Nurse Education Today最新文献

{"title":"Effect of flipped classroom and screen-based simulation on nursing students' clinical judgment: A quasi-experimental study","authors":"Rachid Gouifrane ,&nbsp;Halima Lajane ,&nbsp;Mounir Arai ,&nbsp;Omar Abidi ,&nbsp;Ghizlane Chemsi ,&nbsp;Mohamed Radid","doi":"10.1016/j.nedt.2026.106983","DOIUrl":"10.1016/j.nedt.2026.106983","url":null,"abstract":"<div><h3>Background</h3><div>Clinical judgment is essential in nursing education, especially in emergency care. However, several studies report that nursing students face persistent challenges in developing this competency. Traditional teaching methods and limited instructional time in nursing curricula often fail to provide the necessary conditions for fostering these skills. This quasi-experimental study investigated the effect of a flipped classroom combined with screen-based simulation on clinical judgment development.</div></div><div><h3>Method</h3><div>Seventy-nine second-year nursing students enrolled in an emergency care course were stratified by gender, academic performance, and baseline knowledge, then randomly assigned to one of three groups: (1) traditional lecture (control), (2) flipped classroom, or (3) flipped classroom combined with screen-based simulation (FC + SBS). Clinical judgment was assessed using a Key Features exam (five scenarios, 30 items), developed in accordance with the NCSBN Clinical Judgment Measurement Model and the Lasater Clinical Judgment Rubric, and administered at both immediate and six-week delayed post-tests.</div></div><div><h3>Results</h3><div>Experimental groups demonstrated significantly higher clinical judgment scores than the control group (<em>p</em> &lt; .001). At six weeks, the FC + SBS group showed the highest retention (M = 75.2%, SD = 5.7) compared to the flipped classroom group (M = 69.1%, SD = 6.5) and the control group (M = 61.4%, SD = 8.2; p &lt; .001). While the trend favored the FC + SBS group over the flipped classroom group, post-hoc analysis did not reach statistical significance (<em>p</em> = .08). More students in the experimental groups reached the “Accomplished” level on the Lasater Clinical Judgment Rubric, consistent with the quantitative findings.</div></div><div><h3>Conclusion</h3><div>Integrating screen-based simulation into flipped classrooms appears to be effective in supporting clinical judgment development and promoting retention of decision-making skills in nursing education. Further studies are needed to confirm long-term effects and clarify the impact of flipped classroom and screen-based simulation in real patient care settings.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106983"},"PeriodicalIF":4.2,"publicationDate":"2026-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980956","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":"Challenging the narrative to reimagine health disparities research and education: Perspectives from international scholars","authors":"Soo Hyun Kim ,&nbsp;Celeste Chavez ,&nbsp;Thomas Hinneh ,&nbsp;Erh-Chi Hsu ,&nbsp;Getachew Kassa ,&nbsp;Sarah Won ,&nbsp;Samuel Byiringiro","doi":"10.1016/j.nedt.2025.106971","DOIUrl":"10.1016/j.nedt.2025.106971","url":null,"abstract":"<div><div>This paper, drawing on the experiences of international and US-based nursing scholars, critically reflects on health disparities research and education in the US. We call for the need to expand health disparities discourse beyond race and ethnicity to include other axes of disparity, such as gender and sexuality, socioeconomic conditions, rural-urban divides, and displacement due to conflict. Examples from Ethiopia, Ghana, South Korea, Taiwan, and Rwanda illustrate how geopolitical factors, infrastructure, and local cultural contexts shape health disparities. We also critique the practice of binary and hierarchical racial comparisons, aggregation of racial and ethnic categories, and use of a single explanatory framework, all of which obscure important nuances and limit the scope of nursing research and education. We advocate culturally respectful approaches that apply intersectional lenses to each local context of health disparities. This process requires collaboration across multiple sectors, including researchers, clinicians, and community partners from diverse settings, in reciprocal learning environments. Our reflections offer actionable strategies and modalities for rethinking health disparities education. Globally nuanced perspectives, the ones examining multiple axes of disparities through collaboration of diverse sectors and backgrounds, can enrich nursing education, deepen understanding of how social determinants of health