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Informal learning of ICU new graduate registered nurses: An interpretive phenomenological analysis
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-23 DOI: 10.1016/j.nedt.2025.106588
Changying Liu, Ying Yang, Qing Zhang, Yan Ma

Background

New graduate registered nurses (NGRNs) working in the Intensive Care Unit (ICU) face challenges translating theoretical knowledge into clinical practices, especially within the informal learning environment. This study explored NGRNs' experiences with informal learning and its role in addressing complex clinical scenarios.

Methods

Utilizing Interpretive Phenomenological Analysis (IPA) as its foundational philosophy and methodology, this research employed semi-structured interviews to reveal NGRNs' learning processes.

Results

NGRNs primarily relied on observation and practice, questioning and communication, and feedback during shift changes. These strategies were crucial for their professional development, contributing to skill acquisition, establishing work patterns, and gaining independent working capabilities. However, limitations of informal learning could lead to inconsistent experiences with knowledge and potential patient safety risks.

Conclusion

Informal learning is vital for NGRNs' professional development but requires structured support and guidance to ensure patient safety and improve care quality. Managers and educators should create an open, flexible environment for questioning and consultation and enhance educator's feedback skills. High transitional stressors and workload can undermine NGRNs' motivation to continue learning after reaching an advanced beginner level. Future efforts should develop effective interventions to overcome obstacles in informal learning pathways, improving NGRNs' learning efficiency and quality.
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引用次数: 0
Mental health and university dropout among nursing students: A cross-sectional study
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-22 DOI: 10.1016/j.nedt.2025.106571
Amanda Alves de Alencar Ribeiro , Márcia Astrês Fernandes , Kelly Graziani Giacchero Vedana , Jefferson Abraão Caetano Lira , Nanielle Silva Barbosa , Eukália Pereira Rocha , Kayron Rodrigo Ferreira Cunha

Introduction

Various factors and motivations linked to higher education dynamics can impact professional training, academic involvement, student well-being, and dropout. Knowledge of these factors enables the adoption of more appropriate strategies to promote student retention.

Objective

Identification of potential motivations for dropping out of university and the relationship with symptoms of depression, anxiety and stress among undergraduate nursing students.

Method

A cross-sectional study was carried out with 179 undergraduate nursing students at a public university in northeastern Brazil. Students who were actively enrolled were included and those who were on withdrawal/leave of absence from university were excluded. Data was collected using the following instruments: Sociodemographic questionnaire; Scale of Reasons for Dropping Out of Higher Education and Depression, Anxiety and Stress Scale.

Results

The variables linked to students' mental health were associated with the motivational domains for dropping out. Among students with depressive symptoms, they were almost 3.5 times more likely to drop out of university for reasons related to ‘Academic performance’ (3.448); while for anxiety and stress, the chances of dropping out related to ‘Lack of support’ increased by 3.85 and 3.2 times, respectively.

Conclusion

Indicators of student mental health are significantly related to motivations for dropping out of university. It is hoped that this study will broaden the understanding of this phenomenon, from a multifactorial perspective, and will be a driving force behind the planning of integrated actions to improve the well-being and retention of students.
导言:与高等教育动态相关的各种因素和动机会对专业培训、学术参与、学生福祉和辍学产生影响。对这些因素的了解有助于采取更适当的策略来促进学生的保留率:确定护理专业本科生辍学的潜在动机及其与抑郁、焦虑和压力症状之间的关系:对巴西东北部一所公立大学的 179 名护理专业本科生进行了横断面研究。研究对象包括在校学生,但不包括退学或请假的学生。数据收集使用了以下工具:社会人口学问卷;高等教育辍学原因量表;抑郁、焦虑和压力量表:结果:与学生心理健康有关的变量与辍学动机相关。在有抑郁症状的学生中,因 "学习成绩 "相关原因而辍学的几率几乎增加了 3.5 倍(3.448);而就焦虑和压力而言,因 "缺乏支持 "而辍学的几率分别增加了 3.85 倍和 3.2 倍:结论:学生心理健康指标与大学辍学动机密切相关。希望这项研究能从多因素的角度拓宽对这一现象的理解,并成为规划综合行动以改善学生福祉和留住学生的推动力。
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引用次数: 0
Promoting epistemic justice: Supporting inclusion and belonging for disabled individuals in health professions
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-21 DOI: 10.1016/j.nedt.2025.106584
Yael Mayer , Laura Nimmon , Aliza Weiss , Laura Yvonne Bulk , Alfiya Battalova , Terry Krupa , Tal Jarus

Background

The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.

