Nurse Education Today最新文献

{"title":"Multidimensional pedagogical framework for interprofessional education: Blending classroom, high fidelity and extended reality simulation.","authors":"Kristina Mikkonen, Sok Ying Liaw, Lina Spirgienė, Andrėjus Subočius, Povilas Ignatavičius, Tomas Blažauskas, Olga Riklikienė","doi":"10.1016/j.nedt.2025.106838","DOIUrl":"10.1016/j.nedt.2025.106838","url":null,"abstract":"<p><p>The growing complexity of healthcare systems and the imperative for collaborative practice underscore the pressing need to innovate interprofessional education. This paper presents a multidimensional pedagogical framework that integrates blended classroom-based learning, high-fidelity simulation (HFS), and AI-enhanced extended reality (XR) technologies to develop interprofessional competences and improve preparedness for emergency care. Grounded in socio-constructivist and student-centred educational theories, the approach combines theoretical knowledge acquisition with immersive and experiential learning environments that reflect the realities of clinical practice. HFS provides a controlled setting to cultivate critical thinking, decision-making, and collaborative skills. In parallel, AI-enhanced XR introduces adaptive, gamified scenarios that foster digital competence, emotional resilience, and situated cognition. Together, these elements form a cohesive educational strategy that prepares nursing, midwifery, and medical students for high-stakes clinical situations such as anaphylaxis and trauma care. The framework contributes to enhanced patient safety, learner engagement, and the cultivation of future-ready professionals. It also responds to international calls for digital transformation and innovation in healthcare education. By harmonising traditional teaching methods with emerging technologies, this framework offers a globally relevant, scalable solution for advancing interprofessional learning across diverse healthcare contexts.</p>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"106838"},"PeriodicalIF":4.2,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144800964","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The interplay between perceived stress, academic control, achievement motivation, and procrastination among nursing graduate students: A network analysis.","authors":"Mei Wang, Mei Yang, Ximiao Li, Jinliang Li, Xiuting Zhang, Yilin Zhang, Xiuzhen Fan","doi":"10.1016/j.nedt.2025.106850","DOIUrl":"10.1016/j.nedt.2025.106850","url":null,"abstract":"<p><strong>Background: </strong>Procrastination is common among nursing graduate students and is linked to poor academic performance, student attrition, and various potential physical and mental health issues. In light of the global nursing shortage, understanding the factors that contribute to procrastination is essential for developing effective interventions to mitigate its impact.</p><p><strong>Objectives: </strong>This study aimed to examine the associations between perceived stress, academic control, achievement motivation, and procrastination among nursing graduate students through network analysis.</p><p><strong>Design: </strong>A cross-sectional survey design was used.</p><p><strong>Methods: </strong>Convenience sampling was used to recruit 413 nursing graduate students from six universities with master's nursing degree programs in China between May and December 2022. Data were collected using the General Procrastination Scale, Perceived Stress Scale, Perceived Academic Control Scale, and Achievement Motivation Scale. A Gaussian graphical model was constructed to investigate the relationship between perceived stress, academic control, achievement motivation, and procrastination. Centrality indices (closeness, strength, and betweenness), and bridge centrality indices (bridge strength) were calculated to identify central and bridge nodes as potential intervention targets.</p><p><strong>Results: </strong>Among the participants, 274 (66.3 %) had moderate or high levels of procrastination. \"Perceived self-efficacy\" and \"motive to achieve success\" were negatively associated with procrastination (weight = -0.17, -0.11), whereas \"perceived helplessness\" and \"external control\" were positively associated with procrastination (weight = 0.18, 0.11). The critical central and bridge nodes were \"perceived self-efficacy\" (strength = 0.99, bridge strength = 0.76), \"external control\" (strength = 0.72, bridge strength = 0.51), \"motive to avoid failure\" (strength = 0.63, bridge strength = 0.44), and procrastination (strength = 0.67, bridge strength = 0.67).