Nurse Education Today最新文献

{"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}

{"title":"Identifying highly correlated determinants influencing student nurses' behavioral intention of using generative artificial intelligence (Generative AI): A network analysis","authors":"Yaqi Zhu ,&nbsp;Fule Wen ,&nbsp;Jie Wu ,&nbsp;Peiyi Huang ,&nbsp;Yuanyuan Zhang","doi":"10.1016/j.nedt.2025.106855","DOIUrl":"10.1016/j.nedt.2025.106855","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to identify the most critical factors influencing nursing students' behavioral intention to use generative artificial intelligence by developing a network structure.</div></div><div><h3>Background</h3><div>Generative artificial intelligence is increasingly integrated into nursing education and clinical nursing practice. Studies have explored the factors influencing behavioral intentions toward the use of Artificial Intelligence, but research specific to Generative Artificial Intelligence is still lacking. It's crucial for nursing students to use generative artificial intelligence effectively, especially as clinical environments change rapidly in the digital era. Thus, it is important to identify the key factors that influence their intention to use.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted. 800 participants were recruited from November to December 2023 through convenient sampling. Network analysis was applied in this study to identify the important nodes that are the most critical target goals for improving the behavioral intention of using Generative artificial intelligence by R package.</div></div><div><h3>Results</h3><div>The network analysis indicated that Artificial Intelligence Relevance, Ethical Awareness About Artificial Intelligence served as central factors in the network of Generative Artificial Intelligence Intention of using (EI = 1.19, 1.06). Artificial Intelligence Literacy was a key bridge node linking the Generative Artificial Intelligence Intention of using with its influencing factor associations (BEI = 0.33).</div></div><div><h3>Conclusions</h3><div>Generative Artificial Intelligence Relevance, Ethical Awareness about Generative Artificial Intelligence and Generative Artificial Intelligence Literacy serves as potential targets for enhancing nursing students' behavioral intention. Nursing educators and universities could consider targeted and collaborative effort to improve their behavioral intention.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106855"},"PeriodicalIF":4.2,"publicationDate":"2025-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144894904","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":"Workplace mindfulness and clinical belongingness among nursing interns: The mediating role of subjective well-being","authors":"Yuning Chen ,&nbsp;Ruimei Chen ,&nbsp;Jiale Li ,&nbsp;Huijuan Lei ,&nbsp;Yiling Yang","doi":"10.1016/j.nedt.2025.106853","DOIUrl":"10.1016/j.nedt.2025.106853","url":null,"abstract":"<div><h3>Background</h3><div>The sense of clinical belongingness significantly impacts the mental health of undergraduate nursing interns. Workplace mindfulness and subjective well-being are considered key factors influencing clinical belonging. Currently, there is no research elucidating how workplace mindfulness and subjective well-being affect clinical belonging.</div></div><div><h3>Objectives</h3><div>To explore the ways in which workplace mindfulness and subjective well-being influence clinical belonging.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>A cross-sectional design was used to survey 239 full-time third- and fourth-year nursing undergraduates from July 2023 to April 2024 through convenience sampling. The participants were from The First Affiliated Hospital of Guangdong Pharmaceutical University. Data were collected using demographic questionnaires, a workplace mindfulness scale, a clinical belonging scale, and a subjective well-being scale. SPSS 26.0 software was used for data analysis.</div></div><div><h3>Results</h3><div>The results indicate that workplace mindfulness, subjective well-being, and clinical belongingness in undergraduate nursing interns are at moderate levels. Workplace mindfulness was significantly and positively correlated with clinical belongingness and subjective well-being (<em>R</em> = 0.3096, <em>p</em> &lt; 0.001), with a weaker correlation between workplace mindfulness and clinical belongingness (<em>R</em> = 0.1444, <em>p</em> &lt; 0.05). Mediation analysis revealed that subjective well-being mediates the relationship between workplace mindfulness and clinical belongingness, accounting for 25.72 % of the total effect.</div></div><div><h3>Conclusion</h3><div>This study identified the ways in which workplace mindfulness and subjective well-being affect clinical belonging. It showed that subjective well-being mediates between workplace mindfulness and clinical belonging among undergraduate nursing interns.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106853"},"PeriodicalIF":4.2,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889367","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":"A cross-sectional network analysis on the centrality and bridge associations between alexithymia and difficulties in emotion regulation among nursing undergraduates","authors":"Siyi Su ,&nbsp;Liuqiao Ning ,&nbsp;Luyi Xu ,&nbsp;Zheng Wang ,&nbsp;Shasha Yang ,&nbsp;Zheying Wang ,&nbsp;Lihong Xie ,&nbsp;Jufang Li","doi":"10.1016/j.nedt.2025.106852","DOIUrl":"10.1016/j.nedt.2025.106852","url":null,"abstract":"<div><h3>Background</h3><div>Alexithymia and difficulties in emotion regulation are pivotal psychological determinants of career sustainability in nursing undergraduates. Clarifying their association may provide a preliminary basis for developing targeted intervention programmes.