Nurse Education in Practice最新文献_第5页

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

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

Virtual clinical simulation as a pedagogical strategy in healthcare learning: Evidence and gap map 虚拟临床模拟作为医疗保健学习的教学策略：证据和差距图。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-17 DOI: 10.1016/j.nepr.2026.104713

Monica Motta Lino , Jamille Costa Engler , Joice Cristina Guesser , Luiza Sheyla Evenni Porfirio Will Castro , Janaina da Silva Flôr , Felipa Rafaela Amadigi , Mônica Oliveira Batista Oriá , Amina Regina Silva , Desiree A. Díaz

Aim

To map and characterize, systematically, the volume, scope and distribution of systematic review evidence on virtual clinical simulation in healthcare education, describing the educational outcomes assessed, the contexts and modalities where virtual simulations have been implemented and the main evidence gaps identified.

Background

Virtual clinical simulations are increasingly used to support healthcare education and training. However, existing evidence on their effectiveness remains fragmented, with variations in methodological quality and scope.

Design

Evidence and Gap Map (EGM) following Campbell Collaboration Guidance.

Methods

A systematic search was conducted across nine databases and two gray literature sources. Eligible studies included systematic reviews examining healthcare professionals or students using virtual simulations. Data were extracted using the PICOS framework and reviewed independently by two researchers. Methodological quality was assessed using AMSTAR-2 and confidence in findings was appraised using CERQual.

Results

A total of 118 reviews met inclusion criteria: 91 systematic, 25 scoping and 2 umbrella reviews. Most were published within the past four years and originated from high-income countries. We identified seven categories across the results: (1) Learning and Knowledge Acquisition; (2) User Perception; (3) Development of Technical Skills; (4) Simulation Performance; (5) Development of Practical Skills; (6) Transfer to Real Clinical Practice; and (7) Program Effectiveness. More than half of the systematic reviews were rated as low or critically low quality, with only 10 % achieving high methodological rigour.

Conclusions

Virtual clinical simulations demonstrate potential to enhance learning outcomes in healthcare education. However, evidence is limited by uneven methodological quality, concentration in high-income settings and a lack of research on emerging technologies and long-term educational impacts. Future high-quality, comparative studies are needed to strengthen the evidence base.

目的：系统地绘制和描述医疗保健教育中虚拟临床模拟的系统评价证据的数量、范围和分布，描述评估的教育成果、实施虚拟模拟的背景和模式，以及确定的主要证据差距。背景：虚拟临床模拟越来越多地用于支持医疗保健教育和培训。然而，关于其有效性的现有证据仍然零散，方法质量和范围各不相同。设计：证据和差距图（EGM）遵循坎贝尔合作指南。方法：系统检索9个数据库和2个灰色文献来源。符合条件的研究包括使用虚拟模拟检查医疗保健专业人员或学生的系统综述。使用PICOS框架提取数据，并由两名研究人员独立审查。使用AMSTAR-2评估方法学质量，使用CERQual评估结果的可信度。结果：共有118篇评价符合纳入标准：系统评价91篇，范围评价25篇，总括性评价2篇。这些研究大多是在过去4年里发表的，来自高收入国家。我们在结果中确定了七个类别：(1)学习和知识获取；(2)用户感知；(3)技术技能的发展；(4)仿真性能；(5)实践技能的培养；(6)转入真正的临床实践；(7)项目有效性。超过一半的系统评价被评为低质量或极低质量，只有10% %达到高方法严谨性。结论：虚拟临床模拟显示了提高医疗保健教育学习成果的潜力。然而，证据受到方法质量参差不齐、集中在高收入环境以及缺乏对新兴技术和长期教育影响的研究的限制。未来需要高质量的比较研究来加强证据基础。

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引用次数: 0

Student-led midwifery clinics as an innovative practice placement model: A mixed method evaluation 学生主导的助产诊所作为一种创新的实习安置模式：一种混合方法评估。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-15 DOI: 10.1016/j.nepr.2026.104727

Amanda Gaye Carter , Marnie Icim , Nikki Tickle , Hannah McCallum , Valerie Slavin

Aim

Explore the experiences of pre-registration midwifery students undertaking midwifery practice experience within a university facilitated student-led midwifery clinic and compare their experiences with students within traditional placement models.

Background

Availability of midwifery placements and current student attrition limits the ability to increase midwifery graduates. To retain and prepare students for their future role as midwives, students require high quality and positive midwifery practice experiences.

Design

Mixed method descriptive design including a cross-sectional survey and focus group.

