Nurse Education in Practice最新文献

{"title":"Triangulating primary sources, professional judgement, and LLM-generated summaries: Educating nurses in an AI-first world.","authors":"Sarah Oerther, Daniel B Oerther","doi":"10.1016/j.nepr.2026.104736","DOIUrl":"https://doi.org/10.1016/j.nepr.2026.104736","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":" ","pages":"104736"},"PeriodicalIF":4.0,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146044338","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}

{"title":"Towards a framework for human rights-based stakeholdership of nursing academia in the healthcare artificial intelligence governance ecosystem: A discussion paper","authors":"Jerome Visperas Cleofas","doi":"10.1016/j.nepr.2026.104737","DOIUrl":"10.1016/j.nepr.2026.104737","url":null,"abstract":"<div><h3>Aim</h3><div>This paper proposes a human rights-based framework to guide nursing academia’s stakeholdership in the healthcare artificial intelligence governance ecosystem.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Discussion paper</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104737"},"PeriodicalIF":4.0,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026275","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}

{"title":"The effectiveness of high-fidelity simulation training in emergency and critical care nursing education for undergraduate nursing students: A systematic review and meta-analysis","authors":"Jinfang Wang ,&nbsp;Jie Sun ,&nbsp;Jie Song ,&nbsp;Na Li ,&nbsp;Kaili Lv ,&nbsp;Kexin Pu","doi":"10.1016/j.nepr.2026.104731","DOIUrl":"10.1016/j.nepr.2026.104731","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A systematic review and meta-analysis.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>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 &lt; 0.001] and retention, as well as operational skill scores [SMD = 1.51, 95 % CI (1.22, 1.80), P &lt; 0.001] and retention. However, the effect of HFS on improving students' critical thinking ability and its retention remains inconclusive.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"92 ","pages":"Article 104731"},"PeriodicalIF":4.0,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146026277","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}

{"title":"Virtual clinical simulation as a pedagogical strategy in healthcare learning: Evidence and gap map","authors":"Monica Motta Lino ,&nbsp;Jamille Costa Engler ,&nbsp;Joice Cristina Guesser ,&nbsp;Luiza Sheyla Evenni Porfirio Will Castro ,&nbsp;Janaina da Silva Flôr ,&nbsp;Felipa Rafaela Amadigi ,&nbsp;Mônica Oliveira Batista Oriá ,&nbsp;Amina Regina Silva ,&nbsp;Desiree A. Díaz","doi":"10.1016/j.nepr.2026.104713","DOIUrl":"10.1016/j.nepr.2026.104713","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Evidence and Gap Map (EGM) following Campbell Collaboration Guidance.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104713"},"PeriodicalIF":4.0,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020238","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}

{"title":"Student-led midwifery clinics as an innovative practice placement model: A mixed method evaluation","authors":"Amanda Gaye Carter ,&nbsp;Marnie Icim ,&nbsp;Nikki Tickle ,&nbsp;Hannah McCallum ,&nbsp;Valerie Slavin","doi":"10.1016/j.nepr.2026.104727","DOIUrl":"10.1016/j.nepr.2026.104727","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Mixed method descriptive design including a cross-sectional survey and focus group.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104727"},"PeriodicalIF":4.0,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012946","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}

{"title":"Innovative strategies in oncology education for undergraduate students: A rapid systematic review","authors":"Susana Miguel ,&nbsp;Helga Martins ,&nbsp;José Moreira","doi":"10.1016/j.nepr.2026.104723","DOIUrl":"10.1016/j.nepr.2026.104723","url":null,"abstract":"<div><h3>Aim</h3><div>This rapid review was to inform the innovative strategies for teaching oncology to undergraduate nursing students.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A rapid systematic review was conducted in April 2025.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104723"},"PeriodicalIF":4.0,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979068","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}

{"title":"The effectiveness of AI-based conversational agents in nursing education: A systematic review","authors":"Jinseon Go ,&nbsp;Yaeji Lee","doi":"10.1016/j.nepr.2026.104728","DOIUrl":"10.1016/j.nepr.2026.104728","url":null,"abstract":"<div><h3>Aim</h3><div>Comprehensive evaluation of randomized and non-randomized controlled trials (RCTs and NRCTs, respectively) on the effectiveness of AI-driven conversational agents in nursing education.</div></div><div><h3>Background</h3><div>AI-based conversational agents are innovative educational tools enhancing nursing students’ learning outcomes. However, evaluation of their educational effectiveness remains limited.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104728"},"PeriodicalIF":4.0,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978372","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}

