Nurse Education in Practice最新文献_第7页

Reliance on ChatGPT in learning: Construction and validation of a reliance on ChatGPT scale for nursing students (ROCS- NS): Using structural equation modeling (SEM) 学习对ChatGPT的依赖：护生对ChatGPT量表（ROCS- NS）依赖的构建与验证：基于结构方程模型（SEM）

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104696

Mohamed E.H. Elzeky , Noha F.M. Shahine

Aim

This study aimed to develop a scale to evaluate the reliance level on ChatGPT in learning for nursing students and then test and validate its psychometric properties.

Background

The rapid adoption of ChatGPT has raised concerns regarding reliance on ChatGPT in learning. There is significance in categorizing students by their reliance level on ChatGPT.

Design

A methodological study guided by established scale-development frameworks.

Methods

A three-phase procedure was used to develop this scale and to determine its psychometric properties: (1) generating the item pool, (2) conducting a preliminary evaluation of the items and (3) analyzing its psychometric properties. The study examined the scale’s face, content, construct validity; internal consistency; and temporal stability. A total of 633 students participated in testing the scale’s psychometric properties, with data collection occurring between August and December 2024.

Results

The scale's content validity index was 0.89. According to principal component analysis, the scale included 29 items and four sub-dimensions and the total variance was 70.031 %. In confirmatory factor analysis, the fit indices were acceptable for this construct. Its internal consistency was good or acceptable according to reliability analysis. Test–retest showed that the scale had stability.

Conclusion

Reliance on the ChatGPT Scale for Nursing Students is a valid and reliable instrument that can evaluate the level of reliance on ChatGPT in learning, which is useful for both researchers and educators. Future research should concentrate on longitudinal studies to evaluate how reliance on ChatGPT evolves over time and affects educational outcomes.

目的本研究旨在编制护生对ChatGPT学习依赖程度的量表，并对其心理测量特性进行检验和验证。ChatGPT的迅速采用引起了人们对学习中依赖ChatGPT的担忧。通过对ChatGPT的依赖程度对学生进行分类具有重要意义。设计一种在已建立的规模发展框架指导下的方法学研究。方法采用三阶段程序编制该量表并确定其心理测量特性：(1)生成题库；(2)对题进行初步评价；(3)分析其心理测量特性。本研究考察了量表的面貌、内容、构念效度；内部一致性;以及时间稳定性。共有633名学生参与了该量表的心理测量特性测试，数据收集时间为2024年8月至12月。结果量表的内容效度指数为0.89。经主成分分析，量表包括29个题项和4个子维度，总方差为70.031 %。在验证性因子分析中，该结构的拟合指标是可接受的。经信度分析，其内部一致性良好或可接受。重测表明该标度具有稳定性。结论护理学生ChatGPT量表是一种有效、可靠的工具，可以评估护理学生在学习中对ChatGPT的依赖程度，对研究人员和教育工作者都有一定的参考价值。未来的研究应该集中在纵向研究上，以评估对ChatGPT的依赖如何随着时间的推移而演变，并影响教育成果。

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引用次数: 0

Network analysis of ageism and career motivation toward gerontological nursing in nursing students 护生老年护理职业动机与年龄歧视的网络分析

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104688

Yuankang Xie , Chao Wen , Chunqin Liu , Qing Luo , Jie Huang , Ying Wang

Aim

This study aimed to examine the nuanced association between ageism and career motivation toward gerontological nursing (CMGN) using network analysis.

Background

Ageism has been shown to be negatively associated with CMGN. However, the nuanced relationships between the different dimensions of ageism and the specific components of CMGN remain unexplored.

Design

A cross-sectional survey was used.

Methods

A total of 716 undergraduate nurses were recruited using convenience sampling from three universities in Jiangxi Province, China, between March and May 2024. Participants completed the Chinese version of the Fraboni Scale of Ageism and a motivation questionnaire. Network analysis was conducted to construct and analyze the network structures of ageism and CMGN.

