Pub Date : 2025-02-20DOI: 10.1016/j.nedt.2025.106637
Fionnadh M. Ratchford
Nursing students learn in a variety of different contexts and draw upon a wide range of knowledge and skills to prepare and engage in clinical placements. The aim of this paper is to explore and reflect on my experiences as an Adult Nursing student of developing and implementing a quality improvement (QI) resource. This bridged the theory-practice gap (T-PG), to improve patient care and support my peers. Developed as an educational video it can be used to inform and orientate patients attending a day surgery unit. It could also be used to orientate new staff and students to common processes encountered. This paper focuses on leadership development, the challenges and opportunities in demonstrating innovation, courage and creativity. Reflecting on this experience has shown me that students can bridge the theory-practice gap and develop entrepreneurial leadership skills by creating innovative projects. I have learned that innovation in healthcare is not about complex systems and processes but can simply be about showing the way and making services easier to access and navigate, aided by the fresh perspective that student's bring. I conclude with insights for nursing students, nurse educators and nursing practice.
{"title":"An adult nursing undergraduate student's perspective: Theory-practice gap, innovation and leadership","authors":"Fionnadh M. Ratchford","doi":"10.1016/j.nedt.2025.106637","DOIUrl":"10.1016/j.nedt.2025.106637","url":null,"abstract":"<div><div>Nursing students learn in a variety of different contexts and draw upon a wide range of knowledge and skills to prepare and engage in clinical placements. The aim of this paper is to explore and reflect on my experiences as an Adult Nursing student of developing and implementing a quality improvement (QI) resource. This bridged the theory-practice gap (T-PG), to improve patient care and support my peers. Developed as an educational video it can be used to inform and orientate patients attending a day surgery unit. It could also be used to orientate new staff and students to common processes encountered. This paper focuses on leadership development, the challenges and opportunities in demonstrating innovation, courage and creativity. Reflecting on this experience has shown me that students can bridge the theory-practice gap and develop entrepreneurial leadership skills by creating innovative projects. I have learned that innovation in healthcare is not about complex systems and processes but can simply be about showing the way and making services easier to access and navigate, aided by the fresh perspective that student's bring. I conclude with insights for nursing students, nurse educators and nursing practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"149 ","pages":"Article 106637"},"PeriodicalIF":3.6,"publicationDate":"2025-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519805","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}
Pub Date : 2025-02-19DOI: 10.1016/j.nedt.2025.106636
Engle Angela Chan, Yim Wah Mak, Patrick Kor, Kin Cheung, Cynthia Wu, Timothy Lai
Background
Self-regulated learning (SRL) and life-long learning motivation have increasingly been introduced in tertiary education in recent years. Few relevant mixedmethods studies have been conducted on nursing students, particularly in the Chinese education context.
Aim
To examine the effectiveness of adaptive strategies on improving nursing students' motivation and self-regulated learning.
Design
A quantitative component with a qualitative supplementary aspect was adopted in a convergent parallel mixed-methods design.
Setting
A tertiary institution in Hong Kong Participants: 136 nursing students for the pre- and post-quantitative study and 32 students for the qualitative study.
Methods
Nursing students completed an online self-administered questionnaire before and after completing a self-regulated learning intervention in 2021. These nursing students were then invited to join focus group interviews.
Results
There were significant improvements in students' adopted strategies to motivate learning (MSLQ), such as in Intrinsic value, [(p < 0.05)], Self-efficacy [(p < 0.001)], Cognitive strategy [(p < 0.001)], and Self-regulation (p < 0.001). Students' Meta-cognition was also significantly improved (p < 0.001) after the intervention. Qualitatively, while common aspects were identified, first-year students were learning and becoming more aware of self-regulation, experiencing a perceived increase in their self-regulated abilities to adopt strategies in pursuing higher academic achievements. The final-year students also acknowledged and emphasized selfinitiation and motivation were fundamental to their perceived self-efficacy in the adoption of self-regulated strategies.
Conclusion
Fostering SRL strategies in tertiary nursing education can be effective when students are orientated with the SRL approaches and guided by well-informed strategies to engage them in learning. Chinese nursing students in this study demonstrate their SRL learning strategies through setting self-regulated goals in the learning process and learning as autonomous learners.
