Nurse Education Today最新文献

{"title":"Investigation of the relationship between medical artificial intelligence readiness and individual innovativeness levels in nursing students","authors":"Gizem Kaya ,&nbsp;Funda Büyükyılmaz ,&nbsp;Yeliz Çulha ,&nbsp;Pelin Akyürek","doi":"10.1016/j.nedt.2025.106721","DOIUrl":"10.1016/j.nedt.2025.106721","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to identify nursing students' medical artificial intelligence readiness and individual innovativeness levels, to examine the relationship between these two concepts and to determine the variables that create a significant difference.</div></div><div><h3>Methods</h3><div>A descriptive and correlational design was employed. The sample of the study consisted of undergraduate nursing students from two different universities in Istanbul province, both of which focus on similar educational goals (<em>n</em> = 386). Data were collected between March and May 2024 using a questionnaire involving a “Student Information Form,” the “Medical Artificial Intelligence Readiness Scale,” and the “Individual Innovativeness Scale.” Descriptive statistical methods, <em>t</em>-test, ANOVA, and Pearson correlation test were used to analyze the data.</div></div><div><h3>Results</h3><div>The mean age of the students was 21.78 ± 1.84 years (18–35), 78.8 % were female, and 35.5 % were 2nd- and 3rd-year students. The students' mean score was 69.36 ± 12.92 on the total Medical Artificial Intelligence Readiness Scale and 52.92 ± 7.37 on the total Individual Innovativeness Scale. In addition, gender, family structure, income status, choosing the nursing department willingly, following scientific/technological developments in the field, having received training in artificial intelligence, having knowledge about the use of artificial intelligence in the health field and nursing, and having attended training/seminars on innovation were determined to be effective variables on Medical Artificial Intelligence Readiness and Individual Innovation. There was a significant positive relationship between the mean total and subscale scores on the Medical Artificial Intelligence Readiness Scale and the Individual Innovativeness Scale (<em>p</em> &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>Nursing students' medical artificial intelligence readiness levels were above average, and their individual innovativeness levels were low. It was found that as the students' medical artificial intelligence readiness levels increased, their individual innovativeness levels increased, as well. Although increased readiness levels boost the level of individual innovation, promising practices should be integrated into education for more advanced relationships and higher scores.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106721"},"PeriodicalIF":3.6,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783934","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":"Advancements in simulation-based nursing education: Insights from a bibliometric analysis of temporal trends","authors":"Minji Mun ,&nbsp;Minsung Kim ,&nbsp;Kyungmi Woo","doi":"10.1016/j.nedt.2025.106719","DOIUrl":"10.1016/j.nedt.2025.106719","url":null,"abstract":"<div><h3>Background</h3><div>Simulations are used in nursing education to create realistic clinical practice environments. With rapid changes in educational demands and the growing importance of simulation in nursing, understanding the evolution of its application will provide critical insights into how educational strategies have undergone adaptive changes over time to meet the needs of nursing students and healthcare settings.</div></div><div><h3>Aims</h3><div>This study aimed to identify temporal trends in simulation-based nursing education, map key research themes, and examine changes in the educational landscape over time.</div></div><div><h3>Design</h3><div>This is a bibliometric study of simulation-based nursing education.</div></div><div><h3>Methods</h3><div>The analysis was conducted using VOSviewer. A total of 12,083 publications retrieved from PubMed, the Excerpta Medica Database, and the Cumulative Index to Nursing and Allied Health Literature were analyzed. To identify temporal shifts in simulation-based nursing education, articles were categorized into four periods based on the progression of simulation usage and technological advancements. Co-occurrence analysis was performed for each period.</div></div><div><h3>Results</h3><div>Our analysis revealed a substantial increase in research on simulation-based nursing education after 2014, with a surge following the COVID-19 pandemic. The results show an increasing adoption of advanced techniques, such as standardized patients, in-situ simulations, and virtual reality. Core keywords, such as CPR, critical thinking, and team training, highlight the diverse applications of simulations in technical and psychological training. Temporal trends highlight significant shifts in keywords driven by technological advancements and evolving pedagogical approaches. Integrating advanced technology and realistic scenarios provides learners with immersive experiences that can substantially enhance their nursing competencies.</div></div><div><h3>Conclusions</h3><div>This study revealed that simulation-based nursing education has evolved substantially, reflecting technological progress and changes in educational priorities. This underscores the need to integrate advanced technology with innovative simulation methods to prepare nursing students for real-world clinical challenges.