Nurse Education Today最新文献

{"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}

{"title":"Workplace trust and moral resilience in nurses: The parallel mediating roles of moral courage, ethical climate and social support","authors":"Zhe Shen ,&nbsp;Yubei Chen ,&nbsp;Shiyi Li ,&nbsp;Ting Du ,&nbsp;Xia Li ,&nbsp;Zhihui Zheng","doi":"10.1016/j.nedt.2025.106949","DOIUrl":"10.1016/j.nedt.2025.106949","url":null,"abstract":"<div><h3>Aims</h3><div>This study aimed to explore the relationship between nurses' workplace trust and moral resilience, and to examine the parallel mediating roles of moral courage, hospital ethical climate, and social support.</div></div><div><h3>Design</h3><div>A multicenter cross-sectional survey design was adopted, and the results were reported following the STROBE statement.</div></div><div><h3>Setting</h3><div>The study was conducted in Fujian Province, China, covering two infectious disease hospitals, three psychiatric hospitals, and four general hospitals.</div></div><div><h3>Participants</h3><div>The study used a convenience sampling method and recruited a total of 1098 clinical nurses.</div></div><div><h3>Methods</h3><div>A cross-sectional design was adopted, and convenience sampling was employed to survey 1098 clinical nurses in Fujian Province. Self-designed general information questionnaires, Chinese versions of the Rushton Moral Resilience Scale(RMRS), Moral Courage Scale(NMCS), Hospital Ethical Climate Scale(HECS) and Social Support Scale(SSRS) were used. SPSS 25.0 and SPSS PROCESS macro (version 3.3) with bias-corrected Bootstrapping were employed for mediational model analysis.</div></div><div><h3>Results</h3><div>The mean scores were as follows: workplace trust: 12.36 ± 2.23; moral resilience (RMRS): 47.18 ± 7.34; moral courage (NMCS): 76.73 ± 17.73; hospital ethical climate (HECS): 106.63 ± 14.97; and social support (SSRS): 42.56 ± 8.89. Nurses' workplace trust was significantly positively correlated with moral resilience (β = 0.754, <em>p</em> &lt; 0.001). Moral courage (β = 0.053, <em>p</em> &lt; 0.05), hospital ethical climate (β = 0.282, p &lt; 0.05), and social support (β = 0.057, p &lt; 0.05) all played significant mediating roles in the relationship between workplace trust and moral resilience. The total indirect effect accounted for 51.99 % of the total effect.</div></div><div><h3>Conclusion</h3><div>Workplace trust among nurses can positively predict moral resilience, and moral courage, hospital ethical climate, and social support play parallel mediating roles. These findings provide empirical evidence for enhancing nurses' moral resilience through multidimensional interventions.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106949"},"PeriodicalIF":4.2,"publicationDate":"2025-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145726892","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":"Midwives' competence in perinatal bereavement care: A socio-ecological analysis","authors":"Ayse Irem Gokcek ,&nbsp;Neslihan Keser Ozcan","doi":"10.1016/j.nedt.2025.106947","DOIUrl":"10.1016/j.nedt.2025.106947","url":null,"abstract":"<div><h3>Background</h3><div>Perinatal bereavement, including miscarriage, stillbirth, and neonatal death, poses profound psychological challenges for parents. Midwives are often the primary professionals supporting families through this process. However, many report feeling underprepared, lacking confidence, and experiencing compassion fatigue, which may affect the quality of care.</div></div><div><h3>Aim</h3><div>This study aimed to examine midwives' competence in perinatal bereavement care within the framework of the Socio-Ecological Model, focusing on the influence of individual, interpersonal, and organizational factors, as well as the roles of confidence and compassion fatigue.</div></div><div><h3>Methods</h3><div>A cross-sectional, correlational design was employed in Turkey. A total of 450 midwives participated in an online survey conducted between March and April 2025. Data were collected using a descriptive information form, the Perinatal Bereavement Care Confidence Scale, the Perinatal Bereavement Care Competence Scale, and the Compassion Fatigue-Short Scale. Multiple linear regression analyses were conducted in accordance with the socio-ecological levels.</div></div><div><h3>Results</h3><div>At the individual level, grief support knowledge (β = 0.377, <em>p</em> &lt; .001) and self-awareness (β = 0.300, <em>p</em> &lt; .001) significantly predicted bereavement care competence. At the interpersonal level, grief support skills (β = 0.440, p &lt; .001) were a strong predictor, while compassion fatigue was not significant. At the organizational level, only perceived support (β = 0.074, <em>p</em> = .010) had a weak but significant effect, while clinical unit was non-significant.