Nurse Education in Practice最新文献_第3页

The effect of Halsted and Peyton teaching approaches on objective performance, self-regulated learning and satisfaction in nursing skills education: A randomized controlled trial Halsted和Peyton教学法对护理技能教育客观表现、自我调节学习和满意度的影响：一项随机对照试验。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-27 DOI: 10.1016/j.nepr.2026.104726

Merve ŞAHİN , Özlem DOĞU

Aim

To evaluate experimentally the effectiveness of Peyton’s four-step teaching method compared with traditional Halsted method in teaching urinary catheterization skills to nursing students.

Background

Technological advances have also facilitated the integration of various pedagogical methods in nursing skills education. However, the implementation process supporting the development of Peyton's approach, which contributes to the acquisition of structured and complex skills, is still not sufficiently understood.

Design

A pre- and post-test, block blind, randomized controlled trial.

Methods

The study was conducted during the academic year with first-year nursing students (n = 217) in Türkiye. The sample consisted of 109 in the intervention group and 108 in the control group. The intervention group received training using Peyton’s method, while the control group was taught using the traditional Halsted method. Data were collected using a information, satisfaction, pre- and post-test and a skill checklist.

Results

The intervention group’s test scores increased from 55.5 to 77.7, while the control group’s increased from 51.9 to 65.2. Additionally, satisfaction were higher in intervention group (6.35 ± 1.89) compared with control group (5.23 ± 2.27). The experimental group students’ skill checklist average was 83.87 ± 7.28, while control group students' was 70.53 ± 9.53. The results showed that the difference between the skill checklist scores of the experimental and control groups was statistically significant (p < 0.05).

Conclusion

Peyton’s method had greater positive effect on post-test success, skill performance and satisfaction compared with the Halsted method. It is recommended to increase the use of Peyton’s teaching model in nursing education.

目的：比较Peyton四步教学法与传统Halsted教学法在护生导尿技能教学中的效果。背景：技术的进步也促进了各种教学方法在护理技能教育中的整合。然而，支持Peyton方法发展的实施过程仍未得到充分了解，该方法有助于获得结构化和复杂的技能。设计：试验前后、盲区、随机对照试验。方法：在学年期间对 rkiye大学护理一年级学生（n = 217）进行研究。干预组109例，对照组108例。干预组采用Peyton法进行训练，对照组采用传统的Halsted法进行教学。数据收集使用信息，满意度，前后测试和技能检查表。结果：干预组考试成绩由55.5提高到77.7，对照组由51.9提高到65.2。干预组患者满意度（6.35 ± 1.89）高于对照组（5.23 ± 2.27）。实验组学生技能检查表平均值为83.87 ± 7.28，对照组学生技能检查表平均值为70.53 ± 9.53。结果显示，实验组和对照组的技能检查表得分差异有统计学意义（p ）。结论：Peyton方法在测试后成功、技能表现和满意度方面比Halsted方法有更大的正向影响。建议在护理教育中增加佩顿教学模式的应用。

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引用次数: 0

From film to simulation: Mixed-methods study of learner-driven artificial intelligence-generated ethical dilemma scenarios and role-play to enhance ethical competence in nursing students 从电影到模拟：混合方法研究学习者驱动的人工智能生成的伦理困境场景和角色扮演，以提高护理学生的伦理能力。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-16 DOI: 10.1016/j.nepr.2026.104773

Bo Yeon Hwang , Mi Yu

Aim

We aimed to develop and implement the Film-Based, Artificial Intelligence (AI)-Generated Interactive Ethical Dilemma Role-Play Simulation program and evaluate its effects on nursing students’ biomedical ethics awareness, critical thinking disposition, empathy and program satisfaction.

Background

Although AI-based educational tools enhance interactivity and realism, their application in ethics-focused education remains limited.

Design

A mixed-methods design was used with a quasi-experimental nonequivalent control group pretest–posttest element and a qualitative thematic analysis based on structured debriefing data.

