Journal of Professional Nursing最新文献_第2页

Crafting veteran to baccalaureate nursing programs 将退伍军人培养成护理学士学位

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-02-06 DOI: 10.1016/j.profnurs.2026.02.003

Deborah L. Sikes , Melinda Mitchell Jones , Myrna L. Armstrong

{"title":"Crafting veteran to baccalaureate nursing programs","authors":"Deborah L. Sikes , Melinda Mitchell Jones , Myrna L. Armstrong","doi":"10.1016/j.profnurs.2026.02.003","DOIUrl":"10.1016/j.profnurs.2026.02.003","url":null,"abstract":"<div><div>Upon leaving the military, veteran health care personnel have difficulty finding commensurate civilian employment, yet their military transcripts document a strong record of health care education and experience. Vigorous Veterans' Bachelor of Science in Nursing (VBSN) programs can provide military personnel with opportunities to become registered nurses. This article describes the incremental planning, curriculum design, prior-learning evaluation option implementation, and student veteran results from one VBSN program with a ten-year history of successful, sustainable delivery. Formation of a multidisciplinary team that possesses ingenuity, knowledge of military culture, and persistence are important for program development. Over 170 veterans have already graduated from this Texas university, with their National Council Licensure Examination (NCLEX) first time pass rates results at 90%, with retakes of 99%. Gender, racial, and ethnic diversity of these graduates exceeds national averages. Information about this VBSN program provides further evidence of effective strategies used to promote development of new veteran-specific programs regarding recruitment, retention, and graduation.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 112-115"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189091","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 ethical challenges in global health clinical settings: A collaborative approach between nursing students, faculty, and preceptors 导航伦理挑战在全球健康临床设置：护理学生，教师和导师之间的合作方式

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2025-12-12 DOI: 10.1016/j.profnurs.2025.12.001

Iris Mujica , Heather Cross , Louela Manankil-Rankin , Lyndsay Howitt , Deborah Davidson

{"title":"Navigating ethical challenges in global health clinical settings: A collaborative approach between nursing students, faculty, and preceptors","authors":"Iris Mujica , Heather Cross , Louela Manankil-Rankin , Lyndsay Howitt , Deborah Davidson","doi":"10.1016/j.profnurs.2025.12.001","DOIUrl":"10.1016/j.profnurs.2025.12.001","url":null,"abstract":"<div><h3>Background</h3><div>Ethical challenges encountered in global health settings during clinical placements shape nursing students' moral development and professional integrity.</div></div><div><h3>Purpose</h3><div>This study aimed to explore how 4th-year baccalaureate nursing students and recent nursing graduates navigate ethical challenges in resource-limited global health settings, from the perspectives of students, faculty members, and preceptors.</div></div><div><h3>Design</h3><div>This qualitative study utilized Sally Thorne's interpretive description methodology to generate knowledge that could inform teaching practices within a Canadian School of Nursing.</div></div><div><h3>Methods</h3><div>Purposive sampling and one-on-one semi-structured interviews were carried out with 17 participants including 4th-year nursing students and recent nursing graduates who completed clinical placements in resource-limited international settings, faculty members who taught them, and clinical preceptors who supervised their clinical rotations. Data analysis followed a constant comparative and iterative approach.</div></div><div><h3>Findings</h3><div>The proposed Relational Interplay model illustrates participants' experiences, and emphasizes the interdependent roles of students, preceptors, and faculty in navigating ethical challenges. Four key themes emerged: grappling with cognitive dissonance, engaging in an internal process, undergoing personal transformation, and deepening relational practice.</div></div><div><h3>Conclusions</h3><div>Findings from this study may inform the development of global health nursing practicum curricula and provide valuable insights for faculty, preceptors, and students involved in global health nursing experiences.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 48-57"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978974","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

Validity and reliability testing of a competency-based assessment instrument for nurse practitioner students 护生能力评估工具的效度与信度检验

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-01-23 DOI: 10.1016/j.profnurs.2026.01.004

Katie L. McDermott PhD, MEHP, RN, CPNP-AC , Ke Yan PhD , Melodee A. Liegl MA , Dora L. Clayton-Jones PhD, RN, CPNP-PC, FAAN , Amy R. Newman PhD, RN, CPNP-PC , Christine A. Schindler PhD, DNP, RN, CPNP-AC/PC , Kristina Thomas Dreifuerst PhD, RN, FAAN

