Nurse Education in Practice最新文献

{"title":"Effective intervention measures to improve the ethical sensitivity of nurses and nursing students","authors":"Jun tong Meng ,&nbsp;Yan Xu","doi":"10.1016/j.nepr.2025.104281","DOIUrl":"10.1016/j.nepr.2025.104281","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study is to explore and integrate educational measures and teaching methods designed to enhance ethical sensitivity, with the goal of developing a cohesive and practical reference framework for nursing administrators and educators.</div></div><div><h3>Background</h3><div>In recent years, ethical sensitivity has garnered increasing attention. While many intervention studies addressing ethical sensitivity have been conducted, there is currently no systematic review that consolidates and integrates the various intervention strategies and teaching methods.</div></div><div><h3>Design</h3><div>This study is a systematic review.</div></div><div><h3>Method</h3><div>In this systematic review, relevant studies were retrieved from the PubMed, EBSCO, Cochrane, Embase, Scopus and Web of Science databases, covering the period from the inception of these databases through December 2024. The quality of the quasi-experimental studies and randomized controlled trials were assessed the Joanna Briggs Institute's (JBI) Critical Evaluation Checklist. Finally, the findings were synthesized through qualitative analysis to identify key themes.</div></div><div><h3>Results</h3><div>A total of 25 studies were included in this study. Three themes were identified: theoretical foundations of ethics, clinical ethics, cultural ethics. In terms of teaching methodologies, the findings suggest that student-centered approaches are more effective than traditional teaching methods in enhancing ethical sensitivity.</div></div><div><h3>Conclusion</h3><div>Currently, the content of ethical sensitivity education remains fragmented. It is recommended that future curricula incorporate two additional topics: the ethics of science and technology and the ethics of public health. Furthermore, adopting a collaborative, team-based approach and integrating new teaching technologies are proposed as effective strategies to enhance ethical sensitivity.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104281"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402971","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":"Sexual and reproductive health content in Australian pre-registration nursing and midwifery programs: A review of curricula","authors":"Yu Shi ,&nbsp;Ensieh Fooladi ,&nbsp;Judith A. Dean ,&nbsp;Sharon James","doi":"10.1016/j.nepr.2025.104267","DOIUrl":"10.1016/j.nepr.2025.104267","url":null,"abstract":"<div><h3>Aim</h3><div>To identify and examine sexual and reproductive health (SRH) content in Australia’s pre-registration undergraduate and postgraduate Nursing and Midwifery program curricula.</div></div><div><h3>Background</h3><div>Sexual and reproductive healthcare, integral to women's well-being, relies on Nursing and Midwifery workforce. However, it is unknown how pre-registration curricula prepares nurses and midwives to provide this care, despite international imperatives to enhance access.</div></div><div><h3>Design</h3><div>Cross-sectional study</div></div><div><h3>Methods</h3><div>Between November 2022 and March 2023, we examined pre-registration Nursing and Midwifery programs across all Australian universities. Data were collected from publicly accessible online program information (unit handbooks, with unit coordinators were contacted for additional details when needed. Counts and percentages were used to summarize data using a term matrix designed for retrieval and coding into ‘explicit’, ‘implicit’ or ‘no mention’ categories.</div></div><div><h3>Results</h3><div>From 37 universities, 92 units from 86 pre-registration programs were included and reviewed. A total of 44 (47.8 %) of the unit outlines and 6 (6.5 %) of the unit names contained explicit terms. The most common explicit term was ‘reproductive health’ (102, 57.9 %), following by violence (42, 22.6 %) and all were covered in undergraduate-level programs. However, abortion care was not found in any of the reviewed curricula.</div></div><div><h3>Conclusions</h3><div>There is limited content on SRH in the online handbooks of Australian pre-registration Nursing and Midwifery programs. This study recommends a more comprehensive inclusion of SRH content, particularly abortion care, in pre-registration courses to ensure that nurses and midwives receive comprehensive knowledge in this area.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104267"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143048346","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":"Healthcare educators experience in supporting student well-being: A scoping review","authors":"Nicole Psaila ,&nbsp;Rebekkah Middleton","doi":"10.1016/j.nepr.2025.104278","DOIUrl":"10.1016/j.nepr.2025.104278","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences of healthcare educators in providing support for student well-being / mental health whilst undertaking formal health professional training programs, including clinical placement and identify educator concerns, strategies and preparedness.