</div></div><div><h3>Conclusions</h3><div>Midwives' competence in perinatal bereavement care is shaped primarily by self-awareness, knowledge, and grief support skills, rather than demographic or institutional variables. Educational interventions focusing on reflective practice, communication skills, and structured training should be integrated into midwifery curricula. Organizational support remains essential to sustain compassionate care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106947"},"PeriodicalIF":4.2,"publicationDate":"2025-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145679291","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":"Occurrence and risk factors of leave of absence and dropout among undergraduate nursing students: A survival analysis","authors":"Hsiang-Ping Huang ,&nbsp;Chao-Chung Ho ,&nbsp;Mei-Yen Chen ,&nbsp;Sui-Whi Jane ,&nbsp;Yung-Chang Lin ,&nbsp;Jun-Yu Fan","doi":"10.1016/j.nedt.2025.106943","DOIUrl":"10.1016/j.nedt.2025.106943","url":null,"abstract":"<div><h3>Background</h3><div>The increasing trend in leave of absence and dropouts among nursing students in Taiwan's universities potentially impacts the future nursing workforce. Understanding the patterns and risk factors associated with student attrition is crucial for developing effective interventions.</div></div><div><h3>Objectives</h3><div>To examine the temporal patterns of nursing student attrition using survival analysis and identify critical intervention periods; to analyze risk factors through comprehensive institutional data including academic performance, attendance records, and behavioral indicators; and to provide a longitudinal perspective on student attrition patterns over a seven-year period.</div></div><div><h3>Methods</h3><div>This retrospective cohort study analyzed institutional research data from 3526 students (84–88 % female) in a four-year baccalaureate nursing program in Taiwan between 2017 and 2023. Data included academic performance, behavioral indicators, and academic interruption status. A total of 41 academic courses were analyzed across three main areas: general education (12 courses), basic science and nursing courses (20 courses), and clinical practicum (9 courses). Kaplan-Meier survival analysis examined temporal patterns, while Cox proportional hazards models analyzed risk factors.</div></div><div><h3>Results</h3><div>Academic interruption rates varied from 7.0 % (2018) to 15.2 % (2022) of respective cohorts. Entry period and first year (45.1 %) along with second year (43.0 %) emerged as critical periods, together accounting for 88.1 % of all direct dropouts. Survival analysis identified merit points as the strongest protective factor (HR = 0.896, 95 % CI: 0.865–0.929, <em>p</em> &lt; 0.001), with each point reducing dropout risk by 10.4 %. Each unexcused absence increased risk by 7 % (HR = 1.070, 95 % CI: 1.029–1.112, <em>p</em> = 0.001). Academic performance in Fundamental Nursing II showed a protective effect (HR = 0.952, 95 % CI: 0.929–0.976, <em>p</em> &lt; 0.001), while Psychology course performance unexpectedly increased dropout risk (HR = 1.029, 95 % CI: 1.000–1.059, <em>p</em> = 0.048).</div></div><div><h3>Conclusion</h3><div>Student attrition risk is significantly associated with academic performance, attendance, and merit records, with early program years being particularly crucial. Implementation of early warning systems, enhanced support during entry period and first two years, and strengthened attendance management are recommended. These findings provide evidence-based guidance for developing preventive interventions in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106943"},"PeriodicalIF":4.2,"publicationDate":"2025-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684340","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":"Effectiveness of 360-degree video materials for enhancing emotional readiness and spatial comprehension in nursing students during operating room practicum: A prospective controlled study","authors":"Kinuko Nagayoshi ,&nbsp;Yukiko Hisada ,&nbsp;Kuriko Kudo ,&nbsp;Rieko Izukura ,&nbsp;Maki Kanaoka ,&nbsp;Yumiko Kinoshita ,&nbsp;Misato Nakamura ,&nbsp;Mie Matsuoka ,&nbsp;Kohei Nakata ,&nbsp;Masafumi Nakamura ,&nbsp;Tomohiko Moriyama","doi":"10.1016/j.nedt.2025.106944","DOIUrl":"10.1016/j.nedt.2025.106944","url":null,"abstract":"<div><h3>Background</h3><div>Operating room (OR) practice often induces anxiety in nursing students because of its highly specialized environment. Innovative preparatory education is essential to enhance students' emotional readiness and spatial understanding prior to clinical exposure. This study aimed to evaluate the effectiveness of 360-degree video materials in improving emotional and spatial preparedness among nursing students before and after an OR practicum.</div></div><div><h3>Methods</h3><div>This study was conducted in a single nursing school in Japan and included 61 third-year nursing students undergoing OR practicums between September 2024 and January 2025. Students were sequentially assigned to a 360-degree video group (<em>n</em> = 22) or a control group (<em>n</em> = 25). Emotional responses (interest, enjoyment, excitement, fear, and anxiety), OR practicum–related stress, and spatial comprehension (patient flow, nurse workflow, and equipment layout) were assessed before the practicum, after video viewing, and after the practicum.