Nurse Education in Practice护理教育实践
Nurse Education in Practice(英文缩写 NURSE EDUC PRACT),ISSN 1471-5953,eISSN 1873-5223,中文译名:护理教育实践 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 3.430 | Q1 |
| 2022 | 3.200 | Q1 |
| 2023 | 3.300 | Q1 |
| 2024 | 4.000 | Q1 |
| 2025 | 4.500 | Q1 |
Nurse Education in Practice 最新收录文献
-
1. Augmented clinician and black box paradox AI in clinical decision-making: A qualitative study of nursing students and clinical nurses.
1. 增强型临床医生与临床决策中的黑箱悖论人工智能：一项针对护理学生和临床护士的定性研究PMID:日期:2026-09-19To explore the experiences of clinical nurses and nursing students in using artificial intelligence (AI) within clinical decision-making processes. AI holds significant promise for shaping clinical decision‑making processes in nursing practice. However, our understanding remains limited regarding how practicing clinical nurses and nursing students on clinical placements engage with AI systems and how they incorporate these tools into their professional decision‑making. Qualitative descriptive study. The study was conducted at a public hospital with nurses working in the clinics and nursing students completing their clinical rotations in the same clinics. Face-to-face, semi-structured interviews were conducted with 10 clinical nurses and 10 nursing students. Their professional experience ranges from 1.5 to 10 years. The students' grade levels range from 3rd to 4th grade. Data were analyzed using thematic analysis and the study was reported in accordance with the Standards for Reporting Qualitative Research. The study revealed four themes: (I) Augmented Clinician, (II) Catalysts in Clinical Decision-Making, (III) Cultivating AI Literacy and (IV) Black Box Paradox. In addition, drawing on the Technology Acceptance Model, Benner's Novice-to-Expert Model and Tanner's Clinical Judgement Model, the study assessed how nurses and students evaluate AI. The findings indicate that nurses and nursing students perceive AI as a potentially useful tool in clinical decision-making and patient care processes. However, ethical concerns, the possibility of misinformation and the need for safe use highlight the importance of education, institutional support and appropriate protocols to promote the responsible use of AI in nursing practice.
-
2. Ableism, disclosure and accommodation among prelicensure bachelor of science in nursing students with invisible disabilities in Saudi Arabia: A qualitative descriptive study.
PMID:日期:2026-09-18To explore how nursing students with invisible disabilities experience ableism and how these experiences shape their decisions about disclosure and the use of academic and clinical accommodations. Disability is increasingly represented in nursing education, yet disabled students remain marginal within many diversity and inclusion agendas. Rigid fitness-to-practise norms and stigma can deter students with invisible disabilities from disclosing and from using academic or clinical accommodations. A qualitative descriptive study. Twenty undergraduate nursing students with self-identified invisible disabilities were recruited through purposive maximum-variation sampling at a university nursing programme in Saudi Arabia. Individual semi-structured interviews (Arabic or English) were analysed in the original language using Braun and Clarke's reflexive thematic analysis; selected extracts were translated into English only at the reporting stage. Four themes were constructed: (1) "Reading the room before revealing myself," capturing the anticipatory appraisal of stigma and disbelief; (2) "Choosing silence over support," describing masking and the forfeiting of accommodations as self-protection; (3) "Proving I belong in the uniform," reflecting an internalised, able-bodied ideal of the 'real nurse'; and (4) "When the system bends, I can breathe," identifying trusted allies and universally designed learning as enablers of inclusion. Students frequently chose concealment over support because the perceived costs of disclosure outweighed the uncertain and stigmatising accommodation processes. Dismantling ableism requires structural change: normalising disability as professional diversity, embedding universal design for learning, reforming fitness-to-practise standards and building confidential, trustworthy disclosure pathways.
-
3. Between campus and clinic: Reciprocal learning between universities of applied sciences and hospitals in implementing extended reality for nursing education.
