Journal of Professional Nursing最新文献

Addressing the nurse educator shortage: transitioning bedside nurses to clinical faculty by demystifying roles and responsibilities 解决护理教育工作者短缺：通过消除角色和职责的神秘性，将床边护士转变为临床教师

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-28 DOI: 10.1016/j.profnurs.2025.04.012

John R. Blakeman , Karen Baur , Sandra Nielsen , Janet LoVerde , Carrie Carls , Robin Cross

{"title":"Addressing the nurse educator shortage: transitioning bedside nurses to clinical faculty by demystifying roles and responsibilities","authors":"John R. Blakeman , Karen Baur , Sandra Nielsen , Janet LoVerde , Carrie Carls , Robin Cross","doi":"10.1016/j.profnurs.2025.04.012","DOIUrl":"10.1016/j.profnurs.2025.04.012","url":null,"abstract":"<div><div>There is a shortage of nurse educators in the United States; barriers exist to nurses taking on teaching roles, including a lack of confidence and familiarity with the role. This project was part of an academic-practice partnership between a large health system and a university in Illinois. Building on collaboration between the health system and university and after consulting the teaching-learning literature, a 3.5-hour educational course was developed with the intent of increasing bedside nurses' knowledge of, and confidence related to, the clinical faculty teaching role. These sessions were delivered in June 2023, October 2023, and March 2024, and 27 nurses participated. The course was well-received, and the participants reported that the educational content addressed misconceptions and inspired them to further explore clinical teaching roles. In this article, we describe the design and implementation of this course, including the collaborative approach that existed between the health system and university. We also provide lessons learned and resources for others to consider when developing and implementing similar sessions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 61-67"},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143887304","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}

引用次数: 0

Reimagining nursing education curriculum using a backward course design in an undergraduate fundamental nursing course 运用逆向课程设计再造本科护理基础课程

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-26 DOI: 10.1016/j.profnurs.2025.04.010

Tanya Naguszewski, Pamela Dunagan, Quetina Howell, Kathleen A. Morales

{"title":"Reimagining nursing education curriculum using a backward course design in an undergraduate fundamental nursing course","authors":"Tanya Naguszewski, Pamela Dunagan, Quetina Howell, Kathleen A. Morales","doi":"10.1016/j.profnurs.2025.04.010","DOIUrl":"10.1016/j.profnurs.2025.04.010","url":null,"abstract":"<div><h3>Background</h3><div>The American Association of Colleges of Nursing (AACN) introduced the <em>Essentials</em> to address the education-to-practice gap and produce competent nurses. Competency-based education requires students to meet progression indicators, demonstrating competency attainment. Wiggins and McTighe's (2005) three-stage learning-centered approach enables nurse educators to create outcome-based learning experiences.</div></div><div><h3>Purpose and significance</h3><div>The purpose of this article is to apply the backward course design to the AACN (2021b) quality and safety competencies and provide an example for implementation in a proposed undergraduate fundamental nursing course.</div></div><div><h3>Results</h3><div>An iterative process was followed using backward course design aligning with competency-based education. The AACN's <em>Essentials</em> competencies provided the <em>learning outcomes</em> in the first stage. In the second stage, <em>assessments</em> of students' competence in knowledge, skills, and attitudes related to the learning outcomes were developed. In the final stage, <em>learning activities</em> were developed to ensure student success in the aligned assessments.</div></div><div><h3>Recommendations</h3><div>Outcomes, including progression indicators, for assessment of competency attainment must be identified throughout the curriculum. Methods to assess and track students' competency, leveled across the curriculum, must also be developed along with aligned learning activities. Faculty must keep a clear understanding of the steps involved in the backward course design and consider developing a formalized process for students who are not able to progress.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 68-72"},"PeriodicalIF":2.8,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891332","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}

引用次数: 0

Artificial intelligence-based technology in communication training in nursing education: A scoping review 基于人工智能的护理教育沟通培训技术：范围综述

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-24 DOI: 10.1016/j.profnurs.2025.04.011

