Nurse Education in Practice最新文献_第5页

Algorithmic bias and transparency in artificial intelligence tools for nursing education: A scoping review 护理教育人工智能工具的算法偏差和透明度：范围审查。

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.2026.104756

Mohammad Ishtiaque Rahman

Aim

To synthesize literature on algorithmic bias and transparency in artificial intelligence tools used in nursing education and identify common applications, bias types, transparency challenges and mitigation strategies.

Background

Artificial intelligence is increasingly embedded in nursing education through tutoring systems, virtual simulations, predictive models, chatbots and automated grading. These tools enhance personalization and efficiency but may introduce bias and opacity that threaten fairness, learning outcomes and student trust.

Design

Scoping review.

Methods

PubMed, CINAHL, Scopus, IEEE Xplore, ACM Digital Library and grey literature were searched for sources published January 2015–April 2025. Studies were included if they examined artificial intelligence in nursing education and addressed bias, fairness, or transparency. Data were synthesized narratively and organized into thematic categories.

Results

Thirty-five studies met the inclusion criteria. Reported tools included tutoring systems, virtual patients, chatbots, predictive analytics and grading technologies. Reported biases were linked to non-representative datasets, narrow scenario design and evaluation criteria that may disadvantage students by race and ethnicity, gender, language background, or learning preferences. Transparency challenges involved proprietary or complex models, limited disclosure of training data and decision rules and a lack of built-in explainability features. Ethical concerns included reduced student autonomy, unequal outcomes across learner groups and diminished trust. Mitigation strategies included more inclusive data selection, integration of explainability features, algorithm audits and stronger institutional oversight.

Conclusions

Bias and transparency limitations in artificial intelligence tools pose ethical challenges in nursing. Inclusive design, system transparency and collaboration among educators, developers and institutions are essential for value aligned integration.

目的：综合有关护理教育中使用的人工智能工具的算法偏差和透明度的文献，并确定常见的应用、偏差类型、透明度挑战和缓解策略。背景：通过辅导系统、虚拟模拟、预测模型、聊天机器人和自动评分，人工智能越来越多地嵌入护理教育中。这些工具提高了个性化和效率，但可能会引入偏见和不透明，从而威胁到公平、学习成果和学生的信任。设计：范围审查。方法：检索2015年1月- 2025年4月发表的PubMed、CINAHL、Scopus、IEEE explore、ACM数字图书馆和灰色文献。如果研究检查了护理教育中的人工智能，并解决了偏见、公平性或透明度，则纳入研究。数据以叙述的方式综合，并按主题分类。结果：35项研究符合纳入标准。报告的工具包括辅导系统、虚拟病人、聊天机器人、预测分析和评分技术。报告的偏见与非代表性数据集、狭窄的场景设计和评估标准有关，这些标准可能因种族和民族、性别、语言背景或学习偏好而使学生处于不利地位。透明度方面的挑战包括专有或复杂的模型、训练数据和决策规则的有限披露以及缺乏内置的可解释性特征。伦理方面的担忧包括学生自主性的降低、不同学习群体的结果不平等以及信任度的降低。缓解战略包括更具包容性的数据选择、整合可解释性特征、算法审计和加强机构监督。结论：人工智能工具的偏见和透明度限制对护理提出了伦理挑战。包容性设计、系统透明度以及教育工作者、开发人员和机构之间的协作对于价值一致的整合至关重要。

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引用次数: 0

AI literacy in nursing education: Building workforce readiness for safe and ethical integration into practice 护理教育中的人工智能素养：为将安全和道德融入实践做好准备

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.2026.104771

Sayed Ibrahim Ali , Mostafa Shaban

Aim

To assess nursing faculty members’ AI literacy, ethical awareness and perceived readiness for integrating AI into nursing education and to identify key predictors of readiness.

Background

The integration of artificial intelligence (AI) in healthcare is advancing rapidly, necessitating foundational AI competencies among nurses. However, nursing faculty often lack sufficient literacy and ethical readiness to effectively prepare students for AI-enhanced clinical environments.

Methods

A mixed-methods explanatory sequential design was used. A cross-sectional survey of 46 nursing faculty at a Saudi university assessed AI literacy, ethical awareness and perceived readiness. Descriptive statistics, t-tests, ANOVA (η² = 0.23) and regression analysis were applied. Twenty follow-up interviews were thematically analyzed using Braun & Clarke’s six-phase approach. Data strands were integrated to enhance interpretive depth.

