Nurse Education in Practice最新文献

{"title":"Effectiveness and uptake of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial.","authors":"Briony Sue Chisholm, Lovemore Mapahla, Carl Lombard, Marc Blockman, Catherine Orrell","doi":"10.1016/j.nepr.2025.104326","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104326","url":null,"abstract":"<p><strong>Aim/objective: </strong>To design and test the usability of case-based HIV microlearning lessons using WhatsApp groups. This paper reports on effectiveness and uptake.</p><p><strong>Background: </strong>South Africa has the largest antiretroviral treatment program globally. National guidelines are regularly updated. Ongoing training of healthcare workers is vital but complicated by infrastructural, financial and human resource shortages. Innovative solutions are needed.</p><p><strong>Design: </strong>A pragmatic, mixed methods, parallel group, cluster randomised trial.</p><p><strong>Methods: </strong>Nurses and community health workers (CHWs) at 50 clinics in the Eastern Cape were invited to participate. Online questionnaires tested knowledge and retention of knowledge; retrospective folder reviews measured changes in patient care. Patient folders were sampled purposively pre-/post-intervention for clinical points learned. Descriptive and inferential analyses were performed.</p><p><strong>Results: </strong>Uptake and participation were good: 232 (79 %) nurses and 207 (76 %) CHWs participated. 96 % of nurses and 88 % of CHWs read the lessons within two weeks. There was a significant intervention effect on knowledge, based on the online questionnaires: nurses (0.5 units; 95 % CI 0.11-1.0; p = 0.0499) and CHWs (0.7 units; 95 % CI 0.2-1.3; p = 0.004). 1083 patient folders were reviewed to compare changes in patient care between the study arms. Adjusting for pre-care differences between the arms, the intervention increased correct patient care by 21 % ( 95 % CI 10 %-32 %; p < 0.001) in the year after the training.</p><p><strong>Conclusions: </strong>WhatsApp-based microlearning improves knowledge and patient care. This, with the companion paper's data showing that it is well received and accepted, makes it a valuable option for simple, accessible, scalable continuing medical education for HCWs.</p>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104326"},"PeriodicalIF":3.3,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143630953","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 Australian nursing and midwifery academic workforce: A cross-sectional study” [Nurse Educ. Pract. 81 (2024) 104156]","authors":"Leah East ,&nbsp;Elizabeth Halcomb ,&nbsp;Daniel Terry ,&nbsp;Debra Jackson ,&nbsp;Marie Hutchinson","doi":"10.1016/j.nepr.2025.104347","DOIUrl":"10.1016/j.nepr.2025.104347","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104347"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143774653","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":"A novice nurse’s journey: Navigating encounters with the other","authors":"Yu-Lun Tsai ,&nbsp;Jen-Jiuan Liaw ,&nbsp;Chen-Xi Lin ,&nbsp;Chiao-Hsuan Lin ,&nbsp;Hui-Hsun Chiang ,&nbsp;Hsiang-Yun Lan","doi":"10.1016/j.nepr.2025.104338","DOIUrl":"10.1016/j.nepr.2025.104338","url":null,"abstract":"<div><h3>Aim</h3><div>This study explores the journey of novice nurses as they encounter the other, focusing on their early experiences in developing relationships with patients and others.</div></div><div><h3>Background</h3><div>The nurse-patient relationship is fundamental to nursing practice. The transition for novice nurses is often accompanied by significant stress and anxiety. Understanding novice nurses' perspectives in building ethical patient connections can help clinicians provide targeted support, enhancing novice nurses’ mental health and workplace retention.</div></div><div><h3>Design</h3><div>A qualitative descriptive study using phenomenological approach.</div></div><div><h3>Methods</h3><div>Seventeen nurses from six hospitals in Taiwan participated in individual, semi-structured interviews, with audio recorded for analysis. Transcriptions were analysed using Colaizzi’s phenomenological method.</div></div><div><h3>Results</h3><div>Three main themes emerged, reflecting the transition experience: self-immersion, self-transformation and self-the other reciprocity.</div></div><div><h3>Conclusions</h3><div>Findings underscore the importance of supportive interventions to promote ethical relationships and practical wisdom. These relationships contribute to novice nurses' professional growth, identity and commitment to compassionate caregiving, reinforcing the core values of the nursing profession.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104338"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143683974","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":"Six teaching methods on the effectiveness of community nursing education for nursing students in China: A systematic review and network meta-analysis","authors":"Xiaoyan Wang ,&nbsp;Lifeng Yang ,&nbsp;Mei Du ,&nbsp;Yan Wang","doi":"10.1016/j.nepr.2025.104323","DOIUrl":"10.1016/j.nepr.2025.104323","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study aims to compare the effectiveness of six different teaching methods with traditional teaching approaches in community nursing education for nursing students in China.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;In recent years, an increasing number of Chinese nursing educators exploring various pedagogical approaches to enhance the educational outcomes in community nursing. However, there is still no consensus on the superiority of different teaching methods and no direct comparisons of their effectiveness have been made. Therefore, evaluating the impact of six teaching strategies on community nursing education for Chinese nursing students is both necessary and timely.