Nurse Education in Practice最新文献

The effect of wound care education based on the Jigsaw IV learning technique on nursing students’ knowledge, collaborative learning and motivation: A randomized controlled trial 基于拼图IV学习技术的伤口护理教育对护生知识、合作学习和动机的影响：一项随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104677

Tuğçe Kabak Solak , Üzeyir Solak , Afife Yurttaş

Aim

This study aimed to examine the effect of wound care education based on the Jigsaw IV learning technique on nursing students’ knowledge, collaborative learning attitudes and motivation.

Background

Active learning strategies are essential for linking theory to clinical competence. Jigsaw IV promotes accountability, peer collaboration and engagement, offering advantages over traditional lecture-based approaches, particularly in complex skill areas such as wound care.

Design

A randomized controlled trial.

Methods

The study was conducted with undergraduate nursing students (n = 87) enrolled in a wound care course. Participants were randomly assigned to an experimental or control group. Data were collected using the Wound Care Knowledge Test, the Collaborative Learning Scale and the Academic Motivation Scale before and after the intervention. Analyses included descriptive statistics, t-tests and regression models.

Results

The experimental group demonstrated higher post-test wound care knowledge (t = −9.487, p < .001) and greater increases in intrinsic motivation—‘to know,’ ‘to accomplish,’ and ‘to experience stimulation’—as well as identified regulation (p < .05). They also showed significantly lower amotivation compared with the control group (t = −2.485, p = .017). Regression analyses confirmed that Jigsaw IV predicted post-test knowledge (β=.353, p = .010) and intrinsic motivation subdimensions (β=.273–.301, p < 0.01).

Conclusion

The Jigsaw IV technique significantly enhanced knowledge acquisition and intrinsic motivation while reducing amotivation. These findings suggest that integrating this technique into skills-based courses, including wound care, may strengthen both cognitive and emotional learning outcomes and represents a promising evidence-based strategy for preparing competent nursing students.

目的探讨基于拼图学习技术的创伤护理教育对护生知识、合作学习态度和学习动机的影响。背景主动学习策略是将理论与临床能力联系起来的关键。拼图四促进问责制、同伴协作和参与，比传统的基于讲座的方法具有优势，特别是在伤口护理等复杂技能领域。设计随机对照试验。方法以创伤护理专业本科护生（n = 87）为研究对象。参与者被随机分为实验组和对照组。采用创伤护理知识测验、协作学习量表和学业动机量表进行数据采集。分析包括描述性统计、t检验和回归模型。结果实验组患者术后创面护理知识水平较高（t = −9.487,p <； ）。001)和内在动机（“了解”、“完成”和“体验刺激”）以及确定的调节（p <； .05）的更大增长。与对照组相比，他们也表现出明显较低的动机（t = −2.485,p = 0.017）。回归分析证实Jigsaw IV预测测试后知识（β=.353, p = ）。010)和内在动机子维度（β= 0.273 -）。301, p & lt; 0.01)。结论拼图四技术显著提高了知识获取和内在动机，降低了动机。这些发现表明，将这种技术整合到以技能为基础的课程中，包括伤口护理，可能会加强认知和情感学习成果，并代表了一种有前途的循证策略，可以培养合格的护理学生。

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引用次数: 0

Cancer-related lymphedema educational needs disparities and optimization strategies 癌症相关淋巴水肿教育需求差异及优化策略

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104689

Sen Li , Guorui Zhao , Jie Long , Xiang Liu , Jiali Xu , Si Wu , Gaoming Liu

Aim

Identify distinct knowledge, attitude and practice (KAP) profiles and teaching preferences among healthcare workers (HCWs) and explore barriers to implementing cancer-related lymphedema (CRL) management services.

Background

HCWs play a crucial role in the early prevention and management of CRL. However, existing research on their KAP has largely relied on scale-based total score approaches, which overlook individual heterogeneity. Meanwhile, on the practical side, there is a lack of a systematic environment conducive to supporting HCWs in lymphedema services.

Design

Cross-sectional design.

