Nurse Education Today最新文献

筛选
英文 中文
Corrigendum to “The visibility of Lgbtiq+ content in undergraduate nursing curricula: A qualitative analysis of student, early career nurse and educator perspectives” [Nurse Educ. Today 152 (2025) 106605] “Lgbtiq+内容在本科护理课程中的可见度:对学生、早期职业护士和教育者观点的定性分析”[护士教育]的更正。今[152 (2025)106605]
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-25 DOI: 10.1016/j.nedt.2025.106814
Tyler Priddle, Tonia Crawford, Horas Wong, Tamara Power
{"title":"Corrigendum to “The visibility of Lgbtiq+ content in undergraduate nursing curricula: A qualitative analysis of student, early career nurse and educator perspectives” [Nurse Educ. Today 152 (2025) 106605]","authors":"Tyler Priddle, Tonia Crawford, Horas Wong, Tamara Power","doi":"10.1016/j.nedt.2025.106814","DOIUrl":"10.1016/j.nedt.2025.106814","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106814"},"PeriodicalIF":3.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471790","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}
引用次数: 0
Development of a Core Competency-Based Family Nurse Practitioner Curriculum Framework: A modified Delphi study in the Chinese context 基于核心能力的家庭护理从业者课程框架的开发:中国背景下的修正德尔菲研究
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-25 DOI: 10.1016/j.nedt.2025.106820
Xiuqi Song , Yani Yang , Wei Ren , Wenzhi Cai , Ling Chen
{"title":"Development of a Core Competency-Based Family Nurse Practitioner Curriculum Framework: A modified Delphi study in the Chinese context","authors":"Xiuqi Song ,&nbsp;Yani Yang ,&nbsp;Wei Ren ,&nbsp;Wenzhi Cai ,&nbsp;Ling Chen","doi":"10.1016/j.nedt.2025.106820","DOIUrl":"10.1016/j.nedt.2025.106820","url":null,"abstract":"<div><h3>Background</h3><div>China faces critical healthcare challenges including an aging population, increasing chronic disease burden, growing maternal-child healthcare needs, and primary care provider shortages. Family Nurse Practitioners (FNPs) have effectively addressed similar challenges internationally, but this role does not yet exist in China's healthcare system.</div></div><div><h3>Purpose</h3><div>This study aimed to develop a core competency-based curriculum for a proposed FNP program in China.</div></div><div><h3>Methods</h3><div>A draft FNP curriculum framework was developed based on established core competencies from Family NP Competencies in the USA. A two-round modified Delphi technique was conducted with 16 experts from China, Hong Kong, the United States, and Russia, who rated the importance of each item and provided qualitative feedback on their evaluations. Descriptive statistics supported the data analysis.</div></div><div><h3>Results</h3><div>Expert consensus on the curriculum was achieved after two Delphi rounds. Key curriculum domains included MSN core courses, APRN core courses, FNP core courses and Clinical Practice.</div></div><div><h3>Conclusions</h3><div>This study establishes the first FNP curriculum framework for China, providing a foundation for implementing FNP education programs and strengthening primary healthcare capacity in the country.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106820"},"PeriodicalIF":3.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144514365","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}
引用次数: 0
Peer tutor preparations' impact on tutor-tutee-congruence: Insights from expert interviews 同伴导师准备对导师-导师一致性的影响:来自专家访谈的见解
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-25 DOI: 10.1016/j.nedt.2025.106819
Doreen Herinek , Franziska Matthes , Robyn Woodward-Kron , Pia Natalie Gadewoltz , Michael Ewers
{"title":"Peer tutor preparations' impact on tutor-tutee-congruence: Insights from expert interviews","authors":"Doreen Herinek ,&nbsp;Franziska Matthes ,&nbsp;Robyn Woodward-Kron ,&nbsp;Pia Natalie Gadewoltz ,&nbsp;Michael Ewers","doi":"10.1016/j.nedt.2025.106819","DOIUrl":"10.1016/j.nedt.2025.106819","url":null,"abstract":"<div><h3>Background</h3><div>In health professions education peer tutorials - a form of peer-assisted learning - are a common approach to support students' learning. Social and cognitive congruence of the participants are key factors influencing their success. With this study we address an important gap: although tutors in peer tutorials are often prepared for their roles and tasks, little is known about how this preparation might affect tutor-tutee-congruence.</div></div><div><h3>Methods</h3><div>A qualitative, exploratory study was conducted. Expert interviews were used to collect the data, which was recorded and transcribed verbatim before being inductively analysed using a reflective thematic analysis approach.