Nurse Education Today最新文献

{"title":"Missed nursing care and its associated factors among nursing students: A cross-sectional study","authors":"Muktar Abawaji ,&nbsp;Rachel Cardwell ,&nbsp;Gugsa Germossa ,&nbsp;Lisa McKenna","doi":"10.1016/j.nedt.2025.106742","DOIUrl":"10.1016/j.nedt.2025.106742","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students are often curious about the match between their theoretical knowledge and the nursing care they observe during their clinical practices. Discrepancies between them can lead to instances where nursing care is omitted. If this omission is frequent, students may perceive it as a norm. Assessing missed nursing care among nursing students can provide input to improve clinical education and quality of nursing care. However, there is a lack of research on missed nursing care among nursing students in Ethiopia.</div></div><div><h3>Objective</h3><div>To assess missed nursing care and its associated factors among nursing students in Ethiopia.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted from April 7 to June 22, 2024, at two universities in Ethiopia. Nursing students who had completed at least one clinical placement were included. Convenience sampling was used to recruit 358 participants. A validated ‘Unfinished Nursing Care Survey for Students (UNCS4S)’ scale was used to measure missed nursing care. Data were analysed using SPSS version 29 software. Multiple linear regression analysis was used to identify factors associated with missed nursing care at a <em>P</em> value of ≤0.05.</div></div><div><h3>Results</h3><div>The average score of missed nursing care was 3.03 [95 % CI: 2.98; 3.08]. Teaching patients (Mean = 3.71, 3.58; 3.83 CI), providing personal hygiene (Mean = 3.70, 3.57; 3.83 CI), and emotional support (Mean = 3.62, 3.51; 3.73 CI) were most frequently missed. Lack of collaboration among nurses (β = 2.165, 1.040; 3.29 CI), inadequate number of nurses (β = 3.166, 0.711; 5.621 CI), insufficient supervision of tasks (β = 1.344, 0.453; 2.236 CI), inaccurate initial priority setting (β = 1.043, 0.107; 1.979 CI), and inadequate nursing care model (β = 1.211, 0.160; 2.261 CI) were factors associated with missed nursing care.</div></div><div><h3>Conclusions</h3><div>Nursing students reported a high level of missed nursing care. Hospital administrators should address nursing staff shortages, strengthen teamwork among nurses, and improve supervision of nursing tasks to mitigate missed nursing care and improve patient safety. There is a need to review whether existing nursing curricula sufficiently integrate missed nursing care and its potential impacts to enhance students' awareness and preparedness for their future practices. Future qualitative research is needed to explore students' personal experiences with missed care and reactions when they observe it and explore its impacts on their education and attitudes toward nursing.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106742"},"PeriodicalIF":3.6,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835123","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":"Global overview of factors influencing nursing students to pursue nursing career: A scoping review of the past decade with future implications","authors":"Joko Gunawan ,&nbsp;Lee Shin Syuen ,&nbsp;Colleen Marzilli ,&nbsp;Sok Ying Liaw","doi":"10.1016/j.nedt.2025.106739","DOIUrl":"10.1016/j.nedt.2025.106739","url":null,"abstract":"<div><h3>Background</h3><div>Understanding the factors that influence nursing students' career choices is vital for tackling the nursing shortage, especially when aiming to attract, motivate, and retain individuals in the profession. However, these factors may have evolved over time, and existing literature reviews might not capture the latest changes and trends affecting the current context.</div></div><div><h3>Aim</h3><div>To synthesize the literature on factors influencing nursing as a career choice over the past decade.</div></div><div><h3>Methods</h3><div>A scoping review was conducted. The search was restricted to full-text English articles published from 2014 to 2024 in CINAHL, PubMed, Scopus, and ScienceDirect. The searching and screening processes were conducted from March 26th to August 5th, 2024. Quantitative, qualitative, and mixed-method research articles that discussed nursing career choices were included. The review involved five steps: formulating the question, locating relevant studies, selecting studies, charting data, and summarizing and presenting findings. Data charting was carried out in all included studies using an extraction table. A thematic analysis approach was employed to categorize and group the factors.