Results

AI literacy (M = 3.52, SD = 0.71) and ethical awareness (M = 3.74, SD = 0.67) were moderate, while perceived readiness was lower (M = 3.24, SD = 0.82). Faculty with prior AI exposure reported significantly higher readiness (t = 3.48, p = 0.001, Cohen’s d = 1.00). Regression analysis identified AI literacy (β = 0.53, p < 0.001), prior exposure (β = 0.36, p = 0.005) and ethical awareness (β = 0.31, p = 0.021) as significant predictors of readiness (R² = 0.45). Qualitative themes included: lack of formal training, ambivalence about integration, ethical concerns, institutional resource challenges and recognition of AI’s potential.

Conclusion

Despite conceptual awareness, nursing educators reported limited readiness for AI integration due to training gaps and institutional barriers. Structured development programs and policy reforms are essential to enhance workforce readiness and ethical implementation of AI in nursing education.

目的评估护理教师的人工智能素养、道德意识和将人工智能纳入护理教育的感知准备情况，并确定准备情况的关键预测因素。人工智能（AI）在医疗保健领域的整合正在迅速推进，需要护士具备基本的人工智能能力。然而，护理教师往往缺乏足够的素养和道德准备，无法有效地为学生准备人工智能增强的临床环境。方法采用混合方法解释序列设计。一项针对沙特一所大学46名护理教师的横断面调查评估了人工智能素养、道德意识和感知准备程度。采用描述性统计、t检验、方差分析（η²= 0.23）和回归分析。使用Braun &； Clarke的六阶段方法对20个后续访谈进行了主题分析。数据链被整合以增强解释深度。结果学生的文化素养（M = 3.52, SD = 0.71）和道德意识（M = 3.74, SD = 0.67）处于中等水平，而感知准备度较低（M = 3.24, SD = 0.82）。先前接触过人工智能的教师报告的准备程度明显更高（t = 3.48,p = 0.001,Cohen’s d = 1.00）。回归分析发现，人工智能素养（β = 0.53, p <； 0.001）、先前接触（β = 0.36, p = 0.005）和道德意识（β = 0.31, p = 0.021）是心理准备的显著预测因子（R²= 0.45）。定性主题包括：缺乏正式培训、对整合的矛盾心理、伦理问题、机构资源挑战和对人工智能潜力的认识。尽管有概念意识，但由于培训差距和制度障碍，护理教育工作者报告对人工智能整合的准备程度有限。结构化的发展计划和政策改革对于提高护理教育中人工智能的劳动力准备和道德实施至关重要。

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引用次数: 0

An innovative Socratic method-based artificial intelligence platform for healthcare education: A quasi-experimental study 基于创新苏格拉底方法的医疗保健教育人工智能平台：准实验研究

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.2026.104770

Yan Li , Janelle Yorke , Jiaying Li , Mengting He , Yushen Dai , Ivy Yan Zhao , Jing Qin , Xiangen Hu

Aim

To investigate the impact of the Socratic Playground for Learning system on self-efficacy, critical thinking skills and learning experiences among healthcare professional students.

Background

The Socratic teaching method fosters critical thinking and self-reflection but depends on instructor expertise. Generative AI enables personalized learning, though it may introduce biases and inaccuracies. The Socratic Playground for Learning system integrates both approaches to provide personalized learning experiences.

Design

This study employed a quasi-experimental, single-group pretest-posttest design.

Methods

This study collected data from a convenience sample of 31 students. Over the study period, participants were asked to explore the system alongside their scheduled teaching program. Self-efficacy and critical thinking ability were assessed before and after the exploration of the system. Additionally, participants' subjective learning experiences were evaluated after using the system. Independent sample t-tests were conducted to determine the significance of difference.

Results

The study included participants from six healthcare disciplines, with a mean professional experience of 5.71 ± 3.36 years. The results indicated a significant increase in self-efficacy scores at post-test, with a effect size of 0.57 (95 % CI [0.02, 1.12], p = 0.041), though critical thinking skills showed no statistically significant change. At post-test, participants reported a stronger preference for the system compared with traditional teaching methods, reflecting overall positive perceptions of its usability.

Conclusions

Integrating generative artificial intelligence with the Socratic teaching method represents a promising advancement in healthcare education. Future research could continue to explore this approach to transform traditional educational paradigms.

