Nurse Education Today最新文献

{"title":"The influence of near-peer teaching on final year nursing students' self-efficacy in clinical teaching: A mixed methods quasi-experimental study","authors":"Beth Pierce ,&nbsp;Jeanne Allen ,&nbsp;Thea van de Mortel","doi":"10.1016/j.nedt.2025.106907","DOIUrl":"10.1016/j.nedt.2025.106907","url":null,"abstract":"<div><h3>Background</h3><div>Registered nurses have a professional responsibility to teach other nurses, health professionals and students; however, some newly qualified nurses lack confidence and preparedness for clinical teaching. Near-peer teaching, whereby senior students teach junior students from the same program, has been found to enhance medical students' knowledge and skills (including teaching), yet little is known about its influence on nursing students' clinical teaching self-efficacy, an important predictor of future teaching engagement.</div></div><div><h3>Aim</h3><div>To determine if and how participation in near-peer teaching during clinical placement on senior (final Year 3) influenced nursing students' self-efficacy in clinical teaching.</div></div><div><h3>Design</h3><div>A mixed methods explanatory sequential design was used, involving a quasi-experiment and interviews.</div></div><div><h3>Methods</h3><div>Senior nursing students participated in either a near-peer teaching or traditional facilitator-led model during a two-week clinical placement in an acute care hospital. At the start and end of placement, participants completed a modified clinical teaching self-efficacy scale. Near-peer teaching participants were then interviewed. Survey responses were statistically analysed within and between participant groups. Interviews transcripts were thematically analysed with hybrid coding and integrated with quantitative results to corroborate, explain and expand results.</div></div><div><h3>Results</h3><div>Near-peer teaching participants' (<em>n</em> = 33) clinical teaching self-efficacy significantly increased (<em>p</em> &lt; .001) during placement; control participants had no change (<em>n</em> = 38; <em>p</em> = .73). All interviewed participants (<em>n</em> = 12) reported increased clinical teaching confidence. Having prior peer teaching experience, repeatedly engaging in teaching, observing others teach and receiving feedback and encouragement during placement strengthened participants' clinical teaching self-efficacy and willingness to teach in the future.</div></div><div><h3>Conclusions</h3><div>Near-peer teaching during clinical placement strengthens final year nursing students' clinical teaching self-efficacy and supports practice-readiness – findings not previously reported in the literature. University faculty from health disciplines should consider near-peer teaching integration to prepare students for essential teaching roles in healthcare contexts.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106907"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The buffering structure of moral injury in nursing internship students: A network analysis based on moral courage, self-compassion, and professional values","authors":"Wenna Qian ,&nbsp;Xinyu Tian ,&nbsp;Jiashuo Zhang ,&nbsp;Xiaohan Li ,&nbsp;Jialin Li","doi":"10.1016/j.nedt.2025.106902","DOIUrl":"10.1016/j.nedt.2025.106902","url":null,"abstract":"<div><h3>Background</h3><div>Nursing interns face a higher risk of moral injury during clinical transitions, and moral injury may negatively impact their mental health, leading to diminished confidence and enthusiasm for nursing. However, relevant studies have indicated that moral courage, self-compassion, and professional values may all potentially influence an individual's moral injury, respectively, but their specific relationship and complex mechanisms have not been fully explored in nursing interns.</div></div><div><h3>Aim</h3><div>To determine the complex relationships of moral courage, self-compassion, professional values in constructing an interconnected network structure for moral injury towards nursing interns.</div></div><div><h3>Methods</h3><div>This cross-sectional study recruited 429 nursing interns between August 21, 2024, and February 10, 2025, using convenience sampling. The online questionnaires used included the Demographic Questionnaire, Moral Injury Symptoms Scale-Health Professional, Nurses' Moral Courage Scale, Self Compassion Scale, Nursing Professional Values Scale - Revised. Gaussian graphical models were used for analysing network structure, centrality and bridging expected influence (BEI) to clarify the complex structure of relationships between moral injury and moral courage, self-compassion, and professional values.