Nurse Education in Practice最新文献

A model for predicting student nurse attrition during pre-registration training: A retrospective observations study using routinely collected administrative data 注册前培训期间护士学生流失预测模型：利用日常收集的行政数据进行回顾性观察研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-25 DOI: 10.1016/j.nepr.2025.104377

Elizabeth Crisp , Robert Cook, Sarahjane Jones

Aim

To explore historical student data to identify patterns predictive of attrition risk among nursing students, and hence train a predictive model of an individuals’ risk of leaving the course.

Background

The World Health Organization point to an international shortage of trained nurses, which poses a risk for patient safety and care worldwide. The risk is compounded where the workforce is also aging creating additional pressures on the delivery of quality care. To stabilize the workforce, a healthy supply of newly trained registered nurses is necessary; however undergraduate nursing has one of the highest rates of student attrition (approx. 24 %).

Methods

This study follows a knowledge discovery in databases (KDD) methodology performing an observational analysis of routinely collected student data. The data (1840 students, taken from the pre-existing university business intelligence systems) was modelled for three end points; ‘attrition in 1st year’, ‘attrition in 2nd year’, and ‘failure to complete’. Analysis was performed via step-wise binomial regression.

Results

Several attrition factors have been identified by the model (e.g. students who return from periods of intermittence, are Male and/or non-mature have an increased likelihood to leave).

Conclusion

To our knowledge this is the first study to examine the role of study intermittence on student attrition, or to be built on the pre-existing university business intelligence (BI) systems. The use of pre-existing university BI systems as reported here can serve as the grounding for an individual, tailored approach to retention strategy rather than an approach built on demographic assessment alone.

目的探索护理专业学生的历史数据，以确定预测护理专业学生流失风险的模式，从而建立个人离开课程风险的预测模型。世界卫生组织指出，国际上训练有素的护士短缺，这对全世界的患者安全和护理构成了威胁。在劳动力老龄化的情况下，这种风险更加复杂，给提供高质量医疗服务带来了额外的压力。为了稳定劳动力，需要大量新培训的注册护士；然而，本科护理专业是学生流失率最高的专业之一。24 %)。方法本研究采用数据库知识发现（KDD）方法，对常规收集的学生数据进行观察性分析。数据（1840名学生，来自已有的大学商业智能系统）为三个端点建模；“第一年的人员流失”，“第二年的人员流失”，以及“未能完成”。采用逐步二项回归进行分析。结果该模型确定了几个流失因素（例如，从间歇期返回的学生，男性和/或不成熟的学生离开的可能性增加）。据我们所知，这是第一次研究学习间歇对学生流失的作用，或者是建立在现有的大学商业智能（BI）系统上。如本文所述，使用已有的大学商业智能系统可以作为个性化、量身定制的挽留策略的基础，而不是仅仅基于人口统计评估的方法。

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引用次数: 0

Deep learning approach in undergraduate nursing students and their relationship with learning outcomes: A latent profile analysis 护理本科学生的深度学习方法及其与学习成果的关系：一项潜在分析

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-23 DOI: 10.1016/j.nepr.2025.104379

Zhang Jiayuan , Ji Xiangzi , Li Yang , Zhang Hui , Meng Li-Na

Background

Deep learning approach plays a pivotal role in nursing education, equipping students with the critical thinking skills and knowledge necessary to address complex clinical challenges. However, nursing students exhibit diverse approaches to deep learning, affected by individual characteristics, academic environments and teaching methods.

Objective

This study aims to identify latent profiles of deep learning approach among undergraduate nursing students and analyze the factors influencing these profiles and their association with learning outcomes.

Design

A descriptive cross-sectional survey.

Methods

A total of 891 undergraduate nursing students from two medical universities in China participated in this study between May and July 2024. Data were collected using the Deep Learning Scale and the Learning Outcomes Scale. Latent profile analysis was employed to identify deep learning profiles. One-way analysis of variance and multinomial logistic regression were used to explore influencing factors of different profiles. The Bolck-Croon-Hagenaars (BCH) method was applied to examine differences in learning outcomes across profiles.

