Nurse Education in Practice最新文献_第6页

Construction of a competency evaluation index system for geriatric nursing positions in the context of new medical science: A Delphi study 新医学背景下老年护理岗位胜任力评价指标体系构建：德尔菲研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-12 DOI: 10.1016/j.nepr.2026.104714

Shuyue Mu, Rongrong Wang, Xiangnan Wang, Yaqi Zhuang, Wenling Qiu, Guiyu Qu

Aim

To construct a competency evaluation index system for geriatric nursing positions in the context of new medical science.

Background

The new medical discipline is centered on the concept of population health, aiming to establish a comprehensive health service system that incorporates preventive measures, treatment and wellness strategies. It deeply integrates advanced technologies such as artificial intelligence and data science to achieve the digital and intelligent transformation of healthcare services. This places greater demands on the professional competence of nurses working in geriatric care positions. However, the precise competencies that nurses in China's geriatric care settings currently possess to meet the demands of high-quality elderly care remain unclear.

Design

A Delphi study.

Methods

Based on the onion model as a theoretical foundation, this study has preliminarily constructed a draft competency framework through evidence-based integration and behavioral event interviews. Two rounds of Delphi expert consultations were conducted with 19 specialists to revise and refine the indicator system.

Results

The evaluation indicator system comprises four primary indicators, 14 secondary indicators and 51 tertiary indicators, which include professionalism, theoretical knowledge, skills and personal characteristics. The response rates for the two rounds of expert questionnaires were 95 % and 89 %, respectively. The expert authority coefficients for the two rounds were 0.93 and 0.89, respectively.

Conclusion

The indicator system is scientifically sound and reliable, closely aligned with core characteristics such as digital intelligence and interdisciplinary integration. This provides a practical reference point for future development of geriatric care curricula and optimization of talent cultivation programs.

目的构建新医学背景下老年护理岗位胜任力评价指标体系。这门新的医学学科以人口健康的概念为中心，旨在建立一个综合的卫生服务体系，包括预防措施、治疗和健康策略。深度融合人工智能、数据科学等先进技术，实现医疗服务数字化、智能化转型。这对在老年护理岗位上工作的护士的专业能力提出了更高的要求。然而，目前中国老年护理机构的护士是否具备满足高质量老年护理需求的确切能力尚不清楚。设计Delphi研究。方法以洋葱模型为理论基础，通过循证整合和行为事件访谈，初步构建了初步的胜任力框架。与19名专家进行了两轮德尔菲专家咨询，对指标体系进行了修订和完善。结果评价指标体系包括4个一级指标、14个二级指标和51个三级指标，包括专业素养、理论知识、技能和个人特征。两轮专家问卷的回复率分别为95 %和89 %。两轮的专家权威系数分别为0.93和0.89。结论该指标体系科学健全、可靠，与数字化智能化、跨学科融合等核心特征紧密结合。这为今后老年护理课程的发展和人才培养方案的优化提供了实践参考点。

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引用次数: 0

Enhancing student nurses’ cultural competence in the care of transgender individuals: An integrative review of educational approaches 提高学生护士在跨性别个体护理中的文化能力：教育方法的综合回顾

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-12 DOI: 10.1016/j.nepr.2026.104720

Jane Mary Hager

Objective

This integrative review aimed to synthesise and critically examine educational strategies in improving cultural competence among pre-registration student nurses when caring for transgender patients. It also sought to inform future educational development and identify gaps for further research.

Background

The 2021 UK Census identified at least 262,000 individuals (0.5 % of the population) as transgender, though this is likely underestimated due to stigma and underreporting. Despite evolving public attitudes, 16 % of respondents in a 2019 survey admitted prejudice towards transgender people. The Nursing and Midwifery Council (NMC, 2018) emphasises dignified, non-discriminatory care for all, yet many LGBTQ+ individuals report negative healthcare experiences. Research consistently highlights gaps in education for healthcare professionals, affecting their confidence and ability to provide competent care for transgender individuals.

Design

An integrative review design was adopted, enabling the synthesis of diverse evidence sources to explore educational strategies that enhance cultural competence in pre-registration nursing curricula.

Methods

Using Whittemore and Knafl’s (2005) integrative review framework and Joanna Briggs Institute (2024) mixed-methods guidance, nine studies were synthesised. A constant comparison approach enabled integration of qualitative and quantitative findings.

