Nurse Education in Practice最新文献_第10页

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。

{"title":"The effect of moulage supported standardised patient simulation on nursing students' self-efficacy and clinical practice attitudes towards pressure injuries : A randomised controlled study","authors":"Yakup Sarpdağı , Ebubekir Kaplan , Özkan Sir , Fahri Aşkan , Metin Yıldız","doi":"10.1016/j.nepr.2025.104695","DOIUrl":"10.1016/j.nepr.2025.104695","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Pre- and post-test, single-blind, randomised controlled trial (ClinicalTrials.gov ID: NCT06634095).</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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).</div></div><div><h3>Conclusion</h3><div>MSSPS effectively enhanced nursing students’ knowledge, self-efficacy, clinical attitudes and skills in PIs prevention and management.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104695"},"PeriodicalIF":4.0,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789832","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

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。

{"title":"Development and quasi-experimental evaluation of a large language model-based automated feedback system for nursing innovation pitches","authors":"Vivian Hui , Shaowei Guan , Xinyu Feng","doi":"10.1016/j.nepr.2025.104672","DOIUrl":"10.1016/j.nepr.2025.104672","url":null,"abstract":"<div><h3>Aim</h3><div>To develop and evaluate an LLM-based system for grading nursing students' pitch scripts and providing actionable feedback to enhance innovation training.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A Quasi-experimental study.</div></div><div><h3>Methods</h3><div>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).</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104672"},"PeriodicalIF":4.0,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145736442","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

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。

{"title":"Nursing students’ artificial intelligence (AI) literacy, AI self-efficacy and AI self-competency: A cross-sectional design and structural equation model analysis","authors":"Daniel Joseph E. Berdida , Rizal Angelo N. Grande , Reham Moharam Serag , Dalia Mohammed Fathy Abd Elmaksoud","doi":"10.1016/j.nepr.2025.104673","DOIUrl":"10.1016/j.nepr.2025.104673","url":null,"abstract":"<div><h3>Aims</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A cross-sectional, correlational study.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Nursing students’ AI literacy positively influenced on AI self-efficacy (<em>β</em>=0.54, <em>p</em> = 0.001) and AI self-competency (<em>β</em>=0.13, <em>p</em> = 0.003). AI self-efficacy directly associated with AI self-competency (<em>β</em>=0.64, <em>p</em> = 0.001). AI literacy had indirect positive effect on AI self-competency (<em>β</em>=0.34, <em>p</em> = 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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104673"},"PeriodicalIF":4.0,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726966","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

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。

{"title":"Application of generative artificial intelligence by nurse academics in higher education: A scoping review","authors":"Jennifer Hamilton , Martina Costello , Lesley Barr , Simon Cooper , Martin Jones","doi":"10.1016/j.nepr.2025.104669","DOIUrl":"10.1016/j.nepr.2025.104669","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104669"},"PeriodicalIF":4.0,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694196","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

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}

引用次数: 0

How large language model responds to common depression questions: A comparative analysis of ChatGPT-4.0, DeepSeek, Google Gemini and Perplexity 大型语言模型如何响应常见的抑郁问题：ChatGPT-4.0, DeepSeek，谷歌Gemini和Perplexity的比较分析。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-04 DOI: 10.1016/j.nepr.2025.104668

Qian You , Yuqin Luo , Zengli Chen , Xiaozhen Song , Feng Wang , Shouqin Wen , Qin Ding , Juan Chen

Aim

To evaluate the accuracy, comprehensiveness and readability of responses generated by four widely used large language models (LLMs) - ChatGPT-4.0, DeepSeek, Google Gemini and Perplexity - when addressing common depression-related questions.

Background

As patients frequently turn to digital tools for health information, reliable LLMs could play a supportive role in primary care and mental health education. However, their performance in providing accurate and accessible responses to depression-related questions remains underexplored.

Design

Cross-sectional analysis.