intersect in each context, and better equip future nursing researchers and practitioners to design and implement equitable healthcare interventions tailored to the needs of diverse populations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106971"},"PeriodicalIF":4.2,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980899","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":"Efficacy of the Socialization, Externalization, Combination, and Internalization model in clinical nursing education: A systematic review and meta-analysis","authors":"Kaihan Yang ,&nbsp;Ke Zhou ,&nbsp;Yujie Xie ,&nbsp;Yile Li ,&nbsp;Guifeng Wang ,&nbsp;Sijia Ye ,&nbsp;Dan Luo ,&nbsp;Zhuyue Li","doi":"10.1016/j.nedt.2026.106984","DOIUrl":"10.1016/j.nedt.2026.106984","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;In recent years, the Socialization, Externalization, Combination, and Internalization (SECI) model has gained widespread application in clinical nursing courses across China. Despite its prevalence, a comprehensive and quantitative evaluation of its outcomes remains unaddressed.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;To systematically assess the efficacy of the SECI model in Chinese clinical nursing education.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Method&lt;/h3&gt;&lt;div&gt;A stepwise method was used by searching four databases (China National Knowledge Infrastructure [CNKI], Wanfang Database, Chinese Scientific Journals Database [VIP], and SinoMed) to retrieve published papers in Chinese examining the application of the SECI model in clinical nursing education. The time frame for the searches included all literature before March 31, 2025. The investigators independently completed study selection, data extraction, quality assessment and analysis of all included studies. Review Manager (RevMan, version 5.4) was used to analyze the data. The methodological quality of the included studies was evaluated using the Cochrane Risk of Bias 2 (Cochrane RoB 2) tool. The risk of bias assessment, meta-analysis, and heterogeneity testing were conducted using RevMan version 5.4 software. The 95% Prediction Intervals (&lt;em&gt;PIs&lt;/em&gt;) were calculated with R software (version 4.3.1). The quality of evidence was evaluated using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) system.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of five randomized controlled trials conducted in China were included in the systematic review and meta-analysis, consisting of 340 participants (163 in the SECI model group and 177 in the control group). The meta-analysis revealed that the theoretical knowledge scores (&lt;em&gt;SMD&lt;/em&gt; = 1.44, 95% &lt;em&gt;CI&lt;/em&gt;: 0.80–2.08, &lt;em&gt;P&lt;/em&gt; &lt; 0.001; 95% &lt;em&gt;PI&lt;/em&gt;: −0.02 − 2.90), skill scores (&lt;em&gt;SMD&lt;/em&gt; = 2.88, 95% &lt;em&gt;CI&lt;/em&gt;: 1.08–4.68, &lt;em&gt;P&lt;/em&gt; = 0.002; 95% &lt;em&gt;PI&lt;/em&gt;: −0.67 − 6.43), overall competence (&lt;em&gt;SMD&lt;/em&gt; = 0.87, 95% &lt;em&gt;CI&lt;/em&gt;: 0.63–1.12, &lt;em&gt;P&lt;/em&gt; &lt; 0.001; 95% &lt;em&gt;PI&lt;/em&gt;: 0.41–1.34), professional commitment (&lt;em&gt;SMD&lt;/em&gt; = 0.77, 95% &lt;em&gt;CI&lt;/em&gt;: 0.40–1.13, &lt;em&gt;P&lt;/em&gt; &lt; 0.001), and teaching satisfaction (&lt;em&gt;SMD&lt;/em&gt; = 2.61, 95% &lt;em&gt;CI&lt;/em&gt;: 1.81–3.42, &lt;em&gt;P&lt;/em&gt; &lt; 0.001) were significantly higher in the SECI model group than in the control group. Sensitivity analysis confirmed the results of our meta-analysis were reliable. The evidence grades of the results regarding theoretical knowledge scores and overall competence were rated as low, while those for skill scores, professional commitment, and teaching satisfaction were rated as very low.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;Based on low- to very-low-certainty evidence, the SECI model may improve students' theoretical knowledge scores, skill scores, overall competence, professional commitment, and teaching satisfaction compared with contro","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106984"},"PeriodicalIF":4.2,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146024073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of digital gamification, extended reality, artificial intelligence, and integrated digital learning tools in palliative care education of undergraduate nurses: A systematic review","authors":"Adam Graham ,&nbsp;Minna Hökkä ,&nbsp;Sari Pramila-Savukoski ,&nbsp;Miina-Liisa Flinkkilä ,&nbsp;Marco Tomietto ,&nbsp;Kristina Mikkonen","doi":"10.1016/j.nedt.2026.106982","DOIUrl":"10.1016/j.nedt.2026.106982","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are at the forefront of providing palliative care, playing a critical role in ensuring high-quality support for patients and their families. Emerging digital and immersive technologies offer new opportunities to simulate complex palliative care scenarios, bridging the gap of limited clinical experiences and developing palliative care competence.