Nurse Education Today最新文献

{"title":"Learning with AI, not from AI: Ethical and pedagogical implications of ChatGPT in undergraduate education","authors":"Dianne Stratton-Maher ,&nbsp;Jennifer Kelly","doi":"10.1016/j.nedt.2025.106961","DOIUrl":"10.1016/j.nedt.2025.106961","url":null,"abstract":"<div><h3>Aim</h3><div>To explore how first-year nursing students engaged with ChatGPT during an assessment task, and to understand the experiences, challenges, and perceptions they reported regarding its use in academic work.</div></div><div><h3>Background</h3><div>As artificial intelligence (AI) tools like ChatGPT reshape higher education, new opportunities and ethical tensions emerge in how students learn. Rather than simply adopting AI as a shortcut, there is an urgent need to guide students toward learning with AI critically, ethically, and creatively within assessment practices. Despite the growing use of AI, limited research has examined how structured integration into undergraduate education influences learning outcomes, digital literacy, and academic integrity.</div></div><div><h3>Design</h3><div>A qualitative descriptive study investigated the ethical and pedagogical implications of integrating ChatGPT into a first-year undergraduate nursing assessment.</div></div><div><h3>Method</h3><div>Focus groups were conducted with 48 first-year nursing students following their use of ChatGPT in an assessment task. Semi-structured questions explored students' experiences, challenges, and perceptions of ChatGPT's role in their academic development. Data were analysed using Braun and Clarke's reflexive thematic analysis, supported by the AI tool CoPilot for coding rigour.</div></div><div><h3>Results</h3><div>The analysis identified six themes: initial confusion, developing skills, evaluating reliability, negotiating academic integrity, recognising future benefits, and valuing support. Students initially experienced uncertainty, particularly around ethical use and institutional messaging. Many developed critical engagement skills, using ChatGPT to improve writing clarity, language proficiency, and idea generation. However, tensions remained between the benefits of AI support and concerns about dependency, misinformation, and digital inequities.</div></div><div><h3>Conclusions</h3><div>Structured, ethical engagement with ChatGPT can foster critical literacy, digital fluency, and deeper learning outcomes in undergraduate education. To fully realise AI's potential, institutions must develop coherent policies, embed AI literacy into curriculum design, and provide targeted support for educators and students. Learning with AI, rather than passively relying on it, is essential for preparing graduates to thrive in an AI-integrated future.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106961"},"PeriodicalIF":4.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790244","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":"Evaluation of a metahuman-based interactive learning program for maternal nursing assessment in nursing students","authors":"Jeongwon Han ,&nbsp;Hanna Lee","doi":"10.1016/j.nedt.2025.106957","DOIUrl":"10.1016/j.nedt.2025.106957","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students in maternal care often have limited opportunities for real patient interactions, hindering the development of patient-centered communication, emotional empathy, and nursing assessment skills. Virtual human technologies provide a safe and immersive alternative for practicing these competencies.</div></div><div><h3>Aim</h3><div>To evaluate the effects of a Metahuman-based virtual pregnant woman (VPW) education program on nursing students' communication competence, nursing assessment competence, patient encounter burden, learning engagement, educational satisfaction, and learning interest.</div></div><div><h3>Design</h3><div>A randomized controlled trial.</div></div><div><h3>Participants and settings</h3><div>Sixty-six nursing students from a university in South Korea were enrolled and randomly assigned to either the experimental or control group.</div></div><div><h3>Methods</h3><div>The experimental group underwent nursing assessments and documentation through conversations with a VPW, whereas the control group received video-based instruction. The pre- and post-intervention surveys measured six outcome variables. Open-ended questions were included to explore the learning experiences.</div></div><div><h3>Results</h3><div>The experimental group showed a within-group reduction in patient encounter burden (<em>t</em> = −3.89, <em>p</em> &lt; .010), although no significant between-group differences were observed in the primary outcomes. Learning interest was higher in the experimental group (<em>t</em> = 2.39, <em>p</em> = .019). Open-ended responses indicated enhanced self-reflection, emotional involvement, and a sense of realism in the learning experience.</div></div><div><h3>Conclusions</h3><div>Despite the short intervention period, the VPW program demonstrated value as a supplemental digital learning tool, particularly in promoting emotional engagement and reflective learning. Although quantitative effects were modest and between-group differences were limited, the qualitative findings highlight the potential of Metahuman-based simulations to enhance learner immersion in maternal nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"159 ","pages":"Article 106957"},"PeriodicalIF":4.