Nurse Education in Practice最新文献_第4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 : 2026-03-01 Epub 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

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 : 2026-03-01 Epub 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

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 : 2026-03-01 Epub 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

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 : 2026-03-01 Epub 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

A qualitative study exploring nurse educators’ experiences and views on nurses’ competency in electrocardiogram interpretation 质性研究探讨护理教育者对护士心电图解读能力的经验与看法。

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.2026.104751

Yingyan Chen , Jacqueline Colgan , Caleb Ferguson , Jeroen M. Hendriks , Kathryn Keller , Susie Cartledge , Frances Fengzhi Lin

Aim

To explore nurse educators’ experiences and views on nurses’ competency in electrocardiogram interpretation in Australian acute care hospitals.

Background

Nurses are often the first responders to escalate care for patients with cardiovascular disease when rhythm abnormalities are detected; however, there is limited evidence of Australian nurses’ competency in electrocardiogram interpretation.

Design

A nationwide qualitative exploratory study.

Methods

We conducted semi-structured interviews/focus groups with nurse educators via videoconference from September to October 2024. Inductive content analysis was conducted.

Results

Eighteen participants participated in interviews/focus groups. Nurse educators often perceived nurses as lacking a systematic approach to electrocardiogram interpretation. Nurses showed varying levels of interest, confidence and competency in interpreting electrocardiograms, with these factors strongly associated with the critical care specialties where they worked. Opinions varied on how often nurses should be reassessed for electrocardiogram interpretation competency. Key barriers to nurses’ competency included nurses’ not recognising electrocardiogram interpretation as their responsibility, limited exposure and a low clinical culture associated with education/facilitation. Facilitators included nurses’ perceiving electrocardiogram interpretation as an expectation, collaboration between nurses and doctors, readily available time and different learning approaches. Participants expressed the need for low-cost and available electrocardiogram resources, effective teaching modalities, a consistent university approach and a standardised training program using validated tools.

Conclusion

The findings revealed key barriers and facilitators to Australian nurses’ electrocardiogram interpretation competency. Strategies must be developed to address those barriers and improve nurses’ competency in this area. Future research should focus on developing a standardised training program with validated assessment tools.

目的：探讨澳大利亚急症医院护理教育工作者对护士心电图解读能力的经验和看法。背景：当检测到心律异常时，护士通常是心血管疾病患者升级护理的第一反应者；然而，澳大利亚护士在心电图解读方面的能力证据有限。设计：一项全国性质的探索性研究。方法：于2024年9 - 10月通过视频会议对护理教育工作者进行半结构化访谈/焦点小组。进行归纳性内容分析。结果：18名参与者参加了访谈/焦点小组。护士教育工作者经常认为护士缺乏系统的心电图解释方法。护士在解释心电图时表现出不同程度的兴趣、信心和能力，这些因素与他们工作的重症监护专业密切相关。对于护士应多久重新评估一次心电图解释能力，意见不一。护士能力的主要障碍包括护士不认识到心电图解释是他们的责任，接触有限以及与教育/促进相关的低临床文化。促进因素包括护士将心电图解读视为一种期望、护士和医生之间的合作、可用的时间和不同的学习方法。与会者表示需要低成本和可用的心电图资源，有效的教学模式，一致的大学方法和使用经过验证的工具的标准化培训计划。结论：研究结果揭示了澳大利亚护士心电图解释能力的主要障碍和促进因素。必须制定战略来解决这些障碍，提高护士在这一领域的能力。未来的研究应侧重于开发一个标准化的培训计划与有效的评估工具。

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引用次数: 0

Effects of a theory-based advanced life support booster training program on competency retention in nursing students: A randomized controlled trial 基于理论的高级生命支持强化训练计划对护生能力保留的影响：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: 2026-02-05 DOI: 10.1016/j.nepr.2026.104754

Sung Hwan Kim , Young Sook Roh

Aim

This study evaluated the effectiveness of a theory-based advanced life support (ALS) booster training program on six-month retention of knowledge, skills performance and teamwork.

Background

Retention of ALS competencies is vital for nursing students, yet skills and knowledge often decline within months of initial training.

Design

A randomized controlled trial was conducted.

Methods

A convenience sample of 65 fourth-year nursing students were randomly assigned to an experimental group (n = 33) receiving a two-hour booster session based on mastery learning and deliberate practice theories or to a control group (n = 32). ALS knowledge, skills and teamwork were measured at baseline and six months post-training. Data were analyzed using non-parametric tests and generalized estimating equation.

Results

Both groups experienced declines over time. However, the experimental group showed significantly better retention in skills performance (p < .001) and teamwork (p = .025). Knowledge retention was higher but not statistically significant (p = .116).

