Nurse Education Today最新文献

{"title":"Through the looking glass; midwifery students' experience of ethical issues: A feminist explanatory case study","authors":"D. Bygraves ,&nbsp;K. Wissemann ,&nbsp;K. Buchanan","doi":"10.1016/j.nedt.2024.106447","DOIUrl":"10.1016/j.nedt.2024.106447","url":null,"abstract":"<div><h3>Background</h3><div>The ethical component in midwifery education is governed by international professional values, codes, and ethical principles. The aim of midwifery education is to encourage students to develop a lifelong commitment to ethical practice within their midwifery role and scope. However, little evidence is available on the experiences of midwifery students and how they navigate ethical issues in maternity systems.</div></div><div><h3>Aim</h3><div>To present a case study from a midwifery students' perspective that demonstrates observed ethical issues and to provide analysis of the ethical issues identified.</div></div><div><h3>Design</h3><div>A Single explanatory case study design with a feminist lens applied. Explanatory case studies present the ‘how and why’ of a phenomenon and contributes to understanding phenomena in a holistic and real-life context.</div></div><div><h3>Setting</h3><div>This project was set at a West Australian university from which pre-registration midwifery courses are delivered.</div></div><div><h3>Participants</h3><div>A solitary case study is presented from a midwifery students' clinical placement.</div></div><div><h3>Methods</h3><div>Ethics were approved 2023-04805. Edith Cowan University HREC. The source of data for this case study was direct observation by the primary author (Priya, 2021) and the Joanna Briggs Methods for Case study reporting guide followed. Thematic analysis with a feminist lens was applied to the data.</div></div><div><h3>Results</h3><div>Three themes were generated ‘Through the looking glass; observing ethical issues’; ‘Whose body Is It? The Erosion of Maternal Consent’ and ‘Relational care versus defensive practice’. These themes explain the antecedents and consequences of the ethical issues identified by the midwifery student, the findings are supported by ethical theory and midwifery philosophy to highlight some of the underlying causes that contribute to ethical issues.</div></div><div><h3>Conclusion</h3><div>Midwifery students experience ethical distress when they observe ethical issues and are powerless to support birth people in a way that aligns with midwifery philosophy of relational, woman-centred care. Further research is required to better understand how midwifery students may be better supported to foster ethical care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106447"},"PeriodicalIF":3.6,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424485","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}

{"title":"Implementing the service-learning methodology in nursing education: A case study","authors":"Manuel Jesús Pérez-Baena ,&nbsp;Francisco Josué Cordero-Pérez ,&nbsp;Marina Holgado-Madruga","doi":"10.1016/j.nedt.2024.106449","DOIUrl":"10.1016/j.nedt.2024.106449","url":null,"abstract":"<div><h3>Introduction</h3><div>Nurses play a crucial role in global health promotion, and innovative teaching strategies are vital to addressing modern educational challenges. Service-learning, a credit-based approach, integrates community service with academic learning, enhancing students' understanding of course content while fostering civic values. Although established in the United States of America and growing in Europe, most studies on service-learning focus on student learning outcomes, often overlooking its impact on the communities served.</div></div><div><h3>Aims</h3><div>The purpose of this study is to test whether the service-learning practice of nursing students teaching a pharmacology curriculum topic to school children promotes knowledge of the topic in both the nursing students and the school children.</div></div><div><h3>Design</h3><div>This research involves two pretest-posttest quantitative analyses and two satisfaction surveys.</div></div><div><h3>Participants</h3><div>Seventy-six nursing students participated during the 2022–2023 academic year, and 69 primary school pupils received the service-learning intervention.</div></div><div><h3>Results</h3><div>Post-test scores of nursing students were significantly higher than pre-test scores (<em>p</em> = 0.0009). The percentage of correct answers post-intervention was significantly higher than pre-intervention (<em>p</em> &lt; 0.0001). Additionally, 98.7 % of nursing students found the service-learning experience beneficial for learning, and 94.7 % reported increased social awareness.</div><div>For the school children, the percentage of correct responses after the service-learning experience was statistically significantly higher than before the activity (<em>p</em> &lt; 0.0001). The percentage of correct answers from pupils in each primary grade (fourth, fifth, and sixth) was statistically significantly higher after the application of the learning experience compared to before (<em>p</em> &lt; 0.0001, p &lt; 0.0001, and <em>p</em> &lt; 0.001, respectively). The satisfaction survey indicated high acceptance of the methodology among both nursing students and school pupils.</div></div><div><h3>Conclusions</h3><div>Service-learning enhances knowledge of the pharmacology topic in both nursing students and school children.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106449"},"PeriodicalIF":3.6,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142402013","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}

