Nurse Education in Practice最新文献_第7页

Corrigendum to “Voices from the ICU: Nursing students’ experiences of family involvement in patient care” [Nurse Educ. Pract. 90 (2026), 104625] “来自ICU的声音：护理学生的家庭参与病人护理的经验”的更正[护士教育]。实践，90(2026),104625]。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2026-01-08 DOI: 10.1016/j.nepr.2026.104708

Deema Mahasneh , Noordeen Shoqirat , Charleen Singh , Tuba Sengul , Zyrene Marsh , Joanne “Jody” Minnick

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 : 2026-02-01 Epub 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。

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引用次数: 0

Self-compassion in nursing students: An integrated review 护生的自我同情：一项综合回顾

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2025-12-17 DOI: 10.1016/j.nepr.2025.104684

Gabriel Barrington-Moss, Lisa McKendrick-Calder, Dawson von Stein

Aim

The aim of this integrative review was to compile existing evidence to develop a broader understanding of what is known about self-compassion in undergraduate nursing students.

Background

It is essential that nursing students develop protective strategies as they prepare to enter the demanding profession of nursing, where mental well-being can be stressed and burnout is prevalent. One proven strategy to mitigate this is self-compassion. Self-compassion can be understood as turning compassion inwards towards oneself.

Design

The review followed Whittemore and Knafl's integrative review framework.

Methods

A structured search of 6 databases (CINAHL, ERIC, PsycINFO, Academic Search Complete and SocINDEX) was undertaken and is reported using the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines.

Results

Seventeen sources were included, one qualitative and sixteen quantitative studies. All conceptualized self-compassion with the same definitions, but with a different focus. Overall, evidence supports that undergraduate nursing students exhibit a moderate amount of self-compassion. They also uncovered factors that influence self-compassion (i.e., age, gender, health status) and concepts that are related to self-compassion (i.e., resiliency, optimism, perfectionism). Lastly, studies support that self-compassion ought to be integrated into nursing education.

Conclusion

This review highlights current understandings of self-compassion in nursing students. It supports the importance of integrating it in curricula, identifies which students may need this support sooner and highlights other factors which may also aid in developing self-compassion.

目的本综合回顾的目的是汇编现有的证据，以发展对本科护理学生自我同情的更广泛的理解。护理专业的学生在准备进入要求苛刻的护理职业时，制定保护策略是至关重要的，在这个职业中，心理健康可能会受到压力，职业倦怠很普遍。缓解这种情况的一个行之有效的策略是自我同情。自我同情可以理解为将同情转向自己。该评价遵循Whittemore和Knafl的综合评价框架。方法对6个数据库（CINAHL、ERIC、PsycINFO、Academic search Complete和SocINDEX）进行结构化检索，并按照系统评价和元分析首选报告项目（PRISMA）指南进行报告。结果纳入17个来源，1个定性研究，16个定量研究。所有的自我同情概念都有相同的定义，但关注点不同。总体而言，证据支持本科护理学生表现出适度的自我同情。他们还发现了影响自我同情的因素（如年龄、性别、健康状况）和与自我同情相关的概念（如弹性、乐观主义、完美主义）。最后，研究支持，自我同情应该纳入护理教育。结论本综述突出了当前护生对自我同情的认识。它支持将其纳入课程的重要性，确定哪些学生可能更早需要这种支持，并强调其他可能有助于培养自我同情的因素。

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引用次数: 0

Effects of the jigsaw technique on childhood epileptic seizure management knowledge and attitudes of nursing students: A randomised controlled trial 拼图技术对护生儿童癫痫发作管理知识和态度的影响：一项随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2025-12-23 DOI: 10.1016/j.nepr.2025.104692

Huriye Ayhancı , Nalan Çoban , Zehra Hıra , Ayşe Kahraman

Aim

This study examined the effect of training given to nursing students using the Jigsaw technique and traditional training methods on their knowledge and attitudes towards childhood epileptic seizure management.

Background

The Jigsaw technique is a student-centred and collaborative learning method that improves knowledge, skills and attitudes in nursing.

Design

The study used a pre-test–post-test randomized experimental design.

Methods

The study included 80 nursing students who were randomly assigned to either an intervention group (n = 40) or a control group (n = 40). The intervention group received small-group training sessions using the Jigsaw technique, while the control group underwent traditional training on epilepsy across three sessions. All participants completed the study scales both before and after the training.