Results

No single educational strategy emerged as most effective. However, multi-method approaches, especially those involving active learning were consistently linked to improvements in knowledge, attitudes and skills

Conclusion

Findings highlight the need for a standardised, comprehensive approach to cultural competence education in nursing curricula. Integrating such content has the potential to improve care quality, reducing health disparities and ensuring equitable, person-centred care for transgender individuals.

目的本综述旨在综合并批判性地考察在护理跨性别患者时提高预注册学生护士文化能力的教育策略。它还试图为未来的教育发展提供信息，并确定进一步研究的差距。2021年英国人口普查确定至少有26.2万人（占人口的0.5% %）是跨性别者，尽管由于污名和漏报，这一数字可能被低估了。尽管公众态度不断变化，但在2019年的一项调查中，16% 的受访者承认对跨性别者存在偏见。护理和助产委员会（NMC, 2018）强调为所有人提供有尊严的、非歧视的护理，但许多LGBTQ+ 个人报告了负面的医疗保健经历。研究一直强调医疗保健专业人员的教育差距，影响了他们为跨性别者提供合格护理的信心和能力。设计采用综合评价设计，综合多种证据来源，探讨提高注册前护理课程文化能力的教育策略。方法采用Whittemore and Knafl（2005）的综合综述框架和Joanna Briggs Institute（2024）的混合方法指导，对9项研究进行综合。不断比较的方法使定性和定量的研究结果得以整合。结果没有一种教育策略是最有效的。然而，多方法方法，特别是那些涉及主动学习的方法，始终与知识、态度和技能的改善有关。结论：研究结果强调了在护理课程中建立标准化、全面的文化能力教育方法的必要性。整合这些内容有可能提高护理质量，减少健康差距，并确保为跨性别者提供公平、以人为本的护理。

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引用次数: 0

Entrepreneurship education for nurses and healthcare professionals: A scoping review and future research agenda 护士和医疗保健专业人员的创业教育：范围审查和未来研究议程

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-12 DOI: 10.1016/j.nepr.2026.104716

Andrew Rixon , Anya Phelan , Sara Ekberg , Julienne Senyard , Arash Mashahady , Amie Shaw , Naomi Birdthistle

Aim

To map and synthesise global evidence on entrepreneurship education for nurses and healthcare professionals.

Background

As healthcare systems face increasing complexity, entrepreneurial skills—including innovation, value creation and resourcefulness in addressing service gaps—are recognised as vital for transforming healthcare delivery. While entrepreneurship training has expanded in medical education, its integration into nursing and allied health education remains limited and under-researched.

Design

Scoping review guided by the Joanna Briggs Institute methodology and reported in accordance with PRISMA-ScR guidelines.

Methods

A systematic search of five databases (Embase, Scopus, Web of Science, CINAHL and Medline) identified 18 eligible studies. Data were thematically analysed and mapped using the Quintuple Aim framework alongside a consolidated set of ten entrepreneurial competencies derived from established entrepreneurship literature, enabling integrated analysis of program content and outcomes.

Results

Programs were predominantly concentrated in urban academic centres and primarily targeted physicians. Nursing-focused initiatives were fewer and demonstrated narrower competency coverage, with key gaps in risk management and financial literacy. Most programs employed experiential, team-based pedagogies. Evidence of impact was strongest for improving the work life of healthcare providers, while empirical evidence for patient outcomes, cost reduction and health equity remained limited.

Conclusions

Entrepreneurship education shows promise for strengthening the leadership, innovation and system-change capacity of nurses and healthcare professionals. However, current offerings are fragmented and physician centric. This review highlights the need for more robust, nursing-specific entrepreneurship education grounded in comprehensive competency frameworks and evaluated through rigorous, longitudinal approaches, providing a foundation for curriculum development, faculty capacity-building and future research.

