Nurse Education Today最新文献

{"title":"Enhancing the perceived clinical leadership competence of nursing undergraduates through service-learning unit led by students: A quasi-experimental study","authors":"Alberto Gallart ,&nbsp;Encarna Rodríguez-Higueras ,&nbsp;Pilar Fuster-Linares ,&nbsp;Maria Luisa Martin-Ferreres ,&nbsp;Eira Bejarano ,&nbsp;Lorena Moya ,&nbsp;Patricia Martinez-Jaimez ,&nbsp;Maria Angeles De Juan-Pardo","doi":"10.1016/j.nedt.2026.106989","DOIUrl":"10.1016/j.nedt.2026.106989","url":null,"abstract":"<div><h3>Background</h3><div>Clinical leadership by nurses is crucial to the provision of safe and high-quality care. Service-learning activities led by students (often referred to more broadly as community based learning or a form of experiential learning) can offer nursing undergraduates the opportunity to begin developing their leadership skills.</div></div><div><h3>Purpose</h3><div>To assess the impact of a service-learning led by students intervention on the perceived leadership competence of nursing undergraduates.</div></div><div><h3>Methods</h3><div>Quasi-experimental study conducted across four academic years (2017–2021) and involving 224 nursing undergraduates. In the context of their clinical placements, students in the intervention group participated in a service-learning program led by students, while controls were assigned to a standard primary care placement. Perceived leadership competence was assessed at the beginning and end of placements using the Self-Assessment Leadership Instrument (SALI), which provides a total score and four dimension scores (strategic thinking, emotional intelligence, impact and influence, and teamwork skills) and has been validated and proven reliable for use with nursing students in the Spanish population.</div></div><div><h3>Results</h3><div>Overall ratings of perceived leadership competence were 6% higher among students who participated in the service learning intervention than among controls (<em>p</em> &lt; .001), with a moderate effect (Cohen's d: 0.53; 95% CI [0.27 to 0.80]. Dimension-specific analyses indicated a moderate effect for Impact and Influence and Teamwork Skills, and a small effect for Emotional Intelligence and Strategic Thinking. No significant changes in perceived leadership competence were reported by controls.</div></div><div><h3>Conclusion</h3><div>Participation in service-learning unit led by students appears to enhance perceived leadership competence among nursing undergraduates. Further research is needed to assess their long-term impact and alignment between self-perceptions and objectively measured leadership behaviors.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106989"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980959","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":"Nurses' attitudes toward artificial intelligence applications and their clinical decision-making competence: A cross-sectional study","authors":"Züleyha Gürdap ,&nbsp;Uğur Öner","doi":"10.1016/j.nedt.2026.107014","DOIUrl":"10.1016/j.nedt.2026.107014","url":null,"abstract":"<div><h3>Background</h3><div>The increasing integration of artificial intelligence (AI) into healthcare has generated interest in its potential role within nursing practice, particularly in relation to clinical decision-making and care delivery processes.</div></div><div><h3>Objectives</h3><div>This study aimed to examine the relationship between nurses' attitudes toward AI and their clinical decision-making tendencies.</div></div><div><h3>Design</h3><div>This was a cross-sectional and descriptive study.</div></div><div><h3>Methods</h3><div>Data were collected from 323 nurses working in various clinical units of a training and research hospital in Turkey. The Artificial Intelligence Attitude Scale for Nurses and the Nursing Decision-making Instrument were used. Data were analyzed using descriptive statistics, correlation, and regression analyses.</div></div><div><h3>Results</h3><div>The mean score for nurses' attitudes toward AI was 107.19 ± 24.43, indicating a generally positive attitude. For clinical decision-making, the mean score was 67.17 ± 7.12, indicating an analytical decision-making tendency. A strong and significant negative correlation was found between attitudes toward AI and decision-making scores (<em>r</em> = −0.662, <em>p</em> &lt; 0.001). Consistent with the instrument's scoring, these lower scores reflect an analytical decision-making tendency. Simple linear regression analysis demonstrated that attitudes toward AI significantly predicted decision-making scores, explaining 43.8% of the total variance. Additionally, marital status, educational level, professional experience, and clinical unit were significantly associated with both AI attitudes and decision-making tendencies (<em>p</em> &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>The findings indicate that nurses generally report positive attitudes toward AI, and that these attitudes are associated with analytical tendencies in clinical decision-making. AI technologies may function as supportive tools in clinical practice and may be associated with patient safety and care quality. Integrating AI-related competencies into nursing education may support evidence-based and systematic clinical decision-making.