Journal of Professional Nursing最新文献_第4页

Understanding the barriers to reporting bullying among nursing students in clinical settings: A systematic review 了解护理学生在临床环境中报告欺凌的障碍：一项系统综述

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-22 DOI: 10.1016/j.profnurs.2025.11.007

Mohammed Qutishat , Majdi Alhadidi , Eilean Rathinasamy Lazarus , Al-Azhar Sulaiman Alghunaimi

{"title":"Understanding the barriers to reporting bullying among nursing students in clinical settings: A systematic review","authors":"Mohammed Qutishat , Majdi Alhadidi , Eilean Rathinasamy Lazarus , Al-Azhar Sulaiman Alghunaimi","doi":"10.1016/j.profnurs.2025.11.007","DOIUrl":"10.1016/j.profnurs.2025.11.007","url":null,"abstract":"<div><h3>Background</h3><div>Workplace bullying in clinical settings undermines nursing students' learning, mental health, and professional development, posing significant challenges to nursing education and patient safety. Despite its high prevalence, underreporting due to systemic and cultural barriers hampers efforts to address the issue effectively.</div></div><div><h3>Objectives</h3><div>This scoping review aims to identify and explore the barriers preventing nursing students from reporting bullying and to discuss the implications to decrease bullying and enhance the reporting process in nursing education and clinical practice.</div></div><div><h3>Methodology</h3><div>Following the Arksey and O'Malley framework and PRISMA guidelines, a systematic search was conducted across nine databases for studies published between 2015 and 2024. Inclusion criteria encompassed peer-reviewed original research focusing on nursing students' experiences with bullying reporting barriers. Data were extracted, quality-assessed using the JBI tool, and synthesized narratively, emphasizing thematic analysis of identified challenges.</div></div><div><h3>Results</h3><div>28 studies involving diverse global populations revealed nine key themes: fear of retaliation, distrust in reporting systems, normalization of bullying, feelings of shame and isolation, concerns over professional reputation, lack of awareness and education on reporting protocols, peer pressure, and fear of negative evaluations. These interconnected barriers foster a culture of silence, hindering effective intervention.</div></div><div><h3>Conclusion</h3><div>The findings highlight the urgent need for nursing education programs to implement strategies addressing these barriers. Creating supportive environments and improving awareness of reporting protocols are essential for promoting the mental health and professional growth of nursing students in clinical settings.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 145-154"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618200","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

Revising R3 for an AI-enabled nursing practice: Embedding verification, integrity, and resilience from education to practice 修订R3以实现人工智能护理实践：从教育到实践中嵌入验证、完整性和弹性。

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-12-04 DOI: 10.1016/j.profnurs.2025.11.015

Aaron A. Funa , Renz Alvin E. Gabay

引用次数: 0

Authenticity and academic integrity in Generative Artificial Intelligence (GenAI) use among undergraduate nursing students 生成性人工智能（GenAI）在护理本科生中应用的真实性和学术完整性

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-22 DOI: 10.1016/j.profnurs.2025.10.007

Chiew-Jiat Rosalind Siah PhD, RN , Junwei Vincent Lim MPH, RN , Meng Meng Lyu PhD, RN , Tracy Levett-Jones PhD, RN , Ihsan Mattar PhD, RN

{"title":"Authenticity and academic integrity in Generative Artificial Intelligence (GenAI) use among undergraduate nursing students","authors":"Chiew-Jiat Rosalind Siah PhD, RN , Junwei Vincent Lim MPH, RN , Meng Meng Lyu PhD, RN , Tracy Levett-Jones PhD, RN , Ihsan Mattar PhD, RN","doi":"10.1016/j.profnurs.2025.10.007","DOIUrl":"10.1016/j.profnurs.2025.10.007","url":null,"abstract":"<div><h3>Background</h3><div>The use of large Generative Artificial Intelligence (GenAI) in higher education is reshaping how students learn. While GenAI offers significant benefits and the potential to improve education, it also poses ethical challenges and may affect students' ability to identify learning gaps and engage with course content.</div></div><div><h3>Purpose</h3><div>This study aims to explore students' experiences with GenAI related to academic integrity and the authenticity of work, including their awareness and attitudes toward acceptable use.</div></div><div><h3>Method</h3><div>This study employed a qualitative descriptive approach. The participants were recruited from the Bachelor of Science (Nursing) program in an academic university during the period October 2024 to January 2025.</div></div><div><h3>Results</h3><div>Fourteen undergraduates in their second- and third-year of study participated in group interviews. The qualitative data analysis revealed five key themes: 1) integration with learning, 2) trust and credibility of GenAI information, 3) ethical considerations, 4) addressing academic integrity, and 5) guidance on using GenAI.</div></div><div><h3>Conclusion</h3><div>These five key themes underscore the need to better understand the role of GenAI in higher education, particularly in self-directed learning and managing learning activities. With regards to academic integrity, clear guidelines must be put in place for educators to guide the use of GenAI, emphasizing its use as an instrument to augment, and not replace original work.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 45-51"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419757","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