Methods

Midwifery students (n = 146) attending one South East Queensland University in Australia were invited to participate and complete the Clinical Practice Environment scale of the Midwifery Students' Experience of Practice tool (MidSTEP). Results were compared between students who completed placement in a traditional model and those who experienced placement in a student-led clinic. In addition, a focus group was held with seven of the 14 students that experienced placement in the student-led midwifery clinic.

Results

Students rated 15 of the 16 items in the Clinical Practice Environment scale of MidSTEP statistically significantly higher when placed with the student-led midwifery clinic (n = 14) compared with students in traditional placement models (n = 68). Thematic analysis using Braun and Clarke’s six stages revealed four themes: 1) Enhanced continuity relationships; 2) A safe space; 3) Alignment with midwifery philosophy; 4) Taking the lead.

Conclusions

Student-led midwifery clinics can optimise student learning, increase placements opportunities and increase student confidence in midwifery practice. In addition, being supervised by an Endorsed midwife facilitates students to experience the full scope of midwifery practice.

目的：探讨预注册助产学学生在大学助产诊所进行助产实践的经历，并将他们的经历与传统安置模式下的学生进行比较。背景：助产实习的可用性和目前的学生流失限制了增加助产毕业生的能力。为了留住和培养学生成为未来的助产士，学生需要高质量和积极的助产实践经验。设计：混合方法描述性设计，包括横断面调查和焦点小组。方法：邀请澳大利亚一所东南昆士兰大学的助产学学生（n = 146）参与并完成助产学学生实践体验工具（MidSTEP）的临床实践环境量表。结果比较了在传统模式中完成安置的学生和在学生主导的诊所中经历安置的学生。此外，14名学生中有7名在学生主导的助产诊所实习。结果：与传统安置模式（n = 68）的学生相比，在学生主导的助产诊所安置的学生对MidSTEP临床实践环境量表16个项目中的15个项目的评分有统计学意义上的提高（n = 14）。运用Braun和Clarke的六个阶段理论进行主题分析，揭示了四个主题：1)增强的连续性关系；2)安全空间；3)与助产理念一致；4)带头。结论：学生主导的助产诊所可以优化学生的学习，增加实习机会，提高学生对助产实践的信心。此外，由认可助产士监督，有助于学生体验助产实践的全部范围。

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引用次数: 0

Innovative strategies in oncology education for undergraduate students: A rapid systematic review 本科肿瘤学教育的创新策略：快速系统综述

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-14 DOI: 10.1016/j.nepr.2026.104723

Susana Miguel , Helga Martins , José Moreira

Aim

This rapid review was to inform the innovative strategies for teaching oncology to undergraduate nursing students.

Background

Oncology nursing education has become a priority owing to the increasing demand for specialized, person-centered care. Oncology care is recognized as a complex and challenging area in clinical practice and in education, requiring students to possess not only technical knowledge but also communication skills, empathy and decision-making abilities in delicate situations.

Design

A rapid systematic review was conducted in April 2025.

Methods

Four databases were searched: PubMed, Web of Science, the Cumulative Index to Nursing and Allied Health Literature and SCOPUS. The included studies focused on innovative teaching strategies, in undergraduate oncology nursing education, were primary research and were written in English or Portuguese. The review was performed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Study quality assessed using JBI guidelines.

Results

Twenty-eight studies published between 1992 and 2025 were included in this review. The identified strategies comprised technological innovations (n = 15), such as clinical simulations, online educational programs and virtual reality; and non-technological approaches (n = 13), including case study analysis, concept mapping and multidisciplinary educational programs.

Conclusions

The integration of technological and non-technological strategies has shown itself is beneficial. A combined approach enables students to develop a broad and diverse set of competencies in oncology, promoting a more complete and effective educational experience.

目的对护理本科学生肿瘤学教学的创新策略进行综述。背景：由于对专业化、以人为本的护理需求的增加，口腔护理教育已成为一个优先事项。肿瘤护理在临床实践和教育中都被认为是一个复杂而具有挑战性的领域，不仅需要学生具备技术知识，还需要学生具备在微妙情况下的沟通技巧、同理心和决策能力。DesignA于2025年4月进行了快速系统审查。方法检索PubMed、Web of Science、the Cumulative Index to Nursing and Allied Health Literature、SCOPUS等数据库。纳入的研究侧重于肿瘤学本科护理教育的创新教学策略，为初级研究，以英语或葡萄牙语撰写。按照JBI指南评估的系统评价和荟萃分析研究质量的首选报告项目进行评价。结果本综述纳入了1992年至2025年间发表的28项研究。确定的策略包括技术创新（n = 15），如临床模拟、在线教育计划和虚拟现实；以及非技术方法（n = 13），包括案例研究分析、概念映射和多学科教育计划。结论技术与非技术策略的结合是有益的。综合方法使学生在肿瘤学方面发展广泛和多样化的能力，促进更完整和有效的教育体验。

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引用次数: 0

The effectiveness of AI-based conversational agents in nursing education: A systematic review 基于人工智能的会话代理在护理教育中的有效性：系统回顾

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-14 DOI: 10.1016/j.nepr.2026.104728

Jinseon Go , Yaeji Lee

Aim

Comprehensive evaluation of randomized and non-randomized controlled trials (RCTs and NRCTs, respectively) on the effectiveness of AI-driven conversational agents in nursing education.