</div></div><div><h3>Results</h3><div>The moral injury network structure comprised 63 non-zero edges (edge weights = −0.421 to 0.573) out of 136 possible connections. Isolation in self-compassion exhibited the highest centrality (strength = 1.296). Mistrust in moral injury showed the strongest bridge strength and negative BEI (BEI = −0.524), while mindfulness in self-compassion demonstrated the strongest positive BEI (BEI = 0.341).</div></div><div><h3>Conclusions</h3><div>This study highlights the critical bridging role of mistrust and the negative association of isolation with moral injury among nursing interns. Moral courage, self-compassion, and professional values collectively constituted a relatively stable network structure associated with moral injury in nursing interns, providing focal points for observation and intervention to detect and prevent moral injury. Nursing educators should prioritize cultivating professional values and designing interventions targeting self-compassion and moral courage to safeguard interns' mental health.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106902"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145356806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping genetic and genomic competency in undergraduate nursing education: A scoping review","authors":"Fadhah Alshammari ,&nbsp;Jamie Conklin ,&nbsp;Megan P. Williams ,&nbsp;Brent J. Small ,&nbsp;Cheryl Woods Giscombe ,&nbsp;Ashley Leak Bryant ,&nbsp;Awatif Alrasheeday","doi":"10.1016/j.nedt.2025.106900","DOIUrl":"10.1016/j.nedt.2025.106900","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this scoping review was to map the current state of genetic and genomic competency integration in undergraduate nursing education globally. The review focused on curriculum content, teaching strategies, assessment tools, and faculty readiness, and identified barriers and facilitators to implementation.</div></div><div><h3>Design</h3><div>A scoping review was conducted using the Arksey and O'Malley framework, refined by Levac et al., and reported according to PRISMA-ScR guidelines. The Nursing Educational Framework (NEF) was used to organize findings.</div></div><div><h3>Data sources</h3><div>A comprehensive search was performed in March 2025 in PubMed, CINAHL Plus, Scopus, Education Full Text, Google Scholar, and professional organization websites. Both peer-reviewed and grey literature were included without date limits.</div></div><div><h3>Review methods</h3><div>Studies were included if they addressed any aspect of genetics or genomics in undergraduate nursing education for students or faculty. Data were extracted and synthesized descriptively, aligned to NEF domains: curriculum, pedagogy, faculty development, and assessment.</div></div><div><h3>Results</h3><div>Thirty-eight studies published between 1999 and 2025 were included, representing diverse regions and research designs. Integration of genetic and genomic content in undergraduate curricula was found to be fragmented and inconsistent, often limited to isolated lectures or optional modules. Pedagogical innovation was rare, with didactic methods predominating. Faculty readiness was a major barrier, with many educators lacking formal genomics training and professional development opportunities. Assessment strategies were underdeveloped, with limited use of validated tools. Most research originated from high-income countries, highlighting an equity gap in low- and middle-income settings.</div></div><div><h3>Conclusions</h3><div>Despite the recognized importance of genomics for precision and patient-centered nursing care, undergraduate nursing education globally has not kept pace with scientific advances. Persistent gaps in curriculum structure, pedagogy, faculty capacity, and assessment limit the preparation of nurses for genomics-informed practice. System-level reforms, including competency-based curricular redesign, sustained faculty development, and robust assessment strategies, are required to advance genomic literacy and reduce disparities in healthcare outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106900"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational death café programme as an intervention for coping with death, thanatophobia and readiness for advance care planning: A sequential mixed methods study among final year nursing students","authors":"Qian Hui Crystal Tey ,&nbsp;Jin Wei Fan ,&nbsp;Laura Tham Schmidt ,&nbsp;Betsy Seah ,&nbsp;Chue Har Lo ,&nbsp;Ming Jun Kang ,&nbsp;Melvin Tai Loong Poon ,&nbsp;Anja Terkamo-Moisio ,&nbsp;Xi Vivien Wu ,&nbsp;Wei How Darryl Ang","doi":"10.1016/j.nedt.2025.106906","DOIUrl":"10.1016/j.nedt.2025.106906","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study aimed to develop and evaluate an educational death café programme on coping with death, thanatophobia, and readiness for advance care planning (ACP) among final year nursing students.