Nurse Education Today最新文献

{"title":"Nursing students' test anxiety and academic self-efficacy, dishonesty and performance: A structural equation model","authors":"Daniel Joseph E. Berdida ,&nbsp;Rizal Angelo N. Grande ,&nbsp;Amr M. Mohamed ,&nbsp;Modi Al-Moteri ,&nbsp;Reem Ali Hofan Alshamrani ,&nbsp;Naif A. Alanezi","doi":"10.1016/j.nedt.2025.106804","DOIUrl":"10.1016/j.nedt.2025.106804","url":null,"abstract":"<div><h3>Aims</h3><div>To investigate the interrelationships among test anxiety, academic self-efficacy, academic dishonesty, and academic performance.</div></div><div><h3>Background</h3><div>Students' test anxiety and its adverse impacts on academic performance is well-documented globally. However, this study is the first to examine the mediating role of academic self-efficacy between test anxiety and academic dishonesty.</div></div><div><h3>Design</h3><div>Cross-sectional-correlational design.</div></div><div><h3>Methods</h3><div>Nursing students (n = 521) were consecutively recruited to participate from October 2024 to January 2025. Three standardized scales were used to collect data and were analyzed using covariance-based structural equation modeling.</div></div><div><h3>Results</h3><div>Test anxiety was negatively correlated with academic self-efficacy (<em>β</em> = −0.38, <em>p</em> = 0.001) and academic performance (<em>β</em> = −0.24, <em>p</em> = 0.001) while positively associated with academic dishonesty (<em>β</em> = −0.51, <em>p</em> = 0.001). Academic self-efficacy was negatively correlated with academic dishonesty (<em>β</em> = −0.13, <em>p</em> = 0.012). Academic self-efficacy mediated between test anxiety and academic dishonesty (<em>β</em> = 0.05, <em>p</em> = 0.016). The estimated variance of academic self-efficacy was 14.79 %, which was explained by test anxiety, while academic dishonesty had a variance of 31.48 %, measured by both test anxiety and academic self-efficacy. Finally, academic performance had an estimated variance of 5.86 % explained by test anxiety only.</div></div><div><h3>Conclusion</h3><div>Nursing students' test anxiety depletes their academic self-efficacy and academic performance while intensifying academic dishonesty. Academic self-efficacy mitigates academic dishonesty and demonstrates a mediating role between test anxiety and academic dishonesty.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106804"},"PeriodicalIF":3.6,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262356","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: A pragmatic theoretical framework to guide nursing education, research, and practice","authors":"Shannon Vandenberg ,&nbsp;Tracy Oosterbroek ,&nbsp;Andrea Chircop ,&nbsp;Peter Kellett","doi":"10.1016/j.nedt.2025.106808","DOIUrl":"10.1016/j.nedt.2025.106808","url":null,"abstract":"<div><div>The term <em>Planetary Health</em> has been used in mainstream narrative in the past decades, but the term has only recently gained traction in nursing literature. Nurses are highly trusted and well-positioned to play an integral role in planetary health, by addressing the various challenges and health effects associated with planetary health decline.</div></div><div><h3>Issue</h3><div>While the traditional scope of nursing practice includes health promotion, and illness, injury, and disease prevention, planetary health incorporates broader issues such as climate change, pollution, biodiversity loss, resource scarcity, and marine degradation. Nurses may lack knowledge and confidence regarding planetary health issues, which may correlate to inadequate confidence and feelings of unpreparedness in practice. Therefore, planetary health presents as a pragmatic theoretical framework for nursing education, practice, and research.</div></div><div><h3>Purpose</h3><div>The purpose of this manuscript is to advocate for the applicability of planetary health for nursing practice, education, and research, incorporating an example of a research study that examined nurses' perceptions toward climate sensitive vector-borne diseases. Planetary health challenges are threatening human health globally, and nurses must be prepared to preserve human and planetary health.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106808"},"PeriodicalIF":3.6,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144253337","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":"Artificial intelligence and academic integrity in nursing education: A mixed methods study on usage, perceptions, and institutional implications","authors":"Maggie Zgambo ,&nbsp;Martina Costello ,&nbsp;Melanie Buhlmann ,&nbsp;Justine Maldon ,&nbsp;Edah Anyango ,&nbsp;Esther Adama","doi":"10.1016/j.nedt.2025.106796","DOIUrl":"10.1016/j.nedt.2025.106796","url":null,"abstract":"<div><h3>Background</h3><div>The rise of artificial intelligence (AI) use in higher education has generated substantial debate among academics and students, given the potential for students to engage in academic misconduct through the misuse of AI. Academics argue that AI poses a serious threat to the foundational development of nurses through the questionable integrity of AI-generated academic work and by undermining the development of critical thinking skills essential for professional practice. However, there is limited research on nursing students' integration of AI technologies in their studies.