Nurse Education in Practice最新文献

{"title":"Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students","authors":"Shiquan He ,&nbsp;Jiayi Guan ,&nbsp;Can Xiong ,&nbsp;Yunjing Qiu ,&nbsp;Yandan Duan ,&nbsp;Yan Zhang ,&nbsp;Zhiguang Ping ,&nbsp;Beilei Lin","doi":"10.1016/j.nepr.2025.104257","DOIUrl":"10.1016/j.nepr.2025.104257","url":null,"abstract":"<div><h3>Aim</h3><div>To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.</div></div><div><h3>Background</h3><div>Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.</div></div><div><h3>Design</h3><div>A cross-sectional, methodological study.</div></div><div><h3>Methods</h3><div>The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.</div></div><div><h3>Results</h3><div>A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach’s α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.</div></div><div><h3>Conclusion</h3><div>The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104257"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967016","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":"Nursing students’ experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study","authors":"Wladimir Morante-García ,&nbsp;Anabel Chica-Pérez ,&nbsp;Rocío Ortiz-Amo ,&nbsp;Iria Dobarrio-Sanz ,&nbsp;Ousmane Berthe-Kone ,&nbsp;Cayetano Fernández-Sola ,&nbsp;José Manuel Hernández-Padilla","doi":"10.1016/j.nepr.2025.104260","DOIUrl":"10.1016/j.nepr.2025.104260","url":null,"abstract":"<div><h3>Aim</h3><div>To understand the experiences of nursing students participating in a service-learning programme with older adults living in poverty in a high-income country.</div></div><div><h3>Background</h3><div>Nursing students should be competent in assessing the needs of older people living in poverty as well as in implementing and evaluating the effect of individualised health promotion interventions. Service-learning is a strategy that not only improves the biopsychosocial health of older adults, but also enables nursing students to acquire competence in promoting health and self-care among older adults living in poverty. In addition, these service-learning programmes are known to break down stereotypes and improve attitudes towards older adults. However, there is a lack of research on experiences with service-learning programmes aimed at promoting health and self-care amongst older adults living in poverty in high-income countries.</div></div><div><h3>Design</h3><div>Qualitative study based on Husserl’s phenomenology.</div></div><div><h3>Method</h3><div>Thirty-three interviews were conducted with nursing students who had participated in a service-learning programme. The data were recorded, transcribed and analysed following the procedure developed by Colaizzi. The study was conducted in accordance with the ethical principles of the Declaration of Helsinki.</div></div><div><h3>Results</h3><div>Three main themes were drawn from the data analysis: (1) 'From feeling overwhelmed to gratitude: an emotional journey', (2) 'From perceiving poverty as a threat to seeing it as a condition of vulnerability', (3) 'Growing as a person and as a nurse'.</div></div><div><h3>Conclusion</h3><div>Service-learning programmes with older adults living in poverty have a positive impact on the personal and professional growth of nursing students; their involvement in such programmes could help them to break down social stereotypes, overcome fears of intervening in socially deprived neighbourhoods and become more socially responsible.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104260"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014427","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":"Perceptions of the ability to efficiently utilise the full scope of midwifery practice in the newly introduced midwifery profession in Nepal","authors":"Animo Weng ,&nbsp;Grit Nestler ,&nbsp;Laxmi Tamang ,&nbsp;Goma Devi Niraula ,&nbsp;Helena Lindgren ,&nbsp;Christina Pedersen ,&nbsp;Ulrika Byrskog ,&nbsp;Kerstin Erlandsson","doi":"10.1016/j.nepr.2025.104268","DOIUrl":"10.1016/j.nepr.2025.104268","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the readiness of Bachelor in Midwifery graduates in Nepal to provide midwifery care aligned with the definition competently on graduation and to identify barriers affecting their practice.</div></div><div><h3>Background</h3><div>Nepal has introduced an internationally standardised BSc midwifery education programme designed to enable midwives to work competently and independently in midwifery care on entering the profession.</div></div><div><h3>Design</h3><div>A qualitative interview study was conducted and analysed using inductive content analysis.</div></div><div><h3>Methods</h3><div>Individual interviews were conducted with 8 midwives, 5 educators and 5 students using a guide based on ICM competencies. Participants were recruited from various institutions and universities across Nepal and ethical approval was obtained.</div></div><div><h3>Results</h3><div>Possibilities and challenges in applying programme content include seven sub-categories: Preparation before clinical education, Midwifery care, The bridging role of midwifery educators, Clinical supervision, Use of evidence-based, respectful and culturally sensitive midwifery practice, independent midwifery practice and Being a role model. The findings indicate that while the BSc programme provides strong theoretical preparation, significant challenges persist in translating this into practice.