{"title":"Effect of a transformative learning program on cultural competence of Chinese nurses in a tertiary hospital: A randomized controlled trial study","authors":"Lingzhi Zhang ,&nbsp;Acharaporn Sripusananpan ,&nbsp;Cai Duanying ,&nbsp;Patraporn Bhatarasakoon","doi":"10.1016/j.nepr.2026.104725","DOIUrl":"10.1016/j.nepr.2026.104725","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effect of a transformative learning program on enhancing nurses’ cultural competence in a Chinese tertiary hospital.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Parallel group randomized controlled trial.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>Of 132 completers, the experimental group demonstrated significantly higher overall competence than the control group (p &lt; 0.05), with significant improvements in the domains of knowledge, skills, respect and understanding, while no significant difference was observed for cultural awareness.</div></div><div><h3>Conclusions</h3><div>The program effectively enhanced overall and multiple dimensions of cultural competence, supporting transformative learning as a valuable strategy in nurse education and professional development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104725"},"PeriodicalIF":4.0,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146012920","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}

{"title":"A comparison of transition experiences and practice readiness of newly licensed nurses with in-person and virtual residency training: A national observational study","authors":"Kari A. Mastro ,&nbsp;Nicholas A. Giordano ,&nbsp;Rosemary Polomano ,&nbsp;Beth A. Smith ,&nbsp;Karyn Book ,&nbsp;James Ballinghoff ,&nbsp;Colleen Mattioni","doi":"10.1016/j.nepr.2026.104721","DOIUrl":"10.1016/j.nepr.2026.104721","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Observational, comparative, longitudinal study</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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 (<em>p</em> = 0.210). The 2020 virtual cohort reported marginally lower Dissatisfaction (<em>p</em> = 0.020) and Leadership scores (<em>p</em> &lt; 0.001), yet slightly higher Commitment scores (<em>p</em> = 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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104721"},"PeriodicalIF":4.0,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978359","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}

{"title":"Artificial intelligence-enhanced clinical reasoning in nurse practitioners: A systematic review","authors":"Su-Ying Yu ,&nbsp;Hui-Ping Lin ,&nbsp;Ying-Mai Kung ,&nbsp;Shu-Ching Chen","doi":"10.1016/j.nepr.2026.104724","DOIUrl":"10.1016/j.nepr.2026.104724","url":null,"abstract":"<div><h3>Aims</h3><div>This systematic review aimed to synthesize the current evidence on artificial intelligence (AI)-enhanced clinical reasoning among nurse practitioners (NPs).</div></div><div><h3>Background</h3><div>NPs require strong clinical reasoning skills and AI–based tools may support the development of these competencies; however, empirical evidence regarding their effectiveness remains limited. The strengthened literature review clearly identifies a critical gap, the absence of a prior systematic review specifically examining AI-enhanced clinical reasoning among NPs and will provid a strong rationale for the present review.</div></div><div><h3>Design</h3><div>Systematic review following PRISMA 2020 guidelines.</div></div><div><h3>Methods</h3><div>Searches were conducted in PubMed, Embase and CINAHL through July 2025. Of the 429 records retrieved, 13 met inclusion criteria. Eligible studies examined AI interventions targeting clinical reasoning among NPs. Risk of bias was assessed using the Critical Appraisal Skills Programme checklists and Joanna Briggs Institute tools. Data were extracted on study design, population, AI application domain, outcomes and quality appraisal.</div></div><div><h3>Results</h3><div>Thirteen studies were included: seven quantitative quasi-experimental, intervention validation, or retrospective cohort studies; three qualitative studies; and three systematic reviews. AI applications ranged from real-time monitoring and decision-support systems to simulation platforms and large language models, which supported clinical reasoning domains such as data gathering, hypothesis generation, diagnostic justification and reflective judgment. Quantitative studies showed improvements in diagnostic accuracy, consistency, efficiency and data collection, while qualitative studies found that NPs view AI as a supportive tool that enhances diagnostic reasoning and patient-centered care, while emphasizing the need for transparency, interpretability and workflow integration.</div></div><div><h3>Conclusions</h3><div>AI tools may strengthen NPs’ clinical reasoning by improving diagnostic accuracy, decision consistency and care efficiency, but their safe use requires rigorous validation, standardized evaluation, ethical safeguards and digital literacy training. Limitations include heterogeneous AI applications across professional groups and a predominance of simulation-based evidence over real-world clinical evaluations.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104724"},"PeriodicalIF":4.0,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979069","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}