Nurse Education Today最新文献

{"title":"The implementation of artificial intelligence in nursing education and its psychological impact on nursing students: A cross-sectional study","authors":"Ghareeb Bahari ,&nbsp;Latifah Alenazi ,&nbsp;Alwah Mohammed Alkathiri","doi":"10.1016/j.nedt.2025.106816","DOIUrl":"10.1016/j.nedt.2025.106816","url":null,"abstract":"<div><h3>Background</h3><div>The integration of artificial intelligence (AI) into education has the potential to transform learning experiences, particularly in nursing. Understanding students' perceptions of AI and its impact on psychological factors, such as self-efficacy and psychological distress, is crucial for effective implementation.</div></div><div><h3>Objective</h3><div>The purpose of this study was to identify the factors that influence nursing students' perceptions of AI, psychological distress, and self-efficacy.</div></div><div><h3>Design</h3><div>A cross-sectional study design was used.</div></div><div><h3>Participants and setting</h3><div>This study was conducted using a convenience sample of 108 nursing students from a public university in Saudi Arabia.</div></div><div><h3>Methods</h3><div>Three instruments were used: The Perceptions of AI, Kessler Psychological Distress, and Self-Efficacy scales. Data were analyzed using independent sample <em>t</em>-tests, one-way ANOVA, Pearson's correlation, and multiple linear regression.</div></div><div><h3>Results</h3><div>The study found that participants who used AI displayed significant differences in their self-efficacy. Additionally, notable associations were found between perceptions of AI, self-efficacy, and psychological distress. However, while the regression models were significant, the perceptions of AI did not meaningfully explain the variance in these outcomes (<em>p</em> &gt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study highlights the significance of addressing students' perceptions of AI to improve their educational experiences and mental well-being. Future research should explore the longitudinal impact of mental health interventions in technology-driven learning environments.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106816"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The structured practice approach: An innovation for clinical skills education","authors":"Susan Morgan,&nbsp;Andrew Davies,&nbsp;Liz Ryan","doi":"10.1016/j.nedt.2025.106817","DOIUrl":"10.1016/j.nedt.2025.106817","url":null,"abstract":"<div><div>In nursing curricula, it is vital that undergraduate nursing students learn specialist clinical skills within simulated laboratory settings and understand their application to practice. Along with the physical clinical skill, students must develop their critical thinking and clinical reasoning skills to understand when and why certain skills would be utilised, and what outcomes are predicted. There are many ways to facilitate learning within this setting, but there is little clear instruction for the educator tasked with d emonstrating within simulated clinical environments. With this in mind, the Structured Practice Approach was developed, incorporating current teaching and learning practices and philosophies, with added targeted questioning to facilitate critical thinking and clinical reasoning. This approach clearly outlines teaching steps for a clinical skill.</div><div>The approach was trialled at a regional university with positive anecdotal outcomes and feedback, highlighting the need for more formal analysis of the use and effectiveness of the Structured Practice Approach.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106817"},"PeriodicalIF":3.6,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the approaches and impacts of education interventions for transgender and gender diverse health on pre-registration healthcare students: A scoping review","authors":"Majella Jones,&nbsp;Christie Bennett,&nbsp;Judy Bauer,&nbsp;Julia McCartan,&nbsp;Janeane Dart","doi":"10.1016/j.nedt.2025.106803","DOIUrl":"10.1016/j.nedt.2025.106803","url":null,"abstract":"<div><h3>Background and aims</h3><div>Accessing adequate education on transgender and gender diverse health remains one of many significant barriers to transgender and gender diverse people receiving inclusive and affirming healthcare. This review aimed to explore the approaches and impacts of education interventions in transgender and gender diverse healthcare on pre-registration health professions students to determine recommendations for health professions curricula.</div></div><div><h3>Methods</h3><div>This scoping review applied a 5-stage methodological framework of (1) identifying the research question, (2) searching for relevant studies, (3) selecting studies, (4) charting data, and (5) collating, summarising and reporting results. The search was conducted through Medline, Embase, CINAHL, Scopus and PsycINFO databases using key terms relevant to transgender and gender diverse identities, education, healthcare students and professions. Eligible studies were reviewed in blind duplicate, with 56 studies meeting the inclusion criteria. Interpretive description was used to document data, followed by comprehensive analysis through data coding and thematic analysis.</div></div><div><h3>Results</h3><div>Studies showed that education interventions improved student confidence, attitudes, comfort, preparedness, knowledge, and/or competence in transgender and gender diverse health. Six key themes were identified, including: (1) transgender and gender diverse health education as a positive experience for students; (2) required across health education curricula; (3) the value of including lived/living experience; (4) more time and content is required; (5) including discipline-specific content; and (6) the value of applied and multimodal learning approaches.