</div></div><div><h3>Aim</h3><div>To investigate the centrality and bridge associations between alexithymia and difficulties in emotion regulation among nursing undergraduates using cross-sectional network analysis.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted in a medical university in southeastern China. A purposive sampling method was employed to recruit 574 nursing undergraduates from November to December 2024. The General Information Questionnaire, Toronto Alexithymia Scale, and Difficulties in Emotion Regulation Scale were used. A cross-sectional network analysis was utilised to explore the centrality and bridge associations between alexithymia and difficulties in emotion regulation. Direct and indirect associations between central nodes and other nodes were presented by the flow network.</div></div><div><h3>Results</h3><div>The network model comprised 9 nodes, and 15 non-zero edges were identified among 36 possible connections. The mean predictability value of the nodes was 53.9 %. The network analysis identified two central nodes: ‘Lack of Emotional Clarity’ (strength = 1.08) and ‘Limited Access to Emotion Regulation Strategies’ (strength = 1.05). Flow network analysis indicated that ‘Lack of Emotional Awareness’ and ‘Difficulty Identifying Feelings’ were directly related to ‘Lack of Emotional Clarity’. ‘Difficulty Engaging in Goal-Directed Behaviour’ was directly related to ‘Limited Access to Emotion Regulation Strategies’. Additionally, ‘Lack of Emotional Clarity’ (bridge strength = 0.47) and ‘Difficulty Identifying Feelings’ (bridge strength = 0.39) were identified as bridge nodes.</div></div><div><h3>Conclusion</h3><div>Lack of emotional clarity, limited access to emotion regulation strategies, and difficulty identifying feelings may represent preliminary targets for future interventions on nursing undergraduates' emotion management ability. Lack of emotional awareness and difficulty engaging in goal-directed behaviour could inform hypotheses in future intervention studies aimed at preventing alexithymia and difficulties in emotion regulation.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106852"},"PeriodicalIF":4.2,"publicationDate":"2025-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144867126","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":"Pre-registration student nurse placement hours, competency, and outcomes: A systematic review","authors":"Amanda Kenny ,&nbsp;Kate Knight ,&nbsp;Amanda Garrow ,&nbsp;Jacqueline Leigh ,&nbsp;Debbie Roberts","doi":"10.1016/j.nedt.2025.106851","DOIUrl":"10.1016/j.nedt.2025.106851","url":null,"abstract":"<div><h3>Aims</h3><div>The aims of this systematic review were to a) identify studies on pre-registration student nurse placement hours, b) appraise the quality of studies to date, and c) synthesise the impact of different placement hours on student nurse competency and outcomes for people who use health services.</div></div><div><h3>Design</h3><div>A mixed method systematic review involving five steps: framing questions, study identification, assessing quality using the Mixed Methods Appraisal Tool, summarising evidence around major focus areas, and interpreting findings, using thematic synthesis.</div></div><div><h3>Data sources</h3><div>Searches were conducted to identify peer-reviewed studies, theses, and reviews in MEDLINE, EmBase, the Education Resources Information Center, the Cumulative Index to Nursing &amp; Allied Health Literature<em>,</em> PROSPERO, Cochrane Library, PsycInfo, Web of Science (Social Science Citation Index), and the ProQuest Dissertations &amp; Theses Global database.</div></div><div><h3>Review methods</h3><div>The population was pre-registration nurses, and included peer-reviewed studies, theses, and reviews that referred to practice hours, the impact of practice hours on competency, and studies that linked practice hours to health service user outcomes. Searches were imported into Covidence software, with all documents screened independently by two reviewers at the title and abstract and full text stages. All authors independently assessed methodological quality with discussion occurring until consensus was reached. Reporting is consistent with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and the protocol is registered in PROSPERO.</div></div><div><h3>Results</h3><div>A total of 4958 documents were screened, with 49 articles forming the final dataset. Overall, the literature is characterised by small scale evaluations in single universities, primarily focused on the replacement of practice hours with simulation.</div></div><div><h3>Conclusion</h3><div>There is a lack of high-quality evidence to underpin practice placement hours. Given calls to significantly accelerate the graduation of nurses to address crisis-level nursing shortages the lack of a strong evidence base on practice hours warrants global attention.