Using race conscious principles to guide graduate nurse leadership 运用种族意识原则指导研究生护士领导

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-10 DOI: 10.1016/j.profnurs.2025.10.003

Sara Adams , Terry Gallagher , Glenda Morris-Burnett , Shawna Hebert , Marie Statler , Wrenetha Julion , Monique Reed

{"title":"Using race conscious principles to guide graduate nurse leadership","authors":"Sara Adams , Terry Gallagher , Glenda Morris-Burnett , Shawna Hebert , Marie Statler , Wrenetha Julion , Monique Reed","doi":"10.1016/j.profnurs.2025.10.003","DOIUrl":"10.1016/j.profnurs.2025.10.003","url":null,"abstract":"<div><div>Experiences of discrimination based on race and ethnicity are associated with poor health outcomes including stress, anxiety, sleep disturbances, substance use, and worsening chronic disease. Implicit bias in healthcare providers can lead to inferior care delivery and can result in mistrust in the healthcare systems.</div><div>Creating spaces during nursing education to address discrimination and bias is essential to the development of future nurse leaders who can adequately address structural inequities in healthcare.</div><div>Evidence-based teaching strategies were used to revise an existing leadership course using a race conscious lens. The Public Health Critical Race Praxis model served as framework to restructure course objectives and to scaffold assignments in alignment with multiple leadership competencies. The course was designed as an initial effort to thread race-based health disparities and social justice across all the nursing curricula.</div><div>Nurse educators can advance nursing leadership through pedagogical revisions that allow nursing students the opportunity to view healthcare through a race conscious framework.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 1-10"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145340640","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

When education turns critical: A rapid review of undergraduate and graduate nursing students' experiences and needs with critical events 当教育变得关键：对本科和研究生护理学生的经历和关键事件的需求的快速回顾

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-20 DOI: 10.1016/j.profnurs.2025.10.004

Jenny Kubitza , Dominik Hinzmann , Susanne Heininger

{"title":"When education turns critical: A rapid review of undergraduate and graduate nursing students' experiences and needs with critical events","authors":"Jenny Kubitza , Dominik Hinzmann , Susanne Heininger","doi":"10.1016/j.profnurs.2025.10.004","DOIUrl":"10.1016/j.profnurs.2025.10.004","url":null,"abstract":"<div><h3>Background</h3><div>Many nursing students experience critical events during clinical education. As students are rarely prepared for such events, they can perceive them as traumatic, doubt their competence, or even drop out of education. Little is known about which events are perceived as critical by nursing students, how they affect them, and what support is required.</div></div><div><h3>Aim</h3><div>This rapid review examines, summarises, and critically evaluates the available evidence on critical events in nursing students.</div></div><div><h3>Methods</h3><div>The researchers conducted a rapid review following the steps from the Cochrane Rapid Reviews Methods Group to examine the existing literature and systematically and rapidly summarise the evidence relating to the research aims. The literature search was conducted via three databases and Google Scholar.</div></div><div><h3>Results</h3><div>Seventeen studies examined critical events among nursing students and highlighted that, besides nurse-oriented types, individual and organisational types also influence the perception of critical events. The biopsychosocial effects of nursing students can be mitigated if they receive professional support before (education), during (guidance), and after (debriefing) these events.</div></div><div><h3>Conclusion</h3><div>Nursing schools and healthcare institutions are responsible for preparing nursing students and their professional environment to deal with critical events. The combination of interventions that occur before, during, and after a critical event is favoured by students and positively impacts their psychological recovery after a critical event.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 19-28"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419759","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

Impact of simulation-based education on pediatric and medical-surgical nursing education: A meta-analysis 基于模拟的教育对儿科和内科外科护理教育的影响：一项荟萃分析

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-23 DOI: 10.1016/j.profnurs.2025.11.010