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Nursing students often feel unprepared to face death, struggle to cope with death and discussions surrounding ACP. Death cafés have emerged as a potential educational strategy to normalise death conversations in a safe, informal setting. Hence, this study aimed to examine the effects of a new educational death café on nursing students' outcomes within an Asian setting.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;A sequential explanatory mixed methods design comprising of a two-arm quasi-experimental study and a descriptive qualitative study was conducted to evaluate the educational death café programme.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;In Phase I, a two-arm quasi-experimental study recruited nursing students from a one university in Singapore to participate in a facilitator-led educational death café. The Coping with Death, Thanatophobia and Readiness for Advance Care Planning scales were used. In Phase II, a descriptive qualitative study was conducted to explore participants' experiences of the educational death café. Descriptive and inferential statistics were used to analyse demographic characteristics. Intention-to-treat paired &lt;em&gt;t&lt;/em&gt;-tests and independent t-tests examined within group and between group differences respectively. Thematic analysis was used for the qualitative data. A mixed method analysis method was used to integrate the quantitative and qualitative data.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 194 students completed pre-test measures and were allocated to intervention group (&lt;em&gt;n&lt;/em&gt; = 112) or waitlist control group (&lt;em&gt;n&lt;/em&gt; = 82). The educational death café significantly improved coping with death and readiness for practice of talking and writing of ACP scores while the waitlist control group improved in coping with death and readiness for recognising the importance of talking and writing about ACP scores. Between group analyses revealed significant differences in coping with death scores. Both groups were comparable in thanatophobia. The three themes that elucidated from the participants' narratives are (1) conducive environment facilitates death conversations, (2) death café facilitates coping and fear of death, and (3) death conversations stimulate one's readiness for advance care planning.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;This study provides preliminary evidence that an educational death café is an acceptable and appropriate programme for nursing students. Educational death café programmes have the potential to improve nursing students' ability to cope with death and stimulate students' interest to engage in ACP. Future research is needed to optimise death cafes' educational impact and its potential as a community-based intervention to promote ACP a","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106906"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Failure to thrive: A QuantCrit analysis of academic failure and everyday discrimination in undergraduate nursing education","authors":"Vanessa Van Bewer ,&nbsp;Abreham Mekonnen ,&nbsp;Marnie Kramer","doi":"10.1016/j.nedt.2025.106885","DOIUrl":"10.1016/j.nedt.2025.106885","url":null,"abstract":"<div><h3>Background</h3><div>Academic failure in nursing education is frequently framed as a student deficit, detached from the structural and institutional forces that shape educational outcomes. This framing obscures how racism, bias, and exclusionary evaluation practices influence who fails—and under what conditions.</div></div><div><h3>Objective</h3><div>This study examines the relationship between everyday discrimination and academic failure in undergraduate nursing education, using a Quantitative Critical Race Theory (QuantCrit) lens to foreground identity as a site of structural vulnerability.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was conducted with 256 undergraduate nursing students at a Canadian university. Descriptive analyses, chi-square tests, <em>t</em>-tests, and logistic regression models were used to examine associations between everyday discrimination, academic failure, and social identity.