Background

AI-based conversational agents are innovative educational tools enhancing nursing students’ learning outcomes. However, evaluation of their educational effectiveness remains limited.

Design

Systematic review.

Methods

Three Korean database (RISS, KCI, DBpia) and three international database (PubMed, CINAHL, Web of Science) were searched from March 13, 2025 to April 25, 2025, to identify studies investigating the impact through either RCTs or NRCTs. Quality was appraised using Risk of Bias 2 for RCTs and Risk of Bias in Non-randomized Studies-I for NRCTs. Educational outcomes were analyzed based on Kirkpatrick’s evaluation model and Bloom’s taxonomy.

Results

A total of seven studies were reviewed. Four assessed Level 1 (reaction) and all seven assessed Level 2 (learning) as per Kirkpatrick’s model. Affective outcomes were confidence, self-directed learning, motivation and self-efficacy and cognitive outcomes were knowledge, clinical reasoning, critical thinking, problem-solving and learning achievement. Five studies demonstrated significant improvements in both cognitive and affective educational outcomes.

Conclusion

Conversational agents effectively enhanced cognitive and affective competencies in nursing students. Learner-initiated interactions were applied primarily in practice-oriented education, whereas system-initiated ones, in theoretical learning. Therefore, aligning interaction modes and feedback levels with educational purposes and content is essential to maximize learning outcomes. However, evaluation of long-term effects of conversational agent-based education and its impact at the organizational level is limited. Future research should adopt longitudinal and rigorously designed RCTs to provide robust evidence of educational effectiveness.

综合评价人工智能驱动会话代理在护理教育中的有效性的随机对照试验和非随机对照试验（分别为rct和NRCTs）。基于人工智能的会话代理是提高护理学生学习成果的创新教育工具。然而，对其教育效果的评价仍然有限。DesignSystematic审查。方法检索2025年3月13日至2025年4月25日期间的3个韩国数据库（RISS、KCI、DBpia）和3个国际数据库（PubMed、CINAHL、Web of Science），筛选通过rct或nrct调查影响的研究。随机对照试验的偏倚风险为2，非随机对照试验的偏倚风险为1。根据Kirkpatrick的评价模型和Bloom的分类法对教育成果进行了分析。结果共回顾了7项研究。根据柯克帕特里克的模型，4人评估1级（反应），7人评估2级（学习）。情感结果为自信、自主学习、动机和自我效能，认知结果为知识、临床推理、批判性思维、解决问题和学习成绩。五项研究表明，认知和情感教育成果都有显著改善。结论会话代理能有效提高护生的认知能力和情感能力。学习者发起的互动主要应用于以实践为导向的教育，而系统发起的互动则主要应用于理论学习。因此，将互动模式和反馈水平与教育目的和内容相一致，对于最大限度地提高学习效果至关重要。然而，对会话主体教育的长期效果及其在组织层面上的影响的评估是有限的。未来的研究应采用纵向和严格设计的随机对照试验，以提供有力的证据证明教育的有效性。

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引用次数: 0

Effect of a transformative learning program on cultural competence of Chinese nurses in a tertiary hospital: A randomized controlled trial study 转型学习计划对三级医院中国护士文化能力的影响：一项随机对照试验研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-14 DOI: 10.1016/j.nepr.2026.104725

Lingzhi Zhang , Acharaporn Sripusananpan , Cai Duanying , Patraporn Bhatarasakoon

Aim

To evaluate the effect of a transformative learning program on enhancing nurses’ cultural competence in a Chinese tertiary hospital.

Background

Cultural competence underpins high-quality nursing care in diverse health care settings; however, evidence on transformative learning approaches to enhance cultural competency in China, where cultural diversity has grown substantially, remains limited.

Design

Parallel group randomized controlled trial.

Methods

One hundred and forty nurses were randomized to the experimental group (n = 70) and the control group (n = 70). The experimental group underwent a nine-week intervention grounded in Leininger’s Culture Care Theory and Mezirow’s Transformative Learning Theory, whereas the control group received standard education. Cultural competence was assessed at baseline, immediately post-intervention and 12 weeks post-intervention using the Chinese Cultural Competence Inventory for Nurses.