Results

Four latent profiles of deep learning were identified: "Comprehensive Deep Learners" (27.0 %), "Ability-Oriented Learners" (25.4 %), "Attitude-Driven Learners" (21.7 %) and "Surface Coping Learners" (25.8 %). Gender, grade, preference for the nursing major and participation in flipped classrooms were significant factors influencing profile membership (p < 0.05). "Comprehensive Deep Learners" had the highest learning outcome scores, while "Surface Coping Learners" scored the lowest.

Conclusions

Significant heterogeneity exists in deep learning approach among undergraduate nursing students. "Comprehensive Deep Learners" achieved the highest learning outcomes. Nursing education should adopt tailored interventions based on the characteristics of different deep learning profiles to improve students’ learning outcomes and comprehensive competencies.

深度学习方法在护理教育中发挥着关键作用，使学生具备应对复杂临床挑战所需的批判性思维技能和知识。然而，受个人特点、学术环境和教学方法的影响，护理专业学生表现出不同的深度学习方法。目的探讨护理本科学生深度学习的潜在特征，分析影响这些特征的因素及其与学习效果的关系。设计一项描述性横断面调查。方法于2024年5月至7月对全国两所医科大学的891名本科护生进行研究。使用深度学习量表和学习成果量表收集数据。采用潜在特征分析来识别深度学习特征。采用单因素方差分析和多项logistic回归分析探讨不同剖面的影响因素。采用Bolck-Croon-Hagenaars （BCH）方法研究不同背景学生学习成果的差异。结果发现深度学习的4种潜在特征：“综合性深度学习者”（27.0% %）、“能力导向型学习者”（25.4% %）、“态度驱动型学习者”（21.7% %）和“表面应对型学习者”（25.8% %）。性别、年级、护理专业偏好和参与翻转课堂是影响档案隶属度的显著因素（p <； 0.05）。“综合深度学习者”的学习成果得分最高，而“表面应对学习者”的学习成果得分最低。结论护理本科学生在深度学习方法上存在显著的异质性。“综合深度学习者”取得了最高的学习成果。护理教育应根据不同深度学习的特点，采取针对性的干预措施，提高学生的学习效果和综合能力。

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引用次数: 0

The effect of virtual reality-based operating room tour on nursing students' anxiety, stress and self-confidence levels in an operating room setting: A randomized controlled trial 基于虚拟现实的手术室参观对护生手术室焦虑、压力和自信水平的影响：一项随机对照试验

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-23 DOI: 10.1016/j.nepr.2025.104380

Emine Arici Parlak , Hatice Ayhan , İmren Erer , Emine Iyigun

Aim

This study is planned to examine the effect of a virtual reality-based operating room tour on nursing students' anxiety, stress and self-confidence levels experienced in the operating room setting.

Background

It is important to know whether the impact of virtual reality-based applications on nursing students' anxiety and stress levels during clinical education.

Design

A Randomized Controlled Trial

Method

This study was conducted with 82 students. The students in the intervention group (n = 41) were given to experience the operating room environment through a virtual reality-based operating room tour following theoretical training. The students in the control group (n = 41) proceeded directly to clinical practice after the theoretical training. The data were collected after theoretical training, in the clinical simulation training laboratory and during clinical practice.

Results

The mean state anxiety score of the students in the intervention group (39.02 SD 4.76) was found to be statistically significantly lower than that of the students in the control group (41.68 SD 5.72) (p = 0.025). When examining stress levels, the average score of the perceived stress scale subdimension related to ‘’Stress from the environment’’ was lower in the intervention group (5.04 SD 2.09) compared with the control group (7.19 SD 3.43) (p = 0.001). Furthermore, the self-confidence level of the students in the intervention group in the operating room (7.93 SD 1.09) was found to be higher than that of the students in the control group (6.72 SD 1.20) (p < 0.001).