</div></div><div><h3>Method</h3><div>This study utilised a convergent parallel mixed methods approach to develop a multiphase approach with convergent parallel techniques for the qualitative and quantitative phases. The quantitative method utilised a Qualtrics-powered online survey to engage 188 nursing students, exploring various domains related to AI use. In the qualitative phase, in-depth interviews with 13 purposively sampled students provided deeper insights. The qualitative data were analysed using an inductive thematic analysis approach, while the quantitative data were analysed using SPSS.</div></div><div><h3>Result</h3><div>In the survey, 24 % of respondents reported using AI, ranging from moderate to extensive usage. In logistics regression analysis, hearing about AI (OR = 3.9; CI 1.07–10.2; <em>p</em> &lt; 0.05), the belief that AI was useful in the studies (OR = 5.5; CI 1.7–17.3; <em>p</em> &lt; 0.01), and the perception that learning to use AI is easy (OR = 3.4; CI 1.1–11.1; <em>p</em> &lt; 0.05) predicted AI use. Qualitative findings revealed that all students used AI for various academic purposes. The ‘<em>fascinating’</em>, ‘<em>intelligent’</em> and ‘<em>efficient’</em> nature of AI in handling ‘<em>time-consuming</em>’ academic tasks motivated its use. However, concerns about breaching academic integrity and the value of achieving success through personal effort served as deterrents.</div></div><div><h3>Conclusion</h3><div>The findings suggest that while AI's efficiency drives students to adopt it, they remain cautious about its ethical implications, leading to uncertainty in its application within academic practices. This highlights the critical need for institutional support and explicit guidelines on responsible AI integration in educational settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106796"},"PeriodicalIF":3.6,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280384","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 psychometric testing of the reality shock scale for nursing students","authors":"Cennet Çiriş Yildiz ,&nbsp;Berna Kahveci Ceylan ,&nbsp;Yasemin Ergün ,&nbsp;Mustafa Mete","doi":"10.1016/j.nedt.2025.106795","DOIUrl":"10.1016/j.nedt.2025.106795","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study is to develop the Reality Shock Scale for Nursing Students and test its psychometric properties.</div></div><div><h3>Background</h3><div>Nursing education consists of theoretical and practical components. Nursing students who start their vocational training with some ideals and thoughts tend to feel the discrepancies between theoretical training and clinical practice more. While this tendency causes adaptation difficulties for students, it also leads them to be alienated from the profession at the beginning of their career.</div></div><div><h3>Design</h3><div>This is an instrument development study.</div></div><div><h3>Method</h3><div>The methodology of the study included the stages of literature review, focus group interviews, preliminary assessment of scale items, modifications, and psychometric assessment. The data were collected between 15 May 2023 and 30 December 2023 from 405 students nursing at two universities in Turkey.</div></div><div><h3>Results</h3><div>The scale items were created based on the relevant literature and the outcomes of the focus group interviews. The content validity index value for the instrument was calculated as 0.98. The results of the exploratory factor analysis revealed a scale construct consisting of five factors and 29 items. It was seen that 66.851 % of the total variance in scale scores was explained by the factors. The confirmatory factor analysis revealed that the scale had an acceptable construct. Additionally, the scale had high reliability.</div></div><div><h3>Conclusion</h3><div>The scale which was created in this study and tested based on its psychometric features can be utilized as a valid and reliable measurement instrument to assess the reality shock experienced by nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106795"},"PeriodicalIF":3.6,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222668","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":"Multi-user interactive neonatal resuscitation program using hand tracking in immersive virtual reality: A quasi-experimental design","authors":"Sun-Yi Yang","doi":"10.1016/j.nedt.2025.106793","DOIUrl":"10.1016/j.nedt.2025.106793","url":null,"abstract":"<div><h3>Background</h3><div>Traditional training methods, including lecture-based formats and single-user virtual reality (VR) systems, cannot fully replicate the complexities of team-based emergency care. This study addresses these limitations by utilizing a multi-user VR system with real-time communication and collaboration.