Nurse Education Today最新文献

{"title":"The impact of ChatGPT training in the nursing process on nursing students' problem-solving skills, attitudes towards artificial intelligence, competency, and satisfaction levels: Single-blind randomized controlled study","authors":"Burcu Arkan ,&nbsp;Öznur Erbay Dallı ,&nbsp;Belgin Varol","doi":"10.1016/j.nedt.2025.106765","DOIUrl":"10.1016/j.nedt.2025.106765","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the impact of training on the use of ChatGPT in the nursing process on nursing undergraduate students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and satisfaction levels.</div></div><div><h3>Design</h3><div>Single blind randomized controlled study.</div></div><div><h3>Methods</h3><div>The sample of the study consisted of 48 experimental and 48 control groups, totaling 96 nursing students. The intervention group received the “Artificial Intelligence Integrated Nursing Process” training program. The control group only received the standard nursing process education. The data collection instruments were administered before the training and after the training. Chi-square analysis was used to compare variables, independent samples <em>t</em>-tests were used for comparisons between groups, and paired t-tests were used for within-group comparisons.</div></div><div><h3>Results</h3><div>In the post-education measurements, students in the intervention group demonstrated a significantly lower average total problem solving inventory score compared to those in the control group, indicating an improvement in problem-solving skills. The intervention group showed an increase in positive attitudes towards artificial intelligence compared to the control group and a decrease in negative attitudes. In the intervention group, students showed a significant increase in their nursing process competency levels and satisfaction levels after the training, whereas no significant change was observed in the control group.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that the training provided on the use of ChatGPT in the nursing process positively impacted nursing students' problem-solving skills, attitudes towards artificial intelligence, competencies related to the nursing process, and levels of satisfaction.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106765"},"PeriodicalIF":3.6,"publicationDate":"2025-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906640","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 impact of role-playing in enhancing nursing education: A systematic review of pedagogical outcomes and student competency development","authors":"Esmaiel Maghsoodi ,&nbsp;Hossein Alikhah ,&nbsp;Somayeh Ghavipanjeh Rezaiy ,&nbsp;Nasim Partash ,&nbsp;Erfan Hosseinian","doi":"10.1016/j.nedt.2025.106763","DOIUrl":"10.1016/j.nedt.2025.106763","url":null,"abstract":"<div><h3>Background and objectives</h3><div>Nursing education continually seeks innovative teaching strategies to enhance students' competencies. Role-playing has been proposed as an effective pedagogical tool for improving clinical skills, knowledge, and professional behavior. This systematic review aimed to evaluate the impact of role-playing in nursing education, with a focus on pedagogical outcomes and challenges.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted using five electronic databases (MEDLINE, Scopus, Web of Science, EMBASE, and Cochrane Library), following the PRISMA guidelines. The search strategy used the PICO framework to identify relevant studies. Quality assessments were performed using the Cochrane Risk of Bias tool and Newcastle-Ottawa Scale checklist.</div></div><div><h3>Results</h3><div>From the initial 241 studies, 18 met the inclusion criteria. The findings indicated that role-playing significantly enhanced nursing students' clinical skills, self-efficacy, communication abilities, empathy, and overall satisfaction. Identified challenges include engagement variability, emotional barriers, educational design limitations, and resource constraints.</div></div><div><h3>Conclusion</h3><div>Role-playing is a valuable educational strategy in nursing curricula that fosters essential clinical and interpersonal skills. Addressing challenges, such as scenario design and emotional support, are crucial for effective implementation. Future research should focus on creating standardized role-playing frameworks that are adaptable to diverse educational contexts.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106763"},"PeriodicalIF":3.6,"publicationDate":"2025-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906641","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":"Strategies to improve student engagement in online nursing education: A systematic review","authors":"Sabrina Elias ,&nbsp;Kathryn Taylor ,&nbsp;Emerald Jenkins ,&nbsp;Kelley Robinson ,&nbsp;Yordanos Tesfai ,&nbsp;Hae-Ra Han","doi":"10.1016/j.nedt.2025.106762","DOIUrl":"10.1016/j.nedt.2025.106762","url":null,"abstract":"<div><h3>Introduction</h3><div>The science of nursing education is shifting from comparisons of online and in-person modalities toward development and testing of online instructional strategies to optimize student learning. We conducted a systematic review (1) to identify instructional strategies designed to improve student engagement in online nursing education and (2) to evaluate the impact of instructional strategies on specific domains of nursing student engagement and learning outcomes.