Joanna Wing Yan Yeung , Ken Hok Man Ho , Jasmine Cheung , Jenny Tsun Yee Tsang , Daphne Ka Yan Chong

{"title":"Artificial intelligence-based technology in communication training in nursing education: A scoping review","authors":"Joanna Wing Yan Yeung , Ken Hok Man Ho , Jasmine Cheung , Jenny Tsun Yee Tsang , Daphne Ka Yan Chong","doi":"10.1016/j.profnurs.2025.04.011","DOIUrl":"10.1016/j.profnurs.2025.04.011","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence (AI) with advanced natural language processing capabilities holds significant promise for navigating the complexities of digital communication by providing personalized and interactive communication training. Communication skills are crucial in nursing education. However, there is a lack of comprehensive information about its use in nursing education.</div></div><div><h3>Objective</h3><div>This scoping review aims to map and synthesize the literature on the applications and experiences relating to learning and teaching nursing communication skills using AI.</div></div><div><h3>Methods</h3><div>Searches were conducted across five databases, to identify relevant papers published between January 2003 to June 2023. PAGER framework was employed to collate, summarize, and report the results.</div></div><div><h3>Results</h3><div>Four articles were included in this review. Students had mixed learning experiences, while teaching experiences were minimally reported. Learning outcomes included self-efficacy, communication skills and knowledge, and learning attitude. Barriers included cultural and social barriers, technical problems, and logistical challenges. Nevertheless, AI-based communication training offers instant feedback, professional guidance, and psychological safety.</div></div><div><h3>Conclusions</h3><div>This scoping review summarized the application of AI in communication training in nursing education. Positive and negative learning experiences were reported, but teaching experiences were underreported and learning outcomes were inconclusive. More robust studies involving all stakeholders, including IT developers and teachers, are recommended.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 40-50"},"PeriodicalIF":2.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143876583","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}

引用次数: 0

Comparing perceptions of marginality in urban and rural midwestern universities' healthcare programs 比较中西部城市和农村大学医疗保健计划的边缘化观念

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-17 DOI: 10.1016/j.profnurs.2025.04.009

Sarah J. Jennings , D. Martin Raymond , Anne Stein , Meriam Caboral-Stevens , Katherine Menard , Melissa Copenhaver , Deanna Kowaleski , Casey Hopper , Michael Williams

{"title":"Comparing perceptions of marginality in urban and rural midwestern universities' healthcare programs","authors":"Sarah J. Jennings , D. Martin Raymond , Anne Stein , Meriam Caboral-Stevens , Katherine Menard , Melissa Copenhaver , Deanna Kowaleski , Casey Hopper , Michael Williams","doi":"10.1016/j.profnurs.2025.04.009","DOIUrl":"10.1016/j.profnurs.2025.04.009","url":null,"abstract":"<div><h3>Background</h3><div>Schools are expected to be sites for academic and social preparations, yet they are also a place where marginalization is found. Marginalization affects academic and work performance and sense of belongingness, impacting individual success and retention, in a time when the shortage of healthcare workers is a national concern. There is evidence, albeit very limited, on marginality in higher education.</div></div><div><h3>Purpose</h3><div>The purpose of the study was to explore perceptions of marginality between rural and urban universities, roles within the university, and health profession programs.</div></div><div><h3>Method</h3><div>A cross-sectional, descriptive quantitative design. Surveys were distributed to faculty, staff, and students in health professions programs from one rural and one urban university. The Englund Marginality Index measure marginality among health professional students, faculty, and staff.</div></div><div><h3>Results</h3><div>Greater racial and ethnic diversity at the urban university and also higher perceived marginalization scores. Also, faculty at the urban university had a statistically higher score in the Power subscale as compared to students. No significant differences were identified between health profession programs.</div></div><div><h3>Conclusion</h3><div>An increase in diversity on a college campus did not indicate a decrease in perceptions of marginalization in this study. Additional interventions aimed at removing barriers and narrowing gaps in support for marginalized individuals may improve the overall sense of belonging and optimize success of faculty, students, and administrative staff.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 51-60"},"PeriodicalIF":2.8,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879423","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}

