Pub Date : 2024-08-01DOI: 10.1016/j.nepr.2024.104088
Aim
The aim of this study was to investigate the relationship between emotion regulation difficulty and solution-focused thinking in nursing students.
Background
It is essential for nursing students to possess solution-focused thinking and emotion regulation skills to cope effectively with stressors arising from their developmental processes, the nature of education and the profession. This is crucial for enhancing the quality of nursing care.
Design
The study design was cross-sectional descriptive and correlational design.
Methods
The convenience sample of the study consisted of 416 nursing students. The research was conducted between January 20 and February 15, 2024. Data were collected in Türkiye with the difficulties in emotion regulation scale-brief form and the solution focused inventory. Data were analyzed using multivariate linear regression analysis.
Results
An increase of 1 unit in the level of emotion regulation difficulty was associated with a decrease of 0.236 units in participant resource activation and 0.524 units in problem disengagement (p<.001). An increase of 1 unit in the level of emotion regulation difficulty was also associated with an increase of 0.876 units in participant goal orientation (p<.001). Grade point average, grade and age were identified as factors influencing the sub-dimensions of solution-focused thinking (p<.05).
Conclusions
The study showed that emotion regulation difficulty is an important predictor of solution-focused thinking in nursing students. Therefore, students' emotion regulation difficulties and solution-focused thinking should be evaluated by academic nurses from the beginning of students' enrollment. Also, it is recommended that intervention programs focusing on developing emotion regulation and solution-focused thinking skills for nursing students should be included and implemented in the nursing curriculum.
{"title":"The relationship between difficulties in emotion regulation and solution-focused thinking in nursing students","authors":"","doi":"10.1016/j.nepr.2024.104088","DOIUrl":"10.1016/j.nepr.2024.104088","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study was to investigate the relationship between emotion regulation difficulty and solution-focused thinking in nursing students.</p></div><div><h3>Background</h3><p>It is essential for nursing students to possess solution-focused thinking and emotion regulation skills to cope effectively with stressors arising from their developmental processes, the nature of education and the profession. This is crucial for enhancing the quality of nursing care.</p></div><div><h3>Design</h3><p>The study design was cross-sectional descriptive and correlational design.</p></div><div><h3>Methods</h3><p>The convenience sample of the study consisted of 416 nursing students. The research was conducted between January 20 and February 15, 2024. Data were collected in Türkiye with the difficulties in emotion regulation scale-brief form and the solution focused inventory. Data were analyzed using multivariate linear regression analysis.</p></div><div><h3>Results</h3><p>An increase of 1 unit in the level of emotion regulation difficulty was associated with a decrease of 0.236 units in participant resource activation and 0.524 units in problem disengagement (p<.001). An increase of 1 unit in the level of emotion regulation difficulty was also associated with an increase of 0.876 units in participant goal orientation (p<.001). Grade point average, grade and age were identified as factors influencing the sub-dimensions of solution-focused thinking (p<.05).</p></div><div><h3>Conclusions</h3><p>The study showed that emotion regulation difficulty is an important predictor of solution-focused thinking in nursing students. Therefore, students' emotion regulation difficulties and solution-focused thinking should be evaluated by academic nurses from the beginning of students' enrollment. Also, it is recommended that intervention programs focusing on developing emotion regulation and solution-focused thinking skills for nursing students should be included and implemented in the nursing curriculum.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141890660","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104078
Aim
The aim of this study is to explore how students experience learning in a hybrid learning environment in a nursing home setting and their perceptions of relationship-centred care.
Background
Nursing homes are undergoing a culture shift from task-centred care to person- and relationship-centred care, requiring a different approach to how nursing home staff work and are educated. Hybrid learning environments aim to educate professionals who continuously work on their professional development by integrating and merging learning and working to facilitate the culture shift.
Design
An exploratory qualitative study design was used. The setting were nursing home wards organised according to a hybrid learning environment located in the Netherlands. Participants were students in two-year training for nurse assistants, three-year training for certified nurse assistants, or four-year training for vocationally trained registered nurses. Data were collected through semi-structured interviews and focus groups. Data were analysed using direct content analysis.
Results
Analysis revealed three themes regarding how students experienced learning in the hybrid learning environment: 1) design of the learning process, 2) disconnection between working and learning and 3) learning resources. Regarding how learning in the hybrid learning environment influences students’ perceptions of relationship-centred care analyses revealed two themes: 1) recognising the essence of relationship-centred care and 2) overstaffing and student–resident interaction.
Conclusions
The hybrid learning environment in a nursing home setting remains underdeveloped. By considering some improvement points (e.g., clarity of the role of work supervisor and students’ awareness of learning while executing daily tasks), the hybrid learning environment can promote a shift from working task-centred to working relationship-centred. Additionally, students must grasp the essence of the concept of relationship-centred care and need support in developing reflection skills to provide it.