</div></div><div><h3>Methods</h3><div>We searched Web of Science, PubMed, Embase, and the Cumulative Index of Nursing and Allied Health Literature for search terms that aligned with our population, intervention, and outcomes of interest. We applied the concept of student engagement by Jennifer A. Fredricks and colleagues to guide inclusion and exclusion criteria, data extraction, and synthesis<strong>.</strong></div></div><div><h3>Results</h3><div>Our search yielded 4847 articles, of which 8 met inclusion criteria and were included in this systematic review. Instructional strategies varied widely across studies and included game-based learning, case-based learning, novel instructor-to-student communication methods, and course redesign. Compared to traditional online strategies, game- and case-based approaches were associated with improvements in behavioral, emotional, and cognitive engagement and learning outcomes. Participant sociodemographic were underreported across all studies.</div></div><div><h3>Discussion</h3><div>Our findings provide early support for the use of game-based learning or gamification elements and case-based learning to improve student engagement and subsequent learning outcomes.</div><div>Future research on student engagement in online nursing education should evaluate the effects of different educational levels, incorporation of virtual reality, and report participants' sociodemographic data to examine subgroup effectiveness.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106762"},"PeriodicalIF":3.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143906642","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":"Current institutionalized sexism in nursing degree classrooms: A multicenter qualitative study in Catalonia","authors":"Maria Feijoo-Cid ,&nbsp;Andres Llena-Riu ,&nbsp;Ainoa Biurrun-Garrido ,&nbsp;Concepció Fuentes-Pumarola ,&nbsp;David Cámara-Liebana ,&nbsp;Ángel Gasch-Gallén","doi":"10.1016/j.nedt.2025.106760","DOIUrl":"10.1016/j.nedt.2025.106760","url":null,"abstract":"<div><div>Everyday sexism is not always consciously identified in nursing degree classrooms. This leads to the reproduction of inequality that is legitimized in interpersonal relationships and institutional dynamics.</div></div><div><h3>Aim</h3><div>Describe how nursing students perceive and experience everyday sexism in the classroom at various universities in Catalonia.</div></div><div><h3>Methods</h3><div>Multicenter study using quantitative and qualitative content analysis of semi-structured interviews. The study population comprised fourth-year nursing students in Catalonia. The interviews were conducted online from February to June 2022. An ad hoc interview script was designed based on the scientific literature on the perception of sexism and discrimination in the classroom. The anonymity and confidentiality of participants and data were ensured.</div></div><div><h3>Results</h3><div>Twenty fourth-year nursing students participated, 18 women and two men, ages 21 to 49. Use of the space was unequal: men occupy the back rows of the classroom, forming male-only groups. Moreover, men participate more often in large groups when a debate is established, and they do so impulsively. Women are more respectful and ask questions about class content. Male students tend to do less work in group projects but present more. Female students lead the group work, especially in terms of coordination and organization, and take responsibility for the more complex parts. However, they participate less in oral presentations.</div></div><div><h3>Conclusion</h3><div>In the nursing classroom, women are invisibilized and limited in their use of space. They also take on excess work but participate less. Men participate more, reject inclusive language, and work together to claim their space. These dynamics create the conditions for a nursing degree education steeped in legitimized everyday sexism.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106760"},"PeriodicalIF":3.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886623","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":"Assessing nursing students' perceptions of obstetric violence: A cross-sectional study","authors":"Ebru Küçük ,&nbsp;Kıymet Yesilçiçek Çalık ,&nbsp;Sude Çınar","doi":"10.1016/j.nedt.2025.106757","DOIUrl":"10.1016/j.nedt.2025.106757","url":null,"abstract":"<div><h3>Background</h3><div>Obstetric violence is a global issue that violates women's rights. To effectively address this problem within healthcare, understanding nursing students' perceptions of this form of violence is essential.</div></div><div><h3>Objectives</h3><div>This study aims to determine whether nursing students perceive certain clinical practices during labor and delivery as obstetric violence and to identify the factors that influence their perceptions.</div></div><div><h3>Design</h3><div>A cross-sectional study design was employed.</div></div><div><h3>Settings</h3><div>The research was conducted within a nursing program at a state university in Türkiye.</div></div><div><h3>Participants</h3><div>The study included 307 nursing students, with 45.3 % in their third year and 54.7 % in their fourth year.