</div></div><div><h3>Results</h3><div>Fifteen experts from seven countries were interviewed. Two main themes with corresponding sub-themes related to tutor-tutee-congruence were developed from the analysis: “Create asymmetry” and “Accept heterogeneity”. Two additional themes were derived from this: “They are all the same” and “Make them all the same”. Some experts viewed preparation as a hindering factor for tutor-tutee-congruence, while others saw it as simply another aspect of learner heterogeneity. These contradictory positions were bridged by participants' proposal to prepare all learners equally. Their proposal was expected to enable flexible role changes, reduce the extent of incongruences, and equip all learners with relevant competencies for their future careers.</div></div><div><h3>Discussion/conclusion</h3><div>The results on asymmetry and heterogeneity suggest that the expert informants assume that the preparation of the tutors influences social and cognitive congruence. While preparation seems essential for self-efficacy and cognitive congruence, it can unintentionally reinforce social hierarchies and thus impair the learning success. To resolve this tension, broader involvement of all students could strengthen social congruence. In addition, the balance between expertise and proximity to the learner requires a flexible design of tutoring roles. Empirical studies are needed to determine preparation thresholds and to develop effective strategies for promoting peer tutoring in health professions education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106819"},"PeriodicalIF":3.6,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144501511","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}
引用次数: 0
Nursing students' cybersecurity practices and perceptions and cybersecurity crime awareness: A cross-sectional study 护生网络安全实践与认知与网络安全犯罪意识:横断面研究
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-20 DOI: 10.1016/j.nedt.2025.106818
Turgay Yalcinkaya , Metin Tuncer , Gülsüm Zekiye Tuncer , Ahmet Erol , Sebnem Cinar Yucel
{"title":"Nursing students' cybersecurity practices and perceptions and cybersecurity crime awareness: A cross-sectional study","authors":"Turgay Yalcinkaya ,&nbsp;Metin Tuncer ,&nbsp;Gülsüm Zekiye Tuncer ,&nbsp;Ahmet Erol ,&nbsp;Sebnem Cinar Yucel","doi":"10.1016/j.nedt.2025.106818","DOIUrl":"10.1016/j.nedt.2025.106818","url":null,"abstract":"<div><h3>Background</h3><div>Cybersecurity has become a critical issue with the increasing use of digital platforms in healthcare. Understanding nursing students' cybersecurity practices, perceptions, and cybercrime awareness is essential for improving healthcare security and developing strategies to mitigate cyber threats.</div></div><div><h3>Aim</h3><div>This study aimed to determine nursing students' cybersecurity practices, perceptions, and cybercrime awareness.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional design was used.</div></div><div><h3>Setting</h3><div>The study was conducted between April and June 2024 at a School of Nursing within a public university in Türkiye.</div></div><div><h3>Participants</h3><div>A total of 434 undergraduate nursing students participated in the study.</div></div><div><h3>Methods</h3><div>Data were collected face-to-face using a paper-and-pencil technique. The data collection tools used included the Personal Information Form, Cyber Security Scale (CSS), and Cyber Crime Awareness Scale (CAS). Data analysis utilised descriptive statistical methods, Pearson correlation analysis, independent samples <em>t</em>-test, ANOVA, and linear regression analysis.</div></div><div><h3>Results</h3><div>The study revealed that 92.9 % of the students had not received any prior cybersecurity education. The mean CSS score was 87.50 ± 11.40, and the mean CAS score was 174.75 ± 36.75. A moderate positive correlation was found between the CSS and CAS scores (r = 0.576, p &lt; 0.01). A positive relationship was found between computer usage skills and CSS scores (r = 0.190, p &lt; 0.01), while a weak negative correlation was observed between internet usage duration and CSS scores (r = −0.095, p &lt; 0.05). No relationships were identified between the CSS score and age, gender, or cybersecurity education. Linear regression analysis showed that higher computer usage skill levels were significantly associated with increased CSS scores (B = 1.129, p &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>The findings highlight the importance of integrating cybersecurity education into the nursing curriculum. Enhancing cybersecurity awareness and practices may help protect patient data and support safer healthcare by better preparing nursing students for cyber threats.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106818"},"PeriodicalIF":3.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364707","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}
引用次数: 0
Critical thinking, communication, decision-making confidence, and practicum stress among nursing students in maternal nursing practicum: A structural equation model 护生批判性思维、沟通、决策自信与实习压力:一个结构方程模型
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-20 DOI: 10.1016/j.nedt.2025.106815
Yu-Yun Hsu , Tram Thi Bich Nguyen , Ching-Hsueh Yeh , Shiow-Meei Tsai , Yi-Chien Tsai