Methods

Thirty-five depression-related questions (covering pathogenesis, risk factors, clinical presentation, diagnosis, prevention, treatment, prognosis and nursing) were collected from seven authoritative websites. Responses from each LLM were independently evaluated by three psychiatric nurses in a blinded manner, focusing on accuracy and comprehensiveness. R Software was employed for the analysis of readability (Flesch-Kincaid Grade Level, Gunning Fog Index and Flesch Reading Ease Score).

Results

All four LLMs achieved high mean accuracy ratings (ChatGPT-4.0 = 4.67, DeepSeek = 4.62, Google Gemini = 4.65, Perplexity = 4.04). DeepSeek produced the highest proportion of very comprehensive responses (73.3 %), followed by ChatGPT-4.0 (44.8 %), Google Gemini (36.2 %) and Perplexity (6.7 %). Significant differences in readability scores were observed, with DeepSeek and Google Gemini performing less favorably compared with ChatGPT-4.0 (p < 0.05).

Conclusion

LLMs, particularly DeepSeek, show potential as supplementary resources for depression-related health education in primary care and mental health contexts. Nevertheless, further research is needed to confirm their clinical utility, address readability challenges and evaluate their impact on real-world patient outcomes.

目的：评估四种广泛使用的大型语言模型（llm）——ChatGPT-4.0、DeepSeek、谷歌Gemini和Perplexity——在解决常见抑郁症相关问题时产生的答案的准确性、综合性和可读性。背景：由于患者经常使用数字工具获取健康信息，可靠的法学硕士可以在初级保健和心理健康教育中发挥支持作用。然而，他们在为抑郁症相关问题提供准确和可理解的回答方面的表现仍未得到充分探索。设计：横断面分析。方法：从7个权威网站收集抑郁症相关问题35个，内容包括发病机制、危险因素、临床表现、诊断、预防、治疗、预后、护理等。每位法学硕士的回答由三名精神科护士以盲法独立评估，注重准确性和全面性。采用R软件进行可读性分析（Flesch- kincaid Grade Level、Gunning Fog Index和Flesch Reading Ease Score）。结果：所有四种llm均获得了较高的平均准确率评级（ChatGPT-4.0 = 4.67,DeepSeek = 4.62，谷歌Gemini = 4.65, Perplexity = 4.04）。DeepSeek产生的非常全面的回答比例最高（73.3 %），其次是ChatGPT-4.0(44.8 %)，谷歌Gemini（36.2% %）和Perplexity（6.7 %）。在可读性评分上观察到显著差异，与ChatGPT-4.0相比，DeepSeek和谷歌Gemini的表现不如ChatGPT-4.0 （p ）。结论：法学硕士，特别是DeepSeek，在初级保健和心理健康环境中显示出作为抑郁症相关健康教育补充资源的潜力。然而，需要进一步的研究来证实它们的临床应用，解决可读性挑战并评估它们对现实世界患者结果的影响。

{"title":"How large language model responds to common depression questions: A comparative analysis of ChatGPT-4.0, DeepSeek, Google Gemini and Perplexity","authors":"Qian You , Yuqin Luo , Zengli Chen , Xiaozhen Song , Feng Wang , Shouqin Wen , Qin Ding , Juan Chen","doi":"10.1016/j.nepr.2025.104668","DOIUrl":"10.1016/j.nepr.2025.104668","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the accuracy, comprehensiveness and readability of responses generated by four widely used large language models (LLMs) - ChatGPT-4.0, DeepSeek, Google Gemini and Perplexity - when addressing common depression-related questions.</div></div><div><h3>Background</h3><div>As patients frequently turn to digital tools for health information, reliable LLMs could play a supportive role in primary care and mental health education. However, their performance in providing accurate and accessible responses to depression-related questions remains underexplored.</div></div><div><h3>Design</h3><div>Cross-sectional analysis.</div></div><div><h3>Methods</h3><div>Thirty-five depression-related questions (covering pathogenesis, risk factors, clinical presentation, diagnosis, prevention, treatment, prognosis and nursing) were collected from seven authoritative websites. Responses from each LLM were independently evaluated by three psychiatric nurses in a blinded manner, focusing on accuracy and comprehensiveness. R Software was employed for the analysis of readability (Flesch-Kincaid Grade Level, Gunning Fog Index and Flesch Reading Ease Score).</div></div><div><h3>Results</h3><div>All four LLMs achieved high mean accuracy ratings (ChatGPT-4.0 = 4.67, DeepSeek = 4.62, Google Gemini = 4.65, Perplexity = 4.04). DeepSeek produced the highest proportion of very comprehensive responses (73.3 %), followed by ChatGPT-4.0 (44.8 %), Google Gemini (36.2 %) and Perplexity (6.7 %). Significant differences in readability scores were observed, with DeepSeek and Google Gemini performing less favorably compared with ChatGPT-4.0 (<em>p</em> < 0.05).</div></div><div><h3>Conclusion</h3><div>LLMs, particularly DeepSeek, show potential as supplementary resources for depression-related health education in primary care and mental health contexts. Nevertheless, further research is needed to confirm their clinical utility, address readability challenges and evaluate their impact on real-world patient outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104668"},"PeriodicalIF":4.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145715591","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