Method

This study surveyed 1130 healthcare workers from 21 Chinese hospitals between December 2024 and January 2025. Latent profile analysis profiled KAP-based subgroups, whose predictive factors and learning method preferences were analyzed using generalized linear mixed models and DCAT. Barriers to service implementation were explored via latent Dirichlet allocation.

Results

Three latent class profiles were identified: low-level, medium-level and high-level KAP. Education, experience in CRL management, professional title and department significantly influenced the KAP categories. Preferences for instructional strategies varied across profiles: Groups 1 and 2 favored structured instruction, whereas Group 3 preferred methods enriched with interactive elements. Thematic analysis identified several key barriers to lymphedema service implementation by HCWs, including resource investment, public awareness, medical security coverage, etc.

Conclusions

Our findings reveal heterogeneous KAP profiles and distinct learning method preferences among HCWs. This heterogeneity suggests a potential direction for developing stratified training tailored to specific needs or competency levels. Future optimization of the lymphedema care environment requires multifaceted interventions at the policy, regulatory, staffing and patient levels.

目的确定医疗工作者（HCWs）的不同知识、态度和实践（KAP）概况和教学偏好，并探讨实施癌症相关淋巴水肿（CRL）管理服务的障碍。dhcws在CRL的早期预防和管理中起着至关重要的作用。然而，现有的研究在很大程度上依赖于基于量表的总分方法，忽视了个体的异质性。同时，在实践方面，缺乏有利于支持卫生保健人员提供淋巴水肿服务的系统环境。DesignCross-sectional设计。方法本研究于2024年12月至2025年1月对全国21家医院的1130名医护人员进行调查。潜在剖面分析分析了基于kap的亚组，使用广义线性混合模型和DCAT分析了其预测因素和学习方法偏好。通过潜在的狄利克雷分配来探索服务实现的障碍。结果确定了低水平、中水平和高水平KAP三个潜在类别。教育程度、CRL管理经验、职称和部门对KAP类别有显著影响。不同的学生对教学策略的偏好不同：第一组和第二组喜欢结构化教学，而第三组喜欢丰富互动元素的方法。专题分析确定了卫生保健工作者实施淋巴水肿服务的几个主要障碍，包括资源投入、公众意识、医疗保障覆盖率等。结论本研究结果揭示了卫生保健工作者之间存在不同的KAP概况和不同的学习方法偏好。这种异质性提示了针对特定需求或能力水平开发分层培训的潜在方向。未来淋巴水肿护理环境的优化需要在政策、监管、人员配备和患者层面进行多方面的干预。

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引用次数: 0

Strengthening learning partnerships: Insights from dedicated education units (DEUs) in Norwegian nursing education 加强学习伙伴关系：挪威护理教育中专门教育单位（DEUs）的见解

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104693

May Helen Midtbust , Birgitte Drågen , Bodil Marit Haugen Våge , Rigmor Einang Alnes

Aim

To explore central stakeholders’ experiences with a DEU pilot project in nursing homes.

Background

Educating competent and professionally skilled nurses is essential for improving the quality of health care services. Clinical education is a crucial component of the undergraduate nursing curriculum and strengthening the collaboration between educational institutions and health care services is necessary to make practical studies relevant and of high quality. The dedicated education unit (DEU) model of clinical teaching and learning has been demonstrated to enhance collaboration and the development of learning partnerships.

Design

A qualitative, descriptive design was used.

Methods

Data were collected from five focus groups composed of nursing students, supervisors and nurse managers from seven nursing homes and lecturers from one university. The data were analysed via reflexive thematic text analysis.

Results

The key findings highlight the need to strengthen collaboration between educational institutions and clinical sites to positively develop the learning environment and enhance the quality of clinical practice in nursing education. The findings are presented under three themes: “the need to develop learning partnerships”, “working together to enhance competence in clinical supervision” and “challenges in information flow when establishing a DEU”.

Conclusions

Strengthening collaboration between educational institutions and the clinical field is crucial for developing learning partnerships to increase the quality of clinical practice and ensure the best possible learning environment. The collaborative nature and structure of the DEU model support the notion that nursing students’ clinical practice is the responsibility of both the educational institution and health care services.