</div></div><div><h3>Background</h3><div>With increasing evidence of well-being concerns within the healthcare student population and the need for resilience and well-being cultures within healthcare, much literature proposes what healthcare educators must and should do to support student well-being. A healthcare educator’s role encompasses well-being support; however, little is known about the impact supporting student well-being has on the educator.</div></div><div><h3>Design</h3><div>A scoping review using the Joanna Briggs Institute Manual for Evidence synthesis methodology was undertaken.</div></div><div><h3>Method</h3><div>A systematised search of CINAHL, Medline OVID, Medline EBSCO, PubMed, Embase, EmCare, PsycInfo, Cochrane review, Google scholar and TRIP databases was conducted. 719 papers were screened and 12 papers identified to meet eligibility criteria for inclusion in this review.</div></div><div><h3>Results</h3><div>Four themes were identified: educators perceive students to be under stress, educators experience role conflict when supporting student well-being, educators experience personal stress when supporting student well-being and educators identified strategies to support student well-being and their own knowledge.</div></div><div><h3>Conclusion</h3><div>The review identified a significant absence of literature understanding the experiences of healthcare educators when providing student well-being support and reinforces the urgent need to explore and understand the healthcare educators experience in much greater depth. Understanding how we can best support healthcare educators will ensure they are equipped to better support students’ well-being in healthcare programs and clinical placements.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104278"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155763","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":"Visual perceptions of a good death: A mixed-methods study on the perceptions of nursing students in Turkey toward a good death","authors":"Sema Üstündağ ,&nbsp;Nihan Durgu ,&nbsp;Yasemin Çekiç ,&nbsp;Gamze Ünver","doi":"10.1016/j.nepr.2025.104289","DOIUrl":"10.1016/j.nepr.2025.104289","url":null,"abstract":"<div><h3>Aim</h3><div>To provide a comprehensive understanding of nursing students' perceptions of a good death.</div></div><div><h3>Background</h3><div>Although the concept of a good death has been widely discussed in the literature for many years, its complex and multifaceted nature makes it difficult to define clearly. Research examining nursing students' perceptions of a good death is limited.</div></div><div><h3>Design</h3><div>A convergent mixed-methods study.</div></div><div><h3>Methods</h3><div>Quantitative and qualitative data were collected concurrently and independently, with equal emphasis, following a mixed-methods methodology. Quantitative data were based on descriptive and correlation analyses of surveys using the Good Death Scale, the Assessment Scale of Attitudes Toward the Principles of Dying with Dignity and the Multidimensional Mortality Awareness Measure, while qualitative data were analyzed using Rose's critical visual methodology.</div></div><div><h3>Results</h3><div>The findings indicated that the total Good Death Scale mean score was 56.18 ± 7.07. The total Good Death Scale score showed a significant positive correlation with the mortality legacy, mortality acceptance and the Assessment Scale of Attitudes Toward the Principles of Dying with Dignity score. The analysis of participants' drawings and their explanations revealed two main themes: “readiness for death” and “managing the moment of death,” along with seven sub-themes. The synthesis of qualitative and quantitative data generated one discordant, four concordant and two expanded meta-inferences about the concept of a good death.</div></div><div><h3>Conclusions</h3><div>Shaping nursing students' perceptions of a good death in a positive way underscores the importance of enhancing death awareness, providing both theoretical and practical knowledge and embracing the principles of dignified dying.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104289"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143402972","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":"A latent profile analysis of self-regulation associated with engagement in online learning among nursing students","authors":"Ying Chen ,&nbsp;Wei Wei ,&nbsp;Yanqing Yang ,&nbsp;Tingyu Chen ,&nbsp;Ming Wu","doi":"10.1016/j.nepr.2025.104293","DOIUrl":"10.1016/j.nepr.2025.104293","url":null,"abstract":"<div><h3>Aim</h3><div>To identify different online self-regulation learning (SRL) profiles among nursing students and to explore differences in demographic variables and online learning engagement among the profiles.</div></div><div><h3>Background</h3><div>Many students study via online classes and their self-regulation during learning had an impact on their engagement and learning quality. Identifying online SRL profiles could aid in planning and executing online learning activities.</div></div><div><h3>Design</h3><div>A cross-sectional survey study.</div></div><div><h3>Methods</h3><div>The study involved 676 nursing students from a higher vocational college in Fuzhou, China, between March 22 and 28, 2021. The Online Self-regulated Learning Questionnaire and the Student Engagement in Distance Education Questionnaire were used to assess SRL and engagement. Latent profile analysis and multinomial logistic regression were performed.