Results

Of 132 completers, the experimental group demonstrated significantly higher overall competence than the control group (p < 0.05), with significant improvements in the domains of knowledge, skills, respect and understanding, while no significant difference was observed for cultural awareness.

Conclusions

The program effectively enhanced overall and multiple dimensions of cultural competence, supporting transformative learning as a valuable strategy in nurse education and professional development.

目的：评价转型学习项目对提高三级医院护士文化能力的效果。背景：在不同的医疗保健环境中，文化能力是高质量护理的基础；然而，在文化多样性显著增长的中国，关于通过变革性学习方法提高文化能力的证据仍然有限。设计：平行组随机对照试验。方法：140名护士随机分为实验组（n = 70）和对照组（n = 70）。实验组接受了以莱宁格的文化关怀理论和梅齐罗的变革学习理论为基础的为期9周的干预，而对照组接受的是标准教育。文化能力在基线、干预后立即和干预后12周使用中国护士文化能力量表进行评估。结果：在132名完成者中，实验组表现出显著高于对照组的整体能力（p ）。结论：该计划有效地提高了整体和多个维度的文化能力，支持变革学习作为护士教育和专业发展的一种有价值的策略。

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引用次数: 0

A comparison of transition experiences and practice readiness of newly licensed nurses with in-person and virtual residency training: A national observational study 通过面对面和虚拟住院医师培训，比较新注册护士的过渡经验和实践准备：一项全国观察性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-13 DOI: 10.1016/j.nepr.2026.104721

Kari A. Mastro , Nicholas A. Giordano , Rosemary Polomano , Beth A. Smith , Karyn Book , James Ballinghoff , Colleen Mattioni

Aim

This study aims to compare the experiences of newly licensed nurses who completed either in-person or virtual Vizient/AACN Nurse Residency Programs™ at a national level.

Background

Nurse residency programs are known to improve retention and intention to stay yet few studies demonstrate a comparison of comprehensive longitudinal survey outcomes with representative samples of nurse-reported outcomes between in-person and virtual formats.

Design

Observational, comparative, longitudinal study

Methods

This study analyzed Vizient/AACN Nurse Residency Program™ longitudinal data from a national United States sample (N = 3153). Linear mixed-effects models examined differences in stand ard nurse-reported outcomes (e.g., Casey-Fink Survey) over time between March 2019 pre-pand emic hires receiving in person training and March 2020 pand emic hires when virtual training occurred.

Results

No statistically significant differences in Casey-Fink Survey Composite scores were observed between nurses in the 2019 and 2020 cohorts when adjusting for time, degree, GPA and previous degree (p = 0.210). The 2020 virtual cohort reported marginally lower Dissatisfaction (p = 0.020) and Leadership scores (p < 0.001), yet slightly higher Commitment scores (p = 0.040), compared with the 2019 new hires. On average, 2020 new hires reported more favorable feedback regarding their preceptors, however, they indicated lower scores for peer interactions and support.

Conclusions

These findings suggest that virtual nurse residency programs can achieve comparable outcomes to traditional in-person formats and may provide a scalable option for rural or resource-limited settings. Future studies should explore long-term retention outcomes and strategies to improve peer engagement in virtual environments.

目的本研究旨在比较在全国范围内完成现场或虚拟Vizient/AACN护士住院培训计划™的新执业护士的经验。众所周知，护士实习计划可以提高留校率和留校意愿，但很少有研究表明，在面对面和虚拟形式之间，综合纵向调查结果与护士报告结果的代表性样本进行了比较。设计：观察性、比较性、纵向研究方法本研究分析了来自美国全国样本的Vizient/AACN护士住院医师计划™的纵向数据（N = 3153）。线性混合效应模型检查了2019年3月接受现场培训的疫情前雇员和2020年3月接受虚拟培训的疫情前雇员之间的长期差异和护士报告的结果（例如Casey-Fink调查）。结果2019年和2020年队列护士在调整时间、学历、GPA和既往学历后，Casey-Fink调查综合评分差异无统计学意义（p = 0.210）。与2019年的新员工相比，2020年的虚拟队列报告的不满意度（p = 0.020）和领导力得分（p <； 0.001）略低，但承诺得分（p = 0.040）略高。平均而言，2020年的新员工对他们的导师有更积极的反馈，然而，他们在同伴互动和支持方面的得分较低。这些发现表明，虚拟护士住院医师项目可以达到与传统面对面形式相当的效果，并可能为农村或资源有限的环境提供可扩展的选择。未来的研究应该探索长期留存的结果和策略，以提高虚拟环境中的同伴参与度。

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