Nurse Education Today最新文献

{"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}

{"title":"Fostering professional identity development during and after undergraduate nursing education: A systematic review of intervention studies","authors":"Janne Vanuytrecht ,&nbsp;Eva Goossens ,&nbsp;Erik Franck","doi":"10.1016/j.nedt.2025.106938","DOIUrl":"10.1016/j.nedt.2025.106938","url":null,"abstract":"<div><h3>Background</h3><div>In light of a global need to invest in nurse retention as a prerequisite for safeguarding sustainable health systems, the crucial role of professional identity development during and after nursing education has been recognized. However, a comprehensive overview of empirical evidence supporting interventions that effectively enhance the formation of professional identity in nursing is lacking.</div></div><div><h3>Aims</h3><div>To synthesize the evidence on the types and impact of interventions fostering professional identity development, on levels of professional identity and retention-related outcomes in nursing students and nurses.</div></div><div><h3>Design</h3><div>Systematic literature review.</div></div><div><h3>Review methods</h3><div>A comprehensive search was performed in PubMed, SCOPUS, and Web of Science up to May 16, 2024. Eligible studies included primary peer-reviewed (quasi-)experimental research on interventions fostering professional identity in nursing, measuring at least one specified outcome. A narrative synthesis approach was adopted, and intervention types were categorized through content analysis. The effect of interventions on selected outcomes was determined by summarizing data using appropriate measures of central tendency and dispersion.</div></div><div><h3>Results</h3><div>A total of 3923 unique studies were identified of which 14 were eligible. Most interventions occurred in nursing education, with some in clinical practice during onboarding or continuing education. Three categories of intervention types were distinguished: initiatives fostering role and professional awareness, transition-to-practice and orientation programs, and interprofessional learning activities. Promising interventions lasted between 5 weeks and 10 months and predominantly focused on enhancing self-understanding as a nurse and reflection on the nursing image, often through peer or expert interaction or clinical practice exposure. However, their effect on retention-related outcomes remained underexplored.</div></div><div><h3>Conclusions</h3><div>Our findings revealed that interventions aimed at effectively fostering professional identity vary in content, duration, target population and geographic location, underscoring their multifaceted and context-sensitive nature. Strengthening the link between professional identity and nurse retention is crucial for long-term workforce sustainability.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106938"},"PeriodicalIF":4.2,"publicationDate":"2025-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618705","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":"Clinical setting belongingness and development of perceived practice readiness in prelicensure nursing students: A scoping review","authors":"Beth Nease ,&nbsp;Cynthia Corbett ,&nbsp;Stephanie Armstrong ,&nbsp;Kathy Casey","doi":"10.1016/j.nedt.2025.106941","DOIUrl":"10.1016/j.nedt.2025.106941","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this scoping review was to explore the link between belongingness in the clinical setting and the development of practice readiness in undergraduate student nurses. With higher demand for an increasingly competent nursing workforce, understanding the factors that contribute to practice readiness is crucial. The focus of this paper is the influence of prelicensure nursing students' perceptions of belongingness in the clinical learning environment on students ‘preparedness for professional practice.</div></div><div><h3>Design</h3><div>The Joanna Briggs Institute methodology for scoping reviews was followed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist. Data Sources: PubMed, CINAHL, and EMBASE databases were systematically searched.</div></div><div><h3>Results</h3><div>The review included 25 articles describing 20 studies, with diverse study methodological approaches and participant demographics. The literature reveals a diverse array of methodological approaches, with qualitative studies significantly outnumbering quantitative. Furthermore, the global reach of the research underscores the widespread recognition of belongingness as a critical factor in clinical learning and the development of practice readiness.</div></div><div><h3>Conclusions</h3><div>Belongingness is associated with increased opportunities for learning and skill development in the clinical setting, providing a bridge between theory and practice. A keen sense of belonging positively influences confidence in clinical problem solving, confidence in managing a patient care assignment, and confidence in clinical skill performance.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106941"},"PeriodicalIF":4.2,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618642","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":"Role strain in the obstetrical nursing student in the context of cultural influence: An observational survey study","authors":"Amy S.D. Lee ,&nbsp;Kimberly Wilson ,&nbsp;Katilya Ware ,&nbsp;Megan Mileski ,&nbsp;Lori Harrison ,&nbsp;Sierra Keith ,&nbsp;Thomas McCoy","doi":"10.1016/j.nedt.2025.106935","DOIUrl":"10.1016/j.nedt.2025.106935","url":null,"abstract":"<div><h3>Background</h3><div>Role strain occurs when an individual has a variety of roles but the associated expectations conflict. Male identifying nursing students have been previously shown to experience greater role strain than female identifying students in their obstetrical (OB) clinical experience. Surrounding sociocultural events can influence role strain experienced by students. Sociocultural events over the last three decades have generated societal awareness that has created role expectations potentially resulting in increased role strain for students in the OB clinical setting.