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Nursing Reports
Special Issues
Advancing Nursing Practice Through Innovative Education
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Advancing Nursing Practice Through Innovative Education

A special issue of Nursing Reports (ISSN 2039-4403). This special issue belongs to the section "Nursing Education and Leadership".

Deadline for manuscript submissions: 31 July 2026 | Viewed by 2783

Special Issue Editors

Prof. Dr. Frank Donnelly

E-Mail Website
Guest Editor
School of Nursing, Murdoch University, Murdoch, WA 6102, Australia
Interests: nursing education; qualitative research; nursing outcomes; health care
Dr. Caroline Browne

E-Mail Website
Guest Editor
School of Nursing, Murdoch University, Murdoch, WA 6102, Australia
Interests: international clinical placements; reflective practice; Medicine; nursing and health curriculum; and pedagogy; professional identity; global health
Prof. Dr. Tracey Moroney

E-Mail Website
Guest Editor
Curtin School of Nursing, Curtin University, Bentley, WA 6102, Australia
Interests: nursing education

Special Issue Information

Dear Colleagues,

The nursing profession is challenged by several global concerns—reductions in workforce, variations to scopes of practice, and new models of care, all while ensuring the highest standards of professionalism. Central to these concerns is the role of education to ensure that the nursing practice remains contemporary, measurable, and relevant to improving the health of others. The use of artificial intelligence, the expansion of nursing roles, and the need to recognize a neurodiverse community of students and graduates provide opportunities for new and innovative pedagogy. Changes to curriculum designs to reflect these challenges often lag behind the needs of the students and the industry into which they will graduate. This special edition of Nursing Reports welcomes submissions that are central to the interests and concerns of nurse educators and practitioners.

Prof. Dr. Frank Donnelly
Dr. Caroline Browne
Prof. Dr. Tracey Moroney
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Nursing Reports is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • innovation
  • outcomes
  • neurodivergence
  • artificial intelligence
  • strengths-based nursing curriculum

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Published Papers (5 papers)