Objectives

This study explores the firsthand, experiential views of the challenges and supporting factors that disabled students and professionals face in the health professions education and practice. Participants provided advice for their disabled peers and non-disabled allies. The development of a critical disability epistemology amplifies underrepresented voices in the health field.

Design

This qualitative study was guided by a constructivist approach, with data analysis informed by reflective thematic analysis.

Methods

A series of semi-structured interviews were conducted with 56 participants (27 students and 29 professionals) in nursing, medicine, occupational therapy, physiotherapy, and social work. Participants were interviewed up to three times over the course of a year, resulting in a total of 124 interviews.

Results

Two main categories were identified. Category one, advice for disabled students and professionals, includes the themes: (1) Negotiating disclosure processes to mobilize support, (2) Recognizing personal boundaries and strengths while actively seeking mentorship, and (3) Advocating for oneself and others. Category two, advice for non-disabled allies, encompasses the themes: (4) Fostering inclusivity through thoughtful language, education, and support, and (5) Actively promoting systemic change.

Conclusion

The findings enhance the epistemic agency of disabled individuals by utilizing community resources for collective knowledge production. They offer valuable guidance for educators, institutions, and policymakers, providing a roadmap for making health education programs and workplaces more inclusive and supportive for disabled individuals.
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引用次数: 0
Utilizing simulation-enhanced interprofessional education to identify differences in healthcare students' collaborative practice behaviors: A mixed method study
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-20 DOI: 10.1016/j.nedt.2025.106569
Susan Kilroy , Beth Marks , Kathryn M. Sawyer , Kathryn Vanderzwan , Christopher Karczmar , Mike Koronkowski , Blase P. Brown

Background

Teaching collaborative practice behaviors (CPBs) to interprofessional healthcare students could improve healthcare for underserved populations.

Objective

This study explained the impact of Simulation Enhanced Interprofessional Education (SIM-IPE) on healthcare students' self-reported CPBs and their perceptions of utilizing CPBs when caring for underserved populations, as well as the differences among professions within interprofessional teams.

Design

Mixed methods explanatory design.

Participants and setting

Sixty-Eight doctorate of nurse practitioner, dental and pharmacy students from a large research-intensive university in the United States.

Methods

The Interprofessional Education Collaborative Competency Self Efficacy Tool (IPECC-SET27) was used to collect quantitative data. Qualitative data was collected through recorded simulation debriefing sessions. One hundred and thirty-six quantitative surveys were collected, and 214 qualitative responses were reviewed from the 48 simulations and recorded debriefing sessions. Paired t-tests and directed content analysis were used to infer the quantitative and qualitative impact of SIM-IPE on all students in an interprofessional team and differences among each profession.

Results

After SIM-IPE, all students showed statistically significant increases in mean CPB scores for all 27 items (ρ < 0.0001) for IPECC-SET 27. Students perceived their CPBs when caring for underserved individuals improved most in Teams and Teamwork item one (48 %, n = 103). Comparing individual professions and CPB skills; Values and ethics (14 %, n = 8) for pharmacy, roles, and RESPONSIBILITIES (28 %, n = 24) and Communication (32 % n = 27) for dentistry, and teams and teamwork (61 % n = 43) for nurse practitioner had the greatest impact and were most frequently reported.