3. 校园与临床之间：应用科学大学与医院在实施扩展现实护理教育中的互惠学习PMID:日期:2026-09-17This discussion paper aims to examine how educational institutions and healthcare organisations can learn from one another when implementing extended reality (XR)-based training in nursing education and clinical practice. XR is attracting growing attention in nursing education. Its value lies not in immersion alone, but in its capacity to support safe, repeatable and pedagogically aligned practice. Although previous research suggests XR's potential, its effectiveness depends on instructional design, alignment with learning objectives and contextual fit, making collaboration between educational institutions and experienced clinical nurses essential. Drawing on cases from the Netherlands and Belgium, this paper addresses challenges related to usability, technical friction, educator preparation, organisational integration and clinical authenticity. Two cases were included: a longitudinal implementation case where a VR training was progressively scaled across first-year students for a communication-skills course from 2024 to 2026 and an exploratory student-preference study among second-year bachelor nursing students comparing VR simulation, immersive-room training and real-life role play. Implementation design, learner experience, logistical conditions and perceived educational value were analysed across both cases. Universities of applied sciences can play a crucial role in integrating XR training for working nurses in healthcare organisations. Educational institutions contribute pedagogical expertise, including scaffolding and learner support, while hospitals contribute workflow realism, operational resilience and clinical authenticity. Five domains for collaboration are identified: scenario design, onboarding, educator development, evaluation and student bridging roles. Together, these domains can support XR initiatives that are educationally meaningful, clinically relevant and organisationally sustainable.
-
4. Navigating study demands in first-year midwifery education: Mixed-methods insights from students, university lecturers and clinical mentor midwives.
4. 应对助产教育第一年的学习需求：来自学生、大学讲师和临床导师助产士的混合方法研究见解PMID:日期:2026-09-14To examine:(1) study-related demands faced by first-year midwifery students; and (2) support provided to help them cope with demands. The recent national transition from vocational training into tertiary midwifery education in Germany resulted in a new teaching environment and adjusted clinical placement settings. Capacity building at tertiary level enabled innovative services to foster supportive learning environments for midwifery students, including processes for onboarding. However, little is known about students' perceived challenges during this time. Convergent mixed-methods study METHODS: An online survey of 304 first-year direct-entry midwifery students from 31 German higher-education institutions and semi-structured interviews with lecturers (n = 10) and clinical mentor midwives (n = 7) were conducted. Quantitative data were subjected to descriptive statistical analysis, while qualitative interview data were analysed using a structuring and summarising content analysis approach. First-year midwifery students face academic demands (e.g., self-regulated learning and performance pressure) alongside challenges associated with dual study programmes, including clinical placement stressors and theory-practice gaps, while balancing study and personal life. Students, lecturers and mentor midwives in Germany identified helpful support measures, including university-based skills labs, practice supervision, practical instruction and personal guidance from faculty and clinical staff. Existing support was perceived as valuable in addressing study demands; however, participants identified a need to further formalise and enhance support measures to better address organisational, personal, social and content-related demands. Close coordination between higher-education institutions and cooperating hospitals is required to align expectations, ensure continuity of support and clarify roles and responsibilities.
-
5. Grief care competence among nurses and nursing students: A scoping review.
5. 护士与护生的哀伤照护能力：一项范围综述PMID:日期:2026-09-14To synthesise how grief care competence is enacted, assessed, shaped and developed among nurses and nursing students and propose an evidence-informed conceptual framework. Grief care is required across settings, yet competence is inconsistently defined, inferred from non-equivalent proxies and not integrated across practice, assessment, associated factors and education. Scoping review. Guided by the Arksey and O'Malley framework and reported according to PRISMA-ScR, seven databases were searched for evidence published from 1 January 2001-30 June 2026. Two reviewers independently screened records and charted data. Forty sources were synthesised using directed-inductive thematic analysis. Five functions characterised enacted competence: recognising grief-related needs; compassionate communication; cultural, spiritual and meaning-oriented support; coordination and follow-up; and reflective emotional regulation. Instruments reported internal consistency coefficients of 0.70-0.981 but predominantly used self-report and measured isolated proxies rather than observed, cross-context competence. Competence was associated with individual resources, clinical experience, interpersonal relationships, education and organisational support; self-efficacy, reflection and emotional regulation emerged as potential learning mechanisms. Simulation, blended learning and reflective interventions reported mainly immediate improvements, whereas sustained clinical behaviour and patient- or family-centred outcomes were rarely evaluated. Cross-domain synthesis linked competence development with assessment and enactment in practice. Grief care competence is a dynamic, context-sensitive capability rather than a collection of isolated attributes. Nursing curricula should combine staged experiential learning and multimethod assessment with organisational support for transfer into practice. Longitudinal, multicentre and cross-cultural studies are needed to test the framework and develop performance-based measures.