</div></div><div><h3>Objectives</h3><div>Through replication of a 1991 study conducted by Sherrod, we sought to determine whether role strain differed between male and female identifying nursing students in OB clinical setting currently and compared to the 1991 students.</div></div><div><h3>Design</h3><div>Study participants were directed to the Sherrod Role Strain Scale (SRSS) through an online web-based survey through an anonymous link.</div></div><div><h3>Setting</h3><div>Study participants were recruited from baccalaureate nursing programs at three universities in the southeastern United States.</div></div><div><h3>Participants</h3><div>Nursing students who had completed their OB coursework at the three universities were invited to participate.</div></div><div><h3>Results</h3><div>Male identifying participants (<em>n</em> = 14) demonstrated no difference in role strain when compared to female identifying participants (<em>n</em> = 120) (Male <em>M</em> = 86.2, Female <em>M</em> = 79.1, Cohen's <em>d</em> = −0.35, 95 % CI = [−0.91, 0.21] <em>p</em> = 0.22). However, a majority of all study participants (<em>n</em> = 134) demonstrated substantial role strain (56.3 %). Both male identifying and female identifying participants demonstrated similar substantial overall role strain (males 64.3 % vs. females 55.3 %, RR = 1.16, 95 % CI = [0.76, 1.78]). Neither male identifying participants (Current <em>M</em> = 86.2 vs. 1991 <em>M</em> = 94.8) nor female identifying participants (Current <em>M</em> = 79.1 vs. 1991 <em>M</em> = 75.6) demonstrated meaningful differences in role strain when compared to the 1991 cohort.</div></div><div><h3>Conclusions</h3><div>Results indicate role strain experienced by OB nursing students, regardless of gender identification, continues to be a significant factor in the current clinical environment. Educators can utilize this awareness of increasing role strain in the context of sociocultural influence among students in the OB clinical setting to improve the student experience.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106935"},"PeriodicalIF":4.2,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618706","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 curriculum framework for embedding artificial intelligence literacies in pre-registration nursing education","authors":"Emily Tomlinson ,&nbsp;Monica Schoch ,&nbsp;Jo McDonall","doi":"10.1016/j.nedt.2025.106928","DOIUrl":"10.1016/j.nedt.2025.106928","url":null,"abstract":"<div><h3>Background</h3><div>Pre-registration nursing students need to be appropriately prepared for a healthcare environment that is increasingly utilising artificial intelligence. Currently, there are no guidelines available for embedding critical artificial intelligence literacies into nursing curricula.</div></div><div><h3>Purpose</h3><div>This paper presents a novel curriculum framework that was developed for systematically embedding critical artificial intelligence literacy across a three-year pre-registration nursing program.</div></div><div><h3>Framework Development</h3><div>The proposed framework was developed after the pilot implementation of artificial intelligence literacies into the pre-registration nursing program at Deakin University in Victoria, Australia. Consultation with university staff including academics and specialist learning designers was undertaken. The proposed framework aligns with professional clinical guidelines and the institutions artificial intelligence principles document.</div></div><div><h3>Curriculum framework</h3><div>This framework proposes scaffolded learning outcomes, example content and skills for use in each year of the program. In year one students can be introduced to foundational artificial intelligence concepts in academic contexts. In year two the content transitions to healthcare applications; and in year three there is an emphasis on practical clinical implementation. The proposed framework provides academics with clear learning outcomes, example content, and skill development goals specific to embedding artificial intelligence.</div></div><div><h3>Conclusion</h3><div>The structured approach in this framework aims to ensure that nursing graduates develop critical skills in artificial intelligence evaluation, ethical understandings, and clinical application. Future directions include broader adoption across healthcare education programs and continuous framework refinement through collaborative co-design approaches.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106928"},"PeriodicalIF":4.2,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607527","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":"Within healthcare education how do simulated patients enable (or not) the transfer of learning into clinical practice: A realist review","authors":"Kate O' Donovan ,&nbsp;Michael Connolly ,&nbsp;Freda Browne","doi":"10.1016/j.nedt.2025.106927","DOIUrl":"10.1016/j.nedt.2025.106927","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Simulation-based education is recognised as a valuable approach in preparing healthcare learners for clinical practice. This approach provides learners with a safe environment to develop their skills. Simulated patients: persons who portray a patient or family member realistically are considered the highest level of realism, enabling learners to engage on an emotional, tactile and physical level. Although the reported benefits of this educational strategy include students feeling more prepared for clinical practice, little is known about how and why simulated patients enable the transfer of learning into clinical practice.