Nurse Education in Practice最新文献_第9页

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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引用次数: 0

The career choices of final year nursing students in the United Kingdom: A qualitative study 英国护理专业毕业班学生的职业选择：一项定性研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104687

Kevin Hambridge , Gosia Bettache , Halil Kaya , Frazer Underwood , Matt Carey , Lisa Burrows , Christian Brailsford , Rachel Tims

Aim

The aim of this study is to explore the career choices of final year under-graduate nursing students in the United Kingdom.

Background

Worldwide there is a decreasing number of nurses and in the United Kingdom there is a decreasing amount of nursing students. There is sparce evidence relating to the career’s choices of nursing students and reasons for those choices. Obtaining a deeper comprehension of these choices may aid healthcare employers, in partnership with universities, to design the future nursing workforce.

Design

A qualitative design was used.

Methods

Twenty-one final year under-graduate nursing students from across a range of universities volunteered to attend online focus groups to share their experiences of career choices.

Results

The themes which emerged were: ‘choosing an employer’; ‘job searches and applications’; ‘should I stay or should I go’; ‘choosing a specialty’ and ‘an alternative career.’

Conclusions

The findings from this study provide reasons and rationales for careers choices of nursing which may aid healthcare employers in partnership with universities to plan their nursing recruitment and retention strategies.

目的本研究的目的是探讨英国护理本科毕业班学生的职业选择。在世界范围内，护士的数量正在减少，在英国，护理专业的学生数量也在减少。有关护理专业学生的职业选择及其原因的证据很少。更深入地了解这些选择可能有助于医疗保健雇主与大学合作，设计未来的护理人员队伍。设计采用定性设计。方法来自多所大学的21名护理本科毕业班学生自愿参加在线焦点小组，分享他们的职业选择经验。结果：出现的主题是：“选择雇主”；“求职及申请”；“我该走还是该留？”“选择专业”和“另一种职业”。结论本研究的结果为护理职业选择提供了理由和依据，可以帮助医疗保健雇主与大学合作制定护理招聘和保留策略。

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引用次数: 0

Enhancing HIV knowledge and reducing stigma among emergency nurses through experiential self-testing: A mixed-methods study 通过体验性自我测试提高艾滋病知识和减少急救护士的耻辱感：一项混合方法研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104694

Cheng-Ru He , Jung-Chen Chang , Chieh-Yu Liu , Bey-Jing Yang , Yen-Hui Hung , Piao-Yi Chiou

Aim

To evaluate the effectiveness of an experiential HIV self-testing in HIV-related knowledge and stigma among emergency nurses.

Background

The emergency department is a crucial entry point for HIV key populations accessing care. However, emergency nurses often lack adequate, flexible HIV education, leading to knowledge gaps and stigma.

Design

A convergent mixed-methods randomized controlled study was conducted.

Methods

Seventy-two emergency nurses in northern Taiwan participated. The experimental group received supervised HIV self-testing with handbook-guided discussion, whereas the control group used unguided self-study. One-month follow-up outcomes were assessed with the HIV Knowledge Scale and the Health Care Provider HIV/AIDS Stigma Scale (HPASS). Qualitative interviews and integrated analysis offered a comprehensive understanding of the results.

Results

The intervention group showed significantly higher post-test HIV knowledge scores than the control group (F= 13.58, p < 0.001). HPASS prejudice scores decreased significantly in the intervention group’s post-test (t = -2.49, p = 0.02). Integrated findings suggest that experiential HIV self-testing enhanced knowledge through increased learning motivation and active inquiry and reduced prejudice through emotional awareness and empathy. Although no significant changes were observed in stereotyping or discrimination scores, some participants reported improved cognitive accuracy and a greater commitment to affirmative care, suggesting modest improvements in stigma-related beliefs and behaviors. The intervention’s high accessibility, immersive engagement and practical applicability were favored over lecture-based and unguided self-study formats, supporting sustained improvements over one month.

Conclusion

Experiential HIV self-testing effectively enhances HIV-related knowledge, reduces stigma and provides a highly feasible approach for competency development in emergency nursing.

