Nurse Education in Practice最新文献_第3页

Participatory Action Research (PAR) in designing a supplementary animated teaching resource to support learning cervical assessment 参与行动研究（PAR）设计辅助动画教学资源，以支持学习子宫颈评估

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-24 DOI: 10.1016/j.nepr.2026.104738

Michelle Gray , Shelley Stuart , Melanie Welfare

Aim

To create an education resource that assists students to understand the movement of the cervix during labour from a posterior retroverted position to a central location, cervical effacement, dilatation of the cervix and descent of the fetal skull.

Background

Learning about anatomy and physiology in relation to cervical effacement and dilatation are abstract concepts that are difficult to understand from reading alone. Diagrams are of little assistance however 3D animation has the potential to improve students learning experiences.

Design

Participatory Action Research (PAR) using the 7 C’s Feekery Framework approach was adopted. Participants became coresearchers in conceptualising the learning challenges, identifying solutions, creating, reviewing and making recommendations for modifications of the new resource.

Methods

Focus group interviews with coresearchers were recorded via Microsoft TEAMs. Interviews were analysed using descriptive qualitative analysis.

Results

The final resource was a Power Point Presentation embedded with 2D images and 3D animations which illustrate the simulated environment of the pelvic anatomy and the physiology of the cervical changes in early labour.

Conclusion

The benefits of the new learning resource are that it can be presented synchronously by academics without the need for technology skills or accessed asynchronously by students without the need for other equipment. The resource incorporates a story of a woman in early labour which enables students to learn to understand complex concepts within a holistic case scenario.

An implementation evaluation study is needed to evaluate the impact and effectiveness of the new supplementary teaching and learning resource.

目的创建一个教育资源，帮助学生理解分娩过程中子宫颈从后位向后位到中央位的运动，子宫颈消退，子宫颈扩张和胎儿颅骨下降。背景：学习与颈椎消退和扩张有关的解剖学和生理学是抽象的概念，仅通过阅读很难理解。图表没有什么帮助，但是3D动画有可能改善学生的学习体验。采用7 C的Feekery框架方法设计参与式行动研究（PAR）。参与者在概念化学习挑战、确定解决方案、创建、审查和提出修改新资源的建议方面成为共同研究人员。方法采用Microsoft TEAMs软件对合作研究者进行焦点小组访谈。访谈采用描述性定性分析进行分析。结果最后的资源是一个嵌入了2D图像和3D动画的ppt演示，演示了盆腔解剖和早期分娩时宫颈生理变化的模拟环境。结论新的学习资源的优点在于，它可以由教师同步呈现而不需要技术技能，也可以由学生异步访问而不需要其他设备。该资源包含了一个早期分娩妇女的故事，使学生能够在整体案例场景中学习理解复杂的概念。需要进行一项实施评价研究，以评估新的辅助教学资源的影响和有效性。

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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 : 2026-01-23 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

Beyond surgical applications: A systematic review of educational robotics in health professional development 超越外科应用：教育机器人在卫生专业发展中的系统回顾。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-23 DOI: 10.1016/j.nepr.2026.104734

Hsin-Yu Chen , Pei-Ying Chen , Gwo-Jen Hwang , Shan-Hung Wu

Aims

This study aimed to explore the role and positioning of robots in Healthcare Professional Development (HPD) beyond the surgical field.

Background

The adoption of robots as tools for medical assistance and professional development is increasing, particularly in surgical training. However, applications beyond surgery remain underexplored. Understanding how robots can be effectively applied in healthcare settings beyond surgical operations is crucial for medical educators.

Design

Systematic review of 60 peer-reviewed articles.

Methods

A systematic literature search was conducted in the Web of Science database without date restrictions. Guided by a technology-based learning model, six key dimensions were examined: application domains, sample groups, research methods, adopted technologies, robot learning roles and research issues.

Results

The review confirmed a growing trend in HPD robots since 2006. Robots were most frequently applied in nursing-related skills training, with simulation robots being the predominant type. Robotic sensors provide a different data collection method, allowing for a more objective observation of learners' performance. To date, many important topics in HPD, such as problem-solving, critical thinking, collaboration and communication skills, have not been adequately explored. Finally, the human-robot interaction methods that robots can provide have diversified, but the impact on learning remains unknown.

Conclusion

Robots have an emerging but limited role in HPD beyond surgical contexts. Significant gaps remain, particularly in cognitive and interpersonal skill development. This review offers targeted recommendations for future research, providing a valuable reference for medical educators and researchers aiming to expand the effective integration of robotics in healthcare training.

