Journal of Professional Nursing最新文献

{"title":"Embedding cultural safety in nursing education: A scoping review of strategies and approaches","authors":"Rishma Chooniedass BSc, BN, MN,&nbsp;Manuela Reekie BSc, BSN, MSN,&nbsp;Jacqueline Denison BSN, RN, MSN,&nbsp;Adaleena Mercuri MA, BHK,&nbsp;Roula Nawara,&nbsp;Natasha Purcell,&nbsp;Megan Oelke,&nbsp;Robert Janke BA","doi":"10.1016/j.profnurs.2024.11.005","DOIUrl":"10.1016/j.profnurs.2024.11.005","url":null,"abstract":"<div><h3>Introduction</h3><div>Post-secondary institutions can no longer ignore calls to action. Nursing programs are responsible for addressing racism and discrimination by integrating cultural safety into baccalaureate nursing curricula. This scoping review of peer-reviewed literature will reveal how cultural safety is integrated into nursing education across North American post-secondary institutions.</div></div><div><h3>Materials and methods</h3><div>57 records met the criteria for this scoping review between the dates of January 2016 to July 2024. The database search was conducted from November 7, 2021, to November 9, 2021, and then updated on September 17, 2024, to include articles up to and including July 2024, yielding 3444 total search results (1448 from Medline; 1996 from CINAHL). Results were manually screened, and duplicates found were removed.</div></div><div><h3>Results</h3><div>The articles were analyzed thematically to identify strategies for integrating cultural safety into undergraduate nursing education. Four main themes were identified: experiential, theoretical, analytical, and multimodal learning.</div></div><div><h3>Conclusion</h3><div>This scoping review highlights nurse educators' role in fostering cultural safety and the importance of considering multiple strategies in curricular development. Strategies include practice experiences, simulations, storytelling, and case-based learning. To provide safe nursing care, education must be inclusive and responsive to people of all races, genders, abilities, and sexual orientations. By applying the concept of cultural safety to nursing education, students are required to acknowledge bias and address issues of power, colonialism, racism, and discrimination that exist in healthcare. These findings provide a foundation for future, more focused research. Further studies could expand on this work by evaluating the effectiveness of specific pedagogical strategies and exploring ways to better support nurse educators in promoting culturally safe learning environments.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 113-129"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147247","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":"The impact of the Jonas Scholars Program on advancing nursing education, research, and practice","authors":"Zhanette Coffee PhD ,&nbsp;Nia Adimu-Ceja Josiah DNP ,&nbsp;Tonychris Nnaka PhD","doi":"10.1016/j.profnurs.2024.11.009","DOIUrl":"10.1016/j.profnurs.2024.11.009","url":null,"abstract":"","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages A1-A5"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143463500","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":"Nursing faculty perceptions of entry to nursing practice competencies expected at day one of hire: A statewide study","authors":"Nelda Godfrey ,&nbsp;Joan Insalaco Warren ,&nbsp;Hussein Michael Tahan ,&nbsp;Jennifer Stephenson Zipp ,&nbsp;Ryan MacDonald","doi":"10.1016/j.profnurs.2024.11.007","DOIUrl":"10.1016/j.profnurs.2024.11.007","url":null,"abstract":"<div><h3>Background</h3><div>No universal nursing education framework exists aligning competency expectations of new-to-practice nurses graduating from the varying prelicensure academic degree programs.</div></div><div><h3>Purpose</h3><div>This study aimed to identify a set of core competencies expected of all prelicensure nursing programs in Maryland, including associate degree (ADN), entry-level bachelor of science nursing degree (BSN), and master of science entry into nursing (MSN Entry) programs.</div></div><div><h3>Method</h3><div>A mixed-method approach was used to identify necessary competencies, including a survey consisting of 109 outcome statements and a series of focus groups with faculty representatives from the prelicensure degree programs.</div></div><div><h3>Findings</h3><div>Unexpected findings showed few differences between ADN, BSN, and MSN Entry nursing program faculty perceptions regarding their program graduates' ability to meet the expected competencies. Faculty were not surprised that few differences emerged. Barriers like overloaded curricula, the necessity of prioritizing teaching specific components of nursing content for NCLEX, and competing priorities were faculty concerns.</div></div><div><h3>Conclusions</h3><div>A comprehensive examination of all BSN and MSN entry knowledge not included in the NCLEX-RN is suggested for students, nurse residents, and professional nurses, delineating entry-level and ongoing minimal core competencies expected of a competent professional nurse. Results support the development of a competency-based education framework to clearly communicate learning and performance expectations among the varying degree programs.