</div></div><div><h3>Objectives</h3><div>To explore and analyse what type of interventions have been implemented within palliative care education of undergraduate nursing students using digital and immersive technologies. Secondary aims were exploring the experiences and effect on palliative care competence.</div></div><div><h3>Design</h3><div>A systematic review of mixed-methods interventional studies, based on Joanna Briggs Institute guidelines.</div></div><div><h3>Methods</h3><div>A comprehensive literature search was conducted across Ovid Medline, CINAHL, Scopus, Web of Science, Cochrane Library, and ERIC in March 2025. Eligible studies included empirical research on undergraduate nursing students using digital and immersive technologies to deliver palliative care education. Quality assessment followed JBI critical appraisal tools. Quantitative studies were analysed by Cohen d effect sizes and qualitative studies with content analysis.</div></div><div><h3>Results</h3><div>Six studies met the inclusion criteria and were published in 2023 or 2024. Interventions varied between use of immersive simulation and screen-based simulation. Quantitative findings indicated statistically significant improvements in palliative care attitudes, abilities and readiness for practice with effect size ranging from 0.40 (<em>p</em> = .01) to 1.13 (<em>p</em> &lt; .001). Qualitative content analysis identified two main themes: clinical experience and digital learning experience.</div></div><div><h3>Conclusions</h3><div>Digital and immersive simulation holds significant promise in addressing gaps in undergraduate nursing palliative care competences. Research in this field is highly limited, with no use of artificial intelligence within simulations used in the reviewed research. Further high-quality, standardised, and longitudinal studies are essential to determine sustained impact and generalisability.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106982"},"PeriodicalIF":4.2,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of clinical learning environment on nursing interns' professional identity: The mediating role of belongingness","authors":"Qian Yao ,&nbsp;Jian Luo ,&nbsp;Yu Ni ,&nbsp;Chunxia He ,&nbsp;Chuanying Huang ,&nbsp;Ting Xu ,&nbsp;Xiuchuan Li ,&nbsp;Jimei Zhang","doi":"10.1016/j.nedt.2026.106974","DOIUrl":"10.1016/j.nedt.2026.106974","url":null,"abstract":"<div><h3>Background</h3><div>According to social identity theory, nursing interns' professional identity is shaped by their belongingness, and the clinical learning environment significantly contributes to its development. However, the specific relationship among the clinical learning environment, belongingness, and professional identity remains unclear.</div></div><div><h3>Objectives</h3><div>This study aimed to explore the mediating role of belongingness in the relationship between the clinical learning environment and professional identity. Additionally, it provides a reference for nursing managers to refine and improve nursing interns' educational strategies.</div></div><div><h3>Methods</h3><div>A total of 304 nursing interns from three hospitals in Chengdu, Sichuan Province, were recruited between January and February 2025 through convenience sampling. Data were collected using a demographic and sociological questionnaire, the Clinical Learning Environment Scale, the Belongingness Scale, and the Professional Identity Scale. Data were analyzed using the Statistical Package for the Social Sciences (SPSS) Statistics (version 27.0) with independent-samples <em>t</em>-tests, one-way analysis of variance, and Pearson correlations. The mediating effect of belongingness was analyzed using the SPSS Process macro (Model 4).</div></div><div><h3>Results</h3><div>The clinical learning environment was positively correlated with belongingness (r = 0.590, <em>P</em> &lt; 0.001) and with professional identity (r = 0.537, <em>P</em> &lt; 0.001). Additionally, the belongingness exhibited a positive correlation with professional identity (r = 0.779, <em>P</em> &lt; 0.001). Bootstrap analysis confirmed that belongingness mediated the relationship between the clinical learning environment and professional identity among nursing interns (95 % CI = 0.177, 0.283), with an indirect effect value of 0.228 and a mediating effect accounting for 79.72 %.