</p><p><strong>Conclusions: </strong>The findings indicate that approximately two-thirds of nursing graduate students exhibited moderate or high levels of procrastination. By applying network analysis, perceived self-efficacy, external control, and motive to avoid failure are identified as critical central and bridge nodes that may serve as promising targets for intervention. Nursing educators are encouraged to implement early screening for procrastination and to develop tailored strategies aimed at reducing procrastination by alleviating external control and motive to avoid failure, and strengthening perceived self-efficacy among nursing graduate students.</p>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"106850"},"PeriodicalIF":4.2,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144805303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-driven maternal and child healthcare nursing education: Network analysis of self-efficacy and usage demands","authors":"Qin Zeng ,&nbsp;Jun Zhu ,&nbsp;Qin Yang ,&nbsp;Shaoyu Su ,&nbsp;Xi Huang","doi":"10.1016/j.nedt.2025.106899","DOIUrl":"10.1016/j.nedt.2025.106899","url":null,"abstract":"<div><h3>Background</h3><div>The application of artificial intelligence (AI) in maternal and child health nursing education is increasingly widespread, yet the dynamic relationship between nurses' AI self-efficacy and usage demands remains underexplored. In China's maternal and child health sector, nurses face high work pressure and training shortages, hindering AI integration. This study uses network analysis to uncover the complex structure of AI self-efficacy and demands among Chinese nurses, informing optimized AI training strategies.</div></div><div><h3>Methods</h3><div>A cross-sectional study employed convenience sampling of registered nurses (<em>N</em> = 848) from mainland China's maternal and child health institutions (January 1–March 1, 2025). The AI Self-Efficacy Scale (AISES; 22 items, 4 dimensions: assistance, anthropomorphic interaction, comfort, technical skills) assessed self-efficacy, with added questions on AI usage and training needs. LASSO-regularized partial correlation networks were built using R (qgraph package), characterizing key nodes via strength centrality, bridge strength, and predictability. Bootstrap methods verified network stability and edge accuracy.</div></div><div><h3>Results</h3><div>The network comprised 22 nodes and 122 non-zero edges (52.81 % of possible edges; mean weight = 0.0463). Highest influence: anthropomorphic interaction's AI_4 (“AI tone matches humans”; centrality = 2.654). Highest predictability: assistance's AS_3 (“AI aids learning effectively”; R² = 0.905). Key bridge: AI_1 (“AI interaction vivid”; bridge strength = 3.403). Associate-degree nurses (<em>N</em> = 189) showed higher centrality in technical skills (TS_4, “AI jargon clear”; Δ = 0.429) and comfort (CF_5, “AI interaction relaxed”; Δ = 0.148) versus bachelor's-or-higher (<em>N</em> = 659). Only 13.7 % received AI training; 43.6 % had no exposure, underscoring deficiencies.</div></div><div><h3>Conclusions</h3><div>Network analysis highlights anthropomorphic interaction and learning assistance as core in AI self-efficacy, offering targets for targeted training. Suggestions include anthropomorphic training, AI resource platforms, terminology courses, low-stress exercises, and case studies to enhance AI integration, nursing quality, and maternal-infant outcomes. Cross-sectional limitations necessitate future longitudinal studies to validate effects and address grassroots needs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106899"},"PeriodicalIF":4.2,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrigendum to “Exploring nursing students' patient safety learning experiences during clinical practice: A qualitative study utilizing the SLERT tool” [Nurse Educ. Today, 155 (2025) 106873]","authors":"Alireza Mirzaei ,&nbsp;Mehraban Shahmari ,&nbsp;Reza Nemati-Vakilabad ,&nbsp;Mehdi Ajri-Khameslou ,&nbsp;Alison Steven","doi":"10.1016/j.nedt.2025.106897","DOIUrl":"10.1016/j.nedt.2025.106897","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106897"},"PeriodicalIF":4.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145270802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing leadership and pandemic preparedness via game-based learning simulation: A narrative review (Registered nurses and undergraduate nursing students)","authors":"Scott James Andrews ,&nbsp;Olivia Gallagher ,&nbsp;Alecka Miles ,&nbsp;Carol Crevacore ,&nbsp;Brennen Mills","doi":"10.1016/j.nedt.2025.106888","DOIUrl":"10.1016/j.nedt.2025.106888","url":null,"abstract":"<div><h3>Background</h3><div>Early progression of newly registered nurses into leadership roles is commonplace in clinical settings. Nurses and student nurses can prepare for leadership by gaining exposure through simulation-based learning. A novel and expanding modality are game-based learning (GBL) simulation. Nurse leaders play a crucial role during pandemics, guiding their teams through crises and ensuring effective response strategies. Reviewing the literature to identify the content, structure, and effectiveness of current pandemic preparedness and GBL simulation in nursing education is necessary to identify lessons learnt during the COVID-19 pandemic response to guide workforce preparation for future surge planning.