Nurse Education in Practice最新文献_第4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 : 2026-01-27 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

Assessing advanced practicing nursing students' personal requirements in clinical placement: A scoping review 评估高级护理实习学生在临床实习中的个人需求：范围审查

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-27 DOI: 10.1016/j.nepr.2026.104742

Cathrine Selsvold Natterøy , Elisabeth Irene Karlsen Dogan , Silje Midtbø Økland

Background

Advanced Practising Nurses (APNs) play a key role in addressing global healthcare challenges. APNs are registered nurses with a master’s degree and advanced clinical competencies for expanded practice. Clinical placements are essential for assessing APN students, yet suitability—personal qualities beyond technical skills—remains poorly defined and varies internationally. Previous research highlights complexity in assessing personal attributes, but most studies focus on undergraduate nursing.

Aim

Explore evidence on what personal requirements APN students are assessed by during clinical placements, from the perspectives of clinical mentors and nurse educators.

Design

Scoping review

Methods

The scoping review was conducted following Joanna Briggs Institute guidelines and reported according to PRISMA-ScR. A protocol was registered on the Open Science Framework. A systematic search was carried out in May and September 2026 across Academic Search Elite, CINAHL, Education Source, EMBASE and MEDLINE, supplemented by manual and citation searches. Data were charted and analysed descriptively to identify thematic categories.

Results

Six qualitative studies from Norway, China and the Netherlands explored mentors’ and educators’ perspectives on assessing APN students. Three categories emerged: engagement and attitude; relational factor;s and professional development. Assessors emphasised motivation, initiative, self-reflection, communication, trust, professionalism, ethical values and readiness for future roles.

Conclusion

APN student assessment extends beyond technical competence to include motivation, relational skills and professional progression. Suitability for the APN role is a dynamic process where growth and identity development are integral. These implicit expectations are not always reflected in formal tools, raising questions about transparency and consistency.

高级执业护士（apn）在应对全球医疗保健挑战方面发挥着关键作用。apn是具有硕士学位的注册护士，具有扩展实践的高级临床能力。临床实习是评估APN学生的必要条件，但适用性——技术技能之外的个人素质——仍然定义不清，并且在国际上有所不同。以往的研究强调了评估个人属性的复杂性，但大多数研究都集中在本科护理方面。目的从临床导师和护士教育工作者的角度探讨临床实习期间APN学生的个人要求。设计范围审查方法范围审查按照乔安娜布里格斯研究所的指导方针进行，并根据PRISMA-ScR报告。在开放科学框架上注册了一个协议。我们于2026年5月和9月在Academic search Elite、CINAHL、Education Source、EMBASE和MEDLINE进行了系统检索，并辅以人工检索和引文检索。数据被绘制成图表并进行描述性分析，以确定主题类别。结果来自挪威、中国和荷兰的六项定性研究探讨了导师和教育工作者对APN学生评估的观点。出现了三个类别：参与度和态度；关系因素;S和专业发展。评核员强调动机、主动性、自我反省、沟通、信任、专业、道德价值观和对未来角色的准备。结论apn学生的评估超越了技术能力，包括动机、关系技能和职业发展。APN角色的适用性是一个动态过程，其中成长和身份发展是不可或缺的。这些隐含的期望并不总是反映在正式的工具中，从而引发了关于透明度和一致性的问题。

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引用次数: 0

Effects of a self-determination theory–based mixed reality pressure injury nursing simulation program: A mixed-methods study 基于自我决定理论的混合现实压力损伤护理模拟程序的效果：一项混合方法研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-27 DOI: 10.1016/j.nepr.2026.104740

Hwi Gon Jeon , Hye Won Jeong

Background

Pressure injuries (PIs) remain a critical patient safety concern. This study integrates self-determination theory as a design framework for a mixed reality (MR)–based nursing simulation.

Objective

To compare an SDT-based MR pressure injury nursing simulation (MR-PINS) with case-based education on nurses’ competencies and explore their learning experiences.

Design

A mixed-methods study using a non-equivalent control group pretest–posttest design due to convenience sampling and qualitative focus group interviews (FGIs).

Methods

73 nurses were allocated to intervention (n = 37) and control (n = 36) groups. The intervention group received the MR-PINS program and the control group received case-based education. Outcomes were measured pre- and post-intervention; clinical performance by trained raters using a manikin-based simulation and qualitative data from 22 intervention participants using inductive content analysis.

Results

Knowledge improved significantly in both groups (Z = −12.16, p < 0.001; Z = −11.68, p < 0.001). Post-test confidence was higher in the intervention group (t = 2.54, p = 0.013, ES = 0.59). Clinical performance was also higher in the intervention group (Z = −2.29, p = 0.022, ES = 0.63). Clinical reasoning improved in both groups (t = −10.33, p < 0.001, ES = 1.41), with no significant between-group difference after covariate adjustment. Qualitative findings indicated enhanced realism, skill mastery and engagement, alongside technical and ergonomic challenges.

Conclusions

The MR-PINS supported competence development, motivation and practice readiness in PI nursing. The MR-PINS grounded in SDT may be a valuable addition to nursing curricula for fostering clinical skills and intrinsic motivation.

背景：压力性损伤（PIs）仍然是一个严重的患者安全问题。本研究将自我决定理论整合为混合现实（MR）护理模拟的设计框架。目的比较基于sdt的MR压伤护理模拟（MR- pins）与基于案例的护士能力教育，探讨其学习经验。设计一项混合方法研究，采用非等效对照组前测后测设计，以方便抽样和定性焦点小组访谈（FGIs）。方法将73名护士分为干预组（n = 37）和对照组（n = 36）。干预组采用MR-PINS方案，对照组采用个案教育。测量干预前和干预后的结果；经过训练的评分员使用基于人体模型的模拟和22名干预参与者使用归纳内容分析的定性数据的临床表现。结果两组患者知识水平均有显著提高（Z = −12.16,p <； 0.001;Z = −11.68,p <； 0.001）。干预组测试后置信度较高（t = 2.54,p = 0.013,ES = 0.59）。干预组的临床表现也较高（Z = −2.29,p = 0.022,ES = 0.63）。两组临床推理均有改善（t = −10.33,p <； 0.001,ES = 1.41），协变量调整后组间差异无统计学意义。定性研究结果表明，除了技术和人体工程学方面的挑战外，现实主义、技能掌握和参与度也有所提高。结论MR-PINS支持PI护理的能力发展、动机和实践准备。基于SDT的MR-PINS可能是护理课程中培养临床技能和内在动机的有价值的补充。

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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 : 2026-01-26 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

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 : 2026-01-24 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

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

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

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。

{"title":"Fostering critical thinking competence in nurses: A systematic review","authors":"Ester Mutiara Indah Silitonga, Rr Tutik Sri Hariyati, Hanny Handiyani, Andi Amalia Wildani","doi":"10.1016/j.nepr.2026.104730","DOIUrl":"10.1016/j.nepr.2026.104730","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to synthesize evidence-based learning strategies used to enhance critical thinking competence among nurses and nursing students.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104730"},"PeriodicalIF":4.0,"publicationDate":"2026-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0