Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104264
Violetta Rozani , Nasra Abdelhadi
Aims
To evaluate the evidence-based practice (EBP) competency levels of clinical instructors and their role in promoting a safety climate for nursing students.
Background
Establishing a safety climate in nursing education is vital, particularly during clinical training. However, the contributions of clinical instructors to this environment remain underexplored.
Design
Cross-sectional study using a self-reported questionnaire.
Methods
The study involved 146 licensed clinical instructors with at least one year of experience. Participants were recruited via social media and personal outreach. Data included sociodemographic and occupational characteristics, EBP competency levels, perceptions of workplace safety and contributions to the safety climate for nursing students. Statistical analyses used Pearson correlations and hierarchical linear regression.
Results
Clinical instructors who were married or partnered (β = 0.180; p = 0.012), worked in central regions (β = 0.161; p = 0.014), held managerial roles (β = 0.206; p = 0.004), had high EBP knowledge and skills (β = 0.182; p = 0.012) and reported positive workplace safety perceptions (β = 0.565; p < 0.001) significantly contributed to improving the safety climate for nursing students. The model was statistically significant, explaining 56.8 % of the variance in safety climate enhancement (Adjusted R² = 54.0 %).
Conclusion
Clinical instructors play a crucial role in fostering a safety climate for nursing students, with factors such as EBP competency, workplace perceptions and managerial responsibilities influencing their contributions. These findings highlight the need for targeted interventions that enhance clinical instructors’ skills and promote a supportive and safety-focused culture in clinical education.
{"title":"Enhancing the safety climate among nursing students: The role of clinical instructors' evidence-based practice competencies","authors":"Violetta Rozani , Nasra Abdelhadi","doi":"10.1016/j.nepr.2025.104264","DOIUrl":"10.1016/j.nepr.2025.104264","url":null,"abstract":"<div><h3>Aims</h3><div>To evaluate the evidence-based practice (EBP) competency levels of clinical instructors and their role in promoting a safety climate for nursing students.</div></div><div><h3>Background</h3><div>Establishing a safety climate in nursing education is vital, particularly during clinical training. However, the contributions of clinical instructors to this environment remain underexplored.</div></div><div><h3>Design</h3><div>Cross-sectional study using a self-reported questionnaire.</div></div><div><h3>Methods</h3><div>The study involved 146 licensed clinical instructors with at least one year of experience. Participants were recruited via social media and personal outreach. Data included sociodemographic and occupational characteristics, EBP competency levels, perceptions of workplace safety and contributions to the safety climate for nursing students. Statistical analyses used Pearson correlations and hierarchical linear regression.</div></div><div><h3>Results</h3><div>Clinical instructors who were married or partnered (β = 0.180; <em>p</em> = 0.012), worked in central regions (β = 0.161; <em>p</em> = 0.014), held managerial roles (β = 0.206; <em>p</em> = 0.004), had high EBP knowledge and skills (β = 0.182; <em>p</em> = 0.012) and reported positive workplace safety perceptions (β = 0.565; <em>p</em> < 0.001) significantly contributed to improving the safety climate for nursing students. The model was statistically significant, explaining 56.8 % of the variance in safety climate enhancement (<em>Adjusted R²</em> = 54.0 %).</div></div><div><h3>Conclusion</h3><div>Clinical instructors play a crucial role in fostering a safety climate for nursing students, with factors such as EBP competency, workplace perceptions and managerial responsibilities influencing their contributions. These findings highlight the need for targeted interventions that enhance clinical instructors’ skills and promote a supportive and safety-focused culture in clinical education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104264"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This integrative review explores the transition to practice experiences of graduate nurses working in either acute or non-acute paediatric settings across different countries.
Background
Graduate nurses frequently experience feelings of inadequacy, uncertainty, increased accountability, and workload pressures during their transition, particularly in paediatric settings. However, research specifically examining their experiences in paediatric healthcare is limited, with most studies focusing on broader nursing contexts. This highlights a gap in understanding the unique challenges graduate nurses face in paediatric nursing.
Design
Integrative literature review.
Method
The review commenced in January 2023 and was updated in October 2023. Data were collected from Medline, Embase, CINAHL, PsycINFO, and Scopus using search terms such as "new* graduate* nurse* " AND "experience" AND "transition to practice" OR "work readiness" AND "p?ediatric setting* ". Inclusion criteria focused on primary studies published after 2000 that examined the transition experiences of graduate nurses in paediatric settings. Nine studies meeting these criteria were assessed using the Mixed Methods Appraisal Tool.