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107014"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079414","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":"How do undergraduate nursing students choose to reflect? A descriptive online survey comparing preferences towards diverse methods of reflection","authors":"Caroline Browne ,&nbsp;Helen Dugmore","doi":"10.1016/j.nedt.2026.106973","DOIUrl":"10.1016/j.nedt.2026.106973","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to explore how final semester undergraduate nursing students engage with reflective practice, by comparing their preferences towards digital storytelling or written reflections.</div></div><div><h3>Background</h3><div>Reflective practice is an essential component of professional nursing practice. Reflection is embedded as both a learning and an assessment tool in undergraduate nursing curriculum, however it may not come easily to some students. Digital storytelling was integrated into the final semester of a Bachelor of Nursing program, as an innovative way to engage students in reflective practice.</div></div><div><h3>Design</h3><div>A descriptive survey design was used in this study.</div></div><div><h3>Methods</h3><div>An online survey was used to explore nursing student experiences using both digital storytelling and written forms of reflection. Descriptive statistics were used to analyse student preferences, and content analysis was used to analyse open ended responses.</div></div><div><h3>Results</h3><div>A total of 147 responses were received across two cohorts (response rate of 24 %). Preferences were mixed between the two methods. Digital Storytelling provided an opportunity for students to share their stories with their peers leading to reflective learning, whilst written reflection provided an avenue to enhance clinical confidence and identify areas for development. Both methods had challenges including the timing of reflective activities within their units, expressing and sharing emotion, and working with technology and assessment restrictions to complete reflections.</div></div><div><h3>Conclusion</h3><div>Students need to be introduced to different methods of reflection throughout their undergraduate studies, so they can engage in reflective practices that work for them. Nursing educators need to recognise the importance of students sharing their stories to derive meaning from their experiences and transform their learning.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106973"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980897","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 use of digital gamification, extended reality, artificial intelligence, and integrated digital learning tools in palliative care education of undergraduate nurses: A systematic review","authors":"Adam Graham ,&nbsp;Minna Hökkä ,&nbsp;Sari Pramila-Savukoski ,&nbsp;Miina-Liisa Flinkkilä ,&nbsp;Marco Tomietto ,&nbsp;Kristina Mikkonen","doi":"10.1016/j.nedt.2026.106982","DOIUrl":"10.1016/j.nedt.2026.106982","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are at the forefront of providing palliative care, playing a critical role in ensuring high-quality support for patients and their families. Emerging digital and immersive technologies offer new opportunities to simulate complex palliative care scenarios, bridging the gap of limited clinical experiences and developing palliative care competence.</div></div><div><h3>Objectives</h3><div>To explore and analyse what type of interventions have been implemented within palliative care education of undergraduate nursing students using digital and immersive technologies. Secondary aims were exploring the experiences and effect on palliative care competence.</div></div><div><h3>Design</h3><div>A systematic review of mixed-methods interventional studies, based on Joanna Briggs Institute guidelines.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted across Ovid Medline, CINAHL, Scopus, Web of Science, Cochrane Library, and ERIC in March 2025. Eligible studies included empirical research on undergraduate nursing students using digital and immersive technologies to deliver palliative care education. Quality assessment followed JBI critical appraisal tools. Quantitative studies were analysed by Cohen d effect sizes and qualitative studies with content analysis.</div></div><div><h3>Results</h3><div>Six studies met the inclusion criteria and were published in 2023 or 2024. Interventions varied between use of immersive simulation and screen-based simulation. Quantitative findings indicated statistically significant improvements in palliative care attitudes, abilities and readiness for practice with effect size ranging from 0.40 (<em>p</em> = .01) to 1.13 (<em>p</em> &lt; .001). Qualitative content analysis identified two main themes: clinical experience and digital learning experience.</div></div><div><h3>Conclusions</h3><div>Digital and immersive simulation holds significant promise in addressing gaps in undergraduate nursing palliative care competences. Research in this field is highly limited, with no use of artificial intelligence within simulations used in the reviewed research. Further high-quality, standardised, and longitudinal studies are essential to determine sustained impact and generalisability.