</div></div><div><h3>Conclusions</h3><div>While the BSc midwifery programme theoretically prepares students to work competently and independently in midwifery practice, practical challenges hinder its implementation. Addressing these issues, such as improving clinical support, recruiting qualified midwifery educators and establishing a deployment strategy, can enhance midwives' ability to work independently in midwifery care, ultimately improving health outcomes for women, families and communities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104268"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014447","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 cultural adaptation study of nursing informatics competency scale","authors":"Elif Sarac ,&nbsp;Esra Yildiz","doi":"10.1016/j.nepr.2025.104271","DOIUrl":"10.1016/j.nepr.2025.104271","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study is to examine the factor structure, internal consistency reliability and responsiveness of an instrument related to the informatics competency of nurses.</div></div><div><h3>Background</h3><div>Informatics is a scientific discipline that needs to be integrated into nursing practice. There is no current and valid tool to measure the informatics competency of nurses in Turkey.</div></div><div><h3>Design</h3><div>This study has a methodological design.</div></div><div><h3>Methods</h3><div>The Self-Assessment of Nursing Informatics Competency Scale-18 was used to collect data. The original scale was translated into Turkish in a process of forward and back-translation. Data were collected in a setting of 190 respondents with a random subsample in a hospital. Internal reliability was tested using Cronbach’s alpha. The factor structure of the instrument was determined through exploratory factor analysis. Factorial invariance was tested in a multi-group confirmatory factor analysis.</div></div><div><h3>Results</h3><div>Exploratory analysis with varimax rotation extracted three factors comprising 18 items that explained 62.1 % of the variance: applied computer skills (α=.91), role (α=.67) and basic computer skills (α=.77).</div></div><div><h3>Conclusion</h3><div>The current version of the instrument is well grounded in the theoretical framework of informatics competence in nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104271"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030155","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":"Routines mediate educational solutions in clinical practice: A discussion paper on design-based research","authors":"Jettie Vreugdenhil ,&nbsp;Louti Broeksma ,&nbsp;Jos Dobber ,&nbsp;Rashmi A. Kusurkar","doi":"10.1016/j.nepr.2025.104279","DOIUrl":"10.1016/j.nepr.2025.104279","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to explore the appropriateness of using a design-based research approach in inducing change by exploring the research question: <em>How can implementing new learning tools in hospital practice lead to sustainable change?</em></div></div><div><h3>Background</h3><div>Although design-based research is conducted with the idea of bridging the theory/practice gap, we perceived a gap between design, enactment and sustainable change. We assume that context—particularly routines—plays a decisive role in this gap.</div></div><div><h3>Design</h3><div>Qualitative design-based educational research</div></div><div><h3>Methods</h3><div>Discussion of the design-based research approach based on a case study. The results of the case study are interpreted with a theoretical explanatory model.</div></div><div><h3>Results</h3><div>We explored theories about practice, routines and routine dynamics. The identified elements of routine dynamics could be related to our context, findings and experiences. From the case data, an eye-opening insight emerged. Context, especially the prevailing routines and new routines to be developed in this context, are significant constituents in all phases of design-based research. Furthermore, elements of routine dynamics can explain the variance in enactment and the difficulties involved in establishing a new educational routine in nursing clinical practice.</div></div><div><h3>Conclusion</h3><div>The inclusion of routine dynamics in the DBR research protocol is a necessary addition to ensure the successful design and implementation of a new educational tool in clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104279"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143275720","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":"Facilitating students’ critical thinking, metacognition and problem-solving tendencies in geriatric nursing class: A mixed-method study","authors":"Gwo-Jen Hwang ,&nbsp;Pei-Yu Cheng ,&nbsp;Ching-Yi Chang","doi":"10.1016/j.nepr.2025.104266","DOIUrl":"10.1016/j.nepr.2025.104266","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to explore the use of generative artificial intelligence (GenAI) in geriatric nursing classes for the design of older adult activities to educate students on how to pose clear questions, provide and identify potentially suitable daily activities for older adults.