目的探讨在养老院推行DEU试点项目的主要利益相关者的经验。背景：培养有能力和专业技能的护士对提高卫生保健服务质量至关重要。临床教育是本科护理课程的重要组成部分，加强教育机构与卫生保健服务机构之间的合作是使实践学习具有相关性和高质量的必要条件。临床教学的专门教育单位（DEU）模式已被证明可以加强合作和发展学习伙伴关系。设计采用定性、描述性设计。方法对来自7所养老院的护生、护士长、护士长以及一所大学的讲师组成的5个焦点小组进行数据收集。数据通过反身性主题语篇分析进行分析。结果强调了加强教育机构与临床单位的合作，积极营造学习环境，提高护理教育临床实践质量的必要性。研究结果分为三个主题：“发展学习伙伴关系的必要性”、“共同努力提高临床监督的能力”和“建立临床医院时信息流的挑战”。结论加强教育机构与临床领域的合作是建立学习伙伴关系以提高临床实践质量和确保最佳学习环境的关键。DEU模式的合作性质和结构支持护理学生临床实践是教育机构和卫生保健服务共同责任的概念。

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引用次数: 0

The effect of moulage supported standardised patient simulation on nursing students' self-efficacy and clinical practice attitudes towards pressure injuries : A randomised controlled study 模印支持的标准化病人模拟对护生压力伤自我效能感和临床实践态度的影响：一项随机对照研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-17 DOI: 10.1016/j.nepr.2025.104695

Yakup Sarpdağı , Ebubekir Kaplan , Özkan Sir , Fahri Aşkan , Metin Yıldız

Aim

The aim of this study was to investigate the effect of a moulage -supported standardised patient simulation (MSSPS) on nursing students' self-efficacy and clinical practice attitudes towards PIs.

Background

Pressure injuries (PIs) are preventable yet remain a major global patient safety concern and an indicator of nursing care quality. Enhancing nursing students’ knowledge and skills through simulation-based education is essential for PIs prevention.

Design

Pre- and post-test, single-blind, randomised controlled trial (ClinicalTrials.gov ID: NCT06634095).

Methods

This study was conducted with Nursing Department students at a university in eastern Turkey. The sample of the study was determined by power analysis method and consisted of 94 nursing students including 47 experimental and 47 control groups. The experimental group received pressure injury training based on a MSSPS. ‘Descriptive Information Form’, “Attitudes Towards Clinical Practice Scale for Nursing Students”, “Pressure Injury Management Self-Efficacy Scale for Nurses”, “Pressure Injury Knowledge Test”, “Pressure Injury Skill Evaluation Form” and “Pressure Injury Assessment Form” were used to collect the data.

Results

The experimental group demonstrated significant improvements in clinical practice attitudes, self-efficacy, PIs knowledge, skill performance and wound assessment scores compared with the control group (p < 0.05).

Conclusion

MSSPS effectively enhanced nursing students’ knowledge, self-efficacy, clinical attitudes and skills in PIs prevention and management.

目的探讨模印支持的标准化病人模拟（MSSPS）对护生自我效能感和临床实习态度的影响。背景：压力性损伤（PIs）是可以预防的，但仍然是全球主要的患者安全问题和护理质量指标。通过模拟教育提高护理学生的知识和技能是预防pi的必要条件。设计试验前和试验后，单盲，随机对照试验（ClinicalTrials.gov ID: NCT06634095）。方法本研究在土耳其东部一所大学护理系的学生中进行。本研究样本采用幂次分析法确定，共94名护生，其中实验组47名，对照组47名。实验组采用基于mssp的压力损伤训练。采用“描述性信息表”、“护生临床实习态度量表”、“护士压力伤害管理自我效能感量表”、“压力伤害知识测试”、“压力伤害技能评估表”和“压力伤害评估表”进行数据收集。结果实验组在临床执业态度、自我效能感、PIs知识、技能表现、伤口评估评分等方面均较对照组有显著改善（p <； 0.05）。结论mssps有效提高了护生预防和管理不良情绪的知识、自我效能感、临床态度和技能。

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引用次数: 0

Managing the support needs of newly graduated nurses in professional practice environments: A scoping review 管理专业实践环境中新毕业护士的支持需求：范围审查

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-08 DOI: 10.1016/j.nepr.2025.104663

Annelie du Toit, Ronell Leech , Isabel Coetzee-Prinsloo

Aim/objectives

To explore how professional practice environments manage the support needs of new graduate nurses during their transition into professional practice.