</div></div><div><h3>Results</h3><div>No significant differences were observed between the groups at baseline. After viewing the 360-degree video, the proportion of students who reported interest, enjoyment, and excitement increased significantly. These positive emotional responses were enhanced after the practicum. The proportion of students who reported anxiety (before the practicum: 68.1 %; after viewing: 50.0 %; after the practicum: 22.7 %; <em>P</em> = 0.002) significantly decreased following exposure to the video and continued to decrease after the practicum. Empathy toward patients improved progressively (before the practicum: 77.3 %; after viewing: 90.0 %: after the practicum: 100.0 %; <em>P</em> = 0.04). Spatial comprehension improved significantly after video exposure and continued to increase after the practicum.</div></div><div><h3>Conclusions</h3><div>Integrating 360-degree video into preparatory education effectively enhanced nursing students' emotional readiness and spatial understanding of OR practicums. This approach may contribute to reducing pre-practicum anxiety and facilitate deeper engagement in clinical education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106944"},"PeriodicalIF":4.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145678749","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":"A diverse, equitable, and inclusive nursing curriculum: A qualitative thematic analysis of faculty and student perceptions","authors":"Kala Mayer ,&nbsp;Claire McKinley Yoder ,&nbsp;Layla Garrigues","doi":"10.1016/j.nedt.2025.106946","DOIUrl":"10.1016/j.nedt.2025.106946","url":null,"abstract":"<div><h3>Aim</h3><div>To explore nursing student and faculty perceptions of DEI within a Bachelor of Science in Nursing (BSN) program in the United States to offer insights to guide ongoing curricular improvement.</div></div><div><h3>Background</h3><div>Meaningful curricular reform is important in advancing a more inclusive and representative nursing workforce. Scholars and professional organizations increasingly identify nursing curricula as a structural barrier to workforce diversity. As nursing education continues to evolve, there is a growing imperative to assess curricula for bias and inclusivity to support diversity, equity, and inclusion (DEI) efforts.</div></div><div><h3>Design</h3><div>This descriptive, qualitative study draws on qualitative data from a broader psychometric survey study conducted in Spring 2022, engaging 104 nursing students and 24 faculty members.</div></div><div><h3>Methods</h3><div>The survey encompassed nine DEI-related questions assessing understanding and relevance. Participants were invited to identify missing aspects across evaluation areas, such as structural support for diverse learners and language inclusivity. Open-ended responses were analyzed through thematic analysis to compare thematic feedback from students and faculty members.</div></div><div><h3>Results</h3><div>Both shared and distinct perspectives between students (n = 32) and faculty (n = 15) on the BSN curriculum emerged. Responses often reflected broader perceptions of the curriculum. Six key themes emerged: Accessibility and support, Awareness of bias and representation, Terminology and language, Cultural considerations, Community and engagement, and Integration of structural issues.</div></div><div><h3>Conclusion</h3><div>This study highlights critical areas for improvement in nursing education. By addressing biases, enhancing accessibility, and integrating social justice principles, institutions can create more inclusive educational environments. Incorporating both students' and faculty members' perspectives in curriculum development is essential to recruiting diverse nursing professionals and mitigating health disparities across populations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106946"},"PeriodicalIF":4.2,"publicationDate":"2025-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684341","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":"Usability assessment for cave automatic virtual environment-based immersive education system on novice nurses and nursing students: A mixed methods study","authors":"Heyu Chen ,&nbsp;Qin Hu ,&nbsp;Simin Li ,&nbsp;Hua Cao ,&nbsp;Ke Xu ,&nbsp;Cong Wang ,&nbsp;Yan Jiang","doi":"10.1016/j.nedt.2025.106945","DOIUrl":"10.1016/j.nedt.2025.106945","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are the primary implementers of enteral nutrition therapy and need to be trained in relevant skills, especially in the care of critically ill patients with neurological damage. Traditional educational methods fail to present the complex changes in the condition of critically ill patients and therefore do not meet current educational and practice requirements. The effectiveness of virtual reality (VR) in nursing education has been demonstrated. However, there is a paucity of evidence for using cave automatic virtual environment (CAVE), a novel VR technology, in nursing education.