Conclusion

Before clinical practice, it was observed that the virtual reality-based operating room tour reduced students' stress and anxiety related to the environment, while also increasing their self-confidence levels.

目的探讨基于虚拟现实的手术室之旅对护生在手术室环境中的焦虑、压力和自信水平的影响。背景在临床教学中，了解虚拟现实应用对护生焦虑和压力水平的影响具有重要意义。设计：随机对照试验方法：本研究共纳入82名学生。干预组学生（n = 41）在进行理论培训后，通过虚拟现实的手术室参观体验手术室环境。对照组学生（n = 41）在完成理论培训后直接进入临床实习。数据收集于理论训练、临床模拟训练实验室和临床实践中。结果干预组学生的平均状态焦虑得分（39.02 SD 4.76）低于对照组学生的平均状态焦虑得分（41.68 SD 5.72），差异有统计学意义（p = 0.025）。在检查压力水平时，干预组与“来自环境的压力”相关的感知压力量表子维度平均得分（5.04 SD 2.09）低于对照组（7.19 SD 3.43）（p = 0.001）。此外，干预组学生在手术室的自信水平（7.93 SD 1.09）高于对照组学生（6.72 SD 1.20）（p <； 0.001）。结论在临床实习前，基于虚拟现实的手术室参观减少了学生与环境相关的压力和焦虑，同时也增加了他们的自信水平。

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引用次数: 0

Levels of nurse disaster preparedness: A systematic review and meta-analysis 护士备灾水平：系统回顾和荟萃分析

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-19 DOI: 10.1016/j.nepr.2025.104372

Yuling Luo, Hong Yan, Yuanyuan Tang, Shijin Wang, Zhehui Yang, Tingting Zhang, Yan Liu

Aim

To evaluate nurses' disaster preparedness and the impact of publication year, departments, disaster response experience and disaster training on nurses' level of disaster preparedness.

Background

With the frequent occurrence of global disaster events. As key medical relief members, nurses' preparedness has a significant impact on disaster response effectiveness.

Design

Systematic review and meta-analysis

Method

CNKI, Wanfang, VIP, SinoMed, PubMed, Embase, CINAHL, Web of Science and the Cochrane Library. The search period was from the creation of the database to December 4, 2024. A random effects model was used to summarize the total mean scores for the three sub-dimensions of the Disaster Preparedness Evaluation Tool. Subgroup analyses were performed to explore sources of between-study heterogeneity.

Results

A meta-analysis of 21 studies with 9222 nurses from three countries. The total mean DPET score (3.95, 95 % CI [3.81,4.10], P = 0.000), with scores on the disaster knowledge, disaster skills and disaster management dimensions were (4.06, 95 % CI [3.92,4.21], P = 0.000), (3.89, 95 % CI [3.73,4.05], P = 0.000), (3.83, 95 % CI [3.65,4.00], P = 0.000). Subgroup analyses showed an increase in nurses' total mean DPET scores after COVID-2019; the average total DPET score of emergency department nurses and nurses without disaster relief experience or training was relatively weak.

Conclusions

Nurses' disaster preparedness was moderate and disaster skills and management abilities needed strengthening. In the emergency department, nurses without disaster response experience and training had relatively low levels of disaster preparedness. These findings may guide nursing educators in educating nurses about disaster care.