Background

The student-to-graduate nurse transition process is challenging, characterised by stress, emotional fatigue, and reduced confidence, which can affect nurse retention rates. Although transition support strategies exist, understanding is limited of how these are managed within professional practice environments globally.

Design

Scoping review.

Methods

A scoping review was conducted to synthesise the literature between January 2014 and December 2024. Electronic databases EBSCOhost, PubMed, Scopus, Web of Science and ProQuest central were searched, and three reviewers screened the reports.

Results

From 1443 sources, twenty articles met the inclusion criteria, representing studies across 13 countries, including America, the United Kingdom and Australia. Three reviewers extracted and thematically analysed data to identify transition support strategies within professional practice environments. Seven themes were identified: digital platform support, standalone support strategies, structured transition programs, strategy-specific programs, program supplements, blended learning, and e-learning. Transition support strategies improved emotional resilience, confidence, and clinical competence. Context-specific implementation, mentorship, and emotional support were vital in new graduate nurse transition support. Inconsistent program quality, lack of standardisation, and resource limitations emerged as barriers.

Conclusions

There is no one-size-fits-all solution for managing the support needs of new graduate nurses. Cohesive, flexible, and context-specific transition support strategies, rooted within professional practice environments, provide the potential for improved retention, competence, and well-being. Policymakers and healthcare institutions should focus on structured, standardised, and well-resourced transition support strategies to support new graduate nurses sustainably.

目的探讨专业实习环境如何管理新毕业护士在向专业实习过渡期间的支持需求。背景：从学生到研究生的护士过渡过程是具有挑战性的，其特点是压力、情绪疲劳和信心下降，这可能会影响护士的保留率。尽管存在转换支持策略，但对如何在全球专业实践环境中管理这些策略的理解有限。DesignScoping审查。方法对2014年1月~ 2024年12月的文献进行范围综述。检索电子数据库EBSCOhost、PubMed、Scopus、Web of Science和ProQuest central，由三位审稿人对报告进行筛选。结果从1443个来源中，20篇文章符合纳入标准，代表了包括美国、英国和澳大利亚在内的13个国家的研究。三位审稿人提取并按主题分析了数据，以确定专业实践环境中的过渡支持策略。确定了七个主题：数字平台支持、独立支持策略、结构化过渡计划、战略特定计划、计划补充、混合学习和电子学习。过渡支持策略提高了情绪弹性、信心和临床能力。具体情况的实施，指导和情感支持是至关重要的新毕业护士过渡支持。不一致的项目质量、缺乏标准化和资源限制成为障碍。结论对新毕业护士的支持需求管理没有一刀切的解决方案。有凝聚力的、灵活的和特定于环境的过渡支持策略，植根于专业实践环境，提供了提高留任、能力和福利的潜力。政策制定者和医疗机构应注重结构化、标准化和资源充足的过渡支持战略，以可持续地支持新毕业护士。