目的探讨苏格拉底游乐场学习系统对医疗卫生专业学生自我效能感、批判性思维技能和学习体验的影响。苏格拉底式教学法培养批判性思维和自我反思，但依赖于教师的专业知识。生成式人工智能可以实现个性化学习，尽管它可能会引入偏见和不准确。苏格拉底游乐场学习系统整合了这两种方法来提供个性化的学习体验。本研究采用准实验、单组前测后测设计。方法方便抽样31名学生。在研究期间，参与者被要求在安排教学计划的同时探索该系统。在系统探索前后分别评估自我效能感和批判性思维能力。此外，在使用系统后，对参与者的主观学习体验进行了评估。采用独立样本t检验确定差异的显著性。结果研究对象来自6个卫生保健学科，平均从业经验为5.71 ± 3.36年。结果显示，自我效能感在测试后得分显著增加，效应量为0.57(95 % CI [0.02, 1.12], p = 0.041)，但批判性思维技能没有统计学上的显著变化。在测试后，与传统的教学方法相比，参与者报告了对该系统更强烈的偏好，反映了对其可用性的总体积极看法。结论将生成式人工智能与苏格拉底教学法相结合，是医疗保健教育的发展方向。未来的研究可以继续探索这种转变传统教育范式的方法。

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引用次数: 0

Cultural adaptation and psychometric testing of a traditional Chinese version of the career crafting scale: A study among graduating nursing students 中国传统职业塑造量表的文化适应与心理测试：护理专业毕业生的研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-07 DOI: 10.1016/j.nepr.2026.104766

Hui Yu Liang , Ming Hsiang Tu , Chen An Wang , Chia Yi Lin , Yi Ting Wu

Aims

To translate the Career Crafting Assessment Scale (CCAS) into traditional Chinese and evaluate its psychometric properties (CCAS-C) among graduating nursing students (GNSs).

Background

High turnover among newly graduated nurses exacerbates global nursing shortages. Career crafting is a proactive behavior crucial to the professional development of GNSs; however, no instrument for measuring career crafting in traditional Chinese for this population has been developed.

Design

A cross-sectional psychometric validation study.

Methods

The CCAS underwent standardized forward–backward translation and expert review. Data were collected from 329 GNSs recruited using cluster random sampling at a Taiwanese university. Construct validity was tested using confirmatory factor analysis (CFA). Convergent and discriminant validity were assessed using composite reliability (CR), average variance extracted (AVE) and the heterotrait–monotrait (HTMT) ratio. Internal consistency was evaluated using Cronbach’s alpha.

Results

The four-factor CFA model demonstrated excellent fit. All item loadings were significant. The CR values (0.82–0.90) and AVE (0.53–0.69) supported convergent validity and the HTMT values (< 0.85) confirmed discriminant validity, revealing the CCAS-C exhibited strong internal consistency and meaningful item-level performance.

Conclusions

The CCAS-C is a reliable and valid tool for measuring career crafting in GNSs. Educators can use CCAS-C data to develop interventions that encourage proactive career behaviors in GNSs and facilitate GNSs’ transition into professional practice.

Tweetable abstract

Empowering future nurses—validated the Chinese Career Crafting Scale to support nursing education and help students actively shape their career paths.

目的：将职业塑造评估量表（CCAS）翻译成中文，并评估其在护理毕业生中的心理测量特性。背景：新毕业护士的高流动率加剧了全球护理短缺。职业塑造是GNSs职业发展的一种主动行为；然而，目前还没有针对这一人群的繁体中文职业发展的测量工具。设计：横断面心理测量验证研究。方法：对CCAS进行标准化的前后翻译和专家评审。采用整群随机抽样的方法，对台湾某大学的329位GNSs进行了数据收集。采用验证性因子分析（CFA）检验结构效度。采用复合信度（CR）、平均方差提取（AVE）和异性状-单性状（HTMT）比评估收敛效度和判别效度。内部一致性采用Cronbach’s alpha评价。结果：四因素CFA模型拟合良好。所有项目的加载都是显著的。CR值（0.82 ~ 0.90）和AVE值（0.53 ~ 0.69）支持收敛效度，HTMT值（< 0.85）支持区分效度，表明CCAS-C具有较强的内部一致性和有意义的项目水平表现。结论：CCAS-C是一种可靠有效的测量GNSs职业生涯制作的工具。教育工作者可以利用CCAS-C数据制定干预措施，鼓励全球导航系统中的主动职业行为，并促进全球导航系统向专业实践的过渡。摘要：赋权未来护士——中国职业塑造量表支持护理教育，帮助学生积极塑造自己的职业道路。

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引用次数: 0

Cross-cultural reliability and validity of the factors influencing adherence to standard precautions scale – Student version 影响遵守标准预防措施因素的跨文化信度和效度——学生版。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-03 DOI: 10.1016/j.nepr.2026.104747

Li Yang , Chunchun Deng , Jialun Xie , Ting Han , Yalan Yang , Wushi Wang , Liang Liu , Yutian Hao , Yingying Peng , Liling Zhong

Objective

To translate the FIASP-SV into Chinese, evaluate its validity and reliability among Chinese nursing students.