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;This study is a systematic review and network meta-analysis.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;In November 2024, a comprehensive search was conducted across nine databases to identify studies that met predefined inclusion and exclusion criteria. This process involved screening studies based on set criteria, extracting relevant data, and assessing the quality of the studies before conducting the network meta-analysis. The review protocol of this study was prospectively registered in the PROSPERO (CRD42025635443).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;From an initial pool of 3077 articles, 33 were meticulously selected for a network meta-analysis. The findings indicate that PBL significantly outperforms other methods in improving nursing students' final examination scores and practical skills. PAD class approach emerged as the most effective method in fostering self-directed learning capabilities among Chinese nursing students.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;The results of this study show that PBL and PAD class were identified as having the greatest potential to enhance Chinese nursing student academic achievement and self-directed learning. Nonetheless, future investigations should employ larger sample sizes and more rigorous methodologies to substantiate these findings.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Tweetable abstract&lt;/h3&gt;&lt;div&gt;With the increasing aging of the population in China, it is urgent for nursing educators to think about how to cultivate nursing students' interest in community nursing and improve the teaching quality of community nursing in order to meet the growing demand for primary health services. More and more nursing educators have realized the shortcomings of traditional teaching methods, so they try to use a variety of teaching methods to improve the teaching effect of community nursing. However, there is currently no consensus on the superiority of different teaching methods, and no studies have directly compared their effects. Therefore, evaluating the impact of various teaching strategies on community nursing education is both necessary and meaningful. Hence, we employed network meta-analysis to assess the effectiveness of six common teaching methods used in community nursing education in China, ai","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104323"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143637499","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":"Effects of immersive virtual reality blood transfusion nursing simulation on the skill performance, confidence and satisfaction of senior nursing students","authors":"Hyeongyeong Yoon","doi":"10.1016/j.nepr.2025.104337","DOIUrl":"10.1016/j.nepr.2025.104337","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined the effects of an immersive virtual reality (IVR) blood transfusion nursing simulation on the skill performance, confidence and satisfaction among Korean undergraduate nursing students.</div></div><div><h3>Background</h3><div>Blood transfusion nursing is a critical skill that has a significant impact on patient safety, as errors in transfusion can lead to fatal complications and even death. To enhance patient safety in complex clinical settings, it is essential to implement educational methods that ensure a thorough understanding of accurate transfusion procedures.</div></div><div><h3>Design</h3><div>A quasi-experimental study was conducted.</div></div><div><h3>Methods</h3><div>The study included 37 fourth-year nursing students in the experimental group and 45 in the control group. Pre- and post-assessments were conducted to evaluate blood transfusion nursing skill performance, learning satisfaction and confidence. The experimental group participated in immersive 3D VR training, while the control group watched a video lecture. Statistical analysis was performed using SPSS 26.0 and an independent t-test was used to compare the effects between the two groups.</div></div><div><h3>Results</h3><div>Significant difference between the groups in skill performance (t = 2.104, <em>p</em> = .039) and satisfaction (t = -3.015, <em>p</em> = .004). However, no significant difference was observed in confidence (t = .667, <em>p</em> = .507).</div></div><div><h3>Conclusion</h3><div>The IVR blood transfusion nursing simulation was shown to be an effective educational method for improving skill performance and achieving high satisfaction among nursing students. The IVR method is recommended as an alternative to traditional clinical practice, as it allows for repeated learning without the constraints of time and space in limited clinical practice environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104337"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143671444","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":"Profiles of moral sensitivity and their associated factors in nursing students: A latent profile analysis","authors":"Chao Wen ,&nbsp;Wen Huang ,&nbsp;Yingyin Sun ,&nbsp;Qing Luo ,&nbsp;Chunqin Liu ,&nbsp;Jiajian Xiao ,&nbsp;Ling Yin","doi":"10.1016/j.nepr.2025.104314","DOIUrl":"10.1016/j.nepr.2025.104314","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to identify group profiles in moral sensitivity among Chinese nursing students and examine the factors associated with moral sensitivity subgroups.</div></div><div><h3>Background</h3><div>Moral sensitivity is a precondition for ethical decision making. Developing this sensitivity equips nursing students with the skills to identify and respond appropriately to ethical dilemmas, which are essential as they prepare to enter clinical settings. As integral members of the future nursing workforce, nursing students must be well prepared to navigate the ethical challenges they face.