Journal of Professional Nursing最新文献

{"title":"Outcomes of post-exam reviews for nursing and health sciences students: An integrative review","authors":"Amanda E. Cornine","doi":"10.1016/j.profnurs.2025.02.009","DOIUrl":"10.1016/j.profnurs.2025.02.009","url":null,"abstract":"<div><h3>Background</h3><div>Post-exam reviews allow students to analyze their exams and receive faculty feedback on their performance. Feedback may help avoid attrition in nursing programs, which is important to address in the face of national nursing shortages and because attrition disproportionally affects students from several underrepresented groups.</div></div><div><h3>Purpose</h3><div>The purpose of this integrative review was to synthesize evidence about outcomes of post-exam reviews for nursing and health science students based on <span><span>Knowles' (1978)</span></span> theory of adult learning.</div></div><div><h3>Methods</h3><div>An integrative review of the literature as described by <span><span>Whittemore and Knafl (2005)</span></span> was undertaken. Multiple databases were searched in June 2024; ancestry searching was also used. Data were analyzed using the constant comparison method.</div></div><div><h3>Results</h3><div>Nine studies met inclusion criteria. Four themes emerged from the data: looking back, looking in, looking forward, and general satisfaction. Most outcomes were positive (such as increased grades), although some potentially negative outcomes (such as incivility) were identified.</div></div><div><h3>Conclusions</h3><div>Nursing faculty should seriously consider implementing post-exam reviews in their courses, structuring the reviews to avoid potentially negative outcomes such as incivility.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"58 ","pages":"Pages 1-9"},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488586","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}

{"title":"Exploring the impact on faculty of the American Association of Colleges of Nursing's The Essentials: Core Competencies for Professional Nursing Education","authors":"Mary Cassandra Pearson Ed.D, MSN, RN,&nbsp;Jennifer Shumway Ed.D., LAT, ATC","doi":"10.1016/j.profnurs.2025.02.003","DOIUrl":"10.1016/j.profnurs.2025.02.003","url":null,"abstract":"<div><h3>Background</h3><div>Current nursing instructional methods inadequately prepare students for complex healthcare settings, exacerbating challenges in new graduate competency and transition to practice. The introduction of standardized competencies marks a substantial shift in nursing education, posing a considerable challenge for faculty implementing these changes.</div></div><div><h3>Purpose</h3><div>This study examined the experiences of faculty implementing a competency-based education program utilizing <em>The Essentials: Core Competencies for Professional Nursing Education</em> (2021) in undergraduate Bachelor of Science in Nursing (BSN) education programs.</div></div><div><h3>Methods</h3><div>A qualitative research design using phenomenology was chosen to explore the experiences of eight faculty and gain insight into perceived challenges experienced during the implementation of <em>The Essentials</em> recommendations through semi-structured interviews. Data was analyzed using a manual content analysis with a constant comparative technique.</div></div><div><h3>Results</h3><div>The data analysis revealed three primary themes focused on the faculty's initial uncertainty, the challenges associated with change processes and faculty engagement, and the strategies employed to develop and implement a competency-based program.</div></div><div><h3>Conclusion</h3><div>The findings provide insight into the faculty experience during The Essentials implementation, proposing strategies for curriculum alignment and overcoming resistance to change. Faculty continue to seek validation for their work while also facing the challenge of balancing implementation demands and broader institutional responsibilities. Continued discussions on faculty role development and resource identification are essential for future competency-based education program advancements.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 139-147"},"PeriodicalIF":2.8,"publicationDate":"2025-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143387632","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}

{"title":"Trauma-informed leadership strategies to improve baccalaureate nursing student engagement and well-being","authors":"Carolyn Bradley DNP, RN,&nbsp;Tyler Traister DNP, RN","doi":"10.1016/j.profnurs.2025.02.002","DOIUrl":"10.1016/j.profnurs.2025.02.002","url":null,"abstract":"<div><div>Trauma-informed leadership is a critical strategy in enhancing nursing student success by fostering a supportive and empowering educational environment. The inclusion of trauma-informed practices in nursing education emphasizes the importance of understanding this generation of students impacted by the COVID-19 pandemic and other potential traumas. Strategies for how trauma-informed leadership was implemented in a baccalaureate nursing program are detailed in this article. In an enhanced relationship-centered environment, opportunities were developed to build relationships and trust with students during scheduled faculty-student lunches, and open virtual hours in the evening with the program director. Through a senior-class art therapy project, students enjoyed the opportunity for creativity and healing. Supportive resources were provided to students, such as counseling and academic support specialists. However, the limitations of this approach include the need for ongoing faculty development and potential challenges in tailoring support to individual student needs. Despite these limitations, the trauma-informed leadership approach targeted student well-being, resilience, trust, and a sense of belonging. The implications for nursing educational practice underscore the necessity of adopting trauma-informed approaches to better prepare a resilient and engaged pipeline of nurses.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 129-132"},"PeriodicalIF":2.8,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234244","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}

