Nurse Education in Practice最新文献

Aim: The aim of this study is to evaluate the effectiveness of artificial intelligence-supported simulation in improving nursing students' breast self-examination (BSE) skills and to examine in-depth the experiences of students who received BSE training with artificial intelligence-supported simulation.

Background: The integration of active learning and artificial intelligence is gaining importance in nursing education. To better equip nursing students with BSE competencies, this study uses an AI-supported simulation environment as an innovative and interactive educational approach.

Design: A sequential explanatory mixed-methods design was used.

Methods: The study was carried out in the Nursing Department of the Faculty of Health Sciences at a public university in northwestern Turkey during the 2024-2025 spring semester. We collected quantitative data on skill scores, satisfaction and cognitive load from an artificial intelligence -simulation group and a standard-training group, followed by qualitative interviews to explain the quantitative results.

Results: Quantitative results showed no significant difference in BSE skill scores between groups. However, the artificial intelligence-simulation group reported significantly higher satisfaction and lower cognitive load. Qualitative findings revealed that while students initially experienced performance anxiety, this was alleviated by the simulation's interactive nature. The immediate feedback and repeatable practice boosted confidence and communication skills, transforming initial stress into a productive learning experience.

Conclusions: Although the artificial intelligence simulation did not lead to superior skill acquisition, it was highly effective in enhancing the learning experience by increasing satisfaction, reducing cognitive load and building confidence. artificial intelligence -supported simulation represents a valuable, innovative tool for nursing education.

Aim: This study evaluated the effectiveness of a theory-based advanced life support (ALS) booster training program on six-month retention of knowledge, skills performance and teamwork.

Background: Retention of ALS competencies is vital for nursing students, yet skills and knowledge often decline within months of initial training.

Design: A randomized controlled trial was conducted.

Methods: A convenience sample of 65 fourth-year nursing students were randomly assigned to an experimental group (n = 33) receiving a two-hour booster session based on mastery learning and deliberate practice theories or to a control group (n = 32). ALS knowledge, skills and teamwork were measured at baseline and six months post-training. Data were analyzed using non-parametric tests and generalized estimating equation.

Results: Both groups experienced declines over time. However, the experimental group showed significantly better retention in skills performance (p < .001) and teamwork (p = .025). Knowledge retention was higher but not statistically significant (p = .116).

Conclusions: A brief, theory-based booster session effectively improved long-term retention of ALS skills and teamwork, supporting its integration into nursing education.

Aim: To synthesize literature on algorithmic bias and transparency in artificial intelligence tools used in nursing education and identify common applications, bias types, transparency challenges and mitigation strategies.

Background: Artificial intelligence is increasingly embedded in nursing education through tutoring systems, virtual simulations, predictive models, chatbots and automated grading. These tools enhance personalization and efficiency but may introduce bias and opacity that threaten fairness, learning outcomes and student trust.

Design: Scoping review.

Methods: PubMed, CINAHL, Scopus, IEEE Xplore, ACM Digital Library and grey literature were searched for sources published January 2015-April 2025. Studies were included if they examined artificial intelligence in nursing education and addressed bias, fairness, or transparency. Data were synthesized narratively and organized into thematic categories.

Results: Thirty-five studies met the inclusion criteria. Reported tools included tutoring systems, virtual patients, chatbots, predictive analytics and grading technologies. Reported biases were linked to non-representative datasets, narrow scenario design and evaluation criteria that may disadvantage students by race and ethnicity, gender, language background, or learning preferences. Transparency challenges involved proprietary or complex models, limited disclosure of training data and decision rules and a lack of built-in explainability features. Ethical concerns included reduced student autonomy, unequal outcomes across learner groups and diminished trust. Mitigation strategies included more inclusive data selection, integration of explainability features, algorithm audits and stronger institutional oversight.

Conclusions: Bias and transparency limitations in artificial intelligence tools pose ethical challenges in nursing. Inclusive design, system transparency and collaboration among educators, developers and institutions are essential for value aligned integration.

Objective: To translate the FIASP-SV into Chinese, evaluate its validity and reliability among Chinese nursing students.

Background: Healthcare-associated infections seriously threaten patient safety and care quality worldwide. Although standard precautions are key to preventing HAIs, nursing students often lack both compliance and the necessary knowledge. Existing tools are not tailored to Chinese nursing education, and the internationally developed FIASP-SV has yet to be localized or psychometrically tested in China.

Design: A cross-sectional study.

Methods: A 23-item Chinese FIASP-SV was developed via forward/back translation, cross-cultural adaptation, expert consultation and pilot testing. Content validity was confirmed by a nursing expert panel. Using data from 586 students across 14 Guangdong nursing schools (July-September 2024), internal consistency (Cronbach's α = 0.895), exploratory factor analysis and confirmatory factor analysis (good fit) were conducted to evaluate reliability and structural validity.

Results: Item analysis confirmed satisfactory discrimination and homogeneity for retaining all 23 items across four dimensions (Justification, Leadership, Contextual Cues, Practice Culture). EFA supported a four-factor solution explaining 66.6 % of variance and CFA indicated good model fit. The overall Cronbach's alpha was 0.895 (subscales 0.819-0.911), the Guttman split-half coefficient was 0.735 and the test-retest ICC was 0.650. CFA indices supported the proposed four-factor structure and convergent and discriminant validity indices met commonly used criteria.