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106851"},"PeriodicalIF":4.2,"publicationDate":"2025-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144885604","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":"Surveying planetary health curriculum: Integration in Canadian nursing education","authors":"Barbara Astle ,&nbsp;Laura Reifferscheid ,&nbsp;Lindsay Komar ,&nbsp;Sonya L. Jakubec ,&nbsp;Andrea Chircop ,&nbsp;Amanda Egert ,&nbsp;Jacqueline Avanthay Strus ,&nbsp;Shona Lalonde ,&nbsp;Alysha Tylynn Jones ,&nbsp;Joanna Szabo","doi":"10.1016/j.nedt.2025.106836","DOIUrl":"10.1016/j.nedt.2025.106836","url":null,"abstract":"<div><h3>Purpose/aim</h3><div>Nursing students and faculty are meeting face to face with the realities of a changing climate, more frequent environmental disasters, new and emerging infectious diseases, and related social and human conditions. A movement to include Planetary Health concepts, skills and practices into nursing education competencies is building across Canada and globally. The Canadian Association for Schools of Nursing (CASN) Planetary Health Interest Group embarked on an exploration of the uptake of the Planetary Health Education Framework (PHEF) and related Planetary Health curriculum initiatives.</div></div><div><h3>Methods</h3><div>To better understand the integration of Planetary Health into nursing curricula and pedagogical practices across the country, the Planetary Health Interest Group conducted an online, descriptive survey with analysis in 2024. Survey items were developed alongside the Planetary Health Interest Group based on published literature on Planetary Health Concepts. This study surveyed English speaking institutions of higher education in Canada, with a view to a second phase at Francophone institutions to follow.</div></div><div><h3>Results</h3><div>A total of 17 responses (one duplicate) were received from 16 different institutions. Responses were received from institutions in seven different Canadian provinces all offering undergraduate degrees, and over half offering graduate education in nursing. All reported their schools of nursing addressed one or more Planetary Health concepts such as “Indigenous land-informed ways of knowing” or “human health impacts of exceeding planetary boundaries.” Most reported varied and instructor dependent ways of addressing concepts with a desire to better integrate and standardize concepts throughout curriculum.</div></div><div><h3>Conclusions</h3><div>Informed by these survey results the CASN Planetary Health Interest Group will set goals for integration and development of targeted resources needed to ensure that the movement of Planetary Health is implemented in nursing curricula. Extending the survey to Francophone institutions is a next step forward for the strategy. From the findings, a variety of recommendations illuminated for champions and practices to advance the Planetary Health Movement.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106836"},"PeriodicalIF":4.2,"publicationDate":"2025-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144826445","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 fundamentals of care framework in nursing education: A scoping review","authors":"Maiken Holm Kaldal ,&nbsp;Britt Laugesen ,&nbsp;Tiffany Conroy ,&nbsp;Rebecca Feo ,&nbsp;Siri Lygum Voldbjerg","doi":"10.1016/j.nedt.2025.106835","DOIUrl":"10.1016/j.nedt.2025.106835","url":null,"abstract":"<div><h3>Aim</h3><div>To identify and map the use of the Fundamentals of Care Framework in nursing education.</div></div><div><h3>Design</h3><div>A scoping review.</div></div><div><h3>Data sources</h3><div>Electronic searches were conducted in May 2024 and were updated in March 2025 with no time or geographical limits, using Cumulative Index to Nursing, Embase, PubMed, and PsycINFO for published sources.</div></div><div><h3>Review methods</h3><div>JBI's methodology for scoping reviews.</div></div><div><h3>Results</h3><div>Fifteen studies were included, reporting widespread activities and diverse use of the Fundamentals of Care Framework in nursing education in ten countries. Most activities were within the context of developing questionnaires, structuring feedback for students, case-based work, lectures and laboratory skills sessions. Only four studies evaluated students' and educators' use of the Fundamentals of Care Framework. The Fundamentals of Care Framework does not prescribe a one-size-fits-all approach for teaching nursing students to deliver safe, effective, high-quality fundamental care. Instead, the Framework can be used in numerous ways in learning activities to emphasise person-centred care in nursing educational contexts.</div></div><div><h3>Conclusion</h3><div>The Fundamentals of Care Framework can be used in various contexts of nursing education, from curriculum development to teaching in both theoretical and clinical context. It shows promise in developing critical reflection and teaching person-centred care, with potential for broader global use. More research is needed to evaluate the outcomes of using the Framework, which could include exploring educators' experiences and measurable data to determine the Framework's effectiveness, efficiency, and impact in nursing education to support evidence-based teaching practices. The use of the Fundamentals of Care Framework in nursing education has the potential to foster an environment conducive to learning about person-centred care and to prepare students for professional practice. Nursing education programs at both Bachelor and Master levels might consider using the Fundamentals of Care Framework to emphasise person-centred care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106835"},"PeriodicalIF":4.