This study was conducted to examine in depth the use of artificial intelligence technologies by nurse academics.
Background
Understanding the use of artificial intelligence technology by nurse academics and their perspectives on the subject is of critical importance.
Design
A qualitative descriptive study.
Methods
This qualitative study conducted in-depth interviews with 18 nurse academics in February 2025 in Türkiye. The data were analyzed by the inductive content analysis method. The COREQ checklist was used in the study.
Results
Five main themes were determined in the study: Artificial intelligence tools, purposes of using artificial intelligence, advantages of using artificial intelligence, disadvantages of using artificial intelligence and ethical issues.
Conclusion
All of the nurse academics use artificial intelligence in their professional lives. Artificial intelligence technologies are used in nursing student education and scientific research. While there were benefits like saving time and easy access to information, there were also drawbacks like false information, deterioration of critical thinking and problem-solving abilities and ethical dilemmas.
{"title":"A new era in the education and practice of nurse academics: A qualitative study on the use of artificial intelligence","authors":"Yeliz Sürme , Handan Topan , Gülseren Maraş Baydoğan","doi":"10.1016/j.nepr.2025.104649","DOIUrl":"10.1016/j.nepr.2025.104649","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to examine in depth the use of artificial intelligence technologies by nurse academics.</div></div><div><h3>Background</h3><div>Understanding the use of artificial intelligence technology by nurse academics and their perspectives on the subject is of critical importance.</div></div><div><h3>Design</h3><div>A qualitative descriptive study.</div></div><div><h3>Methods</h3><div>This qualitative study conducted in-depth interviews with 18 nurse academics in February 2025 in Türkiye. The data were analyzed by the inductive content analysis method. The COREQ checklist was used in the study.</div></div><div><h3>Results</h3><div>Five main themes were determined in the study: Artificial intelligence tools, purposes of using artificial intelligence, advantages of using artificial intelligence, disadvantages of using artificial intelligence and ethical issues.</div></div><div><h3>Conclusion</h3><div>All of the nurse academics use artificial intelligence in their professional lives. Artificial intelligence technologies are used in nursing student education and scientific research. While there were benefits like saving time and easy access to information, there were also drawbacks like false information, deterioration of critical thinking and problem-solving abilities and ethical dilemmas.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104649"},"PeriodicalIF":4.0,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624744","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}
Pub Date : 2025-11-17DOI: 10.1016/j.nepr.2025.104643
Young Seun Ryu , Hyun Jin Kim , Ji Sun Lee
Aim
To evaluate the effectiveness of a game-based virtual reality (VR) simulation in improving undergraduate nursing students’ competence in donning and doffing Level D personal protective equipment (PPE).
Background
Proficiency in PPE use is essential for effective infection control in clinical settings. However, reduced clinical placement opportunities often limit hands-on training for nursing students. Game-based VR simulations offer a safe, standardized and repeatable modality for developing procedural competence and clinical reasoning in complex infection control scenarios.
Design
This study employed a quasi-experimental pretest–posttest design with a non-equivalent control group.
Methods
A total of 50 final-year nursing students participated (25 per group) and were non-randomly assigned to either a game-based VR simulation or a video-based instruction condition using a time-lag design. The intervention was implemented over eight days during the clinical practicum. Outcome variables included PPE knowledge, critical thinking disposition, class immersion and problem-solving ability. Data were analyzed using independent t-tests and Mann–Whitney U tests.
Results
The game-based VR simulation group showed significantly greater improvements in PPE knowledge (U = 227.00, p = 0.004) and problem-solving ability (t = 3.19, p = 0.003) compared with the video instruction group. However, differences in critical thinking disposition and class immersion were not statistically significant.
Conclusions
Incorporating game-based VR into nursing curricula significantly improved nursing students’ procedural knowledge and problem-solving ability. This approach holds promise for enhancing learner preparedness and competence in infection control in high-risk clinical contexts, providing a scalable and accessible educational tool for contemporary nursing education.