目的绘制和综合护士和保健专业人员创业教育的全球证据。随着医疗保健系统日益复杂，创业技能——包括创新、价值创造和解决服务差距的足智多谋——被认为是改变医疗保健服务的关键。虽然创业培训在医学教育中得到了扩展，但将其纳入护理和相关卫生教育仍然有限，而且研究不足。设计范围审查由乔安娜布里格斯研究所的方法指导，并根据PRISMA-ScR指南进行报告。方法系统检索Embase、Scopus、Web of Science、CINAHL和Medline 5个数据库，筛选出18篇符合条件的研究。我们使用“五重目标”框架对数据进行了主题分析和绘制，并结合了从已有创业文献中衍生出来的十项创业能力，从而对项目内容和成果进行了综合分析。结果项目主要集中在城市学术中心，主要针对医生。以护理为重点的举措较少，能力覆盖范围较窄，在风险管理和金融知识方面存在关键差距。大多数课程采用体验式、团队式教学法。在改善医疗保健提供者的工作寿命方面，影响的证据最为明显，而在患者结果、降低成本和卫生公平方面的经验证据仍然有限。结论创业教育对加强护士和卫生专业人员的领导能力、创新能力和制度变革能力具有重要意义。然而，目前的产品是分散的，以医生为中心。这篇综述强调了在综合能力框架基础上，通过严格的、纵向的方法进行评估，为课程开发、教师能力建设和未来研究提供基础的更强大的、针对护理的创业教育的必要性。

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引用次数: 0

The Urostomy Care Skills Evaluation Tool: A scale development study 泌尿造口护理技能评估工具：一项量表开发研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-11 DOI: 10.1016/j.nepr.2026.104722

Hatice Merve ALPTEKİN , Öykü KARA , Kübra ŞENGÖR , Rabia GÖRÜCÜ , Ayfer ÖZBAŞ

Aim

This study was designed and implemented to develop a tool for evaluating the steps involved in urostomy care.

Background

Providing effective urostomy care requires the acquisition of specific clinical skills. However, nursing education lacks standardized tools to assess these skills.

Design

Methodological study.

Method

This research was conducted at a nursing faculty in Istanbul from May–June 2023. The sample consisted of 140 nursing student enrolled in a surgical nursing course who met the inclusion criteria. Data for the study were collected via the “Personal Information Form,” which consists of 10 questions about individual characteristics such as age, gender, academic performance and perspectives on the nursing profession and the “Urostomy Care Skills Evaluation Tool,” a 28-step tool developed on the basis of the literature.

Results

After the items for the evaluation tool were created, feedback was obtained from 10 experts and the content validity index was found to be sufficient (CVI: 0.978). The consistency among independent observers evaluating the tool’s items was statistically significant and high (ICC: 0.995; p < 0.001). The testretest reliability of the tool also showed high consistency.

Conclusion

The Urostomy Care Skills Evaluation Tool provides initial evidence of content validity and reliability for assessing urostomy care performance among nursing students in a simulation-based educational setting. The tool appears useful for evaluating training outcomes in undergraduate nursing education. However, further validation studies conducted in clinical settings and involving practicing nurses and caregivers are needed before broader applicability can be established.

目的本研究旨在开发一种评估泌尿造口护理步骤的工具。提供有效的泌尿造口护理需要获得特定的临床技能。然而，护理教育缺乏评估这些技能的标准化工具。DesignMethodological研究。方法研究于2023年5 - 6月在伊斯坦布尔某护理学院进行。样本包括140名符合纳入标准的外科护理课程的护理学生。研究数据是通过“个人信息表”收集的，其中包括10个关于个人特征的问题，如年龄、性别、学习成绩和对护理专业的看法，以及“泌尿造口护理技能评估工具”，这是一个基于文献开发的28步工具。结果编制评价工具项目后，获得10位专家反馈，内容效度指标充分（CVI: 0.978）。评估工具项目的独立观察者之间的一致性具有统计学意义且很高（ICC: 0.995; p <； 0.001）。该工具的测试可靠性也显示出较高的一致性。结论在模拟教育环境下，尿造口护理技能评估工具为评估护理学生的尿造口护理表现提供了内容效度和可靠性的初步证据。该工具似乎对评估本科护理教育的培训结果有用。然而，在建立更广泛的适用性之前，需要在临床环境中进行进一步的验证研究，并涉及执业护士和护理人员。

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引用次数: 0

Hearing the deaf nursing student: Navigating inclusive nurse education in ableist learning environments 聋人护理学生的听力：在残疾学习环境中导航全纳护理教育

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-10 DOI: 10.1016/j.nepr.2026.104719

Rachel Birch , Christopher Seymour , Samuel Beckett , Gayatri Nambiar-Greenwood

Aim

This aim of this discussion paper is to explore and reflect those biases and limiting discriminatory practices of those of us entrusted to support the educational journey of a deaf Mental Health student nurse, through his lens, to reconsider and re-examine what it means to be genuinely inclusive.