</div></div><div><h3>Methods</h3><div>Data were collected through face-to-face interviews using a questionnaire that included socio-demographic inquiries, an obstetric violence awareness form, and a 44-item obstetric violence perception form developed by the researchers. Descriptive statistics were computed. The relationship between the total obstetric violence perception score and variables like age and clinical observation count was assessed using Spearman correlation analysis. Both simple and multiple linear regression analyses evaluated factors influencing perception, with <em>p</em> &lt; 0.05 indicating statistical significance. Odds ratios with a 95 % confidence interval were calculated.</div></div><div><h3>Results</h3><div>Participants had an average perception score of 178.80 (SD: 24.40), indicating a moderate awareness level of obstetric violence, although some clinical practices were not perceived as violent. Gender and academic year were identified as independent determinants; female students had awareness levels 12.620 times higher than males, and third-year students demonstrated levels 6.327 times greater than fourth-year students.</div></div><div><h3>Conclusion</h3><div>Nursing students were found to have a moderate level of awareness regarding obstetric violence, with their perceptions varying by gender and academic year. These findings underscore the importance of systematically integrating obstetric violence awareness into nursing education to foster respectful and evidence-based maternity care.</div></div><div><h3>Patient or public contribution</h3><div>No Patient or Public Contribution.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106757"},"PeriodicalIF":3.6,"publicationDate":"2025-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886624","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":"Simulation as a foundation for experiential learning among ambulance nursing students: A qualitative observation study","authors":"Ulf Andersson ,&nbsp;Jonas Wihlborg ,&nbsp;Anna Kängström ,&nbsp;Gabriella Norberg-Boysen ,&nbsp;Anders Sterner","doi":"10.1016/j.nedt.2025.106759","DOIUrl":"10.1016/j.nedt.2025.106759","url":null,"abstract":"<div><div>Simulation-based education is commonly used in undergraduate training but has gained increased utilization in postgraduate education. Ambulance nursing programs struggle to provide suitable simulations, as ambulance care can involve any possible situation. Simulation-based education in ambulance nursing programs commonly includes basic assessment and treatment of various conditions. However, there seems to be a lack of knowledge regarding students' experience of simulating pediatric emergency care in an ambulance care setting. Thus, the aim of this study was to explore specialist nursing students' experiences of simulating pediatric emergency care in an ambulance care setting. A qualitative design was deployed, utilizing field notes, individual and group interviews to capture the students' experiences. The results show that students immerse themselves in the simulations when the environment and facilitators support this. The simulation can elicit both emotional and physical responses among the students. Students gain insights into their knowledge deficit regarding certain topics, such as pediatric emergency care, as well as the rules and regulations governing what they are allowed to do for a child's safety and well-being. During simulation, students understand the importance of using adequate communication and recognize that there might be several aspects influencing this. Finally, the students gain insight into their emotional and behavioral responses when encountering patients and relatives in situations that conflict with their own views. In conclusion, simulation-based education can be a useful pedagogical tool if barriers to immersion are reduced. It can provide students with insights into their emotional and behavioral responses when encountering unexpected events. If properly discussed in debriefing sessions, these matters lead to increased learning that students can carry with them into their future careers. However, more research is needed on the feasibility of this kind of simulation in the ambulance nurse education setting.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106759"},"PeriodicalIF":3.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883277","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 influence of self-determined motivation on patient safety competency among nurses: The chain mediating effect of psychological contract and psychological capital","authors":"Yuran Qiu ,&nbsp;Yanli Yang ,&nbsp;Juan Wang ,&nbsp;Qing Wang ,&nbsp;Sihua Zhao ,&nbsp;Xiaotong Ding","doi":"10.1016/j.nedt.2025.106758","DOIUrl":"10.1016/j.nedt.2025.106758","url":null,"abstract":"<div><h3>Background</h3><div>Self-determined motivation and patient safety competency are vital capabilities among registered nurses. Little research has been done on the relationships between nurses' self-determined motivation, psychological contract, psychological capital, and patient safety competency.</div></div><div><h3>Aims</h3><div>To examine the relationship among self-determined motivation, psychological capital, psychological contract, and patient safety competency of registered nurses in general hospitals.</div></div><div><h3>Design</h3><div>A descriptive, cross-sectional study design.