Nurse Education in Practice最新文献

{"title":"Reimagining peer-led support in doctoral nursing and midwifery education: A collaborative autoethnographic case study","authors":"Gideon U. Johnson ,&nbsp;Sachini Thennakoon ,&nbsp;Mayumi Kumarage ,&nbsp;Emy Toutountzis ,&nbsp;Lisa Whitehead","doi":"10.1016/j.nepr.2026.104778","DOIUrl":"10.1016/j.nepr.2026.104778","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how peer-led initiatives can enhance connection, belonging and sustainability within higher degree by research (HDR) nursing and midwifery programmes.</div></div><div><h3>Background</h3><div>HDR study can be an isolating experience, often characterised by fragmented support and limited opportunities for structured peer learning. While institutions provide formal mechanisms for supervision and progress, less attention has been given to student-led approaches that cultivate inclusive scholarly communities and sustained peer engagement.</div></div><div><h3>Design</h3><div>Collaborative autoethnographic case study.</div></div><div><h3>Methods</h3><div>HDR student representatives and academic staff at Edith Cowan University, Australia (2022–2024), reflected collaboratively on the design, implementation and impact of peer-led initiatives, including monthly hybrid meetings, the “PhD BUDD” mentoring system, digital peer networks (Teams, WhatsApp, Facebook) and an annual HDR symposium. Reflexive narratives were jointly analysed to identify shared insights and challenges.</div></div><div><h3>Findings</h3><div>Three key insights emerged: (1) intentional structure and planning sustain peer support and continuity; (2) hybrid and informal spaces foster inclusive engagement across distance and discipline; and (3) student–staff co-leadership can catalyse educational and cultural change within HDR communities.</div></div><div><h3>Conclusions</h3><div>Peer-led HDR initiatives can complement institutional supports by embedding peer learning, relational care and community building in nursing and midwifery research education. By modelling a reflective, participatory and multivocal approach to doctoral development, this study advances inclusive educational practice and offers practical, transferable strategies for fostering belonging, collegiality and sustainability in postgraduate research environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104778"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147311584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of peer learning interventions in nursing students’ clinical practice: A systematic review","authors":"Sara Palander ,&nbsp;Toni Haapa ,&nbsp;Jonna Juntunen ,&nbsp;Siriwan Lim ,&nbsp;Wentao Zhou ,&nbsp;Marco Tomietto ,&nbsp;Kristina Mikkonen","doi":"10.1016/j.nepr.2026.104781","DOIUrl":"10.1016/j.nepr.2026.104781","url":null,"abstract":"<div><h3>Aim</h3><div>To describe the types of peer learning interventions used in nursing students’ clinical practice and evaluate their effectiveness compared with traditional approaches.</div></div><div><h3>Background</h3><div>Peer learning is increasingly used in clinical practice, yet evidence of its effectiveness remains limited, making evaluation essential for supporting student learning.</div></div><div><h3>Design</h3><div>Systematic review conducted according to JBI and PRISMA guidelines.</div></div><div><h3>Methods</h3><div>CINAHL, Ovid MEDLINE, Scopus, ProQuest (Education Collection) and Web of Science were searched up to January 2024. Eligibility criteria were defined using the PICO framework. Two reviewers independently screened and selected studies, with a third resolving disagreements. Methodological quality was appraised using the JBI Critical Appraisal Tools for randomised controlled trials and quasi-experimental designs. Data were synthesised without meta-analysis and reported in accordance with PRISMA-SWiM.</div></div><div><h3>Results</h3><div>Twelve studies met the eligibility criteria, comprising five randomised controlled trials and seven quasi-experimental studies. Methodological quality varied. Interventions were implemented across diverse clinical settings and lasted 3–12 weeks. Overall, peer learning was more effective than traditional approaches in supporting nursing students’ professional development and psychological aspects of learning, particularly self-efficacy, although effect sizes for self-efficacy were small.</div></div><div><h3>Conclusions</h3><div>Peer learning in clinical practice appears to be more effective than traditional approaches in promoting nursing students’ professional development and supporting psychological aspects of learning. The small effects on self-efficacy highlight the need for further research examining psychological aspects of learning in greater depth. These findings can support educators and healthcare organisations in selecting clinical practice models that promote student learning.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104781"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147366903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of high-fidelity simulation training in emergency and critical care nursing education for undergraduate nursing students: A systematic review and meta-analysis","authors":"Jinfang Wang ,&nbsp;Jie Sun ,&nbsp;Jie Song ,&nbsp;Na Li ,&nbsp;Kaili Lv ,&nbsp;Kexin Pu","doi":"10.1016/j.nepr.2026.104731","DOIUrl":"10.1016/j.nepr.2026.104731","url":null,"abstract":"<div><h3>Aim</h3><div>This review aims to evaluate the effectiveness of high-fidelity simulation (HFS) training for teaching emergency and critical care nursing to undergraduate students, assessing outcomes in terms of knowledge scores, skill performance and critical thinking competency.