目的评价护士备灾情况及出版年份、科室、备灾经验、备灾培训对护士备灾水平的影响。随着全球性灾害事件的频繁发生。作为医疗救援的关键成员，护士的备灾能力对灾害应对效果有着重要的影响。系统综述和meta分析方法中国知网、万方、维普、中国医学信息网、PubMed、Embase、中国国家图书馆、Web of Science和Cochrane图书馆。检索时间为数据库创建至2024年12月4日。采用随机效应模型对备灾评估工具三个子维度的总平均得分进行了汇总。进行亚组分析以探索研究间异质性的来源。结果对来自3个国家的9222名护士的21项研究进行meta分析。总意味着DPET得分(3.95,95 % CI [3.81, 4.10], P = 0.000),与灾害知识得分、灾难技能和灾害管理维度(4.06,95 % CI [3.92, 4.21], P = 0.000),(3.89,95 % CI [3.73, 4.05], P = 0.000),(3.83,95 % CI [3.65, 4.00], P = 0.000)。亚组分析显示，2019冠状病毒病后护士的总平均DPET评分有所上升；急诊科护士和没有救灾经验或培训的护士的平均DPET总得分相对较弱。结论护士备灾能力一般，灾害技能和管理能力有待加强。在急诊科，没有救灾经验和培训的护士备灾水平相对较低。这些发现可以指导护理教育者对护士进行灾难护理教育。

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引用次数: 0

Cybersickness and discomfort from head-mounted displays delivering fully immersive virtual reality: A systematic review 头戴式显示器带来的晕机和不适提供完全沉浸式虚拟现实：系统回顾

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-19 DOI: 10.1016/j.nepr.2025.104376

Samantha Cossio , Stefania Chiappinotto , Sara Dentice , Chiara Moreal , Gaia Magro , Gaia Dussi , Alvisa Palese , Alessandro Galazzi

Aim

To synthesize existing knowledge on the phenomenon of cybersickness and discomfort associated with the use of HMDs in delivering fully immersive VR experiences within educational contexts.

Background

Virtual reality (VR) plays an increasingly important role in education; however, head-mounted displays (HMDs) may trigger cybersickness and discomfort.

Design

A systematic review (PROSPERO: CRD42024583656) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

Methods

The PubMed, CINAHL, Cochrane Library and Scopus databases were searched to identify primary studies in English or Italian, published from 2013 to 2024.

Results

Twenty-five studies were included. Ad hoc questionnaires followed by the Simulator Sickness Questionnaire and the Motion Sickness Assessment Questionnaire were mainly used to detect cybersickness. In 12 studies, inconsistent or very low scores of cybersickness were reported. Oculomotor disturbances were the most frequently documented negative effects, followed by disorientation. Discomfort was assessed in eight studies, mainly with ad hoc questionnaires, with five of them reporting inconsistent or minimal discomfort.

Conclusions

Students and professionals should be informed about the possibility of some adverse effects, especially if they undertake daily activities after the educational sessions (e.g. oculomotor issues and driving).

背景虚拟现实（VR）在教育领域发挥着越来越重要的作用；然而，头戴式显示器（HMD）可能会引发晕动症和不适感。设计根据《系统综述和荟萃分析首选报告项目》指南进行了系统综述（PROSPERO：CRD42024583656）。方法检索了 PubMed、CINAHL、Cochrane Library 和 Scopus 数据库，以确定 2013 年至 2024 年期间发表的英语或意大利语的主要研究。检测晕机症主要使用临时问卷，其次是模拟器晕机问卷和运动晕机评估问卷。有 12 项研究报告了不一致或很低的晕机评分。眼球运动障碍是最常见的负面影响，其次是迷失方向。有 8 项研究对不适感进行了评估，主要是通过临时问卷调查，其中有 5 项研究报告的不适感不一致或很轻微。结论应告知学生和专业人员一些不良反应的可能性，特别是如果他们在教育课程后进行日常活动（如眼球运动问题和驾驶）。