{"title":"Managing the support needs of newly graduated nurses in professional practice environments: A scoping review","authors":"Annelie du Toit, Ronell Leech , Isabel Coetzee-Prinsloo","doi":"10.1016/j.nepr.2025.104663","DOIUrl":"10.1016/j.nepr.2025.104663","url":null,"abstract":"<div><h3>Aim/objectives</h3><div>To explore how professional practice environments manage the support needs of new graduate nurses during their transition into professional practice.</div></div><div><h3>Background</h3><div>The student-to-graduate nurse transition process is challenging, characterised by stress, emotional fatigue, and reduced confidence, which can affect nurse retention rates. Although transition support strategies exist, understanding is limited of how these are managed within professional practice environments globally.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>A scoping review was conducted to synthesise the literature between January 2014 and December 2024. Electronic databases EBSCOhost, PubMed, Scopus, Web of Science and ProQuest central were searched, and three reviewers screened the reports.</div></div><div><h3>Results</h3><div>From 1443 sources, twenty articles met the inclusion criteria, representing studies across 13 countries, including America, the United Kingdom and Australia. Three reviewers extracted and thematically analysed data to identify transition support strategies within professional practice environments. Seven themes were identified: digital platform support, standalone support strategies, structured transition programs, strategy-specific programs, program supplements, blended learning, and e-learning. Transition support strategies improved emotional resilience, confidence, and clinical competence. Context-specific implementation, mentorship, and emotional support were vital in new graduate nurse transition support. Inconsistent program quality, lack of standardisation, and resource limitations emerged as barriers.</div></div><div><h3>Conclusions</h3><div>There is no one-size-fits-all solution for managing the support needs of new graduate nurses. Cohesive, flexible, and context-specific transition support strategies, rooted within professional practice environments, provide the potential for improved retention, competence, and well-being. Policymakers and healthcare institutions should focus on structured, standardised, and well-resourced transition support strategies to support new graduate nurses sustainably.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104663"},"PeriodicalIF":4.0,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and quasi-experimental evaluation of a large language model-based automated feedback system for nursing innovation pitches 基于语言模型的护理创新自动反馈系统的开发和准实验评估

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-08 DOI: 10.1016/j.nepr.2025.104672

Vivian Hui , Shaowei Guan , Xinyu Feng

Aim

To develop and evaluate an LLM-based system for grading nursing students' pitch scripts and providing actionable feedback to enhance innovation training.

Background

AI is transforming healthcare, requiring nurses to collaborate in multidisciplinary teams and contribute to innovation. However, nursing curricula often lack communication training, hindering nurses’ ability to advocate for change. Elevator pitches can help, but faculty shortages and subjective grading limit student progress. Large Language Models offer a solution by automating grading and delivering personalized feedback.

Design

A Quasi-experimental study.

Methods

A two-phase study was conducted. In Phase 1, four LLMs were fine-tuned (n = 178) and tested (n = 134) on grading pitch scripts using few-shot learning. Performance was measured by Root Mean Square Error (RMSE), Mean Absolute Error (MAE) and the coefficient of determination (R²). The generated suggestions were compared with instructor feedback. Phase 2 involved a quasi-experimental evaluation with an intervention group (n = 215) and a control group (n = 317).

Results

GPT-4o-mini achieved the lowest RMSE (2.81), MAE (2.24) and the highest R² (0.3913), excelling in problem identification (RMSE=0.84) and solution clarity (MSE= 0.66). LLMs demonstrated significant advantages over manual evaluation in providing feedback. In Phase 2, the intervention group (Mean=19.68, SD 2.38) achieved significantly higher pitch scores than the control group (Mean=17.30, SD 3.92) (P < 0.001). Additionally, students reported positive experiences using the system.

Conclusions

The LLM-based pitch grading system accurately evaluates nursing students' pitch scripts and provides valuable, objective feedback. This AI-driven approach has significant potential to enhance communication skills training in nursing education, thereby fostering nurse-led innovation in healthcare.

目的开发和评估一个基于法学硕士的系统，用于对护理学生的提案脚本进行评分，并提供可操作的反馈，以加强创新培训。ai正在改变医疗保健，要求护士在多学科团队中合作并为创新做出贡献。然而，护理课程往往缺乏沟通培训，阻碍了护士倡导变革的能力。电梯游说会有所帮助，但师资短缺和主观评分限制了学生的进步。大型语言模型通过自动评分和提供个性化反馈提供了解决方案。设计：准实验研究。方法采用两期研究。在第一阶段，四个llm进行了微调（n = 178）和测试（n = 134），使用少量镜头学习对pitch脚本进行分级。用均方根误差（RMSE）、平均绝对误差（MAE）和决定系数（R²）来衡量性能。将生成的建议与教师反馈进行比较。第二阶段包括干预组（n = 215）和对照组（n = 317）的准实验评估。结果gpt - 40 -mini的RMSE最低（2.81），MAE最低（2.24），R²最高（0.3913），在问题识别（RMSE=0.84）和溶液清晰度（MSE= 0.66）方面表现优异。法学硕士在提供反馈方面比人工评估有显著的优势。在第二阶段，干预组（Mean=19.68, SD 2.38）的音高得分显著高于对照组（Mean=17.30, SD 3.92）（P <； 0.001）。此外，学生们报告了使用该系统的积极体验。结论基于法学硕士的音高评分系统能准确评估护生的音高剧本，并提供有价值、客观的反馈。这种人工智能驱动的方法具有巨大的潜力，可以加强护理教育中的沟通技巧培训，从而促进护士主导的医疗保健创新。

