Nurse Education Today最新文献

{"title":"Artificial intelligence in wound care education: Scoping review","authors":"Rúben Encarnação ,&nbsp;José Alves ,&nbsp;Ana Marques ,&nbsp;João Neves-Amado ,&nbsp;Paulo Alves","doi":"10.1016/j.nedt.2025.106872","DOIUrl":"10.1016/j.nedt.2025.106872","url":null,"abstract":"<div><h3>Background</h3><div>Artificial intelligence is transforming healthcare education, offering innovative teaching and skill development approaches. However, its implementation and effectiveness in wound care education remain unclear.</div></div><div><h3>Objective</h3><div>To map and analyze the available evidence on the potential impact of artificial intelligence in wound care education, identify knowledge gaps, and provide recommendations for future research.</div></div><div><h3>Design/methods</h3><div>This scoping review followed the Joanna Briggs Institute guidelines for scoping reviews and the PRISMA-ScR guidelines. The search was first conducted in December 2023 and updated on 30 November 2024 across the following databases: CINAHL Ultimate, MEDLINE, Cochrane Library, Academic Search Complete, Scientific Electronic Library Online (Scielo), Scopus, and Web of Science. Grey literature was accessed through Scientific Open Access Scientific Repositories of Portugal (RCAAP), ProQuest Dissertations and Theses, OpenAIRE, and Open Dissertations. Additional searches were performed in Google Scholar and specific journals, including the International Wound Journal, Skin Research and Technology, Journal of Wound Care, and Wound Repair and Regeneration. Eligibility criteria encompassed any study design exploring the use of artificial intelligence in wound care education, published in English, Portuguese, or Spanish, with no restrictions on publication date.</div></div><div><h3>Results</h3><div>This review revealed diverse artificial intelligence applications in wound care education, including adaptive e-learning platforms, virtual and augmented reality simulations, generative artificial intelligence for educational content, and diagnostic and treatment tools. These technologies offer personalized learning experiences, real-time feedback, and interactive engagement to enhance clinical skills. Despite their promise, most studies lacked empirical validation, highlighting significant gaps in integrating artificial intelligence into wound care education.</div></div><div><h3>Conclusions</h3><div>This review highlights artificial intelligence's transformative potential to revolutionize wound care education by fostering interactive and evidence-based learning environments. This work highlights the need for collaboration among educators, policymakers, and researchers. Future research is needed to ensure effective, ethical, and equitable integration of artificial intelligence in wound care education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106872"},"PeriodicalIF":4.2,"publicationDate":"2025-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145082410","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":"From creative self-efficacy to clinical decision-making confidence: A dimensional structural equation modeling analysis through self-directed learning among nursing graduate students","authors":"Wenyu Yue ,&nbsp;Yihui Lin ,&nbsp;Xiaoqin Ma","doi":"10.1016/j.nedt.2025.106871","DOIUrl":"10.1016/j.nedt.2025.106871","url":null,"abstract":"<div><h3>Background</h3><div>Graduate nursing students face cognitive and emotional demands during clinical practice, often exhibiting passive cognition and struggling with the transition from academic preparation to clinical requirements. Documented gaps between theoretical knowledge and practical application highlight the need to understand how creative self-efficacy and self-directed learning contribute to clinical decision-making confidence development.</div></div><div><h3>Objective</h3><div>To investigate the mediating role of self-directed learning in the relationship between creative self-efficacy and clinical decision-making confidence among graduate nursing students.</div></div><div><h3>Design</h3><div>Cross-sectional study utilizing structural equation modeling.</div></div><div><h3>Setting</h3><div>Multiple Chinese medical schools and affiliated teaching hospitals.</div></div><div><h3>Participants</h3><div>278 graduate nursing students.</div></div><div><h3>Methods</h3><div>Validated questionnaires assessed creative self-efficacy, self-directed learning, and clinical decision-making confidence. Data analysis employed descriptive statistics, correlation analysis, stepwise regression, and structural equation modeling with bootstrap mediation analysis.