</div></div><div><h3>Results</h3><div>The patterns of self-regulation in online learning among nursing students were categorized as “limited online SRL ability” (n = 234), “moderate online SRL ability” (n = 408) and “superior online SRL ability” (n = 34). A regression analysis indicated statistically significant inter-category differences in grade, main reasons for choosing nursing as a major and degree of professional identity (P &lt; 0.05) and no significant inter-category differences in sex, place of origin and family economic status (P &gt; 0.05). The stronger the online SRL ability, the higher the level of online learning engagement (P &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>The distribution of some demographic variables showed differences among different categories of nursing students and intervention measures corresponding to the different characteristics of each category may help improve online SRL ability and promote the level of online learning engagement.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104293"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377300","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 a mobile simulation program for nursing delegation: A randomised controlled trial","authors":"Haena Lim ,&nbsp;Yeojin Yi","doi":"10.1016/j.nepr.2025.104283","DOIUrl":"10.1016/j.nepr.2025.104283","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to develop the Mobile Simulation Program for Nursing Delegation (MSP-D) to enhance nurses’ delegation skills and evaluate its effects on nurses' preparedness to delegate, critical thinking disposition and role ambiguity reduction.</div></div><div><h3>Background</h3><div>Effective delegation is crucial for optimal patient care in nursing practice. However, many Korean nurses with insufficient delegation training in a new nursing model where they collaborate with nursing assistants.</div></div><div><h3>Design</h3><div>A randomised controlled trial with a pre–post-test design.</div></div><div><h3>Participants and setting</h3><div>The participants were 96 nurses from three general hospitals in South Korea, randomly assigned to either the experimental (<em>n</em> = 48) or control group (<em>n</em> = 48).</div></div><div><h3>Methods</h3><div>The MSP-D is a mobile web-simulation and the experimental group used the MSP-D for three weeks. Data were collected pre- and post-intervention. The study was registered with the Clinical Research Information Service (KCT0007516) on 19 July 2022, with recruitment beginning on 20 August 2022.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in preparedness to delegate (<em>p</em> &lt; 0.001), critical thinking <em>(p</em> = 0.038) and decreased role ambiguity (<em>p</em> = 0.041). compared with the control group. Debriefing analysis revealed that participants’ reflections aligned with the learning objectives, indicating the study’s educational goals were met.</div></div><div><h3>Conclusion</h3><div>The MSP-D is an effective educational tool for improving nurses' delegation skills and may enhance job training for nurses collaborating with nursing assistants to improve nursing care quality in a new nursing delivery model. Mobile simulation education significantly improves effectiveness due to its high accessibility and flexibility.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104283"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377252","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":"Interventions to improve patient health education competence among nursing personnel: A scoping review","authors":"Shuyi Wang ,&nbsp;Ke Liu ,&nbsp;Siyuan Tang ,&nbsp;Guiyun Wang ,&nbsp;Yanxia Qi ,&nbsp;Qirong Chen","doi":"10.1016/j.nepr.2025.104258","DOIUrl":"10.1016/j.nepr.2025.104258","url":null,"abstract":"<div><h3>Aim</h3><div>To determine what intervention strategies have been used in interventions aimed at improving the patient health education competence of nursing personnel.</div></div><div><h3>Background</h3><div>There is a growing body of research on educational interventions for improving nursing personnel’s patient health education competence, but there are significant differences in the teaching objectives, content and methods of these studies, as well as a lack of standardized educational strategies.</div></div><div><h3>Design</h3><div>The scoping review was based on the Joanna Briggs Institute methodology.</div></div><div><h3>Methods</h3><div>In this study, six databases and the gray literature source, the Google search engine, were searched. A search strategy was developed based on the three-step search method recommended by the Joanna Briggs Institute. Two researchers independently performed study selection and data extraction.</div></div><div><h3>Results</h3><div>22 articles reported on the specifics of educational interventions. The duration of these interventions ranged from a minimum of 1.5 hours to a maximum of 3 months. Most interventions employed face-to-face courses as the teaching model. The studies included a variety of teaching methods, with the most frequently mentioned being lectures, discussions, demonstrations, simulations and role-playing. However, most studies lacked specific teaching objectives and none described the educational content of the implementation process. Additionally, none of the studies developed educational content based on a competence framework for patient health education. Few studies reported on long-term effects.