</div></div><div><h3>Background</h3><div>HFS training is a significant teaching method to enhance the emergency response capabilities of nursing students. However, a comprehensive conclusion regarding its application in emergency and critical care nursing education is lacking.</div></div><div><h3>Design</h3><div>A systematic review and meta-analysis.</div></div><div><h3>Method</h3><div>We searched PubMed, Web of Science, CINAHL, Embase, CNKI, VIP, WanFang Data and SinoMed for eligible articles published in English or Chinese from inception until December 31, 2024. Two researchers independently screened the literature, extracted data and assessed the quality of the included studies using Cochrane RoB 1 and JBI tools. A systematic review and meta-analysis were then performed using Review Manager 5.4.</div></div><div><h3>Results</h3><div>Following PRISMA guidelines, 11 studies were included after rigorous screening. The meta-analysis showed that HFS training significantly improved undergraduate nursing students' theoretical knowledge scores [SMD = 1.76, 95 % CI (1.03, 2.49), P &lt; 0.001] and retention, as well as operational skill scores [SMD = 1.51, 95 % CI (1.22, 1.80), P &lt; 0.001] and retention. However, the effect of HFS on improving students' critical thinking ability and its retention remains inconclusive.</div></div><div><h3>Conclusions</h3><div>HFS training can significantly improve undergraduate nursing students' knowledge, skills and their retention in the context of emergency and critical care nursing. Its impact on critical thinking requires further verification. Future studies should include more rigorous randomized controlled trials.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104731"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026277","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":"Patient safety competency among nurses and nursing students: A meta-analysis","authors":"Wei Wang ,&nbsp;Hua Dong ,&nbsp;Lin You,&nbsp;Qing Lei,&nbsp;Haibo Chen,&nbsp;Chunmei Liu,&nbsp;Yaping Li","doi":"10.1016/j.nepr.2026.104768","DOIUrl":"10.1016/j.nepr.2026.104768","url":null,"abstract":"<div><h3>Aim</h3><div>Identify and compare the levels of self-perceived patient safety competencies among nurses and nursing students and examine their specific competency content.</div></div><div><h3>Background</h3><div>Identifying the shortcomings and gaps in patient safety competencies of nurses and nursing students is essential for advancing existing educational reforms. However, synthesized evidence regarding their patient safety competencies remains lacking.</div></div><div><h3>Design</h3><div>Meta-analysis.</div></div><div><h3>Methods</h3><div>We followed the PRISMA 2020 guidelines and searched five databases from the inception to February 20, 2025. We included studies using the Patient Safety Competency Self-Assessment (PSCSE) or the Health Professions Education Patient Safety Survey (H-PEPSS) instruments, assessed quality with the AHRQ checklist, and analyzed data using STATA 15.</div></div><div><h3>Results</h3><div>Meta-analysis of 30 cross-sectional studies from 13 countries revealed that nurses' self-reported patient safety competencies pooled mean scores (3.74) were lower than those of nursing students (3.92). Students reported higher scores in classroom settings (4.03) than in clinical settings (3.98). Nurses reported the lowest scores for \"teamwork\", while students reported the lowest scores for \"identifying and responding to adverse events\" in classroom settings and for \"teamwork\" in clinical settings.</div></div><div><h3>Conclusion</h3><div>Nurses report moderate patient safety competencies, while students perceive a gap between theoretical learning and practical application. Both groups self-perceive shortcomings in teamwork. Continuing education for nurses, enhancing students' practical learning, and interprofessional education to improve collaboration may be effective strategies. However, given the limited scope and quality of the included studies and the reliance on cross-sectional self-report data, these conclusions require further supplementation and validation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104768"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174381","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":"“Not by Intuition Alone”: The Edinburgh Infirmary and the making of the modern nurse, 1876","authors":"Andreas K. Demetriades","doi":"10.1016/j.nepr.2026.104748","DOIUrl":"10.1016/j.nepr.2026.104748","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104748"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146114672","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 comprehensive pedagogical strategy to cultivate clinical reasoning and problem-solving skills in nursing education","authors":"Florence Mei Fung Wong ,&nbsp;Leonia Hiu Wan Lau ,&nbsp;Kelvin Hai Kiu Cheng","doi":"10.1016/j.nepr.2026.104744","DOIUrl":"10.1016/j.nepr.2026.104744","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of the StepUp Learning tool on problem-solving and clinical reasoning skills among first-year undergraduate nursing students.</div></div><div><h3>Background</h3><div>While various pedagogical strategies aim to foster higher-order cognitive skills such as problem-solving and clinical reasoning, these efforts often lack a cohesive theoretical structure.</div></div><div><h3>Design</h3><div>Controlled, quasi-experimental design.