Conclusions

Significantly increased mean scores in competence for CPBs was demonstrated. CPB differences were evident among professions. Educators must understand professional CPB differences and develop SIM - IPE that promotes development of collaborative practice-ready healthcare professionals.
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引用次数: 0
From aspiration to achievements: Exploring the motivational drives behind female graduate nursing students' pursuit of higher education in Ghana
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-20 DOI: 10.1016/j.nedt.2025.106580
Merri Iddrisu , Collins Atta Poku , Joyce B.P. Pwavra , Anita O. Yawson , Eva Mensah , Stella Sarpomaa Oppong , Millicent Aarah-Bapuah , Veronica Adwoa Agyare , Lydia Aziato

Background

The nursing and midwifery professions are predominantly female. In Sub-saharan Africa, especially in Ghana, females have traditionally been perceived as homemakers who do not require higher education to play their roles. This phenomenon perpetuates gender inequality, underutilises talents, and denies women opportunities for personal and professional growth.

Aim

This study explored the motivational factors influencing the uptake of higher nurse education among female nurses in a resource-constrained setting.

Methods

An exploratory, descriptive qualitative approach was adopted with purposive sampling method to recruit 20 nurses pursuing a postgraduate programme in nursing from October to November 2022. Inductive thematic analysis approach was used to analyse the data.

Result

Two main themes and six subthemes were developed from the data. Female graduate students believe the reasons to pursue higher nursing education are attributed to one's workplace, friends and family's demands. Participants pursuing higher education think it will earn them higher-paying jobs. Their primary motivation to pursue higher education was to earn titles like ‘doctor’, ‘the degree nurse’, and ‘the specialist nurse’. Other motivations for some participants include the impact of their higher education, which ranges from workplace promotion to family prestige.

Conclusion

Ghanaian female graduate nursing students' motivation to pursue higher nursing education is threefold: personal gains, corporate gains, and family fame. Educational institutions need to assist these nurses with the requisite knowledge to excel in their areas of work, get the maximum benefit they expect from schooling, and make their families and communities proud as expected.
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引用次数: 0
Development of mobile educational applications designed for nurses: A narrative review
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-19 DOI: 10.1016/j.nedt.2025.106576
Tarryn Armour , Elyse Coffey , Elizabeth Manias , Bernice Redley , Pat Nicholson

Objective

To identify and synthesise existing literature about the use of mobile educational applications (apps) designed to enhance the learning experience of nurses and midwives.

Design

A narrative review using a systematic, structured and comprehensive search of the literature.

Data sources

Medline Complete (EBSCO), CINAHL (EBSCO), ERIC (EBSCO) and Embase (OVID) electronic databases.

Review methods

Screening of 3512 articles according to inclusion and exclusion criteria using Covidence software resulted in sixteen studies for final analysis. Thematic analysis was conducted to develop key themes.

Results

Four key themes were generated 1) design elements of mobile apps for nurses and midwives, 2) design factors impacting learner motivation, 3) influence of apps on nursing and midwifery practice, and 4) considerations for app development. The themes indicated a positive association between well-designed mobile educational apps and enhanced learner motivation. Additionally, recognising the importance of tailoring mobile educational apps for specific user groups and engaging in co-design processes with nurses and midwives during app development was identified as crucial for optimising their impact on nursing and midwifery education.

Discussion

Mobile educational apps designed for nurses and midwives offer an innovative and engaging approach to delivering information and supporting learning. Creating apps tailored for nurses and midwives transforms their learning experience and serves as a useful adjunct to traditional clinical education.
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引用次数: 0
Effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels: A randomized controlled study 结构化数字化教育对护生灾害素养和备灾信念水平的影响:一项随机对照研究。
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-17 DOI: 10.1016/j.nedt.2025.106581
Fatma Zehra Genç , Suzan Yıldız , Aysun Erdal , Naile Bilgili

Background

One of the most effective processes in disaster management is disaster education.

Aim

To determine the effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels.