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Research

12 pages, 242 KB  
Article
Building Research Competence Across a Nursing Program: A Descriptive Documentary Study
by Lucília Nunes, Andreia Ferreri Cerqueira and Ana Poeira
Nurs. Rep. 2026, 16(5), 168; https://doi.org/10.3390/nursrep16050168 - 15 May 2026
Viewed by 89
Abstract
The organized integration of research competencies into nursing curricula is still a global challenge and is key for preparing professionals to respond to complex clinical contexts, technological advancements, and contemporary societal demands. At the School of Health of the Polytechnic Institute of Setúbal, [...] Read more.
The organized integration of research competencies into nursing curricula is still a global challenge and is key for preparing professionals to respond to complex clinical contexts, technological advancements, and contemporary societal demands. At the School of Health of the Polytechnic Institute of Setúbal, a longitudinal research axis was implemented across the four years of the undergraduate nursing program, involving epistemological foundations, the research process, evidence-based practice, and applied practice. Objective: The objective of this study was to describe the design and implementation of the longitudinal axis of research, analyzing institutional indicators of academic success and the progressive development of students’ scientific competencies. Methods: A descriptive documentary study based on institutional data analysis (the number of enrolled students, pass rates, and mean grades in the four research-related curricular units) was conducted, complemented by a review of pedagogical materials produced (two published course booklets: “Research I—From the origin to the dissemination of knowledge” and “Research II—(De)Constructing the Research Process: A Critical and Practical Analysis”) and evidence of scientific dissemination (conference presentations and published articles). Results: A continuous progression in academic performance was observed across the research curricular units, accompanied by increased complexity of student work and enhanced scientific literacy. The sequential structure proved essential: the articulation of epistemology, methodology, critical appraisal, and scientific production demonstrated strong coherence and pedagogical efficiency. Conclusions: The longitudinal research axis constitutes a curricular innovation that strengthens essential scientific competencies in undergraduate nursing education. Longitudinal models that reflect both conceptual and practical progression can significantly contribute to the development of nurses who are critical thinkers, reflective practitioners, and capable of integrating evidence into clinical decision-making. Full article
(This article belongs to the Special Issue Advancing Nursing Practice Through Innovative Education)
20 pages, 339 KB  
Article
Promoting Critical Thinking and Digital Literacy in Nursing Students Through AI-Powered Podcasting: A Mixed-Methods Study
by Piyanut Xuto, Piyaporn Prasitwattanaseree, Tareewan Chaiboonruang, Lawitra Khiaokham, Nittha Panjaruang, Pattarada Chalermliamthong and Piyawan Sritawan
Nurs. Rep. 2026, 16(4), 127; https://doi.org/10.3390/nursrep16040127 - 10 Apr 2026
Viewed by 412
Abstract
Background: Nursing education faces challenges in developing critical thinking and digital literacy among Generation Z students, particularly in maternal–newborn care contexts where evidence-based practice is essential. Objectives: To evaluate the effectiveness of an AI-assisted podcasting intervention on critical thinking and digital literacy among [...] Read more.
Background: Nursing education faces challenges in developing critical thinking and digital literacy among Generation Z students, particularly in maternal–newborn care contexts where evidence-based practice is essential. Objectives: To evaluate the effectiveness of an AI-assisted podcasting intervention on critical thinking and digital literacy among nursing students and explore their experiences. Methods: A convergent mixed-methods design included 48 third-year nursing students who created educational podcasts using AI tools (Sci Space for literature search, Notebook LM for synthesis). Quantitative data were analyzed using paired t-tests; qualitative data from three focus groups (n = 15) underwent thematic analysis. Results: Critical thinking scores increased significantly from 89.71 (SD = 13.43) to 117.29 (SD = 9.94), (t = −13.332, p < 0.001). Digital literacy scores improved from 37.98 (SD = 5.84) to 46.94 (SD = 4.11), (t = −9.407, p < 0.001). Four themes emerged: transformation from anxiety to empowerment, AI as scaffold, distinct tool utility, and future clinical application. Conclusions: These findings suggest that AI-assisted podcasting has the potential to significantly enhance critical thinking and digital literacy among nursing students; however, results should be interpreted with caution given the pre–post design, single-institution sample, and use of researcher-developed instruments. Full article
(This article belongs to the Special Issue Advancing Nursing Practice Through Innovative Education)
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19 pages, 279 KB  
Article
Online Holocaust and Genocide Education in Undergraduate Nursing: A Mixed-Methods Evaluation of Ethical Integrity and Professional Identity
by Anat Romem and Zvika Orr
Nurs. Rep. 2026, 16(3), 96; https://doi.org/10.3390/nursrep16030096 - 10 Mar 2026
Viewed by 453
Abstract
Background: Professional identity and ethical integrity are foundational to nursing practice and are shaped in part by educational experiences. This study evaluated an online Holocaust and genocide educational seminar delivered to fourth-year Bachelor of Science in Nursing (BSN) students and explored how students [...] Read more.
Background: Professional identity and ethical integrity are foundational to nursing practice and are shaped in part by educational experiences. This study evaluated an online Holocaust and genocide educational seminar delivered to fourth-year Bachelor of Science in Nursing (BSN) students and explored how students linked seminar content to professional identity formation, ethical vigilance, and patient advocacy. Methods: We conducted a descriptive mixed-methods educational evaluation. Students completed an anonymous pre-seminar survey (demographics, motivations for studying nursing, self-identified desirable professional qualities, and self-rated knowledge of the Holocaust and other genocides) and an anonymous post-seminar feedback survey with four open-ended questions. Quantitative items were summarized descriptively; qualitative data were analyzed using inductive qualitative content analysis. Results: Of the 205 students who attended the seminar, 133 completed the pre-seminar survey, and 110 completed the post-seminar survey. Students reported high baseline knowledge of the Holocaust but limited knowledge of the Armenian and Rwandan genocides. The five themes that emerged are as follows: (1) ethical judgment and the influence of nurses; (2) patient advocacy and social justice; (3) the effect of historical and contemporary trauma on students’ learning experience; (4) genocide awareness and prevention; and (5) approaches to education and content presentation. Conclusions: Carefully facilitated Holocaust and genocide education, delivered through interactive online pedagogy and structured debriefing, may support late-stage nursing students’ reflection on ethical integrity and professional identity during the transition to professional practice. Full article