Results

The knowledge scale scores of both groups increased significantly from pre- to post-training (p < 0.001); however, the between-group difference was not statistically significant (p = 0.116). Similarly, attitude scale scores improved significantly in both groups (p = 0.013), but no significant difference was found between the groups (p = 0.365). In addition, self-confidence in managing epileptic seizures increased significantly in both groups following the training (p < 0.001).

Conclusion

Both the Jigsaw technique and traditional training in childhood epilepsy and seizure management were effective in improving students’ knowledge and attitudes. However, the Jigsaw technique was particularly beneficial in enhancing students’ self-confidence. These findings suggest that integrating the Jigsaw technique into nursing education may better prepare students for clinical practice, especially in the management of paediatric epilepsy.

目的探讨采用拼图技术和传统训练方法对护生儿童癫痫发作管理知识和态度的影响。拼图技术是一种以学生为中心的协作学习方法，可提高护理知识，技能和态度。本研究采用前测后测随机实验设计。方法将80名护生随机分为干预组（n = 40）和对照组（n = 40）。干预组接受了使用拼图技术的小组训练，而对照组则接受了三次传统的癫痫训练。所有参与者在训练前后都完成了研究量表。结果两组的知识量表得分从训练前到训练后均显著升高（p <； 0.001）；但组间差异无统计学意义（p = 0.116）。同样，两组的态度量表得分均有显著提高（p = 0.013），但两组之间无显著差异（p = 0.365）。此外，训练后两组患者在控制癫痫发作方面的自信心显著增强（p <； 0.001）。结论拼图技术与传统的儿童癫痫及发作管理培训均能有效提高学生对癫痫的认识和态度。然而，拼图技术在增强学生的自信心方面尤其有益。这些发现表明，将拼图技术整合到护理教育中可以更好地为学生的临床实践做好准备，特别是在小儿癫痫的管理方面。

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引用次数: 0

Development and validation of the Mentor-Nurse scale: An instrument to assess mentoring competencies in clinical nursing 指导护士量表的开发与验证：一种评估临床护理中指导能力的工具。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2025-12-25 DOI: 10.1016/j.nepr.2025.104690

Loira Fernández-Lorente , Julián Rodríguez-Almagro , Juan Manuel López-Reina-Roldan , Sandra Martinez-Rodriguez , Antonio Hernández-Martínez

Aim

To describe the development and validation of the Mentor-Nurse questionnaire for assessing the key competencies of clinical nursing mentors from the students' perspective.

Background

Clinical mentoring is essential in nursing education to support the development of clinical and professional competencies. However, there is a lack of validated instruments that comprehensively assess the competencies of mentors, especially from the perspective of nursing students.

Design

Methodological study in four phases.

Methods

The study was conducted at the University of Castilla-La Mancha. Phase 1 involved the generation of items and the development of an initial questionnaire with 24 items. In phase 2, a panel of 16 experienced nurses assessed content validity, resulting in a version with 22 items. Phase 3 consisted of a pilot test with 30 students to improve clarity. In phase 4, the revised questionnaire was completed by 184 nursing students after the placement. Psychometric evaluation included content validity index (CVI), exploratory and confirmatory factor analysis, internal consistency (Cronbach’s alpha) and convergent validity through correlation with the CLES+T scale and student satisfaction.

Results

The final Mentor-Nurse questionnaire includes 22 items in six domains: Training, Knowledge Transfer, Leadership, Communication, Teamwork and Delegation/Autonomy. The CVI was 0.85. The exploratory factor analysis revealed a unidimensional structure explaining 72.99 % of the variance (KMO = 0.966). Internal consistency was excellent (Cronbach’s α = 0.981). Strong correlations were observed with the CLES+T scale (ρ = 0.816; p < 0.001) and satisfaction scores.

Conclusions

Mentor-Nurse is a valid and reliable instrument for evaluating clinical mentoring in nursing education. It addresses educational, interpersonal and leadership dimensions and contributes to improved mentoring practise.