{"title":"Effectiveness of game-based VR simulation on nursing students’ mastery of level D PPE: A quasi-experimental design","authors":"Young Seun Ryu , Hyun Jin Kim , Ji Sun Lee","doi":"10.1016/j.nepr.2025.104643","DOIUrl":"10.1016/j.nepr.2025.104643","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of a game-based virtual reality (VR) simulation in improving undergraduate nursing students’ competence in donning and doffing Level D personal protective equipment (PPE).</div></div><div><h3>Background</h3><div>Proficiency in PPE use is essential for effective infection control in clinical settings. However, reduced clinical placement opportunities often limit hands-on training for nursing students. Game-based VR simulations offer a safe, standardized and repeatable modality for developing procedural competence and clinical reasoning in complex infection control scenarios.</div></div><div><h3>Design</h3><div>This study employed a quasi-experimental pretest–posttest design with a non-equivalent control group.</div></div><div><h3>Methods</h3><div>A total of 50 final-year nursing students participated (25 per group) and were non-randomly assigned to either a game-based VR simulation or a video-based instruction condition using a time-lag design. The intervention was implemented over eight days during the clinical practicum. Outcome variables included PPE knowledge, critical thinking disposition, class immersion and problem-solving ability. Data were analyzed using independent t-tests and Mann–Whitney U tests.</div></div><div><h3>Results</h3><div>The game-based VR simulation group showed significantly greater improvements in PPE knowledge (<em>U</em> = 227.00, <em>p</em> = 0.004) and problem-solving ability (<em>t</em> = 3.19, <em>p</em> = 0.003) compared with the video instruction group. However, differences in critical thinking disposition and class immersion were not statistically significant.</div></div><div><h3>Conclusions</h3><div>Incorporating game-based VR into nursing curricula significantly improved nursing students’ procedural knowledge and problem-solving ability. This approach holds promise for enhancing learner preparedness and competence in infection control in high-risk clinical contexts, providing a scalable and accessible educational tool for contemporary nursing education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104643"},"PeriodicalIF":4.0,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145574796","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}
Pub Date : 2025-11-15DOI: 10.1016/j.nepr.2025.104646
Siobhan O'Connor, Jennie C De Gagne, Vivian Hui
{"title":"Emerging AI trends in nursing and midwifery education: A critical look at agentic AI and multimodal models.","authors":"Siobhan O'Connor, Jennie C De Gagne, Vivian Hui","doi":"10.1016/j.nepr.2025.104646","DOIUrl":"https://doi.org/10.1016/j.nepr.2025.104646","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104646"},"PeriodicalIF":4.0,"publicationDate":"2025-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551660","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}
Pub Date : 2025-11-13DOI: 10.1016/j.nepr.2025.104642
Seda Tek Sevi̇ndi̇k , Sunay Firat , Figen İnci̇
Aim
This study aimed to evaluate the effectiveness of video-assisted aggression assessment training on psychiatric nurses' perceptions of aggression and their violence risk assessments.
Background
Aggression and violence are common challenges in psychiatric settings, requiring nurses to make accurate risk assessments and respond effectively to ensure safety and quality care.
Design
Randomised controlled study.
Methods
This study included 97 nurses (47 in the training group, 50 in the comparison group) working in adult inpatient psychiatric clinics of a mental health and diseases hospital in Türkiye. Data were collected using the Nurse Information Form, Perceptions of Aggression Scale (POAS) and Broset Violence Checklist (BVC). The outcomes include nurses' violence risk assessments and perceptions of aggression after the training.
Results
There was no significant difference between groups in BVC scores at pre-test, but a significant difference emerged at post-test. A significant improvement in assessment accuracy was observed in the training group at post-test.
Conclusions
Video-assisted aggression assessment training significantly improved psychiatric nurses’ accuracy in violence risk assessments and positively influenced their perceptions of aggression. It is recommended that such training be integrated into routine staff development programs in psychiatric settings.