Background

Adopting an ethos of social justice, this discussion connects the narrative of this student to those who supported him through his 3-year degree learning experience in university and clinical placements. Our reflections as educators are based on deconstructing and connecting concepts around ableist, stigmatizing discrimination alongside the student narrative.

Design

A critical discussion paper.

Methods

Adopting the principles of a qualitative case study approach as a reflective evaluation to interrogate our pre-judgments, thought processes and habitual responses, to understand our complex roles in relation to enabling successful student journeys.

Results

The inclusion of a deaf student in a ‘hearing’ cohort required pre-planning and great thought, for it to be truly inclusive. Although practical solutions to the physicality of communication was resolvable, the greater challenge and constant advocative negotiations from his Personal Tutor came from pre-conceived ideas and attitudes more in adult placement settings, whose apprehensions of this students’ learning fixated around safety, responding to emergency bells and fast communication.

Conclusions

The approach to a person with disabilities needs to begin with the assumption that everyone has a right to contribute to and benefit from higher education and an equal chance to be what they perceive as their contribution to society.

目的本讨论文件的目的是通过他的镜头，探索和反映我们这些受托支持聋人心理健康学生护士的教育旅程的人的偏见和限制歧视性做法，重新考虑和重新审视真正包容的意义。采用社会正义的精神，这个讨论将这个学生的叙述与那些通过他在大学和临床实习的3年学位学习经历支持他的人联系起来。作为教育工作者，我们的反思是基于解构和联系围绕残疾主义者的概念，将歧视与学生的叙述联系起来。设计一篇重要的讨论论文。方法采用定性案例研究方法的原则作为反思性评估，询问我们的预判断、思维过程和习惯性反应，以了解我们在成功的学生旅程中所扮演的复杂角色。结果将失聪学生纳入“听力正常”的群体需要事先计划和深思熟虑，才能真正做到包容。虽然物理沟通的实际解决方案是可以解决的，但他的私人导师更大的挑战和不断的倡导谈判更多地来自于成人安置环境中先入为主的想法和态度，他们对学生学习的理解围绕着安全，应对紧急铃声和快速沟通。对待残疾人的方式需要从这样一个假设开始：每个人都有权利为高等教育做出贡献并从中受益，并且有平等的机会成为他们认为对社会的贡献。

{"title":"Hearing the deaf nursing student: Navigating inclusive nurse education in ableist learning environments","authors":"Rachel Birch , Christopher Seymour , Samuel Beckett , Gayatri Nambiar-Greenwood","doi":"10.1016/j.nepr.2026.104719","DOIUrl":"10.1016/j.nepr.2026.104719","url":null,"abstract":"<div><h3>Aim</h3><div>This aim of this discussion paper is to explore and reflect those biases and limiting discriminatory practices of those of us entrusted to support the educational journey of a deaf Mental Health student nurse, through his lens, to reconsider and re-examine what it means to be genuinely inclusive.</div></div><div><h3>Background</h3><div>Adopting an ethos of social justice, this discussion connects the narrative of this student to those who supported him through his 3-year degree learning experience in university and clinical placements. Our reflections as educators are based on deconstructing and connecting concepts around ableist, stigmatizing discrimination alongside the student narrative.</div></div><div><h3>Design</h3><div>A critical discussion paper.</div></div><div><h3>Methods</h3><div>Adopting the principles of a qualitative case study approach as a reflective evaluation to interrogate our pre-judgments, thought processes and habitual responses, to understand our complex roles in relation to enabling successful student journeys.</div></div><div><h3>Results</h3><div>The inclusion of a deaf student in a ‘hearing’ cohort required pre-planning and great thought, for it to be truly inclusive. Although practical solutions to the physicality of communication was resolvable, the greater challenge and constant advocative negotiations from his Personal Tutor came from pre-conceived ideas and attitudes more in adult placement settings, whose apprehensions of this students’ learning fixated around safety, responding to emergency bells and fast communication.</div></div><div><h3>Conclusions</h3><div>The approach to a person with disabilities needs to begin with the assumption that everyone has a right to contribute to and benefit from higher education and an equal chance to be what they perceive as their contribution to society.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104719"},"PeriodicalIF":4.0,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145979070","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Operationalizing joy in nursing education: Simulation and interprofessional learning as catalysts for resilience and renewal 在护理教育中实施快乐：模拟和跨专业学习作为恢复力和更新的催化剂