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 54-63"},"PeriodicalIF":2.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147249","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":"Psychological resilience as a mediator between nurse faculty support and student nurses' clinical adjustment: Implications for nursing education","authors":"Leodoro J. Labrague RN, DM, PHD, CNE ,&nbsp;Rheajane A. Rosales RN, DM, PhD ,&nbsp;Dolores L. Arteche RN, DNS ,&nbsp;Maria Caroline Santos RN, MAN ,&nbsp;Nemia De Leon Calimbas RN, MAN ,&nbsp;Begonia C. Yboa RN, MAN ,&nbsp;Jenette B. Sabio RN, MAN ,&nbsp;Charmaine R. Quina RN, MAN ,&nbsp;Lawrence Quincy Quino RN, MSN ,&nbsp;Mary Ann Apacible RN, MAN","doi":"10.1016/j.profnurs.2024.12.007","DOIUrl":"10.1016/j.profnurs.2024.12.007","url":null,"abstract":"<div><h3>Background</h3><div>Nurse faculty play a critical role in shaping the clinical experience of student nurses through their support and guidance during clinical placements. However, despite this evidence, the mechanism by which nurse faculty support contributes to effective clinical adjustment in students remains unexplored.</div></div><div><h3>Purpose</h3><div>This study examined the intermediary role of psychological resilience in the relationship between nurse faculty support and clinical adjustment among student nurses.</div></div><div><h3>Methods</h3><div>This correlational study involved 506 student nurses from nursing schools in the Philippines. Three standardized scales were used to collect data, including the Nurse Faculty Support Scale (NFSS), Clinical Adjustment Scale – Student Nurse Version (CAS-SN), and the Brief Resilient Scale (BRS).</div></div><div><h3>Results</h3><div>Students perceived high levels of nurse faculty support, moderate to high levels of resilience, and an overall positive clinical adjustment. Nurse faculty support had a direct and positive effect on clinical adjustment (β = 0.406, <em>p</em> &lt; .001). Psychological resilience partially mediated (β = 0.0321, <em>p</em> &lt; .05) the relationship between nurse faculty support and clinical adjustment.</div></div><div><h3>Conclusion</h3><div>Adequate nurse faculty support was associated with increased psychological resilience in student nurses, which, in turn, enhances their adjustment in the clinical area. Fostering supportive relationships and implementing resilience-building strategies within nurse education programs can contribute to students' successful adaptation to the demands of clinical practice.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 1-7"},"PeriodicalIF":2.8,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134045","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 blueprint for integrating nursing history: Performance indicators for competency-based education","authors":"April D. Matthias PhD, RN CNE ,&nbsp;Beth Hundt PhD, APRN, NP-C, ACNS-BC ,&nbsp;Sarah Craig PhD, RN, CCNS, CCRN-K, CHSE, CNE ,&nbsp;Jan L. Lee PhD, RN","doi":"10.1016/j.profnurs.2024.11.006","DOIUrl":"10.1016/j.profnurs.2024.11.006","url":null,"abstract":"<div><div>In 2021, the American Association of Colleges of Nursing published <em>The Essentials: Core Competencies for Professional Nursing Education,</em> a framework to educationally prepare individuals for the discipline of nursing. The framework includes 10 domains and specific expected competencies, sub-competencies, and concepts, with nursing history integrated in <em>Domain 1: Knowledge for Nursing Practice</em>. The delineation of specific competencies and sub-competencies encourages and supports competency-based education, holding students accountable to the mastery of critical areas of study. This article explores practical integration of nursing history into entry- and advanced-level nursing education curricula using a competency-based education approach. Specifically, it provides a blueprint for defining observable behaviors to assess competency associated with knowledge of nursing's history using the American Association for the History of Nursing (AAHN) nursing history framework. Clearly defined performance indicators for entry- and advanced-level nursing education allow students to demonstrate what they can do with what they know about nursing history and role expectations of the professional nurse. The nursing history performance indicators and assessment strategies suggested in this article can aid educators in prioritizing learning goals and measuring mastery for the nursing history-focused sub-competencies.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 49-53"},"PeriodicalIF":2.