{"title":"The effect of video assisted aggression assessment training on psychiatric nurses' aggression perceptions and violence risk assessments; A randomised controlled study","authors":"Seda Tek Sevi̇ndi̇k , Sunay Firat , Figen İnci̇","doi":"10.1016/j.nepr.2025.104642","DOIUrl":"10.1016/j.nepr.2025.104642","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effectiveness of video-assisted aggression assessment training on psychiatric nurses' perceptions of aggression and their violence risk assessments.</div></div><div><h3>Background</h3><div>Aggression and violence are common challenges in psychiatric settings, requiring nurses to make accurate risk assessments and respond effectively to ensure safety and quality care.</div></div><div><h3>Design</h3><div>Randomised controlled study.</div></div><div><h3>Methods</h3><div>This study included 97 nurses (47 in the training group, 50 in the comparison group) working in adult inpatient psychiatric clinics of a mental health and diseases hospital in Türkiye. Data were collected using the Nurse Information Form, Perceptions of Aggression Scale (POAS) and Broset Violence Checklist (BVC). The outcomes include nurses' violence risk assessments and perceptions of aggression after the training.</div></div><div><h3>Results</h3><div>There was no significant difference between groups in BVC scores at pre-test, but a significant difference emerged at post-test. A significant improvement in assessment accuracy was observed in the training group at post-test.</div></div><div><h3>Conclusions</h3><div>Video-assisted aggression assessment training significantly improved psychiatric nurses’ accuracy in violence risk assessments and positively influenced their perceptions of aggression. It is recommended that such training be integrated into routine staff development programs in psychiatric settings.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104642"},"PeriodicalIF":4.0,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145529186","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}
Pub Date : 2025-11-11DOI: 10.1016/j.nepr.2025.104644
Mei-qin Nie, Xing-yue Dai , Yang Guo , Miao-miao Zheng, Zi-han Wang, Yu-ting Zhang, Guo-cui Wu
Objective
To evaluate the psychometric properties of existing public health nursing competency assessment tools and provide evidence for selecting suitable instruments for future research.
Background
Public health nurses will play an increasingly vital role in the future of public health. Therefore, appropriate competency assessment tools are needed to evaluate current competencies and training outcomes. Although several public health nursing competency assessment scales exist, no study has systematically reviewed and compared them.
Design
This study is a systematic review conducted in accordance with the COSMIN guidelines.
Methods
Seven Chinese and English databases (CNKI, VIP, Wanfang, PubMed, Web of Science, Embase and Cochrane) were searched from inception to December 24, 2024. The extracted measurement properties included content validity, structural validity, internal consistency, cross-cultural validity and reliability. The COSMIN methodology for systematic review was applied to evaluate the quality of evidence, rate measurement properties, perform data synthesis and determine the overall grading of the instruments.
Results
18 studies reported 13 different versions of tools. Content validity—covering relevance, comprehensiveness and comprehensibility—was mostly rated as “doubtful.” Internal consistency, assessed using Cronbach’s alpha, was rated “very good” for all instruments. Other measurement properties were often untested. EIDM, PHNCI and MCQ-PHN were rated as A recommendations, while the remaining 10 instruments were rated as B recommendations.
Conclusions
Future studies should comprehensively evaluate all measurement properties, as several remain insufficiently examined or reported. The development of related instruments is recommended to follow the COSMIN guidelines.