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-09 DOI: 10.1016/j.nepr.2026.104718

Mohammed Al-Hassan

Aim

To propose a conceptual framework that repositions joy as a pedagogical imperative in nursing education and demonstrates how Simulation-Based Learning (SBL) and Interprofessional Education (IPE) can serve as catalysts for cultivating resilience, connection and renewal.

Background

Burnout, moral distress and disengagement among students and educators have revealed the emotional fragility of current educational systems. The Institute for Healthcare Improvement’s Framework for Joy in Work and Bernard’s values alignment theory suggest that joy is not an emotional byproduct but a strategic condition for engagement and well-being.

Design

This paper presents a conceptual synthesis integrating insights from positive psychology, learning science and organizational theory to advance The Joyful Learning Cycle (JLC), a new model for embedding joy as a design principle in nursing education.

Methods

The JLC model was developed through theoretical integration of existing frameworks and reflective analysis of SBL and IPE pedagogies. The five interrelated phases, Inquiry, Connection, Reflection, Celebration and Renewal, operationalize joy as a regenerative, teachable process.

Results

SBL and IPE are identified as high-impact educational modalities that naturally support the cultivation of joy through psychological safety, collective efficacy and shared purpose. The JLC demonstrates how joy can be intentionally designed, measured and sustained within faculty development and curriculum design.

Conclusions

Joy is a pedagogical vital sign, an indicator of learning health and educator well-being. Embedding joy alongside competence as a core metric can transform nursing education into a system that not only trains skilled professionals but sustains the humanity of those who teach and learn.

目的提出一个概念框架，将快乐重新定位为护理教育的教学要求，并展示基于模拟的学习（SBL）和跨专业教育（IPE）如何成为培养弹性、联系和更新的催化剂。学生和教育工作者的职业倦怠、道德困境和脱离参与揭示了当前教育系统在情感上的脆弱性。医疗保健改进研究所的工作乐趣框架和伯纳德的价值观一致性理论表明，快乐不是情感的副产品，而是参与和幸福的战略条件。本文综合了积极心理学、学习科学和组织理论的见解，提出了一个概念综合，以推进快乐学习周期（JLC），这是一个将快乐作为护理教育设计原则的新模型。方法通过对现有框架的理论整合，以及对SBL和IPE教学法的反思分析，构建JLC模型。五个相互关联的阶段，探究，连接，反思，庆祝和更新，将快乐作为一个再生的，可教的过程进行操作。结果ssbl和IPE被认为是高影响力的教育模式，通过心理安全、集体效能和共同目标自然地支持快乐的培养。JLC展示了如何在教师发展和课程设计中有意地设计、衡量和维持快乐。结论快乐是教学生命体征，是学习健康和教育者幸福感的指标。将快乐与能力一起作为核心衡量标准，可以将护理教育转变为一个不仅培养熟练的专业人员，而且保持教与学人员人性的体系。

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引用次数: 0

A large language model-powered reflective AI agent for evidence-based nursing education: Design and evaluation 基于循证护理教育的大型语言模型驱动的反思性人工智能代理：设计和评估

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-09 DOI: 10.1016/j.nepr.2026.104710

Shuqi Yang , Manfei Shi , Yuhang Qian , Tiantian Hu , Zongan Huang , Shuai Wang , Zheng Zhu

Aim

To develop and evaluate the Evidence-Based Nursing Expert (EBN-Expert), a domain-specific intelligent agent designed to support reflective learning in evidence-based nursing education.

Background

Evidence-based practice (EBP) is a core competency in nursing education yet remains challenging for students to master due to its emphasis on critical thinking and decision-making. Traditional teaching methods often fall short in fostering these higher-order skills. While large language models (LLMs) are increasingly used in education, general-purpose systems offer limited support for the specific demands of EBP.

Design

A comparative evaluation study using standardized exam questions aligned with a widely used evidence-based nursing curriculum.

