Nurse Education Today最新文献

{"title":"Enhancing student success: A holistic approach to wellness and academic support through a color-coded algorithm","authors":"Hollis Franco ,&nbsp;Amanda Veesart ,&nbsp;Laura Opton","doi":"10.1016/j.nedt.2025.106785","DOIUrl":"10.1016/j.nedt.2025.106785","url":null,"abstract":"<div><h3>Background</h3><div>Mental health challenges facing nursing students can be escalated by the demanding nature of enrollment in nursing school, affecting student performance and overall health and well-being.</div></div><div><h3>Procedure</h3><div>These concerns led one school to develop a color-coded algorithm to proactively address four categories of student needs, from mild (requiring minimal support) to critical (requiring immediate intervention). The algorithm aligns available school, institutional, and community resources with the ten dimensions of wellness, supporting a comprehensive wellness program that promotes a nurturing environment that supports the holistic needs of students. Faculty training is a critical component of success for the wellness program, and the algorithm provides a framework for faculty to quickly refer students to appropriate resources for individualized situations, strengthening the collaboration between students, faculty, and the wellness department.</div></div><div><h3>Conclusion</h3><div>Early identification and mitigation of potential risks are key to preventing issues from escalating, thereby enhancing overall student performance and outcomes. The wellness program not only supports student and school outcomes but also promotes better healthcare outcomes by producing a nursing workforce that is mentally and emotionally equipped to deliver high-quality care. The program provides a scalable model for incorporating wellness across various disciplines, highlighting the importance of mental health as a cornerstone for both personal and professional success.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106785"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144138494","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":"Improving nutritional care in residential aged care facilities (RACFs): A scoping review of nutrition education for nursing staff","authors":"Hansen (Cindy) TANG ,&nbsp;Fung Kuen KOO ,&nbsp;WenPeng (Pen) YOU ,&nbsp;Kazem Razaghi ,&nbsp;Hui-Chen (Rita) CHANG","doi":"10.1016/j.nedt.2025.106789","DOIUrl":"10.1016/j.nedt.2025.106789","url":null,"abstract":"<div><h3>Background</h3><div>The ageing population is growing rapidly, posing unique challenges in residential aged care facilities, especially regarding malnutrition among residents. Nutrition education for nursing staff is crucial for improving the quality of nutritional care and promoting healthy ageing.</div></div><div><h3>Objective</h3><div>This scoping review aims to explore the current state of nutrition education interventions for nursing staff in residential aged care facilities and evaluate their effectiveness in enhancing resident care.</div></div><div><h3>Methods</h3><div>This scoping review was conducted in accordance with the updated Joanna Briggs Institute (JBI) methodological framework for scoping reviews, including studies published from January 2014 to July 2024. The review focused on interventions that aimed to improve nutritional knowledge, skills, and practices among nursing staff working in Residential Aged Care Facilities (RACFs), excluding studies unrelated to nutrition education, or involving non-nursing personnel.</div></div><div><h3>Results</h3><div>Six studies met the inclusion criteria, revealing a combination of face-to-face and online educational interventions. The findings indicate significant improvements in the nutritional knowledge and practices of nursing staff, which correlates with better food intake and nutritional status among residents. However, the effectiveness varied, with some studies reporting minimal changes in specific health metrics.</div></div><div><h3>Conclusion</h3><div>The review highlights the potential of both face-to-face and online nutrition education interventions in enhancing the skills and practices of nursing staff. Although the results are mixed, they collectively emphasize the need for well-structured, sustained educational efforts that can adapt to the diverse needs of nursing staff and residents. Future research should focus on optimizing these interventions to consistently improve nutritional care in aged care settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106789"},"PeriodicalIF":3.6,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135219","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 application of a storytelling-based burn care education program for nursing students","authors":"Daehee Lee ,&nbsp;Eunyoung E. Suh","doi":"10.1016/j.nedt.2025.106787","DOIUrl":"10.1016/j.nedt.2025.106787","url":null,"abstract":"<div><h3>Background</h3><div>Specialized burn care education for nursing students appears to be limited globally, especially in countries such as South Korea. Storytelling, recognized for its potential to foster emotional engagement and improve memory retention, presents a promising approach to enhancing burn care competencies.