-
6. The effect of a digital storytelling workshop intervention on empathy and attitudes toward people with disabilities among nursing students: A parallel-group randomized controlled trial.
6. 数字故事工作坊干预对护生共情及对残疾人态度的影响：一项平行组随机对照试验PMID:日期:2026-09-12This study aimed to evaluate the effect of a digital storytelling workshop intervention on nursing students' empathy levels and attitudes toward individuals with disabilities. Empathy and positive attitudes toward individuals with disabilities are essential in nursing care. Digital storytelling may enhance understanding and perspective-taking; however, its effectiveness in nursing education remains insufficiently explored. A parallel-group, pretest-posttest randomized controlled trial. This study was conducted with 83 third-year nursing students.Following a four-hour theoretical disability awareness training, participants were randomly assigned to either the intervention group or the control group. The intervention group additionally participated in a two-week digital storytelling workshop where students created digital stories focused on the experiences of individuals with disabilities. Data were collected using the Jefferson Empathy Scale and the Disability Attitudes in Health Care Scale before and after the intervention. No statistically significant differences were found between the intervention and control groups in total empathy scores or attitudes toward individuals with disabilities after the intervention. Similarly, no significant within-group changes were identified in overall scale scores. However, the intervention group demonstrated a significant improvement in the compassionate care dimension of empathy following the digital storytelling workshop. Digital storytelling workshops may contribute to the emotional dimension of empathy among nursing students, particularly compassionate care. Student-generated digital stories may serve as an innovative educational strategy to support disability awareness and empathic understanding in nursing education.
-
7. Effects of problem-based learning and flipped classroom educational methods on patient safety knowledge, attitudes and skills among nursing students: A systematic review and network meta-analysis.
7. 基于问题的学习与翻转课堂教育方法对护生患者安全知识、态度和技能的影响：系统评价与网状Meta分析PMID:日期:2026-09-09To compare the effects of problem-based learning (PBL) and flipped classroom (FC) on patient safety knowledge, attitudes and skills among undergraduate nursing students. Patient safety is central to healthcare quality and nursing education is essential for developing safety competencies. PBL and FC are widely used active pedagogies, but their head-to-head comparative effectiveness remains uncertain. Systematic review and network meta-analysis conducted according to PRISMA-NMA guidelines (PROSPERO: CRD420261280066). PubMed, Scopus, Web of Science, Embase, CINAHL and Cochrane Library were searched from inception to 6 January 2026, supplemented by Google Scholar, trial registries and reference screening. Interventional studies comparing PBL or FC with conventional education were eligible. Risk of bias was assessed using RoB 2 and ROBINS-I and certainty using CINeMA. Random-effects frequentist network meta-analyses were performed using netmeta in R. Thirteen studies involving 979 participants were included, with eight contributing to the network meta-analysis. FC improved knowledge (SMD = 1.06, 95% CI 0.40-1.72) and skill (SMD = 0.92, 95% CI 0.35-1.49), but not attitude (SMD = 0.33, 95% CI -0.30 to 0.95). PBL ranked highest across all three domains (P-scores of 0.73-0.96), although each PBL estimate was based on a single study. Heterogeneity was substantial and certainty ranged from low to very low. At low to very low certainty, FC and PBL may enhance patient safety knowledge and skill, whereas effects on attitudes remain uncertain. Because no head-to-head trial exists, no firm ranking of the two pedagogies is currently possible; adequately powered direct comparisons are needed. The systematic review protocol has been successfully registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD420261280066).