</div></div><div><h3>Conclusion</h3><div>This review identified positive impacts on pre-registration health profession students through the inclusion of transgender and gender diverse health into health professions' curricula. Students are motivated to learn about transgender and gender diverse health within the core curriculum with discipline-specific content, through multimodal applied learning approaches. Future research should explore transgender and gender diverse health education measuring long-term impact on students as healthcare professionals and transgender and gender diverse client outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106803"},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum to “The efficacy of virtual-reality teaching and learning method in enhancing interprofessional knowledge, clinical skill performance, and self-confidence in nursing education: A systematic review and meta-analysis” [Nurse Educ. Today 149 (2025) 106661]","authors":"Samfriati Sinurat ,&nbsp;Mestiana Br. Karo ,&nbsp;Romida Simbolon ,&nbsp;Ita Daryanti Saragih ,&nbsp;Dame Elysabeth Tuty Arna Uly Tarihoran ,&nbsp;Sapna Sharma ,&nbsp;Fan-Hao Chou","doi":"10.1016/j.nedt.2025.106811","DOIUrl":"10.1016/j.nedt.2025.106811","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106811"},"PeriodicalIF":3.6,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298309","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Planetary health education for nursing students: A scoping review","authors":"Elisabeth Irene Karlsen Dogan ,&nbsp;Pinar Ekiz ,&nbsp;Christine Grave Meyer","doi":"10.1016/j.nedt.2025.106812","DOIUrl":"10.1016/j.nedt.2025.106812","url":null,"abstract":"<div><h3>Background</h3><div>Nurses play a key role in addressing the severe health impacts of deteriorating processes that regulate the stability and resilience of Earth. There is a gap in the curriculum regarding the integration of planetary health, leaving nursing students unprepared for planetary nursing care.</div></div><div><h3>Aim</h3><div>This study aimed to investigate how planetary health education has been implemented and contextualized in nursing education.</div></div><div><h3>Method</h3><div>A scoping review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) recommendations. The systematic search was conducted in November 2024. The chosen EBSCO host databases were Academic Search Elite, CINAHL, Education Source, MEDLINE and ERIC. In addition, a search was also performed in ScienceDirect. A total of 2590 records were identified. Duplicates were removed, and articles were screened by title, abstract and full text by the research team to ensure eligibility. The screening was conducted with the blind option enabled in Rayyan. Ultimately, 33 articles were included.</div></div><div><h3>Results</h3><div>The results were organized into six thematic groups: (a) learning through scenario-based learning, (b) learning through simulation-based learning (c) learning through a student-active hybrid approach, (d) learning through field trips and practice experiences, (e) learning through engaging with films, and (f) learning through an interdisciplinary approach.</div></div><div><h3>Conclusion</h3><div>The findings from this scoping review emphasize that planetary health education should utilize innovative, experiential and social learning strategies. The findings also highlight the importance of interdisciplinary collaboration. Findings also support a call for greater inclusion of Indigenous peoples' perspectives regarding planetary health education. Lastly, given the present and future demands of nursing practice, there is a need to enhance advocacy, systems thinking and sustainability in nursing education, enabling nursing students and nurses to address the significant threat to our future human health and global development.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106812"},"PeriodicalIF":3.6,"publicationDate":"2025-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144312522","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 mathematics anxiety among nursing and midwifery students and the impacts on pharmacological knowledge: A qualitative study","authors":"Khadizah H. Abdul-Mumin ,&nbsp;Inani Syaqiqah Mohammad Arrifin ,&nbsp;Jen Austerberry ,&nbsp;Jacqueline Johnston ,&nbsp;Lisa McKenna","doi":"10.1016/j.nedt.2025.106810","DOIUrl":"10.1016/j.nedt.2025.106810","url":null,"abstract":"<div><h3>Background</h3><div>Mathematics anxiety is a well-documented phenomenon that can significantly impact learning, particularly in disciplines requiring numerical proficiency. For nursing and midwifery students, mathematics anxiety poses a critical challenge, potentially compromising pharmacological knowledge and safe medication administration. Despite its importance, limited research has explored the experiences of nursing and midwifery students regarding mathematics anxiety and its direct impact on pharmacological calculations. This study aimed to address this gap and to explore mathematics anxiety for undergraduate nursing and midwifery students in Brunei Darussalam.</div></div><div><h3>Design</h3><div>A qualitative descriptive study.</div></div><div><h3>Methods</h3><div>An online questionnaire containing two open-ended questions was distributed via Google Forms to eligible participants. Thematic analysis was conducted to identify recurring patterns, codes, and themes from the responses.