</div></div><div><h3>Objective</h3><div>To develop and evaluate a CAVE-based immersive education system for the enteral nutrition care of neurocritical patients.</div></div><div><h3>Design</h3><div>This was a convergent mixed-methods study that combined a single-group post-test design with structured interview.</div></div><div><h3>Participants</h3><div>This study included 57 participants, comprising 18 novice nurses from a hospital and 39 nursing students from a school in southwest China.</div></div><div><h3>Methods</h3><div>An immersive education system was designed using CAVE. Participants followed a computer-provided random number to select the appropriate case to study using the system for a maximum of 2 h. A survey questionnaire was administered to gauge the usability, learning immersion, simulator sickness, and satisfaction of the system. Structured interview was summarized using inductive content analysis to gain participants' perceptions of the system.</div></div><div><h3>Results</h3><div>This immersive education system includes a CAVE system, mobile evaluation system, and management platform. The usability score of the system was 78.99 ± 10.76, the learning immersion score was 64.12 ± 5.73, the simulator sickness score was 0.33 ± 1.46, and the system's satisfaction in all categories was above 85 %. The qualitative analysis identified four key themes. The integration of qualitative and quantitative data generated one confirmed, one complementary, and two expanded meta-inferences regarding the usability of the system.</div></div><div><h3>Conclusions</h3><div>The immersive education system developed using CAVE has been shown to have good usability and positive educational potential. Nevertheless, issues related to communication with the system, device usability, and inaccurate scoring must be resolved for its effective development as a learning tool.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106945"},"PeriodicalIF":4.2,"publicationDate":"2025-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145769742","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":"Influence of simulation on the knowledge, skills, and confidence of entry-to-practice nursing students to recognise and respond to occupational violence and aggression: A scoping review","authors":"Monica Peddle ,&nbsp;Matthew Jackson ,&nbsp;Adam Searby ,&nbsp;Louise Alexander","doi":"10.1016/j.nedt.2025.106939","DOIUrl":"10.1016/j.nedt.2025.106939","url":null,"abstract":"<div><h3>Background</h3><div>Occupational violence and aggression (OVA) are a widespread issue in healthcare, with nurses at high risk due to frequent interactions with patients, families, and visitors. Entry-to-practice nurses are particularly vulnerable due to transition stress, workload challenges, and exposure to aggressive or distressed individuals. OVA has significant consequences, including psychological distress, increased turnover, and reduced job satisfaction. Simulation-based education is increasingly used to prepare nursing students to recognise, respond to, and manage OVA effectively. The effectiveness of different simulation methodologies in improving students' preparedness remains unclear.</div></div><div><h3>Objective</h3><div>This scoping review explores the use of simulation in nursing education for OVA and examines its impact on student learning outcomes.</div></div><div><h3>Methods</h3><div>A systematic search was conducted across multiple databases, including CINAHL, MEDLINE, EMBASE, PsycINFO, and ERIC. Studies were included if they focused on simulation-based training for OVA in entry-to-practice nursing education. Thematic analysis was used to synthesise findings.</div></div><div><h3>Results</h3><div>Twenty-three studies were included, with the most common simulation modalities being standardised patients (<em>n</em> = 8) and role-play (<em>n</em> = 6), followed by virtual and video-based simulations. Most studies reported improvements in knowledge, de-escalation skills, and confidence in managing OVA, where several studies demonstrated significant improvements in knowledge, confidence, and de-escalation skills with reported <em>p</em>-values ranging from <em>p</em> &lt; 0.05 to <em>p</em> &lt; 0.001. Some challenges included high student anxiety, difficulty translating skills to practice, and inconsistencies in simulation reporting.</div></div><div><h3>Conclusion</h3><div>Simulation enhances nursing students' ability to manage OVA, but its long-term impact remains uncertain. Future research should focus on refining simulation methods, reducing student distress, and ensuring real-world applicability.