Trial Registration

ClinicalTrials.gov NCT05615935

https://clinicaltrials.gov/study/NCT05615935

目的评价经验性艾滋病自我检测对急诊护士艾滋病相关知识和病耻感的影响。急诊是艾滋病毒重点人群获得护理的关键切入点。然而，急诊护士往往缺乏充分、灵活的艾滋病毒教育，导致知识差距和污名化。设计采用收敛混合方法随机对照研究。方法对台湾北部地区72名急诊护士进行调查。实验组接受指导下的艾滋病毒自我检测，并进行手册指导讨论，而对照组则采用无指导的自我学习。用HIV知识量表和卫生保健提供者HIV/AIDS污名量表（HPASS）评估一个月的随访结果。定性访谈和综合分析提供了对结果的全面理解。结果干预组检测后HIV知识得分显著高于对照组（F= 13.58, p <； 0.001）。干预组HPASS偏见评分在测试后显著降低（t = -2.49,p = 0.02）。综合研究结果表明，体验式艾滋病毒自我检测通过增加学习动机和主动探究来增强知识，通过情感意识和同理心来减少偏见。尽管在刻板印象或歧视得分方面没有观察到明显的变化，但一些参与者报告说，他们的认知准确性有所提高，对平权关怀的承诺也有所提高，这表明他们在与污名相关的信念和行为方面有了适度的改善。干预的高可及性、沉浸式参与和实际适用性比基于讲座和无指导的自学形式更受欢迎，支持一个月以上的持续改进。结论体验式HIV自我检测能有效提高患者的HIV相关知识，减少耻辱感，为急诊护理人员的能力培养提供了一条切实可行的途径。临床试验注册。gov NCT05615935https://clinicaltrials.gov/study/NCT05615935

{"title":"Enhancing HIV knowledge and reducing stigma among emergency nurses through experiential self-testing: A mixed-methods study","authors":"Cheng-Ru He , Jung-Chen Chang , Chieh-Yu Liu , Bey-Jing Yang , Yen-Hui Hung , Piao-Yi Chiou","doi":"10.1016/j.nepr.2025.104694","DOIUrl":"10.1016/j.nepr.2025.104694","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate the effectiveness of an experiential HIV self-testing in HIV-related knowledge and stigma among emergency nurses.</div></div><div><h3>Background</h3><div>The emergency department is a crucial entry point for HIV key populations accessing care. However, emergency nurses often lack adequate, flexible HIV education, leading to knowledge gaps and stigma.</div></div><div><h3>Design</h3><div>A convergent mixed-methods randomized controlled study was conducted.</div></div><div><h3>Methods</h3><div>Seventy-two emergency nurses in northern Taiwan participated. The experimental group received supervised HIV self-testing with handbook-guided discussion, whereas the control group used unguided self-study. One-month follow-up outcomes were assessed with the HIV Knowledge Scale and the Health Care Provider HIV/AIDS Stigma Scale (HPASS). Qualitative interviews and integrated analysis offered a comprehensive understanding of the results.</div></div><div><h3>Results</h3><div>The intervention group showed significantly higher post-test HIV knowledge scores than the control group (<em>F</em>= 13.58, <em>p</em> < 0.001). HPASS prejudice scores decreased significantly in the intervention group’s post-test (<em>t</em> = -2.49, <em>p</em> = 0.02). Integrated findings suggest that experiential HIV self-testing enhanced knowledge through increased learning motivation and active inquiry and reduced prejudice through emotional awareness and empathy. Although no significant changes were observed in stereotyping or discrimination scores, some participants reported improved cognitive accuracy and a greater commitment to affirmative care, suggesting modest improvements in stigma-related beliefs and behaviors. The intervention’s high accessibility, immersive engagement and practical applicability were favored over lecture-based and unguided self-study formats, supporting sustained improvements over one month.</div></div><div><h3>Conclusion</h3><div>Experiential HIV self-testing effectively enhances HIV-related knowledge, reduces stigma and provides a highly feasible approach for competency development in emergency nursing.</div></div><div><h3>Trial Registration</h3><div>ClinicalTrials.gov NCT05615935</div><div><span><span>https://clinicaltrials.gov/study/NCT05615935</span><svg><path></path></svg></span></div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104694"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145842579","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