Background

Healthcare-associated infections seriously threaten patient safety and care quality worldwide. Although standard precautions are key to preventing HAIs, nursing students often lack both compliance and the necessary knowledge. Existing tools are not tailored to Chinese nursing education, and the internationally developed FIASP-SV has yet to be localized or psychometrically tested in China.

Design

A cross-sectional study.

Methods

A 23-item Chinese FIASP-SV was developed via forward/back translation, cross-cultural adaptation, expert consultation and pilot testing. Content validity was confirmed by a nursing expert panel. Using data from 586 students across 14 Guangdong nursing schools (July–September 2024), internal consistency (Cronbach’s α = 0.895), exploratory factor analysis and confirmatory factor analysis (good fit) were conducted to evaluate reliability and structural validity.

Results

Item analysis confirmed satisfactory discrimination and homogeneity for retaining all 23 items across four dimensions (Justification, Leadership, Contextual Cues, Practice Culture). EFA supported a four-factor solution explaining 66.6 % of variance and CFA indicated good model fit. The overall Cronbach’s alpha was 0.895 (subscales 0.819–0.911), the Guttman split-half coefficient was 0.735 and the test–retest ICC was 0.650. CFA indices supported the proposed four-factor structure and convergent and discriminant validity indices met commonly used criteria.

Conclusion

The Chinese FIASP-SV demonstrates satisfactory validity and reliability for assessing factors influencing SP adherence among nursing students and can be used as a reference to guide interventions to strengthen infection-control education and clinical safety.

目的：翻译FIASP-SV量表，评价其在中国护生中的效度和信度。背景：全球范围内，医疗保健相关感染严重威胁着患者安全和医疗质量。虽然标准的预防措施是预防HAIs的关键，但护理专业的学生往往既缺乏依从性，也缺乏必要的知识。现有的工具并不适合中国护理教育，国际上开发的FIASP-SV尚未在中国进行本地化或心理测量学测试。设计：横断面研究。方法：通过前后翻译、跨文化改编、专家咨询和试点测试，编制了一份共23个项目的中文FIASP-SV。内容效度由护理专家小组确认。采用广东省14所护理学校586名学生（2024年7月- 9月）的数据，采用内部一致性（Cronbach’s α = 0.895）、探索性因子分析和验证性因子分析（良好拟合）来评估信度和结构效度。结果：项目分析证实了在四个维度（辩护、领导、情境线索、实践文化）上保留了所有23个项目的令人满意的歧视和同质性。EFA支持一个四因素解决方案解释66.6% %的方差和CFA表明良好的模型拟合。总体Cronbach's alpha为0.895（子量表0.819-0.911），Guttman劈开半系数为0.735，重测ICC为0.650。CFA指标支持提出的四因子结构，收敛效度和判别效度指标符合常用标准。结论：中国FIASP-SV量表用于评估护生SP依从性影响因素具有良好的信度和效度，可作为指导干预措施加强感染控制教育和临床安全的参考。

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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 : 2026-03-01 Epub 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

Interpersonal communication in clinical supervision: A qualitative study with nursing educators 临床督导中的人际沟通：护理教育者的质性研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-03 DOI: 10.1016/j.nepr.2026.104749

Daniela Filipa Almeida da Cunha , José Carlos Fernandes Alves , Ana Jorge Santos Marques , Fernanda Maria Príncipe , Neide Marina Feijó , Liliana Andreia Neves da Mota

Aim

To explore how communication is conceived and enacted by nursing supervising educators in clinical education and to identify processes, barriers and strategies influencing its effectiveness.

Background

Communication is a key component of effective clinical supervision, shaping learning, motivation and safety in nursing education; however, limited evidence addresses how supervising educators conceptualize and practice communication in clinical settings.

Design

Qualitative descriptive study.

Methods

Semi-structured interviews were conducted with 23 supervising educators from Portugal. Data were analyzed using reflexive thematic analysis, drawing on Peplau’s Interpersonal Relations Theory, Proctor’s model of the three functions of supervision and the Person-Centered Practice Framework.