目的：本研究旨在探讨机器人在外科领域以外的医疗保健专业发展（HPD）中的作用和定位。背景：越来越多地采用机器人作为医疗援助和专业发展的工具，特别是在外科培训中。然而，手术以外的应用仍未得到充分探索。了解机器人如何在外科手术之外的医疗环境中有效地应用对医学教育者来说至关重要。设计：系统回顾60篇同行评议的文章。方法：在Web of Science数据库中进行无日期限制的系统文献检索。在基于技术的学习模型的指导下，研究了六个关键维度：应用领域、样本群体、研究方法、采用的技术、机器人学习角色和研究问题。结果：该综述确认了自2006年以来HPD机器人的增长趋势。机器人在护理相关技能培训中应用最多，以模拟机器人为主。机器人传感器提供了一种不同的数据收集方法，允许对学习者的表现进行更客观的观察。迄今为止，HPD中许多重要的主题，如解决问题、批判性思维、协作和沟通技巧，都没有得到充分的探讨。最后，机器人可以提供的人机交互方法已经多样化，但对学习的影响仍然未知。结论：机器人在外科以外的HPD中具有新兴但有限的作用。显著的差距仍然存在，特别是在认知和人际交往能力的发展。本文对未来的研究提出了有针对性的建议，为医学教育工作者和研究人员扩大机器人技术在医疗保健培训中的有效整合提供了有价值的参考。

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引用次数: 0

Fostering critical thinking competence in nurses: A systematic review 培养护士的批判性思维能力：一个系统的回顾

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-23 DOI: 10.1016/j.nepr.2026.104730

Ester Mutiara Indah Silitonga, Rr Tutik Sri Hariyati, Hanny Handiyani, Andi Amalia Wildani

Aim

This study aims to synthesize evidence-based learning strategies used to enhance critical thinking competence among nurses and nursing students.

Background

Critical thinking is a fundamental component of nursing practice, enabling safe decision-making, clinical judgment and evidence-based care. A range of pedagogical strategies have been used to promote critical thinking; however, the existing evidence remains fragmented and lacks consolidation.

Design

A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines.

Methods

Four databases (EBSCOhost, SCOPUS, ScienceDirect and ProQuest) were searched for peer-reviewed intervention studies published between 2019 and 2025. Study quality was assessed using the Joanna Briggs Institute Critical Appraisal Checklist and findings were synthesized thematically using a narrative synthesis approach.

Results

From 166,080 records identified, twelve studies met the inclusion criteria. Studies were conducted in China (n = 6), South Korea (n = 2), USA (n = 2) and each one in Indonesia and Palestine, involving clinical nurses (n = 6) and final-year nursing students (n = 6). Four categories of learning strategies were identified: case-based learning, simulation-based learning, reflective strategies and collaborative or peer-based learning. Interventions were implemented across academic, clinical and workplace settings and commonly incorporated authentic clinical cases, simulation scenarios, structured reflection and group-based learning activities.

Conclusion

Educational strategies are most effective when instructional design aligns pedagogical approaches with theoretical frameworks, learning environments and organizational conditions to support the consistent and sustainable development of critical thinking in nursing education and practice.

目的综合循证学习策略，提高护士及护生的批判性思维能力。批判性思维是护理实践的基本组成部分，有助于安全决策、临床判断和循证护理。一系列的教学策略被用来促进批判性思维；然而，现有的证据仍然支离破碎，缺乏整合。根据系统评价和荟萃分析（PRISMA） 2020指南的首选报告项目进行了系统评价。方法检索EBSCOhost、SCOPUS、ScienceDirect和ProQuest四个数据库，检索2019 - 2025年间发表的经同行评审的干预研究。使用乔安娜布里格斯研究所关键评估清单评估研究质量，并使用叙事综合方法对研究结果进行主题综合。结果在166080份文献中，有12项研究符合纳入标准。在中国进行了研究(n = 6),韩国(n = 2),美国(n = 2)和每一个在印尼和巴勒斯坦,涉及临床护士(n = 6)和护理毕业的学生(n = 6)。研究确定了四类学习策略：基于案例的学习、基于模拟的学习、反思策略和基于协作或同伴的学习。干预措施在学术、临床和工作场所环境中实施，通常包括真实的临床病例、模拟场景、结构化反思和基于小组的学习活动。结论当教学设计使教学方法与理论框架、学习环境和组织条件相一致时，教育策略是最有效的，以支持批判性思维在护理教育和实践中的持续发展。

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引用次数: 0

The process of addressing fundamental needs by nursing students during internship: A qualitative study 护生实习期间基本需求的处理：一项质性研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-23 DOI: 10.1016/j.nepr.2026.104735

Annamaria Bagnasco , Beatrice Mazzoleni , Martina Barbieri , Daniela Cattani , Nicola Pagnucci , Simone Cosmai , Laura Mansi , Manuela Mignone , Gianluigi Trentin , Maura Lusignani , Alberto Dal Molin , Doriana Montani , Erika Bassi , Paola Sanvito , Vincenza Aloia , Sara Falbo , Paola Arcadi , Milko Zanini , Loredana Sasso , Gianluca Catania

Aim

This study explores how nursing students address patients' fundamental needs during their internships, identifying key processes and challenges.