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106982"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980898","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":"Exploring resilience in doctoral students: A mixed methods evaluation of the wellbeing shelf","authors":"James McMahon,&nbsp;Susie Wilkie,&nbsp;Shannon Porter,&nbsp;Joanne Blair,&nbsp;Sophie Crooks,&nbsp;Shannon Copeland,&nbsp;Melanie Harrington,&nbsp;Clare Hughes,&nbsp;Gary Mitchell,&nbsp;Christine Brown Wilson,&nbsp;Deirdre O'Neill","doi":"10.1016/j.nedt.2026.106994","DOIUrl":"10.1016/j.nedt.2026.106994","url":null,"abstract":"<div><h3>Introduction</h3><div>Doctoral students frequently encounter high levels of stress, isolation, and psychological distress, often leading to programme withdrawal. Resilience has been identified as a protective factor that can enhance student wellbeing. Despite growing concern for the mental health of doctoral students, interventions tailored to their specific needs remain limited. This study aimed to evaluate the impact of a co-designed digital resource, <em>The Wellbeing Shelf</em>, on the resilience and wellbeing of doctoral nursing and midwifery students and to explore their experiences of engaging with the resource.</div></div><div><h3>Methods</h3><div>An explanatory sequential mixed methods design was employed. Quantitatively, 24 doctoral students completed the Connor-Davidson Resilience Scale (CD-RISC 25) and the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS) at baseline; 19 at 6-weeks, and 15 at 12-weeks. Repeated measures ANOVA was employed to assess changes over time. Qualitatively, two focus groups were conducted to explore user experiences, with data analysed using reflexive thematic analysis.</div></div><div><h3>Results</h3><div>Resilience (CD-RISC 25) and wellbeing (SWEMWBS) scores increased over the 12-week period, though only improvements in wellbeing reached statistical significance (<em>p</em> &lt; .05). Three key themes emerged: (1) Identification as a Doctoral Student, highlighting stress, time pressures, and the importance of peer connection; (2) Acquisition of Knowledge vs Accessibility, indicating a disconnect between wellbeing awareness and engagement with digital resources; and (3) Areas for Future Development, calling for greater accessibility and awareness of services, and partnership between students and academics in future work in the area. Students valued that the resource was co-designed and identified opportunities to enhance accessibility, especially for international students.</div></div><div><h3>Conclusion</h3><div>The Wellbeing Shelf showed promise as a proactive tool to support doctoral students' wellbeing. Its co-designed, accessible format was positively received, though awareness and engagement remain key challenges. Future development should incorporate doctoral student input and address the diverse, intersectional needs of this population to optimise impact and uptake.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106994"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024060","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":"Development and validation of the psychological safety in nursing simulation (PSSANS) tool","authors":"Sook Jung Kang ,&nbsp;Hye Young Min ,&nbsp;Chong Min Hong","doi":"10.1016/j.nedt.2026.106993","DOIUrl":"10.1016/j.nedt.2026.106993","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students frequently experience psychological pressure during simulation-based education, and promoting psychological safety in these settings may improve learning effectiveness.</div></div><div><h3>Aim</h3><div>This study aims to develop and validate the Psychological Safety in Nursing Simulation (PSSANS) tool for undergraduate nursing students.</div></div><div><h3>Design</h3><div>This was a methodological study.</div></div><div><h3>Methods</h3><div>An initial pool of 28 PSSANS items was developed through a literature review. Content validity was evaluated in two rounds by a five-expert panel, retaining items with a content validity index (CVI) of ≥0.80. Two items were added after the first round based on expert recommendations, and all 30 items met the CVI threshold in the second round. A pretest involving 20 nursing students was conducted to assess item clarity and completion time. Subsequently, data from 366 nursing students with prior simulation experience were used to examine validity and reliability using item analysis, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), convergent validity, and internal consistency testing.</div></div><div><h3>Results</h3><div>EFA revealed a 21-item, 4-factor structure accounting for 59.8% of the total variance, and CFA supported its construct validity. Convergent validity was demonstrated by a significant negative correlation with the Penn State Worry Questionnaire. The PSSANS showed acceptable internal consistency, with an overall Cronbach's α of 0.757 and subscale α values ranging from 0.622 to 0.889.