{"title":"Effectiveness of adaptive self-regulated learning in online learning courses for undergraduate nursing students – A mixed-methods study","authors":"Engle Angela Chan, Yim Wah Mak, Patrick Kor, Kin Cheung, Cynthia Wu, Timothy Lai","doi":"10.1016/j.nedt.2025.106636","DOIUrl":"10.1016/j.nedt.2025.106636","url":null,"abstract":"<div><h3>Background</h3><div>Self-regulated learning (SRL) and life-long learning motivation have increasingly been introduced in tertiary education in recent years. Few relevant mixedmethods studies have been conducted on nursing students, particularly in the Chinese education context.</div></div><div><h3>Aim</h3><div>To examine the effectiveness of adaptive strategies on improving nursing students' motivation and self-regulated learning.</div></div><div><h3>Design</h3><div>A quantitative component with a qualitative supplementary aspect was adopted in a convergent parallel mixed-methods design.</div></div><div><h3>Setting</h3><div>A tertiary institution in Hong Kong Participants: 136 nursing students for the pre- and post-quantitative study and 32 students for the qualitative study.</div></div><div><h3>Methods</h3><div>Nursing students completed an online self-administered questionnaire before and after completing a self-regulated learning intervention in 2021. These nursing students were then invited to join focus group interviews.</div></div><div><h3>Results</h3><div>There were significant improvements in students' adopted strategies to motivate learning (MSLQ), such as in Intrinsic value, [(p < 0.05)], Self-efficacy [(p < 0.001)], Cognitive strategy [(p < 0.001)], and Self-regulation (p < 0.001). Students' Meta-cognition was also significantly improved (p < 0.001) after the intervention. Qualitatively, while common aspects were identified, first-year students were learning and becoming more aware of self-regulation, experiencing a perceived increase in their self-regulated abilities to adopt strategies in pursuing higher academic achievements. The final-year students also acknowledged and emphasized selfinitiation and motivation were fundamental to their perceived self-efficacy in the adoption of self-regulated strategies.</div></div><div><h3>Conclusion</h3><div>Fostering SRL strategies in tertiary nursing education can be effective when students are orientated with the SRL approaches and guided by well-informed strategies to engage them in learning. Chinese nursing students in this study demonstrate their SRL learning strategies through setting self-regulated goals in the learning process and learning as autonomous learners.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106636"},"PeriodicalIF":3.6,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465388","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}
As access to healthcare remains a global challenge, the potential for voluntary community service by nurses to address the issue of healthcare in underserved communities is significant. For educational institutions, the creation of incentives and motivation for student volunteerism represents a substantial challenge. The present research examines nursing students' motivation to volunteer in the context of socioeconomic determinants of health status, with a particular focus on attitudes towards poverty as a predictor of student motivation.
Objective
To predict the willingness of Hungarian nursing students to engage in voluntary care for disadvantaged populations.
Participants
Graduate nursing students from three of the four national university centers in Hungary participated in the study (N = 240). Convenience stratified sampling was employed.
Methods
Cross-sectional study design was conducted. The online survey included the Volunteer Functions Inventory (VFI), Helping Attitudes Scale, Social Justice Scale, Attitude to Poverty Scale Short Form, and Beliefs Related to Poverty and Health. One-way ANOVA, and multivariate linear regression were performed.
Results
The strongest predictor of volunteer intention was education, although VFI ‘values’, social motivation, helping attitudes, and Beliefs Related to Poverty and Health were also identified as important factors. Conversely, experience in the health sector had a negative impact on volunteer intention.
Conclusion
The role of the educational institution is critical in shaping student volunteerism. It would be critical to introduce dedicated courses into the educational curriculum that specifically prepare nursing students for participation in community voluntary service. The course should be designed to clarify students' knowledge in the context of socio-economic factors affecting health while increasing their belief in helping others.