Results

Network analysis revealed the strongest direct association between separation and cost. Utility and expectancy nodes exhibited the highest centralities based on expected strength, whereas separation and cost showed the highest bridge strength, connecting ageism and CMGN. No significant differences were found in the network structure or edge influence across the sex and grade subgroups.

Conclusions

Central and bridge nodes played critical roles within the ageism and CMGN network. Systematic, multicomponent interventions targeting these elements may help alleviate nursing students’ ageism and thereby promote their motivation to engage in geriatric care.

目的运用网络分析方法，探讨老年护理职业动机与年龄歧视之间的微妙关系。研究表明，年龄歧视与CMGN呈负相关。然而，年龄歧视的不同维度与CMGN的具体组成部分之间的微妙关系仍未被探索。设计采用横断面调查。方法采用方便抽样的方法，于2024年3 - 5月在江西省三所高校招募716名本科护士。参与者完成了中文版的弗拉波尼年龄歧视量表和动机问卷。通过网络分析，构建和分析了年龄歧视和CMGN的网络结构。结果网络分析结果表明，分离与成本之间存在最直接的联系。基于期望强度的效用和期望节点的中心性最高，而基于分离和成本节点的桥梁强度、连接年龄歧视和CMGN的中心性最高。网络结构或边缘影响在性别和年级亚组中没有显著差异。结论中心节点和桥节点在年龄歧视和CMGN网络中起关键作用。针对这些因素的系统的、多成分的干预可能有助于减轻护理学生的年龄歧视，从而促进他们从事老年护理的动机。

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引用次数: 0

Validated instruments for evaluating simulation-based learning experience: A scoping review 评估基于模拟的学习经验的有效工具：范围审查。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104675

Dolores Latugaye , Carolina Astoul Bonorino , Pía De Ezcurra , María Mercedes Guillot , Melanie Lasaigues , Sofía Lissarrague , Lisa Mariela Balmaceda , Mercedes Gunning , María Victoria Brunelli , María Maluenda

Aim

To identify validated instruments used to evaluate SBLE in health sciences between 2000 and 2025.

Background

Simulation-based learning experiences (SBLE) are increasingly integrated into health sciences education. Ensuring their quality requires validated instruments that assess not only participants but also key components such as design, environment, and facilitator performance.

Design

A scoping review was conducted using Joanna Briggs Institute methodology and reported following PRISMA-ScR guidelines.

Methods

Searches were performed in PubMed and the Virtual Health Library (up to July 1, 2025), supplemented by manual and grey literature searches. Eligible studies were instrumental research reporting the validation of SBLE evaluation tools.

Results

From 2183 records, 25 articles met inclusion criteria, describing 27 validated instruments. Most were questionnaires (92 %), developed before 2020, primarily in English-speaking countries and among nursing students. Psychometric evidence included content validity (74 %), construct validity (63 %), criterion validity (17 %), and reliability (78 %). Confirmatory factor analysis was rarely used. Most tools assessed satisfaction or self-confidence; fewer addressed facilitator performance, scenario quality, or institutional readiness.

Conclusion

Current instruments emphasize participant perception, with limited methodological rigor and scope. Broader, psychometrically robust tools are needed.

目的：确定2000年至2025年间卫生科学领域SBLE评估的有效工具。背景：基于模拟的学习体验（SBLE）越来越多地融入健康科学教育。确保它们的质量需要经过验证的工具，这些工具不仅要评估参与者，还要评估关键组件，如设计、环境和促进者的表现。设计：采用Joanna Briggs研究所的方法进行范围审查，并按照PRISMA-ScR指南进行报告。方法：检索PubMed和虚拟健康图书馆（截至2025年7月1日），并辅以手工和灰色文献检索。符合条件的研究是报告SBLE评估工具有效性的工具性研究。结果：在2183份记录中，25篇文章符合纳入标准，描述了27种经过验证的器械。大多数是调查问卷（92% %），在2020年之前编制，主要在英语国家和护理专业学生中进行。心理测量证据包括内容效度（74 %）、结构效度（63 %）、标准效度（17 %）和信度（78 %）。验证性因子分析很少使用。大多数工具评估满意度或自信心；较少提及促进者绩效、场景质量或机构准备情况。结论：目前的仪器强调参与者的感知，方法的严谨性和范围有限。我们需要更广泛、心理测量学上更强大的工具。

