Nurse Education Today最新文献

{"title":"The influence of near-peer teaching on final year nursing students' self-efficacy in clinical teaching: A mixed methods quasi-experimental study","authors":"Beth Pierce ,&nbsp;Jeanne Allen ,&nbsp;Thea van de Mortel","doi":"10.1016/j.nedt.2025.106907","DOIUrl":"10.1016/j.nedt.2025.106907","url":null,"abstract":"<div><h3>Background</h3><div>Registered nurses have a professional responsibility to teach other nurses, health professionals and students; however, some newly qualified nurses lack confidence and preparedness for clinical teaching. Near-peer teaching, whereby senior students teach junior students from the same program, has been found to enhance medical students' knowledge and skills (including teaching), yet little is known about its influence on nursing students' clinical teaching self-efficacy, an important predictor of future teaching engagement.</div></div><div><h3>Aim</h3><div>To determine if and how participation in near-peer teaching during clinical placement on senior (final Year 3) influenced nursing students' self-efficacy in clinical teaching.</div></div><div><h3>Design</h3><div>A mixed methods explanatory sequential design was used, involving a quasi-experiment and interviews.</div></div><div><h3>Methods</h3><div>Senior nursing students participated in either a near-peer teaching or traditional facilitator-led model during a two-week clinical placement in an acute care hospital. At the start and end of placement, participants completed a modified clinical teaching self-efficacy scale. Near-peer teaching participants were then interviewed. Survey responses were statistically analysed within and between participant groups. Interviews transcripts were thematically analysed with hybrid coding and integrated with quantitative results to corroborate, explain and expand results.</div></div><div><h3>Results</h3><div>Near-peer teaching participants' (<em>n</em> = 33) clinical teaching self-efficacy significantly increased (<em>p</em> &lt; .001) during placement; control participants had no change (<em>n</em> = 38; <em>p</em> = .73). All interviewed participants (<em>n</em> = 12) reported increased clinical teaching confidence. Having prior peer teaching experience, repeatedly engaging in teaching, observing others teach and receiving feedback and encouragement during placement strengthened participants' clinical teaching self-efficacy and willingness to teach in the future.</div></div><div><h3>Conclusions</h3><div>Near-peer teaching during clinical placement strengthens final year nursing students' clinical teaching self-efficacy and supports practice-readiness – findings not previously reported in the literature. University faculty from health disciplines should consider near-peer teaching integration to prepare students for essential teaching roles in healthcare contexts.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106907"},"PeriodicalIF":4.2,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417985","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":"Examining the effectiveness of teaching political activism to undergraduate nursing students: A scoping review","authors":"Jack Cornish ,&nbsp;Yunjing Qiu ,&nbsp;Suzanne Sheppard-Law ,&nbsp;Tracy Levett-Jones","doi":"10.1016/j.nedt.2025.106908","DOIUrl":"10.1016/j.nedt.2025.106908","url":null,"abstract":"<div><h3>Objective</h3><div>The aim of this scoping review was to identify, examine and synthesise published literature reporting on the teaching of political activism to undergraduate nursing students.</div></div><div><h3>Introduction</h3><div>As frontline healthcare professionals, nurses are well-positioned to address complex sociopolitical issues that influence the healthcare landscape. Nurses have a known history of activism, including advocating for and acting to influence policy changes that improve healthcare access, health justice and patient outcomes. Activism requires competence or astuteness to be enacted successfully, so it is, therefore, essential to understand how nursing education programs currently develop students' skills in activism to prepare graduates to meet professional expectations.</div></div><div><h3>Methods</h3><div>A scoping review was conducted according to PRISMA-ScR and JBI guidelines. Comprehensive searches were performed in CINAHL, MEDLINE, ERIC and EMBASE databases. The data from the included papers were analysed inductively, with findings presented narratively.</div></div><div><h3>Results</h3><div>Of the 401 studies identified, eight met the inclusion criteria. Varied approaches for teaching politics and political activism to nursing students were reported in the included papers. Key outcomes included knowledge acquisition, attitudinal change and increased confidence in activism. Few of the papers described rigorous evaluation methods, with only two using validated instruments to measure effectiveness, and three having conducted formal data analysis.