{"title":"Relationship between social support and psychological distress in nursing students: The mediating role of school-life interference","authors":"Rheajane A. Rosales ,&nbsp;Leodoro J. Labrague ,&nbsp;Dolores L. Arteche ,&nbsp;Maria Caroline Santos ,&nbsp;Nemia de Leon Calimbas ,&nbsp;Begonia C. Yboa ,&nbsp;Jeanette B. Sabio ,&nbsp;Charmaine R. Quina ,&nbsp;Lawrence Quincy Quiano ,&nbsp;Mary Ann Apacible","doi":"10.1016/j.profnurs.2025.01.010","DOIUrl":"10.1016/j.profnurs.2025.01.010","url":null,"abstract":"<div><h3>Background</h3><div>Social support is a crucial factor in mitigating psychological distress among nursing students. However, the specific mechanism through which social support influences psychological distress, particularly the mediating role of school-life interference, remains underexplored.</div><div>Aim</div><div>The researchers investigated the relationship between social support and psychological distress in nursing students and examined the extent to which school-life interference mediates this relationship.</div></div><div><h3>Methods</h3><div>A cross-sectional research design was employed. Data were collected from 1014 nursing students from three government universities in the Philippines. Three standardized scales were used: the Perceived Social Support Questionnaire (PSSQ), School-Life Interference Scale (SLIS), and the Perceived Stress Scale (PSS). Descriptive statistics, correlation analysis, and mediation analysis were conducted to analyze the data.</div></div><div><h3>Results</h3><div>The findings revealed a moderate level of perceived social support (M = 3.554, SD = 0.775), high levels of school-life interference (M = 3.923, SD = 0.638), and significant psychological distress (M = 3.505, SD = 0.808). Social support was negatively associated with psychological distress (β = −0.1547, <em>p</em> &lt; 0.001) and school-life interference (β = −0.0829, <em>p</em> = 0.001). School-life interference partially mediated the relationship between social support and psychological distress (β = −0.0375, LLCI = −0.0633 to ULCI = −0.0126).</div></div><div><h3>Conclusion</h3><div>Social support played a crucial role in mitigating school-life interference, which subsequently reduced psychological distress among nursing students. Furthermore, the interventions aimed at enhancing social support and reducing school-life interference should be integrated into nursing education programs to support students' psychological well-being and academic success.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 121-128"},"PeriodicalIF":2.8,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143234242","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}

{"title":"Beyond the discussion board: A scoping review of asynchronous online active learning","authors":"Kimberly Brundidge MSN, RN CCRN ,&nbsp;Erin McArthur MLIS","doi":"10.1016/j.profnurs.2025.01.012","DOIUrl":"10.1016/j.profnurs.2025.01.012","url":null,"abstract":"<div><h3>Background</h3><div>Asynchronous online learning is increasing in popularity in nursing education. Active learning promotes student engagement and critical thinking. While discussion boards are common, they often lack meaningful interaction.</div></div><div><h3>Purpose</h3><div>This scoping review aims to identify asynchronous active learning activities, their learning outcomes, and evaluation methods.</div></div><div><h3>Method</h3><div>Searches were conducted using CINAHL, MEDLINE, Web of Science, and Google Scholar for peer-reviewed English-language articles published between 2016 and 2023.</div></div><div><h3>Results</h3><div>Articles selected for inclusion (n = 19) described activities including game-based learning, interactive case studies, video/voice discussions, interactive videos, and virtual simulations used to teach a wide variety of learning outcomes. Evaluation methods varied, including surveys, course grades, and program outcomes.</div></div><div><h3>Conclusions</h3><div>There are numerous effective strategies for fostering student engagement in asynchronous active learning. Utilizing these strategies may empower nursing faculty to implement active learning in their courses. Educators should strive to optimize both student satisfaction and academic performance by embracing asynchronous active learning methodologies.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 100-111"},"PeriodicalIF":2.8,"publicationDate":"2025-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134044","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}