Conclusions

A brief, theory-based booster session effectively improved long-term retention of ALS skills and teamwork, supporting its integration into nursing education.

目的：本研究评估基于理论的高级生命支持（ALS）强化训练项目在6个月的知识保留、技能表现和团队合作方面的有效性。背景：ALS能力的保留对护理专业学生至关重要，但技能和知识往往在最初的培训几个月内下降。设计：采用随机对照试验。方法：选取便利样本65名四年级护生，随机分为实验组（n = 33）和对照组（n = 32），实验组接受基于掌握学习和刻意练习理论的两小时强化课程。在基线和训练后6个月测量ALS知识、技能和团队合作。采用非参数检验和广义估计方程对数据进行分析。结果：随着时间的推移，两组都出现了下降。然而，实验组在技能表现上表现出更好的保留（p ）结论：一个简短的、基于理论的强化课程有效地提高了ALS技能和团队合作的长期保留，支持其融入护理教育。

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引用次数: 0

Stitching wisdom: Midwifery students’ and educators’ experiences with perineal repair trainers 缝合智慧：助产学学生和教育者与会阴修复教练的经验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-09 DOI: 10.1016/j.nepr.2026.104767

Loretta Musgrave , Frederique Sunstrum , Sabera Turkmani , Anton Nemme , Heike Roth , Erica Calderone , Karen Johns

Aim

This study investigated midwifery students’ and educators’ experiences using various perineal repair task trainers (PRTTs) in simulation-based training to reveal critical gaps in current educational trainers.

Background

Perineal tears affect up to 90 % of vaginal births, making effective tear identification and repair vital to reduce complications. Current PRTTs used in midwifery education lack anatomical realism and fidelity, limiting the development of essential suturing skills in the simulated environment.

Design

A participatory, mixed-methods study was conducted at the University of Technology, Sydney in 2024.

Methods

Twenty midwifery students (n = 10) and midwifery educators (n = 10) engaged with five PRTT models during structured workshops. Quantitative data were collected through surveys and analysed using descriptive statistics and correlations. Qualitative data from focus groups and structured observations were analysed via inductive content analysis and triangulated with visual data.

Results

Satisfaction with current PRTTs varied, whilst 40 % of students reported dissatisfaction. Three themes emerged: (1) effectiveness, usability and durability, (2) realism and fidelity and (3) scaffolding and learning progression. Some trainers provided realistic texture and anatomy, but others lacked durability or feedback. Users adapted techniques to overcome ergonomic issues, highlighting the need for visual cues, tactile responsiveness and flexible learning tools.

Conclusions

Current perineal repair task trainers lack anatomical fidelity and effective design, limiting their educational value. This study highlights user-informed improvements and advocates for realistic, durable and modular models that support culturally inclusive, progressive skill development in midwifery education.

目的调查助产学学生和教育工作者在模拟训练中使用各种会阴修复任务训练器（prtt）的经验，以揭示当前教育训练器的主要差距。会阴撕裂影响高达90% %的阴道分娩，使有效的撕裂识别和修复至关重要，以减少并发症。目前用于助产教育的prtt缺乏解剖学的真实感和保真度，限制了在模拟环境中基本缝合技能的发展。2024年，悉尼科技大学进行了一项参与式、混合方法的研究。方法20名助产学学生（n = 10）和助产学教育工作者（n = 10）在有组织的研讨会上参与了5种PRTT模型。通过调查收集定量数据，并使用描述性统计和相关性进行分析。通过归纳内容分析和视觉数据三角化分析，对焦点小组和结构化观察的定性数据进行分析。结果对当前prtt的满意度各不相同，而40% %的学生表示不满意。出现了三个主题：(1)有效性，可用性和持久性，(2)现实性和保真度，(3)脚手架和学习进展。一些运动鞋提供了逼真的纹理和解剖结构，但其他运动鞋缺乏耐用性或反馈。用户适应技术来克服人体工程学问题，强调需要视觉提示，触觉反应和灵活的学习工具。结论目前的会阴修复任务训练器缺乏解剖逼真度和有效的设计，限制了其教学价值。这项研究强调了用户知情的改进，并倡导现实、持久和模块化的模式，以支持助产教育中文化包容性、渐进式技能的发展。

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引用次数: 0

Practice of midwifery competencies in Switzerland: frequency and influencing factors from a national cross-sectional survey with qualitative analysis of open-ended questions 瑞士助产能力的实践：来自全国横断面调查的频率和影响因素，并对开放式问题进行定性分析

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.2026.104758

Anouck Pfund, Alessia Abderhalden-Zellweger, Amal Tawfik, Claire de Labrusse

Aim

To assess how frequently midwives apply the 26 professional competencies across different work settings and to identify factors influencing their opportunities to do so.