</div></div><div><h3>Results</h3><div>Nineteen participants completed the questionnaire, revealing two key themes: <em>“We cannot run and hide from maths.”</em> and <em>“A basic knowledge of maths should suffice.”</em> Four subthemes were also identified: <em>“Maths is everywhere”, “It is bitter but must be swallowed”, “Fear and nervousness about maths”,</em> and <em>“Maths is challenging but can be fun!”</em> Findings highlight students' struggles with mental calculations and their apprehension toward mathematical problem-solving.</div></div><div><h3>Conclusion</h3><div>Mathematics is an essential component of daily nursing and midwifery practice, from calculating patient ratios to drug dosages. This study reveals that many students lacked confidence in mental mathematics, despite its critical role in real-time drug calculations. Addressing mathematics anxiety through structured interventions is imperative to enhance students' pharmacological competence and, ultimately, patient safety.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106810"},"PeriodicalIF":3.6,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144298308","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":"Sustainability in undergraduate nursing clinical simulation: A mixed methods study exploring attitudes, knowledge and practices","authors":"Bangyun Wang ,&nbsp;Louise Sheehy ,&nbsp;Astrid Frotjold ,&nbsp;Tamara Power ,&nbsp;Gemma Saravanos","doi":"10.1016/j.nedt.2025.106805","DOIUrl":"10.1016/j.nedt.2025.106805","url":null,"abstract":"<div><div>Climate change is among the greatest of threats to human health. Paradoxically the health system is a contributor to planetary degradation through emissions and waste. Climate change and sustainability are important issues for the nursing profession. We explored the impact of an education module with embedded sustainability principles in the context of clinical simulation.</div><div>This mixed methods study used pre- and post-intervention waste audits and student surveys to explore attitudes, knowledge and practices relating to climate change and sustainability. The intervention, a digital clinical simulation education module, included three themes: 1) professional conduct, 2) work health and safety, 3) resource stewardship and sustainability. Quantitative data were analysed through descriptive statistics and comparison of pre- and post-intervention means and proportions. Qualitative data were analysed thematically to identify facilitators and barriers.</div><div>We examined two weeks of simulation for the same cohort of 170 students preparing for clinical practice assessment. We found no significant difference in waste per student following the intervention. Most items targeted for re-use were actively diverted to the recycling station with proportional increases following the intervention.</div><div>A total of 44 (30.3 %) and 80 (53.3 %) students completed the surveys and most agreed that climate change and sustainability are important issues for nurses. Students’ perceived application of sustainability during clinical simulation increased following the intervention (mean 4.8 to 5.4, <em>p</em> ≤0.01). Perceived application of sustainability in clinical practice, and of the principles ‘reduce’ and ‘re-use’ also increased. Barriers to sustainable practice included cognitive overload, knowledge deficit, time pressure, and desire for authentic practice.</div><div>Clinical simulation generates substantial volumes of waste. Student nurses are motivated and capable of applying sustainability principles during simulation, however, often experience barriers. Embedding sustainability principles in simulation curriculum demonstrated positive impacts and ongoing efforts are needed to address barriers and increase opportunities for sustainable practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106805"},"PeriodicalIF":3.6,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144308005","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":"Planetary health and nursing: Embedding values into standards, behaviours, and education","authors":"Aletha Ward ,&nbsp;Julia Charalambous ,&nbsp;Carolyn Antoniou ,&nbsp;Leah East ,&nbsp;Tracey Moroney ,&nbsp;Tracy Levett-Jones","doi":"10.1016/j.nedt.2025.106806","DOIUrl":"10.1016/j.nedt.2025.106806","url":null,"abstract":"<div><div>Planetary health, which recognises the interdependence between human and environmental health, is a growing imperative in healthcare. Nurses are at the frontline of climate-related health challenges, yet planetary health remains largely absent from professional nursing standards and practice. While the International Council of Nurses (ICN) explicitly identifies environmental responsibility as a nursing obligation, national nursing standards, including the <em>Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice</em> (2019), fail to integrate planetary health principles. This regulatory gap limits nursing's capacity to address climate-related health disparities, weakening the profession's ethical commitment to sustainability and global health.</div><div>This contemporary issues paper examines the alignment between planetary health and nursing's professional values, focusing on five key values—advocacy, empathy, equity, reciprocity, and hopefulness—that underpin ethical nursing practice. Drawing on the <em>ICN Code of Ethics</em> and the <em>Planetary Health Framework</em>, we argue that integrating these values into nursing standards and education is critical for preparing nurses to lead in planetary health. We review international nursing standards and highlight their lack of explicit commitment to environmental responsibility.