</div></div><div><h3>Conclusions</h3><div>The PSSANS is a valid and reliable tool for assessing psychological safety in nursing simulation settings and may help nursing educators foster psychologically safe learning environments and enhance educational outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106993"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024061","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":"Learning to thrive in transcultural nursing education: A Constructivist Grounded Theory approach","authors":"Lijie Xu ,&nbsp;Shuqin Xiao ,&nbsp;Jane Haines Alice ,&nbsp;June Liu ,&nbsp;Meihua Ji ,&nbsp;Weiwen Wang","doi":"10.1016/j.nedt.2025.106972","DOIUrl":"10.1016/j.nedt.2025.106972","url":null,"abstract":"<div><h3>Background</h3><div>Global nursing education increasingly emphasizes cross-cultural competence development through international exchanges. While existing research highlights that cross-cultural training enhances nursing students' language proficiency, clinical skills, and cultural awareness in the short term, less is known about their long-term professional and personal growth.</div></div><div><h3>Objective</h3><div>This study explored the growth trajectory of Chinese nursing students in Sino-U.S. exchange program, focusing on their experiences and transitions.</div></div><div><h3>Design</h3><div>A constructivist grounded theory approach was employed.</div></div><div><h3>Setting</h3><div>This study examined Chinese nursing students who completed a one-year, three-semester program at a U.S. nursing school during their junior year.</div></div><div><h3>Participants</h3><div>From October to December 2024, 15 Chinese nursing students were recruited using purposive and theoretical sampling methods. Eligible participants had completed a one-year Sino-U.S. nursing exchange program during their junior year (program period: 2015–2024), with the length of time since program completion ranging from 1 to 8 years (mean ± standard deviation: 5.47 ± 2.23 years).</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted via Zoom, exploring participants' growth trajectories. Data analysis followed constructivist grounded theory, using constant comparison to progress from initial to theoretical coding, identifying core concepts.</div></div><div><h3>Results</h3><div>Fifteen participants were included in the study. Analysis of the interview data generated four theoretical codes: (1) Self-Awaking, (2) Self-Responsibility, (3) Self-Empowerment, and (4) Self-Expansion—along with ten focused codes. These codes collectively formed the 4S Spiral Growth Model (4S-SGM) within the context of transcultural nursing education.</div></div><div><h3>Conclusion</h3><div>This study employed Constructivist Grounded Theory to examine nursing students' personal growth after studying abroad. It introduces a novel model illustrating the impact of international exchange on their development. The findings offer practical insights for improving exchange programs and provide empirical support for fostering globally competent nursing professionals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106972"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145915310","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":"On the other side of the screen: Understanding the personal, professional, and cultural impacts of flexible work on nurse academics and institutions","authors":"Debra Jackson ,&nbsp;Kim Usher ,&nbsp;Michelle Cleary","doi":"10.1016/j.nedt.2026.106987","DOIUrl":"10.1016/j.nedt.2026.106987","url":null,"abstract":"<div><div>Since the COVID-19 pandemic, flexible work arrangements, including working from home and remote roles, have become a sustained feature of academic life. While these models offer ongoing benefits such as flexibility, accessibility, and accommodation of diverse personal circumstances, there remains limited discussion of how they are reshaping academic work culture and affecting campus-based colleagues. The shift away from shared physical workspaces has altered key dimensions of professional life, diminishing informal collegial interactions. Although existing literature has explored the pedagogical and logistical challenges associated with the rapid shift to online teaching, less attention has been paid to the longer-term impacts of sustained remote work on academic identity, institutional culture, and the everyday practices of academic citizenship. In this paper, we consider how flexible work arrangements are reshaping the social fabric of academic nursing and blurring the boundaries between home and work. We argue that while flexible work patterns are likely to remain embedded in academic structures, they can carry unintended consequences, that require careful consideration. Sustaining a vibrant and inclusive academic culture will require intentional strategies to foster connection, visibility, and equity among both remote and campus-based colleagues.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106987"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020573","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":"Postgraduate education in acute specialty nursing practice: A scoping review","authors":"T. Armour ,&nbsp;A. Walker ,&nbsp;G. Burdeu ,&nbsp;P. Nicholson","doi":"10.1016/j.nedt.2026.107003","DOIUrl":"10.1016/j.nedt.2026.107003","url":null,"abstract":"<div><h3>Background</h3><div>Australia's growing demand for specialist nurses in acute care settings coincides with an aging population and rising prevalence of chronic and complex conditions. Postgraduate specialty nursing education plays a critical role in preparing nurses to meet these demands. However, in the absence of mandatory regulatory standards for most specialty areas, the landscape of postgraduate education remains diverse and under-examined.