</div></div><div><h3>Results</h3><div>Regression analysis revealed work experience as the strongest predictor of clinical decision-making confidence (<em>β</em> = 0.44, <em>p</em> &lt; 0.01), followed by creative self-efficacy (<em>β</em> = 0.21, <em>p</em> &lt; 0.01). Mediation analysis demonstrated that self-directed learning significantly mediated the relationship between creative self-efficacy and clinical decision-making confidence (<em>β</em> = 0.095, <em>p</em> = 0.04). Dimensional analysis revealed learning awareness (<em>β</em> = 0.067, <em>p</em> = 0.02) and learning strategies (<em>β</em> = 0.057, <em>p</em> &lt; 0.01) as significant mediators.</div></div><div><h3>Conclusions</h3><div>Self-directed learning serves as a partial mediator (25.2 %) between creative self-efficacy and clinical decision-making confidence, with metacognitive dimensions—learning awareness and learning strategies—constituting primary pathways while behavioral and social mechanisms showed non-significant effects. Educational interventions should prioritize metacognitive skill development and strategic learning approaches to enhance clinical decision-making capabilities in graduate nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106871"},"PeriodicalIF":4.2,"publicationDate":"2025-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060938","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":"Clinical supervision and resilience in nurses: A scoping review","authors":"Rebecca J. Jarden ,&nbsp;Stephen McKeever ,&nbsp;Helena Bujalka ,&nbsp;Naomi Brockenshire ,&nbsp;Hosu Ryu ,&nbsp;Anne O'Neill ,&nbsp;Tania Celeste ,&nbsp;Bianca Blatchford ,&nbsp;Kristina Edvardsson","doi":"10.1016/j.nedt.2025.106870","DOIUrl":"10.1016/j.nedt.2025.106870","url":null,"abstract":"<div><h3>Objective</h3><div>To describe empirical relationships between clinical supervision and nurses' resilience.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Data sources</h3><div>Electronic databases included: Cochrane Central Register of Controlled Trials (OVID) &amp; Cochrane Database of Systematic Reviews (OVID), Cumulative Index to Nursing and Allied Health Literature (CINAHL) Complete (EBSCO), EMCARE (OVID), Medical Literature Analysis and Retrieval System Online (Medline, EBSCO), and Scopus, and for grey literature, ProQuest Dissertations and Theses.</div></div><div><h3>Review methods</h3><div>We searched electronic bibliographic databases from database inception to May 2024 for published original articles and theses of any study design reporting clinical supervision and resilience in nurses, from studenthood and throughout the profession. Articles and theses were exported, deduped, dual screened, data were extracted and analysed, and studies were appraised.</div></div><div><h3>Results</h3><div>Seven publications were included, five reported qualitative findings, two reported quantitative and mixed methods results. Studies differed widely in the ways in which the relationship between clinical supervision and resilience were either explored and/or the ways this relationship became apparent. Five reported delivery of an intervention but differed in whether resilience or clinical supervision was a target of the intervention, one reported delivery of a workplace resilience intervention. Remaining studies were observational. One of the seven included studies met all criteria for methodological quality. Available evidence was consistent with the notion that clinical supervision may support and enhance resilience in nurses, however the evidence was not strong.</div></div><div><h3>Conclusions</h3><div>The absence of rigorous controlled studies that include standardised assessment of outcomes, and that are reported to a high standard, represents a gap in the literature. This gap provides an opportunity to further investigate the possibility of a causal link between clinical supervision and resilience, and the factors that affect it.</div></div><div><h3>Scoping review protocol registration</h3><div>Open Science Framework (OSF): <span><span>https://doi.org/10.17605/OSF.IO/KVGPD</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106870"},"PeriodicalIF":4.2,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050054","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":"Nursing students' perceptions of renewable energy sources and awareness of reducing ecological footprint: A cross-sectional study","authors":"Nurdan Yalçın Atar ,&nbsp;İlayda Güneş ,&nbsp;Hacer Nur Topal","doi":"10.1016/j.nedt.2025.106861","DOIUrl":"10.1016/j.nedt.2025.106861","url":null,"abstract":"<div><h3>Background</h3><div>Environmental issues pose significant health threats, requiring both individual actions and societal regulations. As educators and change agents, nurses play key roles in fostering environmental awareness and sustainable practices. Therefore, it is essential for nursing students to understand these issues and be equipped to address them.