-
8. Development and psychometric evaluation of a Pediatric Nursing Excellence Scale (PNES-NS) for nursing students.
8. 护理学生儿科护理卓越量表（PNES-NS）的开发与心理测量学评价PMID:日期:2026-09-08This study aimed to develop a Pediatric Nursing Excellence Scale (PNES-NS) for nursing students in Türkiye and to evaluate its validity and reliability. Improving nursing excellence is considered important in both academic and clinical contexts. The quality of nursing care provided to children and families is closely related to excellence in pediatric nursing. This study was conducted using a cross-sectional methodological design. This study was conducted with 402 nursing students at a university in Türkiye between November and December 2025. The initial item pool was evaluated based on expert opinions and a pilot study conducted with 15 nursing students. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were performed to examine construct validity. Reliability was assessed using Cronbach's alpha coefficients, item-total correlations and test-retest reliability in a different sample (n = 54). The final scale comprised 29 items across two dimensions (Knowledge and Awareness, Clinical Skills), explaining 56.33% of the total variance. The content validity index (CVI) values for the items ranged from 0.90 to 1.00. In the EFA, the Kaiser-Meyer-Olkin value was 0.943 and Bartlett's test of sphericity was significant. CFA results indicated good model fit (χ²/df = 2.63; RMSEA = 0.064). Cronbach's alpha coefficients were 0.967 and 0.873 for the two subdimensions and 0.953 for the overall scale. The total scale showed high reliability (r = 0.851), while the subdimensions showed moderate-to-high test-retest reliability (r = 0.535-0.820). The PNES-NS demonstrates promising psychometric properties for assessing excellence in pediatric nursing of nursing students.
-
9. The credential and the clinician: Generative AI, cognitive substitution, and what universities owe society in nursing education.
PMID:日期:2026-09-05To argue that generative AI (GenAI) poses a distinct threat to nursing credentialling, one that operates as cognitive substitution rather than cognitive supplement, and to examine why a prominent institutional response to GenAI in assessment, while well designed for general higher education, fails when applied to nursing. Nursing registration across jurisdictions rests on the assumption that university assessment has verified a graduate's competence. GenAI is now widely used in assessed work. When it produces the work through which competence is certified, the credential ceases to be a reliable guarantee of what it claims to represent, with direct implications for patient safety. A discussion paper drawing on educational, neuroscientific, and health professional literature, and on institutional and statutory sources. Critical analysis of a prominent institutional assessment framework, set against empirical evidence on cognitive offloading and the documented transfer of academic dishonesty into clinical practice. The two-lane framework relocates competence verification to supervised, secure assessments while permitting GenAI use in open assessments. This holds only if secure assessments can certify the full scope of nursing competence. They cannot, because clinical reasoning is built cumulatively through the very work the open lane now permits GenAI to perform. The framework therefore tests a capacity it has allowed to go undeveloped. The harm is structural and temporal, accumulating before longitudinal evidence can reveal it. Honouring the credential's promise requires institutional reform, not detection, and possibly the separation of the degree from registration.
-
10. Virtual simulation combined with standardized patients in nursing education: A scoping review of current practice, educational outcomes and research gaps.
10. 虚拟仿真结合标准化病人在护理教育中的应用：对当前实践、教育成果和研究空白范围的综述PMID:日期:2026-09-05To examine the current evidence regarding the combined use of virtual simulation and standardized patients in nursing education and to identify implementation patterns, educational outcomes and research gaps. Virtual simulation and standardized patients are widely used in simulation-based nursing education, yet each approach has limitations when used alone. Their combined use may integrate the advantages of repeatable digital practice and authentic interpersonal interaction. Scoping review. The review followed the Arksey and O'Malley framework and Joanna Briggs Institute guidance. PubMed, Web of Science, Embase, CINAHL, the Cochrane Library, CNKI, Wanfang and CBM were searched from inception to 6 May 2026. Two reviewers independently screened studies and charted data. Findings were synthesised descriptively. Eight studies published between 2017 and 2025 were included. The studies focused mainly on paediatric nursing, health assessment, end-of-life communication, basic nursing skills and telehealth. Three integration patterns were identified: virtual pre-training followed by standardized-patient scenarios; high-fidelity or electronic simulation combined with standardized patients and immersive virtual reality followed by face-to-face standardized-patient simulation. At the study level, positive changes were reported for knowledge and/or skills in several studies, although the magnitude and statistical significance varied by study design and outcome measure. For example, Yang et al. (2025) reported improvements in selected learning outcomes, whereas the between-group difference in theory scores was not statistically significant. These findings should therefore be interpreted in relation to the methodological heterogeneity of the included studies. Combining virtual simulation with standardized patients shows promise for strengthening clinical competence in nursing education. Future research should prioritise standardised intervention frameworks, core outcome sets, multicentre trials, longitudinal follow-up and economic evaluation.