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引用次数: 0

The effect of role-playing and AI-based learning on nursing students’ knowledge of the nursing process and diagnostic accuracy: A quasi-experimental study 角色扮演与人工智能学习对护生护理流程知识及诊断准确性的影响：一项准实验研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-23 DOI: 10.1016/j.nepr.2025.104680

Sinan Aydogan , Ayse Yacan Kok , Fatma Dursun Ergezen , Semiha Asli Bozkurt

Aim

To compare the effects of two different educational interventions—role-playing and AI-based learning—on nursing students’ knowledge of the nursing process and their diagnostic accuracy.

Background

The nursing process is a fundamental framework in nursing practice, characterized by a dynamic and systematic approach to identifying patient needs, planning appropriate interventions and evaluating outcomes. Teaching this complex process effectively requires integrating various instructional strategies to enhance clinical reasoning.

Design

This was a pretest-posttest quasi-experimental study.

Methods

The study was conducted with first-year nursing students. A total of 50 first-year nursing students were assigned to either a role-playing or an AI-based learning group. The role-playing group and the AI-based learning group were compared on nursing process knowledge scores and diagnostic accuracy. Pre- and post-intervention data were collected using a Nursing Process Knowledge Test and a Clinical Case-Based Nursing Diagnosis Assessment Form. The study was reported according to the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) checklist.

Results

In the role-playing group, the mean nursing process knowledge scores increased significantly, whereas this difference was not statistically significant in the AI-based education group. In the AI-based education group, the mean diagnostic accuracy scores increased significantly, whereas this difference was not statistically significant in the role-playing group. There was no statistically significant difference between the role-playing and AI groups in nursing process knowledge or nursing diagnostic accuracy.

Conclusions

Role-playing enhanced nursing process knowledge, while AI-based learning improved diagnostic accuracy among nursing students. Integrating both methods may offer complementary benefits in nursing education.

目的：比较角色扮演和人工智能学习两种不同教育干预对护生护理过程知识及其诊断准确性的影响。背景：护理过程是护理实践的基本框架，其特点是动态和系统的方法来识别患者的需求，计划适当的干预措施和评估结果。有效地教授这一复杂的过程需要整合各种教学策略来提高临床推理能力。设计：这是一项前测后测准实验研究。方法：以护理专业一年级学生为研究对象。共有50名一年级护理专业的学生被分配到一个角色扮演小组或一个基于人工智能的学习小组。比较角色扮演组和人工智能学习组护理流程知识得分和诊断准确率。采用护理过程知识测试和基于临床病例的护理诊断评估表收集干预前后的数据。该研究是根据非随机设计评估透明报告（TREND）清单进行报告的。结果：角色扮演组护理流程知识平均分显著提高，而人工智能教育组差异无统计学意义。在基于人工智能的教育组中，平均诊断准确性得分显著提高，而在角色扮演组中，这种差异没有统计学意义。角色扮演组与人工智能组在护理流程知识和护理诊断准确性方面差异无统计学意义。结论：角色扮演增强了护理流程知识，而基于人工智能的学习提高了护理学生诊断的准确性。将这两种方法结合起来可以为护理教育提供互补的好处。

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引用次数: 0

Nursing clinical reasoning cognitive strategies used in a learning-by-concordance modality: A qualitative descriptive study 护理临床推理认知策略在一致性学习模式中的应用：一项定性描述性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-20 DOI: 10.1016/j.nepr.2025.104676

Marie-France DESCHÊNES , Kathleen LECHASSEUR , Marie-Ève CATY , Nicolas FERNANDEZ , Patrick LAVOIE

Aims

The primary aim of this study is to describe the cognitive strategies employed by nursing students during a Learning-by-Concordance (LbC) activity. A secondary aim is to compare these strategies with those used by experienced nurses.

Background

Technological advancements have facilitated the integration of diverse pedagogical modalities into nursing education. However, the mechanisms by which digital modalities support the development of cognitive strategies for clinical reasoning remain insufficiently understood.