Results
From 2954 articles, nine met the inclusion criteria. Most studies were qualitative (n = 8), with one using mixed methods. Thematic analysis identified three key themes: transition experience, challenges faced by graduate nurses, and supportive factors during transition.
Conclusions
This review highlights the unique challenges graduate nurses face in paediatric nursing and emphasises the need for targeted support post-qualification. The findings provide valuable insights for healthcare administrators to develop tailored strategies and interventions to improve graduate nurses’ transitions, retention, and paediatric nursing practice in dynamic healthcare environments.
{"title":"The experience of transition from student nurse to registered nurse among newly graduated nurses in the paediatric setting: An integrative literature review","authors":"Wafaa Asseiri , Julie Reis , Mieko Omura , Alison Hutton","doi":"10.1016/j.nepr.2025.104252","DOIUrl":"10.1016/j.nepr.2025.104252","url":null,"abstract":"<div><h3>Aim</h3><div>This integrative review explores the transition to practice experiences of graduate nurses working in either acute or non-acute paediatric settings across different countries.</div></div><div><h3>Background</h3><div>Graduate nurses frequently experience feelings of inadequacy, uncertainty, increased accountability, and workload pressures during their transition, particularly in paediatric settings. However, research specifically examining their experiences in paediatric healthcare is limited, with most studies focusing on broader nursing contexts. This highlights a gap in understanding the unique challenges graduate nurses face in paediatric nursing.</div></div><div><h3>Design</h3><div>Integrative literature review.</div></div><div><h3>Method</h3><div>The review commenced in January 2023 and was updated in October 2023. Data were collected from Medline, Embase, CINAHL, PsycINFO, and Scopus using search terms such as \"new* graduate* nurse* \" AND \"experience\" AND \"transition to practice\" OR \"work readiness\" AND \"p?ediatric setting* \". Inclusion criteria focused on primary studies published after 2000 that examined the transition experiences of graduate nurses in paediatric settings. Nine studies meeting these criteria were assessed using the Mixed Methods Appraisal Tool.</div></div><div><h3>Results</h3><div>From 2954 articles, nine met the inclusion criteria. Most studies were qualitative (n = 8), with one using mixed methods. Thematic analysis identified three key themes: transition experience, challenges faced by graduate nurses, and supportive factors during transition.</div></div><div><h3>Conclusions</h3><div>This review highlights the unique challenges graduate nurses face in paediatric nursing and emphasises the need for targeted support post-qualification. The findings provide valuable insights for healthcare administrators to develop tailored strategies and interventions to improve graduate nurses’ transitions, retention, and paediatric nursing practice in dynamic healthcare environments.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104252"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143042317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104288
Meng Wang , Yu liu , Weiwei Guo , Tengteng Kang , Qiuhuan Jiang
Aim
This study aims to compare the effects of narrative pedagogy with traditional teaching methods on nursing education outcomes.
Background
Narrative pedagogy has been developed for over a decade, and while studies confirm that it can stimulate student interest, foster empathy, and enhance the integration of theoretical knowledge with practical skills in nursing care, there is still insufficient evidence to recommend its widespread adoption.
Methods
In November 2024, a comprehensive search was conducted across databases including PubMed, Embase, The Cochrane Library, Web of Science, OVID, Scopus, PsychInfo, CNKI, Wanfang Data, Chinese Science and Technology Periodical Database (VIP) and China Biology Medicine disc (CBM) to identify studies that met the inclusion and exclusion criteria. Relevant data were extracted, and the quality of studies was assessed prior to conducting a meta-analysis. The review protocol was prospectively registered with the International Prospective Register of Systematic Reviews (PROSPERO)(CRD42024606820).
Results
Out of an initial pool of 11748 articles, 41 studies were selected for meta-analysis after a rigorous screening process. The results indicate that narrative pedagogy significantly improves nursing students’ final examination scores, practical skills, empathy, and professional identity compared with traditional teaching methods.
Conclusion
Narrative pedagogy effectively enhances nursing students' final examination performance, practical skills, empathy, and professional identity. However, given the limited number and quality of the included studies, these findings should be confirmed by further high-quality research.