</div></div><div><h3>Objectives</h3><div>This study aimed to examine nursing students' perceptions of renewable energy and their awareness of reducing ecological footprints.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional study was conducted.</div></div><div><h3>Participants</h3><div>The population of the study consisted of a total of 500 students studying in the nursing faculty of a state university, 400 students were included in study.</div></div><div><h3>Methods</h3><div>Data were collected during the 2022–2023 academic year using a self-administered questionnaire including a sociodemographic information form, the Awareness Scale for Reducing Ecological Footprint, and the Renewable Energy Perception Scale.</div></div><div><h3>Results</h3><div>Nursing students demonstrated overall favorable perceptions of renewable energy (mean: 93.81 ± 14.21; range: 25–115) and awareness of ecological footprint reduction (mean: 118.7 ± 21.78; range: 30–150). Significant differences were observed in perceptions of renewable energy sources based on gender, year of study, place of residence, and whether students had taken an environmental course (<em>p</em> &lt; 0.05). However, ecological footprint reduction awareness only differed significantly by year of study (p &lt; 0.05). A strong positive correlation was identified between scores on the Awareness Scale for Reducing Ecological Footprint and the Renewable Energy Perception Scale (<em>p</em> &lt; 0.01, <em>r</em> = 0.523).</div></div><div><h3>Conclusion</h3><div>The study indicates that nursing students possess moderate to high levels of awareness regarding ecological footprint reduction and favorable perceptions of renewable energy. Increasing ecological footprint reduction awareness may enhance perceptions of renewable energy use, highlighting the importance of incorporating environmental education into nursing curricula to equip future nurses with the knowledge and responsibility to promote sustainability.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106861"},"PeriodicalIF":4.2,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144933636","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":"From student to RN: Newly graduated nurses' understanding and experience of discrimination in nursing education","authors":"Deema Mahasneh ,&nbsp;Noordeen Shoqirat ,&nbsp;Charleen Singh ,&nbsp;Tuba Sengul ,&nbsp;Zyrene Marsh ,&nbsp;Joanne “Jody” Minnick","doi":"10.1016/j.nedt.2025.106859","DOIUrl":"10.1016/j.nedt.2025.106859","url":null,"abstract":"<div><h3>Background</h3><div>Potential discrimination in nursing education is receiving increasing attention. However, little research exists on newly graduated nurses' understanding of and experience with discrimination in nursing education.</div></div><div><h3>Objectives</h3><div>The study aims to uncover the newly graduated nurses' understanding of and experience with discrimination in nursing education in Jordan.</div></div><div><h3>Method</h3><div>A qualitative inquiry using focus group discussions (<em>n</em> = 4) was conducted with a convenience sample of 32 newly graduated nurses.</div></div><div><h3>Results</h3><div>Newly graduated nurses understood discrimination not only as perceived unfair grading and treatment but also as limited clinical placement opportunities and low social status among male students compared to their counterparts in medicine.</div></div><div><h3>Conclusion</h3><div>Hospital stakeholders, nursing educators, and faculty should collaborate to create an inclusive and respectful learning environment for all nursing students, especially male students who may face unique challenges. Certain attitudes or behaviors—whether intentional or not—can contribute to experiences of discrimination, particularly during clinical training alongside medical students. Further research is needed to identify and clarify the factors that lead to these experiences in order to promote fairness and equity in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106859"},"PeriodicalIF":4.2,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049530","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":"Games and Gamification in Nursing: Mapping the Literature and Future Directions","authors":"Merve Ozlu ,&nbsp;Serap Arican ,&nbsp;Filiz Kantek","doi":"10.1016/j.nedt.2025.106860","DOIUrl":"10.1016/j.nedt.2025.106860","url":null,"abstract":"<div><h3>Background</h3><div>Games and gamification have emerged as innovative tools in nursing, offering engaging and interactive approaches to enhance education and practice. Despite the increasing volume of research, gaps remain in understanding the current state of nursing literature.