{"title":"The relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students: A descriptive and multi-centric study","authors":"Fatma Dursun Ergezen ,&nbsp;Ruveyde Aydın","doi":"10.1016/j.nedt.2024.106443","DOIUrl":"10.1016/j.nedt.2024.106443","url":null,"abstract":"<div><h3>Background</h3><div>Xenophobia plays a pivotal role in influencing the delivery of culturally competent care. Nevertheless, the relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students remains undetermined.</div></div><div><h3>Aim</h3><div>This study aimed to determine the relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students.</div></div><div><h3>Methods and participants</h3><div>The study involved 1045 nursing students from six universities in Türkiye. Data were collected using the “Participant Information Form,” the “Intercultural Sensitivity Scale,” the “Ethnocentrism Scale,” and the “Xenophobia Scale.” Multiple linear regression was employed for the analysis.</div></div><div><h3>Results</h3><div>Intercultural sensitivity (<em>β</em> = −0.09; <em>p</em> = 0.028) emerged as a negative predictor of xenophobia levels in students, while ethnocentrism (<em>β</em> = 0.17; <em>p</em> = 0.000) was identified as a positive predictor of xenophobia levels. Additionally, socio-demographic characteristics, including age, living in an extended family, academic year, participation in intercultural nursing courses, and interaction with immigrant neighbors, were established as significant predictors of xenophobia.</div></div><div><h3>Conclusion</h3><div>This study revealed a direct correlation between higher intercultural sensitivity and reduced xenophobia, whereas an increase in ethnocentrism was linked to elevated levels of xenophobia. These results offer valuable insights for educators and policymakers to combat xenophobia and design targeted interventions.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106443"},"PeriodicalIF":3.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395340","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 effect of WhatsApp-based training on nurses' genetic knowledge levels and awareness in Turkey: A quasi-experimental study","authors":"Hatice Ceylan ,&nbsp;Cansu Kosar Sahin ,&nbsp;Cigdem Aydin Acar","doi":"10.1016/j.nedt.2024.106442","DOIUrl":"10.1016/j.nedt.2024.106442","url":null,"abstract":"<div><h3>Background</h3><div>Genetics plays an important role in healthcare, and it is crucial for nurses to have a good understanding of this field. However, studies have shown that nurses often lack genetic knowledge and awareness. Furthermore, innovative educational approaches, such as WhatsApp-based education, have been proposed to address this knowledge gap, unlike traditional educational methods. These approaches use technology and interactive platforms to engage nurses in dynamic and immersive learning experiences.</div></div><div><h3>Aim</h3><div>This study aimed to examine the impact of WhatsApp-based training on nurses' genetic knowledge levels and awareness.</div></div><div><h3>Method</h3><div>A quasi-experimental pre-test–post-test design was used. A total of 121 registered nurses participated in a WhatsApp-based training program comprising presentations on genetic issues. Data were collected using Genetics and Genomics in Nursing Practice Survey. Values, means, percentage frequency distributions, and paired-sample <em>t</em>-tests were used.</div></div><div><h3>Results</h3><div>In the pre-training period, the mean knowledge score of the nurse group was found to be 3.31 ± 1.30 in the pre-training period and 9.58 ± 1.73 in the post-training period. The applied WhatsApp-based training was found to have an effect size of 0.752 on the GGNPS (Genetics and Genomics in Nursing Practice Survey) knowledge score of the sample group (F = 374.882, <em>p</em> = 0.000). In the post-training period, there were significant increases in all the GGNPS items.</div></div><div><h3>Conclusion</h3><div>WhatsApp-based educational programs have the potential to improve nurses' genetic knowledge and awareness. To fulfill the expanding needs of the nursing profession and to enhance patient care outcomes, this study emphasizes the importance of incorporating innovative educational tools into nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106442"},"PeriodicalIF":3.6,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students' knowledge of working with D/deaf and hard of hearing patients: Evaluation of a deaf awareness elearning package","authors":"Julia Terry ,&nbsp;Ruth Parkinson ,&nbsp;Rhian Meara ,&nbsp;Rachel England ,&nbsp;Martin Nosek ,&nbsp;Ioan Humpreys ,&nbsp;Andrew Howells","doi":"10.1016/j.nedt.2024.106446","DOIUrl":"10.1016/j.nedt.2024.106446","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to evaluate a newly developed Deaf awareness e-learning package with nursing students at one university in Wales, UK.</div></div><div><h3>Background</h3><div>D/deaf and hard of hearing communities face a multitude of barriers when accessing and receiving healthcare leading to under diagnosis of health conditions and poorer health outcomes in general. Lack of awareness, teaching, and exposure to the D/deaf and hard of hearing populations during health care professional training programmes has been shown to contribute to this health disparity.</div></div><div><h3>Design</h3><div>A descriptive cross-sectional design was used with two cohorts of undergraduate nursing students at one university in Wales, UK who were invited to undertake a Deaf awareness eLearning package developed with D/deaf communities in Wales.</div></div><div><h3>Methods</h3><div>Nursing student engagement and course completion were monitored, and evaluation survey questionnaires were implemented.</div></div><div><h3>Results</h3><div>The Deaf awareness eLearning package evaluation showed engagement with over 400 nursing students, who scored the package an overall mark (1 to 5 stars) of 4.72 out of 5. In total, 227 nursing students completed the eLearning package and received the certificate. Students reported finding the eLearning package very interactive, easy to navigate, thought the three-hour length was about right. However, we would like to know more about factors that influence student non-engagement and dropout.</div></div><div><h3>Conclusions</h3><div>These findings suggest that eLearning Deaf awareness programs can be successful in increasing knowledge and confidence around communicating with D/deaf and hard of hearing patients for nursing, with potential benefits for wider rollout across wider health and care student and staff populations.</div></div><div><h3>Registration number</h3><div>Grant number: 101010662737073].</div></div><div><h3>Tweetable abstract</h3><div>D/deaf and hard of hearing patients experience barriers in healthcare so health professionals need accessible Deaf awareness training. Our eLearning model shows promise.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106446"},"PeriodicalIF":3.6,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142395338","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}