Background

In Switzerland, midwifery education and practices are structured around 26 professional competencies. Opportunities to apply these competencies vary by work setting, potentially restricting scope of practice and participating in deskilling.

Design

A national cross-sectional survey was conducted between July and October 2024 among practicing midwives in Switzerland.

Methods

Through an online questionnaire, participants rated how often they had the opportunity to practice each competency in the past twelve months, on a scale from 0 (never) to 4 (always). Differences between hospital and community-based settings were analysed using R. Qualitative responses to open-ended questions were thematically analysed to identify perceived barriers.

Results

Among 580 respondents, the mean frequency score across all competencies was 2.76/4. Hospital-based midwives reported significantly lower scores for 16 out of 26 competencies (62 %) compared with those in community-based settings (p < 0.05), particularly from the roles of Health promoter [E], Leader [D] and Expert [A]. Barriers in hospital settings included limited autonomy and poor working conditions, such as time constraints and work overload.

Conclusions

Midwives in Switzerland face barriers to practice the full scope of their competencies, especially in hospital settings. In contrast, community-based environments seem to offer greater professional fulfilment. Strengthening institutional support and recognition, continuing education and professional networks are essential to enabling the full scope of midwifery practice and preserving autonomy, skills and care quality.

目的评估助产士在不同工作环境中应用26种专业能力的频率，并确定影响她们这样做的机会的因素。在瑞士，助产教育和实践是围绕26个专业能力构建的。应用这些能力的机会因工作环境而异，可能会限制实践范围和参与技能培训。设计在2024年7月至10月期间对瑞士执业助产士进行了全国性横断面调查。方法通过一份在线问卷，参与者对他们在过去12个月里有机会练习每项技能的频率进行评分，从0（从不）到4（总是）。使用r分析了医院和社区环境之间的差异。对开放式问题的定性回答进行了主题分析，以确定感知障碍。结果580名被调查者中，各胜任力的平均频率得分为2.76/4。与社区助产士相比，医院助产士在26项能力中的16项得分明显较低（62% %）（p <； 0.05），特别是健康促进者[E]，领导者[D]和专家[A]的角色。医院环境中的障碍包括有限的自主权和恶劣的工作条件，例如时间限制和超负荷工作。结论瑞士助产士在充分发挥其能力方面面临障碍，特别是在医院环境中。相比之下，以社区为基础的环境似乎提供了更大的职业成就感。加强机构支持和认可、继续教育和专业网络对于全面开展助产实践和保持自主性、技能和护理质量至关重要。

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引用次数: 0

Applying an AI-human intelligence collaborative cognitive apprenticeship model in nursing psychology education: An explanatory sequential mixed-methods study 人工智能协同认知学徒模式在护理心理学教育中的应用：解释性顺序混合方法研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.nepr.2026.104743

Jiasi Li , Yingying Wang , Xinyu Zhu , Xinmiao Chen , Rongrong Guo , Meng Li , Fuyong Yang , Xi Su , Zhimin Du , Huiying Xu , Yun Gao

Aim

This study aimed to evaluate the effectiveness of a structured cognitive apprenticeship model that integrates artificial and human intelligence (AI-HI) in enhancing nursing students’ psychological nursing education, specifically in knowledge mastery and practical skills and to explore its potential mechanisms.

Background

Bridging the gap between theoretical knowledge and clinical practice remains challenging in nursing education. While digital platforms like MOOCs and SPOCs offer accessible resources, their fragmented knowledge and lack of personalized support often limit the development of integrated understanding and clinical skills.

Design

An explanatory sequential mixed-methods design.

Methods

Participants were randomly assigned to the intervention group (AI-HI collaborative platform, n = 33) or the control group (SPOC platform, n = 33). Learning outcomes were assessed using theoretical knowledge tests and Objective Structured Clinical Examinations (OSCE). In-depth, phenomenological focus group interviews were then conducted with 10 participants from the intervention group.

Results

The intervention group significantly outperformed the control group in both theoretical knowledge assessments (p = 0.012) and OSCE (p < 0.001). Qualitative analysis revealed two themes: “From passive acceptance to active construction: the cognitive scaffolding role of teacher-AI collaboration” and “Technical friction as a moderator of engagement”.

Conclusion

The AI-HI collaborative structured cognitive apprenticeship model is a promising teaching approach for improving knowledge integration and clinical reasoning abilities in nursing education, providing insights for bridging theory and practice with digital tools.

