Nurse Education in Practice最新文献_第2页

Reimagining peer-led support in doctoral nursing and midwifery education: A collaborative autoethnographic case study 在博士护理和助产教育中重新设想同伴领导的支持：一个协作的自我民族志案例研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-21 DOI: 10.1016/j.nepr.2026.104778

Gideon U. Johnson , Sachini Thennakoon , Mayumi Kumarage , Emy Toutountzis , Lisa Whitehead

Aim

To explore how peer-led initiatives can enhance connection, belonging and sustainability within higher degree by research (HDR) nursing and midwifery programmes.

Background

HDR study can be an isolating experience, often characterised by fragmented support and limited opportunities for structured peer learning. While institutions provide formal mechanisms for supervision and progress, less attention has been given to student-led approaches that cultivate inclusive scholarly communities and sustained peer engagement.

Design

Collaborative autoethnographic case study.

Methods

HDR student representatives and academic staff at Edith Cowan University, Australia (2022–2024), reflected collaboratively on the design, implementation and impact of peer-led initiatives, including monthly hybrid meetings, the “PhD BUDD” mentoring system, digital peer networks (Teams, WhatsApp, Facebook) and an annual HDR symposium. Reflexive narratives were jointly analysed to identify shared insights and challenges.

Findings

Three key insights emerged: (1) intentional structure and planning sustain peer support and continuity; (2) hybrid and informal spaces foster inclusive engagement across distance and discipline; and (3) student–staff co-leadership can catalyse educational and cultural change within HDR communities.

Conclusions

Peer-led HDR initiatives can complement institutional supports by embedding peer learning, relational care and community building in nursing and midwifery research education. By modelling a reflective, participatory and multivocal approach to doctoral development, this study advances inclusive educational practice and offers practical, transferable strategies for fostering belonging, collegiality and sustainability in postgraduate research environments.

目的：探讨同行领导的倡议如何在高等学位研究（HDR）护理和助产项目中增强联系、归属感和可持续性。背景：HDR研究可能是一种孤立的经历，其特点往往是零散的支持和有限的有组织的同伴学习机会。虽然机构提供了正式的监督和进步机制，但很少有人关注以学生为主导的方法，以培养包容性的学术社区和持续的同伴参与。设计：协作式自我民族志案例研究。方法：澳大利亚伊迪丝考恩大学（Edith Cowan University）的HDR学生代表和学术人员（2022-2024年）共同反思同伴主导计划的设计、实施和影响，包括每月混合会议、“PhD BUDD”指导系统、数字同伴网络（Teams、WhatsApp、Facebook）和年度HDR研讨会。对反思性叙述进行联合分析，以确定共同的见解和挑战。研究结果：得出了三个关键的见解：(1)有意结构和计划维持同伴支持和连续性；(2)混合和非正式空间促进跨越距离和学科的包容性参与；(3)师生共同领导可以促进HDR社区内的教育和文化变革。结论：同伴主导的HDR倡议可以通过在护理和助产研究教育中嵌入同伴学习、关系护理和社区建设来补充机构支持。通过对博士发展的反思、参与性和多声音方法进行建模，本研究推进了包容性教育实践，并提供了实用的、可转移的策略，以促进研究生研究环境中的归属感、合议性和可持续性。

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引用次数: 0

The effectiveness of peer learning interventions in nursing students’ clinical practice: A systematic review 护生临床实践中同伴学习干预的有效性：系统回顾。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-26 DOI: 10.1016/j.nepr.2026.104781

Sara Palander , Toni Haapa , Jonna Juntunen , Siriwan Lim , Wentao Zhou , Marco Tomietto , Kristina Mikkonen

Aim

To describe the types of peer learning interventions used in nursing students’ clinical practice and evaluate their effectiveness compared with traditional approaches.

Background

Peer learning is increasingly used in clinical practice, yet evidence of its effectiveness remains limited, making evaluation essential for supporting student learning.

Design

Systematic review conducted according to JBI and PRISMA guidelines.