</div></div><div><h3>Aim</h3><div>This study developed and evaluated the effectiveness of a storytelling-based burn care education program (SBEP) in improving nursing students' knowledge, attitudes, performance, and self-efficacy.</div></div><div><h3>Design</h3><div>A mixed-methods design was employed, integrating a randomized controlled trial to assess quantitative outcomes and focus group interviews (FGIs) to gather qualitative insights.</div></div><div><h3>Settings</h3><div>The study was conducted in a nursing college in Seoul, South Korea.</div></div><div><h3>Participants</h3><div>Sixty junior and senior nursing students were randomly assigned to the experimental or control group. FGIs were conducted with 25 students from the experimental group.</div></div><div><h3>Methods</h3><div>The experimental group participated in an SBEP, while the control group completed an independent study with the provided materials. Quantitative data were collected using pre-and post-tests, and qualitative data were obtained from FGIs.</div></div><div><h3>Results</h3><div>The experimental group showed significant improvements in knowledge (<em>w</em> = 765, <em>p</em> &lt; 0.001), performance (<em>w</em> = 879, <em>p</em> &lt; 0.001), and self-efficacy (<em>t</em> = 3.73, <em>p</em> &lt; 0.001) compared to the control group. Three overarching themes emerged from FGIs: (1) Deepening understanding of burn care through stimulated thinking, (2) strengthening practical skills, and (3) enhancing the quality of learning through emotional engagement.</div></div><div><h3>Conclusions</h3><div>The SBEP effectively improved nursing students' burn care competencies. By fostering emotional engagement and bridging theoretical knowledge with practical application, storytelling offers a valuable approach to addressing educational gaps and preparing future nurses for specialized, patient-centered care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106787"},"PeriodicalIF":3.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144222544","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 death education needs and its relationship with hospice attitude among intern nursing students","authors":"Yushuo Niu ,&nbsp;Yuxiang Yang ,&nbsp;Cuicui Li ,&nbsp;Runan Zhao ,&nbsp;Xiaohong Hou","doi":"10.1016/j.nedt.2025.106788","DOIUrl":"10.1016/j.nedt.2025.106788","url":null,"abstract":"<div><h3>Background</h3><div>As a critical force for the future development of hospice care, death education for nursing students plays an essential role in the provision of hospice care services. However, current research has overlooked the heterogeneity of death education needs among individuals, and few studies have explored the influencing factors of death education needs and its relationship with hospice attitude of nursing interns.</div></div><div><h3>Objective</h3><div>A latent profile analysis (LPA) was conducted to identify the unique characteristics of death education needs among nursing interns in China and to explore the influencing factors of death education needs and its relationship with hospice attitude of nursing interns.</div></div><div><h3>Design</h3><div>Cross-sectional survey.</div></div><div><h3>Settings</h3><div>A tertiary hospital in Shandong Province, China.</div></div><div><h3>Participants</h3><div>The sample consisted of nursing interns (<em>N</em> = 225) from five medical universities.</div></div><div><h3>Methods</h3><div>Latent profile analysis (LPA) was used to establish a latent profile model for death education needs among nursing interns in China. Binary logistic regression analysis was then performed to examine the predictors of high death education needs based on the different latent profiles.</div></div><div><h3>Results</h3><div>Nursing interns' death education needs could be categorized into two latent groups: a “Low-level needs-higher views of death” group (26.2 %) and a “High-level needs” group (73.8 %). Binary logistic regression analysis, with the Low-level needs-higher views of death as the reference, revealed that educational level, experience of bereavement, occasional opportunities to care for the dying, and attitudes toward hospice care were significant predictors of nursing interns' death education needs.</div></div><div><h3>Conclusions</h3><div>Death education needs among nursing interns in China exhibit distinct profiling characteristics. Nursing interns with higher educational levels, experience of bereavement, opportunities to care for the dying, and positive attitudes toward hospice care are more likely to fall into the “High-level needs” group. These findings provide valuable insights for the development of future death education training models.