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106719"},"PeriodicalIF":3.6,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143748176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing metacognition and nursing competency in undergraduate students utilizing multi-user virtual environment simulations: A multi-site multi-group comparative study","authors":"Seung Hyeon Yang ,&nbsp;Hyejin Jeon,&nbsp;Seok Yeong Hong,&nbsp;Hyunsook Shin","doi":"10.1016/j.nedt.2025.106717","DOIUrl":"10.1016/j.nedt.2025.106717","url":null,"abstract":"<div><h3>Background</h3><div>Simulation-based education is pivotal in nursing as it provides safe environments for clinical practice to enhance competencies. While traditional simulation enhances knowledge, critical thinking, confidence, and metacognition, it is encumbered by limitations like high cost and spatial constraints. In comparison, virtual simulations, such as multi-user virtual environment simulations, offer immersive and interactive experiences that can help overcome many of these limitations.</div></div><div><h3>Aim</h3><div>We aimed to evaluate the effects of multi-user virtual environment simulations on nursing students' metacognition and competency and examine the impact of varying simulation exposures in a multi-site context.</div></div><div><h3>Design</h3><div>A multi-site multi-group comparative design was used to assess the effectiveness of multi-user virtual environment simulations.</div></div><div><h3>Setting</h3><div>The study was conducted across five universities in South Korea.</div></div><div><h3>Participants</h3><div>A total of 518 undergraduate nursing students from ten groups at five universities participated in the study.</div></div><div><h3>Methods</h3><div>Participants engaged in child and community health nursing simulations within virtual environments, including settings like hospitals, public health centers, and residential homes. The scenarios were constructed using expert-validated templates to prompt student actions. Metacognition and nursing competency were measured using pretest and posttest questionnaires, with statistical analysis employed to assess the degree of variations.</div></div><div><h3>Results</h3><div>Significant improvements in metacognition and nursing competency were observed, especially among students with lower initial skill levels. Exposure to three or more scenarios led to significant gains in metacognition and competency. Students in high-cluster groups demonstrated changes in metacognition through the integration of simulation and clinical practicum approaches.</div></div><div><h3>Conclusions</h3><div>Multi-user virtual environment simulations effectively enhance nursing students' metacognition and competency, providing a cost-effective, immersive, and interactive alternative to traditional simulations. High-quality scenarios and real-time peer feedback are critical for maximizing educational outcomes. Future research should optimize the quantity and quality of scenarios and integrating multi-user virtual environment simulations with clinical practicum to further advance nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"150 ","pages":"Article 106717"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705650","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":"Faculty's experience providing nursing student support","authors":"Emily Brower ,&nbsp;Melissa Henry","doi":"10.1016/j.nedt.2025.106718","DOIUrl":"10.1016/j.nedt.2025.106718","url":null,"abstract":"<div><h3>Background</h3><div>The nursing workforce shortage continues to grow, contributing to a cycle of burnout and poor job retention. Retaining nursing students is essential to address the shortage of nurses in the workforce. Several factors contribute to nursing student success, including faculty support. Faculty support may include psychological, emotional, academic, or functional support. Students report that faculty do not always provide the support needed to be successful; however, the contributing factors to providing adequate support by faculty are unclear.</div></div><div><h3>Objective</h3><div>Since little is known of the phenomenon of faculty student support, the purpose of this study was to explore the experiences of undergraduate faculty in providing support to nursing students.</div></div><div><h3>Design</h3><div>An interpretative phenomenological analysis was conducted to explore faculty experience in providing student support.</div></div><div><h3>Setting/participants</h3><div>Nursing faculty from across the US, with greater than two years of experience teaching in an undergraduate nursing program, were invited to participate in this study.</div></div><div><h3>Methods</h3><div>Semi-structured interview data, from seven experienced nursing faculty, were analyzed using interpretive phenomenological analysis.</div></div><div><h3>Results</h3><div>Four themes—<em>Inconsistent and Unclear Expectations, Students Need More Support, Personal Impact, and Dual Identity</em>—were identified to represent the experiences and meaning of student support from the nursing faculty perspective.</div></div><div><h3>Conclusion</h3><div>Nursing faculty lack guidance and expectations related to their role in providing support to students, which is confounded by their dual identities as an instructor and a nurse. Faculty in this study recognized that students need more support than they were receiving but lacked the knowledge or resources to provide the support needed. The role expectations on nursing faculty in providing support to students may lead to burnout and psychological stress which could be mitigated through role clarity and support by administration.