{"title":"Critical thinking, communication, decision-making confidence, and practicum stress among nursing students in maternal nursing practicum: A structural equation model","authors":"Yu-Yun Hsu ,&nbsp;Tram Thi Bich Nguyen ,&nbsp;Ching-Hsueh Yeh ,&nbsp;Shiow-Meei Tsai ,&nbsp;Yi-Chien Tsai","doi":"10.1016/j.nedt.2025.106815","DOIUrl":"10.1016/j.nedt.2025.106815","url":null,"abstract":"<div><h3>Background</h3><div>A nursing practicum course plays a vital role in enhancing the clinical competence of nursing students. Core competencies such as critical thinking, communication, and clinical decision-making are essential for professional nursing practice. Maternal nursing practicums possess unique characteristics that can contribute to increased practicum-related stress. However, there is limited evidence-based research examining the relationships between practicum stress and key aspects of nursing competence, including critical thinking, communication skills, and confidence in clinical decision-making among nursing students.</div></div><div><h3>Aim</h3><div>This study aimed to investigate the interrelationships among critical thinking, communication, and clinical decision-making confidence and examined the impact of practicum stress on these competencies among undergraduate nursing students.</div></div><div><h3>Design</h3><div>A cross-sectional correlational design.</div></div><div><h3>Settings</h3><div>Participants were recruited from four universities in Taiwan.</div></div><div><h3>Participants</h3><div>A convenience sample of 219 undergraduate nursing students who had completed a maternal nursing practicum was recruited from October 2021 to April 2022.</div></div><div><h3>Methods</h3><div>Students were surveyed using validated scales to measure their practicum stress, critical thinking, communication, and clinical decision-making confidence during maternal nursing practicum. Covariance-based structural equation modeling (CB-SEM) was used to analyze data and examine the interrelationships among these variables. All statistical analyses were conducted using SPSS and AMOS.</div></div><div><h3>Results</h3><div>The participants included undergraduate nursing students (mean age: 21.4 years, 84 % female). Practicum stress had significant negative direct effects on critical thinking and communication. Critical thinking influenced communication. Additionally, communication mediated the effects of stress and critical thinking on decision-making confidence. The model fit indices for an emerging were strong: χ2/df = 1.71, SRMR = 0.05, RMSEA = 0.06, GFI = 0.91, TLI = 0.96, CFI = 0.97.</div></div><div><h3>Conclusions</h3><div>Practicum stress reduces critical thinking and communication abilities, influencing decision-making confidence in nursing students during maternal practicums. Strategies to reduce stress and strengthen critical thinking and communication skills are essential to support nursing students' clinical decision-making competency.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106815"},"PeriodicalIF":3.6,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364708","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}
引用次数: 0
Mapping patient safety competency in undergraduate nursing interns: Insights from a latent profile analysis 绘制本科生护理实习生的患者安全能力:来自潜在剖面分析的见解
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-19 DOI: 10.1016/j.nedt.2025.106813
Jiao Xu , Xi Chen , Yuting Zeng , Jianting Tang , Yanfang Long , Li Li
{"title":"Mapping patient safety competency in undergraduate nursing interns: Insights from a latent profile analysis","authors":"Jiao Xu ,&nbsp;Xi Chen ,&nbsp;Yuting Zeng ,&nbsp;Jianting Tang ,&nbsp;Yanfang Long ,&nbsp;Li Li","doi":"10.1016/j.nedt.2025.106813","DOIUrl":"10.1016/j.nedt.2025.106813","url":null,"abstract":"<div><h3>Background</h3><div>High patient safety competency promotes safe clinical practice during undergraduate nursing interns' transition to professional roles and lays a strong foundation for their future careers. Identifying potential subgroups of undergraduate nursing interns based on their patient safety competency, along with the associated factors, may offer targeted insights for developing effective educational interventions.</div></div><div><h3>Aim</h3><div>To investigate the level of patient safety competency among undergraduate nursing interns using latent profile analysis, identify potential subgroups and their key characteristics, and explore the factors influencing subgroup membership.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted with 760 undergraduate nursing interns using the Patient Safety Competency Self-Evaluation (PSCSE) scale. Latent profile analysis was employed to identify subgroups based on patient safety competency, and multivariate logistic regression was used to examine the factors associated with subgroup membership.