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"153 ","pages":"Article 106788"},"PeriodicalIF":3.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144125145","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":"Corrigendum to “Comparison of standardized patient and medium-fidelity simulation practices on nursing students' knowledge, staging, and satisfaction regarding pressure injuries: A randomized controlled trial” [Nurse. Educ. Today. 151 (2025) 106735]","authors":"Zilan Baran ,&nbsp;Cahide Ayik ,&nbsp;Dilek Özden","doi":"10.1016/j.nedt.2025.106783","DOIUrl":"10.1016/j.nedt.2025.106783","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106783"},"PeriodicalIF":3.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144121398","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":"Factors affecting Artificial Intelligence usage intention among nursing students: Unified theory of acceptance and use of technology","authors":"Latifah Alenazi ,&nbsp;Eman Alhalal","doi":"10.1016/j.nedt.2025.106780","DOIUrl":"10.1016/j.nedt.2025.106780","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students' acceptance and usage of AI are crucial for embracing and implementing the technology in nursing practice in the future. However, there is a lack of literature to examine the factors affecting AI usage intention among nursing students.</div></div><div><h3>Aim</h3><div>This study examined a hypothesized model based on the unified theory of acceptance and use of technology (UTAUT2). The intention to use AI mediates the impact of performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit on nursing students' AI usage. Gender was expected to moderate these relationships.</div></div><div><h3>Methods</h3><div>Employing a multicenter cross-sectional approach, this study was conducted across three Saudi universities between September and October 2023 with 500 undergraduate nursing students. The variables were measured using a self-report questionnaire originally developed based on UTAUT2. The internal consistency of the latent variable items and convergent, divergent, and construct validity were assessed. Structural equation modeling was conducted to test the hypothesized model.</div></div><div><h3>Results</h3><div>Performance expectancy (β = 0.235, <em>p</em> = .004), facilitating conditions (β = 0.233, <em>p</em> = .026), hedonic motivation (β = 0.371, <em>p</em> &lt; .001), and habit (β = 0.458, <em>p</em> &lt; .001) influenced AI usage intention, which significantly affected actual AI usage (β = 0.702, <em>p</em> &lt; .001). Behavioral intention mediated the relationship between AI usage in nursing education and performance expectancy (β = 0.165, <em>p</em> = .007), motivation (β = 0.261, <em>p</em> = .001), and habit (β = 0.321, <em>p</em> = .002). Gender moderated the effects of behavioral intention (Δβ = 0.613, <em>p</em> = .005) and facilitated conditions (Δβ = −0.440, <em>p</em> = .023) on AI usage.</div></div><div><h3>Conclusions</h3><div>The findings will help stakeholders promote AI usage among future nurses. They highlight the need for interventions and strategies to enhance the perceptions of AI's benefits, resource availability, and individuals' enthusiasm and usage habits.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106780"},"PeriodicalIF":3.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071807","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":"Exploration of competency to emotional management and emotional well-being of undergraduate nursing students who experienced emotional situations during clinical placement: A qualitative inquiry","authors":"Hasini Hathurusinghe,&nbsp;Damayanthi Dassanayake","doi":"10.1016/j.nedt.2025.106782","DOIUrl":"10.1016/j.nedt.2025.106782","url":null,"abstract":"<div><h3>Background</h3><div>Emotional management is an essential skill in the nursing profession. Good emotional regulation skills can lead to a more fulfilling and satisfying professional life. Nursing students should strive to develop strong emotional regulation skills to ensure their academic and professional success.</div></div><div><h3>Aim</h3><div>The study aimed to explore how nursing students manage their emotions and maintain their emotional well-being during clinical placement, emphasizing the role of institutional support in developing emotional intelligence and coping strategies.</div></div><div><h3>Design</h3><div>An exploratory qualitative study.</div></div><div><h3>Setting</h3><div>Department of Nursing, Faculty of Allied Health Sciences, University of Peradeniya, Sri Lanka.</div></div><div><h3>Participants</h3><div>A total of 12 undergraduate nursing students from a state university in Sri Lanka were interviewed.