{"title":"Paradoxical effect of flipped classroom on nursing students' learning ability and satisfaction in a fundamental of nursing clinical course: A quasi-experimental study","authors":"Mickaël Antoine Joseph ,&nbsp;Jansi Natarajan ,&nbsp;Leodoro Labrague ,&nbsp;Omar Al Omari","doi":"10.1016/j.profnurs.2025.01.011","DOIUrl":"10.1016/j.profnurs.2025.01.011","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;The “Fundamentals of Nursing” course is crucial for equipping novice undergraduate nursing students with essential skills for their professional practice. However, a gap exists between nursing education and clinical readiness—a challenge exacerbated by the COVID-19 pandemic and issues like absenteeism in clinical sessions. The flipped classroom has been proposed as an innovative strategy to bridge this gap, offering students opportunities for self-paced learning before class and enabling more active, hands-on practice during lab sessions.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objectives&lt;/h3&gt;&lt;div&gt;This study aimed to evaluate the effects of the flipped classroom approach on undergraduate nursing students' knowledge retention, skill performance, self-directed learning, collaborative learning, work engagement, learning ability, and satisfaction in a Fundamentals of Nursing clinical course.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;A non-equivalent quasi-experimental design was used to compare the flipped classroom method against traditional demonstration-based instruction within a clinical skills lab setting.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Participants&lt;/h3&gt;&lt;div&gt;The study included 100 nursing students enrolled in the “Fundamentals of Nursing” theory and lab courses at Sultan Qaboos University, Muscat, Sultanate of Oman, during the fall and spring semesters of 2022.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;The experimental group engaged with pre-recorded video lectures, infographics, and other educational materials before class, while the control group received conventional demonstration-based instruction. Data were collected through pre-quiz and post-quiz scores, skill evaluation checklists, and surveys assessing various learning outcomes.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Although students in the flipped classroom group showed significantly higher pre-quiz scores, indicating better initial understanding, there was no significant difference in post-quiz scores, skill evaluation, or other measured learning outcomes compared to the control group. Unexpectedly, the flipped classroom approach had a detrimental effect on self-reported learning ability and satisfaction. Specifically, the mean scores for learning ability were 35.57 (SD = 5.30) in the flipped classroom group versus 37.89 (SD = 5.26) in the control group, with &lt;em&gt;t&lt;/em&gt; = 2.186, &lt;em&gt;p&lt;/em&gt; = 0.031 (95 % CI 0.21 to 4.42). Satisfaction scores in the flipped classroom were 44.35 (SD = 11.07) compared to 48.43 (SD = 7.53) in the control group, &lt;em&gt;t&lt;/em&gt; = 2.119, &lt;em&gt;p&lt;/em&gt; = 0.037 (95 % CI 0.26 to 7.91).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;div&gt;The flipped classroom approach did not significantly enhance most of the educational outcomes compared to traditional demonstration-based teaching. While it offers benefits in terms of adaptability to remote scenarios, its impact on self-directed learning and student satisfaction requires careful consideration and further investigation. Future research should ex","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 112-120"},"PeriodicalIF":2.8,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134042","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}

{"title":"Black nursing faculty: Overcoming challenges on the road to earning tenure and promotion","authors":"Wilma J. Calvert PhD MPE MS RN ,&nbsp;Mopelola Adeola PhD RN ,&nbsp;E. Paulette Isaac-Savage EdD ,&nbsp;Jessica Keller MSN RN CCRN-K","doi":"10.1016/j.profnurs.2025.01.009","DOIUrl":"10.1016/j.profnurs.2025.01.009","url":null,"abstract":"<div><h3>Background</h3><div>Approximately 9 % of nursing faculty are Black (National League for Nursing, 2020). Black faculty seldom seek tenure and promotion. Tenure and promotion represent a professional and academic accomplishment, reflecting a scholar's ability to achieve success in research, teaching, and service.</div></div><div><h3>Purpose</h3><div>The purpose of this research was to explore how Black nursing faculty described their experiences in working to earn tenure and promotion.</div></div><div><h3>Methods</h3><div>Using a qualitative descriptive design, we used email surveys for data collection. We recruited tenured and tenure-track participants who were of African descent from the American Association of Colleges of Nursing and Association of Black Nursing Faculty.</div></div><div><h3>Results</h3><div>A total of 42 participants were included in the study. We identified three major themes: Mixed Support System, Inequities, and Mentoring.</div></div><div><h3>Conclusions</h3><div>Even though there are some similarities with their White counterparts, Black nursing faculty may face additional challenges such as “tokenism,” inconsistent support (internally adequate, internally inadequate, internally absent, and external), and microaggressions.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 92-99"},"PeriodicalIF":2.8,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134368","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}