Tweetable Abstract
Narrative education has been used in nursing teaching for more than 15 years, but there is no evidence to show the effectiveness of narrative education in nursing students. Therefore, this study aims to conduct the first systematic review and meta-analysis of the learning effects of narrative education on nursing students. From the establishment of the database until November 2024, a systematic evaluation search was conducted on 11 databases. After careful screening process, 41 studies on narrative education of urination nursing students in China were selected for meta-analysis. The results show that narrative education is significantly better than traditional teaching methods in improving final exam scores, practical skills, humanistic care ability, empathy and professional identity. Given the limited number and quality of included studies, these findings should be confirmed by further high-quality studies.
{"title":"The influence of narrative pedagogy on academic achievement and humanistic care ability of Chinese nursing students: A systematic review and meta-analysis","authors":"Meng Wang , Yu liu , Weiwei Guo , Tengteng Kang , Qiuhuan Jiang","doi":"10.1016/j.nepr.2025.104288","DOIUrl":"10.1016/j.nepr.2025.104288","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to compare the effects of narrative pedagogy with traditional teaching methods on nursing education outcomes.</div></div><div><h3>Background</h3><div>Narrative pedagogy has been developed for over a decade, and while studies confirm that it can stimulate student interest, foster empathy, and enhance the integration of theoretical knowledge with practical skills in nursing care, there is still insufficient evidence to recommend its widespread adoption.</div></div><div><h3>Methods</h3><div>In November 2024, a comprehensive search was conducted across databases including PubMed, Embase, The Cochrane Library, Web of Science, OVID, Scopus, PsychInfo, CNKI, Wanfang Data, Chinese Science and Technology Periodical Database (VIP) and China Biology Medicine disc (CBM) to identify studies that met the inclusion and exclusion criteria. Relevant data were extracted, and the quality of studies was assessed prior to conducting a meta-analysis. The review protocol was prospectively registered with the International Prospective Register of Systematic Reviews (PROSPERO)(CRD42024606820).</div></div><div><h3>Results</h3><div>Out of an initial pool of 11748 articles, 41 studies were selected for meta-analysis after a rigorous screening process. The results indicate that narrative pedagogy significantly improves nursing students’ final examination scores, practical skills, empathy, and professional identity compared with traditional teaching methods.</div></div><div><h3>Conclusion</h3><div>Narrative pedagogy effectively enhances nursing students' final examination performance, practical skills, empathy, and professional identity. However, given the limited number and quality of the included studies, these findings should be confirmed by further high-quality research.</div></div><div><h3>Tweetable Abstract</h3><div>Narrative education has been used in nursing teaching for more than 15 years, but there is no evidence to show the effectiveness of narrative education in nursing students. Therefore, this study aims to conduct the first systematic review and meta-analysis of the learning effects of narrative education on nursing students. From the establishment of the database until November 2024, a systematic evaluation search was conducted on 11 databases. After careful screening process, 41 studies on narrative education of urination nursing students in China were selected for meta-analysis. The results show that narrative education is significantly better than traditional teaching methods in improving final exam scores, practical skills, humanistic care ability, empathy and professional identity. Given the limited number and quality of included studies, these findings should be confirmed by further high-quality studies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104288"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388139","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}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104280
Qi Zhi, Joanne R. Loos, Leslie D. Detor, Kimm Teruya, Lorrie C.K. Wong
Ain
This paper aims to describe the development of a tool, the Student Survey of Simulation Standards for Continuous Improvement (S4CI), to accurately measure student simulation experiences related to the 2021 International Nursing Association for Clinical and Simulation Learning (INACSL) Standards and the unique needs of University of Hawaiʻi (UH) Translational Health Science Simulation Center.
Background
In 2021 INACSL published their updated guidelines which should be integrated throughout the nursing curriculum and be measured to allow students to learn skills, develop clinical reasoning abilities and become competent in caring for patients/families in a safe environment.
Design
This study is designed as a cross-sectional survey study collecting data from nursing and Interprofessional Education students at the UH Mānoa.
Methods
The authors reviewed existing tools and adapted items as needed with the consultation of subject matter experts. They validated the tool by administering surveys to nursing and interprofessional students following simulation exercises. Confirmatory factor analysis to verify the factor structure and reliability tests were performed to assess the internal consistency of each item within a measure, respectively.
Results
Survey data from 1182 respondents showed reproducible factor results with strong correlation and reliability results showed high coefficient alpha values for all measures.