{"title":"Students’ experiences with a hybrid learning environment in nursing homes: A qualitative study","authors":"","doi":"10.1016/j.nepr.2024.104078","DOIUrl":"10.1016/j.nepr.2024.104078","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study is to explore how students experience learning in a hybrid learning environment in a nursing home setting and their perceptions of relationship-centred care.</p></div><div><h3>Background</h3><p>Nursing homes are undergoing a culture shift from task-centred care to person- and relationship-centred care, requiring a different approach to how nursing home staff work and are educated. Hybrid learning environments aim to educate professionals who continuously work on their professional development by integrating and merging learning and working to facilitate the culture shift.</p></div><div><h3>Design</h3><p>An exploratory qualitative study design was used. The setting were nursing home wards organised according to a hybrid learning environment located in the Netherlands. Participants were students in two-year training for nurse assistants, three-year training for certified nurse assistants, or four-year training for vocationally trained registered nurses. Data were collected through semi-structured interviews and focus groups. Data were analysed using direct content analysis.</p></div><div><h3>Results</h3><p>Analysis revealed three themes regarding how students experienced learning in the hybrid learning environment: 1) design of the learning process, 2) disconnection between working and learning and 3) learning resources. Regarding how learning in the hybrid learning environment influences students’ perceptions of relationship-centred care analyses revealed two themes: 1) recognising the essence of relationship-centred care and 2) overstaffing and student–resident interaction.</p></div><div><h3>Conclusions</h3><p>The hybrid learning environment in a nursing home setting remains underdeveloped. By considering some improvement points (e.g., clarity of the role of work supervisor and students’ awareness of learning while executing daily tasks), the hybrid learning environment can promote a shift from working task-centred to working relationship-centred. Additionally, students must grasp the essence of the concept of relationship-centred care and need support in developing reflection skills to provide it.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002075/pdfft?md5=827646bb6b8ae38bf6c4a40d0af748e7&pid=1-s2.0-S1471595324002075-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761870","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104098
Aim
This study aims to explore and describe self-reported perceptions of nursing students’ competence in the administration of medication.
Background
Medication errors are a significant concern in hospitals, as they can result in serious harm and even death for patients. Nursing students play a crucial role in administering medication and preventing errors, but they are also prone to making mistakes. While numerous studies have extensively examined the factors that contribute to medication errors, few have focused on the assessment of competency among nursing students.
Design
This study employed a qualitative exploratory and descriptive design.
Methods
A total of 10 undergraduate nursing students at a higher education institution consented to participate in face-to-face, semi-structured individual interviews. Data were collected between August and September 2022 using an interview guide. The interviews were audio recorded and analysed using Braun and Clarke's six steps of thematic analysis.
Results
The study revealed two major themes: (1) ‘Perceived barriers to competency’, which include participants' concerns regarding making errors, knowledge in pharmacology, self-efficacy in mathematics and level of supervision; and (2) ‘Mechanisms for improvement’, which centre on enhancing simulation proficiency, improving supervision and integrating pharmacology education in year two of nursing training.
Conclusion
The study findings suggest that student nurses face various barriers to competence, such as a fear of making mistakes, a lack of pharmacology knowledge and low self-confidence in calculating drug dosages. To address these issues, prioritising supervision is crucial to facilitate student learning and ensure safety. Future research should consider investigating the perspectives of nurse educators on pharmacology curricula.
{"title":"Perceptions of undergraduate nursing students regarding their competency in administering medications: A qualitative study","authors":"","doi":"10.1016/j.nepr.2024.104098","DOIUrl":"10.1016/j.nepr.2024.104098","url":null,"abstract":"<div><h3>Aim</h3><p>This study aims to explore and describe self-reported perceptions of nursing students’ competence in the administration of medication.</p></div><div><h3>Background</h3><p>Medication errors are a significant concern in hospitals, as they can result in serious harm and even death for patients. Nursing students play a crucial role in administering medication and preventing errors, but they are also prone to making mistakes. While numerous studies have extensively examined the factors that contribute to medication errors, few have focused on the assessment of competency among nursing students.</p></div><div><h3>Design</h3><p>This study employed a qualitative exploratory and descriptive design.</p></div><div><h3>Methods</h3><p>A total of 10 undergraduate nursing students at a higher education institution consented to participate in face-to-face, semi-structured individual interviews. Data were collected between August and September 2022 using an interview guide. The interviews were audio recorded and analysed using Braun and Clarke's six steps of thematic analysis.</p></div><div><h3>Results</h3><p>The study revealed two major themes: (1) ‘Perceived barriers to competency’, which include participants' concerns regarding making errors, knowledge in pharmacology, self-efficacy in mathematics and level of supervision; and (2) ‘Mechanisms for improvement’, which centre on enhancing simulation proficiency, improving supervision and integrating pharmacology education in year two of nursing training.</p></div><div><h3>Conclusion</h3><p>The study findings suggest that student nurses face various barriers to competence, such as a fear of making mistakes, a lack of pharmacology knowledge and low self-confidence in calculating drug dosages. To address these issues, prioritising supervision is crucial to facilitate student learning and ensure safety. Future research should consider investigating the perspectives of nurse educators on pharmacology curricula.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142011176","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104077
Aim
To conduct a longitudinal exploration of pre-registration nursing students’ perceptions of their learning on an immersive mental health clinical placement grounded in learning from people with a lived experience of mental illness (otherwise known as consumers).
Background
Enriching mental health clinical learning environments are crucial for positive mental health nursing outcomes. Though non-traditional clinical placement (i.e. non-hospital-based) models effectively increase student learning in a range of domains, little is known about the specific features of contemporary non-traditional placement settings that may be supporting student learning over time.