Integrating the fundamental of care framework in the undergraduate nursing curriculum: A randomized, controlled, and multicentric study 在本科护理课程中整合护理基础框架：一项随机、对照、多中心研究

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104686

Gianluca Catania , Alberto Dal Molin , Daniela Cattani , Martina Barbieri , Roberta Centanaro , Sara Tedi , Laura Mansi , Beatrice Mazzoleni , Simone Cosmai , Doriana Montani , Nicola Pagnucci , Maura Lusignani , Monica Casalino , Simona Milani , Letteria Consolo , Chiara Cartabia , Sara Falbo , Milko Zanini , Loredana Sasso , Annamaria Bagnasco

Background

Fundamentals of Care (FoC) are often perceived as "invisible" and of lesser clinical relevance, especially among nursing students. Evidence on how to integrate the FoC Framework into undergraduate education and assess its impact remains scarce.

Aim

To assess the effectiveness of integrating the FoC Framework into a three-year undergraduate nursing curriculum on students’ clinical reasoning, technical and relational competencies and patient-reported experiences of care.

Design

Multicentric randomized study following first-year students through their third year.

Methods

The experimental group followed an FoC-informed integrated curriculum; the control group the standard one. Assessments included the Triple Jump test and Objective Structured Clinical Examination. Additional data were collected on patient perception and students’ learning approaches.

Results

A total of 234 students were enrolled across four universities, with 150 progressing to year two and 79 to year three. The intervention group consistently achieved higher Triple Jump scores in the second and third years (p < .05) and higher Objective Structured Clinical Examination scores across all three years, both pre- and post-placement (p < .05). Relational skills scores were also higher in the third year. No significant differences were found in patient-reported experiences of care or in students’ learning approaches.

Conclusions

Integration of the FoC Framework into the curriculum enhanced clinical reasoning and improved early technical and relational performance, although these gains were not reflected patient-reported outcomes. Future studies should consider involving the broader healthcare team to support a more effective and sustained transfer of FoC principles into clinical practice.

护理基础（FoC）通常被认为是“看不见的”，临床相关性较小，尤其是在护理专业的学生中。关于如何将FoC框架纳入本科教育并评估其影响的证据仍然很少。目的评估将FoC框架整合到三年制本科护理课程中对学生临床推理、技术和关系能力以及患者报告的护理经验的有效性。设计多中心随机研究跟踪一年级学生到第三年。方法实验组采用c - c综合课程；对照组为标准组。评估包括三级跳远测试和客观结构化临床检查。另外还收集了患者感知和学生学习方法的数据。结果四所大学共招收了234名学生，其中150人进入二年级，79人进入三年级。干预组在第二年和第三年获得了更高的三级跳远分数（p <； .05），并且在所有三年中，包括安置前和安置后都获得了更高的客观结构化临床检查分数（p <； .05）。第三年的人际关系技能得分也更高。在病人报告的护理经历或学生的学习方法方面没有发现显著差异。结论：将FoC框架整合到课程中可以增强临床推理能力，并改善早期的技术和相关表现，尽管这些收益并没有反映出患者报告的结果。未来的研究应考虑纳入更广泛的医疗团队，以支持更有效和持续地将FoC原则转移到临床实践中。

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引用次数: 0

Cancer-related lymphedema educational needs disparities and optimization strategies 癌症相关淋巴水肿教育需求差异及优化策略

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104689

Sen Li , Guorui Zhao , Jie Long , Xiang Liu , Jiali Xu , Si Wu , Gaoming Liu

Aim

Identify distinct knowledge, attitude and practice (KAP) profiles and teaching preferences among healthcare workers (HCWs) and explore barriers to implementing cancer-related lymphedema (CRL) management services.

Background

HCWs play a crucial role in the early prevention and management of CRL. However, existing research on their KAP has largely relied on scale-based total score approaches, which overlook individual heterogeneity. Meanwhile, on the practical side, there is a lack of a systematic environment conducive to supporting HCWs in lymphedema services.