</div></div><div><h3>Objectives</h3><div>This research aims to map the trends, thematic foci, and research gaps in the field of gaming and gamification in nursing through bibliometric analysis.</div></div><div><h3>Design</h3><div>A descriptive bibliometric analysis design was used.</div></div><div><h3>Methods</h3><div>Data were retrieved from the Scopus and Web of Science databases using keywords related to gamification and nursing. A total of 968 studies were subjected to analysis using the R-based \"biblioshiny for bibliometrix\" application. Key metrics, including study trends, prominent topics, trending topics, thematic maps, and country collaborations, were systematically analyzed.</div></div><div><h3>Results</h3><div>A recent analysis has revealed rapid growth in the field in recent years. The most productive and influential journal is Nurse Education Today, authored by Tyerman, J., and Verkuyl. The United States of America has emerged as the most productive nation in this field. A comprehensive keyword analysis reveals that the terms \"nursing education\" and \"nurses\" hold a central position within the field. The analysis further revealed that the most frequently used author keywords were \"nursing student,\" \"simulation,\" \"gamification,\" \"virtual reality,\" and \"game-based learning.\" The terms \"digital game,\" \"serious gaming,\" \"empath,\" \"virtual reality,\" \"simulation,\" and \"gamification\" were identified as trending topics.</div></div><div><h3>Conclusions</h3><div>Games and gamification in nursing are rapidly developing fields with trending topics such as gamification, virtual reality, and serious gaming in recent years. Studies have mainly focused on nursing education. There is a large research gap in the professional development of nurses and in improving the quality of care. Addressing these gaps in future research will contribute to expanding the field, improving the professional development of nurses, and improving the quality of care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106860"},"PeriodicalIF":4.2,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144933186","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":"Blending of virtual reality with high-fidelity simulation for interprofessional team training: A mixed methods study","authors":"Wei Ling Chua ,&nbsp;Ronel Xian Rong Tan ,&nbsp;Sok Ying Liaw ,&nbsp;Yiwen Koh ,&nbsp;Gene Wai Han Chan ,&nbsp;Kristina Mikkonen ,&nbsp;Nicholas Wee Siong Neo ,&nbsp;Betsy Seah","doi":"10.1016/j.nedt.2025.106857","DOIUrl":"10.1016/j.nedt.2025.106857","url":null,"abstract":"<div><h3>Background</h3><div>Developing interprofessional competencies at the pre-registration level is essential for preparing a collaborative practice-ready workforce committed to patient-centered care and safety.</div></div><div><h3>Aim</h3><div>(1) To evaluate the impact of a Blended Learning Approach with Simulation-based TeamSTEPPS® (BLAST) training on nursing and medical students' attitudes, knowledge, and perceived confidence in interprofessional collaboration, and (2) to explore the learning experiences of students and teaching experiences of simulation facilitators.</div></div><div><h3>Design</h3><div>Mixed-methods design using a one-group pretest-posttest design and focus group discussions.</div></div><div><h3>Setting</h3><div>A public tertiary university in Singapore.</div></div><div><h3>Methods</h3><div>Final year nursing and medical students participated in the BLAST training, which delivered the TeamSTEPPS® training using multi-user virtual reality simulation followed by high-fidelity simulation. Pre- and post-tests assessed students' understanding of TeamSTEPPS® key concepts and tools, as well as their attitudes and perceived confidence in interprofessional teamwork. Nine focus group discussions were conducted with students and simulation facilitators. Quantitative and qualitative data were triangulated.</div></div><div><h3>Results</h3><div>Students demonstrated statistically significant improvements in their understanding of TeamSTEPPS® key concepts, overall attitudes towards interprofessional teamwork, and perceived value of interprofessional training. The virtual reality simulation was reported to improve students' confidence in participating the high-fidelity simulation. Three themes emerged from the focus group discussions: (1) synergy of interprofessional learning, (2) blended simulation as a learning scaffold, and (3) operationalizing blended simulation. The triangulated data revealed that the integration of virtual reality simulation followed by in-person simulation was a promising pedagogical approach for interprofessional training.