Methods

The program was developed through literature review, expert consultation, film selection and learner-driven AI-supported scenario development. Participants were 50 s- and third-year nursing students. The experimental group completed a four-session, two-week program incorporating film viewing, theoretical lectures, critical reflection, learner-driven scenario development supported by AI, role-play and debriefing, whereas the control group only viewed the films. Data were collected from March to April 2025 and analyzed using descriptive statistics, independent t-tests, nonparametric tests and thematic analysis.

Results

The experimental group demonstrated significantly greater improvements in biomedical ethics awareness, critical thinking disposition and empathy than the control group. Significant pre–post improvements were also observed. Program satisfaction was high. The qualitative analysis identified three themes: experiencing emotional immersion and empathy, enhancing ethical sensitivity and value reflection and reflecting on the nursing role and strengthening professional identity.

Conclusions

The program effectively enhanced ethical awareness, critical thinking and empathy among nursing students. Therefore, integrating film-based learning, AI-generated scenarios and interactive role-play simulations is a feasible and engaging strategy for ethics education.

目的：开发并实施基于电影、人工智能（AI）生成的交互式伦理困境角色扮演模拟课程，并评估其对护生生物医学伦理意识、批判性思维倾向、共情和课程满意度的影响。背景：尽管基于人工智能的教育工具增强了互动性和现实性，但它们在以伦理学为重点的教育中的应用仍然有限。设计：采用混合方法设计，采用准实验非等效对照组前测后测元素和基于结构化汇报数据的定性专题分析。方法：通过文献综述、专家咨询、电影选择和学习者驱动的人工智能支持的场景开发来制定该计划。参与者是50名 五年级和三年级的护理专业学生。实验组完成了为期两周的四节课程，包括电影观看、理论讲座、批判性反思、由人工智能支持的学习者驱动的场景开发、角色扮演和汇报，而对照组只观看了电影。数据采集时间为2025年3月至4月，采用描述性统计、独立t检验、非参数检验和专题分析进行分析。结果：实验组在生物医学伦理意识、批判性思维倾向和共情能力方面均显著高于对照组。还观察到显著的事后改善。项目满意度很高。定性分析确定了三个主题：体验情感沉浸和共情、增强伦理敏感性和价值反思、反思护理角色和加强职业认同。结论：该项目有效提高了护生的伦理意识、批判性思维和共情能力。因此，将基于电影的学习、人工智能生成的场景和交互式角色扮演模拟相结合，是一种可行且引人入胜的伦理教育策略。

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引用次数: 0

Enhancing clinical communication skills through podcast-based scenario dialogues and shadow play: A mixed-methods study in multilingual nursing education 通过基于播客的情景对话和皮影戏提高临床沟通技巧：多语言护理教育的混合方法研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-24 DOI: 10.1016/j.nepr.2026.104780

Hsiao-Ying Wu , Yu-Huan Chao

Aim

This study evaluated the effectiveness of a hybrid teaching model combining podcast-based scenario dialogues and culturally grounded shadow play in improving three components of language-based clinical communication skills among nursing students: vocabulary comprehension, conversational ability and clinical communication confidence.

Background

Effective communication in patients’ native languages is essential for delivering person-centered care, particularly in aging, multilingual societies. Direct language concordance enhances cultural responsiveness, patient safety and care equity.

Design

A sequential explanatory mixed-methods design was used, comprising a quasi-experimental, pre-test–post-test non-randomized control group trial followed by qualitative interviews. The study involved 122 third-year nursing students at a university in Taiwan.

Methods

Grounded in the cognitive theory of multimedia learning and situated learning theory, the intervention included podcast listening, shadow play and post-performance reflection. Quantitative data were analyzed using paired and Welch’s t-tests; qualitative interviews (n = 18) were thematically analyzed.

Results

The experimental group demonstrated large pre–post improvements in vocabulary comprehension, conversational ability and clinical communication confidence (Cohen’s d = 1.48–1.64; all p < 0.001) and significantly higher post-test scores than the control group for vocabulary comprehension and conversational ability (both p < 0.001). The between-group difference in clinical communication confidence was smaller (p = 0.018) and did not meet the Bonferroni-adjusted significance threshold. Qualitative findings elucidated learning mechanisms, including repeated auditory exposure, reduced speaking anxiety and culturally embedded practice.