</div></div><div><h3>Results</h3><div>A total of 49 articles were selected for final analysis. The findings were grouped into six themes: 1) personal desire, 2) social influence, 3) career opportunities, 4) job flexibility, 5) nursing educational program, and 6) the impact of pandemic. These themes align with the Career Sailboat Model, highlighting how personal motivations, social dynamics, systemic factors, and unpredictable chance elements shape nursing students' decisions.</div></div><div><h3>Conclusion</h3><div>The review emphasizes the importance of addressing systemic barriers, enhancing diversity, and aligning nursing education with cultural and regional healthcare needs. Strategic efforts to improve accessibility, inclusivity, and collaboration can strengthen recruitment and retention, preparing nursing professionals to meet the challenges of an evolving healthcare environment.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106739"},"PeriodicalIF":3.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816430","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":"Awareness of sustainable development and food waste attitudes among nursing students: a cross-sectional correlational study","authors":"Aslıhan Çeliker ,&nbsp;Müjde Çalikuşu İncekar","doi":"10.1016/j.nedt.2025.106747","DOIUrl":"10.1016/j.nedt.2025.106747","url":null,"abstract":"<div><h3>Background</h3><div>The International Council of Nurses aims to empower nurses to take leadership roles in promoting sustainable practices within healthcare organizations and to lead sustainable development initiatives in healthcare by emphasizing that sustainable development should be part of nursing curricula and continuing education.</div></div><div><h3>Objectives</h3><div>This study was conducted to determine the relationship between nursing students' sustainable development awareness and food waste attitudes. In addition, it was aimed to compare the descriptive characteristics of the students (gender, class, sibling and receiving education about sustainable development goals) and these two concepts.</div></div><div><h3>Design</h3><div>This study was conducted to determine the relationship between sustainable development awareness and waste attitudes among nursing students as a cross-sectional correlational study.</div></div><div><h3>Participants</h3><div>The target audience of this study was undergraduate nursing students studying at Yuksek Ihtisas University in the 2022–2023 academic year. A total of 150 volunteer nursing students participated in the study using the convenience sampling method.</div></div><div><h3>Methods</h3><div>Participants were administered an Introductory Information Form, a valid and reliable Sustainable Development Awareness Scale, and a valid and reliable Food Waste Attitude Scale.</div><div>Participants completed Introductory Information Form, Sustainable Development Awareness Scale and Food Waste Attitude Scale. Spearman correlation analysis was used to evaluate the relationship between the two scales.</div></div><div><h3>Results</h3><div>In this study, 84.7 % of the students were female, 15.3 % were male, and the mean age was determined as 20.93 ± 1.45 years. Sustainable development awareness scale and food waste attitudes scale scores among nursing students was found to be statistically significant (<em>p</em> &lt; 0.05). It was found that female students (<em>p</em> &lt; 0.05) and 4th grade students (<em>p</em> &lt; 0.01) had high sustainable development awareness. It was found that female students and students with siblings had high food waste attitudes (p &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study presents the relationship between sustainable development goals and food waste, emphasizing the importance of including sustainable development goals in the curriculum of nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106747"},"PeriodicalIF":3.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835122","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 emotional intelligence training on nurses' and nursing students' emotional intelligence, resilience, stress, and communication skills: a systematic review and meta-analysis","authors":"Tetsuharu Kawashima ,&nbsp;Yuma Ota ,&nbsp;Gen Aikawa ,&nbsp;Mayumi Watanabe ,&nbsp;Kaoru Ashida ,&nbsp;Hideaki Sakuramoto","doi":"10.1016/j.nedt.2025.106743","DOIUrl":"10.1016/j.nedt.2025.106743","url":null,"abstract":"<div><h3>Aims</h3><div>This study evaluates the effectiveness of emotional intelligence training on emotional intelligence, resilience, stress, and communication skills among nurses and nursing students.