Design
A survey design in the form of a standardised evaluation tool with additional qualitative response questions was used to examine nursing students’ perceptions of learning whilst on a non-traditional clinical placement over a 5-year period. Non-traditional placement settings are alternative placement options to traditional inpatient/community mental health settings. The TREND Statement Checklist was adhered to.
Methods
Second- and third-year students studying a Bachelor of Nursing (N = 753) from eight Australian Universities completed a Student Placement Feedback Survey between 2019 and 2023. Data were collected via an evaluation survey including 7-items (rated on a 5-point agreement scale) and three free-response questions. Quantitative and qualitative responses were analysed over all observations and compared between the five years of student evaluations.
Results
Across five years, the immersive mental health placement was consistently rated by students as a highly valuable learning experience. Utilizing a Multivariate Analysis-of-variance (MANOVA) for the quantitative component revealed that student ‘learning from lived experience’ remained uniformly high and steady throughout 2020–2023. This was despite disrupted learning that ceased face-to-face tuition caused by the COVID-19 pandemic. An increase in ‘student enthusiasm for nursing’ was identified after the return to face-to-face learning. Qualitative analysis identified a greater need for preparedness prior to attending the placement and wellbeing support amongst students.
Conclusions
Over the five years, pre-registration nursing students report clinical skill improvement and enhanced knowledge following the immersive mental health placement alongside an increased desire for further skill development. Learning from people’s lived experience of mental illness and specialised facilitators was valuable for student learning outcomes. Increased support is needed for student mental health vulnerabilities and wellbeing ahead of clinical placements. Further research is recommended on the aspects of non-traditional clinical placements that may be protective for student l
{"title":"“This should be a compulsory placement for all nursing students”: An evaluation of pre-registration nursing students’ perceptions of learning on a mental health clinical placement","authors":"","doi":"10.1016/j.nepr.2024.104077","DOIUrl":"10.1016/j.nepr.2024.104077","url":null,"abstract":"<div><h3>Aim</h3><p>To conduct a longitudinal exploration of pre-registration nursing students’ perceptions of their learning on an immersive mental health clinical placement grounded in learning from people with a lived experience of mental illness (otherwise known as consumers).</p></div><div><h3>Background</h3><p>Enriching mental health clinical learning environments are crucial for positive mental health nursing outcomes. Though non-traditional clinical placement (i.e. non-hospital-based) models effectively increase student learning in a range of domains, little is known about the specific features of contemporary non-traditional placement settings that may be supporting student learning over time.</p></div><div><h3>Design</h3><p>A survey design in the form of a standardised evaluation tool with additional qualitative response questions was used to examine nursing students’ perceptions of learning whilst on a non-traditional clinical placement over a 5-year period. Non-traditional placement settings are alternative placement options to traditional inpatient/community mental health settings. The TREND Statement Checklist was adhered to.</p></div><div><h3>Methods</h3><p>Second- and third-year students studying a Bachelor of Nursing (<em>N</em> = 753) from eight Australian Universities completed a Student Placement Feedback Survey between 2019 and 2023. Data were collected via an evaluation survey including 7-items (rated on a 5-point agreement scale) and three free-response questions. Quantitative and qualitative responses were analysed over all observations and compared between the five years of student evaluations.</p></div><div><h3>Results</h3><p>Across five years, the immersive mental health placement was consistently rated by students as a highly valuable learning experience. Utilizing a Multivariate Analysis-of-variance (MANOVA) for the quantitative component revealed that student ‘<em>learning from lived experience’</em> remained uniformly high and steady throughout 2020–2023. This was despite disrupted learning that ceased face-to-face tuition caused by the COVID-19 pandemic. An increase in ‘<em>student enthusiasm for nursing’</em> was identified after the return to face-to-face learning. Qualitative analysis identified a greater need for preparedness prior to attending the placement and wellbeing support amongst students.</p></div><div><h3>Conclusions</h3><p>Over the five years, pre-registration nursing students report clinical skill improvement and enhanced knowledge following the immersive mental health placement alongside an increased desire for further skill development. Learning from people’s lived experience of mental illness and specialised facilitators was valuable for student learning outcomes. Increased support is needed for student mental health vulnerabilities and wellbeing ahead of clinical placements. Further research is recommended on the aspects of non-traditional clinical placements that may be protective for student l","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002063/pdfft?md5=fdb028b29b2a514014e7c8597b0b0ce2&pid=1-s2.0-S1471595324002063-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784443","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104066
Aim
This study was conducted to investigate the impacts of scenario-based aging simulation experience (SBASE) on students’ empathy, attitudes toward and willingness to work with older adults.
Background
Innovative teaching strategies such as SBASE have the potential to provide students with the essential skills required for working with older adults.
Design
This study has a randomized controlled trial.
Methods
This study was conducted in west of Turkiye with 120 health sciences senior year students (45 nursing students, 54 medicine students and 21 physical therapy and rehabilitation students) in 2022–2023. The students were randomly assigned to intervention or control group (IG-CG). The IG received SBASE. Pre- and post-tests (after intervention, 1 and 3 months later) were conducted. Data were collected using the descriptive characteristics form, Kogan's attitudes toward old people scale, basic empathy scale and willingness to work with elderly people scale.