Conclusions

The hybrid model enhances vocabulary comprehension, conversational ability and clinical communication confidence while fostering cultural responsiveness, offering a transferable framework for multilingual nursing education.

目的：本研究评估基于播客的情景对话与基于文化的皮影戏相结合的混合教学模式在提高护理学生基于语言的临床沟通技能三个组成部分：词汇理解能力、会话能力和临床沟通信心方面的有效性。背景：患者母语的有效沟通对于提供以人为本的护理至关重要，特别是在老龄化，多语言社会。直接语言的一致性提高了文化反应性、患者安全和护理公平性。设计：采用序贯解释混合方法设计，包括准实验、前测后测非随机对照组试验和定性访谈。这项研究涉及台湾一所大学的122名三年级护理专业的学生。方法：以多媒体学习认知理论和情境学习理论为基础，采用播客收听、皮影戏和表演后反思等干预手段。定量资料采用配对检验和Welch’st检验进行分析；定性访谈（n = 18）进行主题分析。结果：实验组在词汇理解、会话能力和临床沟通信心方面表现出较大的改善（Cohen’s d = 1.48-1.64； p均为 ）结论：混合模型提高了词汇理解、会话能力和临床沟通信心，同时培养了文化反应性，为多语言护理教育提供了可转移的框架。

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引用次数: 0

Exploring practice confidence in final year Ethiopian midwifery students 探索最后一年埃塞俄比亚助产学生的实践信心。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-06 DOI: 10.1016/j.nepr.2026.104759

Dereje Nibret Gessesse , Kate Dawson , Sara Bayes , Lois McKellar

Aim

This study investigates the confidence levels and determinants influencing final-year midwifery students across selected competency domains.

Background

Given the importance of midwifery skills in reducing maternal and neonatal mortality, ensuring that our midwifery students develop confidence in their clinical competencies is therefore crucial.

Design

A cross-sectional study was conducted using a structured, paper-based survey.

Methods

Data from seventy-two final-year midwifery students were analysed using SPSS™ Version 29. Descriptive statistics, cross-tabulations and chi-square tests were employed to evaluate associations between confidence in competency domains and background variables. Statistical significance was set at p < 0.05 with a 95 % confidence interval.

Results

Confidence levels among participants ranged from 73.6 % to 81.9 %. Lower confidence was observed in domains related to obstetric complications. Increased confidence correlated with greater educator involvement, simulation-based learning and early clinical exposure in intrapartum, postnatal and newborn care. Demonstration of skills by academic staff further enhanced confidence in antenatal, postnatal and newborn care. Other significant factors included satisfaction with supervision, hands-on experience, the number of births attended and collaboration with medical faculty during clinical placements.

Conclusion

The findings underscore the necessity for expanded practical training, particularly in emergency management, to strengthen student confidence. Recognising these determinants can inform stakeholders in developing supportive learning environments through refined instructional methods, enhanced supervision, expanded clinical exposure and strengthened mentorship.

目的：本研究探讨了影响助产学毕业班学生能力领域的置信水平和决定因素。背景：鉴于助产技能在降低孕产妇和新生儿死亡率方面的重要性，因此确保我们的助产学生培养对其临床能力的信心至关重要。设计：横断面研究采用结构化的纸质调查。方法：使用SPSS™Version 29对72名助产学毕业班学生的数据进行分析。本研究采用描述性统计、交叉表和卡方检验来评估能力域的置信度与背景变量之间的关系。结果：参与者的置信水平范围为73.6 %至81.9 %。在与产科并发症相关的领域观察到较低的信心。增加的信心与更多的教育者参与、基于模拟的学习和产前、产后和新生儿护理的早期临床接触相关。学术人员的技能展示进一步增强了对产前、产后和新生儿护理的信心。其他重要因素包括对监督的满意度、实践经验、分娩次数以及在临床实习期间与医学院的合作。结论：研究结果强调了扩大实践培训的必要性，特别是在应急管理方面，以增强学生的信心。认识到这些决定因素可以为利益相关者提供信息，通过改进教学方法、加强监督、扩大临床接触和加强指导来发展支持性学习环境。

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引用次数: 0

Factors influencing professional identity formation in male nursing students in China: A qualitative study from a life course perspective 中国男性护生职业认同形成的影响因素：基于生命历程视角的质性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-04 DOI: 10.1016/j.nepr.2026.104752

Yiping Chen , Xinyi Han , Wei Li , Peijing Hao

Aim

This study explored the key influencing factors and turning points in the formation of professional identity among male undergraduate nursing students in China from a life course perspective.