Conclusions
The S4CI is a valid and standardized tool to provide faculty with valuable feedback to evaluate learning, optimize achievement and improve aspects of activities in nursing and interprofessional educational simulations. The study is, however, limited by sample size and generalizability, as it was conducted in a single center.
{"title":"Student survey of simulation standards for continuous improvement (S4CI): Establishing reliability and validity","authors":"Qi Zhi, Joanne R. Loos, Leslie D. Detor, Kimm Teruya, Lorrie C.K. Wong","doi":"10.1016/j.nepr.2025.104280","DOIUrl":"10.1016/j.nepr.2025.104280","url":null,"abstract":"<div><h3>Ain</h3><div>This paper aims to describe the development of a tool, the Student Survey of Simulation Standards for Continuous Improvement (S4CI), to accurately measure student simulation experiences related to the 2021 International Nursing Association for Clinical and Simulation Learning (INACSL) Standards and the unique needs of University of Hawaiʻi (UH) Translational Health Science Simulation Center.</div></div><div><h3>Background</h3><div>In 2021 INACSL published their updated guidelines which should be integrated throughout the nursing curriculum and be measured to allow students to learn skills, develop clinical reasoning abilities and become competent in caring for patients/families in a safe environment.</div></div><div><h3>Design</h3><div>This study is designed as a cross-sectional survey study collecting data from nursing and Interprofessional Education students at the UH Mānoa.</div></div><div><h3>Methods</h3><div>The authors reviewed existing tools and adapted items as needed with the consultation of subject matter experts. They validated the tool by administering surveys to nursing and interprofessional students following simulation exercises. Confirmatory factor analysis to verify the factor structure and reliability tests were performed to assess the internal consistency of each item within a measure, respectively.</div></div><div><h3>Results</h3><div>Survey data from 1182 respondents showed reproducible factor results with strong correlation and reliability results showed high coefficient alpha values for all measures.</div></div><div><h3>Conclusions</h3><div>The S4CI is a valid and standardized tool to provide faculty with valuable feedback to evaluate learning, optimize achievement and improve aspects of activities in nursing and interprofessional educational simulations. The study is, however, limited by sample size and generalizability, as it was conducted in a single center.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104280"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143349866","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}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104253
Yifan Chen , Yan Wang , Ting Yi , Yiwen Hu , Yi Qi , Ziling Xie , Lin Xia , Chaoqun Dong
Aim
This study aimed to assess and identify the priority of educational needs for geriatric nursing competence among Chinese undergraduate nursing students.
Background
The increased aging population puts new challenges in geriatric nursing care. Competence in geriatric nursing is essential for nursing students to be well-equipped to be qualified nurses in their future work to meet the growing demand for geriatric nursing. However, research on the educational needs of geriatric nursing competence among nursing students is limited.
Design
A descriptive study with online questionnaire surveys was conducted.
Methods
The Geriatric Nursing Competence Scale for Clinical Nurses was used to measure nursing undergraduate students' perception of the importance and performance of geriatric nursing competence. Borich's Needs Assessment, Important-Performance Analysis (IPA) and the Locus for focus (LF) model were used to analyze the priority in nursing students' educational needs of geriatric nursing competence.
Results
Items related to geriatric nursing competence had lower performance than importance, emphasizing the need for education. The results showed that three items in the professional practice competence and three items in professional development competence were determined to be the highest priority items by ranking the top 10 in Borich's Needs Assessment and located in the highly important but had low-performance quadrant of IPA and fell within the high-discrepancy and high-importance quadrant of the LF model simultaneously.
Conclusions
The priorities of educational needs for geriatric nursing competence among undergraduate nursing students identified in this study provide a reference for effective educational planning and innovation.