Methods

CINAHL, Ovid MEDLINE, Scopus, ProQuest (Education Collection) and Web of Science were searched up to January 2024. Eligibility criteria were defined using the PICO framework. Two reviewers independently screened and selected studies, with a third resolving disagreements. Methodological quality was appraised using the JBI Critical Appraisal Tools for randomised controlled trials and quasi-experimental designs. Data were synthesised without meta-analysis and reported in accordance with PRISMA-SWiM.

Results

Twelve studies met the eligibility criteria, comprising five randomised controlled trials and seven quasi-experimental studies. Methodological quality varied. Interventions were implemented across diverse clinical settings and lasted 3–12 weeks. Overall, peer learning was more effective than traditional approaches in supporting nursing students’ professional development and psychological aspects of learning, particularly self-efficacy, although effect sizes for self-efficacy were small.

Conclusions

Peer learning in clinical practice appears to be more effective than traditional approaches in promoting nursing students’ professional development and supporting psychological aspects of learning. The small effects on self-efficacy highlight the need for further research examining psychological aspects of learning in greater depth. These findings can support educators and healthcare organisations in selecting clinical practice models that promote student learning.

目的：描述护生临床实践中同伴学习干预的类型，并比较其与传统方法的效果。背景：同伴学习越来越多地应用于临床实践，但其有效性的证据仍然有限，这使得评估对支持学生学习至关重要。设计：根据JBI和PRISMA指南进行系统评价。方法：检索截止到2024年1月的CINAHL、Ovid MEDLINE、Scopus、ProQuest （Education Collection）和Web of Science。使用PICO框架定义资格标准。两位审稿人独立筛选和选择研究，第三位审稿人解决分歧。使用JBI随机对照试验和准实验设计的关键评价工具对方法学质量进行评价。数据未经荟萃分析进行合成，并按照PRISMA-SWiM进行报告。结果：12项研究符合入选标准，包括5项随机对照试验和7项准实验研究。方法质量各不相同。干预措施在不同的临床环境中实施，持续3-12周。总体而言，同伴学习比传统方法更有效地支持护理学生的专业发展和心理方面的学习，特别是自我效能感，尽管自我效能感的效应量很小。结论：临床实践中的同伴学习在促进护理学生专业发展和支持心理学习方面比传统方法更有效。对自我效能感的微小影响强调了进一步研究学习心理方面的必要性。这些发现可以支持教育工作者和医疗机构选择促进学生学习的临床实践模式。

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引用次数: 0

The effectiveness of high-fidelity simulation training in emergency and critical care nursing education for undergraduate nursing students: A systematic review and meta-analysis 高保真度模拟训练在本科护生急危护理教育中的有效性：系统回顾与meta分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-20 DOI: 10.1016/j.nepr.2026.104731

Jinfang Wang , Jie Sun , Jie Song , Na Li , Kaili Lv , Kexin Pu

Aim

This review aims to evaluate the effectiveness of high-fidelity simulation (HFS) training for teaching emergency and critical care nursing to undergraduate students, assessing outcomes in terms of knowledge scores, skill performance and critical thinking competency.

Background

HFS training is a significant teaching method to enhance the emergency response capabilities of nursing students. However, a comprehensive conclusion regarding its application in emergency and critical care nursing education is lacking.

Design

A systematic review and meta-analysis.

Method

We searched PubMed, Web of Science, CINAHL, Embase, CNKI, VIP, WanFang Data and SinoMed for eligible articles published in English or Chinese from inception until December 31, 2024. Two researchers independently screened the literature, extracted data and assessed the quality of the included studies using Cochrane RoB 1 and JBI tools. A systematic review and meta-analysis were then performed using Review Manager 5.4.

Results

Following PRISMA guidelines, 11 studies were included after rigorous screening. The meta-analysis showed that HFS training significantly improved undergraduate nursing students' theoretical knowledge scores [SMD = 1.76, 95 % CI (1.03, 2.49), P < 0.001] and retention, as well as operational skill scores [SMD = 1.51, 95 % CI (1.22, 1.80), P < 0.001] and retention. However, the effect of HFS on improving students' critical thinking ability and its retention remains inconclusive.

Conclusions

HFS training can significantly improve undergraduate nursing students' knowledge, skills and their retention in the context of emergency and critical care nursing. Its impact on critical thinking requires further verification. Future studies should include more rigorous randomized controlled trials.