William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD

{"title":"Impact of simulation-based education on pediatric and medical-surgical nursing education: A meta-analysis","authors":"William D. Taala PhD , Fahad M. Althobaiti PhD , Rino S. De Sagun PhD , Rock P. Cordero PhD , Jake Canapi PhD , Jon Jon Martinez PhD","doi":"10.1016/j.profnurs.2025.11.010","DOIUrl":"10.1016/j.profnurs.2025.11.010","url":null,"abstract":"<div><h3>Purpose</h3><div>In this meta-analysis, researchers examined the impact of high-fidelity simulation (HFS) and low-fidelity simulation (LFS) on the development of psychomotor skills, cognitive outcomes, and self-efficacy among nursing students, emphasizing pediatric and medical-surgical nursing.</div></div><div><h3>Methods</h3><div>In total, 18 studies involving over 4000 nursing students were systematically reviewed. Studies that focused on simulation-based education were included. The effect size for each simulation type was calculated for psychomotor skills, cognitive outcomes, and self-efficacy using the standardized mean difference.</div></div><div><h3>Results</h3><div>Compared with LFS, which exhibited a moderate effect size of 0.56, HFS significantly improved clinical skills, cognitive outcomes, and self-efficacy, with a pooled effect size of 0.86. Pediatric nursing students demonstrated the highest improvement (effect size, 0.82), followed by medical-surgical nursing students (effect size, 0.65), thereby indicating that HFS simulation was more effective for pediatric and medical-surgical specialties.</div></div><div><h3>Conclusion</h3><div>HFS and LFS instructional techniques can significantly improve the clinical decision-making, skill, and confidence levels of students. These findings provide insights into the incorporation of HFS in the nursing education curriculum, especially in pediatric and medical-surgical nursing, where clinical judgment is vital.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 155-166"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618206","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

Clinical learning: The perspective of nursing students with learning disabilities 临床学习：学习障碍护生的视角

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-20 DOI: 10.1016/j.profnurs.2025.10.006

Lisa Hesser

{"title":"Clinical learning: The perspective of nursing students with learning disabilities","authors":"Lisa Hesser","doi":"10.1016/j.profnurs.2025.10.006","DOIUrl":"10.1016/j.profnurs.2025.10.006","url":null,"abstract":"<div><h3>Background</h3><div>A scarcity of research exists exploring the lived experiences of prelicensure nursing students with learning disabilities in the clinical learning environment. Exploration of this perspective is necessary to promote student success within nursing education.</div></div><div><h3>Purpose</h3><div>The purpose of this study was to gain insight into the student experience to answer the research question: What is the lived experience of the prelicensure baccalaureate nursing student with a learning disability in the clinical learning environment?</div></div><div><h3>Method</h3><div>As outlined by Husserl (1970), descriptive phenomenology served as this study's philosophical framework. Colaizzi's (1978) analytical framework guided data analysis.</div></div><div><h3>Results</h3><div>Interviews with 11 prelicensure baccalaureate nursing students with learning disabilities revealed three themes. The emergent themes include <em>Challenges</em>, <em>Student Recommendations</em>, and <em>Supportive Practices</em>.</div></div><div><h3>Conclusion</h3><div>Interviews conducted with prelicensure nursing students described their lived experiences with learning disabilities in the clinical learning environment. Although current literature exists confirming discrimination as described in student interviews, additional research is necessary to explore methods to decrease the stigmatization of learning disabilities in nursing. Lastly, guidelines for clinical accommodations must be established to increase successful outcomes for nursing students with learning disabilities.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 11-18"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419758","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

Guiding steps for a student-focused academic-practice partnership: Building clinical nursing capacity 以学生为中心的学术实践伙伴关系的指导步骤：建立临床护理能力

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-25 DOI: 10.1016/j.profnurs.2025.10.008