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引用次数: 0

Nursing students’ artificial intelligence (AI) literacy, AI self-efficacy and AI self-competency: A cross-sectional design and structural equation model analysis 护生人工智能素养、人工智能自我效能感和人工智能自我能力：横断面设计与结构方程模型分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-08 DOI: 10.1016/j.nepr.2025.104673

Daniel Joseph E. Berdida , Rizal Angelo N. Grande , Reham Moharam Serag , Dalia Mohammed Fathy Abd Elmaksoud

Aims

To examine the interrelationships among artificial intelligence (AI) literacy, AI self-efficacy and AI self-competency and to investigate the mediating role of AI self-efficacy.

Background

AI literacy is increasingly explored in primary and higher education, yet remains underexamined in nursing. In particular, the role of AI self-efficacy as a mediator between AI literacy and AI self-competency has not been fully established.

Design

A cross-sectional, correlational study.

Methods

A total of 434 nursing students were consecutively recruited. Data were collected from November 2024 to February 2025 using three standardized self-report scales. Structural equation modeling (SEM) was used to analyze the data.

Results

Nursing students’ AI literacy positively influenced on AI self-efficacy (β=0.54, p = 0.001) and AI self-competency (β=0.13, p = 0.003). AI self-efficacy directly associated with AI self-competency (β=0.64, p = 0.001). AI literacy had indirect positive effect on AI self-competency (β=0.34, p = 0.001) through the mediating effect of AI self-efficacy. AI literacy explained 28.85 % of the variance of AI self-efficacy, while both AI literacy and AI self-efficacy measured 50.98 % of the explained variance of AI self-competency.

Conclusion

This study found that nursing students’ AI literacy significantly correlated with both AI self-efficacy and AI self-competency. Moreover, AI self-efficacy functioned as a mediator, amplifying the effect of AI literacy on self-competency. Nursing colleges and educators may strengthen students’ AI literacy and competence by fostering AI self-efficacy through targeted, integrated educational strategies.

目的：研究人工智能素养、人工智能自我效能感和人工智能自我能力之间的相互关系，并探讨人工智能自我效能感的中介作用。背景：人工智能素养在小学和高等教育中得到越来越多的探索，但在护理领域仍未得到充分研究。特别是，人工智能自我效能在人工智能素养和人工智能自我能力之间的中介作用尚未完全确立。设计：横断面相关性研究。方法：连续招募434名护生。数据收集于2024年11月至2025年2月，采用三种标准化的自我报告量表。采用结构方程模型（SEM）对数据进行分析。结果：护生人工智能素养对人工智能自我效能感（β=0.54, p = 0.001）和人工智能自我胜任力（β=0.13, p = 0.003）有正向影响。人工智能自我效能感与人工智能自我胜任力直接相关（β=0.64, p = 0.001）。人工智能素养通过人工智能自我效能感的中介作用对人工智能自我能力有间接的正向影响（β=0.34, p = 0.001）。人工智能素养解释了28.85 %的人工智能自我效能方差，而人工智能素养和人工智能自我效能都解释了50.98 %的人工智能自我能力方差。结论：本研究发现护生人工智能素养与人工智能自我效能感和人工智能自我胜任力均显著相关。此外，人工智能自我效能感作为中介，放大了人工智能素养对自我胜任力的影响。护理学院和教育工作者可以通过有针对性的综合教育策略培养人工智能自我效能感，从而增强学生的人工智能素养和能力。

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引用次数: 0

Student-centered learning as a pathway to patient-centered care: A conceptual framework. 以学生为中心的学习是通往以病人为中心的护理之路：一个概念框架。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-08 DOI: 10.1016/j.nepr.2025.104670

Zakaria A Mani

引用次数: 0

Application of generative artificial intelligence by nurse academics in higher education: A scoping review 生成性人工智能在高等教育护理学者中的应用：范围综述

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-05 DOI: 10.1016/j.nepr.2025.104669

Jennifer Hamilton , Martina Costello , Lesley Barr , Simon Cooper , Martin Jones

Aim

To systematically map existing research on nurse academics incorporation of generative artificial intelligence when developing teaching and learning resources in higher education and to identify knowledge gaps and future research.