Design/methods

The study was conducted in a single-center parallel group pre-test post-test randomized controlled design. The study was conducted with 74 senior nursing students at a nursing faculty in Türkiye. Active learning methods, mobile applications, games, movie watching, and maximum/multiple learning techniques were used in the structured digital-based education intervention program by organizing a technical trip to a simulation center. The program was conducted over 8 weeks and 15 different sessions. Data were collected using a personal information form, the Disaster Literacy Scale, and the General Disaster Preparedness Belief scale based on the Health Belief Model. Data were evaluated using the generalized linear model by considering group, time, and group-time.

Results

It was determined that the structured digital-based education program increased both the disaster literacy and preparedness belief levels of nursing students. In addition, the intervention was effective in terms of having a mobile application related to disasters on the phone, being an AFAD volunteer, and having a family disaster plan.

Conclusion

Bringing together multiple interventions in the learning process is important in the disaster management process. Disaster intervention programs can be created by taking advantage of both the advantages of the digital world and active learning methods to keep students active. ClinicalTrials.gov ID: NCT06300827.
背景:灾害管理中最有效的过程之一是灾害教育。目的:探讨结构化数字化教育对护生灾害素养和防灾信念水平的影响。设计/方法:本研究采用单中心平行组、前测后测随机对照设计。这项研究是在日本一家护理学院的74名高级护理学生中进行的。通过组织一次模拟中心的技术之旅,在结构化的数字教育干预计划中使用了主动学习方法、移动应用程序、游戏、电影观看和最大/多重学习技术。该项目进行了8周,15个不同的环节。采用个人信息表、灾害素养量表和基于健康信念模型的一般备灾信念量表收集数据。采用综合考虑组、时间和组时间的广义线性模型对数据进行评价。结果:结构化数字化教育方案提高了护生的灾害素养和备灾信念水平。此外,在手机上安装与灾害相关的移动应用程序,成为AFAD志愿者以及制定家庭灾难计划方面,干预措施是有效的。结论:在灾害管理过程中,在学习过程中整合多种干预措施非常重要。灾害干预计划可以通过利用数字世界的优势和积极的学习方法来创建,以保持学生的积极性。临床试验:政府ID: NCT06300827。
{"title":"Effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels: A randomized controlled study","authors":"Fatma Zehra Genç ,&nbsp;Suzan Yıldız ,&nbsp;Aysun Erdal ,&nbsp;Naile Bilgili","doi":"10.1016/j.nedt.2025.106581","DOIUrl":"10.1016/j.nedt.2025.106581","url":null,"abstract":"<div><h3>Background</h3><div>One of the most effective processes in disaster management is disaster education.</div></div><div><h3>Aim</h3><div>To determine the effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels.</div></div><div><h3>Design/methods</h3><div>The study was conducted in a single-center parallel group pre-test post-test randomized controlled design. The study was conducted with 74 senior nursing students at a nursing faculty in Türkiye. Active learning methods, mobile applications, games, movie watching, and maximum/multiple learning techniques were used in the structured digital-based education intervention program by organizing a technical trip to a simulation center. The program was conducted over 8 weeks and 15 different sessions. Data were collected using a personal information form, the Disaster Literacy Scale, and the General Disaster Preparedness Belief scale based on the Health Belief Model. Data were evaluated using the generalized linear model by considering group, time, and group-time.</div></div><div><h3>Results</h3><div>It was determined that the structured digital-based education program increased both the disaster literacy and preparedness belief levels of nursing students. In addition, the intervention was effective in terms of having a mobile application related to disasters on the phone, being an AFAD volunteer, and having a family disaster plan.</div></div><div><h3>Conclusion</h3><div>Bringing together multiple interventions in the learning process is important in the disaster management process. Disaster intervention programs can be created by taking advantage of both the advantages of the digital world and active learning methods to keep students active. <span><span>ClinicalTrials.gov</span><svg><path></path></svg></span> ID: <span><span>NCT06300827</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106581"},"PeriodicalIF":3.6,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016577","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}
引用次数: 0
Development and psychometric testing of the school-life conflict scale (SLCS) among nursing students
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-17 DOI: 10.1016/j.nedt.2025.106578
Leodoro J. Labrague , Rheajane A. Rosales , Dolores L. Arteche , Maria Caroline L. Santos , Nemia De Leon Calimbas , Begonia C. Yboa , Jeanette B. Sabio , Charmaine R. Quiña , Lawrence Quincy Quiaño , Mary Ann D. Apacible , Chidozie E. Nwafor

Background

Nursing students often face a heavy academic burden compared to students in other programs, possibly affecting their personal lives. However, a standardized scale assessing how academic demands interfere with the personal well-being in student nurses is lacking.