{"title":"Cybersickness and discomfort from head-mounted displays delivering fully immersive virtual reality: A systematic review","authors":"Samantha Cossio , Stefania Chiappinotto , Sara Dentice , Chiara Moreal , Gaia Magro , Gaia Dussi , Alvisa Palese , Alessandro Galazzi","doi":"10.1016/j.nepr.2025.104376","DOIUrl":"10.1016/j.nepr.2025.104376","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesize existing knowledge on the phenomenon of cybersickness and discomfort associated with the use of HMDs in delivering fully immersive VR experiences within educational contexts.</div></div><div><h3>Background</h3><div>Virtual reality (VR) plays an increasingly important role in education; however, head-mounted displays (HMDs) may trigger cybersickness and discomfort.</div></div><div><h3>Design</h3><div>A systematic review (PROSPERO: CRD42024583656) in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.</div></div><div><h3>Methods</h3><div>The PubMed, CINAHL, Cochrane Library and Scopus databases were searched to identify primary studies in English or Italian, published from 2013 to 2024.</div></div><div><h3>Results</h3><div>Twenty-five studies were included. Ad hoc questionnaires followed by the Simulator Sickness Questionnaire and the Motion Sickness Assessment Questionnaire were mainly used to detect cybersickness. In 12 studies, inconsistent or very low scores of cybersickness were reported. Oculomotor disturbances were the most frequently documented negative effects, followed by disorientation. Discomfort was assessed in eight studies, mainly with ad hoc questionnaires, with five of them reporting inconsistent or minimal discomfort.</div></div><div><h3>Conclusions</h3><div>Students and professionals should be informed about the possibility of some adverse effects, especially if they undertake daily activities after the educational sessions (e.g. oculomotor issues and driving).</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"85 ","pages":"Article 104376"},"PeriodicalIF":3.3,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855319","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

A call to action: Shared tertiary pedagogical frameworks for health care students to develop evidence-based knowledge and skills 行动呼吁：共享高等教育教学框架，帮助卫生保健学生发展循证知识和技能

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-18 DOI: 10.1016/j.nepr.2025.104369

Jed Montayre , Ana Filipa Cardoso , Merete Bjerrum , Yanni Wu , Lucylynn Lizarondo , Craig Lockwood

Aim

To describe and discuss mechanisms for integration of evidence-based healthcare (EBHC) skills within nursing curricula informed by a conceptual model and the Sicily Statement.

Background

The integration of evidence-based health care (EBHC) skills into health care education varies significantly across nursing programs. While common educational goals exist, educational disparities persist. The 2005 Sicily statement outlines foundational competencies for EBHC: formulating clinical questions, systematic evidence retrieval, critical appraisal and application of findings. Despite these competencies, EBHC is often viewed as peripheral in both undergraduate and postgraduate education.

Methods

We compared congruency between a conceptual model for EBHC against the Sicily statement.

Results

We emphasize the need for a unified approach to teaching EBHC, highlighting the JBI Model of EBHC as a comprehensive framework that aligns with the Sicily statement. The JBI Model encompasses evidence generation, synthesis, transfer and implementation, providing a structured method for embedding EBHC into health care curricula. By promoting a transdisciplinary pedagogical approach, the JBI Model seeks to enhance student engagement and competency in the EBHC skills and knowledge crucial for developing health care professionals equipped to adapt to evolving evidence and practice needs.

Conclusions

The authors call for an international methodology group to foster the adoption and evaluation of the JBI Model in diverse educational contexts, ultimately aiming to cultivate a workforce that is proficient in applying the best available evidence in clinical settings. The integration of EBHC into educational frameworks is positioned as essential for improving health care outcomes and promoting evidence-informed practice globally.

目的描述和讨论基于概念模型和西西里声明的护理课程中整合循证医疗（EBHC）技能的机制。背景：将循证卫生保健（EBHC）技能整合到卫生保健教育中，在各个护理项目中差异很大。虽然存在共同的教育目标，但教育差距仍然存在。2005年西西里声明概述了EBHC的基本能力：制定临床问题、系统的证据检索、批判性评估和研究结果的应用。尽管有这些能力，EBHC在本科和研究生教育中经常被视为边缘。方法我们比较了EBHC概念模型与西西里陈述的一致性。结果：我们强调需要一种统一的方法来教授EBHC，强调EBHC的JBI模型是一个与西西里声明一致的综合框架。JBI模型包括证据生成、综合、转移和实施，为将EBHC纳入卫生保健课程提供了一种结构化方法。通过促进跨学科的教学方法，JBI模式旨在提高学生在EBHC技能和知识方面的参与度和能力，这些技能和知识对于培养能够适应不断变化的证据和实践需求的卫生保健专业人员至关重要。作者呼吁建立一个国际方法论小组，在不同的教育背景下促进JBI模型的采用和评估，最终目的是培养一支能够在临床环境中熟练应用最佳可用证据的劳动力队伍。将EBHC纳入教育框架对于改善卫生保健结果和促进全球循证实践至关重要。