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The importance, challenges, and proposed solutions for preceptors to educate the nursing workforce","authors":"Garrett K. Chan PhD, ARPN, FAEN, FPCN, FNAP, FCNS, FAANP, FAAN (Associate Adjunct Professor, Co-Founder of the Benner Institute at HealthImpact) ,&nbsp;Natalie R. Baker DNP, CRNP, GS-C, CNE, FAANP, FAAN (Professor) ,&nbsp;Cindy Cooke DNP, FNP-C, FAANP (Adjunct Faculty) ,&nbsp;Mollie R. Cummins PhD, RN, FAAN (Professor, Jon M. Huntsman Presidential Chair, Associate Dean for Research and the PhD Program) ,&nbsp;M. Lindell Joseph PhD, RN, FAONL, FAAN (Distinguished Scholar in Nursing and Clinical Professor) ,&nbsp;Mikki Meadows-Oliver PhD, PNP-BC, FAAN (Clinical Professor) ,&nbsp;Betty Rambur PhD, RN, FAAN (Professor and Routhier Endowed Chair for Practice)","doi":"10.1016/j.profnurs.2024.11.008","DOIUrl":"10.1016/j.profnurs.2024.11.008","url":null,"abstract":"<div><div>Preceptors are essential in the clinical education of prelicensure registered nursing and advanced practice registered nursing students. However, there is a growing scarcity of preceptors available to provide clinical education. Additionally, preceptors have not uniformly received professional development in the practice of teaching that is essential in delivering high quality clinical education, and clinical education in nursing is an unfunded mandate. This article reviews the current state of preceptors, the importance and challenges of preceptors in clinical education, the lack of funding for clinical education by preceptors, and proposed solutions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 75-84"},"PeriodicalIF":2.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134369","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":"Nursing students' personality traits, sleep quality, social media addiction, and academic performance: A multi-site structural equation model analysis","authors":"Daniel Joseph E. Berdida PhD, RN, RM","doi":"10.1016/j.profnurs.2024.11.004","DOIUrl":"10.1016/j.profnurs.2024.11.004","url":null,"abstract":"<div><h3>Background</h3><div>The associations between personality traits, sleep quality, social media addiction, and academic performance have been well-reported across the literature among university students. However, the interaction among these variables remains understudied among nursing students of underdeveloped countries like the Philippines.</div></div><div><h3>Purpose</h3><div>This study investigated the interrelationships of personality traits, sleep quality, social media addiction, and academic performance among Filipino nursing students.</div></div><div><h3>Methods</h3><div>A correlational, cross-sectional design and convenience sampling was used to recruit nursing students (<em>n</em> = 823) from five nursing colleges in the Philippines. Three standardized instruments (10-item Personality Inventory, 19-item Pittsburgh Sleep Quality Index, and 6-item Bergen Social Media Addiction Scale) were used to collect data from June to August 2023. Covariance-based structural equation modeling (CB-SEM) was employed to analyze the data. STROBE checklist guided in reporting study results.</div></div><div><h3>Results</h3><div>The emerging model demonstrated satisfactory model fit parameters. Nursing students reported high levels of extraversion (x̅=6.13, SD = 2.08) with low scores in emotional stability (x̅ =6.76, SD = 2.30) and openness to experiences (x̅ =8.80, SD = 2.09). The majority had poor sleep quality (x̅=8.35, SD = 3.12) and were at low risk for social media addiction (x̅=17.73, SD = 5.61). Conscientiousness (<em>β</em> = −0.13, <em>p</em> = 0.031) and emotional stability (<em>β</em> = −0.35, <em>p</em> = 0.002) inversely influenced sleep quality. Agreeableness (OR = 1.13, <em>p</em> = 0.007) and openness to experiences (OR = 1.11, <em>p</em> = 0.050) had a positive effect, while conscientiousness (OR = 0.84, <em>p</em> = 0.006) had a negative effect on high-risk social media addiction. Conscientiousness (<em>β</em> = 0.12, <em>p</em> = 0.010) significantly and positively influenced academic performance. Conscientiousness and emotional stability were able to measure 15.00 % of sleep quality's total variance.</div></div><div><h3>Conclusion</h3><div>Policymakers, nursing college administrators, and nurse educators could use these findings to evaluate students' personality traits and create programs that will promote better sleep quality and prevent social media addiction. Hence, enhancing academic performance.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 26-35"},"PeriodicalIF":2.8,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142702839","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":"Weaving Caring Science into the AACN Essentials: A cross-impact analysis and resource guide","authors":"Sara Horton-Deutsch PhD, RN, PMHCNS, FAAN, ANEF, Caritas Coach™ & Leader ,&nbsp;Danny G. Willis DNS, RN, PMHCNS-BC, FAAN ,&nbsp;Ludy Llasus PhD, RN, APRN, NP-C, Caritas Coach™ ,&nbsp;Mark Beck DNP, MSN, BS, RN, Caritas Coach™, HeartMath Trainer™ ,&nbsp;Kerry Fankhauser DNP, RN, AHN-BC, Caritas Leader ,&nbsp;Deborah Ambrosio-Mawhirter EdD, MS, RN ,&nbsp;Jean Watson PhD, RN, AHN-BC, FAAN, LL (AAN)","doi":"10.1016/j.profnurs.2024.11.001","DOIUrl":"10.1016/j.profnurs.2024.11.001","url":null,"abstract":"<div><div>This article describes Caring Science as a discipline-specific organizing foundation for The Essentials: Core Competencies for Professional Nursing Education, published by the American (AACN) in 2021. Faculty from three AACN-funded schools and three Caring Science scholars used an intentional participatory engagement approach to integrate Caring Science knowledge into the AACN Essentials to educate nursing students for professional practice. These three schools and two practice partners (Kaiser Permanente and Stanford Healthcare) showcase how Caring Science and the 10 Caritas Processes® can advance progressive nursing education and practice. The American Nurses Association's definition informs all of caring as the art and science of nursing. This document also serves as a resource guide for other practice partners and educators who want to situate Caring Science into the AACN Essentials in the established discipline of Nursing.