</div></div><div><h3>Background</h3><div>Researchers in various educational fields are increasingly employing GenAI tools such as ChatGPT for curriculum development and research. Question generation is an essential skill for all students to learn to acquire knowledge. However, there is limited experimental evidence on teaching students to correctly use GenAI for assisting with question generation ability and empirical data related to improving students' capacity for solving complex problems remains scarce.</div></div><div><h3>Design</h3><div>A mixed-method study design with both quantitative and qualitative analysis.</div></div><div><h3>Methods</h3><div>This study investigated the effectiveness of a GenAI-guided prompt-based learning approach implemented in a geriatric nursing class for first-year undergraduate students, involving a cohort of 56 participants.</div></div><div><h3>Results</h3><div>Experimental results indicated that the GenAI-guided prompt-based learning approach significantly enhanced students' critical thinking, metacognition and problem-solving tendencies and their question generation via prompts performance. Moreover, participants who engaged in the GenAI-guided prompt-based learning approach found the tasks easier to complete and required less cognitive effort.</div></div><div><h3>Conclusions</h3><div>Nursing students using the GenAI-guided prompt-based learning approach outperformed the control group in cognitive network analysis dimensions of clarity, relevance, complexity, precision and engagement. Thus, integrating GenAI prompts into course activities can effectively improve student learning outcomes, reduce metacognitive load and assist in solving learning problems.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104266"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014333","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":"Watch and learn your performance: The effect of self-assessment with video recording on nursing students' knowledge and skills of nasogastric catheter placement—A randomized controlled trial","authors":"Burak Yavuz ,&nbsp;Gamze Koç ,&nbsp;Hanım Duru Yüce Başaran ,&nbsp;Bahar Çiftçi","doi":"10.1016/j.nepr.2025.104251","DOIUrl":"10.1016/j.nepr.2025.104251","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion.</div></div><div><h3>Background</h3><div>Psychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched.</div></div><div><h3>Design</h3><div>Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267).</div></div><div><h3>Methods</h3><div>This study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students’ NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations.</div></div><div><h3>Results</h3><div>Both groups showed significant pre-to-post-test improvements in knowledge and skills (p &lt; 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p &lt; 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation.</div></div><div><h3>Conclusions</h3><div>Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104251"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014459","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":"Rethinking gamification for Chinese nursing students: A reflexive thematic analysis study","authors":"Simon To-keung Chan ,&nbsp;Graeme D. Smith","doi":"10.1016/j.nepr.2025.104291","DOIUrl":"10.1016/j.nepr.2025.104291","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to understand the factors contributing to the low engagement rate of Chinese students with Confucian heritage culture in online learning games to improve their learning experience and outcomes.</div></div><div><h3>Background</h3><div>Incorporating gamification into higher education has proven to be an effective teaching and learning strategy for enhancing students’ academic performance, boosting motivation and improving their retention of critical concepts. However, despite these benefits, Chinese nursing students have demonstrated low engagement with online learning games.</div></div><div><h3>Design</h3><div>This study employed reflexive thematic analysis, an appropriate method for exploring the online learning game experiences and uncovering the root causes of low engagement rates among Chinese nursing students.</div></div><div><h3>Methods</h3><div>The narrative data were collected through focus group interviews. Participants were invited by the snowballing strategy. The narrative data were coded, categorised, themed and vigorously interpreted. The researcher’s comments have been incorporated into the discussion to facilitate the co-construction of knowledge.</div></div><div><h3>Findings</h3><div>The study identified two themes contributing to the low engagement rate of Chinese nursing students in online learning games: learning approaches and knowledge acquisition. The findings underscore the need for cultural sensitivity when implementing gamification in lectures for Chinese students with a Confucian heritage culture.</div></div><div><h3>Conclusions</h3><div>This study's findings offer promising insights for nursing educators and academic managers considering integrating gamification into nursing programs, particularly for students with a Confucian heritage culture. Since Chinese students have different learning approaches and knowledge acquisition strategies, online learning games may not be the best teaching and learning strategy design.