{"title":"Nursing student volunteerism for marginalized populations: Predictive analysis of influencing factors","authors":"Judit Németh , Angelika Szatmári , Adrienn Siket Újváriné , Gabriella Hideg-Fehér , Miklós Zrínyi","doi":"10.1016/j.nedt.2025.106640","DOIUrl":"10.1016/j.nedt.2025.106640","url":null,"abstract":"<div><h3>Background</h3><div>As access to healthcare remains a global challenge, the potential for voluntary community service by nurses to address the issue of healthcare in underserved communities is significant. For educational institutions, the creation of incentives and motivation for student volunteerism represents a substantial challenge. The present research examines nursing students' motivation to volunteer in the context of socioeconomic determinants of health status, with a particular focus on attitudes towards poverty as a predictor of student motivation.</div></div><div><h3>Objective</h3><div>To predict the willingness of Hungarian nursing students to engage in voluntary care for disadvantaged populations.</div></div><div><h3>Participants</h3><div>Graduate nursing students from three of the four national university centers in Hungary participated in the study (N = 240). Convenience stratified sampling was employed.</div></div><div><h3>Methods</h3><div>Cross-sectional study design was conducted. The online survey included the Volunteer Functions Inventory (VFI), Helping Attitudes Scale, Social Justice Scale, Attitude to Poverty Scale Short Form, and Beliefs Related to Poverty and Health. One-way ANOVA, and multivariate linear regression were performed.</div></div><div><h3>Results</h3><div>The strongest predictor of volunteer intention was education, although VFI ‘values’, social motivation, helping attitudes, and Beliefs Related to Poverty and Health were also identified as important factors. Conversely, experience in the health sector had a negative impact on volunteer intention.</div></div><div><h3>Conclusion</h3><div>The role of the educational institution is critical in shaping student volunteerism. It would be critical to introduce dedicated courses into the educational curriculum that specifically prepare nursing students for participation in community voluntary service. The course should be designed to clarify students' knowledge in the context of socio-economic factors affecting health while increasing their belief in helping others.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106640"},"PeriodicalIF":3.6,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143478786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-02-17DOI: 10.1016/j.nedt.2025.106634
Aliye Cayır , Figen Çalışkan
In the contemporary digital era, nursing students rely on digital tools to access information, engage in social interactions, and participate in a range of activities. In light of these developments, it seems reasonable to suggest that an understanding of the ways in which nursing students utilize media and technology, and their attitudes towards these tools, could significantly enhance the planning and implementation of the educational process.
Purpose
The objective of this study was to ascertain the relationship between the media and technology use and attitudes of nursing students and their self-directed learning skills.
Methods
The study employed a correlational design. Data were collected from 411 nursing students at two universities between March 11, 2024, and April 19, 2024. Data was gathered using the Descriptive Information Form, the Media and Technology Usage and Attitudes Scale (MTUAS), and the Self-Directed Learning Skills Scale (SDLSS).
Results
The vast majority of nursing students—95.6 %—used the Internet to follow social media, 76.6 % to research a topic of interest, 74 % to complete homework assignments, and 72.5 % to communicate. A positive, weak and statistically significant relationship was identified between the mean total SDLSS scores and the mean scores obtained from the smartphone usage (r = 0.165), e-mailing (r = 0.253), phone calling (r = 0.133), positive attitudes (r = 0.240) and the preference for task switching (r = 0.168) subscales of the MTUAS.
Conclusions
The findings revealed that the participants exhibited high levels of self-directed learning skills, high rates of media and social media use, and a positive attitude towards technology. However, they also demonstrated a high level of anxiety and dependence on technology and a moderate level of negative attitude towards technology. Consequently, it is recommended that the education and training process should be planned by taking these characteristics of the nursing students into consideration and that technology should be appropriately integrated into the interaction with the student.