</div></div><div><h3>Design</h3><div>This study used a cross-sectional design.</div></div><div><h3>Methods</h3><div>Using convenience sampling, 716 nursing undergraduates from three universities in Jiangxi Province participated in this study. Participants completed online assessments of personality traits, empathy, professional nursing values and moral sensitivity. Latent profile analysis was used to identify moral sensitivity profiles and multinomial logistic regression was used to explore factors influencing distinct moral sensitivity profiles in nursing undergraduates.</div></div><div><h3>Results</h3><div>Results identified three profiles: “moral idealists” (9.7 %; high moral strength, moral burden; low moral responsibility), “moral undertakers” (32.0 %; moderate moral strength, moral burden; high moral responsibility), “moral skeptics” (58.3 %; low moral strength, moral burden and moral responsibility). Multinomial logistic regression analysis showed that grade level, only child status, agreeableness, conscientiousness, emotional stability, empathy and professional nursing values were associated with different profiles of moral sensitivity in nursing students.</div></div><div><h3>Conclusion</h3><div>Most undergraduate nursing students were placed in the moral skeptics group; thus, educational institutions should pay special attention to nursing students with low levels of moral sensitivity. Particular attention and additional support should be given to nursing students who are only children, in their lower academic years, exhibit neurotic traits and possess lower levels of agreeableness and conscientiousness. Educational activities and programs that prioritize empathy and professional nursing values may present a viable approach to fostering moral sensitivity among nursing students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104314"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563167","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":"Education for family-centred care: A qualitative study with educators of advanced practice child and family health nurses","authors":"Lael Ridgway ,&nbsp;Lisa McKenna ,&nbsp;Stacey Hokke ,&nbsp;Naomi Hackworth ,&nbsp;Jan M. Nicholson","doi":"10.1016/j.nepr.2025.104313","DOIUrl":"10.1016/j.nepr.2025.104313","url":null,"abstract":"<div><h3>Aim</h3><div>Explore academics’ perspectives of theoretical and practical education for family-centred care in postgraduate child and family health nursing courses.</div></div><div><h3>Background</h3><div>Education for advanced nursing practice in child and family health relies on understanding underlying principles of care and application in practice. Family-centred care fosters engagement and promotes child and family health and wellbeing. Key to its implementation are principles of creating respectful relationships, ensuring effective communication, supporting autonomy and contextualising care in service provision. However, little is known about how these are addressed in advanced practice nurse education.</div></div><div><h3>Design</h3><div>Qualitative descriptive study</div></div><div><h3>Methods</h3><div>Semi-structured interviews with academic coordinators from six Australian universities providing child and family health nurse education were conducted between December 2020-January 2021 and analysed using framework analysis.</div></div><div><h3>Results</h3><div>Family-centred care was embedded throughout all curricula. However, differences existed in curriculum (entry requirements, duration, delivery mode, practical experience) and employer expectations (qualification requirements, practice scope). Educators aim to ensure students develop core skills for safe, appropriate and responsive care. Although professional standards support family-centred care, they do not routinely guide curriculum development.</div></div><div><h3>Conclusions</h3><div>Educational expectations for advanced practice in child and family health nursing reflect local differences. Education for family-centred care predominantly focused on strengths-based and partnership approaches. Aligning agreed practice standards with curriculum design and clinical oversight would enable more consistent practice across the country, even when service structures differ. We encourage educators to address the broader drivers of family-centred care in child and family health nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104313"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519079","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":"Reimagining relationality as the focus of midwifery education: A qualitative study","authors":"Nicole Hainsworth ,&nbsp;Allison Cummins ,&nbsp;Elizabeth Newnham ,&nbsp;Katharine Gillet ,&nbsp;Maralyn Foureur","doi":"10.1016/j.nepr.2025.104299","DOIUrl":"10.1016/j.nepr.2025.104299","url":null,"abstract":"<div><h3>Aim</h3><div>To explore what midwifery academics and midwifery clinicians understand as the learning goals of the Continuity of care experiences (CoCE) in the Bachelor of Midwifery program.</div></div><div><h3>Background</h3><div>Continuity of care experiences are a component of all midwifery programs in Australia with the aim to facilitate an understanding of how relationship-based care is foundational to learning the art and science of midwifery. However, challenges persist in embedding meaningful CoCE, in part because learning goals have not been consistent.</div></div><div><h3>Design</h3><div>A qualitative descriptive approach was used in this study. The study took place in a regional/rural Australian setting.</div></div><div><h3>Method</h3><div>Twenty- six midwifery academics and clinicians supporting undergraduate midwifery students participated in a semi structured interview. Reflexive thematic analysis was used to analyse the data set.