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104291"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379410","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":"Building nursing students’ professional identity through the ‘Design process’ methodology: A qualitative study","authors":"Lorena L. Tejero-Vidal ,&nbsp;Sara Pedregosa-Fauste ,&nbsp;Anna Majó-Rossell ,&nbsp;Fernando García-Díaz ,&nbsp;Laura Martínez-Rodríguez","doi":"10.1016/j.nepr.2025.104256","DOIUrl":"10.1016/j.nepr.2025.104256","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the elements of nursing identity recognized by nursing students in models developed through the ‘Design process’ methodology.</div></div><div><h3>Background</h3><div>The construction of nursing professional identity is a complex process involving identification, group belonging, partial assessments and social representations. Nursing identity is one of the most stereotyped and its formation during the nursing degree has a significant impact on professional development. Design can transform society and communicate a positive nursing identity. The ‘Design process’ connects conceptual content with real-world contexts, particularly with students’ future professional roles.</div></div><div><h3>Design</h3><div>A qualitative hermeneutic-interpretative phenomenological study was performed.</div></div><div><h3>Methods</h3><div>135 first-year nursing students developed 22 informative content documents, which design students used to create 22 models. Nursing students then analyzed the models and responded to an ad hoc questionnaire with open-ended questions.</div></div><div><h3>Results</h3><div>Two categories ‘nurse’ and ‘nursing’ were identified. Students identified the core competencies of the profession in the models and showed that nurses’ professional behavior encompasses other traits besides the stereotyped ones. Students perceived ‘Design process’ methodology was a valuable tool to raise awareness among the population about the nurses’ work.</div></div><div><h3>Conclusions</h3><div>Nurse training is crucial for building professional identity and improving social perceptions. Greater visibility and curricular programs that support identity development are needed. Collaborative work with disciplines like design enhances identity construction and disseminates nursing’s true image. The ‘Design Process’ fosters creativity, problem-solving and innovation in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104256"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142972860","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":"Active methodologies in teaching the nursing process: Scoping review","authors":"George Oliveira Silva ,&nbsp;Natália Del' Angelo Aredes ,&nbsp;Jessica Oliveira Cecilio ,&nbsp;Flavia Silva e Oliveira ,&nbsp;Agueda Maria Ruiz Zimmer Cavalcante ,&nbsp;Suzanne Hetzel Campbell","doi":"10.1016/j.nepr.2025.104274","DOIUrl":"10.1016/j.nepr.2025.104274","url":null,"abstract":"<div><h3>Aim</h3><div>To map the use of active methodologies in nursing education for teaching the nursing process.</div></div><div><h3>Background</h3><div>The nursing process is a systematic approach essential for clinical reasoning, guiding nursing diagnoses and care planning, execution and evaluation. Its teaching requires strategies that engage students in active learning to foster evidence-based practice.</div></div><div><h3>Design</h3><div>Scoping review performed according to the Joanna Briggs Institute Manual for Evidence Synthesis.</div></div><div><h3>Methods</h3><div>The review involved seven steps: defining review questions, establishing eligibility criteria, designing search strategies, screening and selecting evidence, extracting data, analyzing results and presenting findings. Searches were conducted in July 2023 and updated in February 2024 on the databases Cumulative Index to Nursing and Allied Health Literature, Latin American and Caribbean Literature on Health Sciences, Excerpta Medica dataBASE, Medical Literature Analysis and Retrieval System Online, Scopus, Web of Science and Google Scholar. The review targeted graduate and undergraduate nursing students (Population), the nursing process (Concept) and active teaching methodologies (Context), guided by the PCC framework.</div></div><div><h3>Results</h3><div>The 101 included studies present key active strategies such as clinical simulation, case-based learning, web-based learning, problem-based learning, concept mapping, virtual simulation, electronic record systems, clinical practice and laboratory activities. Nursing assessment was the most frequently taught step, followed by diagnosis, interventions, evaluation and outcomes.</div></div><div><h3>Conclusion</h3><div>Active methodologies consistently demonstrated positive impacts on critical competencies, fostering critical thinking, clinical reasoning and judgment. Integrating these strategies with traditional approaches in undergraduate nursing curricula enhances the application of theoretical knowledge in clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104274"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155849","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}