</div></div><div><h3>Aim</h3><div>The purpose of this study was to evaluate the effectiveness of a multi-user interactive neonatal resuscitation program (NRP) utilizing hand-tracking technology in immersive VR and to compare its effectiveness and usability with that of a conventional controller-based single-user VR program.</div></div><div><h3>Design</h3><div>A quasi-experimental, non-equivalent control group design was used.</div></div><div><h3>Settings</h3><div>The study was conducted in a VR-based training environment for neonatal resuscitation.</div></div><div><h3>Participants</h3><div>Participants were divided into three groups: multi-user (MG, <em>n</em> = 34), single-user (SG, <em>n</em> = 27), and control (CG, <em>n</em> = 28).</div></div><div><h3>Methods</h3><div>The multi-user group used hand-tracking-based immersive VR NRP, the single-user group used controller-based VR NRP, and the control group attended an online lecture. Data were examined using analysis of variance (ANOVA) and post hoc Scheffé tests.</div></div><div><h3>Results</h3><div>Neonatal resuscitation knowledge (<em>F</em>(2) = 3.01, <em>p</em> = 0.045) and neonatal resuscitation performance confidence (<em>F</em>(2) = 2.87, <em>p</em> = 0.042) were higher in the multi-user group than in the other groups. Satisfaction (<em>F</em>(2) = 3.89, <em>p</em> = 0.024) was higher in the multi-user and single-user groups. Team communication performance (<em>F</em>(2) = 3.21, <em>p</em> = 0.045) and system usability (<em>F</em>(2) = 3.21, <em>p</em> = 0.045) were higher in the multi-user group than in the control group.</div></div><div><h3>Conclusions</h3><div>Both multi-user and single-user VR training improved learning outcomes, with multi-user environments showing greater improvement in team coordination. Hand tracking was easier to use than controllers, suggesting its potential for enhancing medical education in high-stress scenarios such as neonatal resuscitation.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106793"},"PeriodicalIF":3.6,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262357","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' caring practices in caring for LGBTQIA+ patients in a hospital setting","authors":"Amanda Thawnarain,&nbsp;Charlene Downing","doi":"10.1016/j.nedt.2025.106792","DOIUrl":"10.1016/j.nedt.2025.106792","url":null,"abstract":"<div><h3>Background</h3><div>LGBTQIA+ communities continue to experience health disparities due to discrimination, invisibility within healthcare systems, and a shortage of culturally competent nurses. Nursing students are often underprepared to meet the unique needs of this population, as nurse educators may lack adequate training, and curricula frequently omit comprehensive LGBTQIA+ content.</div></div><div><h3>Purpose</h3><div>This study explored and described nursing students' caring practices for LGBTQIA+ patients in a hospital setting, with the aim of informing recommendations to foster inclusive nursing education and practice.</div></div><div><h3>Methods</h3><div>A qualitative, descriptive, multisite research design was employed. Sixteen undergraduate nursing students from a nursing education institution participated in semi-structured interviews lasting 45–60 min. Purposive sampling ensured a range of academic years and backgrounds.</div></div><div><h3>Results</h3><div>Three themes were generated from the data: (1) Students demonstrated a commitment to inclusive care, striving to create supportive environments for LGBTQIA+ patients; (2) Personal biases and a lack of exposure hindered compassionate care, highlighting the need for ongoing education and self-reflection; (3) Significant knowledge and skills gaps limited students' preparedness, demonstrating the urgent need for enhanced training on LGBTQIA+ health related content.</div></div><div><h3>Conclusion</h3><div>Nursing students play a pivotal role in advancing inclusive care for LGBTQIA+ patients, families, and communities, yet gaps in education, training, and self-awareness persist. Integrating comprehensive LGBTQIA+ content and cultural competence training into nursing curricula is essential to prepare future nurses to deliver equitable, affirming care and foster a more inclusive healthcare system.