</div></div><div><h3>Design</h3><div>We conducted a systematic review and meta-analysis of the effectiveness of emotional intelligence training in nurses and nursing students.</div></div><div><h3>Data sources</h3><div>Randomised controlled trials were searched in MEDLINE (via PubMed), CINAHL (via EBSCOhost), Web of Science (via Ovid), ERIC (via ProQuest), Cochrane Central Register of Controlled Trials (CENTRAL), and Igaku Chuo Zasshi databases from inception to 9–11 October 2024.</div></div><div><h3>Review methods</h3><div>Two authors independently screened each study and assessed eligibility. Authors calculated the pooled effect estimates associated with nurses' and nursing students' emotional intelligence, resilience, stress, and communication skills using a random-effects meta-analytic model.</div></div><div><h3>Results</h3><div>The search yielded 1731 studies from electronic databases. After removing duplicates, 1294 records remained. Following title and abstract screening, 34 studies qualified for full-text review, of which 11 studies were excluded based on inclusion criteria, leaving 23 studies for analysis. Emotional intelligence training significantly improved emotional intelligence compared to the control group (16 trials, <em>N</em> = 1155; SMD = 1.76 [95 % CI: 1.06 to 2.45]). It also had a significant effect in reducing stress (4 trials, <em>N</em> = 312; SMD = −1.51 [95 % CI: −2.96 to −0.07]) and demonstrated a significant positive effect on communication skills (4 trials, <em>N</em> = 329; SMD = 2.72 [95 % CI: 0.64 to 4.79]). However, it had no significant effect on resilience (2 trials, <em>N</em> = 138; SMD = 2.71 [95 % CI: −1.55 to 6.97]).</div></div><div><h3>Conclusions</h3><div>This study found that emotional intelligence training had a statistically significant positive impact on enhancing emotional intelligence in nursing students and nurses in both the short and long term. It also significantly reduced stress and improved communication skills but had no significant effect on resilience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106743"},"PeriodicalIF":3.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825551","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":"Development of an instrument to measure the attitudes and skills of undergraduate nursing students in caring for family caregivers: An international multi-method study","authors":"Jessica Longhini ,&nbsp;Zarina Nahar Kabir ,&nbsp;Nana Waldréus ,&nbsp;Hanne Konradsen ,&nbsp;Dorthe Gaby Bove ,&nbsp;Asier Léniz ,&nbsp;Maria Dolores Calle ,&nbsp;Elena De Lorenzo Urien ,&nbsp;Pankaj Bhardwaj ,&nbsp;Suresh Sharma ,&nbsp;Elisa Ambrosi ,&nbsp;Federica Canzan","doi":"10.1016/j.nedt.2025.106738","DOIUrl":"10.1016/j.nedt.2025.106738","url":null,"abstract":"<div><h3>Background</h3><div>The increasing demands on family caregivers due to the shortage of healthcare professionals and the rising prevalence of chronic conditions underscore the need for adequate nursing support to enhance family caregivers' abilities and reduce their burden. No instrument exists to measure undergraduate nursing students' attitudes and skills in involving family caregivers. This study aimed to develop a questionnaire to evaluate undergraduate nursing students' attitudes and skills in caring for family caregivers.</div></div><div><h3>Methods</h3><div>A three-phase multi-method study was conducted involving a consortium of five universities in Italy, Denmark, India, Spain, and Sweden. Theoretical models and literature analysis and review informed initial item generation. Then, a Delphi process with purposefully selected international experts across three rounds refined the item list based on clarity, essentiality, and relevance, achieving consensus on a final set of items. Finally, pilot testing with purposefully selected 25 students assessed face validity and clarity.</div></div><div><h3>Results</h3><div>The preliminary phase led to 130 items. Delphi rounds reduced the initial 130 items to a refined set of 39 (13 items on attitudes, 26 on skills). Content Validity Index (CVI) scores for clarity and relevance were high (S-CVI/Ave = 0.93 for clarity, 1.0 for relevance). From the pilot test among 25 students, items scored an average clarity of 0.84 (I-CVI). Two items were removed, resulting in a final 37-item questionnaire (12 attitudes, 25 skills).