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145835309","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":"Genomic literacy in nursing education: A systematic review of current knowledge, barriers, and integration","authors":"Ritambra Dadwal ,&nbsp;Manisha Mehra ,&nbsp;Neetu Priya ,&nbsp;Poonam Joshi ,&nbsp;Saumya P. Srivastava ,&nbsp;Surya Kant Tiwari","doi":"10.1016/j.nedt.2025.106959","DOIUrl":"10.1016/j.nedt.2025.106959","url":null,"abstract":"<div><h3>Objectives</h3><div>This systematic review aimed to assess the current level of genomic literacy among nursing students and practicing nurses globally, examine the integration of genomic education into nursing curricula, and identify key barriers and facilitators for improvement.</div></div><div><h3>Design</h3><div>A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines.</div></div><div><h3>Data sources</h3><div>PubMed, EMBASE, Scopus, and Web of Science databases were searched for studies published between January 2010 and March 2025.</div></div><div><h3>Review methods</h3><div>Descriptive cross-sectional studies focusing on genomic literacy in nursing were included. The Joanna Briggs Institute (JBI) critical appraisal tool was used for the quality assessment. Data extraction and synthesis were performed by two independent reviewers.</div></div><div><h3>Results</h3><div>A review of 14 studies (<em>n</em> = 5037 participants) revealed consistently low levels of genomic knowledge among nurses and nursing students worldwide. A meta-analysis of five studies using the Genomic Nursing Concept Inventory confirmed this trend, with a pooled mean score of 11.57 out of 31 (37.3 % correct). A significant discrepancy was found between the high perceived importance of genomics and the actual knowledge. Genomic education has been inadequately and inconsistently integrated into nursing curricula across countries. Key barriers included a lack of faculty expertise, insufficient funding, and inadequate curriculum content. The high perceived importance of genomics and a strong desire for more education were identified as key facilitators for improvement.</div></div><div><h3>Conclusions</h3><div>This review identifies a critical genomic literacy gap in the global nursing workforce, underpinned by inconsistent education and systemic barriers. Closing this gap necessitates a multi-faceted strategy, including comprehensive curriculum reform, robust faculty development, and supportive policy initiatives, to prepare nurses to deliver effective, genomically informed patient care in the era of personalized health.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"159 ","pages":"Article 106959"},"PeriodicalIF":4.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145801934","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 coping strategies to stressors in clinical learning environment: A systematic review and meta-synthesis","authors":"Alwin Issac ,&nbsp;Shalini Ganesh Nayak ,&nbsp;Priyadarshini Thanaraj ,&nbsp;Rebecca George ,&nbsp;Saumya P. Srivastava","doi":"10.1016/j.nedt.2025.106956","DOIUrl":"10.1016/j.nedt.2025.106956","url":null,"abstract":"<div><h3>Objectives</h3><div>The objective of this systematic review is to provide deeper understanding and insight through combining the results of qualitative research that reported on the effective coping mechanisms used by nursing students to deal with the pressure they face and support their adaptation in the clinical learning environment.</div></div><div><h3>Methodology</h3><div>All primary qualitative research studies published in English that reported on the coping strategies adopted by nursing students in the clinical learning environment were included. In December 2024, electronic databases including Medline EBSCO, CINAHL, Embase Ovid, Web of Science, ProQuest, ClinicalKey, and Scopus were searched. Retrieved papers were independently reviewed by two authors for selection based on title, abstract, and full text, with both authors agreeing on the inclusion of the papers. The qualitative data were analyzed using thematic analysis, and all included reports were appraised using the CASP checklist.</div></div><div><h3>Results</h3><div>The review included 30 studies involving 573 nursing students from 15 countries. The coping strategies identified were problem-solving, sharing and seeking help, determination, giving up, confrontation, self-regulation, proactive coping, positive reframing, avoidance, adaptation to ward culture, and venting emotions.</div></div><div><h3>Conclusion</h3><div>To optimize learning in the clinical setting, nursing instructors, clinical agencies, and curriculum designers must recognize the stressors the students face and help them develop effective coping strategies. Targeted interventions should be implemented to reduce stress and promote healthy coping while creating supportive environments that foster students' growth and provide timely assistance for the learning process.