Nurse Education Today最新文献

{"title":"Building climate resilience: A qualitative exploration of disaster preparedness in nursing education","authors":"Animesh Ghimire ,&nbsp;Purushottam Ghimire","doi":"10.1016/j.nedt.2025.106791","DOIUrl":"10.1016/j.nedt.2025.106791","url":null,"abstract":"<div><h3>Background</h3><div>Climate change is exacerbating the frequency and intensity of disasters globally, posing significant threats to human health, particularly in vulnerable countries such as Nepal. As frontline healthcare providers, nurses play a crucial role in disaster preparedness and response. However, current nursing education often lacks adequate training to address the complex health challenges arising from climate-related disasters.</div></div><div><h3>Objective</h3><div>This study investigated disaster preparedness training within Nepalese nursing education, focusing on strategies for integrating climate-related disaster preparedness into the curriculum to enhance nursing students' disaster response skills.</div></div><div><h3>Design</h3><div>A qualitative study employing exploratory and descriptive designs was conducted to gather in-depth perspectives from key stakeholders.</div></div><div><h3>Participants</h3><div>Twelve participants were purposefully recruited from a tertiary nursing institution in Bharatpur, Nepal: six final-year undergraduate nursing students and six nursing faculty members.</div></div><div><h3>Methods</h3><div>Data were collected through four focus group discussions. Discussions were audio-recorded, transcribed verbatim, and analyzed using a thematic analysis framework.</div></div><div><h3>Results</h3><div>Findings revealed three key themes: (1) Bridging classroom instruction with community-based clinical placement, (2) Bridging the urban-rural divide for equitable disaster response, and (3) Strengthening disaster resilience through interprofessional and multisectoral collaboration.</div></div><div><h3>Conclusion</h3><div>This study offers crucial insights for transforming disaster preparedness training in Nepalese nursing education. By emphasizing community-focused clinical placements, sustainable healthcare practices, and interdisciplinary collaboration, this research provides a foundation for cultivating a future nursing workforce equipped to navigate the complex health challenges of climate-induced disasters and effectively champion community resilience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106791"},"PeriodicalIF":3.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144177715","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":"Effectiveness of asynchronous motivational interviewing training for pediatric nurse practitioner students: A mixed-methods evaluation","authors":"Natalie Cheffer ,&nbsp;Elizabeth Barnett ,&nbsp;Alexei Bullara","doi":"10.1016/j.nedt.2025.106790","DOIUrl":"10.1016/j.nedt.2025.106790","url":null,"abstract":"<div><h3>Background</h3><div>Effective patient-provider communication is essential for quality healthcare and to promote positive patient behavior changes. However, many prohibitive factors—such as resource-intensive training methods, logistical challenges of in-person workshops, and limited curricular time—have contributed to the limited inclusion of Motivational Interviewing (MI) training in nursing education. As a patient-centered and evidence-based approach, MI has the potential to enhance communication skills, yet traditional training models often fail to support long-term competency.</div></div><div><h3>Objective</h3><div>This mixed-methods study evaluated an asynchronous, web-based MI training curriculum to determine its effectiveness in improving key MI skills among pediatric nurse practitioner (PNP) students.</div></div><div><h3>Methods</h3><div>Thirteen PNP students completed the MI training as part of a seminar and clinical course over a single semester. The curriculum incorporated five deliberate practice exercises focusing on MI techniques such as reflective listening, empathy, and partnership. Pre- and post-training assessments were conducted using mock interviews coded with the Motivational Interviewing Treatment Integrity (MITI) 4.2.1 tool, alongside qualitative analysis of reflective written responses from the students.</div></div><div><h3>Results</h3><div>Post-training, students demonstrated significant increases in MI-adherent behaviors and global ratings for empathy and partnership, with a marked decrease in MI non-adherent behaviors. Qualitative data supported these findings and revealed that students gained clarity on MI principles and improved their ability to cultivate patient trust and autonomy.</div></div><div><h3>Conclusion</h3><div>The MI training effectively enhanced MI competencies among PNP students and supported its potential as a scalable alternative to traditional, resource-intensive training methods. Future research with larger samples and extended follow-up is warranted to further validate these findings and explore the long-term impact on clinical practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106790"},"PeriodicalIF":3.6,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185916","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":"Exploring the meaning of psychological harm experienced by undergraduate nursing students in simulation: A hermeneutic study","authors":"Giuliana Harvey ,&nbsp;Catherine Carter-Snell ,&nbsp;Amy Daniels ,&nbsp;Semiha Asli Bozkurt ,&nbsp;Katilin Berlinguette","doi":"10.1016/j.nedt.2025.106786","DOIUrl":"10.1016/j.nedt.2025.106786","url":null,"abstract":"<div><h3>Background</h3><div>Undergraduate nursing students who engage in simulation-based learning may experience psychological harm. Little is known about psychological harm in this context as opposed to psychological safety.