</div></div><div><h3>Aim</h3><div>This scoping review aimed to map and synthesise the existing literature on postgraduate education in acute care specialty nursing in Australia, identifying patterns, gaps, and implications for practice, policy, and future research.</div></div><div><h3>Methods</h3><div>Comprehensive literature search was conducted in MEDLINE Complete (EBSCO), CINAHL Complete (EBSCO), ERIC (EBSCO), PsycINFO (EBSCO) to identify relevant literature to postgraduate specialty nursing education. The review was guided by Arksey and O'Malley's framework and the Joanna Briggs Institute methodology. To structure and interpret findings, the PAGER framework was applied, enabling analysis across five domains: Patterns, Advances, Gaps, Evidence for practice, and Research recommendations. A total of 103 sources were thematically analysed, including empirical studies, discussion papers, and grey literature published since 1986.</div></div><div><h3>Results</h3><div>Five overarching themes were identified: (1) facilitators and barriers to enrolment and completion; (2) integration of education and healthcare systems; (3) curriculum design variability; (4) course outcomes including career progression, learner development, and patient impact; and (5) evolving trends in nursing education and technological integration. Key gaps were identified in standardisation, clinical-academic collaboration, learner support, and evaluation of patient outcomes linked to postgraduate qualifications.</div></div><div><h3>Conclusion</h3><div>Despite advancements in postgraduate specialty nursing education, significant inconsistencies and structural barriers persist. Strengthening academic-health service partnerships, standardising curriculum frameworks, and enhancing learner and organisational readiness are essential to ensure quality, sustainability, and responsiveness of nursing education in high-acuity settings. Further research is warranted to examine the impact of postgraduate education on patient outcomes and healthcare workforce resilience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107003"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079412","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":"Evaluating virtual reality communication training in nursing and medical education: A multi-country cross-sectional study","authors":"Mohamad M. Saab ,&nbsp;Mark O'Donovan ,&nbsp;İrem Koç ,&nbsp;Jennifer Kenny ,&nbsp;Jan Hrdlička ,&nbsp;Jiří Wild ,&nbsp;Martin Zielina ,&nbsp;Lucie Hrdličková ,&nbsp;Kateřina Rusinová ,&nbsp;Martin Loučka ,&nbsp;Aleksandrina Skvortsova ,&nbsp;Liesbeth M. Van Vliet ,&nbsp;Madelief Medema ,&nbsp;Arianne D. Pieterse ,&nbsp;Claudia Bausewein ,&nbsp;Sabine H. Krauss ,&nbsp;Johannes Rosenbruch ,&nbsp;Stephanie Stiel ,&nbsp;Kambiz Afshar ,&nbsp;Malte Klemmt ,&nbsp;Irene Hartigan","doi":"10.1016/j.nedt.2026.106985","DOIUrl":"10.1016/j.nedt.2026.106985","url":null,"abstract":"<div><h3>Introduction</h3><div>Virtual reality (VR) is increasingly used in health professions education due to its rapid advancement and proven effectiveness in simulating clinical scenarios. It enhances theoretical knowledge, practical skills, communication, and emotional intelligence in a safe and immersive environment. VR also shows potential to improve communication skills among nursing and medical students, though large-scale research in this area remains limited.</div></div><div><h3>Objective</h3><div>To evaluate VR communication training in nursing and medical education.</div></div><div><h3>Methods</h3><div>A cross-sectional feasibility, usability, and acceptability study was conducted from November 2024 to May 2025. Nursing and medical students were recruited from six universities in five European countries using purposive and snowball sampling. Participants engaged with a VR scenario simulating challenging communication then completed a 35-item electronic survey. This included sociodemographic questions, the System Usability Scale, VR Feasibility Scale, satisfaction questionnaire, and open-ended items. Quantitative data were analysed using descriptive and inferential statistics, and qualitative responses underwent content analysis.</div></div><div><h3>Results</h3><div>A total of 268 students participated. Most (70%) had never used VR for education. The VR scenario was well received, with a mean usability score of 78.46/100 and feasibility score of 86.44/100. Satisfaction was high (94%). Nine percent reported issues, mostly visual or technical. Usability scores were higher for students who had used VR for leisure (+3.49 points, <em>p</em> = 0.019) and lower for those who experienced symptoms including headache, eye strain, cybersickness, dizziness, emotional upset, and physical discomfort (−7.37 points, <em>p</em> = 0.021). VR was viewed as a useful, engaging supplement to traditional communication training. Participants valued the immersive, realistic design and structured guidance. They suggested expanding VR with more scenarios and feedback, while noting it should complement real-life practice.</div></div><div><h3>Conclusions</h3><div>VR-based communication training is feasible, usable, and acceptable, offering a promising addition to traditional methods. Addressing technical and financial barriers is key to broader adoption in health education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106985"},"PeriodicalIF":4.2,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145981046","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}