</div></div><div><h3>Results</h3><div>Students who reported academic failure had higher levels of perceived everyday discrimination. Academic failure was more common among racialized students (54.4 %) compared to non-racialized students (38.5 %). The interaction of race and gender revealed that racialized women had over seven times the odds of academic failure compared to non-racialized men. Skills-based assessments were the most common site of reported failure.</div></div><div><h3>Conclusions</h3><div>These findings challenge the notion that student failure is solely due to deficits. Instead, they suggest that structural inequalities, particularly those based on race and gender, significantly impact academic outcomes. A QuantCrit perspective redefines failure as a consequence of institutional structures and power dynamics, influencing evaluation practices, faculty development, and equity accountability in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106885"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing leadership and pandemic preparedness via game-based learning simulation: A narrative review (Registered nurses and undergraduate nursing students)","authors":"Scott James Andrews ,&nbsp;Olivia Gallagher ,&nbsp;Alecka Miles ,&nbsp;Carol Crevacore ,&nbsp;Brennen Mills","doi":"10.1016/j.nedt.2025.106888","DOIUrl":"10.1016/j.nedt.2025.106888","url":null,"abstract":"<div><h3>Background</h3><div>Early progression of newly registered nurses into leadership roles is commonplace in clinical settings. Nurses and student nurses can prepare for leadership by gaining exposure through simulation-based learning. A novel and expanding modality are game-based learning (GBL) simulation. Nurse leaders play a crucial role during pandemics, guiding their teams through crises and ensuring effective response strategies. Reviewing the literature to identify the content, structure, and effectiveness of current pandemic preparedness and GBL simulation in nursing education is necessary to identify lessons learnt during the COVID-19 pandemic response to guide workforce preparation for future surge planning.</div></div><div><h3>Aim</h3><div>The aim of this narrative review was to explore the literature regarding current pandemic preparedness and GBL simulation in nursing education.</div></div><div><h3>Methods</h3><div>This narrative review was conducted in accordance with the sequence outlined by Gregory and Denniss (2018). The review process adhered to the PRISMA protocol and used the population, concept, and context (PCC) framework to define inclusion and exclusion criteria. A search of five major healthcare databases: CINAHL Ultimate (EBSCO), Medline (Ovid), APA PsycInfo, Web of Science, and Scopus was supplemented with a grey literature search via Google Scholar.</div></div><div><h3>Results</h3><div>Screening and review identified 48 manuscripts that met inclusion criterion. Analysis revealed variation in duration of pandemic preparedness programs (<em>n</em> = 30 articles), theoretical versus practical content, and face-to-face or online modes of delivery. GBL simulation (<em>n</em> = 18 articles) was revealed as an emerging modality in nursing education curriculum.</div></div><div><h3>Discussion</h3><div>Existing learning strategies in use within the nursing field comprise a raft of various teaching methods which facilitate preparedness of nurses for pandemics, leadership and workforce shortages. Despite implementation challenges such as considerable resource investment and ongoing maintenance, GBL simulation achieves significant improvements in knowledge, confidence, engagement, motivation and skill acquisition among nurses and nursing students.</div></div><div><h3>Conclusion</h3><div>There is limited evidence describing pandemic preparedness training of nursing students via GBL simulation. Further research is needed to identify if GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106888"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effectiveness of PechaKucha as a reinforcement tool in teaching vital signs skills to nursing students: A randomized controlled trial","authors":"Nevin Doğan ,&nbsp;Meyreme Aksoy","doi":"10.1016/j.nedt.2025.106886","DOIUrl":"10.1016/j.nedt.2025.106886","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate the effectiveness of the PechaKucha presentation technique as a reinforcement tool in teaching vital signs to nursing students.</div></div><div><h3>Background</h3><div>Vital signs education is essential in nursing training, and engaging reinforcement methods like PechaKucha may enhance retention and satisfaction, though its use in nursing remains underexplored.</div></div><div><h3>Design</h3><div>A randomized controlled experimental design with pre- and pos<em>t</em>-test measurements was used (Clinical Trials ID: <span><span>NCT06750705</span><svg><path></path></svg></span>).