目的评价现有公共卫生护理能力测评工具的心理测量特征，为今后研究选择合适的测评工具提供依据。背景公共卫生护士将在未来的公共卫生中发挥越来越重要的作用。因此，需要适当的能力评估工具来评估当前的能力和培训结果。虽然有几种公共卫生护理能力评估量表存在，但没有研究系统地审查和比较它们。本研究是根据COSMIN指南进行的系统综述。方法检索中国知网、维普网、万方网、PubMed、Web of Science、Embase、Cochrane等7个中英文数据库，检索时间为建库至2024年12月24日。提取的测量属性包括内容效度、结构效度、内部一致性、跨文化效度和信度。采用COSMIN方法进行系统评价，以评估证据质量、评估测量特性、进行数据综合并确定仪器的总体分级。结果18项研究报告了13种不同版本的工具。内容有效性——包括相关性、全面性和可理解性——大多被评为“可疑”。内部一致性，用Cronbach 's alpha评估，所有仪器都被评为“非常好”。其他测量特性通常没有经过测试。EIDM、PHNCI和MCQ-PHN被评为A级推荐，其余10种仪器被评为B级推荐。结论：未来的研究应该全面评估所有的测量特性，因为有一些仍然没有得到充分的检查或报道。建议按照COSMIN准则开发相关仪器。
{"title":"Psychometric properties of public health nursing competency assessment tools: A systematic review","authors":"Mei-qin Nie, Xing-yue Dai , Yang Guo , Miao-miao Zheng, Zi-han Wang, Yu-ting Zhang, Guo-cui Wu","doi":"10.1016/j.nepr.2025.104644","DOIUrl":"10.1016/j.nepr.2025.104644","url":null,"abstract":"<div><h3>Objective</h3><div>To evaluate the psychometric properties of existing public health nursing competency assessment tools and provide evidence for selecting suitable instruments for future research.</div></div><div><h3>Background</h3><div>Public health nurses will play an increasingly vital role in the future of public health. Therefore, appropriate competency assessment tools are needed to evaluate current competencies and training outcomes. Although several public health nursing competency assessment scales exist, no study has systematically reviewed and compared them.</div></div><div><h3>Design</h3><div>This study is a systematic review conducted in accordance with the COSMIN guidelines.</div></div><div><h3>Methods</h3><div>Seven Chinese and English databases (CNKI, VIP, Wanfang, PubMed, Web of Science, Embase and Cochrane) were searched from inception to December 24, 2024. The extracted measurement properties included content validity, structural validity, internal consistency, cross-cultural validity and reliability. The COSMIN methodology for systematic review was applied to evaluate the quality of evidence, rate measurement properties, perform data synthesis and determine the overall grading of the instruments.</div></div><div><h3>Results</h3><div>18 studies reported 13 different versions of tools. Content validity—covering relevance, comprehensiveness and comprehensibility—was mostly rated as “doubtful.” Internal consistency, assessed using Cronbach’s alpha, was rated “very good” for all instruments. Other measurement properties were often untested. EIDM, PHNCI and MCQ-PHN were rated as A recommendations, while the remaining 10 instruments were rated as B recommendations.</div></div><div><h3>Conclusions</h3><div>Future studies should comprehensively evaluate all measurement properties, as several remain insufficiently examined or reported. The development of related instruments is recommended to follow the COSMIN guidelines.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104644"},"PeriodicalIF":4.0,"publicationDate":"2025-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145529188","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}
Pub Date : 2025-11-09DOI: 10.1016/j.nepr.2025.104638
John P. Gilmore , Ryan Goulding , Anita Byrne
Aim
To present the "Usualising and Specificising" framework as a structured approach for the meaningful inclusion of LGBTQI+ individuals and issues within nursing and midwifery education.
Background
LGBTQI+ individuals face persistent health disparities, often worsened by the lack of inclusive nursing and midwifery curricula. Existing research reveals gaps in knowledge, attitudes and preparedness among students and educators, with curricula frequently marginalising or pathologising LGBTQI+ issues.
Design
A conceptual framework supported by case studies and evidence-based applications in educational settings.
Methods
The framework employs a dual approach: "Usualising," which integrates LGBTQI+ identities naturally across learning scenarios and "Specificising," which addresses distinct health needs through focused content. It is illustrated through enquiry-based learning, elective modules and targeted lectures, grounded in legal and ethical principles.
Results
The framework normalises LGBTQI+ inclusion across all educational areas while dedicating space to explore disparities such as minority stress, health inequities and gender-affirming care. This approach fosters culturally competent, affirming care practices and equips students to dismantle systemic biases.
