Pub Date : 2025-12-19DOI: 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.
{"title":"Pedagogical practices to support student workload management: A collaborative study with nursing educators","authors":"Stéphanie Lachance , Tanya Chichekian , Marilou Bélisle , Yan Bertrand , Patrick Lavoie","doi":"10.1016/j.nepr.2025.104698","DOIUrl":"10.1016/j.nepr.2025.104698","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A collaborative qualitative research study was conducted.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104698"},"PeriodicalIF":4.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-19DOI: 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。
{"title":"A global scoping review to inform the recruitment and retention of Aboriginal and Torres Strait Islander nursing and midwifery academics","authors":"Joanne Lee , Fiona Bogossian , Fiona Coyer , Linda Deravin , Pauline Calleja","doi":"10.1016/j.nepr.2025.104683","DOIUrl":"10.1016/j.nepr.2025.104683","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesise global evidence on strategies that support the recruitment and retention of First Nations nursing and midwifery academics.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A scoping review was conducted using the Arksey and O’Malley framework and reported in line with PRISMA-ScR guidelines.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104683"},"PeriodicalIF":4.0,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145814313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
{"title":"The effect of motivational interviewing on ethical decision making and moral distress levels in intensive care nurses: Randomized controlled trial","authors":"Semra Seyhan Şahin , Elif Güzide Emi̇rza","doi":"10.1016/j.nepr.2025.104678","DOIUrl":"10.1016/j.nepr.2025.104678","url":null,"abstract":"<div><h3>Aim</h3><div>The study aimed to investigate the effect of motivational interviewing on ethical decision-making and moral distress among intensive care nurses.</div></div><div><h3>Background</h3><div>Intensive care nurses frequently experience moral distress due to high-risk ethical decisions and motivational interviewing may help them make value-based choices.</div></div><div><h3>Design</h3><div>The study was conducted as a pre-test, post-test and follow-up randomized controlled trial with control groups.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>The present study concluded that motivational interviewing is effective in promoting ethical decision-making and reducing moral distress among intensive care nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104678"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
{"title":"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","authors":"Tuğçe Kabak Solak , Üzeyir Solak , Afife Yurttaş","doi":"10.1016/j.nepr.2025.104677","DOIUrl":"10.1016/j.nepr.2025.104677","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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).</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104677"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
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Pub Date : 2025-12-18DOI: 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}
Pub Date : 2025-12-18DOI: 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.
{"title":"Integrating the fundamental of care framework in the undergraduate nursing curriculum: A randomized, controlled, and multicentric study","authors":"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","doi":"10.1016/j.nepr.2025.104686","DOIUrl":"10.1016/j.nepr.2025.104686","url":null,"abstract":"<div><h3>Background</h3><div>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.</div></div><div><h3>Aim</h3><div>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.</div></div><div><h3>Design</h3><div>Multicentric randomized study following first-year students through their third year.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"91 ","pages":"Article 104686"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145885840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
{"title":"Cancer-related lymphedema educational needs disparities and optimization strategies","authors":"Sen Li , Guorui Zhao , Jie Long , Xiang Liu , Jiali Xu , Si Wu , Gaoming Liu","doi":"10.1016/j.nepr.2025.104689","DOIUrl":"10.1016/j.nepr.2025.104689","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Cross-sectional design.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104689"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
{"title":"Strengthening learning partnerships: Insights from dedicated education units (DEUs) in Norwegian nursing education","authors":"May Helen Midtbust , Birgitte Drågen , Bodil Marit Haugen Våge , Rigmor Einang Alnes","doi":"10.1016/j.nepr.2025.104693","DOIUrl":"10.1016/j.nepr.2025.104693","url":null,"abstract":"<div><h3>Aim</h3><div>To explore central stakeholders’ experiences with a DEU pilot project in nursing homes.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A qualitative, descriptive design was used.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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”.</div></div><div><h3>Conclusions</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104693"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145789831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-18DOI: 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.
{"title":"Understanding midwifery students' experiences with perinatal loss: An integrative review","authors":"Jocelyn Bui, Loretta Musgrave, Jennifer Fenwick","doi":"10.1016/j.nepr.2025.104681","DOIUrl":"10.1016/j.nepr.2025.104681","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the literature and determine what is known about midwifery students’ experiences with perinatal loss.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>An integrative literature review was conducted, guided by the Whittemore and Knafl methodology.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"90 ","pages":"Article 104681"},"PeriodicalIF":4.0,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145821636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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