</div></div><div><h3>Results</h3><div>The overall mean score on the PSCSE scale among undergraduate nursing interns was 152.47 ± 22.53. Latent profile analysis revealed three distinct subgroups: High-competency (25.9 %), Medium-competency (44.7 %), and Low-competency (29.4 %). Factors significantly associated with membership in the High-competency group included the presence of a dedicated patient safety course in the curriculum (OR = 0.418, <em>p</em> &lt; 0.001), participation in evidence-based nursing learning (OR = 0.499, <em>p</em> = 0.003), engagement in case discussions (OR = 0.572, <em>p</em> = 0.047), and involvement in adverse event analysis during the internship (OR = 0.499, <em>p</em> = 0.002).</div></div><div><h3>Conclusions</h3><div>The identification of distinct levels of patient safety competency among undergraduate nursing interns underscores the need for targeted educational interventions. The inclusion of a dedicated patient safety course in the nursing curriculum, along with active engagement in evidence-based nursing learning, case discussions, and adverse event analysis during internships, may contribute significantly to the development of high patient safety competency in this population.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106813"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471789","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}
引用次数: 0
The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study 人工智能在护理教育中的实施及其对护生心理影响:一项横断面研究
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-19 DOI: 10.1016/j.nedt.2025.106816
Ghareeb Bahari , Latifah Alenazi , Alwah Mohammed Alkathiri
{"title":"The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study","authors":"Ghareeb Bahari ,&nbsp;Latifah Alenazi ,&nbsp;Alwah Mohammed Alkathiri","doi":"10.1016/j.nedt.2025.106816","DOIUrl":"10.1016/j.nedt.2025.106816","url":null,"abstract":"<div><h3>Background</h3><div>The integration of artificial intelligence (AI) into education has the potential to transform learning experiences, particularly in nursing. Understanding students' perceptions of AI and its impact on psychological factors, such as self-efficacy and psychological distress, is crucial for effective implementation.</div></div><div><h3>Objective</h3><div>The purpose of this study was to identify the factors that influence nursing students' perceptions of AI, psychological distress, and self-efficacy.</div></div><div><h3>Design</h3><div>A cross-sectional study design was used.</div></div><div><h3>Participants and setting</h3><div>This study was conducted using a convenience sample of 108 nursing students from a public university in Saudi Arabia.</div></div><div><h3>Methods</h3><div>Three instruments were used: The Perceptions of AI, Kessler Psychological Distress, and Self-Efficacy scales. Data were analyzed using independent sample <em>t</em>-tests, one-way ANOVA, Pearson's correlation, and multiple linear regression.</div></div><div><h3>Results</h3><div>The study found that participants who used AI displayed significant differences in their self-efficacy. Additionally, notable associations were found between perceptions of AI, self-efficacy, and psychological distress. However, while the regression models were significant, the perceptions of AI did not meaningfully explain the variance in these outcomes (<em>p</em> &gt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study highlights the significance of addressing students' perceptions of AI to improve their educational experiences and mental well-being. Future research should explore the longitudinal impact of mental health interventions in technology-driven learning environments.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106816"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330303","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}
引用次数: 0
The structured practice approach: An innovation for clinical skills education 结构化实习方法:临床技能教育的创新
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-19 DOI: 10.1016/j.nedt.2025.106817
Susan Morgan, Andrew Davies, Liz Ryan
{"title":"The structured practice approach: An innovation for clinical skills education","authors":"Susan Morgan,&nbsp;Andrew Davies,&nbsp;Liz Ryan","doi":"10.1016/j.nedt.2025.106817","DOIUrl":"10.1016/j.nedt.2025.106817","url":null,"abstract":"<div><div>In nursing curricula, it is vital that undergraduate nursing students learn specialist clinical skills within simulated laboratory settings and understand their application to practice. Along with the physical clinical skill, students must develop their critical thinking and clinical reasoning skills to understand when and why certain skills would be utilised, and what outcomes are predicted. There are many ways to facilitate learning within this setting, but there is little clear instruction for the educator tasked with d emonstrating within simulated clinical environments. With this in mind, the Structured Practice Approach was developed, incorporating current teaching and learning practices and philosophies, with added targeted questioning to facilitate critical thinking and clinical reasoning. This approach clearly outlines teaching steps for a clinical skill.</div><div>The approach was trialled at a regional university with positive anecdotal outcomes and feedback, highlighting the need for more formal analysis of the use and effectiveness of the Structured Practice Approach.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106817"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364706","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}