Design

Cross-sectional design.

Method

This study surveyed 1130 healthcare workers from 21 Chinese hospitals between December 2024 and January 2025. Latent profile analysis profiled KAP-based subgroups, whose predictive factors and learning method preferences were analyzed using generalized linear mixed models and DCAT. Barriers to service implementation were explored via latent Dirichlet allocation.

Results

Three latent class profiles were identified: low-level, medium-level and high-level KAP. Education, experience in CRL management, professional title and department significantly influenced the KAP categories. Preferences for instructional strategies varied across profiles: Groups 1 and 2 favored structured instruction, whereas Group 3 preferred methods enriched with interactive elements. Thematic analysis identified several key barriers to lymphedema service implementation by HCWs, including resource investment, public awareness, medical security coverage, etc.

Conclusions

Our findings reveal heterogeneous KAP profiles and distinct learning method preferences among HCWs. This heterogeneity suggests a potential direction for developing stratified training tailored to specific needs or competency levels. Future optimization of the lymphedema care environment requires multifaceted interventions at the policy, regulatory, staffing and patient levels.

目的确定医疗工作者（HCWs）的不同知识、态度和实践（KAP）概况和教学偏好，并探讨实施癌症相关淋巴水肿（CRL）管理服务的障碍。dhcws在CRL的早期预防和管理中起着至关重要的作用。然而，现有的研究在很大程度上依赖于基于量表的总分方法，忽视了个体的异质性。同时，在实践方面，缺乏有利于支持卫生保健人员提供淋巴水肿服务的系统环境。DesignCross-sectional设计。方法本研究于2024年12月至2025年1月对全国21家医院的1130名医护人员进行调查。潜在剖面分析分析了基于kap的亚组，使用广义线性混合模型和DCAT分析了其预测因素和学习方法偏好。通过潜在的狄利克雷分配来探索服务实现的障碍。结果确定了低水平、中水平和高水平KAP三个潜在类别。教育程度、CRL管理经验、职称和部门对KAP类别有显著影响。不同的学生对教学策略的偏好不同：第一组和第二组喜欢结构化教学，而第三组喜欢丰富互动元素的方法。专题分析确定了卫生保健工作者实施淋巴水肿服务的几个主要障碍，包括资源投入、公众意识、医疗保障覆盖率等。结论本研究结果揭示了卫生保健工作者之间存在不同的KAP概况和不同的学习方法偏好。这种异质性提示了针对特定需求或能力水平开发分层培训的潜在方向。未来淋巴水肿护理环境的优化需要在政策、监管、人员配备和患者层面进行多方面的干预。

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引用次数: 0

Strengthening learning partnerships: Insights from dedicated education units (DEUs) in Norwegian nursing education 加强学习伙伴关系：挪威护理教育中专门教育单位（DEUs）的见解

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104693

May Helen Midtbust , Birgitte Drågen , Bodil Marit Haugen Våge , Rigmor Einang Alnes

Aim

To explore central stakeholders’ experiences with a DEU pilot project in nursing homes.

Background

Educating competent and professionally skilled nurses is essential for improving the quality of health care services. Clinical education is a crucial component of the undergraduate nursing curriculum and strengthening the collaboration between educational institutions and health care services is necessary to make practical studies relevant and of high quality. The dedicated education unit (DEU) model of clinical teaching and learning has been demonstrated to enhance collaboration and the development of learning partnerships.

Design

A qualitative, descriptive design was used.

Methods

Data were collected from five focus groups composed of nursing students, supervisors and nurse managers from seven nursing homes and lecturers from one university. The data were analysed via reflexive thematic text analysis.

Results

The key findings highlight the need to strengthen collaboration between educational institutions and clinical sites to positively develop the learning environment and enhance the quality of clinical practice in nursing education. The findings are presented under three themes: “the need to develop learning partnerships”, “working together to enhance competence in clinical supervision” and “challenges in information flow when establishing a DEU”.