{"title":"Defining nursing entrepreneurship from the point of view of future professionals: A qualitative study","authors":"Noemí Cuartero Monteagudo ,&nbsp;Doriam E. Camacho Rodríguez ,&nbsp;Doris B. Gonzales Carhuajulca ,&nbsp;Juan M. Leyva Moral ,&nbsp;Olga Navarro Martínez","doi":"10.1016/j.nedt.2024.106421","DOIUrl":"10.1016/j.nedt.2024.106421","url":null,"abstract":"<div><h3>Introduction</h3><div>Entrepreneurship comprises the development of novel projects, products, and strategies, both from a business perspective and in the context of nursing care. Despite ongoing debate as to whether entrepreneurship should be considered a distinct academic discipline, this subject remains largely unexplored within the health sciences. There is a paucity of published work examining whether entrepreneurship constitutes a specific competence and what nurses and nursing students understand by entrepreneurship. This study aims to identify, on the basis of the beliefs of nursing students from different countries, what entrepreneurship in nursing is. Based on these responses, a definition of entrepreneurship in nursing that responds to society's current needs is proposed.</div></div><div><h3>Methodology</h3><div>Qualitative descriptive methods were employed to gather insights from first- and second-year students across four nursing faculties: two located in Colombia, one in Peru, and one in Spain. The students were tasked with defining entrepreneurship within the nursing context. This inquiry was posed at the outset of the educational sessions on entrepreneurship, ensuring that the students had no preexisting information. The responses were collected using the digital platform Mentimeter, which allowed the students to submit their answers via mobile devices. Data were analyzed using thematic analysis.</div></div><div><h3>Results</h3><div>A total of 160 written responses were received, analyzed, and categorised by the research team. Finally, 24 codes were obtained, which were grouped into 5 main themes: Healthcare and patient support, Innovation in nursing, Continuous professional improvement, nurses' contributions to society, and own project development.</div></div><div><h3>Conclusion</h3><div>Drawing from the experiences and beliefs of nursing students, entrepreneurship is characterized as the ability to innovate, conduct research, and advance scientific knowledge, thereby achieving continuous improvement in care while engaging with environmental and societal contexts.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106421"},"PeriodicalIF":3.6,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142322581","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}

{"title":"Dental education in nursing schools: A pan-Canadian study","authors":"Mika Heler ,&nbsp;Liran Levin","doi":"10.1016/j.nedt.2024.106423","DOIUrl":"10.1016/j.nedt.2024.106423","url":null,"abstract":"<div><h3>Objectives</h3><div>The aim of this study was to gather data on Canadian nursing programs regarding oral health curriculum and attitudes towards oral health curriculum to evaluate the level of oral health education in nursing programs and provide a reference for understanding dental and oral health in the nursing field.</div></div><div><h3>Methods</h3><div>Data to inform models for oral health curriculum in nursing were collected through an online survey using a secured google form. The web-based questionnaire examined main aspects of dental and oral health in nursing educational institutions. Eligibility criteria for this study included faculty members of an accredited nursing program in Canada.</div></div><div><h3>Results</h3><div>Of the 76 institutions approached, a total of 47 nursing faculty members from 35 nursing programs responded to the online survey. The vast majority (85.1 %) of the participants stated they believe oral health should be taught within nursing programs. Relating to the current curriculum, 70.2 % of the respondents stated their institution currently teaches anatomy relating to the oral cavity, but only 38.3 % reported their institution implemented oral diseases and pathology into the curriculum. Moreover, 48.9 % of the participants noted that dental screening was not covered in the nursing curriculum; 27.7 % of the respondents stated that their institution implemented education regarding gum disease, 25.5 % noted implementing education regarding oral cancer and oral lesions screening. Overall, 80.9 % of the participants noted that future nurses should be educated about oral cancer and disease prevention. However, in order to implement dental and oral health curriculums, participants noted certain needs such as time to implement curriculum (87.2 %) and more knowledge about the topic (83 %).</div></div><div><h3>Conclusions</h3><div>There is a current lack of content regarding dental and oral health in the curriculum of nursing programs throughout Canada. Due to this deficiency, many nursing graduates lack general knowledge about various aspects of dental and oral health.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106423"},"PeriodicalIF":3.6,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142358105","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}