</div></div><div><h3>Conclusion</h3><div>This study supports the use of a blended simulation-based learning approach for interprofessional team training, highlighting the benefits of scaffolded learning in enhancing knowledge, collaboration, and communication skills among nursing and medical students. The findings point to the need for innovative approaches to enable sustainable and scalable interprofessional team training.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106857"},"PeriodicalIF":4.2,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144933635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latent profile analysis of healthcare-related regret coping among Master of Nursing specialist students during clinical internships: A multi-center cross-sectional study","authors":"Zhongchen Luo ,&nbsp;Zhong Li ,&nbsp;Yiping Zheng ,&nbsp;Yuna Li ,&nbsp;Qing Wang ,&nbsp;Hongli Chen ,&nbsp;Yan Yang ,&nbsp;Jing Yu ,&nbsp;Jiao Tang ,&nbsp;Xiaotong Ding","doi":"10.1016/j.nedt.2025.106858","DOIUrl":"10.1016/j.nedt.2025.106858","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare-related regret (HRR) is frequently encountered by healthcare professionals, even in the early clinical stages. Effective coping strategies are essential for mental well-being, professional performance, and career satisfaction. However, the specific coping mechanisms used by Master of Nursing specialist (MNS) students during clinical internships are not well understood. Identifying these coping patterns and related factors is crucial for enhancing nursing education and student support.</div></div><div><h3>Aim</h3><div>To identify latent profiles of healthcare-related regret coping among MNS students and explore the associated characteristics of each class.</div></div><div><h3>Design</h3><div>A multi-center cross-sectional study using latent profile analysis.</div></div><div><h3>Participants</h3><div>261 Master of Nursing specialist postgraduate students from 45 nursing universities across China were selected between September 2022 and November 2023.</div></div><div><h3>Methods</h3><div>General questionnaires were used for data collecting, including sociodemographic data, characteristics of Healthcare-Related Regret Events, Care-Related Regret Coping Scale for Healthcare Professionals, Chinese Version of the Medical Student Safety Attitudes and Professionalism Survey, and NASA Task Load Index. Latent profile analysis identified different coping patterns.</div></div><div><h3>Results</h3><div>Latent profile analysis revealed three distinct classes of healthcare-related regret coping: Class 1, “Avoidant Coping Style”, Class 2, “Emotion-Dominant High Coping Style”, and Class 3, “Balanced Adaptive Coping Style”. Significant differences were found between these classes regarding involvement in medical errors, use of sleep medication, physical demand, performance, effort, frustration, and patient safety attitudes and professionalism.</div></div><div><h3>Conclusions</h3><div>This study identifies three distinct healthcare-related regret coping patterns among MNS students during clinical internships. The findings indicate the need for tailored interventions based on coping styles, such as emotional regulation training for individuals with avoidant coping styles and psychological resilience training for individuals with emotion-dominant coping styles. Nursing educators and clinical supervisors should consider these coping profiles when developing programs to enhance students' resilience and professional development during internships.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106858"},"PeriodicalIF":4.2,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and evaluation of animated instructional materials and collaborative learning for nursing research courses: An action research study","authors":"Yu-Huan Chao ,&nbsp;Hsiao-Ying Wu ,&nbsp;Tsai-Hsiu Chang","doi":"10.1016/j.nedt.2025.106854","DOIUrl":"10.1016/j.nedt.2025.106854","url":null,"abstract":"<div><h3>Background</h3><div>Nursing research courses can be challenging due to the complex terminology, causing some undergraduates to be overwhelmed and have low motivation to engage in the course content. Theory-based animated instructional materials can enhance students' interest and learning outcomes, potentially becoming an effective teaching strategy for nursing research courses.</div></div><div><h3>Aims</h3><div>To develop animated instructional materials based on the cognitive theory of multimedia learning and four-component instructional design model, integrate collaborative learning strategies, and evaluate students' cognitive load and learning experiences.</div></div><div><h3>Design</h3><div>Action research approach.