{"title":"Priority analysis of educational needs related to geriatric nursing competence among Chinese undergraduate nursing students: Application of Borich needs assessment, importance-performance analysis and locus for focus model","authors":"Yifan Chen , Yan Wang , Ting Yi , Yiwen Hu , Yi Qi , Ziling Xie , Lin Xia , Chaoqun Dong","doi":"10.1016/j.nepr.2025.104253","DOIUrl":"10.1016/j.nepr.2025.104253","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to assess and identify the priority of educational needs for geriatric nursing competence among Chinese undergraduate nursing students.</div></div><div><h3>Background</h3><div>The increased aging population puts new challenges in geriatric nursing care. Competence in geriatric nursing is essential for nursing students to be well-equipped to be qualified nurses in their future work to meet the growing demand for geriatric nursing. However, research on the educational needs of geriatric nursing competence among nursing students is limited.</div></div><div><h3>Design</h3><div>A descriptive study with online questionnaire surveys was conducted.</div></div><div><h3>Methods</h3><div>The Geriatric Nursing Competence Scale for Clinical Nurses was used to measure nursing undergraduate students' perception of the importance and performance of geriatric nursing competence. Borich's<!--> <!-->Needs Assessment, Important-Performance Analysis (IPA) and the Locus for focus (LF)<!--> <!-->model were used to analyze the<!--> <!-->priority<!--> <!-->in<!--> <!-->nursing<!--> <!-->students' educational needs of geriatric nursing competence.</div></div><div><h3>Results</h3><div>Items related to geriatric nursing competence had lower performance than importance, emphasizing the need for education. The results showed that three items in the professional practice competence and three items in professional development competence were determined to be the highest priority items by ranking the top 10 in Borich's Needs Assessment and located in the highly important but had low-performance quadrant of IPA and fell within the high-discrepancy and high-importance quadrant of the LF model simultaneously.</div></div><div><h3>Conclusions</h3><div>The priorities of educational needs for geriatric nursing competence among undergraduate nursing students identified in this study provide a reference for effective educational planning and innovation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104253"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980046","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}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104265
Aslı Akdeniz Kudubes
Aim
This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels.
Background
Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing.
Methods
It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data.
Results
When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material.
Conclusion
Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.
{"title":"The effect of using Kahoot in pediatric emergency nursing lessons on students' success and motivation levels: A randomized controlled study","authors":"Aslı Akdeniz Kudubes","doi":"10.1016/j.nepr.2025.104265","DOIUrl":"10.1016/j.nepr.2025.104265","url":null,"abstract":"<div><h3>Aim</h3><div>This study was planned to determine the effect of using Kahoot in pediatric emergency nursing lessons on students' lesson success and motivation levels.</div></div><div><h3>Background</h3><div>Pediatric emergency nursing lessons is considered to be an intensive and rich lesson that includes information about child health and development in addition to the learning outcomes of emergency nursing lessons, blending emergency and pediatric nursing.</div></div><div><h3>Methods</h3><div>It was found to be conducted as a randomized controlled study with a total of 60 nursing students, 30 for the experimental group and 30 for the control group, who took pediatric emergency nursing lessons and had never experienced Kahoot before. Data were collected using the Information Form, Exam Success Grade and Motivation Scale for Instructional Material. Mean, percentage calculations, multi-way analysis considered to be of variance and linear regression analysis considered to be were used to analyze the data.</div></div><div><h3>Results</h3><div>When comparing the midterm (t = 1.203, p = 0.002), final exam (t = 1.122, p = 0.001) and end-of-semester (t = 1.126, p = 0.001) scores of the Kahoot group with those of the control group, it was found to be determined that the Kahoot group obtained statis considered to betically significantly higher scores. The effect sizes of the differences between the Kahoot and control groups were 0.4, 0.5 and 0.5, respectively, indicating a large effect. It was found to be determined that there was found to be a statis considered to betically significant difference between the mean scores of the experimental and control groups of nursing students in terms of group, time and group*time interaction. Kahoot application was found to be found to explain 45 % of the increase in exam achievement level and 45 % of the increase in motivation level related to instructional material.</div></div><div><h3>Conclusion</h3><div>Kahoot application was found to be an effective method in increasing the exam achievement and motivation of nursing students taking pediatric emergency nursing lessons.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104265"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014458","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}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104263
Areti Stavropoulou , Yuan Chu , Michael Connolly , Siobhán Brereton , Konstantinos Evgenikos , Antonio Bonacaro , Massimo Guasconi , Elisa La Malfa , Susanna Maria Roberta Esposito , Elena Giovanna Bignami , Christos Troussas , Phivos Mylonas , Christos Papakostas , Akrivi Krouska , Ioannis Voyiatzis , Cleo Sgouropoulou , Panagiotis Strousopoulos , Diarmuid Stokes , Domna Kyriakidi , Dimitrios Papageorgiou , Fiona Timmins
Objectives
This scoping review aimed to identify existing literature on the application of augmented reality (AR) in the intensive care unit (ICU) and analyse its current state of play regarding hands-on skills.
Background
Active learner engagement can greatly enrich educational outcomes. With the rise of immersive and interactive technologies, AR is progressively integrated into nursing education to enhance this aspect. Despite its potential, there is lacking evidence regarding the application of AR in ICU nursing education.