</div></div><div><h3>Method</h3><div>Gadamer's philosophical hermeneutics was used to explore the meaning of psychological harm experienced by undergraduate nursing students during simulation. A purposive sample was used to recruit nine students who were enrolled in a Canadian university baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12-months (January–December 2024). The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.</div></div><div><h3>Results</h3><div>Findings from this research revealed that students may experience psychological harm in simulation accompanied by a range of responses. Psychological harm has the potential to impact students' engagement and learning in the debrief and clinical environment. Participants' experiences emphasized increased hesitance to accept subsequent leadership roles in simulation and uncertainty relative to future career choices.</div></div><div><h3>Conclusions</h3><div>This study highlighted that positive relationships with simulationists and student peers, and recognizing the impact of emotions requires consideration. Psychological harm has implications for nursing students and simulationists.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106786"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138495","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":"Greater than the sum of its parts: A longitudinal qualitative study exploring learning and practice impacts of a 4-week simulated nursing placement","authors":"Caroline French,&nbsp;Claire Hollywell,&nbsp;Ginny Roberts","doi":"10.1016/j.nedt.2025.106784","DOIUrl":"10.1016/j.nedt.2025.106784","url":null,"abstract":"<div><h3>Background</h3><div>There is increasing international interest in simulated placements to partially replace clinical placements within pre-registration nursing programmes. A 4-week simulated elective placement for Bachelor of Nursing students and Student Nursing Associates was delivered at a UK university in response to a shortage of clinical placements and an increase in permitted simulated practice hours.</div></div><div><h3>Aims</h3><div>To explore 1) learning and practice impacts of the simulated placement for Nursing and Nursing Associate students, and 2) student perceptions of the key features of the simulated placement which contributed to identified learning and practice impacts.</div></div><div><h3>Design</h3><div>Qualitative longitudinal study.</div></div><div><h3>Settings</h3><div>University teaching and simulation facilities, with a small number of sessions delivered online.</div></div><div><h3>Participants</h3><div>Year 2 Bachelor of Nursing students (n = 24) and Year 1 Student Nursing Associates (n = 11).</div></div><div><h3>Methods</h3><div>Data were collected from all participants using 2 written reflections during the placement. Focus groups were conducted with a random sample of participants 4 weeks post (n = 8) and 5 months post the simulated placement (n = 7). Data were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Six themes of learning and practice impacts were identified: 1) self-growth, 2) humanised person-centred care, 3) collaborative teamwork, 4) creative problem-solving, 5) speaking up and 6) complex care management. Five key features of the simulated placement facilitating these impacts were identified: 1) different types of learning opportunities, 2) the supportive formative learning environment, 3) doing and experiencing things together, 4) learning ‘the how’, and 5) greater than the sum of its parts. Participants also described getting more out of subsequent clinical placements and their nursing programmes and forming new peer support groups and friendships.</div></div><div><h3>Conclusions</h3><div>Identified significant positive learning and practice impacts from the simulated placement were in core areas of professional nursing that are often challenging to nurture. In view of this, and the ongoing positive impacts on subsequent clinical placements and participation in nursing programmes, this model of simulated placement warrants consideration as core element of Pre-registration Nursing and Apprenticeship Nursing Associate curricula.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106784"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144167458","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":"Enhancing student success: A holistic approach to wellness and academic support through a color-coded algorithm","authors":"Hollis Franco ,&nbsp;Amanda Veesart ,&nbsp;Laura Opton","doi":"10.1016/j.nedt.2025.106785","DOIUrl":"10.1016/j.nedt.2025.106785","url":null,"abstract":"<div><h3>Background</h3><div>Mental health challenges facing nursing students can be escalated by the demanding nature of enrollment in nursing school, affecting student performance and overall health and well-being.</div></div><div><h3>Procedure</h3><div>These concerns led one school to develop a color-coded algorithm to proactively address four categories of student needs, from mild (requiring minimal support) to critical (requiring immediate intervention). The algorithm aligns available school, institutional, and community resources with the ten dimensions of wellness, supporting a comprehensive wellness program that promotes a nurturing environment that supports the holistic needs of students. Faculty training is a critical component of success for the wellness program, and the algorithm provides a framework for faculty to quickly refer students to appropriate resources for individualized situations, strengthening the collaboration between students, faculty, and the wellness department.</div></div><div><h3>Conclusion</h3><div>Early identification and mitigation of potential risks are key to preventing issues from escalating, thereby enhancing overall student performance and outcomes. The wellness program not only supports student and school outcomes but also promotes better healthcare outcomes by producing a nursing workforce that is mentally and emotionally equipped to deliver high-quality care. The program provides a scalable model for incorporating wellness across various disciplines, highlighting the importance of mental health as a cornerstone for both personal and professional success.