</div></div><div><h3>Discussion</h3><div>The developed questionnaire bridges a gap in nursing education assessment. Emphasizing attitudes and skills, it addresses key areas such as understanding family dynamics, emotional support, and collaborative planning with caregivers, aligning with nursing education needs across diverse cultural contexts. The use of this instrument will support educational programs in enhancing family-centered care competencies of undergraduate nursing students, ultimately improving support for family caregivers in healthcare settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106738"},"PeriodicalIF":3.6,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835121","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":"Online learning in nursing education: A 21st century bibliometric analysis","authors":"Jennie C. De Gagne ,&nbsp;Paige S. Randall ,&nbsp;Paula D. Koppel ,&nbsp;Eunji Cho ,&nbsp;Elizabeth R. Blackwood ,&nbsp;Hee Sun Kang","doi":"10.1016/j.nedt.2025.106740","DOIUrl":"10.1016/j.nedt.2025.106740","url":null,"abstract":"<div><h3>Background</h3><div>Online learning has become an integral part of nursing education, especially in response to the growing reliance on technology and the global transition to remote learning.</div></div><div><h3>Aim</h3><div>This study explored research outputs and impact, collaborative networks, and thematic trends in online learning within nursing education to guide future educational advancements.</div></div><div><h3>Methods</h3><div>A bibliometric analysis was conducted using the Web of Science database to examine publications spanning from 2000 to August 2024. VOSviewer and Biblioshiny were utilized to assess publication trends, co-authorship, co-citation, and keyword co-occurrence, providing a comprehensive view of the research landscape. Descriptive statistics and visualizations were employed to enhance clarity and facilitate interpretation of key findings.</div></div><div><h3>Results</h3><div>The dataset encompassed 703 institutions across 56 countries, demonstrating the global scope of online learning research in nursing education. Publication output grew steadily, reaching a peak of 111 articles in 2022 (17 % of the total). The United States led with 555 publications and 2669 citations, followed by Australia (n = 92), Canada (n = 62), and Iran (n = 45). Co-authorship analysis revealed dense regional networks, with the University System of Ohio and the University of North Carolina as central hubs, though international collaborations were sparse. Keyword co-occurrence analysis identified three primary thematic clusters: (1) the impact of the COVID-19 pandemic, (2) student engagement, readiness, and motivation, and (3) technological integration and pedagogical approaches.</div></div><div><h3>Conclusions</h3><div>This bibliometric analysis provides a comprehensive overview of online learning research in nursing education, highlighting its growth, thematic focus areas, and collaborative networks. The findings serve as a foundation for advancing evidence-based, inclusive, and innovative educational practices. Online learning is no longer a peripheral aspect of nursing education but a cornerstone for driving excellence, equity, and innovation. By addressing existing gaps and embracing emerging opportunities, stakeholders can reimagine nursing education to better prepare students for the challenges of modern healthcare.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106740"},"PeriodicalIF":3.6,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143824311","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":"Fostering creativity-nurturing behaviors among nurse educators: Investigating the interplay between evidence-based practice climate and artificial intelligence competence self-efficacy","authors":"Ahmed Abdelwahab Ibrahim El-Sayed ,&nbsp;Samira Ahmed Alsenany ,&nbsp;Raghad Saad Eid Almalki ,&nbsp;Maha Gamal Ramadan Asal","doi":"10.1016/j.nedt.2025.106734","DOIUrl":"10.1016/j.nedt.2025.106734","url":null,"abstract":"<div><h3>Background</h3><div>Fostering creativity in nursing education is essential for equipping students with critical thinking and problem-solving skills. Nurse educators play a pivotal role in nurturing creativity among nursing students, yet their effectiveness is shaped by institutional and technological influences. While an evidence-based practice (EBP) climate provides a structured framework for innovative teaching, the increasing integration of artificial intelligence (AI) in education necessitates that educators develop AI competence self-efficacy. AI tools, such as personalized learning systems, adaptive simulations, and data-driven decision-making platforms, enhance creativity-nurturing behaviors by supporting individualized student engagement and dynamic problem-solving approaches. However, the extent to which AI competence self-efficacy strengthens the relationship between EBP climate and creativity-nurturing behaviors remains underexplored.