</div></div><div><h3>Conclusions</h3><div>Political activism education is purported to be effective in developing undergraduate nursing students' political astuteness and capacity for political participation. However, the current evidence base is limited, highlighting the need for more rigorous research to support this assertion and to inform curricula.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"157 ","pages":"Article 106908"},"PeriodicalIF":4.2,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468836","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":"Mapping genetic and genomic competency in undergraduate nursing education: A scoping review","authors":"Fadhah Alshammari ,&nbsp;Jamie Conklin ,&nbsp;Megan P. Williams ,&nbsp;Brent J. Small ,&nbsp;Cheryl Woods Giscombe ,&nbsp;Ashley Leak Bryant ,&nbsp;Awatif Alrasheeday","doi":"10.1016/j.nedt.2025.106900","DOIUrl":"10.1016/j.nedt.2025.106900","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this scoping review was to map the current state of genetic and genomic competency integration in undergraduate nursing education globally. The review focused on curriculum content, teaching strategies, assessment tools, and faculty readiness, and identified barriers and facilitators to implementation.</div></div><div><h3>Design</h3><div>A scoping review was conducted using the Arksey and O'Malley framework, refined by Levac et al., and reported according to PRISMA-ScR guidelines. The Nursing Educational Framework (NEF) was used to organize findings.</div></div><div><h3>Data sources</h3><div>A comprehensive search was performed in March 2025 in PubMed, CINAHL Plus, Scopus, Education Full Text, Google Scholar, and professional organization websites. Both peer-reviewed and grey literature were included without date limits.</div></div><div><h3>Review methods</h3><div>Studies were included if they addressed any aspect of genetics or genomics in undergraduate nursing education for students or faculty. Data were extracted and synthesized descriptively, aligned to NEF domains: curriculum, pedagogy, faculty development, and assessment.</div></div><div><h3>Results</h3><div>Thirty-eight studies published between 1999 and 2025 were included, representing diverse regions and research designs. Integration of genetic and genomic content in undergraduate curricula was found to be fragmented and inconsistent, often limited to isolated lectures or optional modules. Pedagogical innovation was rare, with didactic methods predominating. Faculty readiness was a major barrier, with many educators lacking formal genomics training and professional development opportunities. Assessment strategies were underdeveloped, with limited use of validated tools. Most research originated from high-income countries, highlighting an equity gap in low- and middle-income settings.</div></div><div><h3>Conclusions</h3><div>Despite the recognized importance of genomics for precision and patient-centered nursing care, undergraduate nursing education globally has not kept pace with scientific advances. Persistent gaps in curriculum structure, pedagogy, faculty capacity, and assessment limit the preparation of nurses for genomics-informed practice. System-level reforms, including competency-based curricular redesign, sustained faculty development, and robust assessment strategies, are required to advance genomic literacy and reduce disparities in healthcare outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106900"},"PeriodicalIF":4.2,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145460656","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":"Educational death café programme as an intervention for coping with death, thanatophobia and readiness for advance care planning: A sequential mixed methods study among final year nursing students","authors":"Qian Hui Crystal Tey ,&nbsp;Jin Wei Fan ,&nbsp;Laura Tham Schmidt ,&nbsp;Betsy Seah ,&nbsp;Chue Har Lo ,&nbsp;Ming Jun Kang ,&nbsp;Melvin Tai Loong Poon ,&nbsp;Anja Terkamo-Moisio ,&nbsp;Xi Vivien Wu ,&nbsp;Wei How Darryl Ang","doi":"10.1016/j.nedt.2025.106906","DOIUrl":"10.1016/j.nedt.2025.106906","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study aimed to develop and evaluate an educational death café programme on coping with death, thanatophobia, and readiness for advance care planning (ACP) among final year nursing students.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Nursing students often feel unprepared to face death, struggle to cope with death and discussions surrounding ACP. Death cafés have emerged as a potential educational strategy to normalise death conversations in a safe, informal setting. Hence, this study aimed to examine the effects of a new educational death café on nursing students' outcomes within an Asian setting.