Results
The IG participants recorded statistically better scores regarding positive attitudes towards older adults, in terms of the group x time interaction (t: 2.521, p: 0.036). However, there was no significant difference in the variables investigated between the groups.
Conclusions
SBASE appeared to be effective in improving health sciences students’ positive attitudes towards older adults. Health care providers should have a more positive attitude toward older adults to improve levels of care.
Data availability
Data and supplementary material related to this article can be obtained from the corresponding author upon request.
{"title":"The impact of scenario-based aging simulation experience on empathy, attitudes toward and willingness to work with older adults in health sciences senior year students: A randomized controlled trial","authors":"","doi":"10.1016/j.nepr.2024.104066","DOIUrl":"10.1016/j.nepr.2024.104066","url":null,"abstract":"<div><h3>Aim</h3><p>This study was conducted to investigate the impacts of scenario-based aging simulation experience (SBASE) on students’ empathy, attitudes toward and willingness to work with older adults.</p></div><div><h3>Background</h3><p>Innovative teaching strategies such as SBASE have the potential to provide students with the essential skills required for working with older adults.</p></div><div><h3>Design</h3><p>This study has a randomized controlled trial.</p></div><div><h3>Methods</h3><p>This study was conducted in west of Turkiye with 120 health sciences senior year students (45 nursing students, 54 medicine students and 21 physical therapy and rehabilitation students) in 2022–2023. The students were randomly assigned to intervention or control group (IG-CG). The IG received SBASE. Pre- and post-tests (after intervention, 1 and 3 months later) were conducted. Data were collected using the descriptive characteristics form, Kogan's attitudes toward old people scale, basic empathy scale and willingness to work with elderly people scale.</p></div><div><h3>Results</h3><p>The IG participants recorded statistically better scores regarding positive attitudes towards older adults, in terms of the group x time interaction (t: 2.521, p: 0.036). However, there was no significant difference in the variables investigated between the groups.</p></div><div><h3>Conclusions</h3><p>SBASE appeared to be effective in improving health sciences students’ positive attitudes towards older adults. Health care providers should have a more positive attitude toward older adults to improve levels of care.</p></div><div><h3>Data availability</h3><p>Data and supplementary material related to this article can be obtained from the corresponding author upon request.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761871","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104080
Aim
This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally.
Background
Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care.
Design
A scoping review was conducted using the framework of Arksey and O’Malley and reported using the PRISMA checklist for scoping reviews.
Methods
A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported.
Results
Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional groups. Evaluation of the included studies related to either the effectiveness of the interprofessional education or wound care rather than both concepts.
Conclusions
Due to the limited number of studies included in this review, it was difficult to draw conclusions about the effectiveness of interprofessional approaches to wound care. It may be possible that interprofessional wound care is currently being undertaken but not formally evaluated. This itself is problematic. It is imperative to equip healthcare students with the knowledge and skills necessary to provide safe, effective interprofessional care. Evidence on the effectiveness of educational programs is urgently needed.
{"title":"What interprofessional education teaching and learning approaches are being implemented in baccalaureate health professional curricula in wound care education? A scoping review","authors":"","doi":"10.1016/j.nepr.2024.104080","DOIUrl":"10.1016/j.nepr.2024.104080","url":null,"abstract":"<div><h3>Aim</h3><p>This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally.</p></div><div><h3>Background</h3><p>Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team. The preparedness of health professional graduates to engage in interprofessional education is essential to design and deliver coordinated health services that are person-centred and improve health outcomes. There is a lack of evidence however about how to prepare baccalaureate students in an interprofessional context, specifically in wound care.</p></div><div><h3>Design</h3><p>A scoping review was conducted using the framework of Arksey and O’Malley and reported using the PRISMA checklist for scoping reviews.</p></div><div><h3>Methods</h3><p>A comprehensive search of the literature was conducted in MEDLINE (via EBSCOhost), CINAHL PLUS (via EBSCOhost), Pubmed and Embase databases published between 2012 and October 2023. Reference lists of included studies were also searched. Studies which were peer reviewed, written in English with a focus on interprofessional education in wound care were included in the review. The process of reviewing titles and abstracts was conducted by two independent reviewers. Data were extracted, key characteristics mapped and a narrative analysis of findings was reported.</p></div><div><h3>Results</h3><p>Three studies were included in this review. All the reviewed papers reported collaborative learning activities between different health professional groups relating to wound care, although there was no consistent approach to what wound care content was delivered or how it was delivered. Only one study reported that the delivery of content was completed by staff from multiple professional groups. Evaluation of the included studies related to either the effectiveness of the interprofessional education or wound care rather than both concepts.</p></div><div><h3>Conclusions</h3><p>Due to the limited number of studies included in this review, it was difficult to draw conclusions about the effectiveness of interprofessional approaches to wound care. It may be possible that interprofessional wound care is currently being undertaken but not formally evaluated. This itself is problematic. It is imperative to equip healthcare students with the knowledge and skills necessary to provide safe, effective interprofessional care. Evidence on the effectiveness of educational programs is urgently needed.</p></div><div><h3>Registration number</h3><p>to be included in abstract after acceptance.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002099/pdfft?md5=aac873917911c70613733df86f53c235&pid=1-s2.0-S1471595324002099-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789520","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 : 2024-08-01DOI: 10.1016/j.nepr.2024.104091
Aim
To translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Active Empathic Listening Scale (AELS-It) for first year students on a Bachelor degree in nursing.