Methods

The EBN-Expert was constructed with content from the textbook Evidence-Based Nursing and designed around a closed-loop workflow incorporating Retrieval, Reflection and Decision-making modules. The system was evaluated using 124 standardized test items and compared with three leading general-purpose LLMs: ChatGPT-o1, DeepSeek-R1 and Kimi.

Results

The EBN-Expert significantly outperformed three general-purpose models (P < 0.001), achieving the highest overall score (1035.00 ± 17.32). It led in most of the 12 textbook chapters, especially in those requiring methodological or interpretive reasoning. It maintained perfect accuracy in true/false questions and excelled in multiple-choice formats. A mixed effects model further confirmed its superior accuracy and response consistency, especially at intermediate difficulty levels (Level 2 and Level 4).

Conclusion

The EBN-Expert illustrates the promise of domain-specific generative AI tools in nursing education. Its alignment with curriculum structure, high accuracy and reflective reasoning capabilities position it as a scalable and trustworthy approach for advancing EBP training.

目的开发和评估循证护理专家（EBN-Expert），这是一个特定领域的智能代理，旨在支持循证护理教育中的反思性学习。基于证据的实践（EBP）是护理教育的核心能力，但由于其强调批判性思维和决策，对学生来说仍然具有挑战性。传统的教学方法在培养这些高级技能方面往往不足。虽然大型语言模型（llm）越来越多地用于教育，但通用系统对EBP的特定需求提供有限的支持。设计一项比较评估研究，采用与广泛使用的循证护理课程相一致的标准化考试问题。方法采用循证护理教材内容构建EBN-Expert，并以检索、反思、决策模块为闭环工作流进行设计。该系统使用124个标准化测试项目进行评估，并与三种领先的通用llm （chatgpt - 01、DeepSeek-R1和Kimi）进行了比较。结果EBN-Expert显著优于3种通用模型（P <； 0.001），获得最高的综合得分（1035.00 ± 17.32）。它在12个教科书章节中的大部分章节中占据主导地位，尤其是那些需要方法论或解释性推理的章节。它在真假问题中保持了完美的准确性，在多项选择题中表现出色。混合效应模型进一步证实了其较好的准确率和反应一致性，特别是在中等难度水平（Level 2和Level 4）。ebn专家展示了特定领域的生成人工智能工具在护理教育中的前景。它与课程结构、高精度和反思推理能力相一致，使其成为推进EBP培训的可扩展和值得信赖的方法。

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引用次数: 0

End-of-life care preparedness program for senior nursing students in Türkiye: Effects on attitudes and self-efficacy in a randomized controlled trial <s:1>基耶大学护生临终关怀准备计划：对态度和自我效能感的随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-08 DOI: 10.1016/j.nepr.2026.104717

Sinem Öcalan , Aylin Bilgin , Hilal Altundal Duru , Mustafa Sabri Kovancı

Aim

To evaluate the effectiveness of an online End-of-Life Care Preparedness Program on senior nursing students’ attitudes toward caring for dying patients and their self-efficacy in end-of-life care.

Background

Senior nursing students often experience fear and uncertainty when facing death due to insufficient preparation and limited clinical exposure, which may hinder the provision of quality end-of-life care. Structured, culturally adapted educational interventions are therefore needed to enhance readiness and competence.

Design

Randomized controlled trial with pre-test, post-test and one-month follow-up assessments.

Methods

Sixty senior nursing students from two universities were randomized to either an intervention group receiving the End-of-Life Care Preparedness Program (four weekly 90-minute online sessions via Microsoft Teams) or a control group continuing routine education. Data were collected between April and June 2025 (pre-test in April, post-test in May, follow-up in June). Outcomes were measured using the Frommelt Attitudes Toward Care of the Dying Scale (FATCOD) and the End-of-Life and Postmortem Self-Efficacy Scale (ELPSES). Data were analyzed using repeated-measures GLM with Bonferroni-adjusted comparisons.

Results

The intervention group showed a significant increase in attitudes and self-efficacy from pre-test to post-test, sustained at one-month follow-up (p < 00.001). The control group demonstrated a decline. Time × group interactions were significant for attitudes (F = 31.854, p < 00.001, ηp² =.359) and self-efficacy (F = 14.224, p < 00.001, ηp² =.200).

Conclusion

The program significantly improved students’ attitudes and self-efficacy with sustained effects, underscoring the need to integrate culturally sensitive, digitally delivered death education into nursing curricula.