</div></div><div><h3>Aim</h3><div>The aim of this narrative review was to explore the literature regarding current pandemic preparedness and GBL simulation in nursing education.</div></div><div><h3>Methods</h3><div>This narrative review was conducted in accordance with the sequence outlined by Gregory and Denniss (2018). The review process adhered to the PRISMA protocol and used the population, concept, and context (PCC) framework to define inclusion and exclusion criteria. A search of five major healthcare databases: CINAHL Ultimate (EBSCO), Medline (Ovid), APA PsycInfo, Web of Science, and Scopus was supplemented with a grey literature search via Google Scholar.</div></div><div><h3>Results</h3><div>Screening and review identified 48 manuscripts that met inclusion criterion. Analysis revealed variation in duration of pandemic preparedness programs (<em>n</em> = 30 articles), theoretical versus practical content, and face-to-face or online modes of delivery. GBL simulation (<em>n</em> = 18 articles) was revealed as an emerging modality in nursing education curriculum.</div></div><div><h3>Discussion</h3><div>Existing learning strategies in use within the nursing field comprise a raft of various teaching methods which facilitate preparedness of nurses for pandemics, leadership and workforce shortages. Despite implementation challenges such as considerable resource investment and ongoing maintenance, GBL simulation achieves significant improvements in knowledge, confidence, engagement, motivation and skill acquisition among nurses and nursing students.</div></div><div><h3>Conclusion</h3><div>There is limited evidence describing pandemic preparedness training of nursing students via GBL simulation. Further research is needed to identify if GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106888"},"PeriodicalIF":4.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond the bedside: Exploring the impact of simulation and performance-based learning on nursing students' competence in geriatric care","authors":"Sayed Ibrahim Ali ,&nbsp;Mostafa Shaban","doi":"10.1016/j.nedt.2025.106887","DOIUrl":"10.1016/j.nedt.2025.106887","url":null,"abstract":"<div><h3>Background</h3><div>Aging demographics heighten the need for undergraduate nurses who are prepared to deliver competent, compassionate geriatric care. Simulation and performance-based learning are increasingly used to bridge theory–practice gaps.</div></div><div><h3>Aim</h3><div>To explore undergraduate nursing students' experiences of simulation and performance-based learning and how these strategies shape perceived competence in geriatric care.</div></div><div><h3>Design</h3><div>Qualitative exploratory study.</div></div><div><h3>Methods</h3><div>Sixteen students who completed geriatric-focused simulation and performance assessments participated in semi-structured interviews. Data were analyzed using Colaizzi's seven-step approach. Trustworthiness was supported through member checking, audit trail, and peer debriefing.</div></div><div><h3>Results</h3><div>Four themes emerged: (1) bridging theory and practice; (2) developing empathy and emotional insight; (3) building professional confidence and identity; and (4) recognizing systemic barriers. Students reported enhanced clinical reasoning, greater familiarity with geriatric assessment tools, stronger empathic engagement, and increased readiness for practice, while noting constraints related to preceptor engagement and time in clinical settings.</div></div><div><h3>Conclusions</h3><div>Simulation and performance-based learning foster geriatric care competence across cognitive, affective, and professional domains. Aligning academic and clinical environments is crucial to sustain transfer of skills to practice.</div></div><div><h3>Implications for nursing education</h3><div>Early, longitudinal integration of geriatrics-focused simulation, structured debriefing, and preceptor-aligned clinical opportunities may strengthen readiness for an aging population.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106887"},"PeriodicalIF":4.2,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145236138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of PechaKucha as a reinforcement tool in teaching vital signs skills to nursing students: A randomized controlled trial","authors":"Nevin Doğan ,&nbsp;Meyreme Aksoy","doi":"10.1016/j.nedt.2025.106886","DOIUrl":"10.1016/j.nedt.2025.106886","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effectiveness of the PechaKucha presentation technique as a reinforcement tool in teaching vital signs to nursing students.