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引用次数: 0

The bachelor’s thesis in nursing education: A scoping review 护理教育学士学位论文：范围回顾

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-14 DOI: 10.1016/j.nepr.2025.104371

Elisabeth Irene Karlsen Dogan , Mari Kjendsli , Pinar Ekiz , Ann-Kristin Fjørtoft

Aim

To explore the existing research literature on the bachelor’s thesis in nursing education.

Background

The bachelor’s thesis is a crucial component of the nursing bachelor program, introduced in response to the Bologna Process. Despite its recognized importance and integration into nursing programs across most EU member states, limited research has been conducted on this topic.

Design

A scoping review was conducted following the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) guidelines and the recommendations of the Joanna Briggs Institute (JBI).

Methods

The EBSCOhost databases selected for the review included CINAHL, Education Source, MEDLINE and ERIC. The systematic search yielded a total of 1693 references, of which 21 studies were included.

Results

The assessed articles were categorized into five themes: (a) nursing students’ experiences and perspectives; (b) supervision of the bachelor’s thesis; (c) content of bachelor’s thesis; (d) nursing students’ learning outcomes from the bachelor’s thesis; and (e) assessment and evaluation of the bachelor’s thesis.

Conclusions

Findings highlight that, for most students, the thesis project was seen as an important preparatory tool for future professional activities. The relationship with and role of the supervisor were identified as crucial, emphasizing the need for nursing education programs to support both students and supervisors in navigating this complex dynamic. Undertaking a bachelor’s thesis in nursing education also increased students’ interest in and positive attitudes toward research and development. This indicates that the bachelor’s thesis can provide essential knowledge and skills for future nursing practice and care.

目的探讨现有护理教育本科毕业论文的研究文献。学士论文是护理学士课程的重要组成部分，是为了响应博洛尼亚进程而引入的。尽管在大多数欧盟成员国，它的重要性得到了公认，并被纳入了护理计划，但关于这一主题的研究有限。DesignA的范围审查是按照范围审查的首选报告项目（PRISMA-ScR）指南和乔安娜布里格斯研究所（JBI）的建议进行的。方法选择的EBSCOhost数据库包括CINAHL、Education Source、MEDLINE和ERIC。系统检索共获得1693篇参考文献，其中纳入21篇研究。结果评估文章分为5个主题：(a)护生经历与观点；（二）指导学士论文；（三）学士学位论文内容；(d)护生本科毕业论文学习成果；（五）对学士学位论文的考核和评价。研究结果强调，对于大多数学生来说，论文项目被视为未来专业活动的重要准备工具。与导师的关系和角色被认为是至关重要的，强调护理教育计划的必要性，以支持学生和导师在这种复杂的动态中导航。完成护理教育学士学位论文也增加了学生对研究和发展的兴趣和积极态度。这表明学士学位论文可以为未来的护理实践和护理提供必要的知识和技能。

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引用次数: 0

Effects of an integrated fall educational intervention in nursing students: A quasi-experimental study using virtual reality simulations 综合秋季教育干预对护生的影响：虚拟现实模拟准实验研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-12 DOI: 10.1016/j.nepr.2025.104370

Sunghee H. Tak , Dayeon Lee , Inyoung Suh , Hyein Choi , Eunbi Lee

Aim

This study aimed to examine the effects of an integrated fall educational intervention on nursing students’ knowledge, attitude and self-efficacy. In addition, both immersive and non-immersive virtual simulations which were used in fall education were investigated in terms of usability, user experience and satisfaction among the participants.