目的评价在线临终关怀预备课程对高年级护生临终关怀态度及临终关怀自我效能感的影响。背景：由于准备不足和临床接触有限，高年级护理学生在面对死亡时经常感到恐惧和不确定，这可能会阻碍提供高质量的临终关怀。因此，需要有结构的、适应文化的教育干预措施来提高准备和能力。设计随机对照试验，包括测试前、测试后和1个月随访评估。方法60名来自两所大学的护理系高年级学生随机分为干预组和对照组，实验组接受临终关怀准备计划（每周4次，每次90分钟，通过Microsoft Teams进行在线培训）。数据收集时间为2025年4月至6月（4月前测，5月后测，6月随访）。结果采用Frommelt临终关怀态度量表（FATCOD）和临终和死后自我效能量表（elpse）进行测量。数据分析采用重复测量GLM和bonferroni调整比较。结果干预组的态度和自我效能感从测试前到测试后显著提高，并持续1个月（p <； 00.001）。对照组表现出衰退。时间× 组交互作用对态度（F = 31.854, p & 00.001,ηp²= 0.359）和自我效能（F = 14.224, p <； 00.001,ηp²= 0.200）有显著影响。结论该项目显著改善了学生的态度和自我效能感，且效果持续，强调了将文化敏感的数字化死亡教育纳入护理课程的必要性。

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引用次数: 0

Interpreting free-text cardiac catheterisation reports: A machine learning approach informed by focused ethnography 解读自由文本心导管检查报告：一种由重点人种学提供信息的机器学习方法

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-08 DOI: 10.1016/j.nepr.2026.104715

Lu-Yen Anny Chen , En-Hau Yeh , Phone Lin , Mu-Yang Hsieh , Cheng-Pei Lin , Zih-Yong Liao

Aim

To examine how focused ethnographic insights can inform the development of a machine learning pipeline to improve the extraction of clinically relevant information from percutaneous coronary intervention (PCI) documentation and support nursing education and practice.

Background

Cardiac catheterisation procedures produce detailed documentation, often embedded in free-text fields in electronic health records. For nurses delivering post-procedural care, extracting this information is time-consuming and prone to error. While machine learning (ML) offers automation potential, many models struggle to handle contextual and structural inconsistencies in real-world documentation.

Design

A qualitative-informed machine learning study using focused ethnography and rule-based model development.

Methods

The study was conducted at a tertiary medical centre in Taiwan and included 200 h of non-participant ethnographic observation to explore documentation practices in PCI reporting. Ethnographic data were thematically analysed to identify structural patterns, linguistic variability and workflow behaviours. These insights informed the iterative development of a rule-based ML pipeline, which was tested on 4128 de-identified PCI reports to evaluate extraction accuracy.

Results

Three key patterns were identified: structured use of templates, formatting inconsistencies and free-form narrative variability. These informed the application of four extraction strategies: (1) rule-based and ontology-driven methods; (2) statistical topic modelling; (3) deep learning models and (4) large language models. A rule-based approach was selected for its adaptability and interpretability. Extraction accuracy exceeded 99 % in structured fields and approximately 50 % in narrative-rich sections.

Conclusion

Combining ethnography with machine learning enhances automated clinical documentation interpretation and supports AI-informed nursing education through improved digital literacy and contextual awareness.

目的研究集中的人种学见解如何为机器学习管道的发展提供信息，以改进从经皮冠状动脉介入治疗（PCI）文件中提取临床相关信息，并支持护理教育和实践。心导管手术产生详细的文档，通常嵌入在电子健康记录的自由文本字段中。对于提供术后护理的护士来说，提取这些信息既耗时又容易出错。虽然机器学习（ML）提供了自动化潜力，但许多模型难以处理现实世界文档中的上下文和结构不一致。设计一个定性的机器学习研究，使用集中的人种学和基于规则的模型开发。方法本研究在台湾某三级医疗中心进行，包括200 h的非参与性人种学观察，以探讨PCI报告的文献实践。对人种学数据进行了主题分析，以确定结构模式、语言可变性和工作流程行为。这些见解为基于规则的ML管道的迭代开发提供了信息，该管道在4128份去识别的PCI报告上进行了测试，以评估提取的准确性。结果确定了三个关键模式：模板的结构化使用、格式的不一致性和自由形式的叙述可变性。这为四种提取策略的应用提供了依据：(1)基于规则和本体驱动的方法；(2)统计主题建模；(3)深度学习模型和(4)大型语言模型。基于规则的方法具有适应性和可解释性。在结构化领域的提取精度超过99% %，在富含叙述的领域的提取精度约为50% %。结论：将民族志与机器学习相结合，可以增强临床文献的自动化解释，并通过提高数字素养和上下文意识来支持人工智能护理教育。