目的评价高保真模拟（high-fidelity simulation， HFS）训练在本科急危护理教学中的效果，从知识得分、技能表现和批判性思维能力三个方面评估效果。背景dhfs培训是提高护生应急能力的重要教学手段。然而，对其在急危护理教育中的应用还缺乏全面的结论。设计系统回顾和荟萃分析。方法检索PubMed、Web of Science、CINAHL、Embase、CNKI、VIP、万方数据和中国医学信息网，检索自开刊至2024年12月31日期间发表的符合条件的中英文文章。两名研究人员独立筛选文献，提取数据，并使用Cochrane RoB 1和JBI工具评估纳入研究的质量。然后使用review Manager 5.4进行系统评价和荟萃分析。结果遵循PRISMA指南，经过严格筛选，纳入了11项研究。meta分析显示，HFS培训显著提高了本科护生的理论知识得分[SMD = 1.76,95 % CI (1.03, 2.49), P <； 0.001]和操作技能得分[SMD = 1.51,95 % CI (1.22, 1.80), P <； 0.001]和保留率。然而，HFS对学生批判性思维能力的提高和保持的效果还没有定论。结论shfs培训能显著提高本科护生在急危重症护理情境下的知识、技能和记忆力。它对批判性思维的影响需要进一步验证。未来的研究应包括更严格的随机对照试验。

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引用次数: 0

Patient safety competency among nurses and nursing students: A meta-analysis 护士与护生的病人安全能力：一项元分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-07 DOI: 10.1016/j.nepr.2026.104768

Wei Wang , Hua Dong , Lin You, Qing Lei, Haibo Chen, Chunmei Liu, Yaping Li

Aim

Identify and compare the levels of self-perceived patient safety competencies among nurses and nursing students and examine their specific competency content.

Background

Identifying the shortcomings and gaps in patient safety competencies of nurses and nursing students is essential for advancing existing educational reforms. However, synthesized evidence regarding their patient safety competencies remains lacking.

Design

Meta-analysis.

Methods

We followed the PRISMA 2020 guidelines and searched five databases from the inception to February 20, 2025. We included studies using the Patient Safety Competency Self-Assessment (PSCSE) or the Health Professions Education Patient Safety Survey (H-PEPSS) instruments, assessed quality with the AHRQ checklist, and analyzed data using STATA 15.

Results

Meta-analysis of 30 cross-sectional studies from 13 countries revealed that nurses' self-reported patient safety competencies pooled mean scores (3.74) were lower than those of nursing students (3.92). Students reported higher scores in classroom settings (4.03) than in clinical settings (3.98). Nurses reported the lowest scores for "teamwork", while students reported the lowest scores for "identifying and responding to adverse events" in classroom settings and for "teamwork" in clinical settings.

Conclusion

Nurses report moderate patient safety competencies, while students perceive a gap between theoretical learning and practical application. Both groups self-perceive shortcomings in teamwork. Continuing education for nurses, enhancing students' practical learning, and interprofessional education to improve collaboration may be effective strategies. However, given the limited scope and quality of the included studies and the reliance on cross-sectional self-report data, these conclusions require further supplementation and validation.

目的识别和比较护士和护生自我感知的患者安全能力水平，并检查其具体能力内容。背景识别护士和护生在患者安全能力方面的不足和差距对于推进现有的教育改革至关重要。然而，关于他们患者安全能力的综合证据仍然缺乏。设计meta分析。方法按照PRISMA 2020指南，检索自成立至2025年2月20日的5个数据库。我们纳入了使用患者安全能力自我评估（PSCSE）或卫生职业教育患者安全调查（H-PEPSS）工具的研究，使用AHRQ检查表评估质量，并使用STATA 15分析数据。结果对来自13个国家的30项横断面研究的荟萃分析显示，护士自我报告的患者安全能力综合平均分（3.74分）低于护生（3.92分）。学生报告在课堂环境中的得分（4.03）高于在临床环境中的得分（3.98）。护士报告的“团队合作”得分最低，而学生报告的“识别和应对不良事件”在课堂环境和“团队合作”在临床环境中得分最低。结论护士的患者安全能力一般，而学生认为理论学习与实际应用之间存在差距。两组人都认为自己在团队合作中存在不足。对护士进行继续教育，加强学生的实践学习，以及跨专业教育以提高合作可能是有效的策略。然而，考虑到纳入研究的范围和质量有限，以及对横断面自我报告数据的依赖，这些结论需要进一步补充和验证。