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106792"},"PeriodicalIF":3.6,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144230090","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":"Psychometric evaluation of the Collaboration for Leadership and Innovation in Mentoring survey: An instrument of PhD student mentorship quality","authors":"Josephine R. Granner ,&nbsp;Clayton J. Shuman ,&nbsp;Asa B. Smith ,&nbsp;Elizabeth E. Umberfield ,&nbsp;Ellen M.L. Smith","doi":"10.1016/j.nedt.2025.106794","DOIUrl":"10.1016/j.nedt.2025.106794","url":null,"abstract":"<div><h3>Background</h3><div>Quality mentorship plays a crucial role in shaping the intellectual and professional growth of PhD students and is therefore a pivotal component of their education. Despite the recognized importance of mentorship, few rigorously validated instruments exist to measure the multifaceted dimensions of mentorship quality. Our Collaboration for Leadership and Innovation in Mentoring (CLIM) survey, which comprehensively assesses PhD mentorship quality, was previously developed in a nursing student population yet has not been robustly validated.</div></div><div><h3>Objectives</h3><div>The purpose of this study was to conduct a psychometric evaluation of the CLIM Survey including 1) reducing the number of items and 2) identifying dimensions and testing reliability and validity in a diverse PhD student sample.</div></div><div><h3>Design</h3><div>This was cross sectional instrument development and validation study.</div></div><div><h3>Participants</h3><div>A total of 819 PhD students representing 19 departments at a large public university.</div></div><div><h3>Methods</h3><div>We administered the 44-item CLIM instrument via anonymous surveys. To reduce the number of items and assess structural validity, we used principal component analysis (PCA). We included components with eigenvalues &gt;1.0 and items with component loadings &gt;0.3 on one component. The instrument was reduced to 22 items across 6 components: 1) Working Together, 2) Mentor Availability, 3) Mentoring Teams and Goals, 4) Shared Research Interests, 5) Mutual Respect, and 6) Mentor Benefit.</div></div><div><h3>Results</h3><div>Strong internal consistency reliability of the resulting instrument (CLIM-22) was demonstrated by an α = 0.89; total scores ranged from 15 to 110 (<em>mean</em> = 81.57; <em>SD</em> = 15.42), with higher scores indicating higher mentorship quality.</div></div><div><h3>Conclusions</h3><div>These results support the reliability and validity of the new CLIM-22 instrument, offering a standardized tool to assess PhD mentorship experiences. Effectively measuring the quality of mentor-mentee relationships in PhD programs should be integrated with targeted interventions to enhance doctoral education, student experiences, and mentor-mentee relationships.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106794"},"PeriodicalIF":3.6,"publicationDate":"2025-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144280383","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":"Building climate resilience: A qualitative exploration of disaster preparedness in nursing education","authors":"Animesh Ghimire ,&nbsp;Purushottam Ghimire","doi":"10.1016/j.nedt.2025.106791","DOIUrl":"10.1016/j.nedt.2025.106791","url":null,"abstract":"<div><h3>Background</h3><div>Climate change is exacerbating the frequency and intensity of disasters globally, posing significant threats to human health, particularly in vulnerable countries such as Nepal. As frontline healthcare providers, nurses play a crucial role in disaster preparedness and response. However, current nursing education often lacks adequate training to address the complex health challenges arising from climate-related disasters.</div></div><div><h3>Objective</h3><div>This study investigated disaster preparedness training within Nepalese nursing education, focusing on strategies for integrating climate-related disaster preparedness into the curriculum to enhance nursing students' disaster response skills.</div></div><div><h3>Design</h3><div>A qualitative study employing exploratory and descriptive designs was conducted to gather in-depth perspectives from key stakeholders.</div></div><div><h3>Participants</h3><div>Twelve participants were purposefully recruited from a tertiary nursing institution in Bharatpur, Nepal: six final-year undergraduate nursing students and six nursing faculty members.</div></div><div><h3>Methods</h3><div>Data were collected through four focus group discussions. Discussions were audio-recorded, transcribed verbatim, and analyzed using a thematic analysis framework.</div></div><div><h3>Results</h3><div>Findings revealed three key themes: (1) Bridging classroom instruction with community-based clinical placement, (2) Bridging the urban-rural divide for equitable disaster response, and (3) Strengthening disaster resilience through interprofessional and multisectoral collaboration.</div></div><div><h3>Conclusion</h3><div>This study offers crucial insights for transforming disaster preparedness training in Nepalese nursing education. By emphasizing community-focused clinical placements, sustainable healthcare practices, and interdisciplinary collaboration, this research provides a foundation for cultivating a future nursing workforce equipped to navigate the complex health challenges of climate-induced disasters and effectively champion community resilience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106791"},"PeriodicalIF":3.