Background

Generative artificial intelligence technology is rapidly evolving in healthcare and it’s use in nursing higher education is developing. However, concerns regarding its adoption in higher education relate to academic integrity and ethical considerations, including privacy, confidentiality, bias and critical thinking development. Generative artificial intelligence tools present new pedagogy possibilities in nursing higher education; however, the scope and impact of its adoption is unclear.

Methods

The Joanna Briggs Institute (JBI) methodology for scoping reviews were used to guide this scoping review. Electronic databases were searched from inception until February 2025.

Results

The search yielded seven quantitative and two qualitative studies. The findings highlight that nurse academics use generative artificial intelligence to assist with student learning and time management. Findings revealed that generative artificial intelligence use may improve student satisfaction and critical thinking skills. Nurse academics were identified as critical role models in academic integrity and the ethical adoption of generative artificial intelligence. Knowledge gaps and opportunities for future research are highlighted.

Conclusions

The findings highlight the opportunities of generative artificial intelligence use in nursing higher education. Role modelling ethical use of generative artificial intelligence by nurse academics can instil academic integrity principles. However, gaps in evidence on the impact on student education outcomes and industry readiness highlight the need for further research using randomised control trials and longitudinal studies.

目的在高等教育教学资源开发中，系统地梳理现有关于护士学术结合生成式人工智能的研究，并找出知识差距和未来的研究方向。生成式人工智能技术在医疗保健领域发展迅速，在护理高等教育中的应用也在不断发展。然而，高等教育对其采用的担忧涉及学术诚信和道德考虑，包括隐私、保密、偏见和批判性思维的发展。生成式人工智能工具为护理高等教育提供了新的教学可能性然而，其采用的范围和影响尚不清楚。方法采用乔安娜布里格斯研究所（Joanna Briggs Institute， JBI）的范围评审方法来指导本次范围评审。电子数据库从成立到2025年2月进行了检索。结果：共进行了7项定量研究和2项定性研究。研究结果强调，护士学者使用生成式人工智能来帮助学生学习和时间管理。研究结果显示，使用生成式人工智能可以提高学生的满意度和批判性思维技能。护士学者被认为是学术诚信和道德采用生成人工智能的关键榜样。强调了知识差距和未来研究的机会。结论本研究结果强调了在护理高等教育中应用生成式人工智能的机会。护士学者对生成人工智能的角色建模道德使用可以灌输学术诚信原则。然而，关于对学生教育成果和行业准备程度的影响的证据存在差距，这突显出需要使用随机对照试验和纵向研究进行进一步研究。

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引用次数: 0

Nurses’ knowledge and practice in Venous Thromboembolism prevention: Development and validation of a scale 护士预防静脉血栓栓塞的知识与实践：量表的开发与验证

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-04 DOI: 10.1016/j.nepr.2025.104660

Busra Yuksel , Senay Karadag Arli

Aim

This study aimed to develop and evaluate a scale measuring nurses’ knowledge and practice regarding VTE prevention.

Background

Venous thromboembolism (VTE) is serious but preventable. Nurses are crucial in risk assessment and prevention, yet gaps in knowledge and practice persist globally.

Design

A methodological design was used.

Methods

The item pool was generated through a literature review and expert consultation, followed by pilot testing. Nurses were recruited using convenience sampling from two large tertiary hospitals selected for their high patient volume and diverse clinical settings, ensuring adequate variability in VTE-related nursing practices. Eligible participants were registered nurses working in emergency, internal medicine, surgical, or intensive care units with at least six months of clinical experience. The final scale was administered to 200 nurses between March and May 2024. Construct validity was examined using exploratory and confirmatory factor analyses and reliability was assessed through internal consistency statistics.