{"title":"Validity and reliability testing of a competency-based assessment instrument for nurse practitioner students","authors":"Katie L. McDermott PhD, MEHP, RN, CPNP-AC , Ke Yan PhD , Melodee A. Liegl MA , Dora L. Clayton-Jones PhD, RN, CPNP-PC, FAAN , Amy R. Newman PhD, RN, CPNP-PC , Christine A. Schindler PhD, DNP, RN, CPNP-AC/PC , Kristina Thomas Dreifuerst PhD, RN, FAAN","doi":"10.1016/j.profnurs.2026.01.004","DOIUrl":"10.1016/j.profnurs.2026.01.004","url":null,"abstract":"<div><h3>Background</h3><div>Nursing education is in the process of transition to competency-based education (CBE) for both prelicensure and graduate students. Competency-based assessment is one of the biggest challenges facing CBE implementation as there are few rigorous instruments available.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to modify the Creighton Competency Evaluation Instrument (CCEI) for use with nurse practitioner (NP) students and to evaluate the validity and reliability of the CCEI-NP.</div></div><div><h3>Methods</h3><div>Surveys were used to conduct the content and construct validity testing of the CCEI-NP. Content validity testing evaluated whether each CCEI-NP item was essential to be included, reflective of the category in which it was included, and easy to understand. Further validity testing evaluated representativeness by determining the alignment between each CCEI-NP items' ability to assess the AACN (2023) Essentials' competencies. Interrater reliability was evaluated as part of CCEI-NP instrument training completed by clinical preceptors.</div></div><div><h3>Results</h3><div>The CCEI-NP demonstrated strong validity and reliability evidence. The CCEI-NP instrument was determined to be able to assess 76% (or 34 of the 45) of the AACN Essentials competencies.</div></div><div><h3>Conclusions</h3><div>An instrument like the CCEI-NP, firmly established in the Essentials competencies and supporting the core principles of competency-based assessment, is important for consistent evaluation of NP students across specialties. Further testing to establish additional psychometric rigor is warranted.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 90-98"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189005","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

Utilization and impact of simulation-based education in prelicensure nurse education; an integrative review 模拟教育在护士岗前教育中的应用及影响综合综述

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2025-12-22 DOI: 10.1016/j.profnurs.2025.12.006

Robyn Cant , Colleen Ryan

{"title":"Utilization and impact of simulation-based education in prelicensure nurse education; an integrative review","authors":"Robyn Cant , Colleen Ryan","doi":"10.1016/j.profnurs.2025.12.006","DOIUrl":"10.1016/j.profnurs.2025.12.006","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education has gained momentum as a teaching technique in prelicensure nurse education programs but actual utilization and evidence of learning impact require further examination.</div></div><div><h3>Aim</h3><div>To review contemporary research literature to describe the use and effectiveness of simulation-based education for prelicensure nursing students.</div></div><div><h3>Method</h3><div>An integrative review of literature was conducted. A search was made in four major healthcare databases using MeSH terminology and keywords for relevant contemporary English language nursing simulation studies during the decade 2016–2025. Thirty-four studies were included: 20 primary studies that report first-hand data and 14 literature reviews.</div></div><div><h3>Results</h3><div>Primary research emanating in 11 countries suggests widespread simulation utilization. Clinical nursing knowledge and skills performance were the main learning objectives. Simulation modalities included high fidelity, medium and low fidelity with most simulations conducted face-to-face in a simulation laboratory or classroom. Outcome assessments included surveys and measured competencies. The studies consistently confirmed positive impacts of nursing student simulation education experiences. Many of the 34 studies presented robust evidence of intervention effects.</div></div><div><h3>Conclusion</h3><div>All levels of simulation fidelity (high, medium, low) are confirmed as beneficial for learning. Future longitudinal research should examine knowledge retention and determine the transfer of competencies into nursing practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 6-17"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145886404","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

Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education 解锁能力，培养联系：适应研究生护理教育的密室逃生

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2025-12-22 DOI: 10.1016/j.profnurs.2025.12.005