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144770988","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 relationship between gender role attitudes and career choices among nursing students: A cross-sectional study","authors":"Ayla Güllü ,&nbsp;Nihal Aloğlu","doi":"10.1016/j.nedt.2025.106841","DOIUrl":"10.1016/j.nedt.2025.106841","url":null,"abstract":"<div><h3>Aim</h3><div>The healthcare sector is one of the domains where inequalities stemming from gender roles and expectations are most pronounced. For nurses, gender awareness is crucial in fostering meaningful connections with patients and plays a vital role in enhancing the quality of healthcare services. This study aims to explore the relationship between gender role attitudes and career choices among the new generation of nursing students.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted with a sample of 332 nursing students. Data were collected using the Gender Role Attitudes Scale (GRAS) and the Vocational Choices in Entering Nursing Scale (VCENS). Data analysis included <em>t</em>-tests, ANOVA, post-hoc Benferroni tests, spearman correlation analysis and linear regression analysis.</div></div><div><h3>Results</h3><div>77.1 % of the students were female (<em>n</em> = 256), 64.5 % chose the profession voluntarily, and 53.9 % selected nursing due to its ease of employment. The female students scored significantly higher on the GRAS compared to the male students. Those who voluntarily chose the profession had significantly higher VCENS total scores and ‘Vocational Congruency’ subscale scores. However, no significant relationship was found between gender role attitudes and career choice in nursing students.</div></div><div><h3>Conclusion</h3><div>Educational programs can be designed to promote gender equality awareness among students. Public awareness campaigns can highlight the importance and value of nursing while emphasizing that it is not a gender-specific profession.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106841"},"PeriodicalIF":4.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749938","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":"Profiling learning styles and strategies of nursing students: A cluster analysis study","authors":"Hui Ge ,&nbsp;Tingting Feng ,&nbsp;Huiling Hu ,&nbsp;Jiashuai Li ,&nbsp;Xue Wu","doi":"10.1016/j.nedt.2025.106840","DOIUrl":"10.1016/j.nedt.2025.106840","url":null,"abstract":"<div><h3>Background</h3><div>A learner profile, as a method for presenting students' core characteristics and behaviors, has been widely recognized in personalized education, yet it remains underexplored in the context of diversified nursing teaching modes. Nursing requires the application of theoretical knowledge of the curriculum to clinical practice procedures, demanding that nursing students not only absorb information but also transform, integrate, and critically apply it in dynamic, real-world settings. Investigating nursing students' learning style preferences and behavioral strategies is critical for understanding how to adapt teaching methods to meet varied learning needs, thereby enhancing teaching quality and improving student learning outcomes.</div></div><div><h3>Aim</h3><div>To explore a nursing learner profile by analyzing learning styles and strategies, providing insights for integrating diversified teaching modes with personalized learning.</div></div><div><h3>Method</h3><div>A cross-sectional study was conducted among 303 nursing students from two public universities. Data collection included sociodemographic information, learning styles, and learning strategies. Clustering ensemble analysis, including voting and consensus matrix methods, was performed to identify a learner profile.</div></div><div><h3>Results</h3><div>A total of 241 valid questionnaires were analyzed, with the majority of participants being female (80.08 %) and an average age of 20.8 ± 1.79. Most students considered blended online and offline teaching (65.56 %) and scenario-based simulation teaching (28.22 %) to be the most effective teaching modes. Six distinct learner clusters were identified, each exhibiting differences in background characteristics, learning styles, and learning strategies: intuitive efficient learners (cluster 1), efficient uncertain learners (cluster 2), intrinsic-driven global learners (cluster 3), reflective independent learners (cluster 4), verbal logical learners (cluster 5), and extrinsic-driven inefficient learners (cluster 6).</div></div><div><h3>Conclusion</h3><div>This study highlights the diversity of nursing learners and the need for personalized teaching approaches. A nursing learner profile provides a foundation for designing tailored instructional strategies and addressing individual differences in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106840"},"PeriodicalIF":4.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144749937","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":"An editor's perspective on the journal's journey: Nurse Education Today needs you","authors":"Kathie Lasater","doi":"10.1016/j.nedt.2025.106833","DOIUrl":"10.1016/j.nedt.2025.106833","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"154 ","pages":"Article 106833"},"PeriodicalIF":4.2,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144888694","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}