</div></div><div><h3>Background</h3><div>Vital signs education is essential in nursing training, and engaging reinforcement methods like PechaKucha may enhance retention and satisfaction, though its use in nursing remains underexplored.</div></div><div><h3>Design</h3><div>A randomized controlled experimental design with pre- and pos<em>t</em>-test measurements was used (Clinical Trials ID: <span><span>NCT06750705</span><svg><path></path></svg></span>).</div></div><div><h3>Methods</h3><div>The study was conducted between December 30, 2024, and January 10, 2025, with 92 first-year nursing students at Siirt University. Participants were randomly assigned to either the control group (PowerPoint, <em>n</em> = 46) or the experimental group (PechaKucha, n = 46) using block randomization. Data were collected using the Vital Signs Knowledge Test, Skills Checklist, Satisfaction Survey, and Student Feedback Form. Statistical analyses included dependent and independent samples <em>t</em>-tests, with effect sizes calculated using Cohen's d.</div></div><div><h3>Results</h3><div>While there was a significant increase in within-group knowledge scores after the training, no significant difference was found between the groups (<em>p</em> &gt; 0.05). Skill scores were also similar (p &gt; 0.05). However, the experimental group reported significantly higher satisfaction (<em>p</em> &lt; 0.05, Cohen's d = 1.157). Most students found PechaKucha concise and clear (86.9 %), engaging (65.2 %), and helpful for focus (69.5 %) and retention (76.0 %).</div></div><div><h3>Conclusion</h3><div>The PechaKucha method can be used as an alternative to traditional PowerPoint presentations in teaching vital signs to nursing students and may increase student satisfaction. This method contributes to the learning process by reinforcing information in a visual and focused manner.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106886"},"PeriodicalIF":4.2,"publicationDate":"2025-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Failure to thrive: A QuantCrit analysis of academic failure and everyday discrimination in undergraduate nursing education","authors":"Vanessa Van Bewer ,&nbsp;Abreham Mekonnen ,&nbsp;Marnie Kramer","doi":"10.1016/j.nedt.2025.106885","DOIUrl":"10.1016/j.nedt.2025.106885","url":null,"abstract":"<div><h3>Background</h3><div>Academic failure in nursing education is frequently framed as a student deficit, detached from the structural and institutional forces that shape educational outcomes. This framing obscures how racism, bias, and exclusionary evaluation practices influence who fails—and under what conditions.</div></div><div><h3>Objective</h3><div>This study examines the relationship between everyday discrimination and academic failure in undergraduate nursing education, using a Quantitative Critical Race Theory (QuantCrit) lens to foreground identity as a site of structural vulnerability.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 256 undergraduate nursing students at a Canadian university. Descriptive analyses, chi-square tests, <em>t</em>-tests, and logistic regression models were used to examine associations between everyday discrimination, academic failure, and social identity.</div></div><div><h3>Results</h3><div>Students who reported academic failure had higher levels of perceived everyday discrimination. Academic failure was more common among racialized students (54.4 %) compared to non-racialized students (38.5 %). The interaction of race and gender revealed that racialized women had over seven times the odds of academic failure compared to non-racialized men. Skills-based assessments were the most common site of reported failure.</div></div><div><h3>Conclusions</h3><div>These findings challenge the notion that student failure is solely due to deficits. Instead, they suggest that structural inequalities, particularly those based on race and gender, significantly impact academic outcomes. A QuantCrit perspective redefines failure as a consequence of institutional structures and power dynamics, influencing evaluation practices, faculty development, and equity accountability in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106885"},"PeriodicalIF":4.2,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study","authors":"Seda Sarıköse ,&nbsp;Nilgün Göktepe","doi":"10.1016/j.nedt.2025.106884","DOIUrl":"10.1016/j.nedt.2025.106884","url":null,"abstract":"<div><h3>Background</h3><div>Doctoral education enhances nurses' evidence-based decision-making, care quality, and professional visibility, yet significant global disparities in program structure and persistent challenges faced by students and graduates limit its full potential. This study aims to explore the experiences of nurses enrolled in doctoral education, particularly those who are actively working as nurses in the healthcare setting, and how this education contributes to their professional development and supports their future career goals.