Background

The Fundamentals of Care framework emphasizes a holistic, person-centered approach to nursing by addressing patients' physical, psychosocial and relational needs. However, its integration into nursing education remains limited, with a stronger focus on technical competencies rather than fundamental care.

Design

Qualitative descriptive study.

Methods

The study was conducted within the FoC-Form project in northern Italy. Semi-structured interviews were carried out with first- and second-year nursing students following their internships. Thematic analysis was applied to identify emerging themes and patterns.

Results

Four themes emerged: personal resources, care dynamics, contextual features and characteristics of the internship program. Students highlighted the importance of time management, relational aspects and mentoring in delivering fundamental care. Differences between first- and second-year students wereobserved in their clinical reasoning and approach to patient-centered care. Organizational factors such as workload and staffing also influenced their ability to meet fundamental needs.

Conclusion

This study highlighted the critical role of mentorship and organizational support in fostering the integration of the Fundamentals of Care framework in nursing practice. Findings suggest the need for curriculum enhancements that balance technical training with the relational and holistic aspects of patient care. Nursing leadership should prioritize creating supportive environments that facilitate fundamental care practices.

目的：本研究探讨护生在实习期间如何处理病人的基本需求，找出关键过程和挑战。背景：护理基础框架强调整体性，以人为本的护理方法，通过解决患者的身体，社会心理和关系需求。然而，它与护理教育的结合仍然有限，更注重技术能力而不是基本护理。设计：定性描述性研究。方法：该研究在意大利北部的c - form项目中进行。在实习结束后，对一年级和二年级的护理专业学生进行了半结构化访谈。专题分析用于确定新出现的主题和模式。结果：出现了四个主题：个人资源、护理动态、情境特征和实习项目的特点。学生们强调了时间管理、关系方面和指导在提供基本护理方面的重要性。观察一年级和二年级学生在临床推理和以病人为中心的护理方法上的差异。诸如工作量和人员编制等组织因素也影响到它们满足基本需要的能力。结论：本研究强调了指导和组织支持在促进护理基础框架在护理实践中的整合中的关键作用。研究结果表明，需要加强课程，以平衡技术培训与病人护理的关系和整体方面。护理领导应优先创造有利于基本护理实践的支持性环境。

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引用次数: 0

Professional outcomes from nursing-based masters degree coursework programs 护理硕士学位课程的专业成果

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-21 DOI: 10.1016/j.nepr.2026.104733

Lisa McKenna , Jieyun (Melinda) Ma , Rachael Duncan , Cheryle Moss

Aim

To synthesise existing research literature related to professional outcomes that registered nurses gain from completing nursing-based masters degree coursework programs.

Background

Excellent healthcare relies on nurses with exceptional skills and thorough education. As healthcare systems adapt to changing needs, there is a need for advanced nursing education. Many nurses choose to undertake masters level study, providing specialised training and advanced knowledge. While these degrees are increasingly important for the profession and patient outcomes, professional outcomes gained for the nurse are unclear. This is complicated by growth in available programs but corresponding lack of consolidated evidence on their professional impact.

Design

An integrative review informed by Whittemore and Knafl.

Methods

A comprehensive search was conducted in four databases, CINAHL, ProQuest Central, MEDLINE and ERIC for English-language studies published between 1990 and 2024.

Results

A total of 2376 articles were initially identified. Following the application of inclusion and exclusion criteria, 40 articles underwent full-text review, with 16 studies being included in final analysis. Data were analysed in the context of three key concepts of professional outcomes: (1) Enhanced professionalism; (2) Practice enhancement; and (3) Expanded career opportunities.

Conclusions

Findings suggest there is value of advanced nursing education in shaping professional growth and improving healthcare delivery, highlighting the role of masters programs in fostering enhanced professionalism, advancing clinical practice and expanding career opportunities. More research is needed to understand the long-term outcomes of masters degrees for nurses, profession and health care generally.