</div></div><div><h3>Settings</h3><div>This study was conducted at three tertiary general hospitals in Lanzhou, northwest China.</div></div><div><h3>Participants</h3><div>A convenient sample of 589 registered nurses was recruited from November 2023 to February 2024.</div></div><div><h3>Methods</h3><div>Physician-tailored Work Extrinsic and Intrinsic Motivation Scale (P-WEIMS), Employee Psychological Contract Scale (E-PCS), Revised Psychological Capital Questionnaire (PCQ-R), and Patient Safety Competency Nurse Evaluation Scale (PSNCES) were used for data collection. Pearson correlation and multiple regression analysis were also employed. Analysis of Moment Structures (AMOS) version 28.0 software was used to construct structural equation models. This report followed the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) checklist.</div></div><div><h3>Results</h3><div>Nurses' self-determined motivation, psychological contract, and psychological capital were positively correlated with patient safety competency. Psychological contract and psychological capital mediated the relationship between self-determined motivation and patient safety competency, accounting for 51 % and 24 % of the total effect. Furthermore, psychological contract and psychological capital played a chain mediation role between self-determined motivation and patient safety competency, accounting for 16 % of the total effect.</div></div><div><h3>Conclusion</h3><div>Self-determined motivation supports and enhances nurses' psychological contract and psychological capital, thereby increasing nurses' patient safety competency. Clinical nursing managers should establish supportive environments and optimize policies to enhance nurses' patient safety competencies, and nurses require education to improve their skills and self-assurance.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106758"},"PeriodicalIF":3.6,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883276","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":"Impacts of VR simulation on nursing students' competence, confidence, and satisfaction: A systematic review and meta-analysis of randomised controlled trials","authors":"P. Ropponen ,&nbsp;M. Tomietto ,&nbsp;S. Pramila-Savukoski ,&nbsp;H. Kuivila ,&nbsp;M. Koskenranta ,&nbsp;S.Y. Liaw ,&nbsp;K. Mikkonen","doi":"10.1016/j.nedt.2025.106756","DOIUrl":"10.1016/j.nedt.2025.106756","url":null,"abstract":"<div><h3>Aims</h3><div>This systematic review aimed to examine educational interventions using virtual reality simulations and test their effects upon nursing students' competence (including knowledge, skills, attitudes), confidence, and satisfaction.</div></div><div><h3>Design</h3><div>Systematic review and meta-analysis.</div></div><div><h3>Data sources</h3><div>Six electronic databases (CINAHL, Pubmed, ProQuest, Scopus, Medic, and Web of Science) were searched by title and abstract from 1.1.2019 to 26.3.2024.</div></div><div><h3>Methods</h3><div>The Joanna Briggs Institute's Revised Checklist for Randomized Controlled Trials was used to appraise the selected articles critically. Meta-analysis was done for all studies from which the mean and standard deviation could be obtained (n = 17). A narrative analysis was done for all included studies (n = 19).</div></div><div><h3>Results</h3><div>The systematic review included 19 RCT studies, covering 769 nursing students. Meta-analysis results showed that virtual reality simulations can be successfully used in developing nursing students' knowledge and skills. According to narrative analysis, the research focus is still on concrete clinical skills. More studies are needed regarding clinical reasoning and interaction in teamwork in multi-user scenarios.</div></div><div><h3>Conclusions</h3><div>Virtual reality simulations have considerable potential to enhance nursing students' competence, particularly in terms of knowledge acquisition and clinical skill development. However, a research gap exists on their impact on fostering critical thinking, decision-making, and the development of attitudes.</div></div><div><h3>Implications for the research and education</h3><div>Future studies should prioritise critical thinking, decision-making, and the development of attitudes, especially in the context of teamwork and collaborative scenarios, alongside more detailed reporting of intervention methodologies to better utilise existing findings. Additionally, with the increasing use of remote and independently conducted VR simulations, the role of debriefing requires greater emphasis to optimise learning outcomes in both educational and research settings.</div></div><div><h3>Reporting method</h3><div>PRISMA.</div></div><div><h3>Patient or public contribution</h3><div>No patient or public contribution.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106756"},"PeriodicalIF":3.6,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143864050","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":"Gender diversity in nursing undergraduate curricula: A scoping review","authors":"Jessica D. Collingburn ,&nbsp;Sharon L. Bourke ,&nbsp;Beverley Copnell","doi":"10.1016/j.nedt.2025.106749","DOIUrl":"10.1016/j.nedt.2025.106749","url":null,"abstract":"<div><h3>Introduction</h3><div>Integrating gender-inclusive care into nursing education is essential for preparing students to provide culturally sensitive, respectful, and equitable care, promoting a more inclusive healthcare system. However, despite increasing discussions on gender diversity, it remains unclear how extensively gender diverse content is included in undergraduate nursing curricula.