Conclusions
The "Usualising and Specificising" framework advances health equity by embedding LGBTQI+ inclusivity into nursing and midwifery education. It equips future practitioners with the tools to deliver compassionate, equitable care, promoting social justice and improving health outcomes for LGBTQI+ individuals
{"title":"Usualising and specificising: A framework for LGBTQI+ inclusion in nursing and midwifery education","authors":"John P. Gilmore , Ryan Goulding , Anita Byrne","doi":"10.1016/j.nepr.2025.104638","DOIUrl":"10.1016/j.nepr.2025.104638","url":null,"abstract":"<div><h3>Aim</h3><div>To present the \"Usualising and Specificising\" framework as a structured approach for the meaningful inclusion of LGBTQI+ individuals and issues within nursing and midwifery education.</div></div><div><h3>Background</h3><div>LGBTQI+ individuals face persistent health disparities, often worsened by the lack of inclusive nursing and midwifery curricula. Existing research reveals gaps in knowledge, attitudes and preparedness among students and educators, with curricula frequently marginalising or pathologising LGBTQI+ issues.</div></div><div><h3>Design</h3><div>A conceptual framework supported by case studies and evidence-based applications in educational settings.</div></div><div><h3>Methods</h3><div>The framework employs a dual approach: \"Usualising,\" which integrates LGBTQI+ identities naturally across learning scenarios and \"Specificising,\" which addresses distinct health needs through focused content. It is illustrated through enquiry-based learning, elective modules and targeted lectures, grounded in legal and ethical principles.</div></div><div><h3>Results</h3><div>The framework normalises LGBTQI+ inclusion across all educational areas while dedicating space to explore disparities such as minority stress, health inequities and gender-affirming care. This approach fosters culturally competent, affirming care practices and equips students to dismantle systemic biases.</div></div><div><h3>Conclusions</h3><div>The \"Usualising and Specificising\" framework advances health equity by embedding LGBTQI+ inclusivity into nursing and midwifery education. It equips future practitioners with the tools to deliver compassionate, equitable care, promoting social justice and improving health outcomes for LGBTQI+ individuals</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104638"},"PeriodicalIF":4.0,"publicationDate":"2025-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145500275","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}
Pub Date : 2025-11-08DOI: 10.1016/j.nepr.2025.104627
Collins Emma , Paton Chris , Gallagher Steve
Aim
The aim of this scoping review is to describe and map studies investigating the use of extended reality (XR) in child health education for undergraduate healthcare students.
Background
Globally there is a need for more child health practitioners. Educators need to prepare healthcare students to care for this population group. XR tools such as virtual reality (VR) are increasingly used in healthcare education to immerse students in a scenario and engage them in learning. There is an increasing number of studies reporting the use of XR to teach students about child health related topics.
Design
A scoping review was undertaken to explore studies on this topic.
Methods
2262 articles were initially identified for review and 22 were included for this scoping review. These were reported using a framework for scoping studies and reported using the PRISMA ScR guidelines.
Results
Of the 22 articles included, most were published between 2021 and 2023, in the USA. Medicine was the most reported discipline and VR was the most commonly used technology. All studies reported on an example that involved an unwell child.
Conclusions
This scoping review found that there were no applications that reported on a well child scenario which is an important finding as learning about a well child is critical for this workforce. This scoping review also highlighted that there is potentially an inequity across health care roles in the use of this technology in healthcare education as Medicine was the most common discipline, followed by Nursing.
{"title":"Extended reality technologies in child health education for undergraduate healthcare students: A scoping review","authors":"Collins Emma , Paton Chris , Gallagher Steve","doi":"10.1016/j.nepr.2025.104627","DOIUrl":"10.1016/j.nepr.2025.104627","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this scoping review is to describe and map studies investigating the use of extended reality (XR) in child health education for undergraduate healthcare students.</div></div><div><h3>Background</h3><div>Globally there is a need for more child health practitioners. Educators need to prepare healthcare students to care for this population group. XR tools such as virtual reality (VR) are increasingly used in healthcare education to immerse students in a scenario and engage them in learning. There is an increasing number of studies reporting the use of XR to teach students about child health related topics.</div></div><div><h3>Design</h3><div>A scoping review was undertaken to explore studies on this topic.</div></div><div><h3>Methods</h3><div>2262 articles were initially identified for review and 22 were included for this scoping review. These were reported using a framework for scoping studies and reported using the PRISMA ScR guidelines.</div></div><div><h3>Results</h3><div>Of the 22 articles included, most were published between 2021 and 2023, in the USA. Medicine was the most reported discipline and VR was the most commonly used technology. All studies reported on an example that involved an unwell child.</div></div><div><h3>Conclusions</h3><div>This scoping review found that there were no applications that reported on a well child scenario which is an important finding as learning about a well child is critical for this workforce. This scoping review also highlighted that there is potentially an inequity across health care roles in the use of this technology in healthcare education as Medicine was the most common discipline, followed by Nursing.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104627"},"PeriodicalIF":4.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145529187","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}
to systematically explore and map the extent, content and characteristics of nutrition education during undergraduate nursing programs.
Background
Malnutrition is a major contributor to the global burden of disease and is linked to non-communicable diseases. Nurses play a key role in providing nutritional care, but research indicates that undergraduate nursing students often have insufficient nutritional knowledge. Strengthening nutrition education is essential to prepare nurses to deliver effective nutritional care and improve patient outcomes.