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;A sequential explanatory mixed methods design comprising of a two-arm quasi-experimental study and a descriptive qualitative study was conducted to evaluate the educational death café programme.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;In Phase I, a two-arm quasi-experimental study recruited nursing students from a one university in Singapore to participate in a facilitator-led educational death café. The Coping with Death, Thanatophobia and Readiness for Advance Care Planning scales were used. In Phase II, a descriptive qualitative study was conducted to explore participants' experiences of the educational death café. Descriptive and inferential statistics were used to analyse demographic characteristics. Intention-to-treat paired &lt;em&gt;t&lt;/em&gt;-tests and independent t-tests examined within group and between group differences respectively. Thematic analysis was used for the qualitative data. A mixed method analysis method was used to integrate the quantitative and qualitative data.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;A total of 194 students completed pre-test measures and were allocated to intervention group (&lt;em&gt;n&lt;/em&gt; = 112) or waitlist control group (&lt;em&gt;n&lt;/em&gt; = 82). The educational death café significantly improved coping with death and readiness for practice of talking and writing of ACP scores while the waitlist control group improved in coping with death and readiness for recognising the importance of talking and writing about ACP scores. Between group analyses revealed significant differences in coping with death scores. Both groups were comparable in thanatophobia. The three themes that elucidated from the participants' narratives are (1) conducive environment facilitates death conversations, (2) death café facilitates coping and fear of death, and (3) death conversations stimulate one's readiness for advance care planning.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;This study provides preliminary evidence that an educational death café is an acceptable and appropriate programme for nursing students. Educational death café programmes have the potential to improve nursing students' ability to cope with death and stimulate students' interest to engage in ACP. Future research is needed to optimise death cafes' educational impact and its potential as a community-based intervention to promote ACP a","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106906"},"PeriodicalIF":4.2,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417976","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":"Shaping competence through identity: The mediating role of professional identity in the relationship between clinical learning environment and nursing competence among nursing students","authors":"Shaimaa Mohamed Amin ,&nbsp;Ayman Mohamed El-Ashry ,&nbsp;Nashwa Ahmed Hussein Abdel Karim ,&nbsp;Mohamed Hussien Ramadan Atta ,&nbsp;Nada Alqarawi ,&nbsp;Mahmoud Abdelwahab Khedr ,&nbsp;Hend Wageh Abozed ,&nbsp;Eman Abdeen Ali ,&nbsp;Ahmed Zaher Mohamed ,&nbsp;Ahmed Hashem El-Monshed ,&nbsp;Ibrahim Alasqah ,&nbsp;Mona Metwally El-Sayed","doi":"10.1016/j.nedt.2025.106905","DOIUrl":"10.1016/j.nedt.2025.106905","url":null,"abstract":"<div><h3>Background</h3><div>The clinical learning environment (CLE) is a fundamental component of nursing education, crucial for translating theoretical knowledge into practical competence. While a supportive CLE is known to enhance nursing competence, the precise mechanisms underlying this relationship are not fully understood. Professional identity formation, the process by which students internalize the values, behaviors, and roles of the nursing profession, is theorized to be a key mediating factor in this dynamic.</div></div><div><h3>Objective</h3><div>This study aimed to investigate the mediating role of professional identity in the relationship between the perceived clinical learning environment and self-assessed nursing competence among undergraduate nursing students in Egypt.</div></div><div><h3>Methods</h3><div>A cross-sectional, descriptive-correlational study was conducted at the Faculty of Nursing, Zagazig University, Egypt. A stratified random sample of 520 undergraduate nursing students who had completed at least one clinical practicum was recruited. Data were collected using three validated, Arabic-translated instruments: the Clinical Learning Environment Scale (CLES), the Professional Identity Scale for Nursing Students (PISNS), and the Nursing Competence Assessment Tool (NCAT). Data analysis employed descriptive statistics, Spearman's rank-order correlations, and mediation analysis using the SPSS PROCESS macro (Model 4) with 2000 bootstrap samples to test the significance of the indirect effect.