Background

With the rising proportion of male nurses in China, understanding how male nursing students develop professional identity is vital to promoting gender diversity and improving retention. However, limited research in China has examined this process from a life course perspective, which can help inform targeted educational and institutional strategies.

Design

An exploratory qualitative study.

Methods

Semi-structured interviews were conducted with 16 male undergraduate nursing students across academic years at a university in China. Guided by a life course theory-informed interview schedule, interviews focused on experiences shaping professional identity across life stages. Data were coded and thematised using reflexive thematic analysis and reported in line with COREQ.

Results

Five main themes emerged: 1) Early life experiences shaping initial views of nursing; 2) Identity transformation through education and practice; 3) Negotiating gender stereotypes and societal expectations; 4) Peer support and gendered collaboration; and 5) Pragmatic career thinking and evolving aspirations. The identity formation process was dynamic, cross-phase and influenced by both social contexts and personal agency.

Conclusion

Male nursing students’ professional identity in China is shaped by early experiences and continuously reshaped through education and clinical practice. Breaking gender stereotypes, strengthening educational and institutional support, building peer networks and offering diverse career development opportunities can help enhance identity formation and career stability among male nursing students.

目的：本研究从生命历程的角度探讨中国男性护理本科学生职业认同形成的关键影响因素和转折点。背景：随着中国男护士比例的上升，了解男护生如何形成职业认同对于促进性别多样性和提高留任率至关重要。然而，中国有限的研究从生命历程的角度考察了这一过程，这有助于制定有针对性的教育和制度战略。设计：探索性质的研究。方法：采用半结构式访谈法，对中国某大学16名本科护生进行访谈。在人生历程理论的指导下，面试集中在人生各个阶段塑造职业身份的经历上。使用反身性主题分析对数据进行编码和主题化，并根据COREQ进行报告。结果：发现了五个主要主题：1)早期生活经历塑造了护理的初始观；2)通过教育和实践实现身份转化；3)协商性别刻板印象和社会期望；4)同伴支持和性别协作；5)务实的职业思维和不断发展的抱负。认同形成过程是动态的、跨阶段的，受社会背景和个人能动性的双重影响。结论：中国男护生的职业认同是由早期经历塑造的，并通过教育和临床实践不断重塑。打破性别陈规定型观念，加强教育和体制支持，建立同伴网络，提供多样化的职业发展机会，有助于加强男护理学生的身份形成和职业稳定。

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引用次数: 0

The effect of an artificial intelligence- supported screen-based simulation on breast self-examination in nursing students: A sequential mixed-methods study 人工智能支持的基于屏幕的模拟对护生乳房自我检查的影响：一项连续混合方法研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-06 DOI: 10.1016/j.nepr.2026.104757

Selda Karaveli̇ Çakir , Şahika Şi̇mşek Çeti̇nkaya

Aim

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

Background

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

Design

A sequential explanatory mixed-methods design was used.

Methods

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

Results

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

Conclusions

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

目的：本研究旨在评估人工智能辅助模拟在提高护生乳腺自检（BSE）技能方面的效果，并深入探讨人工智能辅助模拟在护生乳腺自检训练中的应用体验。背景：主动学习与人工智能的融合在护理教育中越来越重要。为了更好地让护理学生掌握疯牛病的能力，本研究使用人工智能支持的模拟环境作为一种创新的互动教育方法。设计：采用顺序解释混合方法设计。方法：研究于2024-2025年春季学期在土耳其西北部一所公立大学健康科学学院护理系进行。我们从人工智能模拟组和标准训练组收集了技能分数、满意度和认知负荷的定量数据，然后通过定性访谈来解释定量结果。结果：定量结果显示各组间疯牛病技能得分无显著差异。然而，人工智能模拟组报告了更高的满意度和更低的认知负荷。定性研究结果显示，虽然学生最初经历了表现焦虑，但模拟的互动性减轻了这种焦虑。即时反馈和可重复的练习增强了信心和沟通技巧，将最初的压力转化为富有成效的学习经历。结论：人工智能模拟虽然不能使学生获得更优的技能习得，但在提高满意度、减少认知负荷、建立自信等方面，对提高学习体验效果显著。人工智能支持的模拟是护理教育的一种有价值的创新工具。