</div></div><div><h3>Conclusion</h3><div>The diverse intervention strategies demonstrated in these studies could serve as valuable evidence to guide the development of relevant educational programs and facilitate the design of future high-quality educational interventions.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104258"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972861","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":"Learning from perinatal grief and loss: Insights from midwifery student focus groups","authors":"Annabel Sheehy ,&nbsp;Rachel Thompson ,&nbsp;Loretta Musgrave","doi":"10.1016/j.nepr.2025.104269","DOIUrl":"10.1016/j.nepr.2025.104269","url":null,"abstract":"<div><h3>Aim</h3><div>To explore Australian midwifery students’ learning experiences with death and their learning needs for these encounters.</div></div><div><h3>Background</h3><div>Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death.</div></div><div><h3>Method</h3><div>A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data.</div></div><div><h3>Results</h3><div>The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) <em>Ill-equipped for perinatal mortality</em>; 2) <em>Caught amidst divergent viewpoints of perinatal mortality</em>; and 3) <em>Identifying learning needs for death-related clinical care</em>. Variations across the cohorts were evident.</div></div><div><h3>Discussion</h3><div>Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area.</div></div><div><h3>Conclusions</h3><div>This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104269"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014413","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":"What is the effect of different interprofessional education teaching strategies on healthcare professions students’ interprofessional learning outcomes? A systematic narrative review","authors":"Liping Kong ,&nbsp;Emma Briggs ,&nbsp;Andreas Xyrichis","doi":"10.1016/j.nepr.2025.104255","DOIUrl":"10.1016/j.nepr.2025.104255","url":null,"abstract":"<div><h3>Aim</h3><div>To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes.</div></div><div><h3>Background</h3><div>IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented.</div></div><div><h3>Design</h3><div>Systematic narrative review.</div></div><div><h3>Method</h3><div>Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students’ interprofessional learning outcomes were extracted and compared.</div></div><div><h3>Results</h3><div>Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect.</div></div><div><h3>Conclusion</h3><div>The available data suggested that no single teaching strategy was superior in improving health students’ interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104255"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030169","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":"Developing leadership and resilience through early access master’s education for newly graduated, adult nurses: A cross-sectional survey","authors":"Oonagh Carson ,&nbsp;Toni McAloon ,&nbsp;Sonja McIlfatrick","doi":"10.1016/j.nepr.2025.104276","DOIUrl":"10.1016/j.nepr.2025.104276","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the impact of an early access master’s experiential programme on leadership skills and resilience in new graduate nurses.</div></div><div><h3>Background</h3><div>Succession planning for nursing, requires leadership and resilience development in new nurses. Literature suggests that early access to master’s education can produce nurses with the necessary skills.</div></div><div><h3>Design</h3><div>A comparative, cross-sectional survey design.</div></div><div><h3>Methodology</h3><div>A survey using the NHS Leadership Framework Self-Assessment Tool (2012) and Connor-Davidson Resilience Scale 25 (2003) was distributed in September 2021, to graduates, two years, post-registration, from an Adult Nursing programme. Self-assessed scores of graduates enrolled directly onto a non-specialist, master’s initiative were compared with those who did not undertake the initiative.</div></div><div><h3>Results</h3><div>Findings showed significant correlation between leadership and resilience scores. Master’s participants scored themselves more strongly in six of seven Leadership Domains and four of five resilience factors than those not enrolled on the master’s, with a difference in the overall mean CD-RISC-25 score of 81.69 for master’s graduates, compared with 70.84. Qualitative analysis of examples of additional leadership responsibilities included being in charge, training newer staff and maintaining patient and staff safety.</div></div><div><h3>Conclusion</h3><div>This study has shown that master’s education, early in graduate nurses’ careers, develops leadership skills and resilience required for new nurse leaders. Investment is needed, therefore, in educational opportunities for these new graduates to enable leadership and resilience development and in creating supportive environments allowing the use of this learning to lead change and influence care delivery. This should have a positive impact on patient outcomes, job satisfaction and aid retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104276"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075952","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}