Background
Active and empathic listening is characterised by the active and emotional involvement of the listener and is particularly important for nurses to understand and address patients’ needs. When nurses demonstrate to patients that they are active and empathic listeners, it leads to deeper engagement and trust, strengthens the nurse-patient relationship and enhances the quality of care. Consequently, it is essential to incorporate active and empathic listening into nursing education, as it equips future nurses to communicate and respond to patients’ needs effectively. AELS is a tool that measures active and empathic listening styles. To the best of our knowledge, no study has validated and psychometrically tested AELS among nursing students and no studies have examined the application of the AELS scale within the Italian context.
Design
A three-phase validation study.
Methods
The tool was first translated and adapted into Italian. A panel of 12 experts in nursing education evaluated the face and content validity. The psychometric properties of the Italian AELS (AELS-It) were assessed in a sample of nursing students. The dimensionality and construct validity of the tool were tested through exploratory and confirmatory factor analyses. Reliability was estimated using both traditional and composite methods.
Results
A total of 207 students were included. The overall content validity index was 0.9. The exploratory factor analysis confirmed a three factor structure. Confirmatory factor analysis showed a second-order factor structure with adequate fit indices. The reliability of the second-order factor analysis for the scale was adequate, with Cronbach’s α (0.877) and Composite-ω (0.875).
Conclusions
The Italian version of AELS-It proved to be a reliable tool to test active empathic listening in Italian nursing students and it could be a useful instrument in nursing education.
{"title":"Cultural adaptation and psychometric evaluation of the Italian version of the active-empathic listening scale among undergraduate nursing students: A three phase validation study","authors":"","doi":"10.1016/j.nepr.2024.104091","DOIUrl":"10.1016/j.nepr.2024.104091","url":null,"abstract":"<div><h3>Aim</h3><p>To translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Active Empathic Listening Scale (AELS-It) for first year students on a Bachelor degree in nursing.</p></div><div><h3>Background</h3><p>Active and empathic listening is characterised by the active and emotional involvement of the listener and is particularly important for nurses to understand and address patients’ needs. When nurses demonstrate to patients that they are active and empathic listeners, it leads to deeper engagement and trust, strengthens the nurse-patient relationship and enhances the quality of care. Consequently, it is essential to incorporate active and empathic listening into nursing education, as it equips future nurses to communicate and respond to patients’ needs effectively. AELS is a tool that measures active and empathic listening styles. To the best of our knowledge, no study has validated and psychometrically tested AELS among nursing students and no studies have examined the application of the AELS scale within the Italian context.</p></div><div><h3>Design</h3><p>A three-phase validation study.</p></div><div><h3>Methods</h3><p>The tool was first translated and adapted into Italian. A panel of 12 experts in nursing education evaluated the face and content validity. The psychometric properties of the Italian AELS (AELS-It) were assessed in a sample of nursing students. The dimensionality and construct validity of the tool were tested through exploratory and confirmatory factor analyses. Reliability was estimated using both traditional and composite methods.</p></div><div><h3>Results</h3><p>A total of 207 students were included. The overall content validity index was 0.9. The exploratory factor analysis confirmed a three factor structure. Confirmatory factor analysis showed a second-order factor structure with adequate fit indices. The reliability of the second-order factor analysis for the scale was adequate, with Cronbach’s α (0.877) and Composite-ω (0.875).</p></div><div><h3>Conclusions</h3><p>The Italian version of AELS-It proved to be a reliable tool to test active empathic listening in Italian nursing students and it could be a useful instrument in nursing education.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978368","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 : 2024-07-16DOI: 10.1016/j.nepr.2024.104063
Objectives
This study was conducted to determine the effect of an education program developed to improve the problem-solving and decision-making skills of nurse managers through both self- and subordinate evaluations and to compare it with a control group without training.
Background
The most basic skill that managers should have is effective problem-solving and decision-making skills. Nevertheless, studies indicate that nurse managers' problem-solving and decision-making skills are at a moderate level and need to be improved.
Design
Randomized controlled, pre-test-post-test, intervention and control group design. The study was conducted at a tertiary hospital in Istanbul, Türkiye. The sample consisted of 60 nurse managers (30 intervention and 30 control groups) and 300 nurses or nurse managers working as subordinates.
Methods
After assessing the problem-solving and decision-making skills of nurse managers in the intervention and control groups by themselves and their subordinates, educational intervention was provided to the intervention-group. The problem-solving and decision-making education consists of two full days of interactive training based on case studies. Subsequent to the training, nurse managers in the intervention-group underwent a second follow-up. The third follow-up for the intervention-group, as well as the second follow-up for the control-group and all subordinates, were conducted in the third month after the training. Data were analysed using descriptive tests, independent sample t-test and dependent sample t-test for comparisons and repeated measures analysis of variance for the effectiveness of the training program.