Conclusions

Strengthening collaboration between educational institutions and the clinical field is crucial for developing learning partnerships to increase the quality of clinical practice and ensure the best possible learning environment. The collaborative nature and structure of the DEU model support the notion that nursing students’ clinical practice is the responsibility of both the educational institution and health care services.

目的探讨在养老院推行DEU试点项目的主要利益相关者的经验。背景：培养有能力和专业技能的护士对提高卫生保健服务质量至关重要。临床教育是本科护理课程的重要组成部分，加强教育机构与卫生保健服务机构之间的合作是使实践学习具有相关性和高质量的必要条件。临床教学的专门教育单位（DEU）模式已被证明可以加强合作和发展学习伙伴关系。设计采用定性、描述性设计。方法对来自7所养老院的护生、护士长、护士长以及一所大学的讲师组成的5个焦点小组进行数据收集。数据通过反身性主题语篇分析进行分析。结果强调了加强教育机构与临床单位的合作，积极营造学习环境，提高护理教育临床实践质量的必要性。研究结果分为三个主题：“发展学习伙伴关系的必要性”、“共同努力提高临床监督的能力”和“建立临床医院时信息流的挑战”。结论加强教育机构与临床领域的合作是建立学习伙伴关系以提高临床实践质量和确保最佳学习环境的关键。DEU模式的合作性质和结构支持护理学生临床实践是教育机构和卫生保健服务共同责任的概念。

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引用次数: 0

Understanding midwifery students' experiences with perinatal loss: An integrative review 理解助产学学生围产期损失的经历：一项综合综述。

IF 4 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-12-18 DOI: 10.1016/j.nepr.2025.104681

Jocelyn Bui, Loretta Musgrave, Jennifer Fenwick

Aim

To explore the literature and determine what is known about midwifery students’ experiences with perinatal loss.

Background

Perinatal loss requires midwives to provide empathetic care that addresses the physical, emotional and psychological needs of women and their families. Despite its importance in education, limited exposure to perinatal loss care leaves many midwifery students and graduates underprepared to support grieving families.

Design

An integrative literature review was conducted, guided by the Whittemore and Knafl methodology.

Methods

A systematic search of CINAHL, Medline (OVID), Scopus and PubMed databases was conducted in January 2024. The full text of included studies was analysed and synthesised, with themes relevant to the study identified via meta-ethnography and narrative synthesis.

Results

Eight studies were included. Four themes emerged: 1) My early perinatal loss experiences were unexpected and disturbing, 2) My education was piecemeal, 3) I was left feeling anxious and ill-equipped to provide perinatal loss care, 4) As students, we need support.

Conclusion

This review examined midwifery students' experiences with perinatal loss, highlighting their theoretical and clinical unpreparedness and the dual role of registered midwives as knowledge conduits and gatekeepers. Further research involving registered midwives is essential to develop strategies that bridge the clinical experience gap for students in perinatal loss care.

目的：探讨文献和确定什么是已知的助产学学生的经验，围产期损失。背景：围产期损失要求助产士提供感同身受的护理，解决妇女及其家庭的身体、情感和心理需求。尽管它在教育中很重要，但有限的围产期损失护理使许多助产学学生和毕业生在支持悲伤的家庭方面准备不足。设计：在Whittemore和Knafl方法论的指导下，进行了综合文献综述。方法：于2024年1月系统检索CINAHL、Medline （OVID）、Scopus和PubMed数据库。对纳入研究的全文进行了分析和综合，并通过元民族志和叙事综合确定了与研究相关的主题。结果：纳入8项研究。出现了四个主题：1)我早期的围产期损失经历是出乎意料和令人不安的，2)我的教育是零敲碎打的，3)我感到焦虑，没有能力提供围产期损失护理，4)作为学生，我们需要支持。结论：本综述调查了助产学学生围产期损失的经历，突出了他们的理论和临床准备不足，以及注册助产士作为知识管道和看门人的双重作用。进一步的研究涉及注册助产士是至关重要的，以制定战略，弥合临床经验差距，为学生在围产期损失护理。

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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 : 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