(This article belongs to the Special Issue Advancing Nursing Practice Through Innovative Education)
12 pages, 1088 KB  
Article
EVENS (Evaluation Nursing Students): A Mobile Application to Enhance Nursing Students’ Clinical Competence and Self-Efficacy—A Quasi-Experimental Study
by María Isabel Guzmán-Almagro, Rosa M. Carro, Pablo Izaguirre-García, Francisco Félix Caballero-Díaz, Miriam Leñero-Cirujano, Cristina Oter-Quintana, María Teresa González-Gil, María Teresa Alcolea-Cosín, Carmen García-García and Ana Isabel Parro-Moreno
Nurs. Rep. 2026, 16(3), 83; https://doi.org/10.3390/nursrep16030083 - 27 Feb 2026
Viewed by 611
Abstract
Background/Objectives: Evaluation of students in practicums is essential in their training process. Mobile technologies enable formative assessments in training, enhance feedback, and improve students’ clinical competence and self-efficacy. Nevertheless, in the absence of previous evidence, their effects on clinical learning must be evaluated [...] Read more.
Background/Objectives: Evaluation of students in practicums is essential in their training process. Mobile technologies enable formative assessments in training, enhance feedback, and improve students’ clinical competence and self-efficacy. Nevertheless, in the absence of previous evidence, their effects on clinical learning must be evaluated with rigor and caution. We aimed to evaluate the improvement in nursing students’ clinical competence and self-efficacy during their clinical practicums using the Evaluation Nursing Student (EVENS) application. Methods: A quasi-experimental design with non-equivalent control and intervention groups was adopted. Participants were not randomly assigned. The inclusion criterion was enrolment for the Supervised Practicum II course in the Nursing degree course at University X. Students agreeing to use the EVENS application during their Supervised Practicum II were assigned to the intervention group. The primary outcomes were student competence and self-efficacy, and the secondary outcome was the usability of the application. The analysis included a comparison of the pre- and post-intervention means of the intervention and control groups using Student’s t-tests. Results: One hundred and forty-nine mostly female (n = 137, 91.9%) students participated in the study. Forty-eight were assigned to the intervention group and 101 to the control group. No statistically significant differences regarding clinical competence or self-efficacy were found between the groups. Tutors rated the application’s usability with an average of 3.8 out of 5. Conclusions: The use of the EVENS application did not improve the primary outcomes. Although it was positively received by tutors as supportive of their role in training students engaged in clinical practicums. Full article
(This article belongs to the Special Issue Advancing Nursing Practice Through Innovative Education)
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18 pages, 8768 KB  
Article
Implementation and Evaluation of the RECAP Framework: A Quality Improvement Initiative
by Courtenay R. Bruce, Natalie N. Zuniga-Georgy, Nathan Way, Lenis Sosa, Emmanuel Javaluyas, Terrell L. Williams, Swetha Mulpur and Gail Vozzella
Nurs. Rep. 2026, 16(2), 56; https://doi.org/10.3390/nursrep16020056 - 9 Feb 2026
Viewed by 685
Abstract
Background: Narration of care (NOC) refers to a nurse’s ability to explain the purposes, goals, and objectives of nursing tasks. In this project, narration of care (NOC) refers to real-time verbal explanation of nursing tasks and should not be confused with the Nursing [...] Read more.
Background: Narration of care (NOC) refers to a nurse’s ability to explain the purposes, goals, and objectives of nursing tasks. In this project, narration of care (NOC) refers to real-time verbal explanation of nursing tasks and should not be confused with the Nursing Outcomes Classification, which uses the same acronym. Although NOC is recognized as a critical skill, little research exists on how to teach it or evaluate its use. A companion article describes the development of a NOC framework. This article focuses on implementation and observed changes during rollout. Objective: We aimed to describe the implementation of a discussion-based course designed to teach nurses and patient care assistants (PCAs)—collectively referred to as nursing staff—how to effectively narrate care, and to assess changes observed during the implementation period. Methods: We used a mixed-methods, pre- and post-implementation design across seven hospitals over six months (February–August 2023). Quantitative data included pre–post comparisons of Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) scores (baseline: 2022; follow-up: 2024) and structured observations of nurse–patient interactions. Qualitative data from free-text course evaluations were thematically analyzed to contextualize quantitative findings. Integration occurred by comparing themes with observed practice gaps and patient experience trends. Results: Course Evaluations: In total, 7341 staff completed the course; 4185 evaluations were submitted. Ninety-five percent reported increased knowledge and rated the course highly. Common strategies cited included teach-back, reducing anxiety through NOC, active listening, and building personal connections. HCAHPS Comparisons: Five domains improved significantly post-implementation: care transitions (4.6, p = 0.001), cleanliness (3.9, p = 0.024), communication about medications (2.3, p = 0.042), discharge communication (2.7, p = 0.002), and restfulness (2.5, p = 0.015). Practice Observations: In total, 1281 observations were conducted. Observations indicated frequent use of several NOC-aligned behaviors and opportunities to improve narration of the environment and resolution of patient concerns. Conclusions: Improvements in patient experience measures and observed practices coincided with the course rollout. However, given the pre–post, uncontrolled design, causality cannot be inferred. Full article
(This article belongs to the Special Issue Advancing Nursing Practice Through Innovative Education)
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