目的综合现有的研究文献，研究注册护士从完成护理硕士学位课程中获得的专业成果。优秀的医疗保健依赖于具有卓越技能和受过全面教育的护士。随着医疗保健系统适应不断变化的需求，需要高级护理教育。许多护士选择攻读硕士学位，提供专业培训和高级知识。虽然这些学位对专业和病人的治疗结果越来越重要，但护士获得的专业结果却不清楚。由于现有课程的增加，但缺乏相应的关于其专业影响的综合证据，这一点变得更加复杂。设计Whittemore和Knafl提出的综合评价。方法在CINAHL、ProQuest Central、MEDLINE和ERIC四个数据库中检索1990 - 2024年间发表的英语研究。结果初步鉴定出2376篇。在应用纳入和排除标准后，对40篇文章进行了全文审查，其中16项研究被纳入最终分析。在专业成果的三个关键概念背景下对数据进行了分析：(1)增强专业精神；(2)加强实践；(3)扩大就业机会。结论高等护理教育在塑造专业成长和改善医疗服务方面具有价值，强调硕士课程在培养专业精神、推进临床实践和扩大职业机会方面的作用。需要更多的研究来了解硕士学位对护士、专业和卫生保健的长期影响。

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引用次数: 0

Triangulating primary sources, professional judgement, and LLM-generated summaries: Educating nurses in an AI-first world. 三角测量原始资源、专业判断和法学硕士生成的摘要：在人工智能优先的世界中教育护士。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-21 DOI: 10.1016/j.nepr.2026.104736

Sarah Oerther, Daniel B Oerther

引用次数: 0

Towards a framework for human rights-based stakeholdership of nursing academia in the healthcare artificial intelligence governance ecosystem: A discussion paper 在医疗保健人工智能治理生态系统中建立护理学术界基于人权的利益相关者框架：讨论文件

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-21 DOI: 10.1016/j.nepr.2026.104737

Jerome Visperas Cleofas

Aim

This paper proposes a human rights-based framework to guide nursing academia’s stakeholdership in the healthcare artificial intelligence governance ecosystem.

Background

As artificial intelligence transforms healthcare, nursing academia must engage as an activated stakeholder in its governance ecosystem to ensure high-quality, equitable, safe and ethical artificial intelligence-enabled healthcare goods and services.

Design

Discussion paper

Methods

This discussion paper employs abductive reasoning and the ethical and emancipatory conventions of nursing knowing to propose a multifaceted framework of nurse academia’s stakeholdership in the context of artificial intelligence-driven healthcare by appealing to three perspectives, namely: the AI governance ecosystem, the tripartite functions of academia and the human rights-based approach.

Results

The proposed framework integrates three axes— domains, modalities and human rights considerations—positioning nursing academia as both a capacity-builder for duty bearers and an empowerment advocate for rights claimants. This normative framework can be used to guide the actions of nursing academic institutions as stakeholders in healthcare artificial intelligence governance.

Conclusions

By leveraging its instructional, research and service functions, nursing academia can be a transformative stakeholder that can shape artificial intelligence governance to uphold health-related human rights.

目的提出一个基于人权的框架来指导护理学术界在医疗人工智能治理生态系统中的利益相关者。随着人工智能改变医疗保健，护理学术界必须作为积极的利益相关者参与其治理生态系统，以确保高质量、公平、安全和合乎道德的人工智能医疗保健产品和服务。设计讨论文件方法本讨论文件采用溯因推理和护理知识的伦理和解放公约，通过呼吁三个观点，即：人工智能治理生态系统，学术界的三方功能和基于人权的方法，提出了人工智能驱动医疗保健背景下护士学术界利益相关者的多方面框架。结果提出的框架整合了三个轴-领域，模式和人权考虑-将护理学术界定位为责任承担者的能力建设者和权利申请人的赋权倡导者。该规范框架可用于指导护理学术机构作为医疗保健人工智能治理的利益相关者的行动。通过发挥其教学、研究和服务职能，护理学术界可以成为变革的利益攸关方，塑造人工智能治理，维护与健康有关的人权。

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引用次数: 0

Corrigendum to "Developing effective transition programmes for first-line nurse managers: A scoping review of evidence, barriers, and best practices" [Nurse Educ. Pract. 88 (2025) 104537]. “为一线护士管理者制定有效的过渡方案：证据、障碍和最佳实践的范围审查”的勘误表[护士教育]。实践。88(2025)104537]。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-21 DOI: 10.1016/j.nepr.2026.104729

Beatriz Esquisábel-Soteras, Maddi Olano-Lizarraga, Miren Idoia Pardavila-Belio, Mónica Vázquez-Calatayud

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 : 2026-01-20 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