</div></div><div><h3>Methods</h3><div>Guided by Kolb’s Experiential Learning Theory, 124 first-year students were assigned to intervention (n = 62) or control group (n = 62). Data normality and variance homogeneity were tested; parametric or non-parametric tests were used accordingly. The intervention involved interactive lectures, self-assessments via e-learning and short questions, videos with feedback, and high-fidelity patient simulation (HFPS). Outcomes were assessed at three time points using the self-reported Problem-Solving Inventory and Nurses’ Clinical Reasoning Scale.</div></div><div><h3>Results</h3><div>The intervention group showed significant improvements in problem-solving, reflected in the Approach-Avoidance Style (t = 2.88, p = 0.006) and Problem-Solving Confidence (t = 4.24, p &lt; 0.001), and clinical reasoning (t = -6.16, p &lt; 0.001). Repeated measures ANOVA confirmed these gains over time, whereas the control group showed no significant changes. After adjusting for baseline, ANCOVA revealed higher post-HFPS clinical reasoning scores in the intervention group (F(1121) = 9.01, p = 0.003). Within-group analyses showed significant pre- to post-HFPS improvements in problem-solving and clinical reasoning (all p &lt; 0.001) for the intervention group only.</div></div><div><h3>Conclusions</h3><div>The StepUp Learning tool, grounded in Kolb’s experiential learning cycle, effectively enhances problem-solving and clinical reasoning skills. The findings support the efficacy of a structured, multimodal educational framework that prepares nursing students for complex clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104744"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146114789","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":"Comparing nursing students and AI systems performance on the ability to solve basic life support and advanced cardiac life support multiple choice exam questions","authors":"Amer A. Hasanien,&nbsp;Randa M. Albusoul","doi":"10.1016/j.nepr.2026.104772","DOIUrl":"10.1016/j.nepr.2026.104772","url":null,"abstract":"<div><h3>Aim</h3><div>The primary aim of this study was to compare graduating nursing students’ performance on a Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) exam to three AI systems: Gemini, ChatGPT and Copilot.</div></div><div><h3>Background</h3><div>Several researchers from the medical field have shown outstanding performance of artificial intelligence (AI) systems such as ChatGPT in passing national licensure examinations. This achievement for AI systems is promising for students and instructors. In nursing, the evidence concerning this issue is limited. Furthermore, there is no previous study that have ever compared AI systems performance to nurses or nursing students.</div></div><div><h3>Design</h3><div>This is a descriptive study.</div></div><div><h3>Methods</h3><div>A total of 120 third- and fourth-year nursing students enrolled in the “Emergency and Disaster Nursing Care” course, who were scheduled to take the “BLS and ACLS” examination, were invited to participate in the study. The students’ exam scores were then compared with the scores generated by AI systems.</div></div><div><h3>Results</h3><div>Mean students’ score was 20.70 ± 3.39 (9−25) out of 25. AI systems performance on the same exam was as follows: Gemini scored 23 out of 25, ChatGPT 21 and Copilot 24. ChatGPT performed better than 55.8 % of graduate nursing students, Gemini better than 72.5 %, while Copilot performed better than 86.7 %.</div></div><div><h3>Conclusions</h3><div>Performance of AI systems compared with graduating nursing students is outstanding. Copilot is the best. These systems are incredibly smart, but they are not infallible. At present, expert human supervision is still required.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104772"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of different simulation levels on vaginal birth skills training: A randomized controlled trial in terms of satisfaction, self-confidence and motivation","authors":"Zümrüt Yılar Erkek,&nbsp;Hatice Acar Bektaş,&nbsp;Döndü Batkın Ertürk","doi":"10.1016/j.nepr.2026.104777","DOIUrl":"10.1016/j.nepr.2026.104777","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to comparatively evaluate the effects of different simulation levels used in vaginal childbirth training for midwifery students on motivation, satisfaction and self-confidence.</div></div><div><h3>Background</h3><div>Simulation is increasingly used in midwifery education. However, the impact of simulation fidelity on students’ affective outcomes remains uncertain.</div></div><div><h3>Design</h3><div>A three-arm, parallel-group randomized controlled trial using a pretest–posttest approach.</div></div><div><h3>Method</h3><div>Ninety-seven students were randomly assigned to three groups: high-fidelity simulator (HFS, n = 31) group, low-fidelity simulator (LFS, n = 34) group and hybrid simulator (HS, n = 32) group. Data were collected with a descriptive form, the Motivation Scale (MS) and the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS).</div></div><div><h3>Results</h3><div>No significant differences were found between groups in motivation or self-confidence (p &gt; 0.05). Between-group comparisons of satisfaction were also largely non-significant, except for the “Satisfaction with Current Learning” subscale, where HFS scored higher than LFS (p &lt; 0.05). Within-group analyses indicated a small short-term decrease in overall satisfaction in the HFS group after clinical practice (p &lt; 0.05, small-to-moderate effect size), whereas satisfaction and self-confidence remained largely stable in the LFS and HS groups. HS showed minor, non-significant positive changes in motivation.