引用次数: 0

Navigating the path less taken: Exploring the experiences and challenges of undergraduate male nursing students in Oman 导航少走的路：探索阿曼本科男护理学生的经历和挑战

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-15 DOI: 10.1016/j.profnurs.2025.04.008

Yousuf Hardan, Aziza Al Sawafi, Suha Al Abri, Intisar Al Mawaali, Warda S. Al Siyabi

{"title":"Navigating the path less taken: Exploring the experiences and challenges of undergraduate male nursing students in Oman","authors":"Yousuf Hardan, Aziza Al Sawafi, Suha Al Abri, Intisar Al Mawaali, Warda S. Al Siyabi","doi":"10.1016/j.profnurs.2025.04.008","DOIUrl":"10.1016/j.profnurs.2025.04.008","url":null,"abstract":"<div><h3>Background</h3><div>Male nurses are a minority in the nursing profession and often face significant challenges, including stereotypes and gender discrimination, within their educational and clinical environments. Although global research on male nursing students' experiences is growing, limited information is available from Oman. Understanding these experiences is crucial for supporting male students and promoting a sustainable nursing workforce.</div></div><div><h3>Aim</h3><div>To explore the experiences and challenges encountered by male undergraduate nursing students in Oman.</div></div><div><h3>Methods</h3><div>A qualitative descriptive design was employed. Fourteen male nursing students from different cohorts at a college of nursing in Oman were recruited through purposive sampling. Data were collected through semi-structured interviews, audio-recorded, and analyzed using framework analysis.</div></div><div><h3>Results</h3><div>Four key themes emerged: “Why nursing”, “From doubt to empowerment: male students' journey toward a rewarding nursing career”, “Beyond bias: male nursing students' struggles” and “How can you help us?”. These themes reveal the complex interplay between motivation, societal stigma, personal development, and structural challenges faced by male nursing students in Oman.</div></div><div><h3>Conclusions</h3><div>The findings highlight the need to address gender-based challenges in nursing education and practice. Nursing educators, administrators, and policymakers must implement targeted strategies to support male students, foster inclusivity, and promote gender diversity within the healthcare workforce.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 1-9"},"PeriodicalIF":2.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833217","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}

引用次数: 0

The role of co-teaching in strengthening nursing education amidst a global shortage 在全球短缺的情况下，联合教学在加强护理教育中的作用

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-12 DOI: 10.1016/j.profnurs.2025.04.007

Noriel P. Calaguas PhD, MSHSA, RN, ACRN

{"title":"The role of co-teaching in strengthening nursing education amidst a global shortage","authors":"Noriel P. Calaguas PhD, MSHSA, RN, ACRN","doi":"10.1016/j.profnurs.2025.04.007","DOIUrl":"10.1016/j.profnurs.2025.04.007","url":null,"abstract":"<div><div>The global shortage of nurses is compounded by a concurrent deficit of qualified nurse educators, limiting the capacity of academic programs to prepare future nurses. While not a direct solution to faculty shortages, co-teaching offers a structured and supportive strategy for easing the transition of experienced clinicians into academic roles. This article explores the use of co-teaching in nursing education as a professional development and mentoring framework that can enhance teaching quality and support novice educators. Co-teaching involves two or more educators collaboratively planning, delivering, and assessing instruction, with applications across a variety of learning settings. This article examines five established models of co-teaching: One Teach, One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching. It discusses how these models can foster instructional confidence, build mentoring relationships, and improve student engagement. Practical considerations for implementation include structured planning, clear role definitions, faculty development opportunities, and administrative support. Common barriers, such as workload imbalances, inconsistent assessment practices, and logistical limitations, are also addressed. Co-teaching is presented as a promising tool to strengthen faculty capacity, enhance onboarding of novice educators, and support sustainable workforce development in nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 27-32"},"PeriodicalIF":2.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842738","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}

引用次数: 0

Development of an innovative Doctor of Nursing Practice (DNP) project dissemination package at a public university in North Carolina 北卡罗莱纳州一所公立大学创新护理实践博士（DNP）项目传播包的开发

