Nurse Education Today最新文献

{"title":"Digital professionalism and the evolving identity of nursing students in the social media era","authors":"Edmond Pui Hang Choi","doi":"10.1016/j.nedt.2026.107002","DOIUrl":"10.1016/j.nedt.2026.107002","url":null,"abstract":"<div><div>This paper explores the complex interplay between nursing students' personal and professional identities in the digital age and offers strategies for fostering digital professionalism within nursing education. In an era of pervasive digital connectivity, the boundaries between personal and professional identity have become increasingly fluid—especially for Generation Z nursing students. As digital natives, they navigate platforms like Instagram, TikTok, and YouTube not only for self-expression and community building but also, often inadvertently, as emerging representatives of the nursing profession. While social media offers space for creativity and connection, it also introduces risks: privacy breaches, online harassment, and the erosion of professional boundaries. A nursing student's personal post—even if non-defamatory and unrelated to clinical work—can be perceived as reflective of their profession or institution if their identity as a nursing student is publicly known. This illustrates the growing tension between personal expression and professional visibility in digital spaces. Many students view their online presence as separate from their academic roles, yet public and institutional expectations often hold them to higher standards, scrutinising even legally protected speech. Besides, the rise of student influencers further complicates this landscape. While their content can enhance peer learning and challenge stereotypes, it also invites reputational risk, ethical concerns, and potential misinformation—especially when personal posts or unvetted educational advice conflict with professional norms. Despite these risks, digital professionalism remains a vague and inconsistently applied concept, with nursing students frequently judged more harshly than peers in other disciplines. To meet these challenges, nursing education must move beyond risk-averse policies and embed digital professionalism as a core, developmental component of the curriculum. Reflective, iterative approaches—paired with robust support for educators—can empower students to build a confident, ethical digital presence. Rather than silencing student voices, digital professionalism should equip them to engage online with integrity, preparing them for a world where personal and professional identities are inseparably intertwined.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 107002"},"PeriodicalIF":4.2,"publicationDate":"2026-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024075","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":"2026-01-18","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":"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":"2026-01-17","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":"Barriers and facilitators of clinical nursing education in the 21st century: A qualitative systematic review","authors":"Sylivia Nalubega ,&nbsp;Clement Munguiko ,&nbsp;Manju Varghese ,&nbsp;James Kateregga ,&nbsp;Alice Collete ,&nbsp;Enos Mirembe Masereka ,&nbsp;Josephine Namujju ,&nbsp;Safina Akello ,&nbsp;Suthan Pandarakutty","doi":"10.1016/j.nedt.2026.106992","DOIUrl":"10.1016/j.nedt.2026.106992","url":null,"abstract":"<div><h3>Background</h3><div>Clinical nursing education is central to preparing competent healthcare professionals. However, it continues to face persistent challenges, particularly in aligning theoretical instruction with practical application. This review synthesizes qualitative evidence on the barriers and facilitators of clinical nursing education from the perspectives of students and instructors.</div></div><div><h3>Objective</h3><div>To explore and synthesize qualitative findings on the factors that hinder or enhance clinical nursing education in the 21st century.</div></div><div><h3>Methods</h3><div>A qualitative systematic review was conducted following the Joanna Briggs Institute (JBI) methodology. A comprehensive search across five databases (CINAHL, MEDLINE, SCOPUS, PsycInfo, and E-Book Nursing Collection) identified 1738 records. After screening and quality appraisal, 25 studies published between 2001 and 2023 were included. Data were extracted using NVivo and synthesized using the JBI meta-aggregation approach.</div></div><div><h3>Results</h3><div>Three synthesized findings emerged: (1) learner preparedness, support, and resilience in navigating clinical nursing practice; (2) mentor role clarity, preparedness, and collaborative support; and (3) institutional readiness and environmental alignment for effective clinical nursing education. Key barriers included inadequate student preparation, theory-practice gaps, mentor role ambiguity, insufficient institutional support, and unsupportive clinical environments. Facilitators included supportive mentorship, immersive clinical learning, academic-clinical collaboration, and structured learning environments.</div></div><div><h3>Conclusions</h3><div>Clinical nursing education is shaped by a complex interplay of learner, mentor, and institutional factors. Addressing these challenges requires a holistic approach that includes faculty development, curriculum reform, improved clinical environments, and strengthened academic-clinical partnerships. This review provides evidence-based insights to inform policy, practice, and future research aimed at enhancing the quality and effectiveness of clinical nursing education.</div></div><div><h3>Systematic review registration</h3><div>Our review protocol was registered with and can be accessed from PROSPERO, registration number: CRD42023460246. No changes were made to the registered protocol.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106992"},"PeriodicalIF":4.2,"publicationDate":"2026-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146004770","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":"2026-01-14","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":"How employment-based clinical experience during undergraduate education influences transition to practice: A qualitative systematic review","authors":"Seung A. (Sarah) Park ,&nbsp;Marion Eckert ,&nbsp;Rebecca Sharp ,&nbsp;Belinda Clark ,&nbsp;Micah D.J. Peters","doi":"10.1016/j.nedt.2026.106988","DOIUrl":"10.1016/j.nedt.2026.106988","url":null,"abstract":"<div><h3>Aim</h3><div>To synthesize qualitative evidence on the experiences of undergraduate nursing students and new graduate nurses engaged in formal paid employment models or health-related work during their undergraduate studies, to examine how these employment-based clinical experiences influence their transition to nursing practice, and to identify elements that facilitate or hinder this transition.</div></div><div><h3>Design</h3><div>Qualitative systematic review.