Design
A scoping review was conducted following the methodological framework proposed by Arksey and O'Malley and further refined by Levac et al. and reported in accordance with PRISMA-ScR guidelines.
Methods
Five major databases (ERIC, Web of Science, Scopus, CINAHL and PubMed) were searched. Studies were selected based on predefined inclusion criteria and methodological quality assessed using the Mixed Methods Appraisal Tool and the Joanna Briggs Institute Critical Appraisal Tool.
Results
Eighteen studies published between 2015 and 2025 were included. Three main themes were identified: 1) Foundations of Nutritional Knowledge among Nursing Students, 2) Pedagogical Approaches to Nutrition Education and 3) Educational Outcomes and the Effectiveness of Interventions. Nursing students demonstrated insufficient nutritional knowledge. Participatory teaching strategies were more effective than traditional lectures in improving knowledge. Technological and interprofessional interventions increased engagement, understanding and collaboration, leading to improved preparedness for nutritional care.
Conclusions
Undergraduate nursing students have significant gaps in nutritional knowledge. Enhancing curricula with active learning, clinical supervision and interprofessional approaches is essential to prepare students for effective nutritional care and to improve patient outcomes.
目的系统探讨护理本科阶段营养教育的范围、内容和特点。营养不良是造成全球疾病负担的一个主要因素，并与非传染性疾病有关。护士在提供营养护理方面发挥着关键作用，但研究表明，本科护理学生往往缺乏营养知识。加强营养教育对于准备护士提供有效的营养护理和改善患者预后至关重要。根据Arksey和O'Malley提出的方法框架（由Levac等人进一步完善）进行DesignA范围审查，并根据PRISMA-ScR指南进行报告。方法检索ERIC、Web of Science、Scopus、CINAHL和PubMed 5大数据库。研究是根据预定义的纳入标准和使用混合方法评估工具和乔安娜布里格斯研究所关键评估工具评估的方法质量来选择的。结果纳入2015 - 2025年间发表的18项研究。确定了三个主要主题：1)护理学生营养知识的基础；2)营养教育的教学方法；3)教育成果和干预措施的有效性。护生表现出营养知识不足。参与式教学策略在提高知识方面比传统讲座更有效。技术和跨专业干预措施加强了参与、理解和协作，从而改善了营养保健的准备工作。结论本科护生在营养知识方面存在明显差距。通过主动学习、临床监督和跨专业方法加强课程，为学生准备有效的营养护理和改善患者预后至关重要。
{"title":"Exploring nutritional education in undergraduate nursing students: A scoping review","authors":"Iris Nayeli Perez-Garcia , Elena Andrade-Gomez , Mónica Arias-Colinas , Miren Idoia Pardavila-Belio","doi":"10.1016/j.nepr.2025.104623","DOIUrl":"10.1016/j.nepr.2025.104623","url":null,"abstract":"<div><h3>Aim</h3><div>to systematically explore and map the extent, content and characteristics of nutrition education during undergraduate nursing programs.</div></div><div><h3>Background</h3><div>Malnutrition is a major contributor to the global burden of disease and is linked to non-communicable diseases. Nurses play a key role in providing nutritional care, but research indicates that undergraduate nursing students often have insufficient nutritional knowledge. Strengthening nutrition education is essential to prepare nurses to deliver effective nutritional care and improve patient outcomes.</div></div><div><h3>Design</h3><div>A scoping review was conducted following the methodological framework proposed by Arksey and O'Malley and further refined by Levac et al. and reported in accordance with PRISMA-ScR guidelines.</div></div><div><h3>Methods</h3><div>Five major databases (ERIC, Web of Science, Scopus, CINAHL and PubMed) were searched. Studies were selected based on predefined inclusion criteria and methodological quality assessed using the Mixed Methods Appraisal Tool and the Joanna Briggs Institute Critical Appraisal Tool.</div></div><div><h3>Results</h3><div>Eighteen studies published between 2015 and 2025 were included. Three main themes were identified: 1) Foundations of Nutritional Knowledge among Nursing Students, 2) Pedagogical Approaches to Nutrition Education and 3) Educational Outcomes and the Effectiveness of Interventions. Nursing students demonstrated insufficient nutritional knowledge. Participatory teaching strategies were more effective than traditional lectures in improving knowledge. Technological and interprofessional interventions increased engagement, understanding and collaboration, leading to improved preparedness for nutritional care.</div></div><div><h3>Conclusions</h3><div>Undergraduate nursing students have significant gaps in nutritional knowledge. Enhancing curricula with active learning, clinical supervision and interprofessional approaches is essential to prepare students for effective nutritional care and to improve patient outcomes.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104623"},"PeriodicalIF":4.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145500274","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}
Pub Date : 2025-11-08DOI: 10.1016/j.nepr.2025.104636
Ya Su , Zhiyuan Yu , Si Chen , Jing Chen , Lin Wang
Aim
This study aims to identify distinct subgroups of digital resilience among nursing students and examine the factors associated with these subgroups.