Assessment tools for evaluating nursing students' knowledge on HIV prophylaxis: A scoping review 评估护生HIV预防知识的评估工具：范围综述

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-04 DOI: 10.1016/j.nepr.2025.104662

Danilo Santos de Sousa , Fernando Henrique Oliveira de Almeida , Larissa Suzana de Souza Terra , Paulo Ricardo Martins-Filho , Silvia Maria da Silva Sant'Ana Rodrigues , Francilene Amaral da Silva

Aim

To map instruments assessing nursing students’ knowledge of HIV prophylaxis and critically appraise their measurement properties using the COSMIN framework.

Design

Scoping review.

Methods

This scoping review was conducted in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Systematic searches were performed in PubMed, Web of Science, CINAHL, Embase and Google Scholar (gray literature) through August 28, 2025. Eligible studies included those reporting instruments designed to measure HIV prophylaxis knowledge among nursing students. Study selection and data extraction were conducted independently by two reviewers. The methodological quality of the studies was assessed using the MMAT, while the quality of the measurement instruments was evaluated using the COSMIN checklist.

Results

Of 1286 records screened, nine studies met the inclusion criteria. The included studies were published between 2014 and 2025, involving a total of 2302 nursing students. Only four of the nine included studies provided adequate information regarding the validation process of the instruments. Most tools were administered online and employed Likert scales, predefined scoring systems, or assertive questions. Only one study conducted post-testing to assess knowledge retention.

Conclusions

This review documents the recent emergence of instruments measuring PrEP/PEP knowledge among nursing students and highlights important methodological and implementation gaps. The limited use of these tools in educational interventions signals the need for future studies to evaluate their responsiveness and utility in improving HIV prevention competencies in nursing education.

目的绘制评估护生HIV预防知识的工具，并使用COSMIN框架批判性地评估其测量特性。DesignScoping审查。方法本范围评价按照PRISMA-ScR（系统评价和荟萃分析扩展范围评价的首选报告项目）指南进行。系统检索PubMed， Web of Science， CINAHL， Embase和谷歌Scholar（灰色文献），截止到2025年8月28日。符合条件的研究包括设计用于测量护理学生艾滋病毒预防知识的报告工具。研究选择和数据提取由两名审稿人独立进行。使用MMAT评估研究的方法学质量，同时使用COSMIN检查表评估测量仪器的质量。结果1286篇文献中，9篇符合纳入标准。纳入的研究发表于2014年至2025年之间，共涉及2302名护理专业学生。九项纳入的研究中只有四项提供了有关仪器验证过程的充分信息。大多数工具都是在线管理的，采用李克特量表、预定义的评分系统或自信的问题。只有一项研究进行了事后测试来评估知识保留情况。结论本综述记录了最近出现的测量护理学生PrEP/PEP知识的工具，并突出了方法和实施方面的重要差距。这些工具在教育干预中的有限使用表明，需要进行未来的研究，以评估其在提高护理教育中艾滋病毒预防能力方面的响应性和实用性。