Conclusion: The Chinese FIASP-SV demonstrates satisfactory validity and reliability for assessing factors influencing SP adherence among nursing students and can be used as a reference to guide interventions to strengthen infection-control education and clinical safety.

Aim: To explore how communication is conceived and enacted by nursing supervising educators in clinical education and to identify processes, barriers and strategies influencing its effectiveness.

Background: Communication is a key component of effective clinical supervision, shaping learning, motivation and safety in nursing education; however, limited evidence addresses how supervising educators conceptualize and practice communication in clinical settings.

Design: Qualitative descriptive study.

Methods: Semi-structured interviews were conducted with 23 supervising educators from Portugal. Data were analyzed using reflexive thematic analysis, drawing on Peplau's Interpersonal Relations Theory, Proctor's model of the three functions of supervision and the Person-Centered Practice Framework.

Results: Five interrelated categories characterized supervisory communication: core communication processes, pedagogical value, enabling conditions, barriers and optimization strategies. Across categories, communication operated as an integrated relational-functional-contextual process, requiring adaptability, reflection and mutual understanding.

Conclusions: Communication is the central mechanism through which supervision promotes meaningful learning and professional development. Strengthening communicative competence among supervising educators may enhance feedback quality, student engagement and the overall learning environment in clinical placements. Institutional investment in communication training and supportive conditions is essential to sustain effective supervision and ensure person-centered educational practice.

Aim: To discuss the potential of peer-led online tutorials using digital learning platforms as an educational innovation to enhance the application of the Clinical Reasoning Cycle (CRC) in undergraduate nursing education.

Background: The CRC is widely integrated into nursing curricula to support safe and effective decision-making. However, many students find it challenging to apply the cycle effectively to case-based and reflective assessments. Literature indicates that peer-assisted learning (PAL) can enhance engagement, confidence and clinical skills in nursing education; however, limited research has examined the role of peer-led tutorials in supporting the application of the CRC.

Design: A critical discussion paper.

Methods: This paper critically discusses literature on peer-assisted learning, student partnership and digital pedagogy, using a case example of a peer-led digital tutorial-a form of PAL-co-curated with a high-achieving undergraduate student to illustrate these concepts, presented as a pedagogical case rather than empirical research requiring ethical review.

Results: The case demonstrates how peer-led digital tutorials, delivered online, can provide authentic, relatable insights into CRC, demystify assessment expectations and promote engagement. Literature supports the integration of peer-led approaches as cost-effective, scalable and theoretically grounded in constructivist pedagogy. Limitations include the reliance on a single student exemplar and the absence of systematic evaluation.

Conclusion: Digital peer-led tutorials represent a promising pedagogical strategy to strengthen clinical reasoning education in nursing. Further research is required to evaluate their impact on student confidence, learning outcomes and assessment performance.

Aim: To explore nurse educators' experiences and views on nurses' competency in electrocardiogram interpretation in Australian acute care hospitals.

Background: Nurses are often the first responders to escalate care for patients with cardiovascular disease when rhythm abnormalities are detected; however, there is limited evidence of Australian nurses' competency in electrocardiogram interpretation.

Design: A nationwide qualitative exploratory study.

Methods: We conducted semi-structured interviews/focus groups with nurse educators via videoconference from September to October 2024. Inductive content analysis was conducted.

Results: Eighteen participants participated in interviews/focus groups. Nurse educators often perceived nurses as lacking a systematic approach to electrocardiogram interpretation. Nurses showed varying levels of interest, confidence and competency in interpreting electrocardiograms, with these factors strongly associated with the critical care specialties where they worked. Opinions varied on how often nurses should be reassessed for electrocardiogram interpretation competency. Key barriers to nurses' competency included nurses' not recognising electrocardiogram interpretation as their responsibility, limited exposure and a low clinical culture associated with education/facilitation. Facilitators included nurses' perceiving electrocardiogram interpretation as an expectation, collaboration between nurses and doctors, readily available time and different learning approaches. Participants expressed the need for low-cost and available electrocardiogram resources, effective teaching modalities, a consistent university approach and a standardised training program using validated tools.

Conclusion: The findings revealed key barriers and facilitators to Australian nurses' electrocardiogram interpretation competency. Strategies must be developed to address those barriers and improve nurses' competency in this area. Future research should focus on developing a standardised training program with validated assessment tools.

Aim: The purpose of the study was to highlight the psychosocial factors that affect the newly graduated nurse's transition and conditions for a sustainable working life during the first year in the profession.

Background: The initial year for newly graduated nurse's can be challenging both personally and professionally, described by Duchscher's (2008) model as transition shock, which can affect their intention to continue nursing.

Design: An integrated literature review (Whittemore and Knafl, 2005) was conducted.

Methods: Searches in CINAHL and PsycInfo 2014-2024 resulted in 13 original scientific articles focusing on psychosocial factors affecting newly graduated nurses in their first year of practice. Data were analysed and synthesized using integrative thematic analysis in accordance with Whittemore and Knafl (2005).

Results: Psychosocial factors fostering a sustainable working life for NGNs were categorized into: Role identification, emphasizing reasonable organizational demands and a positive work environment for role establishment; Support functions, highlighting the importance of organizational, colleague and supervisor support; and Psychological capital, describing empathy, resilience, a desire for development and self-efficacy as crucial factors. NGNs require time for gradual role adaptation within a supportive context offering development opportunities.

Conclusions: Sustainable working life for newly graduated nurses is promoted by a supportive work environment that facilitates incremental professional responsibility during the first year and by strengthening internal psychological capital.