Nurse Education in Practice最新文献

{"title":"The future midwifery workforce: A survey of the education experiences of midwifery students in Australia","authors":"Chanelle Warton ,&nbsp;Kirsten Small ,&nbsp;Zoe Bradfield ,&nbsp;Kathleen Baird ,&nbsp;Jennifer Fenwick ,&nbsp;Mel Robinson ,&nbsp;Joanne Gray ,&nbsp;Caroline Homer","doi":"10.1016/j.nepr.2025.104321","DOIUrl":"10.1016/j.nepr.2025.104321","url":null,"abstract":"<div><h3>Aim</h3><div>To understand students’ views on and experiences of their pre-registration midwifery education in Australia, including continuity of care experiences and clinical practice placements and their preferences for future employment.</div></div><div><h3>Background</h3><div>Increasing the number of midwifery student enrolments and improving student experience are suggested solutions to shortages in the Australian midwifery workforce.</div></div><div><h3>Design</h3><div>An anonymous online survey.</div></div><div><h3>Methods</h3><div>Open to students currently enrolled in an education programme leading to Australian midwifery registration or who had recently completed such a programme but had not yet commenced employment. Quantitative data were analysed through descriptive statistics and chi-squared tests. Frequency counts and inductive content analysis were used to analyse qualitative data. This research was undertaken as part of the national Midwifery Futures project.</div></div><div><h3>Results</h3><div>A total of 303 eligible responses were received. While most students felt their midwifery education prepared them well for future practice, a third (n = 93/281, 33.1 %) had taken or were considering leave and more than half (n = 161/281, 57.3 %) had considered withdrawing. Continuity of care experiences were highly valued by students as an educational experience. Nearly all students (n = 257/278, 92.4 %) preferred future employment in a clinical midwifery role and most (n = 206/257, 80.2 %) wished to work in midwifery group practice or team midwifery service in a public hospital.</div></div><div><h3>Conclusions</h3><div>Midwifery students in Australia felt well-prepared by their education programmes to practice midwifery. However, many students also found meeting the requirements of their degree challenging. Further research and efforts are required to support students to complete their midwifery education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104321"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579601","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":"Standardized patient simulation in nursing education: A bibliometric analysis and visualization from 2002 to 2024","authors":"Ebru Konal Korkmaz ,&nbsp;Esin Ateş","doi":"10.1016/j.nepr.2025.104322","DOIUrl":"10.1016/j.nepr.2025.104322","url":null,"abstract":"<div><h3>Aim</h3><div>This study employed a bibliometric analysis to examine the existing literature on the use of standardised patient simulation in nursing education.</div></div><div><h3>Background</h3><div>SP simulation offers students the opportunity to directly interact with a range of nursing interventions and practices. It demonstrates that SP simulation can be used as an active learning methodology in nursing education.</div></div><div><h3>Design</h3><div>Bibliometric and content analysis.</div></div><div><h3>Methods</h3><div>The data set was obtained from the Web of Science database. The sample comprised 310 publications that fulfilled the a priori defined inclusion criteria. The data were subjected to both descriptive content analysis and bibliometric analysis. A bibliometric analysis was conducted using VOSviewer, a software program designed for the mapping and visualisation of bibliometric data.</div></div><div><h3>Results</h3><div>A total of 198 publications were published in 2002–2024. The publications had 3042 citations. Nurse Education Today has the highest number of publications and citations. In terms of authors, Elcin was the author with the highest number of citations (n = 186). In accordance with the findings of the trend topic analysis, the keywords 'simulation', 'nursing education', 'standardised patient' and 'nursing students' emerged in the field.</div></div><div><h3>Conclusion</h3><div>The number of studies examining the efficacy of using standard patient simulators in nursing education has seen a notable increase in recent years. The findings of this study may offer researchers and nursing faculties new insights into the value of incorporating standardised patient simulation into nursing education, as well as potential applications of such an approach.