{"title":"The relationship of media and technology use status and attitudes of nursing students with self-directed learning skills","authors":"Aliye Cayır , Figen Çalışkan","doi":"10.1016/j.nedt.2025.106634","DOIUrl":"10.1016/j.nedt.2025.106634","url":null,"abstract":"<div><div>In the contemporary digital era, nursing students rely on digital tools to access information, engage in social interactions, and participate in a range of activities. In light of these developments, it seems reasonable to suggest that an understanding of the ways in which nursing students utilize media and technology, and their attitudes towards these tools, could significantly enhance the planning and implementation of the educational process.</div></div><div><h3>Purpose</h3><div>The objective of this study was to ascertain the relationship between the media and technology use and attitudes of nursing students and their self-directed learning skills.</div></div><div><h3>Methods</h3><div>The study employed a correlational design. Data were collected from 411 nursing students at two universities between March 11, 2024, and April 19, 2024. Data was gathered using the Descriptive Information Form, the Media and Technology Usage and Attitudes Scale (MTUAS), and the Self-Directed Learning Skills Scale (SDLSS).</div></div><div><h3>Results</h3><div>The vast majority of nursing students—95.6 %—used the Internet to follow social media, 76.6 % to research a topic of interest, 74 % to complete homework assignments, and 72.5 % to communicate. A positive, weak and statistically significant relationship was identified between the mean total SDLSS scores and the mean scores obtained from the smartphone usage (r = 0.165), e-mailing (r = 0.253), phone calling (r = 0.133), positive attitudes (r = 0.240) and the preference for task switching (r = 0.168) subscales of the MTUAS.</div></div><div><h3>Conclusions</h3><div>The findings revealed that the participants exhibited high levels of self-directed learning skills, high rates of media and social media use, and a positive attitude towards technology. However, they also demonstrated a high level of anxiety and dependence on technology and a moderate level of negative attitude towards technology. Consequently, it is recommended that the education and training process should be planned by taking these characteristics of the nursing students into consideration and that technology should be appropriately integrated into the interaction with the student.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106634"},"PeriodicalIF":3.6,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438191","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}
Pub Date : 2025-02-17DOI: 10.1016/j.nedt.2025.106632
Mohamed Hussein Ramadan Atta , Asmaa Mohamed Ahmed Madkour , Nagwa Ibrahim Mohamed Hamad , Haitham Mokhtar Mohamed Abdallah , Sameer A. Alkubati , Shaimaa Mohamed Amin
Background
Nursing students may encounter occupational stigma due to prevailing stereotypes and perceptions of nursing as a gendered and undervalued profession. Occupational stigma in nursing can contribute to decreased motivation, limited job satisfaction, and hindered professional growth, potentially impacting students' career choices and commitment to the profession.
Aim
This research explores how self-efficacy can mitigate the effects of occupational stigma among nursing students and promote gender equity by encouraging both male and female students to pursue nursing confidently and with a sense of professional pride.
Method
This study utilized a cross-sectional descriptive research design on 560 nursing students, which was conducted at the Faculty of Nursing, XXX University, XXX. Three validated instruments were used: The Nurse Occupational Stigma Scale, The Gender Equity Scale in Nursing Education, and The Student Self-Efficacy Scale.
Multiple linear regression was conducted to identify predictors of occupational stigma and gender equity, with AMOS software used for mediation analysis.
Findings
Gender equity was negatively correlated with nurse occupational stigma (r = −0.124, p = 0.003), a positive correlation was found between gender equity and student self-efficacy (r = 0.098, p = 0.020), and nurse occupational stigma had a strong positive correlation with student self-efficacy (r = 0.345, p < 0.001). The structural equation model (SEM) suggests that self-efficacy contributes directly to perceptions of occupational stigma without mediation by gender equity. Significant predictors of gender equity included age (p < 0.001) and gender, with females reporting lower gender equity (p < 0.001), income level (p = 0.029), academic level (third level, p < 0.001), and self-efficacy (p = 0.002). For nurse occupational stigma, predictors included age (p = 0.023), income (p = 0.002), academic level (p < 0.001), and self-efficacy (p < 0.001).
Recommendation
The findings of this study highlight the importance of fostering inclusive and equitable environments in nursing education and practice settings. Promoting gender equity may help reduce occupational stigma, thereby improving job satisfaction and retention rates within the nursing profession.