目的评价人工智能与人智能相结合的结构化认知学徒模式（AI-HI）对护生心理护理教育（特别是知识掌握和实践技能）的有效性，并探讨其潜在机制。在护理教育中，弥合理论知识与临床实践之间的差距仍然是一个挑战。虽然像mooc和spoc这样的数字平台提供了可访问的资源，但它们零散的知识和缺乏个性化的支持往往限制了综合理解和临床技能的发展。设计解释性顺序混合方法设计。方法将参与者随机分为干预组（AI-HI协同平台，n = 33）和对照组（SPOC平台，n = 33）。通过理论知识测试和客观结构化临床检查（OSCE）评估学习效果。然后对来自干预组的10名参与者进行了深入的现象学焦点小组访谈。结果干预组在理论知识评估（p = 0.012）和OSCE评估（p <； 0.001）上均显著优于对照组。定性分析揭示了两个主题：“从被动接受到主动建构：教师与人工智能协作的认知脚手架作用”和“技术摩擦作为参与的调节因素”。结论AI-HI协同结构化认知学徒模式是提高护理教育知识整合和临床推理能力的一种有前景的教学方法，为利用数字化工具连接理论和实践提供了见解。

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引用次数: 0

The effects of mental health simulations on nursing students’ knowledge and performance: A systematic review and meta-analysis 心理健康模拟对护生知识和表现的影响：系统回顾和meta分析。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI: 10.1016/j.nepr.2026.104755

Chuntana Reangsing , Claire Hayes , Kunnara Maneekunwong , Chompunut Sopajaree , Louise Alexander

Aim

This systematic review and meta-analysis examined the effects of mental health simulations on undergraduate nursing students’ knowledge and performance.

Background

Mental health nursing education requires safe, effective and engaging approaches to develop students’ knowledge and clinical performance. Simulation-based education, including virtual reality and other mental health simulations, is increasingly used, yet its effectiveness remains unclear.

Design

Systematic review and meta-analysis.

Methods

Eight electronic databases were searched including CINAHL, Scopus, Ovid Medline, PubMed, Web of Science, Cochrane, ProQuest and Academic Search Complete. Eligible studies included nursing students, used mental health simulations as an intervention, reported knowledge or performance (such as skill, competency) outcomes and were published in English. Random-effects meta-analyses were conducted to estimate effect sizes. Heterogeneity was assessed using funnel plots, Q statistics and I². Moderator analyses explored sources of heterogeneity.

Results

Six studies involving 473 nursing students met inclusion criteria. Of these, 248 students participated in mental health simulations and 225 served as controls. Interventions significantly improved knowledge (Hedges’ g = 0.483, 95 % CI 0.003–0.962, p = 0.048, I² = 79 %) and performance (g = 1.186, 95 % CI 0.161–2.210, p = 0.023, I² = 95 %) compared with controls. Subgroup analyses indicated that a priori power analysis, disguised allocation and duration post-intervention moderated effect sizes. No additional quality factors influenced outcomes.

Conclusions

Mental health simulations appear effective for enhancing nursing students’ knowledge and performance, supporting their integration into curricula. However, substantial heterogeneity and methodological variation highlight the need for further rigorous research and standardised outcome measures.

目的：通过系统回顾和meta分析，探讨心理健康模拟对护理本科学生知识和表现的影响。背景：心理健康护理教育需要安全、有效和吸引人的方法来发展学生的知识和临床表现。基于模拟的教育，包括虚拟现实和其他心理健康模拟，越来越多地被使用，但其有效性尚不清楚。设计：系统回顾和荟萃分析。方法：检索CINAHL、Scopus、Ovid Medline、PubMed、Web of Science、Cochrane、ProQuest、Academic Search Complete等8个电子数据库。符合条件的研究包括护理系学生，使用心理健康模拟作为干预，报告知识或表现（如技能、能力）结果，并以英语发表。随机效应荟萃分析用于估计效应量。采用漏斗图、Q统计量和I²评估异质性。调节分析探讨了异质性的来源。结果：6项研究473名护生符合纳入标准。其中，248名学生参加了心理健康模拟，225名作为对照。干预措施显著提高了知识水平（Hedges’g = 0.483, 95 % CI 0.003-0.962, p = 0.048,I²= 79 %）和工作表现（g = 1.186, 95 % CI 0.161-2.210, p = 0.023,I²= 95 %）。亚组分析表明，先验功率分析、伪装分配和干预后持续时间调节了效应量。没有其他质量因素影响结果。结论：心理健康模拟能有效提高护生的知识和表现，支持其融入课程。然而，大量的异质性和方法差异强调需要进一步严格的研究和标准化的结果测量。

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引用次数: 0