</div></div><div><h3>Objectives</h3><div>To examine the relationship between EBP climate and creativity-nurturing behaviors among nurse educators, with a specific focus on the moderating role of AI competence self-efficacy. The key research question is: Does AI competence self-efficacy enhance the positive effect of EBP climate on creativity-nurturing behaviors among nurse educators?</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>Data were collected from 570 nurse educators using a structured online questionnaire measuring EBP climate, AI competence self-efficacy, and creativity-nurturing behaviors. Regression analyses, including interaction terms, assessed the moderating role of AI competence self-efficacy.</div></div><div><h3>Results</h3><div>Findings indicate that both EBP climate and AI competence self-efficacy significantly predict creativity-nurturing behaviors. Furthermore, AI competence self-efficacy moderates this relationship, amplifying the positive effect for educators with higher AI competence.</div></div><div><h3>Conclusion</h3><div>EBP climate and AI competence self-efficacy are crucial in fostering creativity-nurturing behaviors among nurse educators. Higher AI competence self-efficacy enhances the ability to leverage EBP climate for creative teaching.</div></div><div><h3>Implications</h3><div>Nursing institutions should enhance AI competence among nurse educators through targeted AI literacy programs, faculty mentorship, and integration of AI-driven teaching tools to optimize creativity-nurturing behaviors within an evidence-based educational environment.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106734"},"PeriodicalIF":3.6,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816429","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":"Confidence, commitment, and control: Nursing faculty experiences with teaching LGBTQ+ health","authors":"Caitlin M. Nye ,&nbsp;Jennifer A. Livingston ,&nbsp;Athena D.F. Sherman ,&nbsp;Kelly Foltz-Ramos ,&nbsp;Amy Hequembourg","doi":"10.1016/j.nedt.2025.106736","DOIUrl":"10.1016/j.nedt.2025.106736","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine associations between facilitators and barriers to inclusion of LGBTQ+ content in nursing education, as well as to describe the experiences of pre-licensure nursing faculty with including LGBTQ+ content in their teaching.</div></div><div><h3>Background</h3><div>Nursing faculty are charged with preparing students to provide equitable and ethical care for LGBTQ+ patients and populations. Prior research in this area largely focuses on student outcomes related to inclusion of LGBTQ+ topics, rather than on faculty experiences of including this content.</div></div><div><h3>Methods</h3><div>Nursing faculty in the United States (U.S.) who teach in pre-licensure nursing programs were eligible to participate. Non-probability purposive sampling and snowball sampling were utilized for this cross-sectional survey study. The survey measured control over curricular content, confidence with LGBTQ+ content, facilitators, and barriers to LGBTQ+ health content inclusion in curricula, and inclusion of LGBTQ+ content. Free-text items explored faculty experiences of including LGBTQ+ content. Descriptive and correlational statistical analyses were performed and directed content analysis was applied to the free-text data.</div></div><div><h3>Results</h3><div>Respondents (<em>N</em> = 196) were predominantly faculty teaching in pre-licensure baccalaureate programs (70.6 %), representing schools of nursing from 41 U.S. states. Confidence with LGBTQ+ inclusivity (<em>r</em> = 0.669), general authority over curricula (<em>r</em> = 0.240), inadequate training (<em>r</em> = −0.427), and insufficient knowledge (<em>r</em> = −0.383) were all found to have statistically significant associations with LGBTQ+ health content inclusion. Additionally, commitment to LGBTQ+ inclusion was a prominent theme associated with LGBTQ+ health content inclusion.</div></div><div><h3>Conclusion</h3><div>This study reveals the importance of faculty confidence with LGBTQ+ inclusivity within and outside the formal curriculum, as well as commitment to LGBTQ+ inclusion. These key factors may promote greater inclusion of LGBTQ+ health topics across the lifespan and across the curriculum.