Results

Five interrelated categories characterized supervisory communication: core communication processes, pedagogical value, enabling conditions, barriers and optimization strategies. Across categories, communication operated as an integrated relational–functional–contextual process, requiring adaptability, reflection and mutual understanding.

Conclusions

Communication is the central mechanism through which supervision promotes meaningful learning and professional development. Strengthening communicative competence among supervising educators may enhance feedback quality, student engagement and the overall learning environment in clinical placements. Institutional investment in communication training and supportive conditions is essential to sustain effective supervision and ensure person-centered educational practice.

目的：探讨临床护理监督教育工作者如何构思和实施沟通，并确定影响其有效性的过程、障碍和策略。背景：在护理教育中，沟通是有效临床监督、塑造学习、动机和安全的关键组成部分；然而，有限的证据表明监督教育者如何在临床环境中概念化和实践沟通。设计：定性描述性研究。方法：对23名来自葡萄牙的督导教师进行半结构化访谈。数据分析采用反身性主题分析，借鉴Peplau的人际关系理论、Proctor的三种监督功能模型和以人为本的实践框架。结果：管理沟通的五个相互关联的类别：核心沟通过程、教学价值、实现条件、障碍和优化策略。跨范畴，沟通是一个关系-功能-语境的综合过程，需要适应、反思和相互理解。结论：沟通是监督促进有意义学习和专业发展的核心机制。加强督导教育者之间的沟通能力可以提高反馈质量，学生参与度和临床实习的整体学习环境。在沟通培训和支持条件方面的机构投资是维持有效监督和确保以人为本的教育实践的必要条件。

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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 : 2026-03-01 Epub Date: 2026-01-23 DOI: 10.1016/j.nepr.2026.104730

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

Aim

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

Background

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

Design

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

Methods

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

Results

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

Conclusion

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

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

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引用次数: 0

Psychosocial factors that affect transition during the first year as a newly graduated nurse - An integrative literature review 作为刚毕业的护士，第一年影响过渡的社会心理因素-综合文献综述。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-03-01 Epub Date: 2026-02-01 DOI: 10.1016/j.nepr.2026.104746

Terese Isacson , Ulrika Josefsson , Håkan Nunstedt

Aim

The purpose of the study was to highlight the psychosocial factors that affect the newly graduated nurse's transition and conditions for a sustainable working life during the first year in the profession.

Background

The initial year for newly graduated nurse's can be challenging both personally and professionally, described by Duchscher's (2008) model as transition shock, which can affect their intention to continue nursing.

Design

An integrated literature review (Whittemore and Knafl, 2005) was conducted.

Methods

Searches in CINAHL and PsycInfo 2014–2024 resulted in 13 original scientific articles focusing on psychosocial factors affecting newly graduated nurses in their first year of practice. Data were analysed and synthesized using integrative thematic analysis in accordance with Whittemore and Knafl (2005).

Results

Psychosocial factors fostering a sustainable working life for NGNs were categorized into: Role identification, emphasizing reasonable organizational demands and a positive work environment for role establishment; Support functions, highlighting the importance of organizational, colleague and supervisor support; and Psychological capital, describing empathy, resilience, a desire for development and self-efficacy as crucial factors. NGNs require time for gradual role adaptation within a supportive context offering development opportunities.

Conclusions

Sustainable working life for newly graduated nurses is promoted by a supportive work environment that facilitates incremental professional responsibility during the first year and by strengthening internal psychological capital.

目的：本研究的目的是强调影响新毕业护士在职业第一年的过渡和可持续工作生活条件的心理社会因素。背景：对于刚毕业的护士来说，第一年可能是个人和专业上的挑战，Duchscher（2008）模型将其描述为过渡冲击，这可能会影响他们继续护理的意愿。设计：综合文献回顾（Whittemore and Knafl, 2005）。方法：检索CINAHL和PsycInfo 2014-2024检索到13篇关于新毕业护士第一年执业心理社会因素的原创科学文章。根据Whittemore和Knafl(2005)，使用综合主题分析对数据进行分析和综合。结果：影响下一代人可持续工作生活的社会心理因素主要有：角色认同，强调合理的组织需求和积极的工作环境；支持职能，强调组织、同事和主管支持的重要性；以及心理资本，将同理心、适应力、对发展的渴望和自我效能描述为关键因素。下一代网络需要时间在提供发展机会的支持性环境中逐步适应角色。结论：支持性的工作环境有助于第一年专业责任的增加，并通过加强内部心理资本来促进新毕业护士的可持续工作生活。

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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 : 2026-03-01 Epub 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