目的：描述从学生角度评估临床护理导师关键能力的导师-护士问卷的开发和验证。背景：临床指导在护理教育中是必不可少的，以支持临床和专业能力的发展。然而，缺乏有效的工具来全面评估导师的能力，特别是从护理学生的角度。设计：方法研究分为四个阶段。方法：研究在卡斯蒂利亚-拉曼查大学进行。第一阶段包括项目的生成和有24个项目的初步问卷的开发。在第二阶段，由16名经验丰富的护士组成的小组评估了内容效度，得出了一个包含22个项目的版本。第三阶段包括一个有30名学生参加的试点测试，以提高清晰度。第四阶段，184名护生在实习结束后完成修改后的问卷调查。心理测量学评价包括内容效度指标（CVI）、探索性和验证性因子分析、内部一致性（Cronbach’s alpha）和通过与CLES+T量表和学生满意度相关的收敛效度。结果：最终的指导护士问卷包括培训、知识转移、领导力、沟通、团队合作和授权/自主6个领域的22个项目。CVI为0.85。探索性因子分析显示，单维结构解释方差的72.99 % （KMO = 0.966）。内部一致性极好（Cronbach’s α = 0.981）。与CLES+T量表有较强的相关性（ρ = 0.816; p ）。结论：师徒关系是评价护理教育临床师徒关系的有效、可靠的工具。它解决了教育、人际关系和领导方面的问题，并有助于改进指导实践。

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引用次数: 0

The effect of creative drama-based teaching on the knowledge level of nursing theories and perception of the nursing profession in a basic nursing course: A randomised controlled trial 创意戏剧教学对护理基础课程护理理论知识水平和护理专业认知的影响：随机对照试验

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2025-12-23 DOI: 10.1016/j.nepr.2025.104679

Ebru Sevinç , Sibel Erkal Ilhan

Aim

To evaluate the impact of a creative drama-based teaching approach on nursing students’ understanding of nursing theories and models and their perception of the nursing profession.

Background

Nursing theories and models play a role in developing professional identity and theoretical reasoning; however, their abstract nature may make them difficult for students to understand. Creative drama offers an approach that integrates theoretical content with experiential learning and supports cognitive and affective processes.

Design

This study was designed as a three-time-point randomized controlled trial.

Methods

The trial was conducted with 54 first-year nursing students at a private university in Istanbul during the 2023–2024 academic year. Students were randomly assigned to an intervention group (n = 27) receiving a creative drama-based instructional programme, or a control group (n = 27) receiving the same content through traditional teaching. The Knowledge Assessment Test (primary outcome) and the Nursing Profession Perception Scale (secondary outcome) were administered before the intervention, immediately after and three months later. Data were analysed using repeated-measures ANOVA and t-tests and effect sizes were calculated. The study was registered at ClinicalTrials.gov (NCT06485570).

Results

Although knowledge scores increased in both groups, the intervention group demonstrated higher post-test and retention scores (p < .05), with medium-to-large effect sizes (Cohen’s d ≈ 0.60–0.80). For perception, a significant improvement was observed only in the “professional qualifications” subscale, while other subscales showed limited change.

Conclusions

Creative drama-based instruction enhances nursing students’ theoretical knowledge and improves perception, suggesting it is an effective strategy for teaching theoretical nursing content.

目的评价创造性戏剧教学方法对护生对护理理论和模式的理解以及对护理专业的认知的影响。护理理论与模式对职业认同与理论推理的发展起着重要作用；然而，它们的抽象性质可能使学生难以理解。创造性戏剧提供了一种将理论内容与体验学习相结合的方法，并支持认知和情感过程。本研究设计为三时间点随机对照试验。方法本研究于2023-2024学年在伊斯坦布尔一所私立大学的54名一年级护理专业学生中进行。学生被随机分配到干预组（n = 27），接受创造性戏剧教学计划，或对照组（n = 27），通过传统教学接受相同内容。在干预前、干预后和干预后三个月分别进行知识评估测试（主要结果）和护理专业感知量表（次要结果）。数据分析采用重复测量方差分析和t检验，并计算效应量。该研究已在ClinicalTrials.gov注册（NCT06485570）。结果两组的知识得分均有所提高，但干预组的后测和记忆得分较高（p <； ）。0.05)，具有中大型效应量（Cohen’s d≈0.60-0.80）。在感知方面，只有“专业资格”分量表有显著改善，而其他分量表变化有限。结论创造性戏剧教学提高了护生的理论知识，提高了学生的认知能力，是护理理论内容教学的有效策略。

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引用次数: 0

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

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2026-01-06 DOI: 10.1016/j.nepr.2026.104711

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

Aim

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

Background

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

Design/Methods

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

Results

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

Conclusions

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

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

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引用次数: 0

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 : 2026-02-01 Epub 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

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

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2026-02-01 Epub Date: 2026-01-10 DOI: 10.1016/j.nepr.2026.104719

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

Aim

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

Background

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

Design

A critical discussion paper.

Methods

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

Results

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

Conclusions

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

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

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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 : 2026-02-01 Epub 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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