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study using individual in-depth interviews. Data were collected through semi-structured online interviews with 24 nurses enrolled in doctoral nursing programs. Participants were selected using purposive sampling. Data were analyzed through a combination of inductive and deductive content analysis. Self-Determination Theory and Social Cognitive Career Theory were used as sensitizing frameworks to guide the deductive phase and inform the interpretation of motivational and career development processes.</div></div><div><h3>Results</h3><div>Three main themes were identified: (1) Gains and Opportunities of Doctoral Education, (2) Facilitators of Doctoral Education, and (3) Barriers to Doctoral Education. Participants reported that doctoral education enhanced their critical thinking, academic identity, and evidence-based clinical practice. Facilitating factors included intrinsic motivation, supportive advisors, collegial support, and flexible work conditions. However, nurses also faced significant barriers such as work-life imbalance, financial constraints, inadequate guidance, and limited institutional recognition. Many noted that doctoral education did not lead to improvements in salary, role clarity, or status. Furthermore, the absence of practice-oriented doctoral programs was seen as a limitation to integrating academic gains into clinical settings.</div></div><div><h3>Conclusion</h3><div>Doctoral education fosters growth and leadership among nurses, but structural and organizational barriers reduce its impact. It is imperative to enhance academic-practice integration, strengthen mentorship, and develop clinically focused doctoral pathways to optimize the benefits for nurses' professional development, patient care quality, and the healthcare system.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106884"},"PeriodicalIF":4.2,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145270803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictors of success among accelerated bachelor of science in nursing students: A retrospective study","authors":"Alison H. Davis,&nbsp;Jennifer Manning,&nbsp;Todd Tartavoulle,&nbsp;Adele Harrell,&nbsp;Kathleen Brennan,&nbsp;Mickey Pigg,&nbsp;Mary Dioise Ramos","doi":"10.1016/j.nedt.2025.106882","DOIUrl":"10.1016/j.nedt.2025.106882","url":null,"abstract":"<div><h3>Background</h3><div>Accelerated second-degree Bachelor of Science in Nursing (BSN) programs attract students with diverse academic backgrounds and experiences. Understanding the factors that contribute to student success is essential for improving retention and program effectiveness. While prior research has explored predictors of success in traditional BSN programs, limited data exists on accelerated BSN students.</div></div><div><h3>Aim</h3><div>This study aimed to describe the factors predicting the success of students enrolled in an accelerated second-degree BSN program.</div></div><div><h3>Methods</h3><div>A retrospective analysis was conducted on 273 accelerated BSN students. Descriptive statistics summarized demographic and academic characteristics. Multiple logistic regression analyses were performed to assess predictors of on-time graduation. Independent variables included gender, age, ethnicity, overall pre-requisite GPA, science GPA, type of prior degree, and type of secondary institution.</div></div><div><h3>Results</h3><div>Demographic variables (gender, age, ethnicity) were not significant predictors of on-time graduation. Students under 25 years of age showed a non-significant trend towards a higher likelihood of graduating on time. Among admission criteria, science GPA was a significant predictor of on-time graduation (<em>p</em> = .010), while overall pre-requisite GPA was not. The type of prior degree (science vs. non-science) did not influence on-time graduation. However, students who attended a university for their prior degree had significantly higher odds of on-time graduation compared to those who attended a college (Exp(B) = 0.544, <em>p</em> = .045).</div></div><div><h3>Conclusion</h3><div>Even though this study was performed at a single institution, limiting its generalizability, science GPA and the type of secondary institution attended were significant predictors of on-time graduation in accelerated BSN students, while demographic characteristics and prior degree type were not. These findings highlight the importance of academic preparedness in science-related coursework and institutional factors in student success. Future research should explore non-cognitive factors and program structures to enhance retention and graduation rates.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106882"},"PeriodicalIF":4.2,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}