Objective

This study was conducted to develop and test the psychometric properties of the School-Life Conflict Scale (SLCS).

Design

Exploratory sequential research design.
Settings.
Three government nursing schools in the Philippines.

Participants

A total of 1014 student nurses participated in the study.

Methods

Both the inductive and deductive methods were employed to generate the scale items. The factor structure of the scale was established through exploratory factor analysis (EFA) and confirmed through confirmatory factor analysis (CFA). Five faculty experts examined the content validity of the scale.

Results

A 14-item scale with three-factor structure was identified through factor analyses. These factors were labeled ‘Academic Demands and Well-being’, ‘Social Interactions and Relationships’, and ‘Engagement in Extracurricular Activities’. The overall Cronbach's alpha coefficients of the scale was 0.900, while the Cronbach's alpha coefficients for the 3 factors ranged from 0.808 to 0.859.

Conclusion

The SLCS shows excellent psychometric properties and can be used to assess the extent to which academic responsibilities intersect and interfere with personal life in student nurses. This scale may be utilized by nurse faculty to identify students at risk of conflict and to implement approaches to support their health and well-being.
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引用次数: 0
The effect of comics and Interprofessional community dialogue on health humanities, empathy, and communication among healthcare students 漫画和跨专业社区对话对健康人文、移情和卫生保健学生沟通的影响。
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-17 DOI: 10.1016/j.nedt.2025.106582
Hsiang-Chu Pai , Ying-Chi Lu , Sheuan Lee , Su-Yin Lee

Background

Healthcare providers' health humanities, empathy, and communication effectiveness positively correlate with care recipient outcomes. These abilities can be enhanced by teaching design courses. In particular, comics and community dialogues are suitable for cultivating professional students' abilities. However, this method has not yet been used in studies involving healthcare professional students.

Objectives

This study develops a Comics and Interprofessional Community Dialogue (CICD) action programme for healthcare professional students to be used during emotion management courses and to evaluate the effects of this programme on changes in students' health humanities competence, empathy, and communication effectiveness. An additional aim is to determine the predictors of effective communication.

Methods

A single-group longitudinal study is conducted with professional healthcare students recruited from a medical university. The students completed three questionnaires: the Health Humanities Competence Scale, the Jefferson Scale of Empathy, and the Communication Effectiveness Profile at the beginning of the semester (Time 1), mid-semester (Time 2), and the end of the semester (Time 3). Changes in the scores for each questionnaire are analysed using generalised estimation models.

Results

The study's findings show that at Time 3, communication effectiveness is significantly higher than at Times 1 and 2 and is positively related to empathy and health humanities competence. These results indicate that a CICD action programme improves healthcare professional students' communication effectiveness and that students' empathy and health humanities affect their communication competence.