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"150 ","pages":"Article 106718"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687789","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":"Self-assessment competencies of nurse educators in Thailand showed the need to improve training in curricular development and management","authors":"Jumpee Granger,&nbsp;Chuenjit Junsawang,&nbsp;Nipaporn Butsing,&nbsp;Poolsuk Janepanish Visudtibhan,&nbsp;Streerut Thadakant,&nbsp;Jirarporn Tunksakool","doi":"10.1016/j.nedt.2025.106704","DOIUrl":"10.1016/j.nedt.2025.106704","url":null,"abstract":"<div><h3>Background</h3><div>Nurse educators (NEs) who teach in classes and clinics of baccalaureate programs play a crucial role in inculcating and preparing novice nurses to meet the demands of healthcare and global changes. NEs' competencies should be maintained to enhance their professional efficacy and excellence in nursing education.</div></div><div><h3>Aims</h3><div>To examine the self-assessment competencies of Thai NEs and the association between demographic variables, pre-competency experiences, and competency scores.</div></div><div><h3>Methods</h3><div>A cross-sectional online study was conducted to recruit current NEs who experienced at least 1 year in Thailand between September and October 2022. The World Health Organization (WHO) competency assessment was used to assess the eight core competencies of NEs. Demographic data and pre-competency experiences were collected, including awareness and attitudes toward their competency.</div><div>Descriptive and inferential statistics were used to analyze data.</div></div><div><h3>Results</h3><div>349 NEs completed the survey; 47.4 % had a doctoral degree. Most participants worked at universities (59.1 %). The total mean competency was 3.86 ± 0.55 out of 5. The highest mean self-assessment competency was nursing knowledge and practice (4.37 ± 0.63), and the lowest score was curriculum design and management (2.87 ± 0.32). NEs with a doctoral degree had significantly higher mean scores in all competencies (p &lt; 0.05). Those with more teaching experience had significantly higher competency scores in conducting research, ethical and professionalism, and nursing curriculum monitoring and evaluation (p &lt; 0.05). NEs who received education training had a higher competency mean score of theories and principles of adult learning and ethical and legal principles and professionalism (p &lt; 0.05). NEs who worked in a university had higher scores in conducting research and demonstrated ethical, legal, and professionalism (p &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>This is the first study in Thailand using the eight competencies developed by the WHO for the competencies of NEs and should be supported in pursuing doctoral degrees. Regular NE training and resources should be provided to enhance competencies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106704"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A narrative review of medical and surgical nurses' attitudes and perceptions when caring for patients with a secondary diagnosis of mental illness","authors":"Elisabeth Pasere ,&nbsp;Denis O'Hara ,&nbsp;Emma Ballard ,&nbsp;Catherine Kilgour ,&nbsp;Lorelle Holland","doi":"10.1016/j.nedt.2025.106684","DOIUrl":"10.1016/j.nedt.2025.106684","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Medical and surgical nurses are responsible for prioritising patient-centred and holistic care. It is necessary for nurses to possess the relevant knowledge and interpersonal skills to deliver culturally responsive, compassionate, safe, and effective care to patients who have comorbidities inclusive of mental health conditions. It is important to acknowledge reported experiences of mistreatment, and discrimination from patients with a secondary diagnosis of mental illness (SDMI). To counter poor nursing practice and disrupt discriminatory attitudes and perceptions of medical and surgical nurses it is necessary for nurse educators to embed anti-discriminatory and social justice pedagogy into pre-registration nurse education.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This review seeks to explore and identify the attitudes and perceptions of medical and surgical nurses when caring for patients with a secondary diagnosis of mental illness.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Method&lt;/h3&gt;&lt;div&gt;This literature review used a systematised approach to retrieve evidence that assessed the attitudes and perceptions of nurses when caring for patients with a SDMI in medical and surgical ward environments. Five databases were searched (PubMed, Embase, Clinical Knowledge Network, Cochrane and PsycInfo) between 2011 and 2023. Thematic synthesis was conducted on studies that met the following inclusion criteria: a) nurses as research participants who have cared or currently care for patients with a SDMI, b) nurse's attitudes, perceptions, feelings, and experiences, and c) surgical and medical inpatient units. Studies were excluded if they were: a) systematic reviews; b) reviews; c) literature not in English and d) grey literature.