</div></div><div><h3>Aim</h3><div>To identify and synthesise research that has been undertaken on gender diversity in nursing undergraduate curricula.</div></div><div><h3>Method</h3><div>A scoping review using the methodology described by Arksey and O'Malley, and Peters et al. Five databases (Joanna Briggs Institute EBP database; CINAHL; Medline; Proquest Nursing and Allied Health database; ERIC) were searched for worldwide literature in English that addressed gender diversity, transgender and undergraduate nursing education. Retrieved citations were uploaded into Covidence and a two-stage screening process (titles and abstracts; full text) undertaken by two independent reviewers.</div></div><div><h3>Results</h3><div>Twenty-five articles were included with most using quantitative methodology (19) and originating from the USA (19) and six in the rest of the world. Fourteen studies were published since 2021. Although there was wide variation in the amount and type of included content, nursing academics and students agreed on the importance and scarcity of gender diverse content in undergraduate curricula with eight studies stating gender diverse content, if included, was effective in increasing students' knowledge and comfort in providing care to gender diverse individuals.</div></div><div><h3>Conclusions</h3><div>This scoping review highlights the importance of addressing the needs of gender diverse individuals in healthcare. It reveals that integrating gender diversity education in nursing curricula positively impacts students' attitudes and knowledge, emphasising the need for comprehensive training. However, there remains a significant gap in literature, underscoring the necessity for further research to enhance gender diverse-sensitive nursing care and normalise discussions around inclusion in education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106749"},"PeriodicalIF":3.6,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143870524","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":"Construction and implementation of a comprehensive midwifery skills practice course based on scenario simulation teaching: An action research","authors":"Shao-Hua Chen ,&nbsp;Bin-Bin Lin ,&nbsp;Xiao-Yan Wang,&nbsp;Gui-Ru Xu,&nbsp;Ji-Hong Song","doi":"10.1016/j.nedt.2025.106754","DOIUrl":"10.1016/j.nedt.2025.106754","url":null,"abstract":"<div><h3>Background</h3><div>Midwives play a crucial role in maternal and newborn health, highlighting the need for quality education. Guided by the International Confederation of Midwives' core competencies, the Comprehensive Midwifery Skills Practice (CMSP) course integrates simulation-based learning (SBL) to bridge theory and practice, enhancing students' midwifery competence.</div></div><div><h3>Aim</h3><div>To construct and implement the CMSP course using SBL, and to investigate its effectiveness on the level of core competence among undergraduate midwifery students.</div></div><div><h3>Design and methods</h3><div>An action research design was employed. Teachers constructed and optimized the CMSP course by formulating two cycles of “plan-action-observation-reflection” among midwifery students from the 2020 and 2021 classes. Competency was evaluated before and after the course, impressions were gathered through simulated teaching evaluations, and different kinds of qualitative data were collected.</div></div><div><h3>Results</h3><div>The CMSP course included 12 lessons, 37 teaching cases, 128 midwifery activity scenes, and a resource library. It won the provincial Teaching Innovation Competition and was recognized as a first-class undergraduate course. Midwifery competency evaluation showed significant improvements in professional skills (<em>P</em> = 0.039, Cohen's <em>d</em> = 0.554) and behavior (<em>P</em> = 0.024, Cohen's <em>d</em> = 0.457) for the 2020 cohort, and in total score, knowledge, skills, and behavior for the 2021 cohort (all <em>P</em> &lt; 0.05, Cohen's <em>d</em> &gt; 0.5). Simulated teaching evaluations improved across all dimensions, with notable enhancements in Learning Methods and Expectations (2020) and in Active Learning, Cooperation, Learning Methods, and Simulation (2021) (all <em>P</em> &lt; 0.05). Overall, the students' rich experiences translated to gaining professional growth while experiencing learning difficulties.</div></div><div><h3>Conclusion</h3><div>The constructed and refined CMSP course is both feasible and effective in enhancing midwifery students' core competencies, promoting systematic clinical and research thinking, strengthening teamwork skills, improving adaptability, and fostering professional confidence and growth. Additionally, given the reported learning dilemmas, it is recommended that teachers actively guide and encourage flexible, independent learning while continuously enriching and optimizing the course resource library.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106754"},"PeriodicalIF":3.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873497","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}