</div></div><div><h3>Methods</h3><div>The data were collected using semi-structured interviews from July 2023 to August 2023. The data was analyzed using Colaizzi's seven-step method of thematic analysis.</div></div><div><h3>Results</h3><div>Four themes emerged: (1) Emotional management is challenging during early clinical placement. (2) Strategies used for emotional management during clinical placement. (3) Determinants impacting emotional well-being. (4) The imperative need for support in managing emotions during clinical placements.</div></div><div><h3>Conclusions</h3><div>Nursing students confronted diverse challenges while navigating emotionally challenging situations during their early clinical placements. Positive patient interaction, self-regulation strategies, religiosity for emotional impact, and peer supportiveness are identified as strategies for emotional management. Previous experiences, improved interaction with hospital staff, and positive engagement with patients have been identified as factors influencing the emotional well-being of students. This study suggests the need for individualized support, proactive guidance, counseling, and mentorship to help student nurses manage their emotions effectively in clinical settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106782"},"PeriodicalIF":3.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144134447","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":"Spotlighting the Atychiphobia among nursing Students: the role of online self-efficacy and self-regulated learning","authors":"Asmaa Ahmed Ibrahim Morsy ,&nbsp;Mohamed Hussein Ramadan Atta ,&nbsp;Mahmoud Ahmed Elsheikh ,&nbsp;Yasmeen Mohamed Mohamed Shehata","doi":"10.1016/j.nedt.2025.106781","DOIUrl":"10.1016/j.nedt.2025.106781","url":null,"abstract":"<div><h3>Background</h3><div>Online learning has become an essential component of nursing education, necessitating strong self-regulation and confidence in digital environments. However, psychological barriers such as atychiphobia (fear of failure) can hinder academic success.</div></div><div><h3>Objective</h3><div>This study examines the relationships between Online Self-Efficacy, Self-Regulated Learning, and atychiphobia among nursing students and explores the mediating role of OSE in the association between SRL and atychiphobia.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted among 500 nursing students. Data were collected using validated scales measuring OSE, SRL, and atychiphobia. Pearson correlation and mediation analyses were performed to assess direct, indirect, and total effects.</div></div><div><h3>Results</h3><div>The findings indicate a significant positive correlation between OSE and SRL (<em>r</em> = 0.549, <em>p</em> &lt; .01) and a moderate negative correlation between OSE and atychiphobia (<em>r</em> = −0.258, p &lt; .01). Similarly, SRL was negatively correlated with atychiphobia (<em>r</em> = −0.232, p &lt; .01). Mediation analysis revealed that OSE significantly mediated the relationship between SRL and atychiphobia, strengthening their negative association (indirect effect = −3.503, <em>p</em> &lt; .001).</div></div><div><h3>Conclusion</h3><div>Enhancing online self-efficacy plays a pivotal role in improving self-regulated learning and mitigating atychiphobia among nursing students. Educational strategies should focus on fostering digital confidence and self-regulation skills to optimize students' academic performance in online learning environments.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106781"},"PeriodicalIF":3.6,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106903","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":"Student midwives' experiences of high-fidelity simulation in midwifery education in the university setting: A qualitative systematic review","authors":"Louise Jolly,&nbsp;Ann Ooms,&nbsp;Hazel Ransome","doi":"10.1016/j.nedt.2025.106779","DOIUrl":"10.1016/j.nedt.2025.106779","url":null,"abstract":"<div><h3>Background</h3><div>High- Fidelity Simulation is an increasingly popular, evidence-based, and technologically sophisticated pedagogical approach within nursing and midwifery education and simulated practice learning. Various systematic reviews exploring the effectiveness of High- Fidelity Simulation have been undertaken, yet there is limited evidence and no current systematic review about student midwives' experiences of High- Fidelity Simulation. Due to this lack of evidence, the proposed review into student midwives' experiences of High- Fidelity Simulation is highly justified. This review aims to provide new insights into this pedagogical approach within midwifery education and shape recommendations to assist midwifery educators to deliver high-quality High-Fidelity Simulation.