Background

Falls among the older population have a significant impact on morbidity, mortality and healthcare costs, making it essential to incorporate fall risk assessment and management education into the geriatric nursing curriculum to prepare future nurses for improving older patients' health.

Design

This study was a quasi-experimental study with a two-group, pretest-posttest design.

Method

Ninety-two undergraduate nursing students were recruited with 36 in the experimental group and 56 in the control group. Data were collected through survey questionnaires before and after the intervention.

Results

There were significant improvements in both fall knowledge and self-efficacy following the intervention in the experimental group (p < .001). In particular, compared with the control group, self-efficacy was significantly improved in the experimental group (p < .01). Participants reported greater usability, attractiveness, perspicuity, novelty, stimulation, dependability, efficiency and satisfaction in the immersive compared with the non-immersive virtual simulation. However, some participants experienced some discomfort such as dizziness, motion sickness and the heaviness of the head-mounted display device.

Conclusion

An integrated fall educational intervention using virtual-reality simulations for nursing students can increase fall-related knowledge and self-efficacy. When designing an effective educational program, educators should consider the strengths and weaknesses of immersive and non-immersive virtual simulations.

目的探讨秋季综合教育干预对护生知识、态度和自我效能感的影响。此外，对秋季教育中使用的沉浸式和非沉浸式虚拟仿真在可用性、用户体验和参与者满意度方面进行了调查。老年人跌倒对发病率、死亡率和医疗保健费用有重大影响，因此必须将跌倒风险评估和管理教育纳入老年护理课程，以培养未来的护士改善老年患者的健康。设计本研究为准实验研究，采用两组前测后测设计。方法选取92名本科护生，实验组36名，对照组56名。通过干预前后的问卷调查收集数据。结果实验组干预后跌倒知识和自我效能感均有显著提高（p <； .001）。特别是，与对照组相比，实验组的自我效能感显著提高（p <； .01）。参与者报告说，与非沉浸式虚拟模拟相比，沉浸式虚拟模拟的可用性、吸引力、清晰度、新奇性、刺激性、可靠性、效率和满意度更高。然而，一些参与者经历了一些不适，如头晕、晕动病和头戴式显示设备的重量。结论采用虚拟现实模拟技术对护生进行综合跌倒教育干预，可提高护生跌倒相关知识和自我效能感。在设计有效的教育课程时，教育者应该考虑沉浸式和非沉浸式虚拟模拟的优缺点。

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引用次数: 0

Long-term effects of flipped learning on nurses’ self-efficacy and satisfaction in pressure injury management: A multi-center quasi-experimental study 翻转学习对护士压力伤害管理自我效能感和满意度的长期影响：一项多中心准实验研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-10 DOI: 10.1016/j.nepr.2025.104368

Wen-Yi Chao , Wen-Chun Liao

Aims

Investigate the long-term effects of a flipped education —based on adult learning theory and incorporating multimedia teaching and physical workshops—on nurses’ self-efficacy in preventing and managing pressure injuries.

Background

Pressure injuries remain a global challenge, requiring caregivers to blend theory with practice. Flipped learning has shown promise in boosting nurses' confidence and competence in managing these injuries through higher-level processes such as interaction, reflection, application, analysis and integration.

Design

A single-blind, multicenter, quasi-experimental, two-group parallel repeated-measures design was conducted in seven medical institutions.

Method

A total of 404 participants adopted an adult self-directed learning model. The control group received PDF-based materials, while the intervention group additionally underwent a flipped education program that combined multimedia teaching with physical workshops. Self-efficacy in the four domains—assessment, planning, monitoring and decision-making—was measured at baseline, immediately post-intervention and at one- and three-months post-intervention. Data were analyzed using descriptive statistics, chi-square tests, t-tests and generalized estimating equations.