</div></div><div><h3>Setting</h3><div>A university in central Taiwan.</div></div><div><h3>Participants</h3><div>Fifty-one undergraduate nursing students.</div></div><div><h3>Methods</h3><div>Six lessons comprising 17 animated instructional materials were developed. The course structure includes three phases: (1) preclass (students watch animated videos on the teaching platform), (2) in-class (students engage in collaborative learning groups [8–9 members] to discuss, complete tasks, and present, with teachers providing clarifications), and (3) postclass (students perform reflective writing and participate in learning assessments, including cognitive load and satisfaction surveys).</div></div><div><h3>Results</h3><div>Students reported a moderate level of intrinsic cognitive load (M = 1.94; standard deviations [SD] = 0.92; range 1.71–2.45) and a low level of extraneous cognitive load (M = 1.49; SD = 0.71; range 1.47–1.53) based on a five-point scale, indicating that the materials imposed minimal extraneous load. Meanwhile, overall satisfaction was high (M = 4.39; SD = 0.62; range 4.33–4.43) based on a five-point scale, with improvement in learning skills and critical thinking/problem-solving abilities rated the highest. The qualitative reflections revealed five themes: (1) engaging and stress-reducing learning experience, (2) simplifying concepts to improve memory, (3) complex concept interpretation advantage, (4) convenience for preview and review, and (5) collaborative learning benefits and challenges.</div></div><div><h3>Conclusions</h3><div>Theory-based animated instructional materials can enhance students' learning satisfaction and comprehension without additional cognitive load. Collaborative learning was beneficial. However, effective implementation requires careful monitoring of group dynamics and timely conflict resolution.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106854"},"PeriodicalIF":4.2,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922223","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 nurse educators' experiences and perceptions of healthcare-associated infection prevention and control in two countries of sub-Saharan Africa: An exploratory qualitative study","authors":"Márcia Pestana-Santos ,&nbsp;Carla Nascimento ,&nbsp;Krystyna Jaracz ,&nbsp;Rose Laisser ,&nbsp;Jane Rogathi ,&nbsp;Emmanuel Guy Raoelison ,&nbsp;Stephanie Norotiana Andriamiharisoa ,&nbsp;Livuka Nsemwa ,&nbsp;Pascalina Nzelu ,&nbsp;Eyeshope Dawsen ,&nbsp;Paulo Kidayi ,&nbsp;Christina Mtuya ,&nbsp;Willy Franck Randriamarotia ,&nbsp;Zo Andriamalala ,&nbsp;Liliane Eugénie Ravelonarivo ,&nbsp;Hanitriniony Rabesahala ,&nbsp;Michelle Ruana Rakotondrainibe ,&nbsp;Lova Narindra Randriamanantsoa ,&nbsp;Pierana Gabriel Randaoharison ,&nbsp;Nivoarimelina Zoly Rakotomalala ,&nbsp;Maria Rosário Pinto","doi":"10.1016/j.nedt.2025.106856","DOIUrl":"10.1016/j.nedt.2025.106856","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences and perceptions of nurse educators about prevention and control of healthcare-associated infections in two countries of Sub-Saharan Africa.</div></div><div><h3>Design</h3><div>Qualitative descriptive study.</div></div><div><h3>Methods</h3><div>A multimodal approach was employed to investigate the reality of hospital-associated infections. In-depth interviews were conducted with educators (n = 24) to gain comprehensive insights, and 14 focus group discussions were facilitated with academic and clinical educators (n = 96). Collected data was analysed using the content analysis method.</div></div><div><h3>Results</h3><div>It was identified one major category, “Education about Infection Prevention and Control,” with five categories and twelve subcategories. Key findings highlighted pedagogical challenges in nursing education stemming from the imbalance between theory and practice, coupled with insufficient hours dedicated to infection control training. Participants noted gaps in the collaboration between lecturers and clinical instructors, as well as a lack of equipment in all the learning contexts, hindering the HAI protocols and limiting the effectiveness of infection prevention and control measures in both SSA countries.</div></div><div><h3>Conclusion</h3><div>Addressing the identified pedagogical challenges, enhancing collaboration between nursing educators, providing adequate equipment, and developing a contextually adapted model for infection prevention is essential for improving education and practices in both countries of Sub-Saharan Africa.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"155 ","pages":"Article 106856"},"PeriodicalIF":4.2,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996980","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}