Design

A descriptive qualitative design was adopted.

Methods

Content analysis was used to identify and describe the cognitive strategies mobilized during the LbC activity. This was complemented by a frequency analysis to compare the strategies used by students and experienced nurses.

Results

A total of 46 participants were recruited: 10 novice students, 16 intermediate students and 20 experienced nurses, including 13 rehabilitation nurses and 7 nurse educators. Findings revealed that some cognitive strategies—such as identifying salient data, seeking additional information and forming relationships between data—were more frequently employed. Student responses varied in precision and length, while nurses’ responses tended to include detailed contextualization of nursing hypotheses. Educators’ responses often emphasized procedural rules and provided clarifications related to the proposed hypotheses.

Conclusions

The results underscore the importance of adapting the LbC modality to better support the cognitive strategies essential for clinical reasoning in nursing. Three pedagogical variations are proposed: (1) structuring activities around illness and nursing scripts; (2) integrating think-aloud strategies; (3) fostering interactivity through individual and collaborative group work.

目的本研究的主要目的是描述护生在“和谐学习”（LbC）活动中使用的认知策略。第二个目的是将这些策略与经验丰富的护士使用的策略进行比较。技术进步促进了多种教学方式融入护理教育。然而，数字模式支持临床推理认知策略发展的机制仍未得到充分理解。设计采用描述性定性设计。方法采用内容分析方法识别和描述LbC活动中调动的认知策略。这是通过频率分析来比较学生和有经验的护士使用的策略的补充。结果共纳入46人，其中新手10人，中级学生16人，经验丰富的护理人员20人，其中康复护理人员13人，护理教育者7人。研究结果显示，一些认知策略——如识别重要数据、寻找额外信息和形成数据之间的关系——被更频繁地使用。学生的回答在准确性和长度上各不相同，而护士的回答往往包括护理假设的详细情境化。教育工作者的回答往往强调程序规则，并提供与提出的假设有关的澄清。结论该结果强调了调整LbC模式以更好地支持护理临床推理所必需的认知策略的重要性。提出了三种教学变化：(1)围绕疾病和护理脚本组织活动；(2)整合有声思维策略；(3)通过个人和协作小组工作促进互动性。

{"title":"Nursing clinical reasoning cognitive strategies used in a learning-by-concordance modality: A qualitative descriptive study","authors":"Marie-France DESCHÊNES , Kathleen LECHASSEUR , Marie-Ève CATY , Nicolas FERNANDEZ , Patrick LAVOIE","doi":"10.1016/j.nepr.2025.104676","DOIUrl":"10.1016/j.nepr.2025.104676","url":null,"abstract":"<div><h3>Aims</h3><div>The primary aim of this study is to describe the cognitive strategies employed by nursing students during a Learning-by-Concordance (LbC) activity. A secondary aim is to compare these strategies with those used by experienced nurses.</div></div><div><h3>Background</h3><div>Technological advancements have facilitated the integration of diverse pedagogical modalities into nursing education. However, the mechanisms by which digital modalities support the development of cognitive strategies for clinical reasoning remain insufficiently understood.</div></div><div><h3>Design</h3><div>A descriptive qualitative design was adopted.</div></div><div><h3>Methods</h3><div>Content analysis was used to identify and describe the cognitive strategies mobilized during the LbC activity. This was complemented by a frequency analysis to compare the strategies used by students and experienced nurses.</div></div><div><h3>Results</h3><div>A total of 46 participants were recruited: 10 novice students, 16 intermediate students and 20 experienced nurses, including 13 rehabilitation nurses and 7 nurse educators. Findings revealed that some cognitive strategies—such as identifying salient data, seeking additional information and forming relationships between data—were more frequently employed. Student responses varied in precision and length, while nurses’ responses tended to include detailed contextualization of nursing hypotheses. Educators’ responses often emphasized procedural rules and provided clarifications related to the proposed hypotheses.</div></div><div><h3>Conclusions</h3><div>The results underscore the importance of adapting the LbC modality to better support the cognitive strategies essential for clinical reasoning in nursing. Three pedagogical variations are proposed: (1) structuring activities around illness and nursing scripts; (2) integrating think-aloud strategies; (3) fostering interactivity through individual and collaborative group work.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104676"},"PeriodicalIF":4.0,"publicationDate":"2025-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145814312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Every publication needs an author verified TL;DR statement. 每个出版物都需要一个经过验证的作者TL；博士声明。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-19 DOI: 10.1016/j.nepr.2025.104674