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106785"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138494","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":"Improving nutritional care in residential aged care facilities (RACFs): A scoping review of nutrition education for nursing staff","authors":"Hansen (Cindy) TANG ,&nbsp;Fung Kuen KOO ,&nbsp;WenPeng (Pen) YOU ,&nbsp;Kazem Razaghi ,&nbsp;Hui-Chen (Rita) CHANG","doi":"10.1016/j.nedt.2025.106789","DOIUrl":"10.1016/j.nedt.2025.106789","url":null,"abstract":"<div><h3>Background</h3><div>The ageing population is growing rapidly, posing unique challenges in residential aged care facilities, especially regarding malnutrition among residents. Nutrition education for nursing staff is crucial for improving the quality of nutritional care and promoting healthy ageing.</div></div><div><h3>Objective</h3><div>This scoping review aims to explore the current state of nutrition education interventions for nursing staff in residential aged care facilities and evaluate their effectiveness in enhancing resident care.</div></div><div><h3>Methods</h3><div>This scoping review was conducted in accordance with the updated Joanna Briggs Institute (JBI) methodological framework for scoping reviews, including studies published from January 2014 to July 2024. The review focused on interventions that aimed to improve nutritional knowledge, skills, and practices among nursing staff working in Residential Aged Care Facilities (RACFs), excluding studies unrelated to nutrition education, or involving non-nursing personnel.</div></div><div><h3>Results</h3><div>Six studies met the inclusion criteria, revealing a combination of face-to-face and online educational interventions. The findings indicate significant improvements in the nutritional knowledge and practices of nursing staff, which correlates with better food intake and nutritional status among residents. However, the effectiveness varied, with some studies reporting minimal changes in specific health metrics.</div></div><div><h3>Conclusion</h3><div>The review highlights the potential of both face-to-face and online nutrition education interventions in enhancing the skills and practices of nursing staff. Although the results are mixed, they collectively emphasize the need for well-structured, sustained educational efforts that can adapt to the diverse needs of nursing staff and residents. Future research should focus on optimizing these interventions to consistently improve nutritional care in aged care settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106789"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135219","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":"Latent profile analysis of death education needs and its relationship with hospice attitude among intern nursing students","authors":"Yushuo Niu ,&nbsp;Yuxiang Yang ,&nbsp;Cuicui Li ,&nbsp;Runan Zhao ,&nbsp;Xiaohong Hou","doi":"10.1016/j.nedt.2025.106788","DOIUrl":"10.1016/j.nedt.2025.106788","url":null,"abstract":"<div><h3>Background</h3><div>As a critical force for the future development of hospice care, death education for nursing students plays an essential role in the provision of hospice care services. However, current research has overlooked the heterogeneity of death education needs among individuals, and few studies have explored the influencing factors of death education needs and its relationship with hospice attitude of nursing interns.</div></div><div><h3>Objective</h3><div>A latent profile analysis (LPA) was conducted to identify the unique characteristics of death education needs among nursing interns in China and to explore the influencing factors of death education needs and its relationship with hospice attitude of nursing interns.</div></div><div><h3>Design</h3><div>Cross-sectional survey.</div></div><div><h3>Settings</h3><div>A tertiary hospital in Shandong Province, China.</div></div><div><h3>Participants</h3><div>The sample consisted of nursing interns (<em>N</em> = 225) from five medical universities.</div></div><div><h3>Methods</h3><div>Latent profile analysis (LPA) was used to establish a latent profile model for death education needs among nursing interns in China. Binary logistic regression analysis was then performed to examine the predictors of high death education needs based on the different latent profiles.</div></div><div><h3>Results</h3><div>Nursing interns' death education needs could be categorized into two latent groups: a “Low-level needs-higher views of death” group (26.2 %) and a “High-level needs” group (73.8 %). Binary logistic regression analysis, with the Low-level needs-higher views of death as the reference, revealed that educational level, experience of bereavement, occasional opportunities to care for the dying, and attitudes toward hospice care were significant predictors of nursing interns' death education needs.</div></div><div><h3>Conclusions</h3><div>Death education needs among nursing interns in China exhibit distinct profiling characteristics. Nursing interns with higher educational levels, experience of bereavement, opportunities to care for the dying, and positive attitudes toward hospice care are more likely to fall into the “High-level needs” group. These findings provide valuable insights for the development of future death education training models.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106788"},"PeriodicalIF":3.