Holly Stith , Andrew Makowski , Julie Perry

{"title":"Unlocking competence, cultivating connections: Adapting escape rooms for graduate nursing education","authors":"Holly Stith , Andrew Makowski , Julie Perry","doi":"10.1016/j.profnurs.2025.12.005","DOIUrl":"10.1016/j.profnurs.2025.12.005","url":null,"abstract":"<div><div>Many graduate nursing programs are increasingly adopting hybrid learning models, challenging educators to deliver hands-on, competency-based experiences with limited face-to-face instruction. This article presents an innovative approach using educational escape rooms to enhance engagement, clinical reasoning, and collaboration among psychiatric mental health nurse practitioner (PMHNP) students. A pilot escape room activity was implemented at the University of Kentucky, simulating a diagnostic reasoning scenario focused on differentiating between unipolar and bipolar depression. This activity intended to assess critical thinking, teamwork, and communication skills that align with the AACN Essentials. Post-activity student surveys, debriefings, and faculty observations using the Jefferson Teamwork Observation Guide showed positive outcomes in diagnostic confidence, peer connection, and real-world applicability. While most students found the experience engaging and educational, feedback suggested areas of improvement for future iterations including smaller groups and differentiating content by experience level. This activity supports the notion that escape rooms are a valuable, low-stakes experiential learning strategy to reinforce clinical competencies and build community in graduate nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 41-47"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978975","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

Engaging clinical partners using nominal group technique 使用名义小组技术吸引临床合作伙伴

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.profnurs.2026.02.007

Bev Wilgenbusch, Sara Arter, Katy E. Gilb, Kaneesha Ogle, Britt S. Cole

{"title":"Engaging clinical partners using nominal group technique","authors":"Bev Wilgenbusch, Sara Arter, Katy E. Gilb, Kaneesha Ogle, Britt S. Cole","doi":"10.1016/j.profnurs.2026.02.007","DOIUrl":"10.1016/j.profnurs.2026.02.007","url":null,"abstract":"<div><h3>Background</h3><div>In alignment with evolving accreditation standards, nursing education is shifting toward competency-based models that require students to demonstrate essential clinical competencies prior to graduation.</div></div><div><h3>Purpose</h3><div>Recognizing the critical role of clinical partners in shaping practice readiness, this project employed the Nominal Group Technique (NGT) to engage clinical stakeholders in identifying and prioritizing key competencies for undergraduate nursing students.</div></div><div><h3>Methods</h3><div>Two virtual NGT sessions were conducted with nine participants representing eight healthcare organizations across diverse practice settings.</div></div><div><h3>Results</h3><div>Participants reached consensus (greater than 70% agreement) on 87 sub-competencies derived from the American Association of Colleges of Nursing (AACN) Essentials, with the greatest emphasis placed on Domain 2: Person-Centered Care and Domain 9: Professionalism. These findings highlight clinical partners' expectations for students to exhibit ethical, professional behaviors alongside individualized, safe patient care.</div></div><div><h3>Conclusion</h3><div>The NGT method proved effective in promoting inclusive participation, structured discussion, and consensus-building within a limited timeframe. This approach offers a replicable model for nursing programs seeking to strengthen academic-practice collaboration and align curricula with real-world expectations. Limitations included uneven representation across clinical settings and constrained opportunities for in-depth discussion. Future work should explore segmented NGT sessions by specialty to ensure broader input across all spheres of care.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 108-111"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189001","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

Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions 本科护生学业倦怠：一个概念分析，为未来的研究和干预提供信息

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2025-12-17 DOI: 10.1016/j.profnurs.2025.12.004

Ebtesam Alzahrani , Monirah Albloushi

{"title":"Undergraduate nursing students' academic burnout: A concept analysis to inform future research and interventions","authors":"Ebtesam Alzahrani , Monirah Albloushi","doi":"10.1016/j.profnurs.2025.12.004","DOIUrl":"10.1016/j.profnurs.2025.12.004","url":null,"abstract":"<div><h3>Background</h3><div>Academic burnout in undergraduate nursing students is well documented, but limited studies have explored its causes and consequences.</div></div><div><h3>Aim</h3><div>This paper aims to define the attributes, antecedents, and consequences of academic burnout among undergraduate nursing students.</div></div><div><h3>Method</h3><div>This study used Walker and Avant's eight-step concept analysis method. A literature search for articles published from January 2020 to September 2024 was conducted using keyword combinations in PubMed, Scopus, CINAHL, and Google Scholar. Of the 2800 articles found in the initial screening, 125 met inclusion criteria and 25 were included in the study.</div></div><div><h3>Result</h3><div>Of these 25 studies, 19 were empirical studies (14 quantitative, 2 qualitative, and 3 systematic reviews), and six provided theoretical or measurement foundations for academic burnout. The analysis identified emotional exhaustion, low self-concept, low engagement, fatigue, loss of motivation, irritability, and cynicism as attributes. The consequences were high absenteeism rate, low motivation, low academic performance and satisfaction, and dropping out. The antecedents were internal factors such as stress, depression, and personality, and external factors such as lack of family presence and social support, having a child, and financial issues.</div></div><div><h3>Conclusion</h3><div>This analysis defines academic burnout among undergraduate nursing students to ensure consistent evaluation and focused interventions within nursing education.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 58-63"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146023329","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