Sarah Oerther, Daniel B Oerther

引用次数: 0

Pedagogical practices to support student workload management: A collaborative study with nursing educators 支持学生工作量管理的教学实践：与护理教育工作者的合作研究。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-19 DOI: 10.1016/j.nepr.2025.104698

Stéphanie Lachance , Tanya Chichekian , Marilou Bélisle , Yan Bertrand , Patrick Lavoie

Aim

This study aims to explore nursing educators' definition of an adequate student workload in a first-semester undergraduate nursing curriculum and to identify pedagogical strategies that contribute to maintaining a balanced workload.

Background

Undergraduate nursing students often perceive their workload as excessive, which can lead to stress and negatively impact academic performance. Ensuring a well-balanced workload is crucial for student well-being and academic success, a responsibility where nursing educators play a key role.

Design

A collaborative qualitative research study was conducted.

Methods

Eight nursing educators participated in five sessions to share their perspectives on student workload balance and effective pedagogical practices. A thematic analysis was performed to identify key pedagogical practices.

Results

Nursing educators define an adequate student workload as one that is well-balanced and enables students to develop the necessary competencies for clinical placements in the first semester. Sixteen pedagogical practices were identified and categorized based on their application before, during and after the course.

Conclusions

Nursing educators play a critical role in managing the workload of first-semester students. Implementing structured pedagogical practices can help create a balanced workload, promoting student success and well-being.

目的：本研究旨在探讨护理教育者对本科第一学期护理课程中适当学生工作量的定义，并确定有助于保持平衡工作量的教学策略。背景：本科护理学生经常认为他们的工作量过大，这可能导致压力和负面影响学业成绩。确保平衡的工作量对学生的健康和学业成功至关重要，这是护理教育工作者发挥关键作用的责任。设计：进行协作性质的研究。方法：8名护理教育工作者参加了5次会议，分享他们对学生工作量平衡和有效教学实践的看法。进行了专题分析，以确定关键的教学实践。结果：护理教育工作者将适当的学生工作量定义为一个平衡良好的工作量，使学生能够在第一学期培养临床实习的必要能力。根据课程前、中、后的应用情况，确定并分类了16种教学实践。结论：护理教育工作者在管理第一学期学生的工作量方面发挥着关键作用。实施结构化的教学实践可以帮助创造一个平衡的工作量，促进学生的成功和幸福。

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引用次数: 0

A global scoping review to inform the recruitment and retention of Aboriginal and Torres Strait Islander nursing and midwifery academics 一项全球范围审查，为土著和托雷斯海峡岛民护理和助产学学者的招聘和保留提供信息

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-19 DOI: 10.1016/j.nepr.2025.104683

Joanne Lee , Fiona Bogossian , Fiona Coyer , Linda Deravin , Pauline Calleja

Aim

To synthesise global evidence on strategies that support the recruitment and retention of First Nations nursing and midwifery academics.

Background

The representation of First Nations people in nursing and midwifery academia is essential for culturally safe healthcare education and addressing systemic inequities. Despite various initiatives, challenges persist in attracting and retaining First Nations academics in these fields.

Design

A scoping review was conducted using the Arksey and O’Malley framework and reported in line with PRISMA-ScR guidelines.

Methods

A comprehensive search was conducted across six databases (Australian Indigenous Health InfoNet, Scopus, Web of Science, CINAHL, Emcare and PubMed) using terms related to Indigenous identity, academic workforce and nursing/midwifery. Studies were included if they addressed recruitment or retention of First Nations nursing and midwifery academics. The research team collaboratively extracted data to identify patterns and map key themes across the studies.