Results
Significant differences were found between the mean scores of the intervention-group nurse managers in problem-solving and decision-making pre and post-test (t=-11.005, p<.001) and case evaluations (t=-10.03, p<.001). Moreover, significant differences were identified in the assessment of pre-training, post-training and 3-month post-training average scores of overall problem-solving (F=93.643, p<.001) and rational (F=7.331, p=.007), dependent (F=13.607, p<.001), avoidant (F=11.543, p<.001) and spontaneous decision-making style (F=4.393, p<.001). When evaluated by the subordinates of the nurse managers in the intervention-group, there was a notable difference in the mean scores of overall problem-solving (t=-16.237, p=.001) and rational (t=-3.472, p=.001) and dependent decision-making styles (t=4.161, p=.001) before and 3-months after the training.
Conclusions
The study uncovered that the problem-solving and decision-making training provided to nurse managers led to enhancements in their respective abilities, a progression that was also noted by their subordinates. The findings underscore the significance of case-based training programs tailored to en
背景管理人员应具备的最基本技能是有效的解决问题和决策技能。然而，研究表明，护士长解决问题和决策的能力处于中等水平，亟待提高。设计随机对照、前测-后测、干预组和对照组设计。研究在土耳其伊斯坦布尔的一家三级医院进行。方法在对干预组和对照组的护士长及其下属进行问题解决和决策技能评估后，对干预组进行教育干预。解决问题和决策教育包括两个全天的互动培训，以案例研究为基础。培训结束后，干预组的护士长接受了第二次随访。干预组的第三次随访以及对照组和所有下属的第二次随访在培训后的第三个月进行。采用描述性检验、独立样本 t 检验和因果样本 t 检验对数据进行比较分析，并对培训计划的效果进行重复测量方差分析。结果发现，干预组护士长在解决问题和决策方面的测试前后平均得分（t=-11.005，p<.001）和案例评估（t=-10.03，p<.001）之间存在显著差异。此外，在培训前、培训后和培训后 3 个月的总体问题解决（F=93.643，p<.001）和理性（F=7.331，p=.007）、依赖（F=13.607，p<.001）、回避（F=11.543，p<.001）和自发决策风格（F=4.393，p<.001）的平均得分评估中发现了明显差异。干预组护士长的下属对干预组护士长进行评价时，总体问题解决风格（t=-16.237，p=.001）、理性决策风格（t=-3.472，p=.001）和依赖决策风格（t=4.161，p=.结论该研究发现，为护士长提供的问题解决和决策培训提高了他们各自的能力，他们的下属也注意到了这一进步。研究结果表明，以案例为基础的培训项目对于提高护士长解决问题和决策的能力具有重要意义。
{"title":"The effect of problem-solving and decision-making education on problem-solving and decision-making skills of nurse managers: A randomized controlled trial","authors":"","doi":"10.1016/j.nepr.2024.104063","DOIUrl":"10.1016/j.nepr.2024.104063","url":null,"abstract":"<div><h3>Objectives</h3><p>This study was conducted to determine the effect of an education program developed to improve the problem-solving and decision-making skills of nurse managers through both self- and subordinate evaluations and to compare it with a control group without training.</p></div><div><h3>Background</h3><p>The most basic skill that managers should have is effective problem-solving and decision-making skills. Nevertheless, studies indicate that nurse managers' problem-solving and decision-making skills are at a moderate level and need to be improved.</p></div><div><h3>Design</h3><p>Randomized controlled, pre-test-post-test, intervention and control group design. The study was conducted at a tertiary hospital in Istanbul, Türkiye. The sample consisted of 60 nurse managers (30 intervention and 30 control groups) and 300 nurses or nurse managers working as subordinates.</p></div><div><h3>Methods</h3><p>After assessing the problem-solving and decision-making skills of nurse managers in the intervention and control groups by themselves and their subordinates, educational intervention was provided to the intervention-group. The problem-solving and decision-making education consists of two full days of interactive training based on case studies. Subsequent to the training, nurse managers in the intervention-group underwent a second follow-up. The third follow-up for the intervention-group, as well as the second follow-up for the control-group and all subordinates, were conducted in the third month after the training. Data were analysed using descriptive tests, independent sample t-test and dependent sample t-test for comparisons and repeated measures analysis of variance for the effectiveness of the training program.</p></div><div><h3>Results</h3><p>Significant differences were found between the mean scores of the intervention-group nurse managers in problem-solving and decision-making pre and post-test (t=-11.005, p<.001) and case evaluations (t=-10.03, p<.001). Moreover, significant differences were identified in the assessment of pre-training, post-training and 3-month post-training average scores of overall problem-solving (F=93.643, p<.001) and rational (F=7.331, p=.007), dependent (F=13.607, p<.001), avoidant (F=11.543, p<.001) and spontaneous decision-making style (F=4.393, p<.001). When evaluated by the subordinates of the nurse managers in the intervention-group, there was a notable difference in the mean scores of overall problem-solving (t=-16.237, p=.001) and rational (t=-3.472, p=.001) and dependent decision-making styles (t=4.161, p=.001) before and 3-months after the training.</p></div><div><h3>Conclusions</h3><p>The study uncovered that the problem-solving and decision-making training provided to nurse managers led to enhancements in their respective abilities, a progression that was also noted by their subordinates. The findings underscore the significance of case-based training programs tailored to en","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713864","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 : 2024-07-14DOI: 10.1016/j.nepr.2024.104064
Aim
This study aimed to investigate factors influencing nursing students’ satisfaction with aged care placements.