</div></div><div><h3>Aim</h3><div>To explore what is known about the experiences of student midwives who have engaged in High- Fidelity Simulation as part of their midwifery education within the university setting.</div></div><div><h3>Design and methods</h3><div>The Joanna Briggs Institute (JBI) methodology for qualitative systematic reviews was followed and the study is reported using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) guidelines.</div></div><div><h3>Results/findings</h3><div>The review found High- Fidelity Simulation to be a beneficial learning process, however some negative experiences were also identified. Two main themes emerged related to barriers and facilitators. Facilitators included the following seven subthemes: practical skill development, authenticity of the manikin and surroundings, application of theory to practice, increased confidence, practicing in a safe learning environment, improved team working skills, and the value of feedback. Barriers included the following 5 subthemes: a lack of realism, stress and pressure whilst role playing, anxiety, feelings of guilt, shame and decreased self-esteem, and group allocation.</div></div><div><h3>Conclusions</h3><div>Overall, the synthesized findings highlight that student midwives perceive the use of High- Fidelity Simulation to be highly beneficial, positively impacting their clinical competence and team working skills. Moreover, if High- Fidelity Simulation was used consistently and alongside adequate preparation and debriefing processes any unnecessary emotional harm could be avoided. Therefore, the application of High-Fidelity Simulation has the potential to develop a midwifery workforce that is better equipped to practice safely and more effectively at the point of registration, which could reduce mortality and morbidity rates for women and babies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106779"},"PeriodicalIF":3.6,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144071808","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 descriptive phenomenological study of the lived experiences of preregistration nursing students who use graded assertiveness to speak up for patient safety during work-integrated learning","authors":"Samantha A. Walsh,&nbsp;Lisa A. Wirihana,&nbsp;Sandra B. Walker","doi":"10.1016/j.nedt.2025.106761","DOIUrl":"10.1016/j.nedt.2025.106761","url":null,"abstract":"<div><h3>Aim</h3><div>To describe the lived experiences of preregistration nursing students who used graded assertiveness to speak up for patient safety during work-integrated learning.</div></div><div><h3>Background</h3><div>Most Australian preregistration nursing programs have introduced graded assertiveness education to on-campus student learning. Graded assertiveness is a communication technique that gradually increases communication intensity to express concerns and focuses on patient safety rather than team members' actions. Previous research has indicated that although provided with the tools to speak up for patient safety, preregistration nursing students often withdrew or stayed silent when facing challenging patient safety situation during work-integrated learning.</div></div><div><h3>Design</h3><div>A qualitative study using Husserlian descriptive phenomenology.</div></div><div><h3>Methods</h3><div>Seven preregistration nursing students enrolled in the Bachelor of Nursing Science program at a multicampus university in Queensland, Australia, took part in a semi-structured Zoom® interview. Consistent with Husserlian descriptive phenomenology interviews were transcribed verbatim and analysed using the Colaizzi seven-stage method.</div></div><div><h3>Results</h3><div>Four themes were gleaned from the data: i) patient safety before self, emphasised that patient safety must be placed above all other considerations, including themselves; ii) being the patient advocate prevents harm, a strong belief among participants that advocating for patient safety helped to ensure safe care; iii) please hear me, participants expressed feeling unheard when raising concerns about patient safety; and iv) speaking up is rewarding, participants described speaking up for patient safety using graded assertiveness during work-integrated learning as personally rewarding.</div></div><div><h3>Conclusions</h3><div>The four themes uncovered by this study highlighted the value of graded assertiveness to the lived experiences of preregistration nursing students who speak up for patient safety during work-integrated learning. Our findings indicate that these students can effectively use graded assertiveness to promote patient safety, providing valuable insights for future education and practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"152 ","pages":"Article 106761"},"PeriodicalIF":3.6,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123758","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}