</div></div><div><h3>Results</h3><div>Participants reported a moderate-to-high level of nursing competence (Mean = 116.21 ± 14.54; 77.48 % of total score), with the highest scores in basic nursing skills and communication, and the lowest in medical-related knowledge. Professional identity (Mean = 67.15 ± 10.37) and perceptions of the CLE (Mean = 71.83 ± 10.99) were also rated positively. Spearman correlations revealed significant positive relationships between CLE and competence (rs = 0.67, <em>p</em> &lt; .01), CLE and professional identity (rs = 0.66, p &lt; .01), and professional identity and competence (rs = 0.56, p &lt; .01). Mediation analysis confirmed that professional identity partially mediated the relationship between CLE and nursing competence. The indirect effect was significant (β = 0.544, <em>p</em> &lt; .001), accounting for 26.6 % of the total effect (β = 0.788, p &lt; .001).</div></div><div><h3>Conclusion</h3><div>The findings demonstrate that a positive clinical learning environment directly enhances nursing competence and indirectly fosters it through the development of a strong professional identity. This highlights the dual importance of optimizing both the structural/pedagogical aspects of clinical placements and intentionally integrating identity-forming activities into nursing education curricula to cultivate competent, confident future nurses.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"157 ","pages":"Article 106905"},"PeriodicalIF":4.2,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145521221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The buffering structure of moral injury in nursing internship students: A network analysis based on moral courage, self-compassion, and professional values","authors":"Wenna Qian ,&nbsp;Xinyu Tian ,&nbsp;Jiashuo Zhang ,&nbsp;Xiaohan Li ,&nbsp;Jialin Li","doi":"10.1016/j.nedt.2025.106902","DOIUrl":"10.1016/j.nedt.2025.106902","url":null,"abstract":"<div><h3>Background</h3><div>Nursing interns face a higher risk of moral injury during clinical transitions, and moral injury may negatively impact their mental health, leading to diminished confidence and enthusiasm for nursing. However, relevant studies have indicated that moral courage, self-compassion, and professional values may all potentially influence an individual's moral injury, respectively, but their specific relationship and complex mechanisms have not been fully explored in nursing interns.</div></div><div><h3>Aim</h3><div>To determine the complex relationships of moral courage, self-compassion, professional values in constructing an interconnected network structure for moral injury towards nursing interns.</div></div><div><h3>Methods</h3><div>This cross-sectional study recruited 429 nursing interns between August 21, 2024, and February 10, 2025, using convenience sampling. The online questionnaires used included the Demographic Questionnaire, Moral Injury Symptoms Scale-Health Professional, Nurses' Moral Courage Scale, Self Compassion Scale, Nursing Professional Values Scale - Revised. Gaussian graphical models were used for analysing network structure, centrality and bridging expected influence (BEI) to clarify the complex structure of relationships between moral injury and moral courage, self-compassion, and professional values.</div></div><div><h3>Results</h3><div>The moral injury network structure comprised 63 non-zero edges (edge weights = −0.421 to 0.573) out of 136 possible connections. Isolation in self-compassion exhibited the highest centrality (strength = 1.296). Mistrust in moral injury showed the strongest bridge strength and negative BEI (BEI = −0.524), while mindfulness in self-compassion demonstrated the strongest positive BEI (BEI = 0.341).</div></div><div><h3>Conclusions</h3><div>This study highlights the critical bridging role of mistrust and the negative association of isolation with moral injury among nursing interns. Moral courage, self-compassion, and professional values collectively constituted a relatively stable network structure associated with moral injury in nursing interns, providing focal points for observation and intervention to detect and prevent moral injury. Nursing educators should prioritize cultivating professional values and designing interventions targeting self-compassion and moral courage to safeguard interns' mental health.