Results

Four studies met the inclusion criteria, representing Australia, Canada, New Zealand and the U.S.A. Seven key themes emerged: (1) publicly stated commitments to change, (2) curriculum-community-university partnerships, (3) defined academic pathways, (4) inclusive and culturally safe work environments, (5) mentorship and allyship, (6) supportive leadership and (7) institutional policy reform. Australian-specific research was limited despite the global relevance of the issue.

Conclusions

Creating culturally safe, inclusive academic environments is critical to strengthening the First Nations academic workforce. Key strategies include leadership development, mentorship, institutional accountability and systemic reform. Addressing these areas is vital for improving recruitment and retention and advancing health equity outcomes.

目的：综合支持招募和保留第一民族护理和助产学学者的战略的全球证据。第一民族在护理和助产学术界的代表性对于文化安全的医疗保健教育和解决系统性不平等至关重要。尽管有各种各样的倡议，在吸引和留住这些领域的原住民学者方面仍然存在挑战。DesignA使用Arksey和O 'Malley框架进行了范围审查，并根据PRISMA-ScR指南进行了报告。方法对六个数据库（Australian Indigenous Health InfoNet、Scopus、Web of Science、CINAHL、Emcare和PubMed）进行综合检索，使用与土著身份、学术人员和护理/助产相关的术语。如果研究涉及招募或保留第一民族护理和助产学学者，则纳入其中。研究小组合作提取数据，以确定模式并绘制研究中的关键主题。结果有4项研究符合入选标准，分别来自澳大利亚、加拿大、新西兰和美国。七个关键主题出现了：(1)公开声明的变革承诺，(2)课程-社区-大学合作关系，(3)明确的学术途径，(4)包容和文化安全的工作环境，(5)导师和盟友关系，(6)支持性领导和(7)机构政策改革。尽管这一问题具有全球相关性，但澳大利亚的具体研究有限。创造文化安全、包容的学术环境对于加强原住民学术队伍至关重要。关键战略包括领导力发展、指导、机构问责制和系统改革。解决这些问题对于改善招聘和留用以及促进卫生公平成果至关重要。

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引用次数: 0

The effect of motivational interviewing on ethical decision making and moral distress levels in intensive care nurses: Randomized controlled trial 动机访谈对重症护士伦理决策和道德困扰水平的影响：随机对照试验。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104678

Semra Seyhan Şahin , Elif Güzide Emi̇rza

Aim

The study aimed to investigate the effect of motivational interviewing on ethical decision-making and moral distress among intensive care nurses.

Background

Intensive care nurses frequently experience moral distress due to high-risk ethical decisions and motivational interviewing may help them make value-based choices.

Design

The study was conducted as a pre-test, post-test and follow-up randomized controlled trial with control groups.

Methods

The study included intensive care nurses (n = 163), with 52 participants completing the study (intervention:26; control:26). Data were collected using the Participant Information Form, the Stage of Change Assessment Questionnaire, the Nursing Ethics Dilemma Test and the Moral Distress Scale. The intervention group received one preparation and five weekly motivational interviewing sessions. Measurements were taken at baseline, post-intervention and 3-month follow-up. Data were analyzed using the chi-square test, independent t-test and repeated measures ANOVA.

Results

No significant difference was found between the intervention and control groups in pre-test scores for ethical decision-making and moral distress (p > 0.05). After the motivational interviewing sessions, the mean scores of ethics dilemma post-test (t = 2.850, p < 0.05; t = -5.564, p < 0.001) and follow-up (t = 2.749, p < 0.05; t = -6.187, p < 0.001) test and moral distress in the post-test (t = -6.762, p < 0.001) and follow-up test (t = -8.204, p < 0.001) of the nurses in the intervention group were found to be significantly different from the nurses in the control group. Accordingly, test scores on ethics dilemma tests increased significantly, while moral distress decreased.

Conclusions

The present study concluded that motivational interviewing is effective in promoting ethical decision-making and reducing moral distress among intensive care nurses.