Design
A scoping review was conducted following the Arksey and O'Malley framework.
Methods
Six databases, including Medline, CINAHL, PsycINFO, EMBASE, ERIC and Web of Science, were searched from inception until the present without language restriction. Two reviewers independently performed selection and data extraction. The Pattern, Advances, Gaps, Evidence for Practice and Research Recommendations framework guided data analysis and results presentation. The protocol was registered with the Open Science Framework, Registration No. osf.io/36c25.
Results
Our search yielded 3135 articles, 24 of which were included in the review. Ten technological products were identified; Microsoft HoloLens and smartphones were used in eight and five studies, respectively. Seven studies evaluated the usability of AR applications using the system usability scale (SUS). Most of them demonstrated an excellent overall SUS score. Participants’ satisfaction and confidence in using AR received favourable results. Finally, most studies found no statistically significant improvement in skill and knowledge performance.
Conclusion
The findings demonstrate AR's broad acceptance, utility and feasibility, highlighting its capacity to enrich educational experiences. However, a dearth of research has proved AR's effectiveness in ICU education.
{"title":"Augmented reality in intensive care nursing education: A scoping review","authors":"Areti Stavropoulou , Yuan Chu , Michael Connolly , Siobhán Brereton , Konstantinos Evgenikos , Antonio Bonacaro , Massimo Guasconi , Elisa La Malfa , Susanna Maria Roberta Esposito , Elena Giovanna Bignami , Christos Troussas , Phivos Mylonas , Christos Papakostas , Akrivi Krouska , Ioannis Voyiatzis , Cleo Sgouropoulou , Panagiotis Strousopoulos , Diarmuid Stokes , Domna Kyriakidi , Dimitrios Papageorgiou , Fiona Timmins","doi":"10.1016/j.nepr.2025.104263","DOIUrl":"10.1016/j.nepr.2025.104263","url":null,"abstract":"<div><h3>Objectives</h3><div>This scoping review aimed to identify existing literature on the application of augmented reality (AR) in the intensive care unit (ICU) and analyse its current state of play regarding hands-on skills.</div></div><div><h3>Background</h3><div>Active learner engagement can greatly enrich educational outcomes. With the rise of immersive and interactive technologies, AR is progressively integrated into nursing education to enhance this aspect. Despite its potential, there is lacking evidence regarding the application of AR in ICU nursing education.</div></div><div><h3>Design</h3><div>A scoping review was conducted following the Arksey and O'Malley framework.</div></div><div><h3>Methods</h3><div>Six databases, including Medline, CINAHL, PsycINFO, EMBASE, ERIC and Web of Science, were searched from inception until the present without language restriction. Two reviewers independently performed selection and data extraction. The Pattern, Advances, Gaps, Evidence for Practice and Research Recommendations framework guided data analysis and results presentation. The protocol was registered with the Open Science Framework, Registration No. osf.io/36c25.</div></div><div><h3>Results</h3><div>Our search yielded 3135 articles, 24 of which were included in the review. Ten technological products were identified; Microsoft HoloLens and smartphones were used in eight and five studies, respectively. Seven studies evaluated the usability of AR applications using the system usability scale (SUS). Most of them demonstrated an excellent overall SUS score. Participants’ satisfaction and confidence in using AR received favourable results. Finally, most studies found no statistically significant improvement in skill and knowledge performance.</div></div><div><h3>Conclusion</h3><div>The findings demonstrate AR's broad acceptance, utility and feasibility, highlighting its capacity to enrich educational experiences. However, a dearth of research has proved AR's effectiveness in ICU education.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104263"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104272
Anne Cathrine Holm Furuheim, Line Lindenskov
Aim
In what ways does VR simulation as a learning activity contribute to increased confidence in therapeutic relational and communication skills among nursing students in mental health practice?
Background
There is a need to strengthen practical competence and prepare nursing students for relational work with individuals facing mental health challenges to achieve the best learning outcomes. This study explores students' experiences with VR simulation in mental health and how this learning activity can help nursing students build confidence in their interpersonal interactions with members of a vulnerable patient group.
Design
This study employed a qualitative interpretive approach based on focus group interviews and reflection notes.
Methods
This research study used focus group interviews and reflection notes as methods. Three focus group interviews were conducted and students completed 122 reflection notes. This data collectively forms the basis of the study.