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-12 DOI: 10.1016/j.profnurs.2025.04.002

Sara Hubbell DNP, APRN, PMHNP-BC, FNP-C, Susan Young PhD, RN, PHNA-BC, Amanda Culp-Roche PhD, APRN, FNP-C, PMHNP-C, Lecia Reardon DNP, RN, FNP-BC, CNE, Stephanie Duea PhD, RN, Erin Wax DNP, RN, FNP-BC, Coleen O'Brien DNP, CPNP-AC/PC, Shannon Ford PhD, RN, CPNP-PC, CNE, Crystal Dodson PhD, RN, MSN, CNE, Lorie Sigmon PhD, DNP, APRN, FNAP, Diane Parker DNP, APRN, FNP-BC

{"title":"Development of an innovative Doctor of Nursing Practice (DNP) project dissemination package at a public university in North Carolina","authors":"Sara Hubbell DNP, APRN, PMHNP-BC, FNP-C, Susan Young PhD, RN, PHNA-BC, Amanda Culp-Roche PhD, APRN, FNP-C, PMHNP-C, Lecia Reardon DNP, RN, FNP-BC, CNE, Stephanie Duea PhD, RN, Erin Wax DNP, RN, FNP-BC, Coleen O'Brien DNP, CPNP-AC/PC, Shannon Ford PhD, RN, CPNP-PC, CNE, Crystal Dodson PhD, RN, MSN, CNE, Lorie Sigmon PhD, DNP, APRN, FNAP, Diane Parker DNP, APRN, FNP-BC","doi":"10.1016/j.profnurs.2025.04.002","DOIUrl":"10.1016/j.profnurs.2025.04.002","url":null,"abstract":"<div><h3>Background</h3><div>Doctor of Nursing Practice (DNP) students acquire the ability to translate knowledge into tangible, real-world solutions through their DNP projects. Flexibility in DNP project requirements has resulted in significant variation across programs.</div></div><div><h3>Problem</h3><div>Due to its expansive growth at one public university, a DNP Project Task Force was formed to re-envision the existing DNP Project structure and products.</div></div><div><h3>Approach</h3><div>The Task Force used the Johns Hopkins Evidence-Based Practice Model (4th ed.) as a framework to design a 3-semester-3-course series with one faculty member leading each DNP Project group of six students throughout project development, implementation, and evaluation.</div></div><div><h3>Outcomes</h3><div>The DNP Project Dissemination Package includes an abstract, an executive summary, and a conference-style poster that meet program/university requirements and that are appropriate for future professional presentation and/or publication.</div></div><div><h3>Limitations</h3><div>Though scalable and adaptable for widespread implementation, factors such as university-based requirements and faculty workload assignment may impact broader adoption of the Dissemination Package.</div></div><div><h3>Discussion</h3><div>The DNP Project Dissemination Package empowers DNP graduates to serve as change agents, share their impactful work and showcase the extent to which DNP projects can be timely and widely disseminated to ensure translation of evidence into practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842816","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}

引用次数: 0

Humanization and empathy in undergraduate nursing students: a cross-sectional study 护理本科生的人性化与共情：一项横断面研究

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-11 DOI: 10.1016/j.profnurs.2025.04.005

Elena Sutil-Rodríguez , Cristina Liébana-Presa , Cristian Martín-Vázquez , Lucía Ortega-Donaire , David Bermejo-Martínez , Elena Fernández-Martínez