{"title":"Assessment tools for evaluating nursing students' knowledge on HIV prophylaxis: A scoping review","authors":"Danilo Santos de Sousa , Fernando Henrique Oliveira de Almeida , Larissa Suzana de Souza Terra , Paulo Ricardo Martins-Filho , Silvia Maria da Silva Sant'Ana Rodrigues , Francilene Amaral da Silva","doi":"10.1016/j.nepr.2025.104662","DOIUrl":"10.1016/j.nepr.2025.104662","url":null,"abstract":"<div><h3>Aim</h3><div>To map instruments assessing nursing students’ knowledge of HIV prophylaxis and critically appraise their measurement properties using the COSMIN framework.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>This scoping review was conducted in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Systematic searches were performed in PubMed, Web of Science, CINAHL, Embase and Google Scholar (gray literature) through August 28, 2025. Eligible studies included those reporting instruments designed to measure HIV prophylaxis knowledge among nursing students. Study selection and data extraction were conducted independently by two reviewers. The methodological quality of the studies was assessed using the MMAT, while the quality of the measurement instruments was evaluated using the COSMIN checklist.</div></div><div><h3>Results</h3><div>Of 1286 records screened, nine studies met the inclusion criteria. The included studies were published between 2014 and 2025, involving a total of 2302 nursing students. Only four of the nine included studies provided adequate information regarding the validation process of the instruments. Most tools were administered online and employed Likert scales, predefined scoring systems, or assertive questions. Only one study conducted post-testing to assess knowledge retention.</div></div><div><h3>Conclusions</h3><div>This review documents the recent emergence of instruments measuring PrEP/PEP knowledge among nursing students and highlights important methodological and implementation gaps. The limited use of these tools in educational interventions signals the need for future studies to evaluate their responsiveness and utility in improving HIV prevention competencies in nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104662"},"PeriodicalIF":4.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694194","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

Barriers and facilitators for Native Americans' access to and completion of nursing education: A PRISMA-guided scoping review 美洲原住民获得和完成护理教育的障碍和促进因素：prism指导的范围审查

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-04 DOI: 10.1016/j.nepr.2025.104667

Shannon Burleson , Carly Boren , Andrew Tobey , Lisa Thomas

Aim

To explore barriers and facilitators influencing Native American students' access to and completion of nursing education.

Background

Native American students remain underrepresented in nursing. Persistent challenges in academic preparation, financial support and culturally unresponsive learning environments contribute to disparities in entry and completion of nursing programs. Culturally grounded supports may improve educational outcomes.

Design

This scoping review was conducted using PRISMA-ScR guidelines and Arksey and O'Malley's five-stage framework.

Methods

A comprehensive search was conducted across PubMed, CINAHL, Health Source, Education Source, ERIC, Education Database, ProQuest and Google Scholar. Eligible studies (n = 36) were published in English between 1980 and 2024 and included findings related to Native American participation in nursing education. Data were extracted and synthesized using a descriptive analytical framework.

Results

Barriers were organized into five categories: academic under preparation, financial hardship, cultural misalignment in curricula and institutional climate, lack of social support and limited access to culturally responsive infrastructure. Facilitators included structured academic support, culturally grounded institutional programs, family and community encouragement, peer and Indigenous mentorship and financial assistance aligned with cultural values. Few studies disaggregated outcomes specifically for Native American students.

Conclusion

Native American students face persistent, multifaceted barriers to entering and completing nursing programs. However, culturally tailored interventions, particularly those combining academic, financial and cultural support, can promote retention and success. Nursing education programs should embed culturally responsive strategies and strengthen institutional commitment to supporting Native students.