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引用次数: 0

A comprehensive pedagogical strategy to cultivate clinical reasoning and problem-solving skills in nursing education 在护理教育中培养临床推理和解决问题能力的综合教学策略。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.nepr.2026.104744

Florence Mei Fung Wong , Leonia Hiu Wan Lau , Kelvin Hai Kiu Cheng

Aim

To evaluate the effectiveness of the StepUp Learning tool on problem-solving and clinical reasoning skills among first-year undergraduate nursing students.

Background

While various pedagogical strategies aim to foster higher-order cognitive skills such as problem-solving and clinical reasoning, these efforts often lack a cohesive theoretical structure.

Design

Controlled, quasi-experimental design.

Methods

Guided by Kolb’s Experiential Learning Theory, 124 first-year students were assigned to intervention (n = 62) or control group (n = 62). Data normality and variance homogeneity were tested; parametric or non-parametric tests were used accordingly. The intervention involved interactive lectures, self-assessments via e-learning and short questions, videos with feedback, and high-fidelity patient simulation (HFPS). Outcomes were assessed at three time points using the self-reported Problem-Solving Inventory and Nurses’ Clinical Reasoning Scale.

Results

The intervention group showed significant improvements in problem-solving, reflected in the Approach-Avoidance Style (t = 2.88, p = 0.006) and Problem-Solving Confidence (t = 4.24, p < 0.001), and clinical reasoning (t = -6.16, p < 0.001). Repeated measures ANOVA confirmed these gains over time, whereas the control group showed no significant changes. After adjusting for baseline, ANCOVA revealed higher post-HFPS clinical reasoning scores in the intervention group (F(1121) = 9.01, p = 0.003). Within-group analyses showed significant pre- to post-HFPS improvements in problem-solving and clinical reasoning (all p < 0.001) for the intervention group only.

Conclusions

The StepUp Learning tool, grounded in Kolb’s experiential learning cycle, effectively enhances problem-solving and clinical reasoning skills. The findings support the efficacy of a structured, multimodal educational framework that prepares nursing students for complex clinical practice.

目的：评价steppup学习工具对护理本科一年级学生解决问题和临床推理能力的影响。背景：虽然各种教学策略旨在培养高阶认知技能，如解决问题和临床推理，但这些努力往往缺乏一个连贯的理论结构。设计：受控、准实验设计。方法：以Kolb体验式学习理论为指导，将124名一年级学生分为干预组（n = 62）和对照组（n = 62）。检验数据正态性和方差齐性；相应使用参数或非参数检验。干预包括互动讲座，通过电子学习和简短问题进行自我评估，反馈视频和高保真患者模拟（HFPS）。使用自我报告的问题解决量表和护士临床推理量表在三个时间点评估结果。结果：干预组在解决问题方面有显著改善，体现在趋近回避风格（t = 2.88,p = 0.006）和解决问题信心（t = 4.24,p ）。结论：steppup学习工具基于Kolb的体验式学习周期，有效提高了解决问题和临床推理能力。研究结果支持了一个结构化的、多模式的教育框架，为护理学生复杂的临床实践做准备的有效性。