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引用次数: 0

The potential impact of generative AI across Miller’s pyramid of clinical competence: A systematic review 生成式人工智能对米勒临床能力金字塔的潜在影响：系统回顾。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-18 DOI: 10.1016/j.nepr.2026.104775

Yea Seul Yoon , Wonhee Baek , Hyemi Jo , Chaebin Hong , Yoonjung Ji

Aim

This systematic review examines the effectiveness and limitations of generative artificial intelligence (GenAI) in supporting the development of clinical competence in nursing education across Miller’s pyramid, synthesizing evidence to inform the design of educator-guided, Expert-in-the-Loop hybrid educational frameworks.

Background

Nursing education faces challenges from ongoing pedagogical innovations linked to GenAI. This technology offers transformative potential for personalized learning; however, its rapid integration into curricula lacks a systematic evidence base.

Design

This systematic review used seven databases (CINAHL, PubMed, Scopus, Web of Science, Embase, PsycINFO and Cochrane) to find studies published from November 2022 to May 2025.

Methods

Studies were screened using predefined criteria. Methodological quality was assessed with the Mixed Methods Appraisal Tool. A narrative synthesis was conducted, interpreting the findings based on Miller’s pyramid of clinical competence.

Results

Twelve studies met the inclusion criteria. GenAI applications were concentrated at the “Knows” (knowledge) and “Knows How” (application) levels of Miller’s pyramid, with no studies assessing real-world practice (“Does” level). While GenAI models passed licensure exams and improved cognitive and affective outcomes, they also had limitations, including factual inaccuracies, failures in clinical judgment and performance disparities.

Conclusions

GenAI is a powerful yet error-prone tool that necessitates systematic pedagogical redesign, not merely technological adoption. The Expert-in-the-Loop model, where educators validate generative AI outputs, may be key to transformations in nursing education. Embedding generative AI in educator-led frameworks can cultivate nursing professionals who leverage technology critically and ethically, ensuring care is both competent and human-centered.

Registration

This study was registered on PROSPERO (ID: CRD420251060512).

目的：本系统综述探讨了生成式人工智能（GenAI）在支持米勒金字塔护理教育临床能力发展方面的有效性和局限性，综合证据，为教育者指导、专家在环混合教育框架的设计提供信息。背景：护理教育面临着与GenAI相关的持续教学创新的挑战。这项技术为个性化学习提供了变革性的潜力；然而，它与课程的快速整合缺乏系统的证据基础。设计：本系统综述使用了7个数据库（CINAHL、PubMed、Scopus、Web of Science、Embase、PsycINFO和Cochrane）来查找从2022年11月到2025年5月发表的研究。方法：采用预先确定的标准筛选研究。采用混合方法评价工具评价方法学质量。在Miller的临床能力金字塔的基础上，进行了叙事综合，解释了研究结果。结果：12项研究符合纳入标准。GenAI应用集中在Miller金字塔的“知道”（知识）和“知道如何”（应用）级别，没有研究评估现实世界的实践（“做”级别）。虽然GenAI模型通过了执照考试，改善了认知和情感结果，但它们也有局限性，包括事实不准确、临床判断失败和表现差异。结论：GenAI是一个强大但容易出错的工具，需要系统地重新设计教学方法，而不仅仅是采用技术。专家在循环模型中，教育工作者验证生成人工智能输出，可能是护理教育转型的关键。在教育工作者主导的框架中嵌入生成式人工智能，可以培养具有批判性和道德性的护理专业人员，确保护理既称职又以人为本。本研究在PROSPERO注册（ID: CRD420251060512）。

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引用次数: 0

Students as co-educators: Exploring peer-led digital tutorials to enhance clinical reasoning in undergraduate nursing education 作为共同教育者的学生：探索以同行为主导的数字教程，以加强本科护理教育中的临床推理。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-02 DOI: 10.1016/j.nepr.2026.104750

Gideon U. Johnson, Jasmine O’Leary, Neus Carlos Martinez, Zainab Zahran, Brendan Greaney, Lynn Sayer, Mary Malone

Aim

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

Background

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

Design

A critical discussion paper.