Linda Hickman PhD, RN, FACHE, Mary Etta Mills ScD, RN, NEA-BC, FAAN

{"title":"Guiding steps for a student-focused academic-practice partnership: Building clinical nursing capacity","authors":"Linda Hickman PhD, RN, FACHE, Mary Etta Mills ScD, RN, NEA-BC, FAAN","doi":"10.1016/j.profnurs.2025.10.008","DOIUrl":"10.1016/j.profnurs.2025.10.008","url":null,"abstract":"<div><div>The current nursing workforce and faculty shortfall challenges academic institutions and healthcare organizations to reexamine relationships and align in ways to meet the need for a qualified, competent nursing workforce. Establishment of academic-practice partnerships has been widely acknowledged as a bridge between academia and clinical care delivery resulting in outcomes supporting the advancement of professional practice. The American Organization of Nurse Leaders and the American Association of Colleges of Nursing have been collaborating since 2010 to address how academic-practice partnerships can most effectively advance the profession by preparing a well-educated workforce. A strategic approach organizations can take to align and meet this need is to embark on a student-focused partnership building clinical nursing capacity. This article offers a step-by-step guide to developing such a partnership and relates this plan to how the University of Maryland School of Nursing and 22 Maryland hospital organizations partnered to address regional nursing workforce and faculty challenges. The guide and model example can aid academic nursing and healthcare organizations seeking to jointly address faculty and workforce shortages through the educational advancement of nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 29-35"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145419904","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

Building academic-practice partnerships for clinical instructor partners: A step-by-step implementation framework 为临床讲师伙伴建立学术实践伙伴关系：一步一步的实施框架

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-10-03 DOI: 10.1016/j.profnurs.2025.09.012

Kathryn Fitzpatrick , Jill Forcina

{"title":"Building academic-practice partnerships for clinical instructor partners: A step-by-step implementation framework","authors":"Kathryn Fitzpatrick , Jill Forcina","doi":"10.1016/j.profnurs.2025.09.012","DOIUrl":"10.1016/j.profnurs.2025.09.012","url":null,"abstract":"<div><div>North Carolina faces a persistent nursing workforce shortage, intensified by limited faculty to support expanded student enrollment. This paper provides step-by-step guidance for establishing academic-practice partnerships in which practicing nurses serve as Clinical Instructor Partners (CIPs), a dual-role position in which a nurse divides time between direct patient care and teaching nursing students. Key steps for developing partnerships are outlined, including stakeholder identification, partnership formation, environmental assessment, operational and financial model design, standardized CIP training, and ongoing monitoring. The paper also discusses considerations for sustaining the program, clarifying roles, ensuring shared accountability, and evaluating outcomes. Emphasis is placed on connecting partnerships into regional or statewide networks to share resources, maintain consistency, and support scalability. Following this framework allows institutions to expand nursing education capacity while retaining skilled nurses in clinical roles. The guidance is adaptable across diverse academic and practice settings and offers a practical approach for organizations seeking to establish or grow dual-role nurse programs within a coordinated network.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 60-65"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145467938","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

Increasing nursing faculty preparation through innovation in graduate and doctoral education 通过创新研究生和博士教育，增加护理师资的准备

IF 2.9 3区医学

Journal of Professional Nursing Pub Date : 2026-01-01 Epub Date: 2025-11-14 DOI: 10.1016/j.profnurs.2025.11.008

Carolyn J. Kerns , Monika Wedgeworth

{"title":"Increasing nursing faculty preparation through innovation in graduate and doctoral education","authors":"Carolyn J. Kerns , Monika Wedgeworth","doi":"10.1016/j.profnurs.2025.11.008","DOIUrl":"10.1016/j.profnurs.2025.11.008","url":null,"abstract":"<div><h3>Background</h3><div>The nursing faculty shortage is an ongoing problem, partly due to a lack of doctoral-prepared nurses.</div></div><div><h3>Purpose</h3><div>This article explains innovative approaches to better prepare nursing faculty for an academic nurse educator role.</div></div><div><h3>Methods</h3><div>A Doctor of Education (EdD) in Instructional Leadership with a Nursing Education concentration prepares academic nurse educators to engage in the full scope of their role and advance the science of nursing education. The EdD equips nurses to critically assess complex educational challenges, design multifactorial solutions, and contribute to the advancement of nursing education. A Master of Science in Nursing (MSN) in Nursing Education and a Doctor of Nursing Practice (DNP) Nursing Education micro-credential provide options for nurses to obtain foundational education competencies.</div></div><div><h3>Results</h3><div>The EdD program currently enrolls the most active students among the three programs. Many students earn the Certified Nurse Educator (CNE) credential through the National League for Nursing. Graduates serve as nursing faculty, administrators, researchers, clinical nurse educators, and consultants.</div></div><div><h3>Conclusion</h3><div>The EdD, MSN in Nursing Education, and DNP Nursing Education micro-credential provide feasible solutions to better prepare nursing faculty and help alleviate the nursing faculty shortage.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"62 ","pages":"Pages 117-123"},"PeriodicalIF":2.9,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571724","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