</div></div><div><h3>Methods</h3><div>Searches were conducted in MEDLINE, Embase, Emcare (Ovid), CINAHL Complete (EBSCOhost), ERIC (ProQuest), and gray literature sources, including ProQuest Dissertations and Theses and Google Scholar. No date or country limits were applied, although only English-language studies were included. The review followed JBI methodology for qualitative evidence synthesis and adhered to PRISMA reporting guidelines. Two reviewers independently appraised methodological quality using the JBI Critical Appraisal Checklist, with disagreements resolved through discussion with a third reviewer. Findings were aggregated through meta-aggregation.</div></div><div><h3>Results</h3><div>Twelve studies met the inclusion criteria, contributing 92 findings categorized into 13 categories and three synthesized findings: 1) Developing professional identities while navigating role-related challenges; 2) Developing clinical competence and confidence; and 3) Gaining environmental familiarity and workplace socialisation while managing high expectations. Formal paid employment and health-related work provided students and new graduates with opportunities to enhance confidence, competence, and workplace readiness. However, they also encountered challenges related to role boundaries, supervision variability, and dual expectations, illustrating the complex influence of employment-based experiences on transition to practice.</div></div><div><h3>Conclusion</h3><div>Additional clinical experience acquired through formal paid employment and health-related work contributes meaningfully to the transition to nursing practice by strengthening professional identity, clinical proficiency, and workplace socialization. Persistent challenges highlight the need for structured support, clear supervision, and defined scopes of practice within employment-based roles.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106988"},"PeriodicalIF":4.2,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020451","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":"Digital workshops for qualitative analysis: Nursing students' learning experiences – A case study","authors":"Rita Solbakken ,&nbsp;Inger-Lise Magnussen","doi":"10.1016/j.nedt.2026.106990","DOIUrl":"10.1016/j.nedt.2026.106990","url":null,"abstract":"<div><h3>Background</h3><div>In their final semester, nursing students write a bachelor's thesis, aiming to master academic writing and data analysis. Although supervision has been well researched, little evidence is available on how nursing students experience learning qualitative analysis by participating in digital workshops.</div></div><div><h3>Objective</h3><div>To explore and describe the experiences of nursing students as they learn qualitative analysis in a digital workshop setting.</div></div><div><h3>Methods</h3><div>This study employed a case study design. Data were collected through surveys and field notes and analyzed using thematic analysis based on Braun and Clarke's methodology.</div></div><div><h3>Participants and setting</h3><div>The study involved 53 bachelor's students and took place at a mid-sized Norwegian university between 2021 and 2023.</div></div><div><h3>Results</h3><div>Based on the students' experiences with preparation, content, and the learning environment, the results of the current study reveal aspects of their ‘learning path.’ The students' own preparations and efforts facilitated the acquisition and sharing of knowledge, which in turn motivated progress in both their own and their peers' writing processes. The students' ‘learning path’ is characterized by a starting point, progression, learning process, and motivation.</div></div><div><h3>Conclusions</h3><div>This study highlights how digital group supervision supports bachelor's degree students' learning of qualitative analysis, emphasizing the importance of preparation, peer collaboration, and supervisor guidance. Structured, flexible digital workshops are found to enhance analytical skills and confidence, underscoring the importance of integrating research methodology into nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106990"},"PeriodicalIF":4.2,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024125","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":"2026-01-13","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}

{"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":"2026-01-12","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":"Academics' perspectives on climate change in nursing and midwifery education: A mixed-methods study","authors":"Seda Güney ,&nbsp;Seda Sarıköse ,&nbsp;Tuba Sengul ,&nbsp;Nurten Kaya","doi":"10.1016/j.nedt.2026.106986","DOIUrl":"10.1016/j.nedt.2026.106986","url":null,"abstract":"<div><h3>Background</h3><div>Climate change poses major, escalating health risks and demands curricular responses in nursing and midwifery education. However, academics' awareness, concerns, and approaches to climate change integration into the nursing/midwifery programs remain limited.</div></div><div><h3>Aim</h3><div>To examine academics' awareness, and levels of concern regarding climate change and explore their perspectives on integrating climate-related content into nursing and midwifery curricula.</div></div><div><h3>Design</h3><div>Convergent parallel mixed-methods design was used and guided by the Sustainability in Global Nursing Framework.</div></div><div><h3>Settings</h3><div>Universities with nursing and/or midwifery programs.</div></div><div><h3>Participants</h3><div>For the quantitative strand, 160 faculty members were recruited through a voluntary online survey shared via university listings and professional/social media channels. For the qualitative strand, purposeful maximum variation sampling was used to select 12 participants representing diverse academic titles, specialties, and years of experience.</div></div><div><h3>Methods</h3><div>Quantitative data were collected online using the Climate Change Awareness Scale, Climate Change Worry Scale, self-ratings, and curricular practice items. Analyses included descriptive statistics, group comparisons, and correlations. Qualitative data were thematically analyzed through a framework-informed, inductive–deductive approach with double coding and consensus. Findings were integrated into joint display tables.</div></div><div><h3>Results</h3><div>Participants reported high self-rated knowledge of climate causes and health effects, and moderately high practice awareness, while climate-related concern was moderate. Three qualitative themes emerged: (1) knowledge and perceived importance, (2) educational integration and partnerships, and (3) anticipated positive, sustained outcomes. Integrated findings indicated higher concern among academics but highlighted fragmented, elective-heavy content and credit constraints, revealing a persistent gap between motivation and institutional capacity.</div></div><div><h3>Conclusions</h3><div>Climate change content should be integrated into the core of nursing and midwifery education rather than treated as peripheral. Higher concern among faculty in state universities suggests educator motivation surpasses institutional support, highlighting an awareness–implementation gap. Strengthening credit allocation, accreditation expectations, and targeted resources is essential for consistent and sustainable integration.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106986"},"PeriodicalIF":4.2,"publicationDate":"2026-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146020464","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}