</div></div><div><h3>Conclusion</h3><div>The clinical learning environment significantly impacts the nursing interns' professional identity. The belongingness mediates the relationship between the clinical learning environment and professional identity. Therefore, nursing administrators and educators should prioritize optimizing the clinical learning environment, providing nursing interns with high-quality learning and teaching resources, and fostering a positive work atmosphere to effectively strengthen their belongingness and professional identity.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106974"},"PeriodicalIF":4.2,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do undergraduate nursing students choose to reflect? A descriptive online survey comparing preferences towards diverse methods of reflection","authors":"Caroline Browne ,&nbsp;Helen Dugmore","doi":"10.1016/j.nedt.2026.106973","DOIUrl":"10.1016/j.nedt.2026.106973","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to explore how final semester undergraduate nursing students engage with reflective practice, by comparing their preferences towards digital storytelling or written reflections.</div></div><div><h3>Background</h3><div>Reflective practice is an essential component of professional nursing practice. Reflection is embedded as both a learning and an assessment tool in undergraduate nursing curriculum, however it may not come easily to some students. Digital storytelling was integrated into the final semester of a Bachelor of Nursing program, as an innovative way to engage students in reflective practice.</div></div><div><h3>Design</h3><div>A descriptive survey design was used in this study.</div></div><div><h3>Methods</h3><div>An online survey was used to explore nursing student experiences using both digital storytelling and written forms of reflection. Descriptive statistics were used to analyse student preferences, and content analysis was used to analyse open ended responses.</div></div><div><h3>Results</h3><div>A total of 147 responses were received across two cohorts (response rate of 24 %). Preferences were mixed between the two methods. Digital Storytelling provided an opportunity for students to share their stories with their peers leading to reflective learning, whilst written reflection provided an avenue to enhance clinical confidence and identify areas for development. Both methods had challenges including the timing of reflective activities within their units, expressing and sharing emotion, and working with technology and assessment restrictions to complete reflections.</div></div><div><h3>Conclusion</h3><div>Students need to be introduced to different methods of reflection throughout their undergraduate studies, so they can engage in reflective practices that work for them. Nursing educators need to recognise the importance of students sharing their stories to derive meaning from their experiences and transform their learning.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106973"},"PeriodicalIF":4.2,"publicationDate":"2026-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"AI-enhanced virtual reality simulation for nursing students' empathy: Automated scoring and inter-rater reliability in a randomised controlled study","authors":"Pao-Ju Chen","doi":"10.1016/j.nedt.2025.106968","DOIUrl":"10.1016/j.nedt.2025.106968","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is a fundamental nursing competence that supports effective communication and high-quality care. In obstetric settings, the emotional intensity and unpredictability of childbirth place heightened demands on advanced empathic communication. Yet conventional teaching methods often lack immersion and interactivity, limiting students' capacity to respond empathically in high-pressure clinical situations.</div></div><div><h3>Objective</h3><div>To evaluate the effectiveness of the Virtual Reality Integrated Artificial Intelligence Empathic Communication Simulation (VR-AI-ECS) in enhancing nursing students' empathic communication, and to examine the concordance between AI-generated and educator ratings.</div></div><div><h3>Methods</h3><div>A randomised controlled mixed-methods design assigned students to an experimental group (VR-AI-ECS, <em>n</em> = 40) or a control group (360° video with standardised patient interaction, <em>n</em> = 40). The experimental group experienced first-person simulations incorporating AI-guided dialogue and real-time feedback. Empathic communication was measured at T0, T1, and T2 using the Empathic Communication Performance Rating Scale, evaluated by both AI and educators. Quantitative data were analysed using generalised estimating equations and intraclass correlation coefficients (ICC), and qualitative insights were gathered from focus groups.