目的探讨影响美国原住民学生获得和完成护理教育的障碍和促进因素。美国土著学生在护理领域的代表性仍然不足。在学术准备、财政支持和文化上反应迟钝的学习环境方面的持续挑战导致了进入和完成护理课程的差异。基于文化的支持可以改善教育成果。设计使用PRISMA-ScR指南和Arksey和O'Malley的五阶段框架进行范围审查。方法综合检索PubMed、CINAHL、Health Source、Education Source、ERIC、Education Database、ProQuest和谷歌Scholar。符合条件的研究（n = 36）于1980年至2024年间以英文发表，包括与美洲原住民参与护理教育有关的研究结果。使用描述性分析框架提取和合成数据。结果：障碍被分为五类：学术准备不足、经济困难、课程和制度环境中的文化失调、缺乏社会支持以及获得文化响应基础设施的机会有限。促进因素包括结构化的学术支持、以文化为基础的机构项目、家庭和社区鼓励、同伴和土著指导以及符合文化价值观的财政援助。很少有研究专门对美洲原住民学生的结果进行分类。结论美国原住民学生在进入和完成护理专业方面面临着持续的、多方面的障碍。然而，针对文化的干预措施，特别是那些结合了学术、财政和文化支持的干预措施，可以促进留任和成功。护理教育项目应融入文化响应策略，并加强机构承诺以支持土著学生。

{"title":"Barriers and facilitators for Native Americans' access to and completion of nursing education: A PRISMA-guided scoping review","authors":"Shannon Burleson , Carly Boren , Andrew Tobey , Lisa Thomas","doi":"10.1016/j.nepr.2025.104667","DOIUrl":"10.1016/j.nepr.2025.104667","url":null,"abstract":"<div><h3>Aim</h3><div>To explore barriers and facilitators influencing Native American students' access to and completion of nursing education.</div></div><div><h3>Background</h3><div>Native American students remain underrepresented in nursing. Persistent challenges in academic preparation, financial support and culturally unresponsive learning environments contribute to disparities in entry and completion of nursing programs. Culturally grounded supports may improve educational outcomes.</div></div><div><h3>Design</h3><div>This scoping review was conducted using PRISMA-ScR guidelines and Arksey and O'Malley's five-stage framework.</div></div><div><h3>Methods</h3><div>A comprehensive search was conducted across PubMed, CINAHL, Health Source, Education Source, ERIC, Education Database, ProQuest and Google Scholar. Eligible studies (n = 36) were published in English between 1980 and 2024 and included findings related to Native American participation in nursing education. Data were extracted and synthesized using a descriptive analytical framework.</div></div><div><h3>Results</h3><div>Barriers were organized into five categories: academic under preparation, financial hardship, cultural misalignment in curricula and institutional climate, lack of social support and limited access to culturally responsive infrastructure. Facilitators included structured academic support, culturally grounded institutional programs, family and community encouragement, peer and Indigenous mentorship and financial assistance aligned with cultural values. Few studies disaggregated outcomes specifically for Native American students.</div></div><div><h3>Conclusion</h3><div>Native American students face persistent, multifaceted barriers to entering and completing nursing programs. However, culturally tailored interventions, particularly those combining academic, financial and cultural support, can promote retention and success. Nursing education programs should embed culturally responsive strategies and strengthen institutional commitment to supporting Native students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104667"},"PeriodicalIF":4.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694195","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

Professional stance development in nursing students: An analysis of patient-student interactions through self-confrontation 护生的专业立场发展：透过自我对抗的医生互动分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-04 DOI: 10.1016/j.nepr.2025.104665

Joaquim Romero

Aim

To explore the construction processes of professional stance among nursing students during their interactions with patients and identify the underlying mechanisms of this identity development.

Background

Professional stance constitutes the behavioral translation of professional identity, representing how future caregivers "act, feel and think" as profession members. While patient-student interactions are recognized as fundamental for professional development, current studies focus primarily on tutors or reflective processes, insufficiently exposing internal mechanisms at work within students during patient interactions for professional stance construction.

Design

A qualitative longitudinal study anchored in professional didactics, conducted over seven years following students throughout their three-year nursing program.

Methods

Fourteen first-year nursing students from two institutes were followed throughout their three-year training. Data collection involved video recording of real patient-student interactions during clinical placements, followed by self-confrontation interviews. Analysis employed NVivo® software using a three-level approach: scheme component coding, thematic categorization of concepts-in-action and scheme consolidation.

