Nurse Education Today最新文献

{"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":"2026-03-01","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":"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":"2026-03-01","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":"The effectiveness of the emergency response training program for biosafety events of nurses' competence in the tertiary general hospital: A quasi-experiment study","authors":"Huali Shi ,&nbsp;Yanyan Zhang ,&nbsp;Yanxiang Zhao ,&nbsp;Meng Meng ,&nbsp;Chen Zhi ,&nbsp;Hui Ma","doi":"10.1016/j.nedt.2025.106903","DOIUrl":"10.1016/j.nedt.2025.106903","url":null,"abstract":"<div><h3>Background</h3><div>Biosafety events pose a global threat. Nurses in tertiary general hospitals are among the first responders. They must have comprehensive competencies to respond appropriately to individuals exposed to biosafety risks while ensuring their safety.</div></div><div><h3>Objectives</h3><div>This study designed a training program to enhance nurses' biosafety emergency response competence in tertiary general hospitals in Beijing. It examined the effectiveness of improving their knowledge, skills, and response competence.</div></div><div><h3>Design</h3><div>A quasi-experiment study was developed.</div></div><div><h3>Methods</h3><div>This study was conducted from 24 May 2024 to 31 July 2024. Convenience sampling was used to select 100 nursing staff from Beijing who participated in this study. Participants were assigned to the experimental and control groups in the recruitment order. The general characteristics were analyzed using descriptive statistics. The Shapiro-Wilk test was employed to assess the normality of the study variables. A paired sample <em>t</em>-test or Wilcoxon signed rank test was conducted to compare the group before and after the intervention.</div></div><div><h3>Results</h3><div>A significant difference was observed between the pre-training and post-training regarding knowledge, skills, and response competence. The comparative analyses across multiple time points showed no significant differences between pre-training and one month later measurements for most variables. A noticeable decline in knowledge, skills, and response competencies was noted three months later. Nurses expressed high satisfaction with the overall training, and training manuals received the highest score.</div></div><div><h3>Conclusions</h3><div>The emergency response training program for biosafety events effectively increased nurses' knowledge, skills, and emergency response competence in tertiary general hospitals. Regular training for nurses should be implemented to consolidate the effectiveness of such training. A policy support system with standardized resource allocation and an online training platform should be developed. This system is designed to address institutional disparities while maintaining the adaptability of programs across different hospital levels.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106903"},"PeriodicalIF":4.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145607467","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":"2026-03-01","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":"Effects of reflective writing on critical thinking, clinical decision making, empathy, and communication skills of nursing students and nurses: A mixed methods systematic review","authors":"Yingying Chen ,&nbsp;Feng Bai ,&nbsp;Ye Luo ,&nbsp;Jiali Bai ,&nbsp;Haoying Liu ,&nbsp;Wei Xu ,&nbsp;Wenxi Duan ,&nbsp;Anqi Shi ,&nbsp;Xin Zhang ,&nbsp;Huiru Yin","doi":"10.1016/j.nedt.2025.106948","DOIUrl":"10.1016/j.nedt.2025.106948","url":null,"abstract":"<div><h3>Objectives</h3><div>Evaluate the impact of reflective writing on the critical thinking, clinical decision-making, empathy, and communication skills of nursing students and nurses, and their usage experience.</div></div><div><h3>Design</h3><div>Mixed method systematic review.</div></div><div><h3>Data sources</h3><div>Nine databases (PubMed, EMBASE, Cochrane Library, CINAHL, Scopus, Web of Science, CBMdisc, CNKI, Wangfang) and reference lists were searched from database inception to April 22, 2025.</div></div><div><h3>Review methods</h3><div>Qualitative, quantitative, and mixed-methods studies were included. The Mixed Methods Appraisal Tool was used to evaluate the quality of the included primary studies. A convergent segregated approach was followed to synthesize qualitative and quantitative evidence. Reporting followed the PRISMA guidelines.</div></div><div><h3>Results</h3><div>A total of 55 studies were included (29 quantitative, 23 qualitative, 3 mixed-method). Meta-analysis of the quantitative data indicated that reflective writing significantly enhances critical thinking (SMD = 1.03, 95 % CI: 0.68–1.38), clinical decision-making (SMD = 1.98, 95 % CI: 0.56–3.39), empathy (SMD = 0.43, 95 % CI: 0.17–0.69), and communication skills (SMD = 1.57, 95 % CI: 0.41–2.74) among nursing students and nurses. These findings must be interpreted with caution due to limited data volume and study quality. The qualitative data yielded four syntheses across 16 subcategories, elucidating how reflective writing promotes the development of critical thinking, clinical decision-making, empathy, and communication skills, as well as the experiences of nursing students and nurses in utilizing reflective writing. Furthermore, the integrated results emphasize that reflective writing is an educational strategy with significant potential, which can be integrated into nursing curricula and clinical practice.</div></div><div><h3>Conclusion</h3><div>This review confirms that reflective writing is beneficial to the core competence development and professional growth of nursing students and nurses, emphasizing that nursing educators need to provide personalized, continuous feedback and systematic support when implementing it. Future research should explore factors hindering its use as a lifelong learning tool.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106948"},"PeriodicalIF":4.