</div></div><div><h3>Results</h3><div>The overarching theme ‘Learning the craft of midwifery’, had five subthemes: Building trusting relationships; Experiencing the science of relationships; Navigating the boundaries; Deep reflections: a missed opportunity and Shaping the future. Continuity of care experiences exposed students to the neurophysiological foundations of relationships.</div></div><div><h3>Conclusion</h3><div>This paper identifies the perceived educational intent of CoCE is to provide an opportunity for technical skill development in addition to learning how to establish supportive, authentic relationships with women. Clear identification of the learning expectations of CoCE and clarification around the value placed on midwifery philosophy should be developed.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104299"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512019","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":"What makes a good nursing education: Meeting the needs of students and society in a free-market education system – cluster analysis of United Kingdom universities","authors":"Edward Purssell ,&nbsp;Rohit Sagoo","doi":"10.1016/j.nepr.2025.104344","DOIUrl":"10.1016/j.nepr.2025.104344","url":null,"abstract":"<div><h3>Aim</h3><div>Examine quality of education through classification of universities providing undergraduate pre-registration nursing courses in the United Kingdom using data from university league tables.</div></div><div><h3>Background</h3><div>Educational quality for nursing courses can be defined in many ways. University league tables are often used, but it can be difficult to interpret these because of the diversity of measures. These include educational input and output measures, but are not patient focussed.</div></div><div><h3>Design</h3><div>Cluster analysis of league table data.</div></div><div><h3>Methods</h3><div>Data were from the Complete University and Guardian University League Tables. Cluster analysis was undertaken using euclidean distance and average linkage. Data were scaled by turning each value into a percentage of the maximum possible score.</div></div><div><h3>Results</h3><div>Careers and graduate prospects for nurses are high. Satisfaction with teaching and feedback are closely related and while these broadly cluster with research quality but there was a weak relationship between research quality and overall student satisfaction (correlation −0.008, SE 0.049, p = 0.869, adjusted R² = −0.014). There was no clear pattern and few universities excelled in all areas.</div></div><div><h3>Conclusions</h3><div>Traditional methods of ranking universities does not fit nursing well, where employment is higher and research quality lower than other subjects. There was no clear pattern in university results. Countries considering a free-market approach to nurse education should consider how they will meet the needs of students and health and social care services, while promoting research. The quality of nursing education should include broader measures of societal value and address the theory-practice gap.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104344"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143735183","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":"Redefining pedagogy with artificial intelligence: How nursing students are shaping the future of learning","authors":"Animesh Ghimire ,&nbsp;Yunjing Qiu","doi":"10.1016/j.nepr.2025.104330","DOIUrl":"10.1016/j.nepr.2025.104330","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to explore the factors influencing undergraduate nursing students' use of artificial intelligence (AI) tools in their studies, examining how this usage shapes their learning experiences and perceptions of traditional pedagogical approaches.</div></div><div><h3>Background</h3><div>The integration of AI into healthcare is rapidly transforming clinical practice, which in turn necessitates a corresponding shift in nursing education. While AI's potential benefits and challenges in education are widely discussed, limited research has focused on how nursing students specifically use these tools in their nursing studies and how this impacts their learning processes.</div></div><div><h3>Design</h3><div>A qualitative study employing exploratory and descriptive designs.</div></div><div><h3>Methods</h3><div>Participants were recruited from an undergraduate nursing program at a tertiary university. Thematic analysis was used to analyze interview data.</div></div><div><h3>Results</h3><div>Key findings revealed that nursing students use AI for personalized learning, bridging the theory-practice gap and managing time constraints. International students particularly found AI valuable for cultural adaptation and language support. A significant finding was the \"open secret\" of AI use, with students actively using tools despite institutional discouragement, highlighting a disconnect between student needs and institutional practices. Ethical concerns, such as bias, data privacy and accountability, were also prominent.</div></div><div><h3>Conclusion</h3><div>This study provides novel insights into the student-driven demand for AI integration in nursing education. It highlights the need for institutional responsiveness, transparency and the development of ethical AI frameworks. By acknowledging student agency and fostering collaborative dialogue, nursing education can leverage AI's benefits effectively while upholding the profession's core values: compassion, empathy and human-centered care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104330"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143629337","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}