{"title":"Creating a student-led PhD in nursing diversity, equity, and inclusion advisory council","authors":"Shameka Rodgers Phillips PhD, MSN, CRNP, FNP-C ,&nbsp;Asiah Ruffin BSN, RN ,&nbsp;Alexis Long BSN, RN ,&nbsp;T'Anya Marye Carter PhD, MSN, CRNA ,&nbsp;joyce gillie gossom EdD; MEd, BS-SED ,&nbsp;Doreen Harper PhD, MSN, FAAN ,&nbsp;Felesia Bowen PhD, DNP, RN, PPCNP-BC, FAAN ,&nbsp;Deborah Ejem PhD, MA","doi":"10.1016/j.profnurs.2025.01.005","DOIUrl":"10.1016/j.profnurs.2025.01.005","url":null,"abstract":"<div><h3>Background</h3><div>Challenges arising from the COVID-19 pandemic and social injustice complicated the nursing workforce, nursing education, and personal life inequities faced by Doctor of Philosophy (PhD) in Nursing students from historically marginalized and minoritized communities (MMC). This article describes the process of forming a PhD in Nursing Student-Led Diversity, Equity, and Inclusion (DEI) Advisory Council to address these inequities.</div></div><div><h3>Methods</h3><div>The authors provide a blueprint for developing a similar group through supporting research and experiences.</div></div><div><h3>Results</h3><div>The group developed and worked towards their mission to “strengthen diversity, equity, inclusion, and justice in nursing science and research through scholarship, community-building and advocacy.”</div></div><div><h3>Conclusion</h3><div>A student-led DEI advisory group is a great way to establish a community for nursing students at a high risk for isolation and stress and improve retention of students, especially those from MMC.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 60-67"},"PeriodicalIF":2.8,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134365","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}

{"title":"The value of comprehensive evaluation DNP projects","authors":"Josephine Howard-Ruben PhD, RN,&nbsp;Barbara Hinch DNP, ACNP-BC, FAHA,&nbsp;Sarah Livesay DNP, APRN, FAAN","doi":"10.1016/j.profnurs.2025.01.007","DOIUrl":"10.1016/j.profnurs.2025.01.007","url":null,"abstract":"<div><div>Inconsistencies in DNP project identification and scope, and the demands of the DNP project on faculty remain a source of ongoing challenges and discussion in DNP education. Additionally, the demands on organizational resources generated by student DNP projects strain the already stressed post-pandemic healthcare system. At the same time, the need for more student project sites is growing along with the increasing number of DNP programs. Engaging students to conduct comprehensive evaluations as a DNP project option is a strategy to meet this demand for projects that also offers significant benefits for organizational partners. However, few articles highlight the role of a comprehensive evaluation as a DNP Project. This article discusses the value of comprehensive evaluation projects using an evaluation framework or model and appropriate methodologies to meet the criteria for DNP projects. We share outcome data and exemplars of successful evaluation projects in several settings.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 133-138"},"PeriodicalIF":2.8,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143387631","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}

{"title":"A measure of wellness among nursing faculty","authors":"George A. Zangaro PhD, RN, FAAN ,&nbsp;Cynthia Leaver PhD, RN ,&nbsp;Robert Rosseter MBA, MS, FAAN","doi":"10.1016/j.profnurs.2025.01.008","DOIUrl":"10.1016/j.profnurs.2025.01.008","url":null,"abstract":"<div><h3>Background</h3><div>Nurse faculty play a critical role in sustaining the nursing workforce and meeting the nation's healthcare needs. Given the ongoing concerns about faculty supply, ensuring the well-being of nurse educators is critical concern for academic institutions and the larger nursing profession.</div></div><div><h3>Purpose</h3><div>This study was conducted to assess the level of well-being among nursing faculty in undergraduate and graduate programs.</div></div><div><h3>Methods</h3><div>A descriptive cross-sectional research design was employed to examine the level of well-being of nursing faculty. An internet-based survey was administered to faculty in over 1000 schools of nursing in the United States. Well-being was measured using the 100 Million Healthier Lives instrument.</div><div>Results: A total of 3489 nursing faculty completed the survey. Among all participants, over 40 % (<em>n</em> = 1532) of the faculty reported that they were struggling or suffering in relation to current and future life evaluation. When faculty ranks were compared for most all variables full professors reported a higher mean score as compared to the more junior faculty and lecturers/instructors.</div></div><div><h3>Conclusions</h3><div>The effects of the COVID-19 pandemic have heightened our awareness of the importance of nurse well-being. Creating a culture of wellness in an academic institution will allow faculty, staff, and students to excel in a healthy working and learning environment.</div></div>","PeriodicalId":50077,"journal":{"name":"Journal of Professional Nursing","volume":"57 ","pages":"Pages 68-74"},"PeriodicalIF":2.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143134366","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}