Methods

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

Results

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

Conclusion

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

目的：探讨使用数字学习平台的同行主导在线教程作为一种教育创新的潜力，以加强临床推理周期（CRC）在本科护理教育中的应用。背景：CRC被广泛纳入护理课程，以支持安全有效的决策。然而，许多学生发现将循环有效地应用于基于案例和反思性评估是具有挑战性的。文献表明，同伴辅助学习（PAL）可以提高护理教育的参与度、信心和临床技能；然而，有限的研究审查了由同行领导的辅导在支持《儿童权利公约》应用方面的作用。设计：一篇重要的讨论论文。方法：本文批判性地讨论了关于同伴辅助学习、学生伙伴关系和数字教学法的文献，并使用了一个与一名成绩优异的本科生共同策划的同伴主导的数字教程（一种pal形式）的案例来说明这些概念，作为一个教学案例而不是需要伦理审查的实证研究。结果：该案例展示了在线提供的以同行为主导的数字教程如何为CRC提供真实、相关的见解，消除评估期望并促进参与。文献支持将同行主导的方法整合为具有成本效益，可扩展和理论基础的建构主义教学法。限制包括对单个学生范例的依赖和缺乏系统的评估。结论：数字化同侪辅导是加强护理临床推理教育的一种有前景的教学策略。需要进一步的研究来评估它们对学生信心、学习成果和评估绩效的影响。

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引用次数: 0

How are midwifery students being taught about conducting consultation events? – Findings from an international survey questionnaire 如何教助产学学生进行咨询活动？-一项国际调查问卷的结果。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-24 DOI: 10.1016/j.nepr.2026.104739

Yvonne Greig , Sara Rodriguez-Martin , Lois McKellar , Yvonne Kuipers

Aims

We sought to understand how and when student midwives received consultation skills education during their undergraduate programmes.

Background

International standards for midwifery practice demand that women are informed, advised and provided with a myriad of information throughout the childbirth continuum. A consequence of sub-optimal consultation events can lead to dissatisfaction on the woman’s part about her care, inaccurate information being provided and ultimately may result in poor care resulting in sub-optimal birth outcomes. Global evidence suggests that this area of education may be under-developed in midwifery programmes.

Design

A descriptive cross-sectional survey examined international approaches to teaching consultation skills in undergraduate midwifery programmes.

Methods

An online questionnaire was distributed to academics in the UK, continental Europe, Australia and New Zealand. Responses were collected between February and May 2023. Data were analysed using the Where–When–What–How framework to identify how consultation skills education was delivered, assessed and integrated into curricula.

Results

Thirty-two questionnaires were returned. Education was provided equally in clinical and academic environments and was threaded through curricula rather than taught as a discreet topic. Elements such as listening skills, shared decision making were included but consideration of structure, length and concluding the session were not prioritised. Various pedagogies were used to deliver the education. Significant variation in how skills were assessed and feedback provided were uncovered.

Conclusion

A definition of ‘midwifery consultation’ would likely support academic staff as they support student midwives to develop consultation skills, uphold professional standards and support the delivery of optimal care.