Background
Digital resilience, the ability to adapt to technological changes and overcome challenges in higher education, is crucial for protecting students' psychological health and improving academic performance. In the context of Artificial Intelligence (AI) and digital transformation in nursing education, this resilience is essential for students to navigate virtual learning and integrate advanced technologies into their practice.
Design
A cross-sectional study.
Methods
This study was conducted in eight universities in China guided by ecological systems theory and nursing students were recruited through convenience sampling. Latent profile analysis (LPA) identified subgroups and logistic regression examined related factors.
Results
A total of 331 (81.73 %) participants were included in the final analysis. The average age of participants was 20.41SD0.67 years, with 283 female (85.55 %). Latent profile analysis revealed two subgroups: the "High Digital Resilience Group" (n = 278, 83.99 %) and the "Low Digital Resilience Group" (n = 53, 16.01 %). Participants who were male (OR = 3.47, p = 0.02), had low household income (OR = 0.23, p = 0.01, low professional identity (OR = 0.86, p < 0.001) and low friend support (OR = 0.82, p < 0.001) were more likely to belong to the low digital resilience group.
Conclusion
Educators should focus on enhancing students' professional identity and providing social support, especially for those with low digital resilience. The findings provide practical guidance for integrating AI into nursing education to enhance digital resilience.
目的本研究旨在识别护生数字弹性的不同亚群，并探讨这些亚群的相关因素。数字弹性，即高等教育适应技术变革和克服挑战的能力，对于保护学生的心理健康和提高学习成绩至关重要。在人工智能（AI）和护理教育数字化转型的背景下，这种弹性对于学生驾驭虚拟学习和将先进技术融入实践至关重要。设计横断面研究。方法本研究以生态系统理论为指导，在全国8所高校开展，采用方便抽样法对护理专业学生进行抽样调查。潜在特征分析（LPA）确定亚组，逻辑回归检查相关因素。结果共纳入331例（81.73 %）。参与者平均年龄20.41SD0.67岁，其中女性283人（85.55 %）。潜在剖面分析显示了两个亚组：“高数字弹性组”（n = 278,83.99 %）和“低数字弹性组”（n = 53,16.01 %）。男性（OR = 3.47, p = 0.02）、低家庭收入（OR = 0.23, p = 0.01）、低职业认同（OR = 0.86, p <； 0.001）和低朋友支持（OR = 0.82, p <； 0.001）的参与者更有可能属于低数字弹性组。结论教育工作者应注重增强学生的职业认同和提供社会支持，特别是对数字弹性较低的学生。研究结果为将人工智能纳入护理教育以增强数字复原力提供了实践指导。
{"title":"Exploring digital resilience and its related factors among nursing students in the era of AI","authors":"Ya Su , Zhiyuan Yu , Si Chen , Jing Chen , Lin Wang","doi":"10.1016/j.nepr.2025.104636","DOIUrl":"10.1016/j.nepr.2025.104636","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to identify distinct subgroups of digital resilience among nursing students and examine the factors associated with these subgroups.</div></div><div><h3>Background</h3><div>Digital resilience, the ability to adapt to technological changes and overcome challenges in higher education, is crucial for protecting students' psychological health and improving academic performance. In the context of Artificial Intelligence (AI) and digital transformation in nursing education, this resilience is essential for students to navigate virtual learning and integrate advanced technologies into their practice.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>This study was conducted in eight universities in China guided by ecological systems theory and nursing students were recruited through convenience sampling. Latent profile analysis (LPA) identified subgroups and logistic regression examined related factors.</div></div><div><h3>Results</h3><div>A total of 331 (81.73 %) participants were included in the final analysis. The average age of participants was 20.41SD0.67 years, with 283 female (85.55 %). Latent profile analysis revealed two subgroups: the \"High Digital Resilience Group\" (n = 278, 83.99 %) and the \"Low Digital Resilience Group\" (n = 53, 16.01 %). Participants who were male (OR = 3.47, p = 0.02), had low household income (OR = 0.23, p = 0.01, low professional identity (OR = 0.86, p < 0.001) and low friend support (OR = 0.82, p < 0.001) were more likely to belong to the low digital resilience group.</div></div><div><h3>Conclusion</h3><div>Educators should focus on enhancing students' professional identity and providing social support, especially for those with low digital resilience. The findings provide practical guidance for integrating AI into nursing education to enhance digital resilience.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104636"},"PeriodicalIF":4.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145529189","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}
Our study investigates nursing students' experiences with family involvement in caring for ICU patients in Jordan.