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;8 peer reviewed articles were included. Nurses' attitudes and perceptions were found to be stigmatising and discriminatory towards patients with a SDMI and negatively impacted their care. The themes from the retrieved evidence suggests that nurses commonly viewed patients with a SDMI as risky, unpredictable, fear inducing, and created feelings of futility and reduced professional satisfaction. Nurses felt unprepared when caring for this patient group. Several factors that negatively impacted nurses' preparedness included their previous education in mental health, personal experience with mental health issues, and social demographic variables.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;Education reform in nursing is necessary to improve healthcare advocacy and safety for patients with a SDMI, cared for in medical and surgical nursing environments. This can only be achieved through a nursing workforce cognisant with human rights and social justice principles. Fair, just, and compassionate nursing responses to patient with a SDMI recognizes critical concepts of mental health recovery, hope and anti-discriminatory pedagogy in nurse education. Critical social justice approaches in curriculum provides nursin","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106684"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143737938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustainable healthcare education using cooperative simulation in developing nursing students' knowledge, attitude and skills: A randomized controlled study","authors":"Nagihan İlaslan ,&nbsp;Nuray Şahin Orak","doi":"10.1016/j.nedt.2025.106706","DOIUrl":"10.1016/j.nedt.2025.106706","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;The effectiveness of sustainable healthcare education in improving nursing students' knowledge and attitudes has been demonstrated through short-term studies with pre-post test design. However, there is a need to study long-term retention of students' knowledge and attitudes, also their skills in achieving sustainable healthcare from the use to disposal of healthcare resources by providing a hands-on learning experience via simulation.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study investigated the effects of sustainable healthcare education using cooperative simulation on nursing baccalaureate students' sustainable nursing knowledge, attitude and skills by comparing the self-directed learning.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;This randomized controlled experimental study with pre-post-follow up design was registered under &lt;span&gt;&lt;span&gt;ClinicalTrials.gov&lt;/span&gt;&lt;svg&gt;&lt;path&gt;&lt;/path&gt;&lt;/svg&gt;&lt;/span&gt; with number &lt;span&gt;&lt;span&gt;NCT05504421&lt;/span&gt;&lt;svg&gt;&lt;path&gt;&lt;/path&gt;&lt;/svg&gt;&lt;/span&gt;.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Settings&lt;/h3&gt;&lt;div&gt;The study was conducted at a nursing faculty in a state university.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Participants&lt;/h3&gt;&lt;div&gt;The study sample comprised 70 third grade nursing students.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;Following narrative-based lectures explaining sustainability in nursing, students were randomly assigned to two study groups; an intervention group using cooperative learning-based NurSusToolkit Project cases and the control group using self-directed learning throughout 4 consecutive weeks. Both groups then performed a high-fidelity simulation practice focusing on sustainable healthcare. Data were collected using the Sustainability Attitudes in Nursing Survey, Sustainable Healthcare Knowledge Form, Skill Checklist and Debriefing Form. Quantitative data were analyzed using &lt;em&gt;t&lt;/em&gt;-tests, Friedman test, Fisher's Exact test, intraclass correlation coefficients and Cohen Kappa calculations in IBM SPSS Statistics version 23 software. Qualitative data were analyzed via an inductive approach. Ethical approval and official permission were obtained. The students completed informed consent forms.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;In the post-test, no significant differences were determined between the groups in terms of sustainable nursing knowledge (U = 557.5, &lt;em&gt;p&lt;/em&gt; = 0.503), motivation (U = 514.5, &lt;em&gt;p&lt;/em&gt; = 0.237) and attitudes (U = 610, &lt;em&gt;p&lt;/em&gt; = 0.976). In the follow-up test, the sustainable nursing knowledge (U = 221.500), motivation (U = 282.500) and attitudes (U = 191) were significantly higher in the intervention group (&lt;em&gt;p&lt;/em&gt; &lt; 0.001). In the simulation practice, the intervention group had higher rates of correct separation of nursing care-related waste (intervention group = 77.77 % for both observers, the control group was 0 % and 11.11 % for observer 1 and 2, respectively, Cohen Kappa = 0.898, &lt;em&gt;p&lt;/em&gt; &lt; 0.001). In the debriefing, the intervention group requested more simulation practices","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"151 ","pages":"Article 106706"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143696074","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 development and validation of a nurse preceptor core competency scale: A culturally compatible methodological study","authors":"Tzu-Ting Chen ,&nbsp;Chia-Chi Hsiao ,&nbsp;Hsing-Ju Lu ,&nbsp;Yea-Jyh Chen ,&nbsp;Chang-Chiao Hung","doi":"10.1016/j.nedt.2025.106705","DOIUrl":"10.1016/j.nedt.2025.106705","url":null,"abstract":"<div><h3>Background</h3><div>Existing competency frameworks for nurse preceptors lack standardization, especially between Western and non-Western countries. A new scale is needed to address these cultural and contextual differences.