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104322"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143579603","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 theory-driven hybrid online-offline mentorship program on transition outcomes of newly graduated nurses in their first year: A randomized controlled trial","authors":"Yaqi Zhu ,&nbsp;Yuanyuan Zhang ,&nbsp;Jie Wu ,&nbsp;Xiaohua Ge ,&nbsp;Yaqing Zhang","doi":"10.1016/j.nepr.2025.104317","DOIUrl":"10.1016/j.nepr.2025.104317","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to measure the feasibility and acceptability of a theory-driven hybrid online-offline mentorship program and determine its impact on transition of newly graduated nurses.</div></div><div><h3>Background</h3><div>Excessive transition shock for newly graduated nurses can harm their well-being and increase nursing mistakes and patient issues. Therefore, helping newly graduated nurses in transitioning is crucial.</div></div><div><h3>Design</h3><div>A parallel 2-arm randomized controlled trial design was used.</div></div><div><h3>Method</h3><div>The study randomly assigned 90 newly graduated nurses to receive either mentorship intervention or usual training. Two of them lost at the first follow-up and their data were not included in the outcome analysis. Outcomes included transition shock, job satisfaction and intent to stay. Generalized Linear Mixed Model was conducted to compare outcomes at baseline to follow-up. Semi-interviews with mentees and mentors were conducted for the qualitative part. Thematic analysis was used to code the qualitative responses. This report adheres to the CONSORT.</div></div><div><h3>Results</h3><div>At 6 months post-intervention, participants in the intervention group showed significant mitigation of rising levels of transition shock (Coef.=-0.223, p &lt; 0.001) compared with the control group. Moreover, participants showed significant mitigation of declining of job satisfaction (Coef.=0.075, p &lt; 0.05) and intent to stay (Coef.=0.435, p &lt; 0.01). Qualitative findings showed participants’ positive experience with the program.</div></div><div><h3>Conclusion</h3><div>The study showed that the intervention not only effectively mitigated the transition shock for newly graduated nurses but also slowed the decline in job satisfaction and intent to stay, offering valuable insights for future nursing research, education and management.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104317"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512020","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":"Students’ perspectives on the congruence and effectiveness of a problem-based learning approach to teach recovery-oriented practice: A mixed method study","authors":"Corina Murphy ,&nbsp;Sandra Connell ,&nbsp;Mark Gantley ,&nbsp;Terry Barrett","doi":"10.1016/j.nepr.2025.104298","DOIUrl":"10.1016/j.nepr.2025.104298","url":null,"abstract":"<div><h3>Aim</h3><div>The purpose of this paper is to discuss student’s perspectives on the congruence of problem-based learning (PBL) and recovery-oriented practice (ROP) and the effectiveness of the PBL approach used to teach ROP in a postgraduate nursing module<strong>.</strong></div></div><div><h3>Background</h3><div>The recovery-oriented practice module was part of Postgraduate Diploma in Mental Health Nursing.</div></div><div><h3>Design</h3><div>The study used a mixed methods methodology.</div></div><div><h3>Methods</h3><div>Data were collected using a survey and focus group from 33 students who completed the module as part of a Higher Diploma in Mental Health Nursing in 2022. Survey data were analysed using descriptive statistics. Interview data were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>In the survey, 100 % of students strongly agreed, or agreed, that they had a better understanding of the subject after completing the module. 81 % strongly agreed or agreed that PBL was an effective way to learn about ROP. 96 % of students agreed that they had learned considerably from individuals with lived experience during the module with regards to ROP. The focus group found five congruencies between PBL and ROP: (1) co-production; (2) self-direction; (3) development of self-awareness; (4) teamwork;and (5) strength-based approach.</div></div><div><h3>Conclusions</h3><div>Firstly, there is congruence between PBL and ROP as both processes share five common key elements. Secondly, students perceived PBL as an effective approach for teaching the knowledge, skills and attitudes needed in ROP. The third argument is that students learned from the individuals with lived experience about crucial elements of recovery-oriented practice that books could not teach them.