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objective&lt;/h3&gt;&lt;div&gt;To understand how and why, within healthcare education, simulated patients enable (or not) the transfer of learning into clinical practice.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;A realist review, according to the RAMESES training materials and standards, was undertaken.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Review methods&lt;/h3&gt;&lt;div&gt;Initial scoping of the literature and engagement with an expert advisory panel informed candidate programme and rival theory development. These theories highlighted key assumptions regarding how and why simulated patients enable the transfer of learning into clinical practice. These theories were tested and refined using an iterative approach across the stages of the review. A systematic search was undertaken using the context, intervention, mechanism and outcomes framework. Resultant papers were imported into Covidence for screening by two independent reviewers, with conflicts resolved by a third. The included papers were appraised for relevance, richness and rigour. This process was conducted simultaneously with data extraction to support analytical depth and methodological integrity. Findings were analysed and established as context mechanisms and outcome configurations (CMOc) in line with realist principles that informed theory development and refinement.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Of 2694 papers, 43 were included in the final analysis. Key contextual factors included learner characteristics, such as prior clinical or simulation experience and preparation for the scenario, as well as simulated patient training. Mechanisms identified include realism, authenticity, spontaneity and safety. These mechanisms triggered outcomes of learner increased self-efficacy, confidence and enhanced knowledge and skills which were transferable into clinical practice.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;Simulated patients play a pivotal role in healthcare education, providing a realistic and safe learning environment for learners to practice and develop their skills. Mechanisms such as realism, authenticity and feedback to the learner enable outcomes such as enhanced knowledge and increased self-efficacy, which are transferable to clinical practice. Despite these reported outcomes, further evaluation is necessary to fully understand how simulated patients ","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106927"},"PeriodicalIF":4.2,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145618327","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 nursing students' experiences with simulation-based learning using educational electronic nursing records","authors":"Narae Heo ,&nbsp;Jiyoung Kim","doi":"10.1016/j.nedt.2025.106926","DOIUrl":"10.1016/j.nedt.2025.106926","url":null,"abstract":"<div><h3>Background</h3><div>Although efforts have been made to integrate electronic nursing records (ENRs) into undergraduate nursing education, evidence supporting their use is lacking.</div></div><div><h3>Aim</h3><div>This study aimed to obtain a practical understanding of nursing students' experiences with educational ENRs in simulation-based learning and to improve the planning and implementation of future educational strategies involving ENRs.</div></div><div><h3>Design</h3><div>A qualitative study was conducted to obtain a deeper understanding of nursing students' experiences of using educational ENR in simulation-based learning.</div></div><div><h3>Setting</h3><div>A university in South Korea.</div></div><div><h3>Participants</h3><div>Participants were selected through purposive sampling, and 23 fourth-year nursing students were included in the study.</div></div><div><h3>Methods</h3><div>A simulation was conducted using an educational ENR (fall risk assessment tool, needs assessment, clinical observations, and nursing records). The collected data were subjected to qualitative content analysis according to the preparation, organization, and reporting phases.</div></div><div><h3>Results</h3><div>The results of the analysis revealed the following themes: “Realism and Clinical Readiness,” “Formation of Attitudes and Responsibility as a Nurse,” “Accessibility to Information and System Usability,” “Improvement of Nursing Problem-Solving and Clinical Information Utilization Skills,” and “Educational Suggestions and Improvement Requests.” The use of an ENR in a simulation was perceived as a valuable educational opportunity to apply nursing records knowledge in a real-world context and increase readiness for clinical practice.</div></div><div><h3>Conclusion</h3><div>The experience of utilizing an ENR in simulations contributed to improvements in nursing record competency and professional identity. The learning effect can be maximized when structured guidance and timely feedback on nursing documentation are provided.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106926"},"PeriodicalIF":4.2,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145555376","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":"Corrigendum to “A survey to understand knowledge and perception of climate change: a Delphi study on health professionals” [Nurse Educ. Today 156 (2026) 106879]","authors":"Martina Batino ,&nbsp;Eleonora Moraca ,&nbsp;Sandra Trapani ,&nbsp;Antonino Morabito ,&nbsp;Daniele Ciofi","doi":"10.1016/j.nedt.2025.106914","DOIUrl":"10.1016/j.nedt.2025.106914","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"157 ","pages":"Article 106914"},"PeriodicalIF":4.2,"publicationDate":"2025-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145551767","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}