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"159 ","pages":"Article 106956"},"PeriodicalIF":4.2,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145866657","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 predictors of comfort in palliative care among nursing students: A cross-sectional analysis of knowledge, fear of death, and thanatophobia","authors":"Mauricio Arias-Rojas ,&nbsp;Sonia Carreño-Moreno ,&nbsp;Cristian Cifuentes-Tinjacá","doi":"10.1016/j.nedt.2025.106954","DOIUrl":"10.1016/j.nedt.2025.106954","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored the predictors of comfort in providing palliative care among nursing students in Colombia, focusing on knowledge, fear of death, thanatophobia, and age.</div></div><div><h3>Background</h3><div>Providing quality palliative care requires nurses to feel prepared and emotionally equipped to support patients at the end of life. However, nursing students often report discomfort and fear when facing death and dying. Understanding the factors that influence their comfort is crucial for improving palliative care education.</div></div><div><h3>Design</h3><div>A cross-sectional design was used with a sample of 355 nursing students in Colombia, employing validated instruments to assess knowledge, fear of death, thanatophobia, and comfort in palliative care. Descriptive statistics, correlation analyses, and multiple linear regression were conducted.</div></div><div><h3>Results</h3><div>The regression model was statistically significant (F = 76.34; <em>p</em> &lt; 0.01), explaining 46.6 % of the variance in students' comfort levels. Knowledge in palliative care emerged as a positive predictor (β = 0.351; <em>p</em> &lt; 0.01), while fear of death (β = −0.503), thanatophobia (β = −0.284), and age (β = −0.177) showed negative associations with comfort, all statistically significant at <em>p</em> &lt; 0.01. These results indicate that emotional and cognitive factors significantly influence students' perceived readiness to care for patients and families at the end of life.</div></div><div><h3>Conclusions</h3><div>The findings highlight the need to strengthen undergraduate nursing education by integrating comprehensive palliative care training that not only enhances knowledge but also addresses emotional barriers related to death and dying. Longitudinal and multicenter research is needed to deepen understanding and improve culturally relevant educational strategies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106954"},"PeriodicalIF":4.2,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790775","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":"Tools used to identify nursing students at risk of dropping out: a mixed-methods systematic review","authors":"Tuuli Paija ,&nbsp;Emilia Kielo-Viljamaa ,&nbsp;Camilla Strandell-Laine ,&nbsp;Sanna Koskinen ,&nbsp;Eliisa Löyttyniemi ,&nbsp;Leena Salminen ,&nbsp;Heli Virtanen","doi":"10.1016/j.nedt.2025.106953","DOIUrl":"10.1016/j.nedt.2025.106953","url":null,"abstract":"<div><h3>Background</h3><div>The global challenge of nursing student dropout is widely studied. However, literature review regarding concrete identification of students at risk of dropping out is lacking.</div></div><div><h3>Aim</h3><div>To identify and describe existing tools used in identifying undergraduate bachelor-level nursing students at risk of dropping out and the ability of these tools to identify at-risk students.</div></div><div><h3>Design</h3><div>Mixed-methods systematic review.</div></div><div><h3>Data sources</h3><div>Five databases, CINAHL (EBSCOhost), MEDLINE (PubMed), ERIC (EBSCOhost), Scopus and Web of Science, were searched in July 2024 and reference lists screened.</div></div><div><h3>Review methods</h3><div>The review was conducted following the JBI mixed-methods systematic review methodology. Studies describing concrete tools to identify individual bachelor-level nursing students at risk of dropping out were included, without temporal limits. Eligible studies were assessed with JBI Critical Appraisal tools. Convergent integrated approach was followed to synthesize data. In total, 12 studies were included.</div></div><div><h3>Results</h3><div>Fourteen tools for identifying at-risk nursing students were found, most of them being questionnaires. The tools covered different content areas for dropout-risk identification, ranging from single-area to broad coverage. The tool's ability to identify was examined either as the ability to predict actual or intended dropout, warning signals, or to differentiate at-risk and not-at-risk students, or was not directly measured. Student-registry-based tools seemed to have stronger evidence of their capability compared to questionnaires, yet did not cover a student's personal, emotional or life-situation factors related to dropout, accessible via questionnaires.</div></div><div><h3>Conclusions</h3><div>Currently, when no tool seems to be superior to another, educators and administrators exploring possibilities to implement these tools need to consider and possibly compromise between predictive accuracy and thoroughness. Further studies are needed to determine the appropriate balance between the objective and subjective factors when developing a valid and reliable tool with the ability to predict either intention or actual dropout of nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106953"},"PeriodicalIF":4.