引用次数: 0
Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review 探讨跨性别和性别多样化健康教育干预对预注册医疗保健学生的方法和影响:范围综述
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-16 DOI: 10.1016/j.nedt.2025.106803
Majella Jones, Christie Bennett, Judy Bauer, Julia McCartan, Janeane Dart
{"title":"Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review","authors":"Majella Jones,&nbsp;Christie Bennett,&nbsp;Judy Bauer,&nbsp;Julia McCartan,&nbsp;Janeane Dart","doi":"10.1016/j.nedt.2025.106803","DOIUrl":"10.1016/j.nedt.2025.106803","url":null,"abstract":"<div><h3>Background and aims</h3><div>Accessing adequate education on transgender and gender diverse health remains one of many significant barriers to transgender and gender diverse people receiving inclusive and affirming healthcare. This review aimed to explore the approaches and impacts of education interventions in transgender and gender diverse healthcare on pre-registration health professions students to determine recommendations for health professions curricula.</div></div><div><h3>Methods</h3><div>This scoping review applied a 5-stage methodological framework of (1) identifying the research question, (2) searching for relevant studies, (3) selecting studies, (4) charting data, and (5) collating, summarising and reporting results. The search was conducted through Medline, Embase, CINAHL, Scopus and PsycINFO databases using key terms relevant to transgender and gender diverse identities, education, healthcare students and professions. Eligible studies were reviewed in blind duplicate, with 56 studies meeting the inclusion criteria. Interpretive description was used to document data, followed by comprehensive analysis through data coding and thematic analysis.</div></div><div><h3>Results</h3><div>Studies showed that education interventions improved student confidence, attitudes, comfort, preparedness, knowledge, and/or competence in transgender and gender diverse health. Six key themes were identified, including: (1) transgender and gender diverse health education as a positive experience for students; (2) required across health education curricula; (3) the value of including lived/living experience; (4) more time and content is required; (5) including discipline-specific content; and (6) the value of applied and multimodal learning approaches.</div></div><div><h3>Conclusion</h3><div>This review identified positive impacts on pre-registration health profession students through the inclusion of transgender and gender diverse health into health professions' curricula. Students are motivated to learn about transgender and gender diverse health within the core curriculum with discipline-specific content, through multimodal applied learning approaches. Future research should explore transgender and gender diverse health education measuring long-term impact on students as healthcare professionals and transgender and gender diverse client outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106803"},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312521","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}
引用次数: 0
Erratum to “The efficacy of virtual-reality teaching and learning method in enhancing interprofessional knowledge, clinical skill performance, and self-confidence in nursing education: A systematic review and meta-analysis” [Nurse Educ. Today 149 (2025) 106661] “虚拟现实教学方法在提高护理教育的跨专业知识、临床技能表现和自信方面的功效:一项系统回顾和荟萃分析”[护士教育]。今天149 (2025)106661]
IF 3.6 2区 医学
Nurse Education Today Pub Date : 2025-06-16 DOI: 10.1016/j.nedt.2025.106811
Samfriati Sinurat , Mestiana Br. Karo , Romida Simbolon , Ita Daryanti Saragih , Dame Elysabeth Tuty Arna Uly Tarihoran , Sapna Sharma , Fan-Hao Chou
{"title":"Erratum to “The efficacy of virtual-reality teaching and learning method in enhancing interprofessional knowledge, clinical skill performance, and self-confidence in nursing education: A systematic review and meta-analysis” [Nurse Educ. Today 149 (2025) 106661]","authors":"Samfriati Sinurat ,&nbsp;Mestiana Br. Karo ,&nbsp;Romida Simbolon ,&nbsp;Ita Daryanti Saragih ,&nbsp;Dame Elysabeth Tuty Arna Uly Tarihoran ,&nbsp;Sapna Sharma ,&nbsp;Fan-Hao Chou","doi":"10.1016/j.nedt.2025.106811","DOIUrl":"10.1016/j.nedt.2025.106811","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106811"},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298309","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}
引用次数: 0
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信