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significantly higher empathic communication scores at T1 (p &lt; .001, <em>Cohen's d</em> = 0.96) and T2 (p = .010, <em>Cohen's d</em> = 0.60). AI and educator ratings were strongly correlated (ICC = 0.81). Students reported that dual perspectives and AI feedback enhanced their awareness and communication.</div></div><div><h3>Conclusions</h3><div>The VR-AI-ECS effectively enhances empathic communication and self-reflection among nursing students. AI-generated scoring shows strong alignment with expert judgement, supporting its application in scalable, standardised, and personalised empathy training.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"159 ","pages":"Article 106968"},"PeriodicalIF":4.2,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145919177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning to thrive in transcultural nursing education: A Constructivist Grounded Theory approach","authors":"Lijie Xu ,&nbsp;Shuqin Xiao ,&nbsp;Jane Haines Alice ,&nbsp;June Liu ,&nbsp;Meihua Ji ,&nbsp;Weiwen Wang","doi":"10.1016/j.nedt.2025.106972","DOIUrl":"10.1016/j.nedt.2025.106972","url":null,"abstract":"<div><h3>Background</h3><div>Global nursing education increasingly emphasizes cross-cultural competence development through international exchanges. While existing research highlights that cross-cultural training enhances nursing students' language proficiency, clinical skills, and cultural awareness in the short term, less is known about their long-term professional and personal growth.</div></div><div><h3>Objective</h3><div>This study explored the growth trajectory of Chinese nursing students in Sino-U.S. exchange program, focusing on their experiences and transitions.</div></div><div><h3>Design</h3><div>A constructivist grounded theory approach was employed.</div></div><div><h3>Setting</h3><div>This study examined Chinese nursing students who completed a one-year, three-semester program at a U.S. nursing school during their junior year.</div></div><div><h3>Participants</h3><div>From October to December 2024, 15 Chinese nursing students were recruited using purposive and theoretical sampling methods. Eligible participants had completed a one-year Sino-U.S. nursing exchange program during their junior year (program period: 2015–2024), with the length of time since program completion ranging from 1 to 8 years (mean ± standard deviation: 5.47 ± 2.23 years).</div></div><div><h3>Methods</h3><div>Semi-structured interviews were conducted via Zoom, exploring participants' growth trajectories. Data analysis followed constructivist grounded theory, using constant comparison to progress from initial to theoretical coding, identifying core concepts.</div></div><div><h3>Results</h3><div>Fifteen participants were included in the study. Analysis of the interview data generated four theoretical codes: (1) Self-Awaking, (2) Self-Responsibility, (3) Self-Empowerment, and (4) Self-Expansion—along with ten focused codes. These codes collectively formed the 4S Spiral Growth Model (4S-SGM) within the context of transcultural nursing education.</div></div><div><h3>Conclusion</h3><div>This study employed Constructivist Grounded Theory to examine nursing students' personal growth after studying abroad. It introduces a novel model illustrating the impact of international exchange on their development. The findings offer practical insights for improving exchange programs and provide empirical support for fostering globally competent nursing professionals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106972"},"PeriodicalIF":4.2,"publicationDate":"2026-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145915310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the development of non-technical skills in pre-registration nursing students: A qualitative descriptive study","authors":"Ying Sun","doi":"10.1016/j.nedt.2025.106969","DOIUrl":"10.1016/j.nedt.2025.106969","url":null,"abstract":"<div><h3>Background</h3><div>Non-technical skills, such as communication, teamwork, empathy, and emotional intelligence are critical for safe and effective nursing practice. While current nursing education tends to emphasize technical skills, the nuanced development of non-technical skills—particularly how they are shaped by personal experiences, low-fidelity simulation, and their interplay with technical skills—remains underexplored.