Results
The data revealed three main themes regarding how the teaching method contributed to increased student confidence: 1) the learning opportunities provided by VR technology; 2) the relevance of VR for professional practice; and 3) the importance of debriefing and reflection for learning outcomes.
Conclusions
VR simulation provided students with a novel experience in mental health practice education. The learning environment was safe, and they were able to visualise theory in the form of practical action. Nursing students found VR simulation to be a relevant preparation for and supplement to clinical practice in mental health work. The students acquired practical and relational competence that benefitted patients and increased patient safety.
{"title":"Virtual reality simulation as a learning activity for nursing students in mental health practice","authors":"Anne Cathrine Holm Furuheim, Line Lindenskov","doi":"10.1016/j.nepr.2025.104272","DOIUrl":"10.1016/j.nepr.2025.104272","url":null,"abstract":"<div><h3>Aim</h3><div>In what ways does VR simulation as a learning activity contribute to increased confidence in therapeutic relational and communication skills among nursing students in mental health practice?</div></div><div><h3>Background</h3><div>There is a need to strengthen practical competence and prepare nursing students for relational work with individuals facing mental health challenges to achieve the best learning outcomes. This study explores students' experiences with VR simulation in mental health and how this learning activity can help nursing students build confidence in their interpersonal interactions with members of a vulnerable patient group.</div></div><div><h3>Design</h3><div>This study employed a qualitative interpretive approach based on focus group interviews and reflection notes.</div></div><div><h3>Methods</h3><div>This research study used focus group interviews and reflection notes as methods. Three focus group interviews were conducted and students completed 122 reflection notes. This data collectively forms the basis of the study.</div></div><div><h3>Results</h3><div>The data revealed three main themes regarding how the teaching method contributed to increased student confidence: 1) the learning opportunities provided by VR technology; 2) the relevance of VR for professional practice; and 3) the importance of debriefing and reflection for learning outcomes.</div></div><div><h3>Conclusions</h3><div>VR simulation provided students with a novel experience in mental health practice education. The learning environment was safe, and they were able to visualise theory in the form of practical action. Nursing students found VR simulation to be a relevant preparation for and supplement to clinical practice in mental health work. The students acquired practical and relational competence that benefitted patients and increased patient safety.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104272"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075955","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}
Pub Date : 2025-02-01DOI: 10.1016/j.nepr.2025.104277
Dominika Kohanová , Andrea Sollárová , Miloš Čakloš , Dana Zrubcová , Ewelina Kolarczyk
Aim
To collate existing quantitative empirical evidence on social media behavior among nursing students.
Background
Professionalism in nursing, characterized by adherence to ethical principles, accountability, compassion and patient confidentiality, is vital for quality patient care and maintaining public trust. As nursing students navigate their education and clinical training, the increasing role of social media introduces new challenges to upholding these standards.
Design
A systematized review design.
Methods
The literature search was conducted in January 2024 across four scientific databases – PubMed, ProQuest, Web of Science and Scopus. The search produced 3490, while 20 studies were included in the final analysis. Content analysis was used to analyze included studies. The review reflected the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Checklist 2020.
Results
Four main topics were identified, as follows: Social media usage among nursing students; Privacy awareness and patient confidentiality; Inappropriate content posted on social media; Responsible social media use. The review highlights both the educational advantages and professional risks of social media use among nursing students. While social media platforms provide access to educational resources and professional networking opportunities, they also pose significant risks, including breaches of patient confidentiality and the blurring of personal and professional identities.
Conclusion
Understanding nursing students' social media behavior is essential for educators, policymakers and students. The findings contribute to the ongoing discourse on the role of social media in nursing education and professional development, emphasizing the need for vigilance in online behavior to maintain high standards of professionalism in the digital age.