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145812103","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":"Effects of reflective writing on critical thinking, clinical decision making, empathy, and communication skills of nursing students and nurses: A mixed methods systematic review","authors":"Yingying Chen ,&nbsp;Feng Bai ,&nbsp;Ye Luo ,&nbsp;Jiali Bai ,&nbsp;Haoying Liu ,&nbsp;Wei Xu ,&nbsp;Wenxi Duan ,&nbsp;Anqi Shi ,&nbsp;Xin Zhang ,&nbsp;Huiru Yin","doi":"10.1016/j.nedt.2025.106948","DOIUrl":"10.1016/j.nedt.2025.106948","url":null,"abstract":"<div><h3>Objectives</h3><div>Evaluate the impact of reflective writing on the critical thinking, clinical decision-making, empathy, and communication skills of nursing students and nurses, and their usage experience.</div></div><div><h3>Design</h3><div>Mixed method systematic review.</div></div><div><h3>Data sources</h3><div>Nine databases (PubMed, EMBASE, Cochrane Library, CINAHL, Scopus, Web of Science, CBMdisc, CNKI, Wangfang) and reference lists were searched from database inception to April 22, 2025.</div></div><div><h3>Review methods</h3><div>Qualitative, quantitative, and mixed-methods studies were included. The Mixed Methods Appraisal Tool was used to evaluate the quality of the included primary studies. A convergent segregated approach was followed to synthesize qualitative and quantitative evidence. Reporting followed the PRISMA guidelines.</div></div><div><h3>Results</h3><div>A total of 55 studies were included (29 quantitative, 23 qualitative, 3 mixed-method). Meta-analysis of the quantitative data indicated that reflective writing significantly enhances critical thinking (SMD = 1.03, 95 % CI: 0.68–1.38), clinical decision-making (SMD = 1.98, 95 % CI: 0.56–3.39), empathy (SMD = 0.43, 95 % CI: 0.17–0.69), and communication skills (SMD = 1.57, 95 % CI: 0.41–2.74) among nursing students and nurses. These findings must be interpreted with caution due to limited data volume and study quality. The qualitative data yielded four syntheses across 16 subcategories, elucidating how reflective writing promotes the development of critical thinking, clinical decision-making, empathy, and communication skills, as well as the experiences of nursing students and nurses in utilizing reflective writing. Furthermore, the integrated results emphasize that reflective writing is an educational strategy with significant potential, which can be integrated into nursing curricula and clinical practice.</div></div><div><h3>Conclusion</h3><div>This review confirms that reflective writing is beneficial to the core competence development and professional growth of nursing students and nurses, emphasizing that nursing educators need to provide personalized, continuous feedback and systematic support when implementing it. Future research should explore factors hindering its use as a lifelong learning tool.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106948"},"PeriodicalIF":4.2,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770021","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 psychometric evaluation of the self‑leadership scale for clinical nurses: A methodological study","authors":"Hoon Ah Lee ,&nbsp;Keum Seong Jang ,&nbsp;Hyunyoung Park","doi":"10.1016/j.nedt.2025.106951","DOIUrl":"10.1016/j.nedt.2025.106951","url":null,"abstract":"<div><h3>Background</h3><div>Self‑leadership is one of the key personal competencies that enhances nurses' performance, well-being, and proactive behavior in clinical settings. Fostering self‑leadership skills through nursing education and professional development is therefore essential. However, few instruments adequately capture the unique attributes of self‑leadership in nursing.</div></div><div><h3>Aim</h3><div>This study aimed to develop and examine the psychometric properties of the Self-Leadership Scale for Clinical Nurses (SLS-CN).</div></div><div><h3>Design</h3><div>A methodological study for instrument development and validation.</div></div><div><h3>Methods</h3><div>Initial items were generated through a comprehensive literature review and in-depth interviews with 10 clinical nurses. Content validity was established via expert panel reviews and a pilot study. Subsequently, an online survey collected data from 605 nurses employed in general or tertiary hospitals in Korea to assess structural validity (through exploratory and confirmatory factor analyses), criterion validity, hypothesis-testing construct validity (convergent, discriminant, and known-groups validity), and reliability of the questionnaire.</div></div><div><h3>Results</h3><div>Structural validity testing via exploratory factor analysis identified a four-factor structure, and the final scale comprised 16 items: collaborative self-mastering strategies, physical vitality-fostering strategies, goal-focused self-training strategies, and self-respect-pursuing strategies. These factors explained 59.1 % of the total variance. Confirmatory factor analysis supported the model fit (χ² = 159.102 (<em>p</em> &lt; .001), χ²/df = 1.623, CFI = 0.954, TLI = 0.944, and RMSEA = 0.045). The scale also demonstrated satisfactory criterion validity and hypothesis-testing construct validity. Reliability was confirmed with a Cronbach's alpha of 0.861.</div></div><div><h3>Conclusions</h3><div>This study developed and validated the SLS-CN, a psychometrically robust scale for assessing self‑leadership in clinical nursing. The identified dimensions capture essential components of self‑leadership, providing a foundation for conceptual clarity and informing the design of interventions in nursing education and workforce development.