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106939"},"PeriodicalIF":4.2,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145650163","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":"Preferences of undergraduate nursing students for value education in professional courses: A conjoint analysis","authors":"Yunping Fang ,&nbsp;Wenxuan Yu ,&nbsp;Qiuge Zhao ,&nbsp;Rui Li ,&nbsp;Rui Li ,&nbsp;Xue Zhang ,&nbsp;Tongxia Zhan ,&nbsp;Zhiyun Lv","doi":"10.1016/j.nedt.2025.106942","DOIUrl":"10.1016/j.nedt.2025.106942","url":null,"abstract":"<div><h3>Background</h3><div>Values education has gained prominence in undergraduate nursing education as healthcare services continue to demand higher quality of care and professionalism. Undergraduate nursing students' preferences for these values education are critical for improving learning and optimizing instructional design.</div></div><div><h3>Objective</h3><div>To investigate the preferences of undergraduate nursing students regarding value education in professional courses.</div></div><div><h3>Methods</h3><div>A preference-based method, conjoint analysis, was utilized to explore undergraduate nursing students' preferences regarding value education in professional courses. A stepwise qualitative approach to determining the attributes and attribute levels of value education in professional courses. Scenarios were defined using an orthogonal fractional factorial design, and a cross-sectional survey was conducted anonymously using an online survey platform. Data analysis was conducted using SAS v9.4 and SPSS 26.0.</div></div><div><h3>Results</h3><div>A total of 554 completed the questionnaire. The most important attribute for students when making decisions was the duration of value education per class session (relative importance score = 36.13), followed by the content of value education (relative importance score = 29.75), the materials of value education (relative importance score = 28.18), and finally the teaching method of value education (relative importance score = 5.94). Among the 16 combined scenarios, the most popular combination was a duration of &lt;2 min of value education per class session, focusing on content related to professionalism, using the teacher's personal growth experiences as material, and a teaching method involving interactive discussion between teacher and students.</div></div><div><h3>Conclusions</h3><div>Undergraduate nursing students' preferences for value education in professional courses are influenced by the duration of value education per class session, the content of value education, the materials of value education, and the teaching method of value education. These findings can provide useful insights for nursing educators in understanding student preferences and develop value education in professional courses programs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106942"},"PeriodicalIF":4.2,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145656452","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":"Competency talk is cheap: Rethinking global standards in nursing education","authors":"Adrianna Lorraine Watson ,&nbsp;Carmel Bond ,&nbsp;Debra Jackson","doi":"10.1016/j.nedt.2025.106940","DOIUrl":"10.1016/j.nedt.2025.106940","url":null,"abstract":"<div><div>Competency has become one of the most frequently invoked concepts in nursing education. Across curricula, accreditation standards, and scholarly discourse, it is presented as a solution to concerns about graduate readiness. Yet despite the proliferation of frameworks, the meaning, assessment, and application of competency remain inconsistent and unevenly applied. This commentary critiques the contemporary emphasis on competency, arguing that the lack of coherence in definition and implementation risks reducing it to rhetoric rather than reality. The COVID-19 pandemic exposed the fragility of these frameworks. Despite years of discourse, few nursing programs had embedded pandemic-ready preparation. Nurses across both high- and low-resource settings were thrust into roles that exceeded their training, revealing the absence of unified standards and the limitations of existing approaches. Ultimately, the claim that we are “measuring competency” may provide reassurance but, without internationally coherent yet regionally adaptable standards, such claims risk remaining rhetorical. Coherence across nursing competency frameworks can be achieved through shared terminology, regional adaptation, and sustained international dialogue. Building on the World Health Organization's (2022) Global Competency and Outcomes Framework for Universal Health Coverage, this commentary proposes a practical path toward alignment without mandating uniformity. While the WHO framework provides an essential pathway, challenges in competency assessment and translation to practice remain. The commentary invites reflection on how nursing education can collaboratively shape feasible, contextually grounded solutions.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106940"},"PeriodicalIF":4.2,"publicationDate":"2025-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618326","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}