</div><div>To bridge this gap, we propose embedding planetary health values into nursing education through curriculum reform, experiential learning, and accreditation requirements. Equipping nursing students with the knowledge and skills to address planetary health challenges will strengthen their professional identity and leadership capacity. Aligning nursing standards with planetary health principles will not only uphold ethical obligations but also position nurses as key advocates in creating sustainable, adaptive, and equitable healthcare systems. Without regulatory and educational reform, planetary health risks remain a peripheral concern rather than a core nursing responsibility.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106806"},"PeriodicalIF":3.6,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291486","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":"Influence of learning styles on undergraduate nursing students' satisfaction with the flipped classroom methodology","authors":"Josefina Patiño-Masó ,&nbsp;Gemma Renart-Vicens ,&nbsp;Laura Serra ,&nbsp;Marianna Soler ,&nbsp;Àngels Xabadia","doi":"10.1016/j.nedt.2025.106807","DOIUrl":"10.1016/j.nedt.2025.106807","url":null,"abstract":"<div><h3>Background</h3><div>Students' learning styles can influence the effectiveness of teaching methodologies. Objectives: To analyse nursing students learning styles using Herrmann’s Model and to identify the variables that best predict nursing students’ satisfaction with the flipped classroom (FC) methodology. Method: Quantitative cross-sectional study. Data were collected through a structured questionnaire completed by 139 Spanish students enrolled in a nursing degree program at the university.</div></div><div><h3>Results</h3><div>Participants typically exhibit mixed brain dominance, engaging both hemispheres of the brain during their learning process. Students with B (organized planners) and C (emotional) quadrant dominance tend to be less satisfied with the FC. Enhanced content understanding, exam preparation, and improved group/individual competences positively impacted satisfaction with the FC.</div></div><div><h3>Conclusions</h3><div>Mixed brain dominance supports effective learning in nursing. Satisfaction with FC methodology was positively associated with enhanced knowledge acquisition and improved skill development. However, students with quadrant B and C preferences were less satisfied, suggesting the need for nursing programs to adapt FC strategies, such as adjusting task complexity, offering timely feedback, and fostering learner autonomy, to better support diverse and potentially mixed cognitive styles.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106807"},"PeriodicalIF":3.6,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144291487","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":"Evaluation of the effectiveness of education given to midwifery students with The Pecha Kucha Method on climate change awareness: A randomized controlled experimental study","authors":"Ayça Solt Kırca Associate Professor ,&nbsp;Elif Daglı Associate Professor","doi":"10.1016/j.nedt.2025.106809","DOIUrl":"10.1016/j.nedt.2025.106809","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted using Pecha-Kucha and PowerPoint presentation methods to raise midwifery students' awareness of climate change and to integrate it into midwifery education.</div></div><div><h3>Background</h3><div>Education is a social tipping intervention needed to stabilize the world's climate by 2050. Integrating sustainable health services into health professions curricula is an important action to raise awareness.</div></div><div><h3>Design</h3><div>Randomized-control design was used. The setting was a midwifery department of faculty health science at a public university in Turkey.</div></div><div><h3>Methods</h3><div>This study was randomly assigned to either the intervention group (Pecha-Kucha method) or the control group (PowerPoint presentation method). Before the training, students completed an Introductory Information Form and the University Students' Awareness Scale for Global Climate Change (USASGCC). Following the climate change education, students' post-training awareness was again assessed with the USASGCC. To evaluate students' satisfaction with the training methods, a Visual Analog Scale (VAS) was administered to both groups immediately after the training session.</div></div><div><h3>Results</h3><div>A total of 210 midwifery students participated in this study. The awareness levels of students who learned about climate change with the Pecha-Kucha method were significantly higher than those who received this training with the PowerPoint presentation method (19.27 ± 1.43 vs. 13.75 ± 2.38 p ˂ 0.05, respectively). In addition, the satisfaction scores of the Pecha-Kucha group were also found to be significantly higher than those of the PowerPoint group.</div></div><div><h3>Conclusions</h3><div>The Pecha-Kucha presentation format was engaging and pleasurable for the audience. The students' climate change awareness levels were found to be quite high with the use of this method. Given its positive impact on both awareness and satisfaction, this educational model can be recommended for use in other course contents in midwifery education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106809"},"PeriodicalIF":3.6,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144471788","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}