{"title":"“Breaking barriers: The power of self-efficacy in combating occupational stigma and advancing gender equity in nursing education”","authors":"Mohamed Hussein Ramadan Atta , Asmaa Mohamed Ahmed Madkour , Nagwa Ibrahim Mohamed Hamad , Haitham Mokhtar Mohamed Abdallah , Sameer A. Alkubati , Shaimaa Mohamed Amin","doi":"10.1016/j.nedt.2025.106632","DOIUrl":"10.1016/j.nedt.2025.106632","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students may encounter occupational stigma due to prevailing stereotypes and perceptions of nursing as a gendered and undervalued profession. Occupational stigma in nursing can contribute to decreased motivation, limited job satisfaction, and hindered professional growth, potentially impacting students' career choices and commitment to the profession.</div></div><div><h3>Aim</h3><div>This research explores how self-efficacy can mitigate the effects of occupational stigma among nursing students and promote gender equity by encouraging both male and female students to pursue nursing confidently and with a sense of professional pride.</div></div><div><h3>Method</h3><div>This study utilized a cross-sectional descriptive research design on 560 nursing students, which was conducted at the Faculty of Nursing, XXX University, XXX. Three validated instruments were used: The Nurse Occupational Stigma Scale, The Gender Equity Scale in Nursing Education, and The Student Self-Efficacy Scale.</div><div>Multiple linear regression was conducted to identify predictors of occupational stigma and gender equity, with AMOS software used for mediation analysis.</div></div><div><h3>Findings</h3><div>Gender equity was negatively correlated with nurse occupational stigma (<em>r</em> = −0.124, <em>p</em> = 0.003), a positive correlation was found between gender equity and student self-efficacy (<em>r</em> = 0.098, <em>p</em> = 0.020), and nurse occupational stigma had a strong positive correlation with student self-efficacy (<em>r</em> = 0.345, <em>p</em> < 0.001). The structural equation model (SEM) suggests that self-efficacy contributes directly to perceptions of occupational stigma without mediation by gender equity. Significant predictors of gender equity included age (<em>p</em> < 0.001) and gender, with females reporting lower gender equity (p < 0.001), income level (<em>p</em> = 0.029), academic level (third level, p < 0.001), and self-efficacy (<em>p</em> = 0.002). For nurse occupational stigma, predictors included age (<em>p</em> = 0.023), income (p = 0.002), academic level (p < 0.001), and self-efficacy (p < 0.001).</div></div><div><h3>Recommendation</h3><div>The findings of this study highlight the importance of fostering inclusive and equitable environments in nursing education and practice settings. Promoting gender equity may help reduce occupational stigma, thereby improving job satisfaction and retention rates within the nursing profession.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"149 ","pages":"Article 106632"},"PeriodicalIF":3.6,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519806","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}
This study aims to conduct a bibliometric analysis of research involving the role play method in nursing education by visualizing global research trends in this area, identifying the journals with the most publications, and examining author and country collaborations.
Methods
The study utilized data retrieved from the Web of Science (WOS) database and conducted analyses using Vosviewer, Bibliometrix, and custom-written Python scripts. 281 publications were included in the bibliometric analysis.
Results
Research on the role play method spans from 1993 to 2024. The top three research areas are; “Nursing,” “Education & Educational Research” and “Health Care Sciences & Services”. The dataset includes articles from 119 different journals, with minimal collaboration observed among authors, countries, and institutions.
Conclusion
This study thoroughly explored global trends and key areas of role play in nursing research using bibliometric and visualization analyses. The analysis results showed that the role play method is gaining growing recognition in nursing education and the development of clinical skills. Future research is recommended to explore its effectiveness across diverse cultural and clinical contexts and encourage interdisciplinary collaborations to expand the knowledge base.
{"title":"The power of role play in nursing education: A bibliometric analysis and visualization","authors":"Amine Terzi , Yasemin Yildirim , Ipek Deveci Kocakoc","doi":"10.1016/j.nedt.2025.106633","DOIUrl":"10.1016/j.nedt.2025.106633","url":null,"abstract":"<div><h3>Aim</h3><div>This study aims to conduct a bibliometric analysis of research involving the role play method in nursing education by visualizing global research trends in this area, identifying the journals with the most publications, and examining author and country collaborations.</div></div><div><h3>Methods</h3><div>The study utilized data retrieved from the Web of Science (WOS) database and conducted analyses using Vosviewer, Bibliometrix, and custom-written Python scripts. 281 publications were included in the bibliometric analysis.</div></div><div><h3>Results</h3><div>Research on the role play method spans from 1993 to 2024. The top three research areas are; “Nursing,” “Education & Educational Research” and “Health Care Sciences & Services”. The dataset includes articles from 119 different journals, with minimal collaboration observed among authors, countries, and institutions.</div></div><div><h3>Conclusion</h3><div>This study thoroughly explored global trends and key areas of role play in nursing research using bibliometric and visualization analyses. The analysis results showed that the role play method is gaining growing recognition in nursing education and the development of clinical skills. Future research is recommended to explore its effectiveness across diverse cultural and clinical contexts and encourage interdisciplinary collaborations to expand the knowledge base.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"149 ","pages":"Article 106633"},"PeriodicalIF":3.6,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143519807","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}
Pub Date : 2025-02-13DOI: 10.1016/j.nedt.2025.106625
Tze Ching Shyanne Quah , Ying Lau , Wen Wei Ang , Siew Tiang Lau
Background
Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.
Objective
To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.
Review methods
A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.
Results
A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.
Conclusions
IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.