Results

Professional stance construction emerged as a complex, non-linear process involving four key dimensions: identity transition under tension requiring separation of personal/professional identities; legitimation strategies including simulation of assurance and emotional protection; plural stance adaptability with students developing contextually-adjusted repertoires; and mobilization of material (uniforms) and symbolic resources (experience, knowledge, peer observation).

Conclusions

Professional stance represents a sophisticated, multifaceted competency emerging through identity negotiation rather than simple role adherence. Results challenge traditional pedagogical approaches, suggesting need for explicit acknowledgment and support of identity work during clinical placements to enhance professional development and ultimately patient care quality.

目的探讨护生在与患者互动过程中专业立场的建构过程，并探讨这种认同发展的潜在机制。职业立场构成了职业认同的行为翻译，代表了未来照顾者作为职业成员的“行为、感受和思考”。虽然医患互动被认为是专业发展的基础，但目前的研究主要集中在导师或反思过程上，没有充分揭示学生在医患互动中工作的内部机制，以建立专业立场。设计一项以专业教学为基础的定性纵向研究，在为期七年的护理课程中对学生进行跟踪研究。方法对来自两所学院的14名一年级护生进行为期三年的跟踪调查。数据收集包括在临床实习期间录制真实的患者与学生互动的视频，然后进行自我对抗访谈。采用NVivo®软件进行分析，采用三层方法：方案组件编码、行动概念的主题分类和方案整合。结果职业立场建构是一个复杂的非线性过程，涉及四个关键维度：个人/职业身份分离压力下的身份转换；合法化策略包括模拟保证和情感保护；多元姿态适应性与学生情境调整型动作的发展调动物质（制服）和象征资源（经验、知识、同伴观察）。专业立场代表了一种复杂的、多方面的能力，这种能力是通过身份谈判而不是简单的角色坚持而产生的。结果挑战了传统的教学方法，建议在临床实习期间需要明确的承认和支持身份工作，以提高专业发展和最终的患者护理质量。

{"title":"Professional stance development in nursing students: An analysis of patient-student interactions through self-confrontation","authors":"Joaquim Romero","doi":"10.1016/j.nepr.2025.104665","DOIUrl":"10.1016/j.nepr.2025.104665","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the construction processes of professional stance among nursing students during their interactions with patients and identify the underlying mechanisms of this identity development.</div></div><div><h3>Background</h3><div>Professional stance constitutes the behavioral translation of professional identity, representing how future caregivers \"act, feel and think\" as profession members. While patient-student interactions are recognized as fundamental for professional development, current studies focus primarily on tutors or reflective processes, insufficiently exposing internal mechanisms at work within students during patient interactions for professional stance construction.</div></div><div><h3>Design</h3><div>A qualitative longitudinal study anchored in professional didactics, conducted over seven years following students throughout their three-year nursing program.</div></div><div><h3>Methods</h3><div>Fourteen first-year nursing students from two institutes were followed throughout their three-year training. Data collection involved video recording of real patient-student interactions during clinical placements, followed by self-confrontation interviews. Analysis employed NVivo® software using a three-level approach: scheme component coding, thematic categorization of concepts-in-action and scheme consolidation.</div></div><div><h3>Results</h3><div>Professional stance construction emerged as a complex, non-linear process involving four key dimensions: identity transition under tension requiring separation of personal/professional identities; legitimation strategies including simulation of assurance and emotional protection; plural stance adaptability with students developing contextually-adjusted repertoires; and mobilization of material (uniforms) and symbolic resources (experience, knowledge, peer observation).</div></div><div><h3>Conclusions</h3><div>Professional stance represents a sophisticated, multifaceted competency emerging through identity negotiation rather than simple role adherence. Results challenge traditional pedagogical approaches, suggesting need for explicit acknowledgment and support of identity work during clinical placements to enhance professional development and ultimately patient care quality.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104665"},"PeriodicalIF":4.0,"publicationDate":"2025-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694193","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