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106951"},"PeriodicalIF":4.2,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737018","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 the talking circle intervention on therapeutic communication skills in clinical practice among pediatric nursing students","authors":"Özge Karakaya Suzan ,&nbsp;Emine Cincioğlu ,&nbsp;Nursan Çınar","doi":"10.1016/j.nedt.2025.106950","DOIUrl":"10.1016/j.nedt.2025.106950","url":null,"abstract":"<div><h3>Background</h3><div>Effective therapeutic communication is a core component of pediatric nursing education. However, nursing students often report difficulties communicating with pediatric patients and their families during clinical placements.</div></div><div><h3>Objectives</h3><div>This study aimed to evaluate the effectiveness of the “Talking Circle for Pediatric Nursing Students”, based on John Lowe's Self-Reliance Theory, in improving therapeutic communication skills during clinical practice.</div></div><div><h3>Design</h3><div>A randomized controlled trial with a pretest–posttest control group design was conducted in accordance with CONSORT guidelines.</div></div><div><h3>Participants</h3><div>A total of 46 third-year nursing students enrolled in a Pediatric Nursing course at a public university in Türkiye participated (intervention group: <em>n</em> = 23; control group: n = 23).</div></div><div><h3>Methods</h3><div>The study was conducted between April 9 and May 31, 2024. The intervention group attended four weekly the Talking Circle for Pediatric Nursing Students sessions. Data were collected using the Therapeutic Communication Skills Scale for Nursing Students. Independent and paired samples <em>t</em>-tests were used to assess within- and between-group differences.</div></div><div><h3>Results</h3><div>Posttest scores for Therapeutic Communication Skills–1 and –2 significantly improved in the intervention group (<em>p</em> &lt; 0.05), while Nontherapeutic Communication Skills significantly decreased. Large effect sizes were observed (d = 0.625 to 1.080). No significant changes were noted in the control group.</div></div><div><h3>Conclusion</h3><div>Talking Circle for Pediatric Nursing Students intervention significantly enhanced nursing students' therapeutic communication skills and reduced nontherapeutic behaviors during clinical practice. Talking circles can be effectively integrated into nursing curricula to promote self-awareness, peer support, and communication competence. The method may also be adapted to clinical training programs in pediatric and other specialty areas.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106950"},"PeriodicalIF":4.2,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737019","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 simulation-enhanced interprofessional education on student knowledge and satisfaction: A multivariate analysis across fields of study","authors":"Valerie M. Wright ,&nbsp;Antony R. Joseph ,&nbsp;Patricia L. Pence ,&nbsp;Susan Watkins","doi":"10.1016/j.nedt.2025.106952","DOIUrl":"10.1016/j.nedt.2025.106952","url":null,"abstract":"<div><h3>Background</h3><div>Interprofessional collaboration is essential in today's healthcare landscape. Simulation-enhanced interprofessional education provides intentional opportunities for healthcare professionals and students across fields of study to gain different perspectives about roles and responsibilities while practicing interprofessional communication skills.</div></div><div><h3>Objective</h3><div>To evaluate how students' prior interprofessional education training, the use of standardized participants, and the field of study influenced students' perceived knowledge acquisition and satisfaction after an adaptable simulation-enhanced interprofessional education experience.</div></div><div><h3>Methods</h3><div>A cross-sectional study was conducted utilizing a convenience sample, which included 182 nursing and health science students from a public university in the Midwest. Surveys measuring interprofessional knowledge and satisfaction were analyzed using Wilks' Lambda MANOVA and Cronbach's alpha.</div></div><div><h3>Results</h3><div>The use of standardized participants significantly enhanced students' interprofessional knowledge (<em>p</em> &lt; .001) and satisfaction (p &lt; .001). While prior interprofessional education experience contributed to knowledge gains (<em>p</em> = .019), it did not significantly impact satisfaction. Differences between fields of study were not a significant factor. High internal consistency across survey instruments supports the reliability of these findings.</div></div><div><h3>Conclusion</h3><div>This simulation-enhanced interprofessional education was effective in improving both student knowledge and satisfaction, regardless of field of study. Standardized participants contributed significantly to the learning process. This model serves as an effective method for institutions seeking to embed interprofessional collaboration into their educational programs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106952"},"PeriodicalIF":4.2,"publicationDate":"2025-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737020","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}