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104298"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143508880","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":"Effect evaluation of the 7E teaching model based on real clinical cases in nursing students' clinical rounds: A quasi-experimental study","authors":"Tao Xu ,&nbsp;Liping Cui ,&nbsp;Chao Li","doi":"10.1016/j.nepr.2025.104316","DOIUrl":"10.1016/j.nepr.2025.104316","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of the 7E teaching model based on real clinical cases in nursing students' clinical rounds.</div></div><div><h3>Background</h3><div>Nursing rounds, as an integral component of clinical teaching, are designed to reinforce professional knowledge, foster critical thinking and enhance practical skills. However, the traditional teacher-centered approach often results in passive learning and low efficiency. Therefore, it is crucial to explore methods that engage students, promote active learning and cultivate clinical reasoning and practical abilities.</div></div><div><h3>Design</h3><div>Quasi-experimental study.</div></div><div><h3>Methods</h3><div>Fifty nursing students who participated in clinical internships from July 2022 to April 2023 were assigned to the control group, receiving traditional rounds. An additional 52 students, who interned at the same hospital from July 2023 to April 2024, formed the experimental group and received rounds based on the 7E model using real clinical cases. Critical thinking, self-efficacy and clinical practice abilities were compared between the two groups. Clinical practice was assessed using the Nursing-Mini-CEX scale, covering eight dimensions: nursing interview, physical examination, nursing diagnosis, nursing interventions, health consultation, humanistic care, organizational effectiveness and overall evaluation. Data were analyzed using SPSS 27.0 software with t-tests and chi-square tests.</div></div><div><h3>Results</h3><div>After the intervention, the experimental group demonstrated significantly higher critical thinking, self-efficacy and clinical practice abilities compared with the control group (P &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>The 7E teaching model based on real clinical cases is more effective than the traditional round approach, significantly enhancing nursing students' critical thinking, self-efficacy and clinical practice abilities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104316"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143520037","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":"Empowering midwives with genetic knowledge: A systematic review of educational needs in genomics","authors":"Talia Gusen,&nbsp;Lucinda Freeman,&nbsp;Loretta Musgrave","doi":"10.1016/j.nepr.2025.104340","DOIUrl":"10.1016/j.nepr.2025.104340","url":null,"abstract":"<div><h3>Aim</h3><div>This systematic review aims to assess the level of genetics and genomics knowledge that midwives currently have and identify educational opportunities for them.</div></div><div><h3>Background</h3><div>With mainstreaming of genetics and genomics in medicine, it is necessary to upskill health care professionals to ensure the best medical care for patients. Midwives offer continuity of care to pregnant women, which now includes talking about genetic screening and testing in pregnancy.</div></div><div><h3>Design</h3><div>A systematic review was conducted, guided by the Arksey and O’Malley framework for scoping reviews.</div></div><div><h3>Methods</h3><div>A systematic searched of Embase, PubMed, CINAHL, Medline and Scopus databases was conducted in February 2024. Full text of included studies were analysed and synthesised, with themes relevant to the study identified via meta-ethnography and narrative synthesis.</div></div><div><h3>Results</h3><div>Sixteen studies were included, with diverse research questions and study types represented. Four themes emerged; 1) the low level of genetics/genomics knowledge of midwives, 2) the lack of educational opportunities available to them, 3) their understanding that genetics/genomics are critical to the care they provide and 4) their positive predisposition to further learning about genetics/genomics.</div></div><div><h3>Conclusion</h3><div>Extensive and comprehensive education in genetics/genomics is required for midwives to offer complete antenatal care to women and families and this should be embedded in midwifery educational programs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104340"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704008","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":"Effectiveness of extended reality-based education on nursing and midwifery students’ knowledge of anatomy, physiology and pathology: A systematic review and meta-analysis","authors":"Gen Aikawa ,&nbsp;Tetsuharu Kawashima ,&nbsp;Yuma Ota ,&nbsp;Mayumi Watanabe ,&nbsp;Ayako Nishimura ,&nbsp;Hideaki Sakuramoto","doi":"10.1016/j.nepr.2025.104343","DOIUrl":"10.1016/j.nepr.2025.104343","url":null,"abstract":"<div><h3>Aim</h3><div>This review determined the effectiveness of education based on extended reality (XR) for nursing and midwifery students’ anatomy, physiology and pathology education.