</div></div><div><h3>Aim</h3><div>To develop and validate a culturally compatible scale to measure core competencies for nurse preceptors in Taiwan.</div></div><div><h3>Design</h3><div>A methodological study.</div></div><div><h3>Setting</h3><div>Two medical centers and one regional hospital under the umbrella of a private, non-profit healthcare organization.</div></div><div><h3>Method</h3><div>The study followed the DeVellis method comprising two phases: developing a core competencies scale; and validating the scale's reliability. An initial item pool of 51 was created and refined through expert panel discussions, item and scale content validity index, exploratory factor analysis, and confirmatory factor analysis.</div></div><div><h3>Results</h3><div>Two hundreds and sixteen valid questionnaires from nurse preceptors were used. The scale content validity index was 0.96. Composite reliability ranged from 0.88 to 0.95, all exceeding 0.7, confirming convergent validity. The average variance extracted ranged from 0.52 to 0.76, all above 0.5, and the largest correlation coefficient square (0.49) was greater than the smallest average variance extracted (0.52), which meets discriminant validity criteria. The final instrument consisted of 30 items across five subscales: Communication and Collaboration; Consultation of Academic Writing; Teaching Traits; Clinical Nursing Profession; and Teaching Pedagogy. The Cronbach's α coefficients for each factor were between 0.88 and 0.95 and was 0.97 for the entire instrument.</div></div><div><h3>Conclusion</h3><div>The Nurse Preceptor Core Competency Scale is a valid and reliable tool to assess core competencies of nurse preceptors in Taiwan, ensuring that they are prepared to effectively support new nurses in providing safe and high-quality patient care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"150 ","pages":"Article 106705"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697565","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":"Large-group simulation as a remote learning method in interprofessional health care education - a mixed methods study","authors":"Juha Pajari ,&nbsp;Terhi Saaranen ,&nbsp;Krista Laine ,&nbsp;Marja Silén-Lipponen","doi":"10.1016/j.nedt.2025.106716","DOIUrl":"10.1016/j.nedt.2025.106716","url":null,"abstract":"<div><h3>Background</h3><div>Remote learning is expected to become more common in interprofessional health care education. Therefore, evidence-based knowledge about remote-learning methods is consistently needed to implement them more widely. Interprofessional large-group simulation is a suitable method for interprofessional education, but the knowledge on its remote implementation is scarce.</div></div><div><h3>Aim</h3><div>To describe the participants' experiences of the remotely implemented interprofessional large-group simulation and produce knowledge for further development.</div></div><div><h3>Design</h3><div>A convergent mixed methods study design was used.</div></div><div><h3>Settings</h3><div>A remotely implemented interprofessional large-group simulation in health care education was carried out in 2023.</div></div><div><h3>Participants</h3><div>Finnish interprofessional health care students and professionals from organizations at various educational levels and professional organizations (<em>N</em> = 810).</div></div><div><h3>Methods</h3><div>Data were collected <em>via</em> an online questionnaire from remote interprofessional large-group simulation participants (<em>n</em> = 263). Descriptive and multivariate methods as well as inductive content analysis were used in the data analysis.</div></div><div><h3>Results</h3><div>It emerged that the remotely implemented interprofessional large-group simulation was a suitable learning method for interprofessional collaboration competencies. According to the participants, the immersive structure of the large-group simulation promoted learning. The structure consisted of diverse pedagogical solutions, real-time and inspiring learning discussions, and user-oriented technical implementation in the large-group simulation. Professionals found the simulation a more activating learning method than students did.</div></div><div><h3>Conclusions</h3><div>The remotely implemented interprofessional large-group simulation proved to be a useful remote-learning method. Its immersive pedagogical implementation enabled the achievement of learning goals, but giving instructions for remote participation in advance proved important. Purposefully chosen technological solutions helped create a realistic, interactive, and psychologically pleasant learning environment. However, technological solutions to activate participants in remote learning need to be further developed.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"150 ","pages":"Article 106716"},"PeriodicalIF":3.6,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering a publication culture: Supporting students and early career researchers in nursing and midwifery","authors":"Gemma Stacey ,&nbsp;Kate Buchanan ,&nbsp;Raluca Oaten","doi":"10.1016/j.nedt.2025.106702","DOIUrl":"10.1016/j.nedt.2025.106702","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"150 ","pages":"Article 106702"},"PeriodicalIF":3.6,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143722657","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}