{"title":"A comprehensive pedagogical strategy to cultivate clinical reasoning and problem-solving skills in nursing education","authors":"Florence Mei Fung Wong , Leonia Hiu Wan Lau , Kelvin Hai Kiu Cheng","doi":"10.1016/j.nepr.2026.104744","DOIUrl":"10.1016/j.nepr.2026.104744","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of the StepUp Learning tool on problem-solving and clinical reasoning skills among first-year undergraduate nursing students.</div></div><div><h3>Background</h3><div>While various pedagogical strategies aim to foster higher-order cognitive skills such as problem-solving and clinical reasoning, these efforts often lack a cohesive theoretical structure.</div></div><div><h3>Design</h3><div>Controlled, quasi-experimental design.</div></div><div><h3>Methods</h3><div>Guided by Kolb’s Experiential Learning Theory, 124 first-year students were assigned to intervention (n = 62) or control group (n = 62). Data normality and variance homogeneity were tested; parametric or non-parametric tests were used accordingly. The intervention involved interactive lectures, self-assessments via e-learning and short questions, videos with feedback, and high-fidelity patient simulation (HFPS). Outcomes were assessed at three time points using the self-reported Problem-Solving Inventory and Nurses’ Clinical Reasoning Scale.</div></div><div><h3>Results</h3><div>The intervention group showed significant improvements in problem-solving, reflected in the Approach-Avoidance Style (t = 2.88, p = 0.006) and Problem-Solving Confidence (t = 4.24, p < 0.001), and clinical reasoning (t = -6.16, p < 0.001). Repeated measures ANOVA confirmed these gains over time, whereas the control group showed no significant changes. After adjusting for baseline, ANCOVA revealed higher post-HFPS clinical reasoning scores in the intervention group (F(1121) = 9.01, p = 0.003). Within-group analyses showed significant pre- to post-HFPS improvements in problem-solving and clinical reasoning (all p < 0.001) for the intervention group only.</div></div><div><h3>Conclusions</h3><div>The StepUp Learning tool, grounded in Kolb’s experiential learning cycle, effectively enhances problem-solving and clinical reasoning skills. The findings support the efficacy of a structured, multimodal educational framework that prepares nursing students for complex clinical practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104744"},"PeriodicalIF":4.0,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146114789","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

Comparing nursing students and AI systems performance on the ability to solve basic life support and advanced cardiac life support multiple choice exam questions 比较护生和人工智能系统在解决基本生命支持和高级心脏生命支持多项选择题能力方面的表现

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI: 10.1016/j.nepr.2026.104772

Amer A. Hasanien, Randa M. Albusoul

Aim

The primary aim of this study was to compare graduating nursing students’ performance on a Basic Life Support (BLS) and Advanced Cardiac Life Support (ACLS) exam to three AI systems: Gemini, ChatGPT and Copilot.

Background

Several researchers from the medical field have shown outstanding performance of artificial intelligence (AI) systems such as ChatGPT in passing national licensure examinations. This achievement for AI systems is promising for students and instructors. In nursing, the evidence concerning this issue is limited. Furthermore, there is no previous study that have ever compared AI systems performance to nurses or nursing students.

Design

This is a descriptive study.

Methods

A total of 120 third- and fourth-year nursing students enrolled in the “Emergency and Disaster Nursing Care” course, who were scheduled to take the “BLS and ACLS” examination, were invited to participate in the study. The students’ exam scores were then compared with the scores generated by AI systems.

Results

Mean students’ score was 20.70 ± 3.39 (9−25) out of 25. AI systems performance on the same exam was as follows: Gemini scored 23 out of 25, ChatGPT 21 and Copilot 24. ChatGPT performed better than 55.8 % of graduate nursing students, Gemini better than 72.5 %, while Copilot performed better than 86.7 %.

Conclusions

Performance of AI systems compared with graduating nursing students is outstanding. Copilot is the best. These systems are incredibly smart, but they are not infallible. At present, expert human supervision is still required.

本研究的主要目的是比较即将毕业的护理专业学生在基本生命支持（BLS）和高级心脏生命支持（ACLS）考试中的表现与三种人工智能系统：Gemini、ChatGPT和Copilot。一些医学领域的研究人员已经证明，ChatGPT等人工智能（AI）系统在通过国家执照考试方面表现出色。人工智能系统的这一成就对学生和教师来说是有希望的。在护理中，关于这个问题的证据是有限的。此外，之前没有研究将人工智能系统的性能与护士或护理专业学生进行比较。这是一项描述性研究。方法选取120名“急诊与灾害护理”专业大三、四年级拟参加“BLS与ACLS”考试的护生参加研究。然后将学生的考试成绩与人工智能系统生成的分数进行比较。结果学生平均得分为20.70 ± 3.39（9−25）分。人工智能系统在同一考试中的表现如下：Gemini得分23分（满分25分），ChatGPT得分21分，Copilot得分24分。ChatGPT优于护理研究生55.8% %，Gemini优于72.5 %，Copilot优于86.7 %。结论与护理专业毕业生相比，人工智能系统的表现较为突出。副驾驶是最好的。这些系统非常聪明，但它们并非绝对可靠。目前仍需要专家的人力监督。