Socialization into the world of academia: Mentoring experiences of nursing faculty seeking tenure 社会化进入学术界：护理教师寻求终身职位的指导经验

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.profnurs.2026.01.006

Wei Liu

{"title":"Socialization into the world of academia: Mentoring experiences of nursing faculty seeking tenure","authors":"Wei Liu","doi":"10.1016/j.profnurs.2026.01.006","DOIUrl":"10.1016/j.profnurs.2026.01.006","url":null,"abstract":"<div><h3>Background</h3><div>Mentoring is advocated as a strategy to facilitate career development of nursing faculty. Faculty development needs vary based on their academic track. Little is known about the mentoring experiences of faculty seeking tenure in nursing academia.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to explore mentoring as experienced by nursing faculty in their pursuit of academic tenure.</div></div><div><h3>Methods</h3><div>Qualitative interpretative phenomenology was the research design of the study. Semi-structured interviews were conducted with 16 faculty who had experienced mentoring while holding a full-time tenure-track position. The faculty participants came from 15 academic institutions across all four geographic regions of the United Sates. Interpretive phenomenological analysis was followed to construct the meaning of mentoring experiences of nursing faculty seeking tenure.</div></div><div><h3>Results</h3><div>Four major themes were interpreted as follows: 1) Faculty onboarding: craving for mentorship; 2) navigating challenges: socialization into the world of academia; 3) significance of mentoring relationship: making or breaking a career; 4) looking forward: not eating their young.</div></div><div><h3>Conclusions</h3><div>Despite various mentoring approaches, faculty have unmet needs striving for tenure, in particular the need for supporting scholarly activities while maintaining their teaching, service, and practice responsibilities. This calls for structured mentoring programs to foster tenure-track faculty socialization into academia and demystify the process of seeking tenure.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 73-81"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189002","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 cost of quiet: Why nursing must reclaim its voice 安静的代价：为什么护理必须重获话语权。

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-02-05 DOI: 10.1016/j.profnurs.2026.02.002

Raymond Zakhari

引用次数: 0

The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review 护理本科学生使用概念图影响教育经验的认知：一项系统回顾

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.profnurs.2026.02.008

Muhammad K.I.E.B. Mohamad Azmi PhD, BN, MSc (e.g. PhD, BN) , Aisling Smyth PhD, BN, MSc , Naomi Keith BN (Hons)

{"title":"The perceptions of undergraduate nursing students using concept maps to influence educational experiences: A systematic review","authors":"Muhammad K.I.E.B. Mohamad Azmi PhD, BN, MSc (e.g. PhD, BN) , Aisling Smyth PhD, BN, MSc , Naomi Keith BN (Hons)","doi":"10.1016/j.profnurs.2026.02.008","DOIUrl":"10.1016/j.profnurs.2026.02.008","url":null,"abstract":"<div><h3>Background</h3><div>The transformation of nursing education to support critical thinking and clinical readiness has increased the reliance on pedagogical tools. Educational tools such as concept maps have emerged as such strategies. However, with the learning environment becoming more hybrid, digital and student-centred, no existing nursing review synthesises the understanding of undergraduate nursing students' experiences learning using concept maps.</div></div><div><h3>Objectives</h3><div>This review aims to synthesise qualitative evidence on the educational experiences of undergraduate nursing using concept maps.</div></div><div><h3>Methods</h3><div>Following the 2020 guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses, five databases were searched for studies published between 2011 and 2024. Study quality was assessed using the JBI Critical Appraisal Tool.</div></div><div><h3>Results</h3><div>Ten studies met the inclusion criteria. Three themes emerged: (i) learning styles that shaped engagement with concept maps, (ii) promotion of metacognition practices such as peer feedback, and (iii) challenges and limitations, which include time constraints, unfamiliarity with concept maps use and inconsistencies in instructional support.</div></div><div><h3>Conclusion</h3><div>Concept maps can enhance undergraduate nursing education experiences when aligned with students' learning preferences and supported by structured support. Future research should explore integrating concept maps with current digital tools and applicable subjects across nursing curricula.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"63 ","pages":"Pages 116-127"},"PeriodicalIF":2.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146189090","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