summarized and mapped, with themes derived from frequencies and descriptive analysis.</div></div><div><h3>Results</h3><div>Forty-five articles met the inclusion criteria, identifying three overarching teaching and learning methods to deliver intraoperative nursing. These included theoretical (knowledge development), simulation (skill development) and professional/clinical placements (applying skills in practice). Most intraoperative content was offered through elective offerings, comprising a mix of theory and simulation approaches, with reported variability ranging from 10 to 210 h in an operating room setting.</div></div><div><h3>Conclusions</h3><div>At present, there remains significant variability in intraoperative teaching and learning methods in undergraduate nursing programs. There are several opportunities to integrate intraoperative content in nursing curricula, with the potential to provide students with access to evidence-based intraoperative training, key skills and knowledge towards future graduate employment opportunities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104774"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146776747","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":"Emotional management, empathy and emotional intelligence in mental health nursing: Educational insights from a scoping review","authors":"Maria Teresa Moreira ,&nbsp;Andreia Lima ,&nbsp;Salomé Ferreira ,&nbsp;Carla Fernandes","doi":"10.1016/j.nepr.2026.104776","DOIUrl":"10.1016/j.nepr.2026.104776","url":null,"abstract":"<div><h3>Aim</h3><div>To map the existing evidence on emotional management strategies used by mental health nurses and explore implications for education, curriculum and clinical practice.</div></div><div><h3>Background</h3><div>Emotional competence is a component of mental health nursing, where nurses are frequently exposed to emotionally complex and demanding interactions. Despite its relevance, evidence remains fragmented regarding how emotional management strategies can inform the education and preparation of mental health nurses.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>The review was conducted following the JBI methodology and PRISMA-ScR guidelines. Searches were conducted in MEDLINE, CINAHL and PsycINFO from 2015 to 2024. Studies addressing emotional management strategies among mental health nurses were included. Data were charted and synthesised using thematic analysis.</div></div><div><h3>Results</h3><div>Five studies from Portugal, Canada and the United States met the inclusion criteria. Four key themes were identified: (1) emotional management as a foundational professional competence; (2) education for emotional intelligence through structured training and reflective practice; (3) empathy as central to therapeutic engagement; and (4) self-awareness as a prerequisite for effective emotional regulation. Strategies such as clinical supervision, emotional intelligence training and reflective learning were associated with improved communication, personalised care, increased professional confidence and reduced burnout.</div></div><div><h3>Conclusion</h3><div>Integrating the development of emotional competence into nursing education through structured learning, reflective pedagogies and supervised clinical experiences may enhance resilience, relational competence and preparedness for mental health nursing practice.</div></div><div><h3>Implications for Practice</h3><div>Embedding emotional intelligence, empathy and self-awareness within nursing curricula can strengthen students’ emotional preparedness, promote wellbeing and support sustainable mental health nursing practice across diverse care settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104776"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311614","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":"Triangulating primary sources, professional judgement, and LLM-generated summaries: Educating nurses in an AI-first world","authors":"Sarah Oerther,&nbsp;Daniel B. Oerther","doi":"10.1016/j.nepr.2026.104736","DOIUrl":"10.1016/j.nepr.2026.104736","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104736"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044338","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}