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引用次数: 0

The effect of different simulation levels on vaginal birth skills training: A randomized controlled trial in terms of satisfaction, self-confidence and motivation 不同模拟水平对阴道分娩技能训练的影响：满意度、自信心和动机方面的随机对照试验。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-19 DOI: 10.1016/j.nepr.2026.104777

Zümrüt Yılar Erkek, Hatice Acar Bektaş, Döndü Batkın Ertürk

Aim

This study aimed to comparatively evaluate the effects of different simulation levels used in vaginal childbirth training for midwifery students on motivation, satisfaction and self-confidence.

Background

Simulation is increasingly used in midwifery education. However, the impact of simulation fidelity on students’ affective outcomes remains uncertain.

Design

A three-arm, parallel-group randomized controlled trial using a pretest–posttest approach.

Method

Ninety-seven students were randomly assigned to three groups: high-fidelity simulator (HFS, n = 31) group, low-fidelity simulator (LFS, n = 34) group and hybrid simulator (HS, n = 32) group. Data were collected with a descriptive form, the Motivation Scale (MS) and the Student Satisfaction and Self-Confidence in Learning Scale (SSSCLS).

Results

No significant differences were found between groups in motivation or self-confidence (p > 0.05). Between-group comparisons of satisfaction were also largely non-significant, except for the “Satisfaction with Current Learning” subscale, where HFS scored higher than LFS (p < 0.05). Within-group analyses indicated a small short-term decrease in overall satisfaction in the HFS group after clinical practice (p < 0.05, small-to-moderate effect size), whereas satisfaction and self-confidence remained largely stable in the LFS and HS groups. HS showed minor, non-significant positive changes in motivation.

Conclusion

Different simulation levels did not significantly influence motivation. However, HFS showed higher initial satisfaction immediately after the laboratory session, followed by a decline after clinical practice, while HS demonstrated small, non-significant positive trends following clinical practice. Based on these short-term patterns, a tiered approach—using HFS to support initial skill acquisition and HS to facilitate the transition into clinical practice—may offer pedagogically meaningful benefits for affective learning outcomes. Further research is warranted to confirm these trends.

目的：比较评价助产学学生阴道分娩训练中不同模拟水平对学习动机、满意度和自信心的影响。背景：模拟在助产学教育中的应用越来越广泛。然而，模拟逼真度对学生情感结果的影响仍不确定。设计：采用前测后测方法的三组平行随机对照试验。方法：97名学生随机分为高保真模拟器（HFS, n = 31）组、低保真模拟器（LFS, n = 34）组和混合模拟器（HS, n = 32）组。数据收集采用描述性表格，动机量表（MS）和学生学习满意度和自信心量表（ssscs）。结果：两组间在动机和自信方面均无显著差异（p > 0.05）。除了“对当前学习的满意度”子量表，HFS得分高于LFS得分（p ）外，组间满意度比较也基本无显著性差异。结论：不同的模拟水平对动机没有显著影响。然而，HFS在实验后立即表现出较高的初始满意度，随后在临床实践后下降，而HS在临床实践后表现出小的，不显著的积极趋势。基于这些短期模式，一种分层的方法——使用HFS来支持最初的技能习得，使用HS来促进向临床实践的过渡——可能会为情感学习结果提供教学上有意义的好处。需要进一步的研究来证实这些趋势。

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引用次数: 0

Role play and digital storytelling in ethics education among nursing students: A randomized controlled study 角色扮演与数字化讲故事在护生伦理教育中的作用：一项随机对照研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-26 DOI: 10.1016/j.nepr.2026.104782

Gülcan Eyüboğlu , Evrim Sarıtaş , Zehra Göçmen Baykara

Aim

This study aimed to evaluate the effects of role-play simulation and digital storytelling on nursing students' ethical behaviours to protect patient rights and ethical sensitivity compared with traditional teaching methods.