Conclusion

Health humanities competence and empathy are enhanced with a CICD, which helps healthcare professional students improve their communication effectiveness. Furthermore, the semester period, empathy, and health humanities competencies are predictors of healthcare professional students' communication effectiveness competencies.
背景:医疗保健提供者的健康人文、共情和沟通有效性与护理接受者的结果呈正相关。这些能力可以通过教授设计课程来提高。特别是漫画和社区对话适合培养专业学生的能力。然而,这种方法尚未在涉及医疗保健专业学生的研究中使用。摘要目的:本研究为医疗保健专业学生开发一套漫画与跨专业社区对话(CICD)行动计划,用于情绪管理课程,并评估该计划对学生健康人文能力、同理心和沟通效果的影响。另一个目的是确定有效沟通的预测因素。方法:对从某医科大学招收的专业卫生专业学生进行单组纵向研究。学生在学期开始(时间1)、学期中期(时间2)和学期结束(时间3)完成了三份问卷:健康人文能力量表、杰斐逊共情量表和沟通有效性量表。使用广义估计模型分析了每份问卷的得分变化。结果:本研究发现,在时间3,沟通有效性显著高于时间1和时间2,并与共情和健康人文能力正相关。这些结果表明,CICD行动计划提高了医疗保健专业学生的沟通有效性,学生的同理心和健康人文影响他们的沟通能力。结论:CICD能提高卫生专业学生的健康人文能力和共情能力,有助于卫生专业学生提高沟通效果。此外,学期、共情、健康人文能力是卫生保健专业学生沟通有效性能力的预测因子。
{"title":"The effect of comics and Interprofessional community dialogue on health humanities, empathy, and communication among healthcare students","authors":"Hsiang-Chu Pai ,&nbsp;Ying-Chi Lu ,&nbsp;Sheuan Lee ,&nbsp;Su-Yin Lee","doi":"10.1016/j.nedt.2025.106582","DOIUrl":"10.1016/j.nedt.2025.106582","url":null,"abstract":"<div><h3>Background</h3><div>Healthcare providers' health humanities, empathy, and communication effectiveness positively correlate with care recipient outcomes. These abilities can be enhanced by teaching design courses. In particular, comics and community dialogues are suitable for cultivating professional students' abilities. However, this method has not yet been used in studies involving healthcare professional students.</div></div><div><h3>Objectives</h3><div>This study develops a Comics and Interprofessional Community Dialogue (CICD) action programme for healthcare professional students to be used during emotion management courses and to evaluate the effects of this programme on changes in students' health humanities competence, empathy, and communication effectiveness. An additional aim is to determine the predictors of effective communication.</div></div><div><h3>Methods</h3><div>A single-group longitudinal study is conducted with professional healthcare students recruited from a medical university. The students completed three questionnaires: the Health Humanities Competence Scale, the Jefferson Scale of Empathy, and the Communication Effectiveness Profile at the beginning of the semester (Time 1), mid-semester (Time 2), and the end of the semester (Time 3). Changes in the scores for each questionnaire are analysed using generalised estimation models.</div></div><div><h3>Results</h3><div>The study's findings show that at Time 3, communication effectiveness is significantly higher than at Times 1 and 2 and is positively related to empathy and health humanities competence. These results indicate that a CICD action programme improves healthcare professional students' communication effectiveness and that students' empathy and health humanities affect their communication competence.</div></div><div><h3>Conclusion</h3><div>Health humanities competence and empathy are enhanced with a CICD, which helps healthcare professional students improve their communication effectiveness. Furthermore, the semester period, empathy, and health humanities competencies are predictors of healthcare professional students' communication effectiveness competencies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106582"},"PeriodicalIF":3.6,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016605","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}
引用次数: 0
Bachelor Thesis in nursing: A qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses 护理学学士论文:从学生、导师和护士的经验对教学过程进行定性研究。
IF 3.6 2区 医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2025-01-16 DOI: 10.1016/j.nedt.2025.106567
Olga Canet-Vélez , Silvia Gros Naves , Judith Roca , Alba Torné-Ruiz , Jordi Torralbas-Ortega , Montserrat Sanromà-Ortíz
{"title":"Bachelor Thesis in nursing: A qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses","authors":"Olga Canet-Vélez ,&nbsp;Silvia Gros Naves ,&nbsp;Judith Roca ,&nbsp;Alba Torné-Ruiz ,&nbsp;Jordi Torralbas-Ortega ,&nbsp;Montserrat Sanromà-Ortíz","doi":"10.1016/j.nedt.2025.106567","DOIUrl":"10.1016/j.nedt.2025.106567","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106567"},"PeriodicalIF":3.6,"publicationDate":"2025-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143016573","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}
引用次数: 0
期刊
Nurse Education Today
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