{"title":"Experiences of immersive virtual reality in healthcare clinical training for nursing and allied health students: A mixed studies systematic review","authors":"Tze Ching Shyanne Quah , Ying Lau , Wen Wei Ang , Siew Tiang Lau","doi":"10.1016/j.nedt.2025.106625","DOIUrl":"10.1016/j.nedt.2025.106625","url":null,"abstract":"<div><h3>Background</h3><div>Immersive virtual reality (IVR) is increasingly used in education as an alternative to traditional pedagogy. Although promising learning outcomes have been reported using immersive virtual reality, the users' experience has not been fully explored.</div></div><div><h3>Objective</h3><div>To consolidate evidence on immersive virtual reality experiences in healthcare clinical training for undergraduate nursing and allied health students.</div></div><div><h3>Review methods</h3><div>A mixed-studies systematic review. Quantitative and qualitative studies involving nursing or allied health students were selected, researching head-mounted gear through experience outcomes. Both published and unpublished studies in the English language from 2013 to 2024 were included. Methodological quality was assessed using the mixed methods appraisal tool. Thematic analysis was used for qualitative findings and narrative analysis was used for quantitative findings. Convergent data synthesis approaches were used to integrate both results.</div></div><div><h3>Results</h3><div>A total of 93 studies were selected, encompassing 11 RCTs, 34 Quasi-experimental, 15 quantitative, 12 qualitative, and 21 mixed-method studies. The results showed that immersive virtual reality augmented learning experiences. The widespread positive response to using IVR in healthcare education exemplifies its promising potential. Three integrated themes were identified: (1) the versatility of IVR, (2) heuristic learning, and (3) the inappropriacy of IVR.</div></div><div><h3>Conclusions</h3><div>IVR can enhance clinical and educative efficiency in the learning experiences of nursing and allied health students. Future research should aim to idealise feasibility by addressing discomfort or motion sickness caused by VR systems and finding alternative cost-saving mediums.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106625"},"PeriodicalIF":3.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143430072","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}
Pub Date : 2025-02-13DOI: 10.1016/j.nedt.2025.106623
Rachel Morley, Steve Hemingway, John Stephenson, Alison Astles
Background
An inter-professional education (IPE) workshop centred around mental health scenarios was attended and assessed by 70 Nursing and Pharmacy students at the University of Huddersfield.
Aim
The aim of this study was to evaluate the implementation of a curricula IPE workshop for undergraduate nursing and pharmacy students, focussing on the optimal use of medicines with mental health problems utilising clinically based scenarios.
Methods
The workshop was evaluated using an internally produced cross-sectional questionnaire completed by student participants from both pharmacy and mental health nursing disciplines, scoring on Process/Knowledge and Relationships domains.
Results
70 participants (41 Mental Health Nursing students; 29 Pharmacy students) completed the questionnaire, who rated the content highly. Scores indicative of positive perception were reported by 65 respondents (92.9 %) on the Process/Knowledge domain and by 66 respondents (94.3 %) on the Relationships domain. Qualitative analysis of student evaluations demonstrated that both cohorts highly valued the workshop, with a shared appreciation of what each student group contributed. There was strong overall positivity toward working inter-professionally.
Conclusion
IPE workshops act as a useful tool for promoting positive working relationships and collaboration to aid the effective sharing of knowledge and skills between differing professions.
{"title":"Implementing interprofessional education in the nursing and pharmacy curricula: An evaluation of a workshop focused on optimising of medicines prescribed for mental health problems","authors":"Rachel Morley, Steve Hemingway, John Stephenson, Alison Astles","doi":"10.1016/j.nedt.2025.106623","DOIUrl":"10.1016/j.nedt.2025.106623","url":null,"abstract":"<div><h3>Background</h3><div>An inter-professional education (IPE) workshop centred around mental health scenarios was attended and assessed by 70 Nursing and Pharmacy students at the University of Huddersfield.</div></div><div><h3>Aim</h3><div>The aim of this study was to evaluate the implementation of a curricula IPE workshop for undergraduate nursing and pharmacy students, focussing on the optimal use of medicines with mental health problems utilising clinically based scenarios.</div></div><div><h3>Methods</h3><div>The workshop was evaluated using an internally produced cross-sectional questionnaire completed by student participants from both pharmacy and mental health nursing disciplines, scoring on Process/Knowledge and Relationships domains.</div></div><div><h3>Results</h3><div>70 participants (41 Mental Health Nursing students; 29 Pharmacy students) completed the questionnaire, who rated the content highly. Scores indicative of positive perception were reported by 65 respondents (92.9 %) on the Process/Knowledge domain and by 66 respondents (94.3 %) on the Relationships domain. Qualitative analysis of student evaluations demonstrated that both cohorts highly valued the workshop, with a shared appreciation of what each student group contributed. There was strong overall positivity toward working inter-professionally.</div></div><div><h3>Conclusion</h3><div>IPE workshops act as a useful tool for promoting positive working relationships and collaboration to aid the effective sharing of knowledge and skills between differing professions.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106623"},"PeriodicalIF":3.6,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143465550","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}
Organ and tissue donation coordinators often have limited training leading to reduced service quality and increased work-related stress. Understanding the existing educational strategies and training methods is crucial for supporting their professional development.