Background
Providing positive clinical experiences in aged care is crucial for students to learn safe, quality care and to foster a sustainable workforce.
Design
Cross-sectional study
Methods
Nursing students in nursing degrees participated in the national placement evaluation survey. A total of 2378 responses were extracted from the national clinical placement evaluation survey in 2023. Using multinomial logistic regression, demographics, academic, placement characteristics and placement education quality (clinical environment and learning support) were investigated in relation to three different levels of students' overall satisfaction (low, moderate, high).
Results
Students reported overall satisfaction with their clinical placement, with a mean score of 7.9 (SD=2.1) on a 10-point scale. While most students agreed that they had achieved their learning objectives (90.0 %), they reported limited opportunities to interact with the multidisciplinary team (80.0 %). Further, students reported a relatively negative experience with staff, such as willingness to work with students (78.9 %) and being positive role models (78.9 %). Comparing the low satisfaction group to the moderate satisfaction group, male gender, identifying as an indigenous student and higher academic years increased the odds of being ‘least satisfied’, whereas international students, whose first language was not English and those with higher perceived placement education quality scores had lower odds of low satisfaction group membership. Conversely, compared with the moderate satisfaction group, those with the highest satisfaction with their clinical placement had a greater odds of being older, an international student and having higher scores in placement quality for the clinical environment and learning support. This model predicted 58.7 % of students' overall satisfaction.
Conclusions
Positive learning experiences in aged care may promote the importance of practice in this area to new graduates. Despite students’ overall positive satisfaction with aged care placements, it is clear there are areas to address: a need to develop a structured approach to enhance aged care clinical experiences, progressive development of learning objectives, enhancing student career preparation and increasing participation in interprofessional collaboration may be useful approaches.
{"title":"Factors influencing nursing student satisfaction in aged care placements: An Australian cross-sectional study","authors":"","doi":"10.1016/j.nepr.2024.104064","DOIUrl":"10.1016/j.nepr.2024.104064","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to investigate factors influencing nursing students’ satisfaction with aged care placements.</p></div><div><h3>Background</h3><p>Providing positive clinical experiences in aged care is crucial for students to learn safe, quality care and to foster a sustainable workforce.</p></div><div><h3>Design</h3><p>Cross-sectional study</p></div><div><h3>Methods</h3><p>Nursing students in nursing degrees participated in the national placement evaluation survey. A total of 2378 responses were extracted from the national clinical placement evaluation survey in 2023. Using multinomial logistic regression, demographics, academic, placement characteristics and placement education quality (clinical environment and learning support) were investigated in relation to three different levels of students' overall satisfaction (low, moderate, high).</p></div><div><h3>Results</h3><p>Students reported overall satisfaction with their clinical placement, with a mean score of 7.9 (SD=2.1) on a 10-point scale. While most students agreed that they had achieved their learning objectives (90.0 %), they reported limited opportunities to interact with the multidisciplinary team (80.0 %). Further, students reported a relatively negative experience with staff, such as willingness to work with students (78.9 %) and being positive role models (78.9 %). Comparing the low satisfaction group to the moderate satisfaction group, male gender, identifying as an indigenous student and higher academic years increased the odds of being ‘least satisfied’, whereas international students, whose first language was not English and those with higher perceived placement education quality scores had lower odds of low satisfaction group membership. Conversely, compared with the moderate satisfaction group, those with the highest satisfaction with their clinical placement had a greater odds of being older, an international student and having higher scores in placement quality for the clinical environment and learning support. This model predicted 58.7 % of students' overall satisfaction.</p></div><div><h3>Conclusions</h3><p>Positive learning experiences in aged care may promote the importance of practice in this area to new graduates. Despite students’ overall positive satisfaction with aged care placements, it is clear there are areas to address: a need to develop a structured approach to enhance aged care clinical experiences, progressive development of learning objectives, enhancing student career preparation and increasing participation in interprofessional collaboration may be useful approaches.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623918","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 : 2024-07-13DOI: 10.1016/j.nepr.2024.104070
Yue Li , Wenting Ji , Huan Chen , Xuemei Xie, Jing Yang, Jing Gao
Aim
This systematic review aimed to assess the psychometric properties of existing nursing informatics scales of competence and provide an evidence-based basis for selecting the most appropriate assessment instruments for specific populations.
Background
Informatics competency is one of the fundamental competencies that nurses should have. Using an informatics competency assessment instrument is an effective way to identify competency gaps and develop a professional development plan to address them. However, no systematic reviews summarizing and assessing the psychometric properties of all nursing informatics competency assessment instruments exist.
Design
This study systematically reviews measurement properties using the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) methodology.
Methods
Eight electronic databases (PubMed, Embase, Web of Science, CINAHL Complete, MEDLINE, PsychInfo, China National Knowledge Infrastructure and WanFang Data) were systematically searched from inception until January 10, 2024. Methodological quality was assessed using the COSMIN Risk of Bias Checklist. We used the COSMIN criteria to summarize and rate the psychometric properties.