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 36-48"},"PeriodicalIF":2.8,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142746132","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":"Comparing characteristics of underrepresented versus majority student groups enrolled in US nursing programs","authors":"Michelle DeCoux Hampton ,&nbsp;Regine Lopez ,&nbsp;Lynette Apen ,&nbsp;Cynthia Dorantes Cortez ,&nbsp;Claire Palazzo ,&nbsp;Briana Williams ,&nbsp;Filmon Estifanos ,&nbsp;Danielle Quarles-Zamovskis ,&nbsp;Jolie Goolish ,&nbsp;Kyung Mi Kim","doi":"10.1016/j.profnurs.2024.11.002","DOIUrl":"10.1016/j.profnurs.2024.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Health workforce diversity is needed to achieve health equity. However, the 2023 ban on race-conscious admissions could result in reduced access to education for underrepresented students.</div></div><div><h3>Purpose</h3><div>This study examined enrolled US nursing students' reports of program type and admission characteristics to identify access pathways for underrepresented students.</div></div><div><h3>Methods</h3><div>A cross-sectional, quantitative design was used, recruiting students currently enrolled in nursing programs through email, social media, and word-of-mouth.</div></div><div><h3>Results</h3><div>Of 991 nursing students, 58.7 % were non-white. Most (70.2 %) were enrolled in Bachelor of Science in Nursing (BSN) programs, 54.5 % of which were second degree programs. LVN students comprised 13.2 % of the sample. Native American/Alaska Native and Black respondents more frequently reported attending second degree nursing programs and Historically Black Colleges and Universities. They also more frequently reported attending programs that had no prerequisites or grade point average requirements at admission.</div></div><div><h3>Conclusions</h3><div>The findings suggest that second degree programs could provide a more viable pathway for underrepresented students to access nursing education after obtaining a bachelor's degree in another field compared to traditional BSN programs. Recommendations to reduce barriers are discussed.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 1-5"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658851","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":"Using data to drive programmatic change: Recalculating NCLEX-RN success","authors":"Lucy Graham ,&nbsp;Mary Jo Stanley ,&nbsp;Erin C. Donovan ,&nbsp;Jeremy Tost","doi":"10.1016/j.profnurs.2024.11.003","DOIUrl":"10.1016/j.profnurs.2024.11.003","url":null,"abstract":"<div><h3>Background</h3><div>Nursing schools admit students who are highly qualified using a variety of admission criteria. Even when picking top achievers, it does not guarantee NCLEX-RN success. Nursing programs too often maintain outdated or unvalidated admission processes. Using data to drive decision-making takes time, but improvement processes like the Plan-Do-Study-Act model can make it more achievable.</div></div><div><h3>Aim</h3><div>The purpose of the quality improvement project was to examine a variety of variables readily available to most programs and examine which variables correlated with and predicted the outcome of interest, first-time NCLEX-RN pass success.</div></div><div><h3>Method</h3><div>The quality improvement project used a retrospective quantitative descriptive design to compare pre-admission criteria, demographic variables, Kaplan exam scores, and nursing program course failures with NCLEX-RN first attempt pass rates for four cohorts of traditional BSN students at a public, regional university of approximately 10,000 students situated in the western U.S. serving largely rural counties.</div></div><div><h3>Results</h3><div>Course failure while in nursing school was the strongest predictor of NCLEX-RN first-time failure. Pre-nursing school GPA and pre-admission overall Kaplan scores were statistically significant predictors, with pre-nursing school GPA accounting for greater variance in NCLEX-RN first-time failure rates.</div></div><div><h3>Conclusion</h3><div>A full review of program data is needed for transformational action and changes to occur, moving programs past fleeting change that does not essentially “move the needle.”</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"56 ","pages":"Pages 6-11"},"PeriodicalIF":2.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142658852","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}