Results

Following the intervention, both groups showed a significant increase in self-efficacy (p < .05). The intervention group scored higher in all domains, with improvements lasting three months and reported greater learning satisfaction.

Conclusion

Multimedia teaching enhances learners’ motivation and improves the effectiveness of adult self-directed learning. Physical workshops focused on higher-level analysis, integration and hands-on teaching further strengthened care confidence and self-efficacy. These findings confirm the effectiveness of flipped education in pressure injury education, especially regarding its long-term impact and offer valuable insights for designing future nursing training programs.

目的探讨以成人学习理论为基础，结合多媒体教学和物理工作坊的翻转教育对护理人员预防和处理压力性损伤自我效能感的长期影响。压力性损伤仍然是一个全球性的挑战，需要护理人员将理论与实践相结合。通过互动、反思、应用、分析和整合等更高层次的过程，翻转学习有望提高护士在管理这些伤害方面的信心和能力。设计在7家医疗机构进行单盲、多中心、准实验、两组平行重复测量设计。方法404名被试采用成人自主学习模式。对照组接受了基于pdf的材料，而干预组则接受了一个将多媒体教学与物理研讨会相结合的翻转教育计划。在四个领域——评估、计划、监测和决策——的自我效能感分别在基线、干预后立即以及干预后1个月和3个月进行测量。数据分析采用描述性统计、卡方检验、t检验和广义估计方程。结果干预后，两组患者自我效能感均显著提高（p <； .05）。干预组在所有领域的得分都更高，改善持续了三个月，并报告了更高的学习满意度。结论多媒体教学提高了学习者的学习动机，提高了成人自主学习的效果。物理工作坊侧重于更高层次的分析、整合和实践教学，进一步增强了护理信心和自我效能感。这些发现证实了翻转教育在压力损伤教育中的有效性，特别是其长期影响，并为设计未来的护理培训方案提供了有价值的见解。

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引用次数: 0

The impact of an empathy education programme on empathy, communication skills and emotional competency in nursing students: A quasi-experimental study 同理心教育计划对护理专业学生的同理心、沟通技巧和情绪能力的影响：准实验研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-04-09 DOI: 10.1016/j.nepr.2025.104364

Eun Jeong Ko , Eun Ji Seo , Youngjin Lee , Jiyeon Ha , Suno Kim , Jin-Hee Park

Aims

This study aimed to evaluate the impact of an empathy education programme on the empathy, communication skills and emotional competency of fourth-year undergraduate nursing students in Korea.

Background

Empathy is crucial for building rapport with patients and supporting person-centred care. There is a need to integrate a sustainable empathy education programme into the nursing curriculum.

Design

This quasi-experimental study assigned 50 fourth-year nursing students from two universities in Korea to experimental and control groups.

Methods

The experimental group was exposed to an 8-week empathy programme, with 90-minute weekly sessions. The program included self-understanding, understanding others and therapeutic communication skills. Data were collected via questionnaires on empathy, communication skills and emotional competency at baseline, post-test and follow-up.

Results

The experimental group showed significant improvements in empathy, communication skills and emotional competency, with a sustained impact at the four-week follow-up.

Conclusion

The empathy education programme effectively enhanced empathy, communication and emotional competency in nursing students, serving as a valuable educational tool at the undergraduate level.

目的本研究旨在评估移情教育课程对韩国护理专业四年级本科生的移情能力、沟通技巧和情感能力的影响。背景移情对于与患者建立融洽关系和支持以人为本的护理至关重要。这项准实验研究将来自韩国两所大学的 50 名四年级护理专业学生分为实验组和对照组。方法实验组接受为期 8 周的移情课程，每周 90 分钟。课程内容包括自我理解、理解他人和治疗沟通技巧。结果实验组在移情能力、沟通技巧和情绪能力方面均有显著提高，并且在四周的随访中效果持续。

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引用次数: 0