Nurse Education Today最新文献

{"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}

{"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}