</div></div><div><h3>Conclusion</h3><div>Different simulation levels did not significantly influence motivation. However, HFS showed higher initial satisfaction immediately after the laboratory session, followed by a decline after clinical practice, while HS demonstrated small, non-significant positive trends following clinical practice. Based on these short-term patterns, a tiered approach—using HFS to support initial skill acquisition and HS to facilitate the transition into clinical practice—<em>may</em> offer pedagogically meaningful benefits for affective learning outcomes. Further research is warranted to confirm these trends.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104777"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147285777","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":"Role play and digital storytelling in ethics education among nursing students: A randomized controlled study","authors":"Gülcan Eyüboğlu ,&nbsp;Evrim Sarıtaş ,&nbsp;Zehra Göçmen Baykara","doi":"10.1016/j.nepr.2026.104782","DOIUrl":"10.1016/j.nepr.2026.104782","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effects of role-play simulation and digital storytelling on nursing students' ethical behaviours to protect patient rights and ethical sensitivity compared with traditional teaching methods.</div></div><div><h3>Background</h3><div>Ethics education is critical in enhancing nursing students' ethical behaviours and sensitivity. However, traditional teaching methods are often insufficient in supporting the development of these competencies.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Method</h3><div>A total of 63 third-year nursing students were assigned to role-play simulation (n = 21), digital storytelling (n = 21) and control (traditional teaching, n = 21) groups. Data were collected using the Nurses' Ethical Behaviors for Protecting Patient Rights Scale and the Modified Moral Sensitivity Questionnaire for Student Nurses at three time points: pre, post-theoretical training and post-case discussions.</div></div><div><h3>Results</h3><div>A significant increase over time was observed in the mean scores for respect for the right to information and decision-making in both the role-play simulation and control groups (p &lt; 0.05). While the role-play group demonstrated improvements in overall ethical sensitivity, experiences of ethical dilemmas and beneficence scores, the control group showed an increase in beneficence (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study shows that role-play simulation, digital storytelling and case analyses enhance nursing students' ethical sensitivity and behaviours for protecting patient rights. Role-play contributed most to autonomy, beneficence and ethical dilemma sensitivity. Improvements in the control group highlight that traditional methods also foster ethical growth. Ethics education should therefore integrate diverse pedagogical approaches for multidimensional support.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104782"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147327795","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":"Application of an interactive eBook with video feedback to promote nurses’ electrocardiography learning achievement: A repeated-measure design","authors":"Pei-Hui Tsai ,&nbsp;Ya-Ling Wu ,&nbsp;Yi Liu","doi":"10.1016/j.nepr.2026.104732","DOIUrl":"10.1016/j.nepr.2026.104732","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effect of an interactive eBook combined with video-based feedback on nurses’ electrocardiogram (ECG) interpretation competence, confidence and learning satisfaction.</div></div><div><h3>Background</h3><div>Studies have suggested that an additional feedback mechanism should be provided, in combination with eBooks, to maximize learning effects. However, the feedback mechanism and its potential impact remain unclear.</div></div><div><h3>Design</h3><div>A two-group, repeated-measures design with cluster randomization.</div></div><div><h3>Method</h3><div>Seventy-five nurses from six medical units in a medical center in southern Taiwan participated; 38 in the experimental group and 37 in the control group. Their ECG conceptualization, waveform interpretation and confidence were measured three times at two-month intervals. Data were analyzed using repeated-measures analysis of variance and qualitative content analysis.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significantly higher levels of ECG conceptualization and confidence at both post-intervention and follow-up assessments, as well as superior waveform interpretation skills at the follow-up. They also expressed satisfaction with the integration of the interactive eBook and video feedback. Three qualitative themes emerged: clear focus, self-paced convenience and applicability.</div></div><div><h3>Conclusion</h3><div>Digital learning with a dual-component model, using interactive eBooks and video-based feedback, can enhance nurses’ ECG interpretation competence and confidence. The better the ECG conceptual learning, the better the retention of ECG waveform interpretation. It is recommended to incorporate an interactive eBook with clinical scenarios to enhance the application of knowledge in clinical practice, alongside well-structured video-based feedback that addresses common mistakes and provides logical explanations to facilitate a deeper conceptual understanding.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104732"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080853","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}