目的：探讨动机性访谈对重症监护护士伦理决策和道德困扰的影响。背景：重症监护护士经常因高风险的伦理决策而经历道德困境，动机性访谈可以帮助他们做出基于价值的选择。设计：本研究分为前测、后测和随访随机对照试验，设对照组。方法：研究对象为重症监护护士（n = 163），共52人完成研究（干预组26人，对照组26人）。采用《参与者信息表》、《变化阶段评估问卷》、《护理伦理困境测试》和《道德困境量表》进行数据收集。干预组接受一次准备和五次每周一次的动机性访谈。在基线、干预后和3个月随访时进行测量。数据分析采用卡方检验、独立t检验和重复测量方差分析。结果：干预组与对照组在伦理决策和道德困扰的前测得分差异无统计学意义（p > 0.05）。动机访谈结束后，重症监护护士伦理困境后测平均得分（t = 2.850,p ）。结论：动机访谈对促进重症监护护士伦理决策和减少道德困境有显著效果。

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引用次数: 0

The effect of wound care education based on the Jigsaw IV learning technique on nursing students’ knowledge, collaborative learning and motivation: A randomized controlled trial 基于拼图IV学习技术的伤口护理教育对护生知识、合作学习和动机的影响：一项随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104677

Tuğçe Kabak Solak , Üzeyir Solak , Afife Yurttaş

Aim

This study aimed to examine the effect of wound care education based on the Jigsaw IV learning technique on nursing students’ knowledge, collaborative learning attitudes and motivation.

Background

Active learning strategies are essential for linking theory to clinical competence. Jigsaw IV promotes accountability, peer collaboration and engagement, offering advantages over traditional lecture-based approaches, particularly in complex skill areas such as wound care.

Design

A randomized controlled trial.

Methods

The study was conducted with undergraduate nursing students (n = 87) enrolled in a wound care course. Participants were randomly assigned to an experimental or control group. Data were collected using the Wound Care Knowledge Test, the Collaborative Learning Scale and the Academic Motivation Scale before and after the intervention. Analyses included descriptive statistics, t-tests and regression models.

Results

The experimental group demonstrated higher post-test wound care knowledge (t = −9.487, p < .001) and greater increases in intrinsic motivation—‘to know,’ ‘to accomplish,’ and ‘to experience stimulation’—as well as identified regulation (p < .05). They also showed significantly lower amotivation compared with the control group (t = −2.485, p = .017). Regression analyses confirmed that Jigsaw IV predicted post-test knowledge (β=.353, p = .010) and intrinsic motivation subdimensions (β=.273–.301, p < 0.01).

Conclusion

The Jigsaw IV technique significantly enhanced knowledge acquisition and intrinsic motivation while reducing amotivation. These findings suggest that integrating this technique into skills-based courses, including wound care, may strengthen both cognitive and emotional learning outcomes and represents a promising evidence-based strategy for preparing competent nursing students.

目的探讨基于拼图学习技术的创伤护理教育对护生知识、合作学习态度和学习动机的影响。背景主动学习策略是将理论与临床能力联系起来的关键。拼图四促进问责制、同伴协作和参与，比传统的基于讲座的方法具有优势，特别是在伤口护理等复杂技能领域。设计随机对照试验。方法以创伤护理专业本科护生（n = 87）为研究对象。参与者被随机分为实验组和对照组。采用创伤护理知识测验、协作学习量表和学业动机量表进行数据采集。分析包括描述性统计、t检验和回归模型。结果实验组患者术后创面护理知识水平较高（t = −9.487,p <； ）。001)和内在动机（“了解”、“完成”和“体验刺激”）以及确定的调节（p <； .05）的更大增长。与对照组相比，他们也表现出明显较低的动机（t = −2.485,p = 0.017）。回归分析证实Jigsaw IV预测测试后知识（β=.353, p = ）。010)和内在动机子维度（β= 0.273 -）。301, p & lt; 0.01)。结论拼图四技术显著提高了知识获取和内在动机，降低了动机。这些发现表明，将这种技术整合到以技能为基础的课程中，包括伤口护理，可能会加强认知和情感学习成果，并代表了一种有前途的循证策略，可以培养合格的护理学生。

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