Results
Twenty-seven studies reported twenty-five various versions of the instruments. Eighteen instruments assessed only one to three psychometric properties. No studies report cross-cultural effectiveness/measurement invariance and measurement error. The quality of evidence for structural validity or internal consistency for the three instruments failed to satisfy the COSMIN criteria. The SANICS-C has moderate to high-quality evidence of adequate content validity and internal consistency. In the end, the SANICS-C was an A recommendation, three instruments were C recommendations and the rest were B recommendations.
Conclusion
The Nursing Informatics Competencies Scale for Nursing Students, SANICS-C and ICAT can be used to assess the informatics competencies of undergraduate, graduate and doctoral nursing students, respectively. The C-NICAS-FR is recommended for the assessment of nurses’ informatics competence. The Self-Assessment Questionnaire for Nursing Informatics Competencies of Nursing Manager can be recommended for assessing nurse leaders’ informatics competencies. Future research needs to validate these instruments’ cross-cultural applicability further and comprehensively assess their psychometric properties. Along with emerging technologies, researchers should continually revisit and revise existing assessment instruments and develop instruments to assess the informatics competencies of nursing teachers.
背景信息学能力是护士应具备的基本能力之一。使用信息学能力评估工具是识别能力差距和制定专业发展计划的有效方法。本研究采用基于共识的健康测量工具选择标准（COSMIN）方法对测量属性进行了系统性回顾。方法学质量采用 COSMIN 偏倚风险检查表进行评估。我们使用 COSMIN 标准对心理测量特性进行了总结和评级。18 种工具只评估了一到三种心理测量特性。没有研究报告跨文化有效性/测量不变性和测量误差。三种工具的结构效度或内部一致性的证据质量不符合 COSMIN 标准。SANICS-C 具有中度到高质量的充分内容效度和内部一致性证据。最终，SANICS-C 被推荐为 A 级，3 种工具被推荐为 C 级，其余工具被推荐为 B 级。结论护理信息学能力量表（Nursing Informatics Competencies Scale for Nursing Students）、SANICS-C 和 ICAT 可分别用于评估本科生、研究生和博士生的信息学能力。建议使用 C-NICAS-FR 评估护士的信息学能力。护理管理者护理信息学能力自评问卷可推荐用于评估护士长的信息学能力。未来的研究需要进一步验证这些工具的跨文化适用性，并全面评估其心理测量特性。随着新兴技术的发展，研究人员应不断重新审视和修订现有的评估工具，并开发评估护理教师信息学能力的工具。
{"title":"Psychometric properties of instruments used to measure the informatics competence of nurses: A systematic review","authors":"Yue Li , Wenting Ji , Huan Chen , Xuemei Xie, Jing Yang, Jing Gao","doi":"10.1016/j.nepr.2024.104070","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104070","url":null,"abstract":"<div><h3>Aim</h3><p>This systematic review aimed to assess the psychometric properties of existing nursing informatics scales of competence and provide an evidence-based basis for selecting the most appropriate assessment instruments for specific populations.</p></div><div><h3>Background</h3><p>Informatics competency is one of the fundamental competencies that nurses should have. Using an informatics competency assessment instrument is an effective way to identify competency gaps and develop a professional development plan to address them. However, no systematic reviews summarizing and assessing the psychometric properties of all nursing informatics competency assessment instruments exist.</p></div><div><h3>Design</h3><p>This study systematically reviews measurement properties using the Consensus-based Standards for the Selection of Health Measurement Instruments (COSMIN) methodology.</p></div><div><h3>Methods</h3><p>Eight electronic databases (PubMed, Embase, Web of Science, CINAHL Complete, MEDLINE, PsychInfo, China National Knowledge Infrastructure and WanFang Data) were systematically searched from inception until January 10, 2024. Methodological quality was assessed using the COSMIN Risk of Bias Checklist. We used the COSMIN criteria to summarize and rate the psychometric properties.</p></div><div><h3>Results</h3><p>Twenty-seven studies reported twenty-five various versions of the instruments. Eighteen instruments assessed only one to three psychometric properties. No studies report cross-cultural effectiveness/measurement invariance and measurement error. The quality of evidence for structural validity or internal consistency for the three instruments failed to satisfy the COSMIN criteria. The SANICS-C has moderate to high-quality evidence of adequate content validity and internal consistency. In the end, the SANICS-C was an A recommendation, three instruments were C recommendations and the rest were B recommendations.</p></div><div><h3>Conclusion</h3><p>The Nursing Informatics Competencies Scale for Nursing Students, SANICS-C and ICAT can be used to assess the informatics competencies of undergraduate, graduate and doctoral nursing students, respectively. The C-NICAS-FR is recommended for the assessment of nurses’ informatics competence. The Self-Assessment Questionnaire for Nursing Informatics Competencies of Nursing Manager can be recommended for assessing nurse leaders’ informatics competencies. Future research needs to validate these instruments’ cross-cultural applicability further and comprehensively assess their psychometric properties. Along with emerging technologies, researchers should continually revisit and revise existing assessment instruments and develop instruments to assess the informatics competencies of nursing teachers.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605325","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号