Background

Ethics education is critical in enhancing nursing students' ethical behaviours and sensitivity. However, traditional teaching methods are often insufficient in supporting the development of these competencies.

Design

A randomized controlled trial.

Method

A total of 63 third-year nursing students were assigned to role-play simulation (n = 21), digital storytelling (n = 21) and control (traditional teaching, n = 21) groups. Data were collected using the Nurses' Ethical Behaviors for Protecting Patient Rights Scale and the Modified Moral Sensitivity Questionnaire for Student Nurses at three time points: pre, post-theoretical training and post-case discussions.

Results

A significant increase over time was observed in the mean scores for respect for the right to information and decision-making in both the role-play simulation and control groups (p < 0.05). While the role-play group demonstrated improvements in overall ethical sensitivity, experiences of ethical dilemmas and beneficence scores, the control group showed an increase in beneficence (p < 0.05).

Conclusions

This study shows that role-play simulation, digital storytelling and case analyses enhance nursing students' ethical sensitivity and behaviours for protecting patient rights. Role-play contributed most to autonomy, beneficence and ethical dilemma sensitivity. Improvements in the control group highlight that traditional methods also foster ethical growth. Ethics education should therefore integrate diverse pedagogical approaches for multidimensional support.

目的：本研究旨在评估角色扮演模拟和数字讲故事对护生保护病人权利的伦理行为和伦理敏感性的影响。背景：护生道德教育是提高护生道德行为和道德敏感性的关键。然而，传统的教学方法往往不足以支持这些能力的发展。设计：随机对照试验。方法：将63名护大三学生分为角色模拟组（n = 21）、数字讲故事组（n = 21）和对照组（n = 21）。采用“护士保护患者权利伦理行为量表”和“修改后的学生护士道德敏感性问卷”，在理论培训前、理论培训后和案例讨论后三个时间点收集数据。结果：随着时间的推移，角色扮演模拟组和对照组在尊重知情权和决策权方面的平均得分显著增加（p ）。结论：本研究表明，角色扮演模拟、数字化讲故事和案例分析增强了护生的道德敏感性和保护患者权利的行为。角色扮演对自主性、慈善性和道德困境敏感性贡献最大。对照组的改善突出表明，传统方法也能促进道德成长。因此，伦理教育应综合各种教学方法，提供多方面的支持。

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引用次数: 0

Application of an interactive eBook with video feedback to promote nurses’ electrocardiography learning achievement: A repeated-measure design 应用带视频反馈的互动式电子书提高护士心电图学习成绩：重复测量设计

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-23 DOI: 10.1016/j.nepr.2026.104732

Pei-Hui Tsai , Ya-Ling Wu , Yi Liu

Aim

To evaluate the effect of an interactive eBook combined with video-based feedback on nurses’ electrocardiogram (ECG) interpretation competence, confidence and learning satisfaction.

Background

Studies have suggested that an additional feedback mechanism should be provided, in combination with eBooks, to maximize learning effects. However, the feedback mechanism and its potential impact remain unclear.

Design

A two-group, repeated-measures design with cluster randomization.

Method

Seventy-five nurses from six medical units in a medical center in southern Taiwan participated; 38 in the experimental group and 37 in the control group. Their ECG conceptualization, waveform interpretation and confidence were measured three times at two-month intervals. Data were analyzed using repeated-measures analysis of variance and qualitative content analysis.

Results

The experimental group demonstrated significantly higher levels of ECG conceptualization and confidence at both post-intervention and follow-up assessments, as well as superior waveform interpretation skills at the follow-up. They also expressed satisfaction with the integration of the interactive eBook and video feedback. Three qualitative themes emerged: clear focus, self-paced convenience and applicability.

Conclusion

Digital learning with a dual-component model, using interactive eBooks and video-based feedback, can enhance nurses’ ECG interpretation competence and confidence. The better the ECG conceptual learning, the better the retention of ECG waveform interpretation. It is recommended to incorporate an interactive eBook with clinical scenarios to enhance the application of knowledge in clinical practice, alongside well-structured video-based feedback that addresses common mistakes and provides logical explanations to facilitate a deeper conceptual understanding.