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106736"},"PeriodicalIF":3.6,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790911","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":"Comparison of standardized patient and medium-fidelity simulation practices on nursing students' knowledge, staging, and satisfaction regarding pressure injuries: A randomized controlled trial","authors":"Zilan Baran ,&nbsp;Cahide Ayik ,&nbsp;Dilek Özden","doi":"10.1016/j.nedt.2025.106735","DOIUrl":"10.1016/j.nedt.2025.106735","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to compare the effects of education using standardized patients (SP) and medium-fidelity simulation (MFS) on nursing students' knowledge, staging, and satisfaction related to pressure injuries (PI).</div></div><div><h3>Design</h3><div>A pre- and post-test, double-blind, randomized controlled trial.</div></div><div><h3>Methods</h3><div>The study included nursing students (<em>n</em> = 79) from a nursing faculty in western Turkey between April and July. Data were collected using the Student Characteristics Form, the Pressure Ulcer Knowledge Assessment Tool 2.0 (PUKAT 2.0-T), the Pressure Injury Staging Form, and the Student Satisfaction and Confidence in Learning Scale.</div></div><div><h3>Results</h3><div>The SP (<em>n</em> = 40) and MFS (<em>n</em> = 39) groups did not demonstrate any significant differences in staging levels (SP: 9.42 ± 3.24, MFS: 10.41 ± 2.96) or PI knowledge (SP: 11.73 ± 3.39, MFS: 12.00 ± 4.52) following the simulation experience. Both groups showed a statistically significant increase in PI knowledge and staging levels after the interventions compared to before (<em>p</em> &lt; .05). The learning satisfaction level of the SP group (23.03 ± 2.37) was significantly higher than that of the MFS group (21.51 ± 4.03) (p &lt; .05). No significant differences were found between the groups regarding self-confidence levels (<em>p</em> &gt; .05).</div></div><div><h3>Conclusion</h3><div>Both simulation methods improved students' PI knowledge and staging levels; however, the satisfaction level of students in the SP group was found to be higher. Therefore, it is recommended to enhance the realism of PI education using SPs and to expand the use of simulation practices.</div></div><div><h3>Registration</h3><div>The study has been registered with the National Library of Medicine Clinical Trials: <span><span>NCT05946291</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106735"},"PeriodicalIF":3.6,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807960","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":"Characteristics and academic resilience related factors in nursing students with intentions to change majors","authors":"Eunhee Hwang","doi":"10.1016/j.nedt.2025.106727","DOIUrl":"10.1016/j.nedt.2025.106727","url":null,"abstract":"<div><h3>Background</h3><div>Owing to the shortage of nursing personnel, there has been a rapid increase in the number of students entering nursing programs. Combined with the demanding curriculum that integrates theoretical education with clinical practice, as well as the psychological pressure of passing the national exam, this situation has led to an increasing number of students either dropping out or considering transfers to other departments.</div></div><div><h3>Objective</h3><div>To explore the characteristics of nursing students who intend to change majors and identify factors related to academic resilience by comparing them with the characteristics of students who do not intend to change majors.</div></div><div><h3>Design and methods</h3><div>A cross-sectional survey was conducted with a sample of 214 undergraduate nursing students. The data were collected using structured questionnaires. The collected data were analyzed using SPSS/WIN 26.0.</div></div><div><h3>Results</h3><div>Of the nursing students, 51.4 % intended to change their majors. The level of satisfaction with their major was lower among those with the intention to change majors than among those without such intentions. Students with intentions to change majors had lower positive psychological capital and academic resilience, and reported more bullying. Academic resilience positively correlated with positive psychological capital and stress coping and negatively correlated with bullying. However, they utilized fewer stress-coping strategies than students who did not intend to change majors.</div></div><div><h3>Conclusions</h3><div>This study's results suggest that systematic educational programs should be designed to enhance positive psychological capital from the outset, and strategies to improve stress-coping skills to mitigate the negative impacts of the academic process and promote academic success should be developed.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106727"},"PeriodicalIF":3.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143790910","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}