</div></div><div><h3>Background</h3><div>Understanding anatomy, physiology and pathology is essential for nursing and midwifery students. XR improves health science students’ anatomical knowledge more than traditional education; however, consistent findings regarding nursing and midwifery students remain lacking.</div></div><div><h3>Design</h3><div>Systematic review and meta-analysis.</div></div><div><h3>Methods</h3><div>We searched MEDLINE, CINAHL, Web of Science, ERIC, CENTRAL and Igaku Chuo Zasshi databases. All randomized controlled trials (RCTs) on XR’s effectiveness for nursing and midwifery students’ anatomy, physiology and pathology education were identified. Pooled effect estimates related to knowledge and learning load were calculated. The certainty of evidence was assessed using the Grading of Recommendations Assessment, Development and Evaluation approach.</div></div><div><h3>Results</h3><div>We searched 619 references and identified 6 RCTs. Compared with traditional education, XR moderately positively affected post-education knowledge, but there was no significant difference (five trials; SMD = 1.04 [95 % CI: −0.25–2.33]). Regarding differences in knowledge pre- and post-education, XR showed a large positive effect (four trials; SMD = 5.86 [95 % CI: 2.48–9.25]) and exhibited a moderately significant negative effect on learning load (three trials; SMD = −0.45 [95 % CI: −0.75 to −0.14]). The certainty of evidence was “very low” and “low” for knowledge and learning load, respectively.</div></div><div><h3>Conclusion</h3><div>XR use in nursing and midwifery students’ anatomy, physiology and pathology education yielded a low learning load and effectively improved knowledge. Nevertheless, few studies were included in the meta-analysis, necessitating large RCTs</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104343"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143684058","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":"Navigating masculinity in nursing: Unpacking the 'critical care only' career aspirations of male undergraduate nursing students","authors":"Animesh Ghimire ,&nbsp;Yunjing Qiu","doi":"10.1016/j.nepr.2025.104332","DOIUrl":"10.1016/j.nepr.2025.104332","url":null,"abstract":"<div><h3>Aim</h3><div>This qualitative study explores the motivations and perceptions underlying the demonstrable preference for critical care careers among a cohort of male undergraduate nursing students.</div></div><div><h3>Background</h3><div>Despite increasing numbers of men entering nursing, gendered expectations and stereotypes persist. Previous research has explored the experiences of male nurses in the workforce, highlighting the challenges they face in navigating a female-dominated profession. However, there remains a gap in understanding the origins of these gendered career aspirations during the formative undergraduate years.</div></div><div><h3>Design</h3><div>A phenomenological approach was employed, using semi-structured interviews.</div></div><div><h3>Methods</h3><div>Final-year male undergraduate nursing students were recruited from a metropolitan Australian university. Thematic analysis was used to identify and interpret key themes related to their career aspirations.</div></div><div><h3>Results</h3><div>Four overarching themes emerged: 1) Beyond the Bedside: The Allure of 'Masculine' Nursing, 2) Mirrors and Mentors: The Influence of Male Role Models in Critical Care, 3) Media Mythmaking: The Heroism of Critical Care and 4) Fast Track to the Top: Ambition and the Glass Escalator.</div></div><div><h3>Conclusion</h3><div>This study underscores the complex interplay of societal expectations, role modeling, media influence and perceived opportunities for career advancement in shaping the preferences of male nursing students towards critical care. The findings highlight the necessity of transcending simplistic definitions of \"masculine\" and \"feminine\" roles. Furthermore, responsible representation in the media is crucial for minimizing disillusionment. By deepening our understanding of these multifaceted motivations, nursing education programs and healthcare institutions can more effectively support male students, promote diversity across all specialties and cultivate a more inclusive and equitable nursing workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104332"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143641914","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":"Addressing dishonesty in nursing education: A systematic review of intervention effectiveness","authors":"Nikol Bekman ,&nbsp;Efrat Danino ,&nbsp;Elena Maoz","doi":"10.1016/j.nepr.2025.104327","DOIUrl":"10.1016/j.nepr.2025.104327","url":null,"abstract":"<div><h3>Aim</h3><div>This systematic review evaluates the effectiveness of educational interventions to reduce academic and clinical dishonesty among nursing students. It examines these interventions' objectives, content, instructional methods, duration and assessment outcomes to identify gaps and opportunities for fostering ethical behavior.