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125145","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 \"Comparison of standardized patient and medium-fidelity simulation practices on nursing students' knowledge, staging, and satisfaction regarding pressure injuries: A randomized controlled trial\" [Nurse. Educ. Today. 151 (2025) 106735].","authors":"Zilan Baran, Cahide Ayik, Dilek Özden","doi":"10.1016/j.nedt.2025.106783","DOIUrl":"https://doi.org/10.1016/j.nedt.2025.106783","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":" ","pages":"106783"},"PeriodicalIF":3.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121398","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":"Factors affecting Artificial Intelligence usage intention among nursing students: Unified theory of acceptance and use of technology","authors":"Latifah Alenazi ,&nbsp;Eman Alhalal","doi":"10.1016/j.nedt.2025.106780","DOIUrl":"10.1016/j.nedt.2025.106780","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students' acceptance and usage of AI are crucial for embracing and implementing the technology in nursing practice in the future. However, there is a lack of literature to examine the factors affecting AI usage intention among nursing students.</div></div><div><h3>Aim</h3><div>This study examined a hypothesized model based on the unified theory of acceptance and use of technology (UTAUT2). The intention to use AI mediates the impact of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on nursing students' AI usage. Gender was expected to moderate these relationships.</div></div><div><h3>Methods</h3><div>Employing a multicenter cross-sectional approach, this study was conducted across three Saudi universities between September and October 2023 with 500 undergraduate nursing students. The variables were measured using a self-report questionnaire originally developed based on UTAUT2. The internal consistency of the latent variable items and convergent, divergent, and construct validity were assessed. Structural equation modeling was conducted to test the hypothesized model.</div></div><div><h3>Results</h3><div>Performance expectancy (β = 0.235, <em>p</em> = .004), facilitating conditions (β = 0.233, <em>p</em> = .026), hedonic motivation (β = 0.371, <em>p</em> &lt; .001), and habit (β = 0.458, <em>p</em> &lt; .001) influenced AI usage intention, which significantly affected actual AI usage (β = 0.702, <em>p</em> &lt; .001). Behavioral intention mediated the relationship between AI usage in nursing education and performance expectancy (β = 0.165, <em>p</em> = .007), motivation (β = 0.261, <em>p</em> = .001), and habit (β = 0.321, <em>p</em> = .002). Gender moderated the effects of behavioral intention (Δβ = 0.613, <em>p</em> = .005) and facilitated conditions (Δβ = −0.440, <em>p</em> = .023) on AI usage.</div></div><div><h3>Conclusions</h3><div>The findings will help stakeholders promote AI usage among future nurses. They highlight the need for interventions and strategies to enhance the perceptions of AI's benefits, resource availability, and individuals' enthusiasm and usage habits.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106780"},"PeriodicalIF":3.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071807","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":"Exploration of competency to emotional management and emotional well-being of undergraduate nursing students who experienced emotional situations during clinical placement: A qualitative inquiry","authors":"Hasini Hathurusinghe,&nbsp;Damayanthi Dassanayake","doi":"10.1016/j.nedt.2025.106782","DOIUrl":"10.1016/j.nedt.2025.106782","url":null,"abstract":"<div><h3>Background</h3><div>Emotional management is an essential skill in the nursing profession. Good emotional regulation skills can lead to a more fulfilling and satisfying professional life. Nursing students should strive to develop strong emotional regulation skills to ensure their academic and professional success.</div></div><div><h3>Aim</h3><div>The study aimed to explore how nursing students manage their emotions and maintain their emotional well-being during clinical placement, emphasizing the role of institutional support in developing emotional intelligence and coping strategies.</div></div><div><h3>Design</h3><div>An exploratory qualitative study.</div></div><div><h3>Setting</h3><div>Department of Nursing, Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka.</div></div><div><h3>Participants</h3><div>A total of 12 undergraduate nursing students from a state university in Sri Lanka were interviewed.</div></div><div><h3>Methods</h3><div>The data were collected using semi-structured interviews from July 2023 to August 2023. The data was analyzed using Colaizzi's seven-step method of thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged: (1) Emotional management is challenging during early clinical placement. (2) Strategies used for emotional management during clinical placement. (3) Determinants impacting emotional well-being. (4) The imperative need for support in managing emotions during clinical placements.</div></div><div><h3>Conclusions</h3><div>Nursing students confronted diverse challenges while navigating emotionally challenging situations during their early clinical placements. Positive patient interaction, self-regulation strategies, religiosity for emotional impact, and peer supportiveness are identified as strategies for emotional management. Previous experiences, improved interaction with hospital staff, and positive engagement with patients have been identified as factors influencing the emotional well-being of students. This study suggests the need for individualized support, proactive guidance, counseling, and mentorship to help student nurses manage their emotions effectively in clinical settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106782"},"PeriodicalIF":3.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134447","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}