Objectives
To synthesize existing literature on strategies used to educate healthcare professionals for the role of organ and tissue donation coordinators.
Design
Scoping review guided by the Joanna Briggs Institute methodology.
Data sources
Searches were conducted in Medline, Embase, Cumulated Index in Nursing and Allied Health Literature, Web of Science, Cochrane Library, and Latin American and the Caribbean Literature on Health Sciences up to 2023.
Study selection
Reports on education for healthcare providers working as organ and tissue donation coordinators were included. Reviewers independently screened documents for eligibility based on inclusion criteria.
Data extraction
Data on study design, sample, educational strategies, and outcomes were extracted using a specially developed tool. The data were analyzed quantitatively (simple numeric count) and qualitatively (content analysis).
Results
From 5420 articles, 33 met the inclusion criteria. The results were categorized into (1) Education Types and Engagement, (2) Education Strategy Development and Delivery, and (3) Education Evaluation Methods and Outcomes.
Conclusion
The findings highlight the diverse types, delivery methods, and evaluation approaches in organ and tissue donation coordinators' educational training. Ongoing education is vital to equip organ and tissue donation coordinators with essential skills for complex scenarios in organ donation and transplantation. Investing in comprehensive education programs is crucial for enhancing organ and tissue donation coordinators' work-related wellbeing, improving organ donation and transplantation outcomes, and promoting continued research and development tailored to their unique needs.
{"title":"Exploring educational and training approaches for organ and tissue donation coordinators: A scoping review","authors":"Vanessa Silva e Silva , Kendra-Lee Dupuis , Kerry Shoalts , Sonny Dhanani , Amina Silva","doi":"10.1016/j.nedt.2025.106630","DOIUrl":"10.1016/j.nedt.2025.106630","url":null,"abstract":"<div><h3>Introduction</h3><div>Organ and tissue donation coordinators often have limited training leading to reduced service quality and increased work-related stress. Understanding the existing educational strategies and training methods is crucial for supporting their professional development.</div></div><div><h3>Objectives</h3><div>To synthesize existing literature on strategies used to educate healthcare professionals for the role of organ and tissue donation coordinators.</div></div><div><h3>Design</h3><div>Scoping review guided by the Joanna Briggs Institute methodology.</div></div><div><h3>Data sources</h3><div>Searches were conducted in Medline, Embase, Cumulated Index in Nursing and Allied Health Literature, Web of Science, Cochrane Library, and Latin American and the Caribbean Literature on Health Sciences up to 2023.</div></div><div><h3>Study selection</h3><div>Reports on education for healthcare providers working as organ and tissue donation coordinators were included. Reviewers independently screened documents for eligibility based on inclusion criteria.</div></div><div><h3>Data extraction</h3><div>Data on study design, sample, educational strategies, and outcomes were extracted using a specially developed tool. The data were analyzed quantitatively (simple numeric count) and qualitatively (content analysis).</div></div><div><h3>Results</h3><div>From 5420 articles, 33 met the inclusion criteria. The results were categorized into (1) Education Types and Engagement, (2) Education Strategy Development and Delivery, and (3) Education Evaluation Methods and Outcomes.</div></div><div><h3>Conclusion</h3><div>The findings highlight the diverse types, delivery methods, and evaluation approaches in organ and tissue donation coordinators' educational training. Ongoing education is vital to equip organ and tissue donation coordinators with essential skills for complex scenarios in organ donation and transplantation. Investing in comprehensive education programs is crucial for enhancing organ and tissue donation coordinators' work-related wellbeing, improving organ donation and transplantation outcomes, and promoting continued research and development tailored to their unique needs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"148 ","pages":"Article 106630"},"PeriodicalIF":3.6,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143438157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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