Background
The patient- and family-centred approach to patient care in the intensive care unit (ICU) has received global research attention. To date, no qualitative research has explored nursing students' experiences with family involvement in ICU patient care or identified contributing factors in the Middle East.
Design
This study used a qualitative explorative approach.
Methods
Twenty semi-structured individual interviews were conducted to allow nursing students to discuss the role and contributions of families in intensive care.
Results
The analysis identified two key themes with subthemes. The first theme, Expertise Seeking, includes the Ranking of Information Sources and Barriers to Expertise Seeking, focusing on how families seek medical knowledge to care for loved ones and the challenges they encounter. The second theme, Family Involvement Behaviors, consists of Being a Bedside Carer and Dealing with the ICU Environment—highlighting the emotional support and bond maintained through bedside care and the difficulties of navigating the ICU. However, family involvement can sometimes be risky, as seen in misinformed comparisons between cases and resistance to treatment based on beliefs.
Conclusions
The results from this research can help healthcare professionals, nurses, clinical instructors and educators create opportunities for family participation in ICU care, which could alleviate feelings of powerlessness and fear associated with the ICU environment. However, ongoing research is needed to inform the practice of family- and patient-centered care in the ICU.
{"title":"Voices from the ICU: Nursing students’ experiences of family involvement in patient care","authors":"Deema Mahasneh , Noordeen Shoqirat , Charleen Singh , Tuba Sengul , Zyrene Marsh , Joanne “Jody” Minnick","doi":"10.1016/j.nepr.2025.104625","DOIUrl":"10.1016/j.nepr.2025.104625","url":null,"abstract":"<div><h3>Aim</h3><div>Our study investigates nursing students' experiences with family involvement in caring for ICU patients in Jordan.</div></div><div><h3>Background</h3><div>The patient- and family-centred approach to patient care in the intensive care unit (ICU) has received global research attention. To date, no qualitative research has explored nursing students' experiences with family involvement in ICU patient care or identified contributing factors in the Middle East.</div></div><div><h3>Design</h3><div>This study used a qualitative explorative approach.</div></div><div><h3>Methods</h3><div>Twenty semi-structured individual interviews were conducted to allow nursing students to discuss the role and contributions of families in intensive care.</div></div><div><h3>Results</h3><div>The analysis identified two key themes with subthemes. The first theme, Expertise Seeking, includes the Ranking of Information Sources and Barriers to Expertise Seeking, focusing on how families seek medical knowledge to care for loved ones and the challenges they encounter. The second theme, Family Involvement Behaviors, consists of Being a Bedside Carer and Dealing with the ICU Environment—highlighting the emotional support and bond maintained through bedside care and the difficulties of navigating the ICU. However, family involvement can sometimes be risky, as seen in misinformed comparisons between cases and resistance to treatment based on beliefs.</div></div><div><h3>Conclusions</h3><div>The results from this research can help healthcare professionals, nurses, clinical instructors and educators create opportunities for family participation in ICU care, which could alleviate feelings of powerlessness and fear associated with the ICU environment. However, ongoing research is needed to inform the practice of family- and patient-centered care in the ICU.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104625"},"PeriodicalIF":4.0,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145500268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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