{"title":"Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety","authors":"Christine MINTY-WALKER ,&nbsp;Jim PETTIGREW ,&nbsp;Leanne RYLANDS ,&nbsp;Leanne HUNT ,&nbsp;Nathan J. WILSON","doi":"10.1016/j.nedt.2024.106422","DOIUrl":"10.1016/j.nedt.2024.106422","url":null,"abstract":"<div><h3>Background</h3><div>Numeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied.</div></div><div><h3>Aim</h3><div>To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students.</div></div><div><h3>Design</h3><div>Cross-sectional survey.</div></div><div><h3>Setting</h3><div>Australian universities that provide an undergraduate nursing degree leading to nursing registration.</div></div><div><h3>Participants</h3><div>Australian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students.</div></div><div><h3>Methods</h3><div>A combination of convenience and purposive sampling was used to recruit Australian nurse academics (<em>n</em> = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform.</div></div><div><h3>Results</h3><div>Almost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted.</div></div><div><h3>Conclusions</h3><div>A significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106422"},"PeriodicalIF":3.6,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724003320/pdfft?md5=f08dc7145b2b96f05cf8589708aad048&pid=1-s2.0-S0260691724003320-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316067","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}

{"title":"Effect of theme game-based learning on psychiatric violence risk assessment and response knowledge, skills, and self-confidence of nursing students: A randomized controlled trial","authors":"Jinmei Zhao ,&nbsp;Gang Zeng ,&nbsp;Xinmiao Chen ,&nbsp;Jiawei Huang ,&nbsp;Zhichun Xia ,&nbsp;Rongyu Liang ,&nbsp;Thomas Wong ,&nbsp;Yun Gao","doi":"10.1016/j.nedt.2024.106419","DOIUrl":"10.1016/j.nedt.2024.106419","url":null,"abstract":"<div><h3>Background</h3><div>Theme game-based learning has the potential to enrich student learning experiences, leading to improved learning outcomes. Yet, there remains a research gap regarding its application in addressing psychiatric violence, leaving uncertainties about the comparative advantages of theme game-based learning over situational simulation learning strategies.</div></div><div><h3>Objectives</h3><div>The goal was to measure the effect of integrating theme game-based learning into psychiatric violence risk assessment and response training on nursing student psychiatric violence-related knowledge, skills, and self-confidence.</div></div><div><h3>Design</h3><div>This study was a randomized controlled, pre-test, and post-test trial.</div></div><div><h3>Setting</h3><div>The study was conducted at a medical university in Guangzhou, Guangdong, China.</div></div><div><h3>Participants</h3><div>There were 103 third-year nursing undergraduates (intervention group = 51, control group = 52) in the study.</div></div><div><h3>Methods</h3><div>An Objective Structured Clinical Exam and the Workplace Violence Management Ability Assessment Questionnaire for Intern Nursing Students were used to assess student skills. The knowledge test and the Confidence in Coping with Patient Aggression Instrument were used to measure student knowledge and self-confidence level before and after intervention.</div></div><div><h3>Results</h3><div>Nursing students in the theme game-based group demonstrated significantly superior skills and confidence in violence risk assessment and response compared with students in the situational simulation group (<em>p</em> &lt; 0.001, <em>p</em> = 0.039, <em>p</em> = 0.006, respectively). However, there was no significant difference in knowledge of violence risk assessment and response between the two groups (<em>p</em> = 0.510).</div></div><div><h3>Conclusion</h3><div>Theme game-based learning in psychiatric violence risk assessment and response training appeared effective in enhancing the violence management abilities of nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106419"},"PeriodicalIF":3.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316066","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":"Retraction notice to \"Development and evaluation of a second victim training course for nursing managers\" [Nurse Education Today 142 (2024) 106357]","authors":"Rong-Rong Huang ,&nbsp;Yu-Sheng Xie ,&nbsp;Gui-Ru Chen ,&nbsp;Ling-Zhi Shu ,&nbsp;Xiao-Min Ding ,&nbsp;Shi-Hua Pan","doi":"10.1016/j.nedt.2024.106416","DOIUrl":"10.1016/j.nedt.2024.106416","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106416"},"PeriodicalIF":3.6,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142301176","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}