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring predictors of comfort in palliative care among nursing students: A cross-sectional analysis of knowledge, fear of death, and thanatophobia","authors":"Mauricio Arias-Rojas ,&nbsp;Sonia Carreño-Moreno ,&nbsp;Cristian Cifuentes-Tinjacá","doi":"10.1016/j.nedt.2025.106954","DOIUrl":"10.1016/j.nedt.2025.106954","url":null,"abstract":"<div><h3>Aim</h3><div>This study explored the predictors of comfort in providing palliative care among nursing students in Colombia, focusing on knowledge, fear of death, thanatophobia, and age.</div></div><div><h3>Background</h3><div>Providing quality palliative care requires nurses to feel prepared and emotionally equipped to support patients at the end of life. However, nursing students often report discomfort and fear when facing death and dying. Understanding the factors that influence their comfort is crucial for improving palliative care education.</div></div><div><h3>Design</h3><div>A cross-sectional design was used with a sample of 355 nursing students in Colombia, employing validated instruments to assess knowledge, fear of death, thanatophobia, and comfort in palliative care. Descriptive statistics, correlation analyses, and multiple linear regression were conducted.</div></div><div><h3>Results</h3><div>The regression model was statistically significant (F = 76.34; <em>p</em> &lt; 0.01), explaining 46.6 % of the variance in students' comfort levels. Knowledge in palliative care emerged as a positive predictor (β = 0.351; <em>p</em> &lt; 0.01), while fear of death (β = −0.503), thanatophobia (β = −0.284), and age (β = −0.177) showed negative associations with comfort, all statistically significant at <em>p</em> &lt; 0.01. These results indicate that emotional and cognitive factors significantly influence students' perceived readiness to care for patients and families at the end of life.</div></div><div><h3>Conclusions</h3><div>The findings highlight the need to strengthen undergraduate nursing education by integrating comprehensive palliative care training that not only enhances knowledge but also addresses emotional barriers related to death and dying. Longitudinal and multicenter research is needed to deepen understanding and improve culturally relevant educational strategies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"158 ","pages":"Article 106954"},"PeriodicalIF":4.2,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145790775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"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":"2026-02-01","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}

{"title":"Internet addiction and depressive symptoms among nursing students: A network analysis with implications for nursing education","authors":"Yuan Li ,&nbsp;Biru Luo ,&nbsp;Jing Shi ,&nbsp;Miao Chen ,&nbsp;Mei Rosemary Fu ,&nbsp;Shujuan Liao","doi":"10.1016/j.nedt.2025.106913","DOIUrl":"10.1016/j.nedt.2025.106913","url":null,"abstract":"<div><h3>Background</h3><div>Internet addiction and depressive symptoms co-occur frequently among nursing students, threatening their well-being and academic success in a demanding educational environment. The underlying symptom dynamics, however, remain unclear. Network analysis can identify key symptom interactions, providing an empirical basis for targeted interventions and support strategies within nursing education.</div></div><div><h3>Objectives</h3><div>This study aimed to (1) identify central symptoms within the Internet addiction-depressive symptom network, (2) detect bridge symptoms connecting distinct symptom clusters, and (3) examine gender-specific network patterns among nursing students.</div></div><div><h3>Design</h3><div>A multicenter cross-sectional study.</div></div><div><h3>Setting</h3><div>Fourteen universities across seven major geographical regions of China.</div></div><div><h3>Participants</h3><div>6019 nursing students recruited through two-stage sampling.</div></div><div><h3>Methods</h3><div>Data were collected between April and July 2024 using the 6-item Internet Addiction Test and the 9-item Patient Health Questionnaire. Network analysis was performed to estimate symptom networks, identify central and bridge symptoms, and examine gender-specific patterns.</div></div><div><h3>Results</h3><div>Analysis of 5984 valid responses revealed a stable network comprising 15 nodes with 80 non-zero edges. Fatigue/low energy (Expected Influence [EI] = 1.497) and Internet preoccupation (EI = 1.211) emerged as the most central symptoms in the network, while offline emotional dysregulation (bridge EI = 0.234) served as the primary bridge symptom. Gender comparisons revealed significant structural differences (<em>P</em> = 0.049); regarding local connectivity patterns, males showed stronger connections in behavioral control failure and physiological-emotional instability, and females exhibited elevated connectivity in academic impairment and self-concept preservation.</div></div><div><h3>Conclusions</h3><div>Fatigue/low energy and Internet preoccupation emerged as central symptoms, with offline emotional dysregulation as the primary bridge. Gender-specific network patterns demonstrated distinct symptom interactions, suggesting that targeted interventions should be designed respectively for males and females. These findings advance understanding of symptom-level dynamics and provide evidence-based implications for developing targeted psychological and behavioral interventions within nursing education to enhance students' mental health, academic success, and professional development.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"157 ","pages":"Article 106913"},"PeriodicalIF":4.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468839","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 “The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model” [Nurse Educ. Today, 144 (2025)106480]","authors":"Lulu Wang ,&nbsp;Yuqing Zhang ,&nbsp;Chunjing Zhang ,&nbsp;Biaoxin Zhang","doi":"10.1016/j.nedt.2025.106904","DOIUrl":"10.1016/j.nedt.2025.106904","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"157 ","pages":"Article 106904"},"PeriodicalIF":4.2,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468837","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":"2026-02-01","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}