{"title":"Humanization and empathy in undergraduate nursing students: a cross-sectional study","authors":"Elena Sutil-Rodríguez , Cristina Liébana-Presa , Cristian Martín-Vázquez , Lucía Ortega-Donaire , David Bermejo-Martínez , Elena Fernández-Martínez","doi":"10.1016/j.profnurs.2025.04.005","DOIUrl":"10.1016/j.profnurs.2025.04.005","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is a critical component of providing humanized care. However, its incorporation into the training of future nurses is currently limited.</div></div><div><h3>Aim</h3><div>To examine the relationship between empathy and humanization in nursing students and analyze their association with sociodemographic factors, clinical practice starts year and completed internship periods.</div></div><div><h3>Methods</h3><div>A cross-sectional, multicenter correlational study was conducted with 369 nursing students with clinical experience. Data collection took place from October 2023 to February 2024. The study utilized the Strengthening the Reporting of Observational Studies in Epidemiology checklist and employed the Healthcare Professional Humanization Scale and the Jefferson Empathy Scale for Health Professionals. Data were analyzed using statistical software package 28.0.</div></div><div><h3>Results</h3><div>Results showed low empathy scores with no significant sex differences. Compassionate care and the ability to empathize decreased with more clinical experience. Humanization values were low to medium and unaffected by sociodemographic factors. A positive correlation was found between empathy and humanization, with students in the high humanization group showing higher empathy and cognitive empathy.</div></div><div><h3>Conclusion</h3><div>Empathy exerts a positive influence on the humanization process. As the amount of clinical experience increases, the level of empathy tends to decline. Developing interventions that foster the growth of emotional competencies in students will allow for quality and more humanized healthcare.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"59 ","pages":"Pages 20-26"},"PeriodicalIF":2.8,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143842818","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}

引用次数: 0

Advancing pre-licensure nursing competency for social determinants of health 为健康的社会决定因素推进执照前护理能力

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-10 DOI: 10.1016/j.profnurs.2025.04.006

Autherine Abiri , Lalita Kaligotla , Jasmine Irish , Rebekah Chance-Revels , Quyen Phan , Roxana Chicas , Jill Hamilton , Elizabeth Downes , Carrie McDermott

引用次数: 0

Negative experiences of undergraduate nursing students in simulation training: A meta-synthesis of qualitative studies 本科护生在模拟训练中的负面体验：质性研究的综合

IF 2.8 3区医学

Journal of Professional Nursing Pub Date : 2025-04-09 DOI: 10.1016/j.profnurs.2025.04.004

Di Qian , Ying Wu , Yawen Li , Luotong Wang , Yunfeng Li

{"title":"Negative experiences of undergraduate nursing students in simulation training: A meta-synthesis of qualitative studies","authors":"Di Qian , Ying Wu , Yawen Li , Luotong Wang , Yunfeng Li","doi":"10.1016/j.profnurs.2025.04.004","DOIUrl":"10.1016/j.profnurs.2025.04.004","url":null,"abstract":"<div><h3>Background</h3><div>Currently, simulation training programs are widely used in the teaching of undergraduate nursing students. Studies has focused more on the positive experiences of learners and less on the negative experiences, which hinders the improvement and upgrading of nursing simulation training programs.</div></div><div><h3>Purpose</h3><div>To systematically synthesize qualitative data on the negative experiences of undergraduate nursing students in simulation training.</div></div><div><h3>Design</h3><div>We conducted a meta-synthesis of qualitative studies. Data sources included PubMed, Web of Science, Embase, CINAHL, CNKI, Wanfang, VIP and CBM.</div></div><div><h3>Methods</h3><div>The review follows the PRISMA guidelines. Qualitative studies focusing on undergraduate nursing students' negative experiences in simulation training were included. Joanna Briggs Institute tools and approaches were used for methodology quality evaluation, data extraction and findings synthesis.</div></div><div><h3>Results</h3><div>A total of 13 articles were included in this study, and 39 findings were integrated into six categories and three themes: stress and emotional problems, inadequate immersion, and limited learning effect. The categories are as follows: stress issues, negative emotions, lack of realism, device usage issues, limited immediate learning outcomes, and limited simulation training opportunities.</div></div><div><h3>Conclusions</h3><div>This study integrated the negative experiences of undergraduate nursing students in simulation training. This meta-synthesis can serve as a reference to assist in the management of negative experiences encountered by undergraduate nursing students during simulation training. Furthermore, it can promote the development and implementation of simulation training programs within the context of nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 147-156"},"PeriodicalIF":2.8,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143828195","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}

引用次数: 0