目的：我们试图了解学生助产士在本科课程中如何以及何时接受咨询技能教育。背景：助产实践的国际标准要求妇女在整个分娩过程中被告知、建议和提供无数的信息。次优咨询事件的后果可能导致妇女对其护理的不满，提供的信息不准确，最终可能导致护理不良，导致次优分娩结果。全球证据表明，在助产方案中，这方面的教育可能发展不足。设计：一项描述性横断面调查研究了在本科助产学课程中教授咨询技能的国际方法。方法：向英国、欧洲大陆、澳大利亚和新西兰的学者发放在线问卷。调查于2023年2月至5月期间收集。使用“何时何地”框架对数据进行了分析，以确定如何提供、评估咨询技能教育并将其纳入课程。结果：共回收问卷32份。在临床和学术环境中提供平等的教育，并贯穿于课程中，而不是作为一个谨慎的话题来教授。包括倾听技巧、共同决策等因素，但没有优先考虑结构、长度和结束会议。各种各样的教学方法被用来提供教育。在评估技能和提供反馈的方式上存在显著差异。结论：“助产咨询”的定义可能会支持学术人员，因为他们支持学生助产士发展咨询技能，维护专业标准并支持提供最佳护理。

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引用次数: 0

Cultural reproduction of knowledge and identity: Impact of a competency-based curriculum on knowledge engagement and identity construction in second year undergraduate nursing students in England – A constructivist grounded theory study 知识和身份的文化再生产：能力为基础的课程对英国护理本科二年级学生知识参与和身份建构的影响——一项基于建构主义的理论研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-26 DOI: 10.1016/j.nepr.2026.104741

Karen Connor, Bernie Carter

Background

Nursing knowledge is neither fixed nor uncomplicated but outcomes driven and competency-based standards underpinning nurse education can result in the dilution of pedagogical principles and a prescriptive and cultural reproduction of knowledge in nursing students.

Aim

To examine how student nurses navigate the second year of an undergraduate degree programme in the UK and how different learning environments (practice and university) and previous experiences influence their perceptions, meanings and identity.

Design

Longitudinal constructivist grounded theory design underpinned by symbolic interactionism and social realism using focus groups and individual interviews.

Setting

One Higher Education Institution in Northwest England.

Participants

Year 2 BSc Nursing students (n = 11)

Findings

A substantive theory, ‘Navigating the second-year landscape: How student nurses construct an identity and engage with knowledge in the second year of an undergraduate degree’ was underpinned by six categories: (1) the perceived identity of year two; (2) re-evaluating past, present, future; (3) constructing and balancing identities; (4) engaging with knowledge; (5) reference groups: significant others and the generalized other; and (6) the hidden curriculum: professional socialisation.

Conclusions

Students place importance on and seek familiarity in the clinical environment and this can constrain opportunities for deeper critical engagement and hinder the development of autonomous practitioners capable of independent, reflective and critical thinking. Year two marks a pivotal stage in professional identity development and students seek knowledge and guidance from ‘significant others’ - typically their peers. Informal and hidden elements of the curriculum can influence students' learning and professional identity formation. Findings may have wider implications for opening international discourse on competency-based education including potential transferability to other practice-based professions.

护理知识既不是固定的，也不是简单的，但结果驱动和基于能力的标准作为护理教育的基础，可能导致教学原则的淡化，以及护理学生知识的规范性和文化再生产。目的研究护士学生如何在英国本科学位课程的第二年学习，以及不同的学习环境（实践和大学）和以前的经历如何影响他们的观念、意义和身份。纵向建构主义扎根理论设计，以符号互动主义和社会现实主义为基础，使用焦点小组和个人访谈。在英格兰西北部设立一所高等教育机构。一个实质性的理论，“导航第二年的景观：学生护士如何在本科学位的第二年构建身份和参与知识”是由六个类别支撑的：(1)第二年的感知身份；(2)重新评估过去、现在和未来；(3)构建和平衡身份；(4)从事知识工作；(5)参照群体：重要他人和广义他人；(6)隐性课程：专业社会化。学生重视并寻求熟悉临床环境，这可能会限制深入批判性参与的机会，阻碍自主从业人员的发展，使他们无法进行独立、反思和批判性思维。二年级标志着职业认同发展的关键阶段，学生们从“重要他人”那里寻求知识和指导，通常是他们的同龄人。课程中的非正式和隐性因素会影响学生的学习和职业认同的形成。研究结果可能对开启关于能力为基础的教育的国际讨论产生更广泛的影响，包括向其他实践为基础的职业的潜在可转移性。

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引用次数: 0