Results

The Kaiser–Meyer–Olkin (KMO) measure was 0.953 and Bartlett’s test was significant. Confirmatory factor analysis supported a two-factor model (knowledge and practice) with good fit indices (χ²/df = 1.09; GFI = 0.99; AGFI = 0.99; CFI = 1.00; RMSEA = 0.020; SRMR = 0.057). The final scale includes 20 items. Cronbach’s alpha for the total scale was 0.965 and for the subscales it was above 0.90.

Conclusion

The developed scale is a valid and reliable tool for assessing nurses’ knowledge and practice. It can be used in research and clinical audit to identify educational needs and guide interventions.

目的编制一套衡量护士静脉血栓栓塞预防知识和实践情况的量表。背景：静脉血栓栓塞（VTE）是一种严重但可预防的疾病。护士在风险评估和预防方面至关重要，但全球在知识和实践方面仍然存在差距。设计采用方法学设计。方法采用文献综述和专家咨询相结合的方法编制项目库，并进行试点检验。采用方便抽样的方法从两家大型三级医院招募护士，因为他们的病人数量多，临床环境多样，确保了静脉血栓栓塞相关护理实践的充分可变性。符合条件的参与者是在急诊科、内科、外科或重症监护病房工作的注册护士，至少有六个月的临床经验。最终量表于2024年3月至5月对200名护士实施。采用探索性和验证性因子分析检验结构效度，并通过内部一致性统计评估信度。结果Kaiser-Meyer-Olkin （KMO）检验为0.953，Bartlett检验具有显著性。验证性因子分析支持双因素模型（知识和实践），拟合指数较好（χ²/df = 1.09, GFI = 0.99, AGFI = 0.99, CFI = 1.00, RMSEA = 0.020, SRMR = 0.057）。最终量表包括20个项目。总量表的Cronbach 's alpha为0.965，子量表的Cronbach 's alpha在0.90以上。结论所编制的量表是一种有效、可靠的评估护士知识和实践的工具。它可用于研究和临床审计，以确定教育需求和指导干预措施。

{"title":"Nurses’ knowledge and practice in Venous Thromboembolism prevention: Development and validation of a scale","authors":"Busra Yuksel , Senay Karadag Arli","doi":"10.1016/j.nepr.2025.104660","DOIUrl":"10.1016/j.nepr.2025.104660","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop and evaluate a scale measuring nurses’ knowledge and practice regarding VTE prevention.</div></div><div><h3>Background</h3><div>Venous thromboembolism (VTE) is serious but preventable. Nurses are crucial in risk assessment and prevention, yet gaps in knowledge and practice persist globally.</div></div><div><h3>Design</h3><div>A methodological design was used.</div></div><div><h3>Methods</h3><div>The item pool was generated through a literature review and expert consultation, followed by pilot testing. Nurses were recruited using convenience sampling from two large tertiary hospitals selected for their high patient volume and diverse clinical settings, ensuring adequate variability in VTE-related nursing practices. Eligible participants were registered nurses working in emergency, internal medicine, surgical, or intensive care units with at least six months of clinical experience. The final scale was administered to 200 nurses between March and May 2024. Construct validity was examined using exploratory and confirmatory factor analyses and reliability was assessed through internal consistency statistics.</div></div><div><h3>Results</h3><div>The Kaiser–Meyer–Olkin (KMO) measure was 0.953 and Bartlett’s test was significant. Confirmatory factor analysis supported a two-factor model (knowledge and practice) with good fit indices (χ²/df = 1.09; GFI = 0.99; AGFI = 0.99; CFI = 1.00; RMSEA = 0.020; SRMR = 0.057). The final scale includes 20 items. Cronbach’s alpha for the total scale was 0.965 and for the subscales it was above 0.90.</div></div><div><h3>Conclusion</h3><div>The developed scale is a valid and reliable tool for assessing nurses’ knowledge and practice. It can be used in research and clinical audit to identify educational needs and guide interventions.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104660"},"PeriodicalIF":4.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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