目的评价互动式电子书结合视频反馈对护士心电图解读能力、自信心和学习满意度的影响。研究表明，应该提供一个额外的反馈机制，结合电子书，以最大限度地提高学习效果。然而，反馈机制及其潜在影响仍不清楚。设计两组、重复测量设计，采用聚类随机化。方法台湾南部某医疗中心6个医疗单位75名护士参与调查；实验组38例，对照组37例。每隔两个月测量三次心电图概念、波形解释和置信度。数据分析采用重复测量方差分析和定性内容分析。结果实验组在干预后和随访评估中表现出更高的心电概念和信心水平，在随访中表现出更好的波形解释能力。他们还对互动式电子书和视频反馈的整合表示满意。三个定性主题出现了：明确的重点、自定进度的便利性和适用性。结论采用互动式电子书和视频反馈的双组份数字化学习模式，可提高护士心电判读能力和信心。心电概念学习越好，心电波形解释的保留越好。建议将交互式电子书与临床场景结合起来，以增强知识在临床实践中的应用，并结合结构良好的基于视频的反馈，解决常见错误，并提供逻辑解释，以促进更深层次的概念理解。

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引用次数: 0

Moving beyond tinkering round the edges: A systematic review of the role of the mentor in the assessment of nursing students in practice 超越修修补补的边缘：在护理学生的实践评估导师的作用的系统审查。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.nepr.2026.104745

Karen Drew, Tabeth Timba-Emmanuel, Iain Lindsay

Aim

To analyse the literature from the introduction of Project 2000, providing insight into the evolution of the role of the mentor and the understanding of assessment in practice, highlighting areas for development.

Background

The challenges of assessment in practice have been the subject of much research, but none taking a historical perspective of the UK experience.

Design

The following databases were searched from 1990 to 2024; CINAHL+ , PubMed, APA PsycArticles, SCOPUS, Web of Science and Google Scholar.

Review methods

First level screening of titles and abstracts was undertaken by 3 reviewers (n = 7888). Second level screening on full text articles (n = 145) identified 33 articles for inclusion. A rerun from 2022 to 2024 produced 3 more articles for inclusion. Quality appraisal excluded 6 articles, leaving 30 articles for inclusion in the review.

Results

Articles were categorised into pre- and post-introduction of the NMC standards and codes identified from findings. Themes and sub-themes were identified, with four factors emerging as integral to effective assessment in practice. Lack of a clear, shared definition of competence is reflected in confusing documentation. Time to undertake assessments and trusted support were also highlighted.

Conclusions

While standards (NMC, 2008) brought about important changes, this review has highlighted the need for an agreed definition of competence to guide the development of appropriate assessment documentation. Research exploring the benefits in building trusting relationships through the tripartite assessment process is also needed.

Limitations

Only views of UK assessors were considered, while timespan and heterogeneity of data may influence the quality and generalisability of findings.

目的：分析2000年项目介绍以来的文献，深入了解导师角色的演变和对实践中评估的理解，突出发展领域。背景：在实践中评估的挑战一直是许多研究的主题，但没有采取英国经验的历史观点。设计：检索1990 - 2024年间的数据库：CINAHL+ ，PubMed, APA PsycArticles， SCOPUS， Web of Science和谷歌Scholar。评审方法：3名审稿人（ = 7888）对题目和摘要进行一级筛选。对全文文章（n = 145）进行二级筛选，确定了33篇纳入的文章。从2022年到2024年，又有3篇文章入选。质量评价排除了6篇，剩余30篇纳入综述。结果：文章被分为引入NMC标准和规范之前和之后。确定了主题和分主题，其中出现了四个因素，作为在实践中进行有效评估的组成部分。缺乏清晰、共享的权限定义反映在令人困惑的文件中。还强调了进行评估的时间和可信赖的支助。结论：虽然标准（NMC, 2008）带来了重要的变化，但本次审查强调了对能力的商定定义的必要性，以指导适当评估文件的制定。还需要研究通过三方评估过程建立信任关系的好处。局限性：只考虑了英国评估者的观点，而数据的时间跨度和异质性可能会影响结果的质量和普遍性。

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引用次数: 0