</div></div><div><h3>Aim</h3><div>To explore pre-registration nursing students' experiences in developing and applying non-technical skills within clinical and educational contexts.</div></div><div><h3>Design</h3><div>A qualitative descriptive study.</div></div><div><h3>Setting</h3><div>A large Australian university offering pre-registration nursing programmes.</div></div><div><h3>Participants</h3><div>Eight pre-registration nursing students (Bachelor and Master levels) with clinical placement experience.</div></div><div><h3>Methodology</h3><div>Data were collected through two focus groups (one face-to-face, one virtual) using a semi-structured interview guide. Reflexive thematic analysis was applied to identify patterns in non-technical skills development.</div></div><div><h3>Results</h3><div>Three key insights emerged: (1) Personal life experiences—including prior healthcare roles, volunteering, and non-clinical work—significantly shape how students understand and apply non-technical skills, suggesting a valuable but underrecognized learning pathway; (2) Low-fidelity simulations, while accessible, provide limited opportunities for developing the emotional and interpersonal dimensions of non-technical skills, raising concerns about their educational efficacy; (3) non-technical skills are not separate from technical skills but actively support their application, with strong communication and emotional regulation skills enhancing the effectiveness and safety of technical procedures.</div></div><div><h3>Conclusion</h3><div>Nursing education should intentionally integrate students' lived experiences into the development of NTS, explicitly teach emotional intelligence as a core component of non-technical competency, and design simulations that foster emotional realism. Recognising the interdependence between NTS and TS will better prepare students for the emotional and relational complexity of real-world nursing practice, ultimately enhancing resilience, adaptability, and humanistic care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"159 ","pages":"Article 106969"},"PeriodicalIF":4.2,"publicationDate":"2026-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145936417","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":"Reclaiming nursing theory in the global south: Toward a contextually relevant framework","authors":"Tania de Villiers,&nbsp;Una Kyriacos","doi":"10.1016/j.nedt.2025.106970","DOIUrl":"10.1016/j.nedt.2025.106970","url":null,"abstract":"<div><h3>Background</h3><div>This paper extends the North–South dialogue on nursing theory, not by lamenting its underdevelopment in the South but by interrogating the dominance of Eurocentric nursing theory in the Global South. Nurse theorists in the Global North (Euro-North America) espouse the link between nursing theory, professionalization and scholarship as foundational to advancing practice, education, and research. From a Global South perspective, these ideations are context reliant and should be viewed through a multicultural lens. The importation of Eurocentric nursing theories that are not aligned to local cultural and nursing values raises ethical issues about patients' right to acceptable care. Despite critique of Eurocentric theories, there is a notable absence in most Global South countries of locally developed alternatives grounded in indigenous knowledge systems and cultural contexts.</div></div><div><h3>Problem</h3><div>The dearth of publications about the use of nursing theories in four selected countries in the Global South implies that nursing in these regions is largely atheoretical. Atheoretical nursing practice is not guided by a specific conceptual framework and may therefore be considered to be lacking in professionalization and scholarship. This characterization of nursing limits a cohesive, evidence-based team approach to measuring patient outcomes which has implications for patient safety and quality of care.</div></div><div><h3>Aim</h3><div>This paper interrogates the dominance of Eurocentric nursing theories in the Global South and examines how culturally grounded frameworks can reclaim nursing science through locally meaningful models such as <em>Ubuntu</em> Nursology. Using four emerging economies (China, Brazil, India and South Africa) as case examples, we highlight disparities in theory development and propose that Advanced Practice Nurses (APNs) can catalyze contextually relevant theorizing in education, research, and practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"160 ","pages":"Article 106970"},"PeriodicalIF":4.2,"publicationDate":"2026-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145980957","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}