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144177715","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":"Effectiveness of asynchronous motivational interviewing training for pediatric nurse practitioner students: A mixed-methods evaluation","authors":"Natalie Cheffer ,&nbsp;Elizabeth Barnett ,&nbsp;Alexei Bullara","doi":"10.1016/j.nedt.2025.106790","DOIUrl":"10.1016/j.nedt.2025.106790","url":null,"abstract":"<div><h3>Background</h3><div>Effective patient-provider communication is essential for quality healthcare and to promote positive patient behavior changes. However, many prohibitive factors—such as resource-intensive training methods, logistical challenges of in-person workshops, and limited curricular time—have contributed to the limited inclusion of Motivational Interviewing (MI) training in nursing education. As a patient-centered and evidence-based approach, MI has the potential to enhance communication skills, yet traditional training models often fail to support long-term competency.</div></div><div><h3>Objective</h3><div>This mixed-methods study evaluated an asynchronous, web-based MI training curriculum to determine its effectiveness in improving key MI skills among pediatric nurse practitioner (PNP) students.</div></div><div><h3>Methods</h3><div>Thirteen PNP students completed the MI training as part of a seminar and clinical course over a single semester. The curriculum incorporated five deliberate practice exercises focusing on MI techniques such as reflective listening, empathy, and partnership. Pre- and post-training assessments were conducted using mock interviews coded with the Motivational Interviewing Treatment Integrity (MITI) 4.2.1 tool, alongside qualitative analysis of reflective written responses from the students.</div></div><div><h3>Results</h3><div>Post-training, students demonstrated significant increases in MI-adherent behaviors and global ratings for empathy and partnership, with a marked decrease in MI non-adherent behaviors. Qualitative data supported these findings and revealed that students gained clarity on MI principles and improved their ability to cultivate patient trust and autonomy.</div></div><div><h3>Conclusion</h3><div>The MI training effectively enhanced MI competencies among PNP students and supported its potential as a scalable alternative to traditional, resource-intensive training methods. Future research with larger samples and extended follow-up is warranted to further validate these findings and explore the long-term impact on clinical practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106790"},"PeriodicalIF":3.6,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144185916","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 meaning of psychological harm experienced by undergraduate nursing students in simulation: A hermeneutic study","authors":"Giuliana Harvey ,&nbsp;Catherine Carter-Snell ,&nbsp;Amy Daniels ,&nbsp;Semiha Asli Bozkurt ,&nbsp;Katilin Berlinguette","doi":"10.1016/j.nedt.2025.106786","DOIUrl":"10.1016/j.nedt.2025.106786","url":null,"abstract":"<div><h3>Background</h3><div>Undergraduate nursing students who engage in simulation-based learning may experience psychological harm. Little is known about psychological harm in this context as opposed to psychological safety.</div></div><div><h3>Method</h3><div>Gadamer's philosophical hermeneutics was used to explore the meaning of psychological harm experienced by undergraduate nursing students during simulation. A purposive sample was used to recruit nine students who were enrolled in a Canadian university baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12-months (January–December 2024). The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.</div></div><div><h3>Results</h3><div>Findings from this research revealed that students may experience psychological harm in simulation accompanied by a range of responses. Psychological harm has the potential to impact students' engagement and learning in the debrief and clinical environment. Participants' experiences emphasized increased hesitance to accept subsequent leadership roles in simulation and uncertainty relative to future career choices.</div></div><div><h3>Conclusions</h3><div>This study highlighted that positive relationships with simulationists and student peers, and recognizing the impact of emotions requires consideration. Psychological harm has implications for nursing students and simulationists.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106786"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138495","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}