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106902"},"PeriodicalIF":4.2,"publicationDate":"2025-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145356806","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":"Factors associated with resilience levels in nurse educators: A cross-sectional study","authors":"Marcia Kirwan ,&nbsp;Anja H. Brunsveld-Reinders ,&nbsp;Mary Casey ,&nbsp;Amanda Phelan ,&nbsp;Kim J. Verhaegh ,&nbsp;Janneke M. de Man-van Ginkel","doi":"10.1016/j.nedt.2025.106898","DOIUrl":"10.1016/j.nedt.2025.106898","url":null,"abstract":"<div><h3>Background</h3><div>Resilience in the workplace has become a focus of attention for researchers concerned with both productivity and well-being. The COVID-19 pandemic has invited focus on the higher education sector as the pivot to online education was an unprecedented challenge for those delivering education, particularly those associated with healthcare programmes. Understanding resilience in nurse educators is important considering ongoing and future challenges to healthcare provision, including challenges posed by a reducing health workforce. In this study the COVID-19 pandemic was deemed to represent a point of high stress in nurse education.</div></div><div><h3>Aim</h3><div>To examine the factors associated with the self-reported resilience levels of nurse educators, including work-related stress and associated personal and professional characteristics.</div></div><div><h3>Design and setting</h3><div>Multi-centre, quantitative, cross-sectional survey.</div></div><div><h3>Participants</h3><div>Nurse educators employed in six schools of nursing (three each in Ireland and the Netherlands). Convenience sampling method was used and a total of 100 nurse educators (n=52 Irish, n=48 Dutch) participated in the survey.</div></div><div><h3>Methods</h3><div>Data were collected in September-October 2023. Participants (n=100) completed an online item survey composed of The Brief Resilience Scale (BRS) and a stress state scale developed for this study. Data were analyzed with descriptive and inferential statistics.</div></div><div><h3>Results</h3><div>On the two factors related to the nurse educators’ perceived stress, no statistically significant differences were found between the Irish and Dutch participants. Higher levels of resilience were found to be associated with male nurse educators, those with a PhD/Doctorate, those with more years of teaching experience and those who have relatively higher levels of professional stress.</div></div><div><h3>Conclusions</h3><div>Nurse educators are responsible for preparing students to work in an ever-changing environment. These roles are often stressful and a greater understanding of the factors associated with increased resilience levels may enable nurse educators to reach their potential in everyday work and respond more positively to adversity.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106898"},"PeriodicalIF":4.2,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145417984","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":"AI-driven maternal and child healthcare nursing education: Network analysis of self-efficacy and usage demands","authors":"Qin Zeng ,&nbsp;Jun Zhu ,&nbsp;Qin Yang ,&nbsp;Shaoyu Su ,&nbsp;Xi Huang","doi":"10.1016/j.nedt.2025.106899","DOIUrl":"10.1016/j.nedt.2025.106899","url":null,"abstract":"<div><h3>Background</h3><div>The application of artificial intelligence (AI) in maternal and child health nursing education is increasingly widespread, yet the dynamic relationship between nurses' AI self-efficacy and usage demands remains underexplored. In China's maternal and child health sector, nurses face high work pressure and training shortages, hindering AI integration. This study uses network analysis to uncover the complex structure of AI self-efficacy and demands among Chinese nurses, informing optimized AI training strategies.</div></div><div><h3>Methods</h3><div>A cross-sectional study employed convenience sampling of registered nurses (<em>N</em> = 848) from mainland China's maternal and child health institutions (January 1–March 1, 2025). The AI Self-Efficacy Scale (AISES; 22 items, 4 dimensions: assistance, anthropomorphic interaction, comfort, technical skills) assessed self-efficacy, with added questions on AI usage and training needs. LASSO-regularized partial correlation networks were built using R (qgraph package), characterizing key nodes via strength centrality, bridge strength, and predictability. Bootstrap methods verified network stability and edge accuracy.</div></div><div><h3>Results</h3><div>The network comprised 22 nodes and 122 non-zero edges (52.81 % of possible edges; mean weight = 0.0463). Highest influence: anthropomorphic interaction's AI_4 (“AI tone matches humans”; centrality = 2.654). Highest predictability: assistance's AS_3 (“AI aids learning effectively”; R² = 0.905). Key bridge: AI_1 (“AI interaction vivid”; bridge strength = 3.403). Associate-degree nurses (<em>N</em> = 189) showed higher centrality in technical skills (TS_4, “AI jargon clear”; Δ = 0.429) and comfort (CF_5, “AI interaction relaxed”; Δ = 0.148) versus bachelor's-or-higher (<em>N</em> = 659). Only 13.7 % received AI training; 43.6 % had no exposure, underscoring deficiencies.