</div></div><div><h3>Background</h3><div>Academic and clinical dishonesty among nursing students threatens professional integrity and patient safety but remains under-researched, especially in clinical settings.</div></div><div><h3>Methods</h3><div>Following PRISMA guidelines, a systematic search was conducted in EMBASE, EBSCO, PROQUEST, PubMed and Scopus for peer- review studies published between 2010 and 2024. Three researchers independently performed the selection and data extraction process. The quality of the studies was assessed using the Public Health Effectiveness Project tool, which was adapted for interventional studies. The study protocol was registered in PROSPERO [Registration Number CRD42024595490].</div></div><div><h3>Results</h3><div>Only four studies met the inclusion criteria, originating from the USA, Iran and Australia. All educational interventions focused exclusively on academic dishonesty, with an emphasis on plagiarism. The educational content ranged from theoretical understanding to practical skills, such as citation and paraphrasing. However, none of the interventions addressed clinical dishonesty, highlighting a critical gap in nursing education. The effectiveness of these educational interventions was predominantly assessed through self-reported improvements in knowledge and attitudes.</div></div><div><h3>Conclusions</h3><div>The systematic review highlights significant gaps in educational interventions for preventing dishonesty among nursing students. The focus on plagiarism, without addressing clinical dishonesty, underscores the need for comprehensive curricula. A systematic approach integrating academic and clinical dishonesty is vital to strengthen professional identity and ethical standards.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104327"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143601771","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":"Dementia care preference among nursing students in China: A cross-sectional study","authors":"Jiarui Liu ,&nbsp;Xin Wang ,&nbsp;Jing Wang ,&nbsp;Hongyan Meng ,&nbsp;Juxia Zhang","doi":"10.1016/j.nepr.2025.104318","DOIUrl":"10.1016/j.nepr.2025.104318","url":null,"abstract":"<div><h3>Background</h3><div>In response to current suboptimal dementia care and the increasing numbers of people with dementia, it is potential to understanding nursing career preferences for dementia care. Currently, there is little research on preferences in nursing students for working with dementia people.</div></div><div><h3>Objective</h3><div>To explore the students’ work preferences and preparedness of nursing students in providing adult nursing care, focusing on their knowledge, attitudes and current training status and to advance their research, as well as the factors that influence the preferences.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted in China. A total of 419 nursing students participated in this survey. Measures included career preferences, demographics and attitude, knowledge about dementia.</div></div><div><h3>Results</h3><div>Among the 419 nursing students who completed the survey, only 16 students listed dementia care as their most preferred career. The subsequently multiple logistic regression analysis revealed that the preferences are associated with students’ attitudes towards dementia (95 %CI：1.01–1.09；Moderately：1.00–1.03), knowledge about dementia (95 %CI：1.25–2.71；Moderately：1.00–1.21), working experience with dementia (95 %CI：1.13–3.90), volunteer service for dementia (95 %CI：1.47–72.23；Moderately：1.30–3.24), whether their family member with dementia (95 %CI：1.96–84.26；Moderately：0.08–0.68). The results of the shapley value analysis showed that the highest contributions were DAS total score (35.83 %).</div></div><div><h3>Conclusion</h3><div>Nursing education in China needs to take proactive action regarding students’ career preferences for dementia. It provides useful data to inform workforce planning, curriculum and practice development to stimulate interest and drive improved quality of dementia care.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"84 ","pages":"Article 104318"},"PeriodicalIF":3.3,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143548687","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}