</div></div><div><h3>Methods</h3><div>The study was conducted between December 30, 2024, and January 10, 2025, with 92 first-year nursing students at Siirt University. Participants were randomly assigned to either the control group (PowerPoint, <em>n</em> = 46) or the experimental group (PechaKucha, n = 46) using block randomization. Data were collected using the Vital Signs Knowledge Test, Skills Checklist, Satisfaction Survey, and Student Feedback Form. Statistical analyses included dependent and independent samples <em>t</em>-tests, with effect sizes calculated using Cohen's d.</div></div><div><h3>Results</h3><div>While there was a significant increase in within-group knowledge scores after the training, no significant difference was found between the groups (<em>p</em> &gt; 0.05). Skill scores were also similar (p &gt; 0.05). However, the experimental group reported significantly higher satisfaction (<em>p</em> &lt; 0.05, Cohen's d = 1.157). Most students found PechaKucha concise and clear (86.9 %), engaging (65.2 %), and helpful for focus (69.5 %) and retention (76.0 %).</div></div><div><h3>Conclusion</h3><div>The PechaKucha method can be used as an alternative to traditional PowerPoint presentations in teaching vital signs to nursing students and may increase student satisfaction. This method contributes to the learning process by reinforcing information in a visual and focused manner.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106886"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145271379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-driven maternal and child healthcare nursing education: Network analysis of self-efficacy and usage demands","authors":"Qin Zeng ,&nbsp;Jun Zhu ,&nbsp;Qin Yang ,&nbsp;Shaoyu Su ,&nbsp;Xi Huang","doi":"10.1016/j.nedt.2025.106899","DOIUrl":"10.1016/j.nedt.2025.106899","url":null,"abstract":"<div><h3>Background</h3><div>The application of artificial intelligence (AI) in maternal and child health nursing education is increasingly widespread, yet the dynamic relationship between nurses' AI self-efficacy and usage demands remains underexplored. In China's maternal and child health sector, nurses face high work pressure and training shortages, hindering AI integration. This study uses network analysis to uncover the complex structure of AI self-efficacy and demands among Chinese nurses, informing optimized AI training strategies.</div></div><div><h3>Methods</h3><div>A cross-sectional study employed convenience sampling of registered nurses (<em>N</em> = 848) from mainland China's maternal and child health institutions (January 1–March 1, 2025). The AI Self-Efficacy Scale (AISES; 22 items, 4 dimensions: assistance, anthropomorphic interaction, comfort, technical skills) assessed self-efficacy, with added questions on AI usage and training needs. LASSO-regularized partial correlation networks were built using R (qgraph package), characterizing key nodes via strength centrality, bridge strength, and predictability. Bootstrap methods verified network stability and edge accuracy.</div></div><div><h3>Results</h3><div>The network comprised 22 nodes and 122 non-zero edges (52.81 % of possible edges; mean weight = 0.0463). Highest influence: anthropomorphic interaction's AI_4 (“AI tone matches humans”; centrality = 2.654). Highest predictability: assistance's AS_3 (“AI aids learning effectively”; R² = 0.905). Key bridge: AI_1 (“AI interaction vivid”; bridge strength = 3.403). Associate-degree nurses (<em>N</em> = 189) showed higher centrality in technical skills (TS_4, “AI jargon clear”; Δ = 0.429) and comfort (CF_5, “AI interaction relaxed”; Δ = 0.148) versus bachelor's-or-higher (<em>N</em> = 659). Only 13.7 % received AI training; 43.6 % had no exposure, underscoring deficiencies.</div></div><div><h3>Conclusions</h3><div>Network analysis highlights anthropomorphic interaction and learning assistance as core in AI self-efficacy, offering targets for targeted training. Suggestions include anthropomorphic training, AI resource platforms, terminology courses, low-stress exercises, and case studies to enhance AI integration, nursing quality, and maternal-infant outcomes. Cross-sectional limitations necessitate future longitudinal studies to validate effects and address grassroots needs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106899"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A survey to understand the knowledge and perception on climate change: a Delphi study on health professionals","authors":"Martina Batino ,&nbsp;Eleonora Moraca ,&nbsp;Antonino Morabito ,&nbsp;Daniele Ciofi","doi":"10.1016/j.nedt.2025.106879","DOIUrl":"10.1016/j.nedt.2025.106879","url":null,"abstract":"<div><div>Climate change is recognized as the most significant health threat to humanity, with healthcare systems contributing substantially to greenhouse gas (GHG) emissions. Operating theatres, as the most energy-intensive areas in hospitals, are a critical focus for reducing environmental impacts. Despite the evident need for action, knowledge gaps and limited education on climate change within healthcare persist. The aim of this study was to reach consensus on appropriate survey items for evaluating healthcare professionals' knowledge and perceptions about climate change in operating theatre settings.