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引用次数: 0

Leveraging AI simulations for enhancing cultural responsiveness and interprofessional collaboration in health professions education 利用人工智能模拟增强卫生专业教育中的文化响应能力和跨专业协作

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-01-06 DOI: 10.1016/j.nepr.2026.104711

Zahra Aziz , Amna C. Mazeh , Dragan Ilic , Melissa Ciardulli , Safae Nour El Hadi , Alberto Camuccio , Joel Moore , Debra Kiegaldie

Aim

This project leverages AI-driven simulation to create immersive, culturally rich learning experiences that foster students’ development of cultural competence and interprofessional collaboration skills.

Background

Cultural competence and interprofessional collaboration are essential skills for future clinicians, yet traditional teaching methods often fall short in providing immersive, patient-centred learning experiences. AI-driven simulations offer a promising way to bridge this gap by creating realistic, interactive scenarios that engage students in meaningful, culturally nuanced clinical encounters.

Design/Methods

This project introduced Aalia, an AI-driven simulation featuring a 32 year-old Middle Eastern woman navigating the Italian healthcare system, delivered via a platform called ATLAS. Conducted in a synchronous 45-minute Zoom session, the simulation engaged over 130 health professions students and 20 educators from four countries. Working in interprofessional teams across ten breakout rooms, students interacted with Aalia through over 350 conversations and received automated feedback via ATLAS to support reflection and skill development.

Results

Evaluation results showed strong student agreement on the simulation’s value, with 94 % expressing interest in future AI simulations and 91 % reporting improved understanding of empathy in care. Simulate effectiveness was highly rated, notably, 89 % found the simulation realistic and engaging, 90 % engaging and 88 % felt it increased their confidence in providing culturally responsive healthcare. Interestingly, 67 % appreciated AI-generated feedback as more tolerable compared to teacher-given feedback.

Conclusions

Aalia’s narrative provided a high-quality and authentic virtual environment for practising culturally responsive, collaborative care. This AI-driven simulation reinforced teamwork as essential in professional practice. Educators found it effective and easy to use, with significant potential for wider application.

该项目利用人工智能驱动的模拟来创造身临其境的、文化丰富的学习体验，培养学生的文化能力和跨专业协作技能。文化能力和跨专业合作是未来临床医生的基本技能，然而传统的教学方法往往无法提供身临其境的、以患者为中心的学习体验。人工智能驱动的模拟为弥合这一差距提供了一种很有希望的方式，通过创造现实的、互动的场景，让学生参与到有意义的、文化上细微差别的临床接触中。设计/方法该项目引入了Aalia，这是一个人工智能驱动的模拟，通过ATLAS平台交付，描述了一名32岁的中东妇女在意大利医疗系统中的导航。模拟在同步45分钟的Zoom会议中进行，来自四个国家的130多名卫生专业学生和20名教育工作者参与了模拟。学生们在10个分组讨论室的跨专业团队中与Aalia进行了350多次对话，并通过ATLAS获得了自动反馈，以支持反思和技能发展。结果评估结果显示，学生对模拟的价值有强烈的认同，94% %的学生表示对未来的人工智能模拟感兴趣，91% %的学生表示对护理中的同理心有了更好的理解。模拟的有效性被高度评价，值得注意的是，89% %的人认为模拟是真实的和引人入胜的，90% %的人引人入胜，88% %的人认为它增加了他们提供文化响应性医疗保健的信心。有趣的是，67% %的人认为人工智能生成的反馈比老师给出的反馈更容易接受。结论saalia的叙事为实践文化响应、协作式护理提供了高质量、真实的虚拟环境。这种人工智能驱动的模拟强化了团队合作在专业实践中的重要性。教育工作者发现它有效且易于使用，具有广泛应用的巨大潜力。

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引用次数: 0