</div></div><div><h3>Conclusions</h3><div>Network analysis highlights anthropomorphic interaction and learning assistance as core in AI self-efficacy, offering targets for targeted training. Suggestions include anthropomorphic training, AI resource platforms, terminology courses, low-stress exercises, and case studies to enhance AI integration, nursing quality, and maternal-infant outcomes. Cross-sectional limitations necessitate future longitudinal studies to validate effects and address grassroots needs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106899"},"PeriodicalIF":4.2,"publicationDate":"2025-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145309939","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 “Exploring nursing students' patient safety learning experiences during clinical practice: A qualitative study utilizing the SLERT tool” [Nurse Educ. Today, 155 (2025) 106873]","authors":"Alireza Mirzaei ,&nbsp;Mehraban Shahmari ,&nbsp;Reza Nemati-Vakilabad ,&nbsp;Mehdi Ajri-Khameslou ,&nbsp;Alison Steven","doi":"10.1016/j.nedt.2025.106897","DOIUrl":"10.1016/j.nedt.2025.106897","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106897"},"PeriodicalIF":4.2,"publicationDate":"2025-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145270802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing leadership and pandemic preparedness via game-based learning simulation: A narrative review (Registered nurses and undergraduate nursing students)","authors":"Scott James Andrews ,&nbsp;Olivia Gallagher ,&nbsp;Alecka Miles ,&nbsp;Carol Crevacore ,&nbsp;Brennen Mills","doi":"10.1016/j.nedt.2025.106888","DOIUrl":"10.1016/j.nedt.2025.106888","url":null,"abstract":"<div><h3>Background</h3><div>Early progression of newly registered nurses into leadership roles is commonplace in clinical settings. Nurses and student nurses can prepare for leadership by gaining exposure through simulation-based learning. A novel and expanding modality are game-based learning (GBL) simulation. Nurse leaders play a crucial role during pandemics, guiding their teams through crises and ensuring effective response strategies. Reviewing the literature to identify the content, structure, and effectiveness of current pandemic preparedness and GBL simulation in nursing education is necessary to identify lessons learnt during the COVID-19 pandemic response to guide workforce preparation for future surge planning.</div></div><div><h3>Aim</h3><div>The aim of this narrative review was to explore the literature regarding current pandemic preparedness and GBL simulation in nursing education.</div></div><div><h3>Methods</h3><div>This narrative review was conducted in accordance with the sequence outlined by Gregory and Denniss (2018). The review process adhered to the PRISMA protocol and used the population, concept, and context (PCC) framework to define inclusion and exclusion criteria. A search of five major healthcare databases: CINAHL Ultimate (EBSCO), Medline (Ovid), APA PsycInfo, Web of Science, and Scopus was supplemented with a grey literature search via Google Scholar.</div></div><div><h3>Results</h3><div>Screening and review identified 48 manuscripts that met inclusion criterion. Analysis revealed variation in duration of pandemic preparedness programs (<em>n</em> = 30 articles), theoretical versus practical content, and face-to-face or online modes of delivery. GBL simulation (<em>n</em> = 18 articles) was revealed as an emerging modality in nursing education curriculum.</div></div><div><h3>Discussion</h3><div>Existing learning strategies in use within the nursing field comprise a raft of various teaching methods which facilitate preparedness of nurses for pandemics, leadership and workforce shortages. Despite implementation challenges such as considerable resource investment and ongoing maintenance, GBL simulation achieves significant improvements in knowledge, confidence, engagement, motivation and skill acquisition among nurses and nursing students.</div></div><div><h3>Conclusion</h3><div>There is limited evidence describing pandemic preparedness training of nursing students via GBL simulation. Further research is needed to identify if GBL simulation of real-world pandemic scenarios in a low-risk setting could provide learning benefit through integration into nursing education curricula.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"156 ","pages":"Article 106888"},"PeriodicalIF":4.2,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145260100","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}