</div><div>Using the Delphi method, a consensus study was conducted with eight experts, including nurses and doctors, from Italian healthcare settings. The study involved two rounds of surveys, achieving a consensus of ≥75 % on 28 questions categorized into seven modules: sustainable practices, understanding climate change fundamentals, its impacts on healthcare, climate-smart actions, implementation likelihood, and barriers to change.</div><div>A total of 28 survey items across seven thematic modules were validated. All items achieved full consensus (≥87.5 %) with high Content Validity Ratios (0.75–1.0). Expert feedback led to improved clarity, contextual relevance, and practical examples.</div><div>This study provides a shared and valid survey to measure healthcare professionals' knowledge and perceptions about climate change in operating theatres. Future research should test this instrument in larger samples and different contexts to guide interventions that help the nursing workforce advance sustainable healthcare and align with global climate goals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106879"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives of nursing doctoral students on the impact of doctoral education on their professional and career development: A qualitative study","authors":"Seda Sarıköse ,&nbsp;Nilgün Göktepe","doi":"10.1016/j.nedt.2025.106884","DOIUrl":"10.1016/j.nedt.2025.106884","url":null,"abstract":"<div><h3>Background</h3><div>Doctoral education enhances nurses' evidence-based decision-making, care quality, and professional visibility, yet significant global disparities in program structure and persistent challenges faced by students and graduates limit its full potential. This study aims to explore the experiences of nurses enrolled in doctoral education, particularly those who are actively working as nurses in the healthcare setting, and how this education contributes to their professional development and supports their future career goals.</div></div><div><h3>Methods</h3><div>A qualitative descriptive study using individual in-depth interviews. Data were collected through semi-structured online interviews with 24 nurses enrolled in doctoral nursing programs. Participants were selected using purposive sampling. Data were analyzed through a combination of inductive and deductive content analysis. Self-Determination Theory and Social Cognitive Career Theory were used as sensitizing frameworks to guide the deductive phase and inform the interpretation of motivational and career development processes.</div></div><div><h3>Results</h3><div>Three main themes were identified: (1) Gains and Opportunities of Doctoral Education, (2) Facilitators of Doctoral Education, and (3) Barriers to Doctoral Education. Participants reported that doctoral education enhanced their critical thinking, academic identity, and evidence-based clinical practice. Facilitating factors included intrinsic motivation, supportive advisors, collegial support, and flexible work conditions. However, nurses also faced significant barriers such as work-life imbalance, financial constraints, inadequate guidance, and limited institutional recognition. Many noted that doctoral education did not lead to improvements in salary, role clarity, or status. Furthermore, the absence of practice-oriented doctoral programs was seen as a limitation to integrating academic gains into clinical settings.</div></div><div><h3>Conclusion</h3><div>Doctoral education fosters growth and leadership among nurses, but structural and organizational barriers reduce its impact. It is imperative to enhance academic-practice integration, strengthen mentorship, and develop clinically focused doctoral pathways to optimize the benefits for nurses' professional development, patient care quality, and the healthcare system.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106884"},"PeriodicalIF":4.2,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145270803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}