{"title":"Social media behaviour and patterns of use among nursing students: A systematized review","authors":"Dominika Kohanová , Andrea Sollárová , Miloš Čakloš , Dana Zrubcová , Ewelina Kolarczyk","doi":"10.1016/j.nepr.2025.104277","DOIUrl":"10.1016/j.nepr.2025.104277","url":null,"abstract":"<div><h3>Aim</h3><div>To collate existing quantitative empirical evidence on social media behavior among nursing students.</div></div><div><h3>Background</h3><div>Professionalism in nursing, characterized by adherence to ethical principles, accountability, compassion and patient confidentiality, is vital for quality patient care and maintaining public trust. As nursing students navigate their education and clinical training, the increasing role of social media introduces new challenges to upholding these standards.</div></div><div><h3>Design</h3><div>A systematized review design.</div></div><div><h3>Methods</h3><div>The literature search was conducted in January 2024 across four scientific databases – PubMed, ProQuest, Web of Science and Scopus. The search produced 3490, while 20 studies were included in the final analysis. Content analysis was used to analyze included studies. The review reflected the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Checklist 2020.</div></div><div><h3>Results</h3><div>Four main topics were identified, as follows: <em>Social media usage among nursing students</em>; <em>Privacy awareness and patient confidentiality</em>; <em>Inappropriate content posted on social media</em>; <em>Responsible social media use</em>. The review highlights both the educational advantages and professional risks of social media use among nursing students. While social media platforms provide access to educational resources and professional networking opportunities, they also pose significant risks, including breaches of patient confidentiality and the blurring of personal and professional identities.</div></div><div><h3>Conclusion</h3><div>Understanding nursing students' social media behavior is essential for educators, policymakers and students. The findings contribute to the ongoing discourse on the role of social media in nursing education and professional development, emphasizing the need for vigilance in online behavior to maintain high standards of professionalism in the digital age.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104277"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to achieve two objectives. The first is to evaluate the feasibility, validity and reliability of Script Concordance Test (SCT) designed to assess the clinical reasoning (CR) skills of nurses working in a Pediatric Surgery Intensive Care Unit (PSICU). The second is to investigate the impact of different reference panels on SCT scores.
Background
Although the SCT is widely used to assess CR in nursing students, its application in postgraduate nursing practice remains underexplored.
Design
A descriptive evaluation and a validation study.
Methods
A 13-case SCT, was administered to 30 nurses working in the PSICU. The scoring key for the SCT was developed based on three distinct panels. The scores of experts and participants were compared using a t-test. Reliability was assessed through generalizability (G) theory. A decision (D) study conducted within the G theory framework determined the number of cases and items required to achieve optimal reliability.
Results
A statistically significant difference in SCT scores was observed across the three-panel compositions. SCT demonstrated its ability to effectively distinguish between experts and participants. The highest reliability (0.71) was achieved with the mixed panel scoring. According to the D study, achieving a reliability of 0.80 or higher requires 100 items.
Conclusion
The SCT can be recommended as a tool that provides valid and reliable measures for assessing CR in postgraduate nursing practice. When developing the scoring key for the (SCT), it is advisable to use either a panel consisting solely of nurses or a mixed reference panel.
{"title":"Usefulness of the script concordance test and influence of reference panel composition on clinical reasoning assessment in pediatric surgery intensive care nurses","authors":"Nazmiye Celik , Gulsen Tasdelen Teker , Emrah Senel","doi":"10.1016/j.nepr.2025.104297","DOIUrl":"10.1016/j.nepr.2025.104297","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to achieve two objectives. The first is to evaluate the feasibility, validity and reliability of Script Concordance Test (SCT) designed to assess the clinical reasoning (CR) skills of nurses working in a Pediatric Surgery Intensive Care Unit (PSICU). The second is to investigate the impact of different reference panels on SCT scores.</div></div><div><h3>Background</h3><div>Although the SCT is widely used to assess CR in nursing students, its application in postgraduate nursing practice remains underexplored.</div></div><div><h3>Design</h3><div>A descriptive evaluation and a validation study.</div></div><div><h3>Methods</h3><div>A 13-case SCT, was administered to 30 nurses working in the PSICU. The scoring key for the SCT was developed based on three distinct panels. The scores of experts and participants were compared using a t-test. Reliability was assessed through generalizability (G) theory. A decision (D) study conducted within the G theory framework determined the number of cases and items required to achieve optimal reliability.</div></div><div><h3>Results</h3><div>A statistically significant difference in SCT scores was observed across the three-panel compositions. SCT demonstrated its ability to effectively distinguish between experts and participants. The highest reliability (0.71) was achieved with the mixed panel scoring. According to the D study, achieving a reliability of 0.80 or higher requires 100 items.</div></div><div><h3>Conclusion</h3><div>The SCT can be recommended as a tool that provides valid and reliable measures for assessing CR in postgraduate nursing practice. When developing the scoring key for the (SCT), it is advisable to use either a panel consisting solely of nurses or a mixed reference panel.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104297"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143369832","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}
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